GROUP+3

Group 3 members:
 * Kapp, Kayla
 * Kennedy, Marilyn
 * Kulikowski, Barbara
 * Kushner, Jason
 * Martinez, Nancy

__**1. Use the DISCUSSION tab above to find your discussion questions and/or tasks.**__

__**2. POST YOUR GROUP CONSENSUS HERE (The group leader for these 4 Binary Choice activities will be the member whose first name comes earliest in alphabetical order.):**__

Binary Choice Item # 1 - flaw(s)? The statement is flawed due to the use of the following words: "they", "all", and "relevant".

__Evidence:__ According to Commandment # 2 (Thou shall not employ ambiguous statements in your assessment items.) "They" can be referring to district administrators or teachers. Also, Commandment #5 states (Thou shall not provide students with unintended clues regarding appropriate responses.) The word all does not focus on what the student knows and doesn't know but may make the question seem tricky because some of the information may be relevant but not necessarily all. The word "relevant" also violate Commandment #5 because what is relevant to one person may not be to another. The aims need to stated specifically.

__Binary Choice Item # 2 - flaw(s)?__ The statement is flawed due to the complex sentence structure and vocabulary.

Evidence: This stament is flawed according to Commandment #5 (Thou shall not use vocabulary that is more advanced than your audience) The vocabulary in this statement is very complicated, and can confuse a test taker if the terminology is unfamiliar. Also this statement goes against Commandment #4 (Thou shall not employ complex syntax in assessment items.) The sentence structure is too complicated for students to understand.

Binary Choice Item # 3 - flaw(s)? The statement is flawed due to the complex sentence structure, and use of the words "much more", and "almost impossible."

__Evidence:__ The writing guidelines on creating questions that promote elicit thoughtfulness may be challenged. This question may be considered biased in a sense that what one person may find effective and accurate about a students attitude another may find that it is inaccurate. Using the words "much more", and "almost impossible" also go against Commandment #4 (Thou shall not employ complex syntax in assessment items).The goal is to get students to think about your test items, otherwise, complex statements like this one will leave the students guessing the answer.

__Binary Choice Item # 4 - flaw(s)?__ The statement is flawed due to the use of the word "never" and almost for its complicated sentence structure.

Evidence: Commandment #4 states (Thou shall not employ complex syntax in assessment items.) This statement is very complex and can be very confusing. According to this commandment sentences should be simplistic and the creator of the test should avoid complicated sentence construction. This statement goes against Commandment #5 that states (Thou shall not employ ambiguous statements in your assessment items.) The teacher knows what he/she means, but the students might not. "Never" may be being used as a trick word, and the goal is to see what the student knows and doesn't know.


 * 3. POST YOUR GROUP PRODUCT HERE - Multiple Binary-Choice assessment item (the group member whose birthday is closest to Christmas will be the leader for this Multiple Binary-Choice activity :**

***Student A, a 5th grader, scored the following on the Winter 3-Minute Reading Assessment:

Word Recognition Accuracy: 76/80 = 95%

Fluency-Automaticity: 80 wcpm

Multidemensional Fluency Scale- Expression and Volume: 2 Phrasing and Intonation: 2 Smoothness: 2 Pace: 2 Total: 8

Comprehension: 5

ANSWER TRUE OR FALSE

1. Student A had minimal recall of only a fact or two from the reading passage. 2. According to the word recognition accuracy results, this student is reading at his/her instructional reading level. 3. Student A would benefit from tutoring in fluency. 4. This student's WCPM is above average for his/her grade level.**


 * 4. POST YOUR GROUP CONSENSUS HERE (The group leader for these 4 Multiple Choice activities will be the member whose last name comes earliest in alphabetical order.):**

Multiple-Choice Item # 1 - flaw(s)? Commandment #4 stating Thou shall not employ complex syntax in assessment items is displayed in this question. Also the writing guidelines state negatively stated stems should be avoided.

Evidence: The stem of this multiple choice item includes the word "not". As a rule, negatively stated stems should be avoided because they can be very confusing for students. This example also does NOT highlight the word "not" to allow students a fair chance to answer the item correctly.This example also violates Commandment 4 because it uses a complicated sentence structure for each answer. It is difficult to understand the answers.

Multiple-Choice Item # 2 - flaw(s)? Commandment #4 stating Thou shall not employ complex syntax in assessment items.

Evidence:A flaw in Commandment #4 stating Thou shall not employ complex syntax in assessment items is displayed in this question. There is unnecessary information in the question which can add words that make the sentence confusing. The question should be broken down to get right to the question at hand which is what is the term that describes the definition provided.
 * ||
 * ||

Multiple-Choice Item # 3 - flaw(s)? Commandment #4 stating Thou shall not employ complex syntax in assessment items. Also the use of all of the above as an option.

Evidence: The stem includes complex syntax. Phrases like "usually contribute" or "useful evidence" can be simplified to minimize confusion. This flaw goes against Commandment #4 (Thou shall not employ complex syntax in assessment items.) Also, I am not sure if using "all of the above" would be appropriate for this example. Another flaw is the use of "all of the above" as an option. If a student knows two of the answers are acceptable responses he/she will know to answer "D" without looking at the other options.

Multiple-Choice Item # 4 - flaw(s)? Commandent #4 and Commandment #3 have been flawed.

Evidence: Commandent #4 has been broken because the stem's sentence structure is too complicated. It should be much simpler for the reader to comprehend. This also applies to Answer D. Commandment #3 was not followed because option D is significantly longer than the others. Students can figure that if the teacher has given so much attention to answer options there must be something special about it.

//“Find the flaws. . . use evidence from the ‘5 Commandments and/or the Item Writing Guidelines to support your answers.”//** //On the line to the left of each measurement concept listed in Column A, please write the letter of the most relevant measurement procedure in Column B.//
 * 5. POST YOUR GROUP CONSENSUS HERE (The group leader for this Matching Item activity will be the member whose birthday is closest to Valentine's Day.):
 * Column A || Column B ||
 * 1. Bias-Detection || A. Determining DIF indices ||
 * 2. Item Difficulty || B. Computing K-R formula ||
 * 3. Reliability || C. Evaluating curricular alignment ||
 * 4. Score Interpretation || D. Deriving percentiles ||
 * 5. Validity || E. Calculating p// - values ||
 * 5. Validity || E. Calculating p// - values ||

Evidence:
===1. According to the Writing Guidelines, it is recommended that there are at least a few extra responses. This challenges students to think about what is the best match for each premise instead of using the process of elimination.===