GROUP+5

Group 5 members:
 * Podgorak, Lauren
 * Roskos, Juliet
 * Sawyer, Ajshe
 * Schiavone, Mary
 * Segura, Victoria

__**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)? One flaw that we all agreed upon was the NCLB acronym. We felt that No Child Left Behind should have been written out in full because everyone is not always familiar with acronyms. We also felt that using the term relevant was a flaw as well because what may be relevant to one individual may not be relevant to the next.

__Evidence:__ //Thou shall not employ complex syntax in assessment items//. //Thou shall not provide opaque directions to students.// NCLB is a term that the teacher is a term the teacher knows very well, but maybe but sketchy to the student.

__Binary Choice Item # 2 - flaw(s)?__ The flaw in this question is the use of complex vocabulary.

Evidence:Commandment # 5: //Thou shall not use vocabulary that is more advanced than your audience//. Pedagogical predilections are manifestations of idiosyncratic proclivities. . Binary Choice Item # 3 - flaw(s)?The flaw in this question was the sentence structure.

__Evidence:__ It goes against the writing guidelines on creating questions that promote critical thinking and elicit thoughtfulness.

__Binary Choice Item # 4 - flaw(s)?__ The flaw in this statement is the use of multiple negatives.

Evidence:It goes against the writing guidelines of minimizing the use of negatives in a sentence. Minimizing negatives enables the student to think on a more critical level without any clues or words that would say their decision in one direction or the next. Multiple choice question: Please circle the correct response.** Healthy eating involves:
 * 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 :

A) Eating from the fruits and vegetables food group.

B) Eating from the meats and beans food group.

C) Eating from the meats and grains food group.

D) All of the above. (Correct)


 * 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) A flaw that everyone agreed on for Multiple Choice Question 1 was the use of negative words.

Evidence: The use of negative words can be very confusing for students. This goes against minimizing the use of negatives in a sentence.

Multiple-Choice Item # 2 - flaw(s) The flaw that we all agreed upon for this question was that the question gave clues to the right answer choice.

Evidence: This multiple choice item goes against commandment number three; thou shall not provide students with unintended clues regarding appropriate responses

Multiple-Choice Item # 3 - flaw(s) The flaw we found was the use of option D "all the above" because most students would pick this answer with out thinking what the question is asking.

Evidence:This refers to the avoiding the use of more than one concept method even though they both are either/ right or wrong

Multiple-Choice Item # 4 - flaw(s) The flaw in this question is the length of the correct answer, all the other answer options are short and the correct answer is the longest, this is giving students an unintended clue to the right answer.

Evidence: The flaw in this question goes against commandment three; thou shall not provide students with unintended clues regarding appropriate responses

//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.):**
 * //“Find the flaws . . . use evidence from the ‘5 Commandments and/or the Item Writing Guidelines to support your answers.”//**
 * 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 ||

Matching Item # 1 - flaw(s)? 1) One flaw in the matching items section is the order of the responses, they are not listed in any type of consecutive or logical order. 2) A second flaw is the number of responses to premises in the list; they are too evenly matched. 3) A third flaw goes against Commandment One; thou shall not provide opaque directions to students.

Evidence: 1) According to the Writing Guidelines, the responses should have some kind of logical order, like alphabetical order. By ordering the items in such a way will minimize giving unintended clues. 2) The teacher could have added a few more responses to the list, so that the premises and responses are not so evenly matched. The teacher will also get a better idea which student is comprehending answers and which student is just guessing. 3) In the directions, the teacher uses the phrase, "match the most relevant," which can be confusing for students because what is relevant to some is not always relevant to others. Unclear test-taking directions can result in confused test takers. Making these three changes will allow the teacher to get a more accurate read on what the student knows.