Writing Higher-Level Questions
As Benjamin Bloom and others point out, teachers have a disappointing tendency to write test items that reflect the lowest level of the taxonomy-knowledge. To avoid this failing, carefully read Part 2 of Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain (1956), edited by Benjamin Bloom, Max Englehart, Edward Furst, Walker Hill, and David Krathwohl. Each level of the taxonomy is clearly explained and followed by several pages of illustrative test items.
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Analyzing Test Items
Norman Gronlund briefly discusses item-analysis procedures for norm-referenced and criterion-referenced tests in Chapter 6 of How to Make Achievement Tests and Assessments (5th ed., 1993). For norm-referenced multiple-choice tests, these include procedures for assessing the difficulty of each item, the discriminating power of each item, and the effectiveness of each alternative answer. For criterion-referenced tests, they include a measure for assessing the effects of instruction. More detailed discussions of item-analysis procedures can be found in Chapter 8 of Educational Testing and Measurement: Classroom Application and Practice (4th ed., 1993), by Tom Kubiszyn and Gary Borich.
Also, Question Mark Software, based in Britain, produces a software program that can help teachers generate quality test items. Information on the software can be found at http://www.qmark.com or by calling the U.S. distributor at 800-863-3950.
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