# data[].attributes.body
1. Write the Stem as a Clearly Described Question or Task.
2. Avoid the Use of Negatives in the Stem.
3. Write the Correct Response with No Irrelevant Clues.
4. Do No Use Verbatim Correct Responses.
5. Write the Distractors to Be Plausible Yet Wrong.
6. Avoid Using "All of the Above," "None of the Above," or Other Special Distractors.
7. Use Each Alternative as the Correct Answer About the Same Number of Times.

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1.  Paraphrase Sentences from Textbooks and Other Instructional Materials.
2.  Word the Sentence So That Only a Single Answer Is Correct.
3. Place Blanks at the End of the Sentence.
4. If Answered in Numerical Units, Specify the Unit Required.
5. Avoid Clues to the Correct Answer.

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1. State the Item So That Only One Answer Is Correct.
2. State the Item So That the Required Answer Is Brief.
3. Do Not Use Questions Verbatim from Textbooks or Other Instructional Materials.
4. Designate Units Required for the Answer.
5. State the Item Succinctly with Words Students Understand.

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1. Construct the Item to Elicit Skills Identified in the Learning Target.
2. Write the Item to Clarify the Specific Task.
3. Indicate Approximately How Much Time Students Should Spend on Each Essay Item.
4. Avoid giving Students Options as to Which Essay Questions They Will Answer.

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1. Write the item So That the Answer Options Are Consistent with the Logic in the Sentence.
2. Include a Single Fact or Idea in the Item.
3. Avoid Long Sentences.
4. Avoid Insignificant or Trivial Facts and Words.
5. Avoid Negative Statements.
6. Avoid Clues to the Answer.
7. Do Not Try to Trick Students.
8. Avoid Using Vague Adjectives and Adverbs.

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1. Make Sure Directions Are Clear to Students.
2. Include Homogeneous premises and Responses.
3. Use Four to Eight Premises.
4. Keep Responses short and Logically Ordered.
5. Avoid Grammatical Clues to Correct answers.
6. Put Premises and Responses on the Same page.
7. Use More Responses Than Premises.

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1. Identify the Comprehension and Reasoning Skills to Be Assessed Before Selection or Development of the Interpretive Exercise.
2. Keep Introductory Material as Brief as Possible.
3. Select Similar but New Introductory Material.
4. Construct Several Test Items for Each Exercise.
5. Construct Items to Require Understanding and Reasoning.

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1. Relevant
2. Engaging
3. Measure more than knowledge in an efficient manner that can be objectively scored.

# data[].attributes.body
This is effective because it allows the student to show their knowledge, comprehension, computation, interpretation of information, and application of knowledge.

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These are effective because they provide a simple and direct measure of student's knowledge of facts, definitions, and the like, as long as there is no exception or qualification to the statement.

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These are effective because it shows whether the students knows related facts associations, or relationships of material. Examples would be definitions, dates with events, or symbols with names.

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These are effective because it allows the student to use their reasoning skills, critical thinking, interpretation, analysis, application, and comprehension skills.

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This is effective because it allows for visualization with graphics, audio and video clips rather than just words.

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These are effective because it measures how well a student can recall facts and the score reliability is high.

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These are effective because students are more familiar with answering questions and providing responses to commands that require knowledge. It is a good tool to measure knowledge because students can respond to many items quickly

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These are effective because it measures a deep understanding and mastery of complex information. Students tend to study by looking for themes, patterns, relationships, and how information can be organized and sequenced.

# data[].attributes.headline
McMillan, J.H. (2014). Classroom assessment:  Principles and practices for effective instruction (6th ed.).  Boston, MA:  Pearson. 

# data[].attributes.subject
McMillan, J.H. (2014). Classroom assessment:  Principles and practices for effective instruction (6th ed.).  Boston, MA:  Pearson. 