Interpretive Exercise-1
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Interpretive Exercise-1

Course Number: BIOL 440, Fall 2009

College/University: MN State

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Characteristics of Good Test Questions Interpretive Exercise Here is the list of characteristics that you should follow when either writing or selecting interpretive exercise questions for use in Stage 2 of any curriculum planning. Examples of these characteristics and why they are important will be discussed in class. Interpretive exercise questions consist of a series of selective response items based on a...

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of Characteristics Good Test Questions Interpretive Exercise Here is the list of characteristics that you should follow when either writing or selecting interpretive exercise questions for use in Stage 2 of any curriculum planning. Examples of these characteristics and why they are important will be discussed in class. Interpretive exercise questions consist of a series of selective response items based on a common set of introductory material. The introductory material may be in the form of written materials, tables, charts, graphs, maps or pictures. These questions are the hardest to write, because you have to find novel introductory material related to your unit of instruction that works and is important. The reason for including this type of question in a unit test is that it gives students practice answering this type of question which is often used on standardized tests in science. Advantages: 1. Measure the ability to interpret the introductory material encountered in everyday situations. 2. Measure more complex learning outcomes than is possible with other forms of selected response items. 3. Minimizes the influence of a students' lack of needed factual information on measurement of complex learning outcomes. 4. Greater structure essay than test. 5. A question type used in standardized tests. Students need to be familiar with this question type. Limitations: 1. Hard to construct: find materials that are new (novel) but relevant. Usually needs some editing. 2. Heavier demand on students' reading skill. Keep reading level low, passage brief. In primary grades use more pictorial materials. 3. Cannot measure students' overall approach to problem solving (doesn't show work steps). 4. Only test problem-solving ability at the recognition level. Interpretive Exercise Guidelines: 1. Select introductory material that is in harmony with course outcomes. 2. Select introductory material that is appropriate to the curricular experience and reading level of the student. 3. Select...

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