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Poor word choice (confusing)

Vocabulary included when you are not testing on it (i.e. withdrawal)

Multiple choice that do not include common misconceptions

Procedure, not concept

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Procedures and concepts

Demonstrate mastery of concepts, including different DOK levels

Different modalities

Multiple solution paths

Length of assessment (able to complete in a given time)

Short feedback

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-Confusing
-Unreliable
-Uninformative
-Irrelevant/Unrelated to specific
content or task
-Too easy/hard

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Questions that do not check for understanding.
Too wordy or a poor choice of words.
Confusing directions.
Difficult for the sake of being difficult and not for checking for understanding.

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- address misconceptions
- fair, clear
- assess objective
- inform teacher of specific issues
- provides information about next steps in teaching
- embraces conceptual understanding, not just procedural

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Opposite of ineffective
Quick feedback
Open ended
Students have to explain
Aligned to standards
Clear instructions
Appropriate vocabulary for math level
Multiple types of answer options
Understanding vs. Correct Answers

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Not aligned
Too late
Not go over the results
Students may guess when given a multiple choice questions
Mismatching questions and skills

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does not address standards
does not reveal misconceptions
does not flow into another standard
too many questions
no DOK in questions

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every question on there is for a specific reason
keeps to the time alloted
designed for the purpose ie formative to get feedback or end of the unit test

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Informs the teacher
Truly checks for understanding
Checks for common misunderstandings.
Identifies students misconceptions.
Should be short and sweet.