- Convey to students a clear idea regarding the extensiveness of the response desired
- Construct items so that the student’s task is explicitly described
- Do not employ optional items
- Provide students with an approximate time to be expended on each item as well as each item’s value
- Precursively judge an item’s quality by composing, mentally or in writing, a possible response
Source:
Popham, W. James (2002). Classroom assessment: What teachers need to know (3rd ed.). MA: Allyn & Bacon
No comments:
Post a Comment