Assessment

• Items clearly written and focused
• Question posed 
• Lowest possible reading level used 
• Irrelevant clues eliminated 
• Scoring key double-checked 
• Avoid providing clues via grammar, length, or answers from previous questions 
• Correct answer should not be obvious to those who have not mastered the materials tested 
• Purpose, audience, achievement target, resources, and feasibility considered 
• Best assessment method matched with purpose and achievement target
• Time for assessment is considered

GUIDELINES FOR MULTIPLE-CHOICE ITEMS

• Item stem poses a direct question 
• Repetition eliminated from response options 
• One best or correct answer provided
• Response options are brief and parallel in length, use of determiners such as "always", grammatical construction and generality 
• Number of response options offered fits item context 
• Use reasonable incorrect choices (avoid ridiculous choices)
• Make options the same length 
• Include multiple correct answers (a and b, all of the above) 
• Include only one correct or best answer
• Avoid complex multiple choice formats 

GUIDELINES FOR TRUE/FALSE ITEMS

• Statement is entirely true or false as presented 
• Avoid absolute words like "all", "never", and "always"
• Limit to 10 items
• Consider asking students to make false questions true to encourage higher-order thinking

GUIDELINES FOR MATCHING EXERCISES

• Clear directions given
• List of items to be matched is brief (5 to 15)
• List consists of homogeneous entries (e.g. don't mix names with dates) 
• Response options are brief and parallel
• Extra response options offered

GUIDELINES FOR FILL-IN, LABELING OR COMPLETION ITEMS

• One blank is needed to respond
• Length of blank is not a clue 
• Avoid passages lifted directly from text (encourages memorization)
• Put blank toward end 
• The items to be labeled are clearly identified

GUIDELINES FOR BRIEF CONSTRUCTED RESPONSE ITEMS

• A direct question is posed 
• Avoid long questions or scenarios
• Ask questions that require critical thinking and problem-solving
• Ask students for evidence and justification

GUIDELINES FOR ESSAYS AND EXTENDED RESPONSE ITEMS

• Avoid all encompassing questions (e.g. "discuss") 
• Define criteria for evaluation 
• Define point value(s) 
• Ask questions that require critical thinking and problem solving
• Require text references or other data to support their response
• Point direction to appropriate response by scaffolding the questions
• Provide time for extended responses using the writing process
• Give points and/or time allocation

GUIDELINES FOR PERFORMANCE TASKS

• Assess student performance on content standards, outcomes and indicators 
• A meaningful context is used based on issues/problems, themes, or student interests 
• Require application of thinking skills/processes 
• Interrelate its activities to achieve the purpose of the task 
• Contain activities appropriate for age(s)/grade(s) 
• Contain accurate and credible information 
• Elicit responses which reveal levels of performance 
• Call for products/performances which address a clear purpose and audience 
• Establish clear criteria related to standards for evaluating student products and performances 
• Provide opportunities for students to reflect on/self-evaluate their performance 
• Allow for ease of implementation in the classroom 
• Provide teachers with useful information for adjusting instruction
• Allow for student revision based on feedback (optional) 
• Provide for the purposeful integration of subject areas (optional)
• Allow for a variety of products/performances (optional)

GUIDELINES FOR CHECKLISTS, INTERVIEWS, JOURNALS, ORAL DISCUSSIONS

• Make sure there is a common language between assessor and student 
• Make sure that a sufficient level of verbal fluency exists 
• Establish rapport and recognize the reluctance for students to reveal themselves 
• Allow sufficient time
• Keep accurate records by using consistent checklists, questions, prompts, etc. 
• Questions and items on checklists must be clearly aligned with objectives and outcomes 
• Limit the number of items on checklists so that the most important outcomes and indicators are assessed 
• Use binary checklists where appropriate to increase efficiency of use

NOTE: Items are compiled from Student -Centered Classroom Assessment, Richard Stiggins, 1997; A Toolkit for Professional Developers: Alternative Assessment, Regional Educational Laboratory Network Program on Science and Mathematics Alternative Assessment, 1995, Northwest Regional Educational Laboratory; How To Assess Authentic Learning, Kay Burke, 1994, IRI/Skylight Publishing; and the Maryland Assessment Consortium training materials, Jay McTighe, 1998.