GROUP+4+-+WEEK+2

Group 4 members:
 * Marek, Jennifer
 * Naeser, Suzane
 * Phillips, Amanda
 * Plese, Joshua

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


 * //2.// // POST the selected response items created collaboratively with your discussion group here (as a group decide who will take the lead and post each item): //**
 * · ** ** 1 binary-choice assessment item ** (posted by Marek.j32)


 * For the following question, circle whether or not the statement is true or false.


 * True or False: In the sentence below, the word "often" is a noun.
 * //He often plays the drums.// True or False

> > 1. Water has a high surface tension. T or F > 2. Water is made of hydrogen and carbon atoms. T or F > 3. Water has a taste and an odor. T or F > 4. Water contracts (gets smaller) when it freezes. T or F > 5. Water vapor is the gaseous state of water. T or F
 * · ** ** 1 multiple binary-choice assessment item ** (posted by Marek.j32)
 * Water has physical and chemical properties. For each of the following, answer if the statement about water in numbers 1-5 are true (T) or false (F).

> a. chloroplasts > b. mitochondria > c. nucleus > d. ribosomes
 * · ** ** 1 multiple-choice assessment item ** (posted by Marek.j32)
 * Which cell structure below is found within a typical plant cell, but not in a typical animal cell? Circle the letter in front of the correct answer.

· ** 1 matching item ** (posted by Marek.j32) (Sorry: had issues with columns lining up)
 * On the line to the left of each given word listed in Column A, please write the letter of the most relevant definition in Column B next to the correct part of the human body.
 * __**Column A**__
 * _a cell structure
 * _a cell
 * _an organ
 * _a system
 * __**Column B**__
 * a. basic unit of a cell
 * b. basic unit of a living organism
 * c. combination of a group of cells
 * d. combination of two or more organs
 * e. combination of two or more tissues

3__**. POST YOUR GROUP CONSENSUS HERE (The group leader for these 4 Short Answer activities will be the member whose middle name comes earliest in alphabetical order.):**__

Short Answer Item # 1 - flaw(s)? (posted by Marek.j32) We both seemed to agree that, according to the Item Writing Guidelines for Short-Answer Items, "it is best to use only one or two blanks" when giving the students an incomplete statement. The above statement for Item#1 has four blanks which is considered too many by the guidelines. Too much is missing from the item and this can lead to confusion for the test-taker. Also, Item#1 can be seen as an opaque or unclear assessment item, which, under the 1st Commandment, should be avoided when creating test items.


 * Evidence:
 * The 1st Commandment states that items which can be seen as an opaque or unclear should be avoided when creating test items.
 * The Item Writing Guidelines for Short-Answer Items, "it is best to use only one or two blanks" when giving the students an incomplete statement.

Short Answer Item # 2 - flaw(s)? (posted by Marek.j32)
 * It seems we both believe that the flaw in this item lies in it having the possibility of a number of legitimate responses. Per The Item Writing Guidelines for Short-Answer Items, it is important to structure them in a way that nurtures a "concise response from students." By creating an item that elicits a concise response, it will help to ensure the desired response. Again, the 1st Commandment can be drawn on because of this item's use of an opaque/unclear test assessment item.
 * We seemed to disagree on the number of blanks used in the item. I felt the number of blanks were appropriate (one to two blanks being within an appropriate amount), whereas another member felt there were too many blanks used in this item.


 * Evidence:
 * The 1st Commandment states that items which can be seen as an opaque or unclear should be avoided when creating test items.
 * Per the Item Writing Guidelines for Short-Answer Items, it is important to structure them in a way that nurtures a "concise response from students."

Short Answer Item # 3 - flaw(s)? (posted by Marek.j32)
 * It seems we both agree that the flaw lies in the complexity in syntax of this assessment item especially for third graders. Per the 4th Commandment, complex syntax items should not be employed in assessment items. Complicated sentence construction should be avoid and simple sentences should be favored.


 * Evidence:
 * The 4th Commandment states that complex syntax items should not be employed in assessment items.

Short Answer Item # 4 - flaw(s)? (posted by Marek.j32)
 * It seems we both believe the flaw in Item#4 lies in the use of three blank spaces. This gives students unintended clues as to the length of the correct response. Per the Item Guidelines for Short-Answer Items, all blanks should be treated equally. In other words, one should not vary the length of the blanks in accordance with correct response length as it gives students unintended clues toward the answer. The use of these unintended clues is also supported by the 3rd Commandment, which states that students should not be provided any clues in regards to appropriate responses.


 * Evidence:
 * Per the Item Guidelines for Short-Answer Items, all blanks should be treated equally.
 * The 3rd Commandment states that students should not be provided any clues in regards to appropriate responses.

__**4. POST YOUR GROUP CONSENSUS HERE (The group leader for these 4 Essay activities will be the member whose birthday is closest to Independence Day, July 4th.):**__

Essay Item # 1 - flaw(s)? (Phillips, Amanda) Both I and Jennifer believe that in this item, students are given a time limit, the essay's length, and the assessment's worth; all of which are needed for a strong assessment. The flaw lies in the opaque directions to the students in the part of the item which states: "Defend your choice as persuasively as you can." Per the 1st Commandment, one should not provide opaque directions to the students because these are not clear test-taking directions. Items like this only lead to student confusion. Writing as persuasively as one can does not show a clear path in what is required for writing as persuasively as one can.

Evidence: 1st Commandment

Essay Item # 2 - flaw(s)?(Phillips, Amanda) Both Jennifer and I believe there are a number of flaws in this item. Per the Writing Guidelines for Essay Items, it's "imperative that teachers clearly convey just how expensive of a response is desired." Item#2 does not give the students an idea of the length of the response, only that they are supposed to spend no more than 20 minutes working on it. 20 minutes of work will vary student to student and is therefore not an accurate way to assess. There are also too many choices for the students to choose to respond. Per the guidelines, too many response choices for students leads to them essentially taking different exam from one another. This leaves a teacher no way of accurately comparing the exams to one another. Also, per the 4th Commandment, complex syntax in assessment items should be avoided. Item#2 is set up in this complex manner. There are too many direction in a run-on sentence. If all three of the directions should be listed separately to avoid confusion (i.e. Choose map-projection; describe features; evaluate usefulness;). The extra choice of omitting an item if the student responds to one of two other questions is confusing, which falls under the 1st Commandment: do not provide opaque (unclear) directions because unclear directions can lead to confusion for those taking the test.

Evidence: The 1st Commandment

Essy Item # 3 - flaw(s)?(Phillips, Amanda) The Writing Guidelines for Essay Items in the 5 commandment says the vocabulary should not be so advanced that the student can't answer, and this question is too advanced. Students would be confused and so would thier answers be. Evidence: The 5th Commandment

Essay Item # 4 - flaw(s)?(Phillips, Amanda) For a sophomore in Highschool, this essay question would be fine. However, for many students in 10th grade it would make them think twice about the answer given since the essay is asking for so much complexity. According to the Commandments for Item Writing, specifically # 3, the essay is supposed to stay away from vocabulary and ideas that students might not know. This questions has so many tasks that it is a possibilty the student can skip over the bulk of the information for a good answer.

Evidence: 3rd Commandment

__**5. POST YOUR INDIVIDUAL DESIGNS HERE:**__
 * Your own design - JENNIFER **
 * ** 1 short-answer assessment item **
 * **_** is the capital of the state of Illinois and was the hometown of former President **_**.
 * ** 1 essay assessment item **
 * After having read about living in an ideal society in The Giver by Lois Lowry, describe three ways in which this ideal society compares or contrasts to your own life. Use at least 2-3 details about how each way compares or contrasts to your own life. (Essay length should be 100 words or less; This essay is worth 1/3 of your test grade; Spend no more than 20 minutes on writing this section;).


 * Your own design - SUZANE **
 * ** 1 short-answer assessment item **


 * ** 1 essay assessment item **


 * Your own design - AMANDA **
 * ** 1 short-answer assessment item **
 * ** _ is the President of the United States and was Senate Representative before the election for the state of _. **


 * ** 1 essay assessment item **
 * ** After reading the final chapter of The Kite Runner, describe the differences and similarities between Isreal in the book and Isreal now. Use at least 3 details from the book and 3 details from the current news about action in Isreal. **


 * Your own design - JOSHUA **
 * ** 1 short-answer assessment item **


 * ** 1 essay assessment item **