GROUP+1

Group 1 Members:
 * Betz, Rhonda
 * Bonfiglio, Karen
 * Borczon, Giselle
 * Cole, Stefanie
 * Dunne, Colleen

__**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 flaw in this statement is "it is necessary that they understand all relevant NCLB tested curricular aims." The flaw is "they."

__Evidence: Commandment 2: "Thou shall not employ ambiguous statements in your assessment items." The "they" could mean the district administrators or teachers.__

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

Evidence: Commandment 5: Thou shall not use vocabulary that is more advanced than your audience. This statement is very difficult to understand.

Binary Choice Item # 3 - flaw(s)? The flaw in the statement is "almost imposssible."

__Evidence:__ Absoulte qualifers such as never and always often appear in true-false tests. When administering a test it provides the teacher with an evaluation of what the students know and do not know, not to trick students.

__Binary Choice Item # 4 - flaw(s)? The flaw in this statement comes from Commandment 4: Thou shall not employ complex syntax in assessment items.__

Evidence: The statement could have been worded using a simpler sentence structure.


 * 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 :**

**The brown puppy jumped through the mountains of snow.**
//Mark True or False:// In this sentence... A) brown is an adjective. (True) B) puppy is the verb. (False) C) jumped is the adverb. (False) D) jumped in the verb. (True)


 * 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)?**// This question is flawed due to use of a negative (the word "not").

According to the Guidelines for Binary-Choice Assessments, "As a rule, avoid negatively stated stems". A single not tossed into a test item can be very confusing for students. If the teacher feels that the stem absolutely needs to be negative, that negative word should be italicized, bolded, or underlined.
 * //Evidence://**

This question is flawed due to the use of "an" at the end of the stem.
 * //Multiple-Choice Item # 2 - flaw(s)?//**

//**Evidence**//: According to Commandment #3, "Thou shall not provide students with unintended clues regarding appropriate responses". By placing the "an" at the end of the statement, one should know the answer choice should begin with a vowel. Instead, each alternative could have had an "an" or "a" in it.

This question is flawed due to the use of "All of the above".
 * //Multiple-Choice Item # 3 - flaw(s)?//**

//**Evidence:**// According to the Writing Guidelines for Multiple-Choice Assessments, "When you include “all-of-the above” – a student who knows only two of the alternatives are correct can guess that the other two are correct as well."

//**Multiple-Choice Item # 4 - flaw(s)?**// This question is flawed due to the length of answer 'D'

//**Evidence:**// According to the Writing Guidelines for Multiple-Choice Assessments, "Item writers frequently fail to realize that the length of a multiple-choice item can give an unintended clue to the correct answer." The Powerpoint also said, "Students can figure that if the teacher has given so much attention to constructing an answer options there must be something special about it."


 * 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.):**

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.
 * “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 ||

Matching Item # 1 - flaw(s)? The premises (column A) are in alphabetical order, however the responses (column B) are not in any order. A second flaw that was found was that there are the same amount of responses as premises.

Evidence: According to the Writing Guidelines the responses in column B should be in some kind of logical order like the premises, which are in alphabetical order. Again, according to the Writing Guidelines a student who knows 80% of the matches may be able to guess the remaining by guessing or process of elimination, so more responses may be needed to engage the students in thinking about what they are responding to.