Transcript Short-Answer Items

Short-Answer Items
Glen Hammond, RRC,
CAE, CIE
Short Answer Items, 5:45
Require a list, a few sentences, a
phrase, or even a short paragraph.
 Most often test learning at the
knowledge and comprehension levels
though application and analysis may
also be tested.
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Most Often Used to Test:
knowledge of facts, theories, principles,
laws, etc.
 comprehension of information at
interpretation level.
 application of rules, principles, methods
in problem solving
 analysis of a new situation to identify
steps or design principles
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Most Suitable When:
recall is more important than recognition
[fire drill plan].
 reduction of guessing is important.
 checking for basic math skills
[computation, following a formula].
 ease of construction is important.
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But, Short-Answer Can …
be difficult to score: partial credit,
unanticipated answers, different
interpretations.
 be ambiguous.
 test only a limited scope of content.
 be difficult to use with computerized
item banks: sophisticated answer
juggling.
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Three Forms:
question
 completion
 identification
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Short Answer: Question Form
What is the first thing you would do if a
fire starts in your shop?
 What kinds of nails must be used to nail
shingles on a roof?
 Explain why certain plants are green.
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Short Answer: Identification
Name each of the labeled parts in the
diagram at the left.
 Write the chemical symbol for each of
these elements: gold, iron, tin, lead,
zinc, oxygen, copper,
 Write the metric symbol for each of
these measures: liter, meter, kilogram.
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Short Answer: Completion
The part of a plant most often
associated with seeds is the _____.
 The name of the rotating wheel on this
engine is ____.
 The year that Columbus first reached
America was _____.
 The name of the process whereby
green plants manufacture food is ____.
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Common Terms for Beginning
Short Answer Items
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List
Name
Identify
Define
Compare
Contrast
Draw
Differentiate
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Solve
Explain
Justify
Comment
Criticize
Assess
Rate
Develop
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More Terms
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Analyze
Argue
Assess/assign
Categorize
Comment
Compare
Contrast
Create
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Criticize
Decide
Defend
Define
Describe
Determine
Differentiate
Discuss
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Even More Terms
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Draw, sketch
Evaluate
Explain
Give
How
How much, many
Identify
Illustrate, illuminate
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Justify
Label
List
Name
Order
Outline
Predict
prioritize
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And Still More
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Provide
Question
Solve
Suggest
Summarize
What
When
Where
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Who
 Why
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Higher-Level Thinking
Do you agree that ---?
 Summarize the argument for ---.
 What connections are there between --?
 How would things change if ---?
 What has --- to do with ---?
 What is meant by --? Another way to?
 Rephrase this so --- would understand.
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Higher-Level Thinking
Would you rather --- or ---? Why?
 What are your concerns about ---?
 Where do you stand on this issue?
 If ---, would you change your mind?
 How would you explain --- to ---?
 What might be implied by ---?
 What can you infer from?
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Higher-Level Thinking
What conclusions can be drawn from -?
 Give the opposing argument for ---?
 What is --- really about? Why?
 What do you think of ---? Why?
 What have we discovered about ---?
 What comes to mind when ---? Why?
 What are your concerns as you ---?
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Higher-Level Thinking
What might happen when ---?
 What are the consequences for ---?
 What special meanings does --- have
for you? For someone with an opposing
view? For someone who ---?
 How would you design a --- that ---?
 How can we justify/rationalize ---?
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Higher-Level Thinking
What are the origins of ---?
 What are the causes, effects,
consequences, outcomes of ---?
 What predictions can you make about -?
 How would you locate ---?
 What quotation would sum up ---?
 How would one troubleshoot ---?
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Higher-Level Thinking
How could you explain --- to a 6-year
old? To a rocket scientist?
 Where would you place the value of --to ---? Why?
 What would you say to ---?
 What kinds of experiences would
produce ---?
 Sketch the relationship among ---.
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Higher-Level Thinking
Estimate the effects of ---.
 Extrapolate this series: 1, 9, 16, 22, ….
 Specify the limits of ---.
 Interpret the meaning of ---.
 Demonstrate a way of ---.
 Defend this statement: ---.
 Construct support for ---.
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Higher-Level Thinking
Associate --- with ---.
 Apply this principle to ---.
 Characterize the nature of ---.
 Compose a statement depicting ---.
 Differentiate --- from ---.
 Distinguish between --- and ---.
 Forecast the outcomes of ---.
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Higher-Level Thinking
Reorganize this sequence: ---.
 Spot the errors in this line of reasoning:--.
 Fashion an apparatus to ---.
 Hypothesize about ---.
 Imagine you have ---. What will you do
and why?
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Higher-Level Thinking
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How will --- likely affect ---?
Rate these according to ---.
Prioritize the actions for ---.
Picture the results of ---.
Research reasons for ---.
Suggest an error in this reasoning: ---.
Rewrite this paragraph/sentence improving
the clarity and coherence.
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