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Multiple-Choice Items

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Multiple-Choice Item Terminology

Learning Objective:

To learn the terminology used to

describe multiple-choice items.

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The following slides provide definitions

of the terms commonly used to identify

the various components of multiple-

choice items.

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Stimulus

Reading material or graphic information that

precede the question posed and provides

information pertinent to answering the

question.

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Look closely at the following picture.

Stimulus

What was the last step in completing this work of art?

A. Flattening the clay

B. Molding the clay

C. Painting the clay

D. Drying the clay

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Some multiple-choice items include stimuli and

some do not.

An individual or discrete item may require a

stimulus to provide students with enough context

to answer the question.

A group of items, commonly called a cluster, or a

set may be based on a passage or graphic and

thus each item might not require an additional

stimulus.

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Stem

The statement that poses the problem to be

solved or the question that must be

answered.

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B. Molding the clay


D. Drying the clay

Stem

Stimulus

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Every multiple-choice item must include a

stem.

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Options

The choices provided from which the

student must select an answer.

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Stimulus

Stem

Options




B. Molding the clay


D. Drying the clay

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Every multiple-choice item must include

options. However, the number of options

can vary. The Florida Race to the Top

Assessments use 3- and 4-option multiple-

choice items for the Physical Education,

Health, and Visual Arts assessments.

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Key

The correct answer choice.

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B. Molding the clay


D. Drying the clay

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Stimulus

Stem

Options

Key

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Every multiple-choice item must include one

and only one key.

The key must be correct and defensible as

the one and only correct answer.

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Distractors

The incorrect answer choices.

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B. Molding the clay


D. Drying the clay

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Key Distractors

Options

Stem

Stimulus

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The distractors should be attractive and

make sense. They should look like possible

answers to the question posed in the stem

and not be so far removed from the question

that they are ludicrous or throw-away

choices.

However, they must be incorrect.

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Learning Objective:

To learn some of the common flaws to look

for in multiple-choice items.

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Effective Multiple-Choice Items

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The next series of slides provide a list of

guidelines that should be considered

when writing and reviewing effective

multiple-choice items.

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The Item

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The item content should be correct,

accurate, and realistic.

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The facts, dates, documents, people and events presented in an item should be verified as correct.

Dates, spelling of people’s names, spelling of place names, the titles of documents, etc. should be confirmed as accurate.

Data and graphical information provided in an item should be realistic and not contain values that could not be found in the real world.

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The item should be aligned to the strand,

standard, and benchmark it is assessing.

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The following item is a physical education item.

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This item is correctly aligned.

Benchmark: PE.2.C.1.4: Understand the importance of

wearing a life jacket (personal flotation device) when on a

boat or near water.

What should you always wear when on a boat to stay safe?

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A. A helmet

B. A life jacket*

C. A hat

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This item is incorrectly aligned. In this case the point being tested is not an inference; it is directly stated in the selection.

PE.2.L.1.4: Describe how opportunities for participation in physical activities change over the seasons.

Which after-school activity will help you stay physically active?

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A. Riding your bike*

B. Doing your homework

C. Watching a movie

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The item should be fair and free from

bias.

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The Language Accessibility, Bias and

Sensitivity (LABS) can be found among your

materials.

Please take them out now.

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These guidelines are used to determine if the passages, graphics, and items intended for use on the Race to the Top Assessments contain any unintended bias.

Only passages, graphics, and items that are determined to be free of bias by a Fairness Committee can be used on the Race to the Top Assessments.

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LABS Guidelines

1. Stereotyping

2. Sensitive or Controversial Subjects

3. Advice

4. Dangerous Activities

5. Population Diversity and Ethnocentrism

6. Differential Familiarity

7. Language Accessibility

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This item has a fairness issue. Do you know what LABS Guideline it violates?

Maria and her family eat Mexican food, which can be high in unhealthy fats.

Which item is a healthy food choice for them to eat?


A. Soda

B. Tacos

C. Vegetables*

D. Fried plantains

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This item is free from bias. Do you know why?

Maria is making a meal for her family.

Which item is a healthy food choice?

A. Soda

B. Cake

C. Vegetables*

D. Potato chips

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The item should be written at a reading

level that is at or below the grade level of

the students who will be taking the

assessment.

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Items should not impose an additional

reading burden. If a reading burden is

imposed in a content area that is not

reading, you are not sure if you are testing

the student’s content knowledge or reading

ability.

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Items written at the appropriate grade level

conform to the grammar and vocabulary

demands used in the reading and subject-

area texts that students use in the

classroom.

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Texts written for the subject areas of

physical education, health, and visual arts

can be up to two grade levels lower in

readability than the grade level of the

students who are using these texts. This is

done to insure that the students understand

the concepts presented and are not

hampered by the difficulty of the language in

the texts.

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We are going to look at an item developed for a

third grade assessment.

The typical sentence structure used in third grade

texts is simple with a descriptive phrase included.

The descriptive phrase either comes before or

after the subject-verb-object in the sentence.

The number of words in the sentences in a third-

grade reading text ranges from nine to 15.

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Here is an example of typical third-grade reading material.

Giraffe

A newborn giraffe is the world’s tallest baby. When it gets up on its long legs for the first time, it stands six feet tall. This is taller than most adult humans. Within three days, a baby giraffe is able to run beside its mother. All of the giraffes in the herd take turns watching the young giraffes.

A baby giraffe uses it long neck to reach leaves and fruit at the top of tall trees. Its long neck also helps it to eat grass and bushes on the ground. A young giraffe can grow up to fifteen feet tall and can see for miles.

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This item is not written at the appropriate grade level for a third-grade assessment.

Which image demonstrates the first step in making this collage?

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A. B. C.

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This is the same item rewritten at the appropriate grade level for a third-grade assessment.

Which shows the first step in making this collage?

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A. B.* C.

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The item should assess significant

information.

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What is significant information and what

is an irrelevant detail is determined by

the standards and benchmarks in a

content area.

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According to the benchmark and indicator, this item assesses significant information.

Strand: Lifetime Fitness

Standard: 2. Develop and implement a personal fitness program to achieve and maintain a health-enhancing level of physical fitness.

Benchmark: PE.3.L.2.7: Engage in appropriate physical activity that results in the development of cardiorespiratory endurance.

Two days each week, Joshua likes to run laps on a track for 30 minutes. What part of Joshua’s physical fitness activity will improve the most?

A. His nutrition

B. His flexibility

C. His muscular strength

D. His aerobic endurance*

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According to the benchmark and indicator, this item assesses a detail that does not have to be assessed.

Strand: Cognitive Abilities

Standard: 1: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities.

Benchmark: PE.3.C.1.7: Explain how appropriate practice improves performance of movement skills.

Which training exercise consists of fast, powerful movements designed to improve performance in sports?

A. Running

B. Pilates

C. Stretching

D. Plyometrics*

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The item should not contain the

passive-voice construction.

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All of us have more difficulty processing text

written in the passive voice. Most student

texts are written in the active voice and not

the passive voice. Therefore, items that

assess a student’s knowledge of a content

area should not introduce a grammar

construction with which students are less

familiar.

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Here is an example of a sentence written

in the passive voice.

A game of chess was played by John and

Mary.

Here is the same sentence written in the

active voice.

John and Mary played a game of chess.

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This item is written in the passive voice.

The spread of lice can be promoted by performing which action?

A. Putting conditioner in your hair.

B. Washing your hair every day.

C. Using a comb in your hair.

D. Sharing a hairbrush.*

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The item rewritten in the active voice:

Which action promotes the spread of lice?

A. Putting conditioner in your hair

B. Washing your hair every day

C. Using a comb in your hair

D. Sharing a hairbrush*

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The item is succinct; it contains only the

needed information.

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This item is too wordy.

A geologist wants to show that layers in Earth’s surface are

composed of different types of rock. Which work of art best

shows the different layers of rock?

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A. B. C. D.

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This item is succinct.

A geologist needs to distinguish between rock

layers. Which work of art solves this problem?

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A. B. C.* D.

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The Stem

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Effective Multiple-Choice Item Stems

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The item should have a closed stem. In a

closed stem the question posed is a

complete sentence and is punctuated

with a question mark.

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Which activity helps to improve flexibility?

A. Jumping

B. Running

C. Stretching*

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Closed Stem

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Most items should not have an open

stem. An open stem is an incomplete

sentence. The sentence is completed by

the options.

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Open Stem

An example of a moderate physical activity that a student could do on most days would be

Options

A. Sprinting for 100 yards.

B. Jumping rope for five minutes.

C. Playing a board game with a friend.

D. Walking at a medium pace for 20 minutes.*

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Open stems are more difficult to process than

closed stems. If the open stem is a short

incomplete sentence, you may be able to hold it in

your working memory while you determine which

of the options complete the sentence.

However, if it is a longer incomplete sentence, you

will have to go back and reread the partial

sentence for each option. This takes extra time

and can get confusing.

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The item should not have a negative

stem. A negative stem is a sentence or

question that asks a student to find the

incorrect answer (key) among the correct

answers (distractors).

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Which behavior would NOT help prevent the spread of germs?

A. Covering your mouth when you cough

B. Using a tissue to blow your nose

C. Frequently washing your hands

D. Sharing a cup with your friend*

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Negative stems are hard to process and the negative word in the stem can easily go undetected. While taking the test, the student is in the mode of selecting the correct answer, not the incorrect answer. If the student does miss the negative word in the stem, he or she might choose the first option because it answers the question correctly and not read the other options.

Negative stems should be avoided unless the point of the assessment is to test the comprehension of negatives.

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Here are some examples of negative words

that should be avoided when writing

multiple-choice items:

not

never

except

none

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The stem should have enough

information to direct attention to the

key. We call this type of stem a

“directed stem.”

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The stem in this item is not directed. You need

to read the options to figure out what the

question is asking.

Which of the following statements about

copying an artist’s work is true?

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You might make a true statement about the definition of copying.

You might make a true statement about getting permission from an artist.

You might make a true statement about how copying can be prevented.

You might make a true statement about the consequences of copying art.

And the list can continue…

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Here is the entire item. What should the stem say?

Which of the following statements about copying an artist’s

work is true?

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A. Copying artwork is allowed when no one knows the

artist.

B. Copying artwork is allowed when you plan to sell the

work.

C. Copying artwork is allowed when the artist gives

permission.*

D. Copying artwork is allowed when the artist will never see

the work.

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The stem should contain technical

terminology only when testing that

terminology.

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An item with technical terminology that is not required to assess the skill that is being tested:

Which training principle uses passive exercises that involve passing the active end position, as the external force moves the limbs further than the active contracting of the agonist muscles?

A. Overload*

B. Specificity

C. Reversibility

D. Variance

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An item with the appropriate use of technical terminology.

How does the crossover toe touch enhance physical fitness?

A. Improves flexibility*

B. Strengthens your heart

C. Increases muscle strength

D. Decreases muscle endurance

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The Options

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Effective Multiple-Choice Item Options

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All the options should be approximately

the same length. If they are different in

length, they should be ordered according

to length (shortest to longest or vice

versa) or ordered according to alpha or

numeric order.

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This is inappropriate; the key is obvious because it is the longest option.

What is one way that restaurant workers help prevent the spread of disease in a restaurant?

A. They wear matching uniforms.

B. They serve food on plastic plates.

C. They only serve food cooked in a microwave.

D. They wash their hands after using the restroom and

before preparing any food.*

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This is appropriate. The options are all the same length.

When you are running, what two body parts work together

to deliver blood and oxygen to different parts of the body?

A. Your lungs and liver

B. Your heart and lungs*

C. Your brain and heart

D. Your liver and spleen

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This is appropriate; the options are ordered from shortest to longest.

The soup brand “Hearty’s Tomato Soup” is sold at several stores.

What will be the same everywhere the soup is sold?

A. The price that is charged for one can of soup.

B. The number of soup cans that each store sells.

C. The nutritional information shown on the soup can.*

D. The part of the store where the cans of soup are displayed.

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The options should not contain the

words “all”, “always”, “only” or “never”

but may use limiting words like “usually”

or “sometimes.”

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Use of limiting terms makes the key more

obvious in this item.

Why is it important to include illustrations in

cookbooks?

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A. They make it easier to understand the steps to the recipe.*

B. They provide pretty pictures that readers will always enjoy.

C. They always make the food from the recipes taste better.

D. They always distract readers from the poor writing.

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Now the key is not obvious.

Why is it important to include illustrations in

cookbooks?

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A. They make it easier to understand the steps to the recipe.*

B. They provide pretty pictures that readers will enjoy.

C. They make the food from the recipes taste better.

D. They distract readers from poor writing.

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The options should be grammatically

parallel to one another.

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In this item, the options are not grammatically parallel.

How can a pedometer help you achieve your fitness goals?

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A. Cardiorespiratory fitness is increased.

B. It causes you to maintain a healthy body composition.

C. It can help you track how far you walk each day.*

D. By recording your eating habits or calorie count.

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Here is the item rewritten with parallel options.

How can a pedometer help you achieve your fitness goals?

A. Increase your cardiorespiratory fitness.

B. Maintain a healthy body composition.

C. Track how far you walk each day.*

D. Record your eating habits.

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The options should not contain repeated

information.

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This item contains the same initial wording in each option.

What is one way that a community can help promote healthy habits in children?

A. A community can have a health fair.*

B. A community can open a movie theater.

C. A community can hold a baking contest.

D. A community can build more restaurants.

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Here the duplicate wording is eliminated and the options are more succinct.

What is one way that a community can help promote healthy habits in children?

A. Have a health fair*

B. Open a movie theater

C. Hold a baking contest

D. Build more restaurants

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The Key

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Effective Multiple-Choice Item Keys

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The key should answer the question

posed in the stem.

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In this item, the key does not match the question posed

in the stem.

Why was paper chosen to create this work of art?

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A. The crane can flap its wings.

B. The crane is a symbol for wisdom.

C. The work of art is a form of origami.*

D. The artist used one type of material.

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Here is the item rewritten so the key answers the

question posed in the stem.

Why was paper chosen to create this work of art?

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A. Paper is white.

B. Paper can be cut.

C. Paper is easy to fold.*

D. Paper can be written on.

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The key should be correct and should

be the only correct answer.

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In this item there are multiple correct answers.

Which activity would help you to achieve your long-term goal of increasing muscle strength in your arms?

A. Squats both keys

B. Pull-ups

C. Running

D. Push-ups

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Here is the item rewritten with only one correct answer.

Which activity would help you to achieve your long-term goal of increasing muscle strength in your arms?

A. Squats

B. Pull-ups*

C. Running

D. Stretching

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The key should not contain significant

language from the stem.

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In this item the key is the only option that uses the wording from the stem.

How can you show respect for other students in your class?

A. Borrow their things without asking for permission

B. Whisper secrets to your neighbor during assignments

C. Let people around you copy answers off of your paper

D. Be quiet when the teacher is talking to show respect for others

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In this item, none of the options uses the wording from the stem and the key doesn’t stand out.

How can you show respect for other students in your class?

A. Borrow their things without asking for permission

B. Whisper secrets to your neighbor during assignments

C. Let people around you copy answers off of your paper

D. Be quiet when the teacher is talking so everyone can hear*

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The key should not be the only positively

or negatively worded option.

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In this item the key is the only negatively worded

option.

Allison’s teacher presents this painting as an example of symmetry to her

class.

Why does Allison’s teacher use this painting as an example of symmetry?

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A. Because there is no difference between each side of the painting.

B. Because the painting is made of both warm and cool colors.

C. Because the painting has different types of texture.

D. Because the shapes in the painting are organic.

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Here is the item rewritten so the key does not

stand out.

Allison’s teacher presents this painting as an example of symmetry to

her class.

Why does Allison’s teacher use this painting as an example of

symmetry?

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A. Because one side of the painting looks the same as the other side.*

B. Because the painting is made of both warm and cool colors.

C. Because the painting has different types of texture.

D. Because the shapes in the painting are organic.

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The Distractors

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Effective Multiple-Choice Item Distractors

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The distractors should be plausible but

incorrect.

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This item has two obviously wrong distractors, making this a two-option item instead of a four-option item.

Which is an example of muscular endurance?

A. Sleeping for eight hours

B. Running a marathon*

C. Swimming one lap in the pool

D. Watching television while eating candy

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Here is the item rewritten with only plausible distractors.

Which is an example of muscular endurance?

A. Lifting a heavy box

B. Running a marathon*

C. Swimming one lap in the pool

D. Sprinting to the far side of a field

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The distractors should represent logical

misunderstandings or common

misconceptions.

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Here is an item with distractors that do not contain misunderstandings or misconceptions.

What should you do to be ready for an important test at school?

A. Eat candy and sweets the day of the test

B. Get adequate rest the night before the test*

C. Play a sports game the night before the test

D. Skip eating breakfast on the morning of the test

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Here is the same item rewritten with distractors that contain common misconceptions.

What should you do to be ready for an important test at school?

A. Stay up late the night before to study for the test

B. Eat a big meal the day before the test

C. Get adequate rest the night before the test*

D. Wait to study hard the day before the test

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The distractors should avoid using

opposing statements.

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This item contains two options that oppose each other.

What should you do to prevent a person from copying your artwork?

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A. Sell your artwork

B. Sign your artwork

C. Display your artwork

D. Hide your artwork

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Here is the item with the distractors rewritten.

What should you do to prevent a person from copying your artwork?

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A. Sell your artwork

B. Sign your artwork*

C. Display your artwork

D. Give away your artwork

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The distractors should not use the

choices “all of the above” or “none of the

above.”

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Here is an item with distractors that contain

“all of the above” and “none of the above.”

Fatima and her four friends want to hula hoop

during recess, but they only have three hula

hoops. What way should they solve this problem?

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A. To break the hula hoops

B. To race for the hula hoops

C. To take turns using the hula hoops*

D. None of the above

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Here is the item rewritten.

Fatima and her four friends want to hula hoop

during recess, but they only have three hula

hoops. What way should they solve this problem?

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A. To break the hula hoops

B. To take turns using the hula hoops*

C. To let the fastest runners use the hula hoops

C. To give the hula hoops to the people who hula

hoop the best

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Constructed Response and

Performance Task

What’s the difference?

• Written response vs. performance

• Difference in setup

• Rubrics are very similar

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Constructed-Response

Items

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Constructed-Response Item

Terminology

Describe a revision you would make to this

photograph using vocabulary learned in

class. Then explain why you would make

this revision.

Stimulus

Prompt

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Constructed-Response Item

Terminology

Exemplar Response: I would change the camera angle so that the camera looks up at the lion.

It would make the lion look more dangerous.

Item Rubric

2 points The student describes a revision using art vocabulary from the

class and also describes why he or she would make the

revision.

1 point The student describes a revision and why he or she would

make it, but the description does not include vocabulary from

the class.

OR

The student describes a revision using art vocabulary from

class but does not describe why he or she would make the

revision.

0 points The response indicates inadequate or no understanding of the

concept needed to answer the item. The student may have

written on a different topic or written “I don’t know.”

Score

Points

Score-Point

Descriptors

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Performance Tasks

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Note: The teacher may first demonstrate the task so that the student understands the task

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Performance Task Terminology

Prompt

Materials:

• Inline skates or roller skates

• Six cones

Setup:

• Place the six cones in a straight line. The cones

should be 4 feet apart.

Prompt:

• Say: “Skate in and out of the cones. Then, skate

back through them.”

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Performance Task Terminology

Item Rubric:

2 points The student successfully skates through the cones both

ways.

1 point The student skates through most of the cones but

misses or knocks over one to three cones.

OR

The student successfully skates through the cones both

ways but falls once or twice.

0 points The student is unable to perform the task, does not

understand how to complete the task, or unsuccessfully

completes the task.

Score

Points

Score-Point

Descriptors

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Effective Constructed-Response Items and

Performance Task Items

Writing Effective

Constructed-Response Items

and

Performance Tasks

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The following slides provide a list of points

to consider when reviewing effective

constructed-response and performance

task items.



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The Item or Task



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The item or task should be

aligned to the standard,

benchmark, and indicator it is

assessing.

Effective Constructed-Response Items

and Performance Task Items

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Is this middle school health item correctly aligned? Explain why or why not.

Subject: Health

Standard: 1. Comprehend concepts related to health promotion and disease

prevention to enhance health.

Benchmark: HE.6.C.1.1 Identify the effects of healthy and unhealthy

behaviors on personal health.

Danielle eats large portions of high sugar and high fat foods at every meal.

She also does not exercise regularly.

List two long-term effects of her unhealthy diet and lack of exercise.



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The item should be fair and free

from bias.



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On the next slide, you will see a middle

school physical education item.

Use the Language Accessibility, Bias and

Sensitivity (LABS) guidelines in your

handouts when reviewing this item.



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Which LABS guideline does this item violate?

James enjoys hunting, but his arms quickly tire

from carrying and holding his rifle.

Identify two activities James can do to increase

the muscular strength of his arms.



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The item should be written at a

reading level that is at or below

the grade level of the students

who will be taking the

assessment.



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Items written at the appropriate grade level conform to the grammar and vocabulary demands of texts used in the grade-level classroom.

On the next slide, you will see a middle school art item.



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Is this item written at the appropriate level for a fifth grade assessment? If not, how would you rewrite it?

Explain why this image is exemplary artwork of the new age style, and provide justification for your response.



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The item should assess

significant information.



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According to the benchmark, does this middle school health item assess significant information? If not, how would you edit this item?

Subject: Health

Standard: 2. Analyze the influence of family, peers, culture, media, technology,

and other factors on health behaviors.

Benchmark: HE.6.C.2.3 Identify health information conveyed to students by the

school and community.

It is good to provide health information in areas used by many people.

What health information is commonly posted at community pools?

A. Stay hydrated

B. Wear sunscreen

C. Cover open wounds

D. Shower before entering*



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The item should not contain the

passive voice construction.



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How would you rewrite this middle school visual arts item that uses the passive voice?

Write a brief paragraph on why you like to create art and why art is created by other people.



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The item is succinct; it contains

only the needed information.



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Is this middle school physical education item succinct? If not, how would you rewrite it?

Leo is researching advertising messages about exercise

equipment. The advertising messages appear on

television, in stores, on the radio, and in catalogues. He

sees that many products give true and false claims in

order to make their products sell more quickly.

Identify a piece of exercise equipment and give an

example of one fact about the equipment. Then, give

another example of one false claim about the exercise

equipment that might make someone want to buy it.



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The Prompt



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The prompt should contain technical

terminology only when testing that

terminology.



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How would you revise this middle school health item to eliminate technical language that is not necessary to test the benchmark?

Subject: Health

Standard: 1. Comprehend concepts related to health promotion and disease

prevention to enhance health.

Benchmark: HE.6.C.1.8 Explain how body systems are impacted by

hereditary factors and infectious agents.

Sickle-cell anemia is an autosomal recessive genetic blood disorder.

Explain two ways sickle cell anemia affects the body.



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The prompt for a constructed-response

item should require a more complex

response than the stem of a multiple-

choice item.



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This visual arts item is really a multiple-choice item.

Describe the first step in creating a drawing.



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This visual arts item requires a more complex response.

Explain the importance of organizing and planning an artwork before attempting a final draft.



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The prompt should not ask a

question that can be answered by a

simple yes or no.



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This middle school Physical Education item can be answered by a yes or a no.

Decide if you should do something that you know is wrong when you are being pressured by your friends.



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This version of the middle school Physical Education item requires more than a simple yes or no.

Describe two ways you can respond when

you are being pressured by your friends to do

something you know is wrong.



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The prompt should have enough

information to focus attention on the task

that must be accomplished.



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This high school visual arts item is too broad. There are many ways to capture motion in photography and the item does not provide students with enough context to discuss any one solution in a sufficiently detailed manner.

Describe two photographic techniques or

tools photographers use to capture motion.



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This high school visual arts item focuses students on the task they must accomplish.

A photographer is trying to take a picture of a

waterfall on a bright, sunny day. The water is

moving quickly. The goal is to emphasize the

motion of the water. Describe two

photographic techniques or tools the

photographer can use to achieve this.



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The prompt should clearly indicate the

amount and type of information that must

be included in the response for the

student to receive the highest score

point.



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This middle school Physical Education item is

vague. It does not clearly communicate the

information required in the response or the

number of points allotted to this task.

Use your knowledge of video games to

describe how they help you improve your

motor skills in your legs and feet.



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This version of the middle school Physical

Education item clearly states what information

the student needs to include in the response.

Describe one kind of video game that can

help you improve motor skills in your legs and

feet. Then, explain how it helps you improve

them.



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The prompt should not ask for

repetitions of the same task to obtain

additional score points.



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This middle school Health item asks student

to repeat the same task a number of times to

gain score points.

Marisa tells Gabby about how much she likes

her soccer team. Gabby decides to join the

same team.

Describe one way this helps Gabby be

healthier, then explain why it helps Gabby be

healthier.



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This middle school Health item requires

students to perform different tasks to earn

score points.

Describe one way the Internet can have a

positive effect on a person’s social or

emotional health.

Then, describe one way the Internet can

negatively affect a person’s social or

emotional health.



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The prompt should maintain the

independence of each score point and

should try to avoid score point

dependencies.



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This middle school Physical Education item has a notable score-point dependency. Tasks should remain as independent as possible.

Gabby is 12 years old and has a healthy body composition. Her resting heart rate is 80 beats per minute. Immediately after riding her bike, her heart rate increases by 40 beats per minute.

Immediately after she exercised, was Gabby’s heart rate in her target heart-rate zone? Explain how you know.



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This middle school Physical Education item requires

students to perform different tasks to earn score

points.

Gabby wants to increase her cardiorespiratory

endurance. After riding her bike for 20 minutes,

Gabby’s pulse is still below her target heart-rate zone.

Explain two different actions Gabby could take to

raise her heart rate into her target heart-rate zone

while riding her bike.



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The prompt should contain a task that

can be completed in the time allowed.



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This middle school Health item prompt is too complex to be completed in five minutes.

Explain a time when you had to solve a conflict

between yourself and another person.

Describe the details of the situation and what you

did to solve it. Then, explain whether or not your

solution worked. Finally, suggest two actions you

could have taken to resolve the conflict in another

way.



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This middle school Health item prompt

contains tasks that can be completed in the

time allowed.

Describe two emergency situations that would

require professional medical care.



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The Rubric



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The rubric should be aligned with the

prompt.



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Here is a high school visual arts item. The rubric for this item is not

aligned with the prompt. Describe one connection between the cultures captured in these photographs.

Provide one detail from the photos to support your answer.

Exemplar Response:

When a photographer took these photographs of people dancing, they needed no

knowledge of language or understanding the dancer’s culture. Dance is an art of

motion.

Item Rubric

2 points The student describes the subjects of the photos and how the photographer captured the subjects.

1 point The student describes the photographs as having dancers but not the connection between

the cultures, does not include any details to support the answer.

0 points The response indicates inadequate or no understanding of the concept needed to answer

the item. The student may have written on a different topic or written “I don’t know.”



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The rubric for this high school visual arts item is aligned with the prompt.

Describe one connection between the cultures captured in these photographs. Provide one

detail from the photos to support your answer.

Exemplar Response:

Both of these cultures participate in dance. I know this because the photographer captured

the dancing motion of both cultures.

Item Rubric

2 points The student describes the connection between the cultures in the photographs and

includes one detail to support the answer. Possible connections include dance,

costume, or ceremony. 1 point The student describes the photographs as having dancers but not the connection

between the cultures, does not include any details to support the answer.

0 points The response indicates inadequate or no understanding of the concept needed to

answer the item. The student may have written on a different topic or written

“I don’t know.”



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The rubric should allow for multiple

response solutions or for multiple ways

to achieve a correct response.



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The rubric for this middle school Physical Education

item demonstrates the limited scope of the item. (Would

this item be better as a multiple-choice?)

Two principles of conditioning are Frequency and

Intensity. Name the two other principles of conditioning. Item Rubric

2 points The student names the following principles of conditioning/fitness:

Time

Type

1 point The student names only one of the above principles of conditioning/fitness.


answer the item. The student may have written on a different topic or written “I don’t

know.”



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The rubric for this middle school Physical Education item

accommodates various correct responses.

Item Rubric

2 points The student names two of the following principles of conditioning/fitness:

Frequency

Intensity

Time

Type

1 point The student names only one of the above principles of conditioning/training.



know.”

Name two of the principles of conditioning.



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The score point descriptors should

clearly delineate what a student must do

to achieve each score point.



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The score points in this middle school Physical

Education rubric are clearly defined.

Item Rubric

2 points The student successfully explains that poor cardiorespiratory endurance will make the

run-time slower or take longer

AND

The student includes a plausible explanation of why this is so, including but not limited to:

Breathing difficulties, Side cramps, Exhaustion

1 point The student successfully explains that poor cardiorespiratory endurance will make the

run-time slower or take longer

OR

The student includes a plausible explanation of why this is so, including but not limited to:

Breathing difficulties, Side cramps, Exhaustion

0 points The response indicates inadequate or no understanding of the concept needed to answer

the item. The student may have written on a different topic or written “I don’t know.”

Explain how poor cardiorespiratory endurance can impact your time for the mile

run in Physical Education class. Then explain why it has the effect you chose.

Exemplar Response:

Low cardiorespiratory endurance means you will have a slower time. It makes

you have a slower time because you are more likely to get out of breath faster.

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The score points in this version of the rubric are not clearly

defined. (Is the exemplar below one point or two points based

on the rubric?)

Explain how low cardiorespiratory endurance can impact your time for the

mile run in Physical Education class.

Exemplar Response:

Low cardiorespiratory endurance means you will have a slower time.

Item Rubric

2 points The student successfully describes a consequence of low cardiorespiratory

endurance on running ability.

1 point The student gives an incomplete consequence of low cardiorespiratory endurance

on running ability.



know.”



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The rubric should not contain scoring

rules that do not directly correspond to

what is asked in the prompt.



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This high school Visual Arts item rubric includes a scoring

rule that does not appear in the prompt.

Item Rubric

2 points The student describes why a subject may be revisited several times and one

revision that could be made during the process.

Reasons why a subject may be revisited may include:

Making a creative change

To review more closely

To correct a technical issue

1 point The student describes why a subject may be revisited several times or describes

one revision that could be made to photographs.



know.”

Explain why you might revisit a subject several times.

Exemplar Response:

I would revisit a subject to make a creative change. The change could

involve a new camera angle.



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The scoring rule in this high school Visual Arts rubric is

aligned to the tasks in the prompt.

Explain why you might revisit a subject several times, and describe one

revision you could make during your process.

Exemplar Response:

I would revisit a subject to make a creative change. The change could

involve a new camera angle.

Item Rubric

2 points The student describes why a subject may be revisited several times and one

revision that could be made during the process.

Reasons why a subject may be revisited may include:

Making a creative change

To review more closely

To correct a technical issue

1 point The student describes why a subject may be revisited several times or describes

one revision that could be made to photographs.


answer the item. The student may have written on a different topic or written “I

don’t know.”



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This middle school Physical Education item rubric includes a

scoring rule that does not appear in the prompt.

Prompt:

Say: “Create a sequence of 5 rhythmic movements that incorporate basic

gymnastic poses, such as a walkover.”



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Item Rubric

2 points The student successfully creates and completes five rhythmic gymnastics movements

AND

The student uses smooth transitions between movements.

Note: Students will not receive credit for using a walkover because it is simply restating the prompt.

1 point The student partially creates and completes two or three of the gymnastic movements

in the planned sequence.



know.”

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The scoring rule in this middle school Physical

Education rubric is aligned to the tasks in the prompt.

Prompt:

Say: “Create a sequence of 5 rhythmic movements that incorporate basic

gymnastic poses, such as a walkover. You may NOT use a walkover as

one of your movements. Be sure to use smooth transitions between

movements.”



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Item Rubric

2 points The student successfully creates and completes five rhythmic gymnastics movements

AND

The student uses smooth transitions between movements.

Note: Students will not receive credit for using a walkover because it is simply restating the prompt.

1 point The student partially creates and completes two or three of the gymnastic movements

in the planned sequence.



know.”

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The rubric should contain unambiguous

response exemplars.



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The rubric of this middle school Health item has

exemplars that do not readily illustrate the type of

response that would earn full credit.

Prompt:

Describe two ways that schools and communities can

help keep students safe when they walk to school.

Exemplar Response:

Safety rules are important to have so that children do

not get hurt when crossing the street. Schools and

communities have different types of safety rules.



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This version of the rubric has exemplars that clearly

illustrate full-credit responses.

Prompt:

Describe two ways that schools and communities can

help keep students safe when they walk to school.

Exemplar Response:

They can have speed limits so cars don’t go too fast, and

they can have school crossing guards.



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