TEACHER-[tIADETESTS

-While larqe-scale standardized tesrsmay appear to have great influence atspecific times.. .. Without question,

teachers ar! the drivars of theassessment systems that determine

the effectivaness of schools. -

--astiggins, 1994, p. 438

How lo Arsess Authenlic learning

Teacher-madetests can be

importantparts of the

teaching andlearning

process if theyare integrated

into dailyclassroomteaching.

rcw

WHAT ARETEACHER.MADE TESTS?

Teacher-made les1s are written or oral assessments thal are notcommercialiy produced or standardized In other words. a test ateacher designs specilically for his or her students "Testrng" refersto any kind of school activity that results in some type of mark orcomment being entered io a checklist, grade book, or anecdotalrecord. The term "test," however, refers to a more structured oral orwritten evaluation of student achievement. Examinations are teststhat are school scheduled, tend to cover more of the curriculum, andcount more than other torms ol evaluation {8oard of Education forthe City of Etobicoke, 1987). Teachermade tests can consist of avariety of .formats, including matching items, fi l l-in-the,blank items,true-talse questions, or essays-

Tests can be imponant pans of the teaching aod learning process ifthey are integrated into daily classroom teaching and are constructedto be pan of the learnjng process not just the culminating event.They allow students to see their own progress and allow teachers tomake adjustments to their instruction on a daily basis. "But one ofthe most serious problems of evaluation is the fact that a primarymeans of assessment-the test itself-is often severely Ilawed ormisused" (Hi l ls , 1991, p . 541) .

Constructing a good teacher-made tesl is very time consuming anddifficult; moreover. it is hard to understand why something so essen-tialto the learning process has be!n virtually ignored in teacherpreservice or inservice training. Veteran teachers have relied oncommercially made tests in workhooks or on their own often inad-equate teacher-made tests for most of their evaluations. Teachershave often neglected addressing this aspect of instruction becausethey were not trained to write eftective tests and tew administratorscould ofler guidance.

One of the problems with teacher-made testiG their emphasis onlower-level thinking. A study conducted by the Cl6veland PublicSchools (Fleming and Chambers, 1983, as cited in Stiggins, 1985)examined over 300 teacher-made, paper-and-pencil tests. The resultsof the study Jound that teachers appeared to need training in how todo the following:

Styulnr T.lirilg !d Publisling I!..

plan and wflte longef tests;

wrile Unambiguous paper and pencrl test items; and

measure skil ls beyond recall of facls

{St igg ins , 1985, p . 72) .

research also {ound that teachers often overlooked quality-

ntrol factors l ike establishing written criteoa for performances or

lanning scoring procedures in advance. Wiggins notes thal "course

cific tests also have glarrng weaknesses. not only because theyoften too low level and content heaw. I hey are rarely designed

to be authentic tests of intellectual ability; as with standardized tests,teacheriesigned finals are usually intended to be quickly read andscored" (Wiggins, 1989, p. 123).

In addition, many teacher-made tesls emphasize verbal-linguisticintelligence, and poor readers are at a disadvantage no matter howmuch content they know. Teacher-made tests do not carry the sameimoortance as standardized tests in oublic relations between theschool and the community. Even though many o{ them have thesame objective-style tormat that allows for easy comparisons, theyare not seen as reliable and vaiid. Teacher-made tests are oftensubject to question because they differ greatly from class to class;their quality is open to debate. Stiggins (1994) notes that althoughstandardized, large scale assessments command all the media atten-tion, rt's the day-toiay classroom assessments lhat have the grea't-est impact on student learning. He says, "Nearly all the assessmentevents that take place in a sludent's life happen at the behest ot theteacher. They align most closely with day-toiay instruction and aremost intluential in terms of their contribution to student. teacher. andparent decision making" (p. 438).

Since colleges of education are just beginning to require teachers tolake courses in assessment. manv teachers have entered the class-room with very little training in how to create meaningful tests. Theyeither remember the types o{ tests they took as students or theymodel the tests on ones provided bv their fellow teachers or inworkbooks. Unfortunately, most of the tests teachers took as stu --:

dents were multiplethoice, recall tests that covered content. Teach-ers have had very little practice constructing problem-solving situa-tions on tests to measure the application of skills and higher-orderthinking.

S&yult|r Tniri4 ud Arllilti.t to..

Chapler 6 - Teacher-Made Teds

Teacher-madetests are oftensubject toquestion

because theydiffer greatlyfrom class toclass; theirquality is opento debate.

trc

E

How lo Asrers Aulhenlic Learning

The key toteacher-made

tests isto make them

a part ofassessment-

not separatefrom it.

rc

@

IIlt|/HY DO lilE NEED BETTER

TEACHER-MADE TESTS?Even though parents and the media value published test scores.nrost teachers do not rely on slandardized tesls to tell them whattheir students know and don't know. Standardized tests occur soinfrequently that one aggregate score is not very helplul in detern] nIng future instructional goals. Teacher-made tes1s, however, allowteachers to make decisions that keep instruction moving. Teacherscan make changes immediately to meet the needs of their students"They lteachersl rely most heavily on assessments provided as parto{ instructional materials and assessments they design and constructthemselves-and very little on standardized tests or test scores"(Stiggins, 1985, p. 69).

The key to teacher-made tests is to make them a part of assess-ment--floi separate from it. Tests should be instructional and ongoing. Rather than being 'after-the-fact" to {ind out what students didnof /earn, they should be more "befor+the-fact" to target essentrallearnings and standards. Popham ('1999) warns that teacher-madetests should not be instructional afterthoughts. They should beprepared p/,or to instruction in order for the teacher to target appro-priate instructional activities for students. "Assessment instrumentsprepared prior to instruction operationalize a teacher's instructionalintentions. . . . The better you understand where you're going, themore efficiently you can get there" (p.12).

Teachers also need to make adjustments in their tests for the vari-ous learning styles, multiple intelligences, and learning problems ofthe students in their classes. lt would be impossible to addressevery student's needs on every test, but elforts should be made toconstruct tests that motivate students to learn, provide choices, andmake allowances for individual ditferences.

r l l r . l r r l l l

MultiPle lntelligences --: -

Gardner's theory o{ multiple intelligences ((eviewed in ChapterThree) calls for multiple assessments for the multiple intelligences.An effective teacher-made test should address more than one or two

StyDllr Tnio41 .!d Afirli$ ro..

98

TYPES OF LEARNERS

talks to self

easily distracted

has difficulty withwrillen directions

likes to be read to

memorizes by stepsin a sequence

enjoys listeninqactivlties

{Adapted from Frender. 1990, p. 25)

intelligences. Teachers who include strategies and tools such asgraphic organizers, student choice, and opportunities for oralanswers meet the needs of their diverse students.

[earning ModaliliesTeachers need to construct tests that can be adjusted for students'learning modalities and to make modifications for at-risk students.Frender (1990) defines learning modalities as ways of using sensoryin{ormation to learn. Three of the five senses are primarily used in --learning, storing, and recalling information- Because students learnfrom and communicate best with someone who shares their domi-nant modality. it is important for teachers to know the characteristicsof their students so that they can at least alter their instructionalstyles and tests to match the learning styles of all the students.

m nd sometrmes straysdufing verbal activities

organized in approachto tasks

hkes to read

!sual ly a good spel ler

memoflzes by seernggraphics and pictures

frnds verbal instructionsdifflcult

in motion ffiost ol thet ime

reading is not a priority

poor speIer

likes to solve problems

by physically walkingthrough them

enjoys handling objects

enjoys doing activities

Stttj8h Tt initr8 &d hhli$ilg IE

99

Chapier 6 - Teacherlrlade Tests

ilow lo Assess Aulhenlic Lerrning

Authentic testscan celebrat!

diversity byallowing

students awide variety o{

ways todemonstrate

what theyknow andwhat they

can do.

rrc

E

Frender has identif led many characteristics of the three styles oflearning. The Types of Learners Chart on the previous page lrsts thecharacteristics that could most l ikely influence student test takrnqskr i l s .

Modifications for Students with SpecialNeedsWilh the movement toward inclusive classrooms, teachers need tobe !ble to meet the needs of students with learning disabilit ies,behavior exceptionalities, physical exceptionalities, and intellectualexceptionalil ies. ln additioo, as today's society is a "sa{ad bowl" ofmany ethnjc groups, teacher-made tests must allow opportunitiesfor studeots whose first language is not English to succeed. Manyschools have now detracked, thereby merging all levels of studenls(gifted, average, remedial) into one inclusive class. lt would beimpossible to use one ob,ective test to measure the groMh anddevelopment of all students. Authentic tests can celebrate diversityby allowing students a wide variety of ways to demonstrate whatthev know and what thev can do.

Teacher-made tests can be constructed to meet the needs of allstudents by providing many opportunities to measure what studentscan do instead of just measuring their ability to read, write, and taketests.

The following modifications can be made to help ensure success ontests jor all students, especially those with special needs who aremost at risk of failing tests;

'1. Read instructions orally.

2. Rephrase oral instructions if needed.3. Ask students to repeat directions to make sure they

understand.4. Monitor carefully to make sure all students understand

directions lor the test.5. Provide alternative evaluations-aral testing, use of tapes,

test given in another room, dictation. -

6. Provide a clock so students can monitor tfiemselves.7. Give examples ot each type of question (oraland

writtenl.B. Leave enough space Jor answers.

t00S&tr&bt rnini.s ed hbliAitr f..-

9. Use visual demonstTalrons

10. Use whlte paper because colored paper is sometimes distracting.

1 I Do not crowd or .lLl-pr l l te IFS

12. G lve cho ices .

13. Go from concrele to abstract14. Don't deduct lor spelIng or grammar on tests.15. Use some take-horne tests16. Provide manipulative experiences whenever poss b e.'17. Allow students to use notes and textbooks during some

+6c ic / ^^6n h^^ l r6 . t . l

Allow students to write down key math or science formuias(so that students are not penalized {or poor memory).Include visuals like graphic organizers on tests.Give specific point values Jor each group of questions.List criteria lor essav ouestions.Provide immediate feedback on all 1ests.Allow students to correct mistakes and/or to retake tests toimprove scores and understand what they didn't understandon the first test.

(Adapted from material distributed by the Board of Education Jorthe City of Etobicoke, 1981, pp.204-214)

HOtil CAN tlt,E DESrcNBETTER TEACHER-MADE TESTS?

Most teachers will not have time to rewrite all their tests to conformto the guidelines suggested on page 102. However, it is impoftant tomake sure new tests are designed to meet student needs---!nd trulyreflect learning. lf, as Wiggins suggests, "we should teach to theauthentic test," students shouid also be brought into the test-makingprocess. They can help construct meaningJul tests based on essen-tial learnings. Brown ('1989) recommends that teachers draw stu-dents into the development ot tests. He maintains that nolhing helpS-:a person master a subject better than having to ask and debatetundamental questions about what is most important about thatsubiect---!nd how someone could tell iI he or she h!s mastered it.

t 6 .

19 .20.21_22.23.

!

skyt&ir Tduilr .!d Publitbio! r.c.

r0l

Chapter 6 - TeecherMade Teslr

Hor lo Aserr Authentic learning

It is importantto select test

items that willmeasurewhether

students haveachieved the

significantlearning

obiectives. . . .

ISE

ED

"Students of all ages who create sorne of their own examinationsare forced to reflect on what theV have studied and make judgment:

about i t " (Brown, 1989, p . 115) .

Guidelines for Teacher-Made TestsThe followrng guidelines may help in the construction ot better

teacher made testsl

Create the tesl betore beginnjng the unrt.Make sure the test is correlated to course obiectives orlearning standards and benchmarks.Give clear directions for each section of the test.Arrange the questions {rom simple to complex.Give point values for each section (e.9., true/false {2 pointseachl)

6. Vary the question types (true/false, fi l l-in-the blank, multiplechoice, essay, matching). Limil to ten questions per type.

7. Group question types together.B. Type or print clearly. (Le8ve space between queslrons to

facilitate easy reading and writing.)9. Make sure appropriate reading level is used.

'10. Include a variety of visual, oral, and kinesthetic tasks.'l1. Make allowances for students with special needs.12. Give students some choice in the queslions they select (e.9.,

a choice of graphic organizers or essay questions).13. Vary levels o{ questions by using the three-story intellect

verbs to cover gathering, processing, and application ques

trons.'14. Provide a grading scale so students know what score constt-

tutes a certain grade (e.9.. 93-100 = A; 85-92 = B: 75-44 =

C; lv14 = D; Below 70 = Not Yetl).1 5. Give sufficient time for all students 10 finish. (The teacher

should be able to work th(ough the test in one-third to one-half the time given students.l

Constructing Effective TestsOne wav teachers can construct better teacher-made tests is toconsider the types of questions that should be included on a test.Obviously, it is important to select test items that will measurewhether students have achieved the significant learning obiectives,benchmarks, or st!ndards that have been targeted.

1 .

2 .

3 .4_5.

102S&yr&h Trilin8 r.d P|lblidire I!c.

Chapler 6 - TercherMade Tesls

TIPS FOR CONSTRUCTINOTEST QUESTIONS

True-Falsehems. Avoid absolute words Iike "all," "never," and "alwaYs.". Make sure items aIe clearlv true or false rather than amblguous. Limit true false queslions to ten.. Consider asking students to make false questions tfue to encourage higher-

order thinking.

Matchingltems. Limrt list to between frve and ten items.. Use homogeneous lists. (Don't mix names with dates.). Give clear instructions. (Write letter, number, etc.). Give more choices than there are questions.

Muhiple4hoicehems. State main idea in the core or stem ol the question.. Use reasonable incorrect choices. (Avoid ridiculous choices.). Make options the same length (nothing very long or very short).. lnclude multiple correct answers (a and b, all of the above).

Completion ltems. Structure for a brief, speci{ic answer for each item.. Avoid passages lifted directly from text (emphasis on memorization).. Use blanks of equal length.. Avoid multiDle blanks that sometimes make a sentence too confusing.

Essay ltems. Avoid all!ncompassing questions ("Discuss" is ambiguous . tellall you

know about a subiect).. Define criteria for evaluation.. Give point value. Use some higher-order thinking verbs like "predict" or "compare and con-

trast" rather than all recall verbs like "list" and "name."

(Adapted Jrom Board of Education {or the city of Etobicoke, 1987.pp. 112-187.)

103O 1999 SkyliC rdinior rd Publishing r"'

Ho* lo Asess Authenlic learning

. . . obrectivestyle questions

can play arole in the

assessmentprocess. . . .

rc

@

Essays, graphrc organrzers. oral [)erlormances. and artistic presenta,lrons n]easure meaningiul learning and can all be included onteactrer-made tesls. Because of time constraints, however, manyteachers choose to use objective style questions Objective stylequestions have highly specific, predetermined answers that require ashort response

Obleclive-style questions include the loliowing:

1. multiple choice2. true-false3. matching4. short response

Even though objective-style questions can play a role in the assess-ment process, they, like standardized tests, must be put in theproper perspective.

"Evaluation should be a learning experience for both the student andthe teacher. However. ob,ective-style testing is frequently ineffective

OBJECTIVE TYPES OF EVATUATIONA welldeveloped objective test .

ADVANTAGES DISADVANTAGES

Gdapted fro.n the Bo.rd o{ Education fo. the City ol Etoticoke, 1987, pp. 157-158)

can evaluate skills qu;ckly andef{jcientlycan prevent studeftb lrom"writing around" the answercan prevent students' gradesf(om being influenced bywriting skills. spelling, gram-mar. and nearnesscan be easily anallzed (itemanalysisJprevents biased gradrng byteachercan be used for diagnostic orpre{esr purposescan be given to l€rge groups

requires moslly recallof {actsdoes not allow students todemo^stnte writng skrllsoften requires a dasproportionateamount ol reading {penalazespoor teaoers)can be ambiguous and confusing(especially to younger students)sssally has a speci{ic, pre'determiR€daDswercan be veritiFe-consuming to@nsrucipromotes guessingis often used year after yeardespite ditfering needs ofstudents

styrjlB T-i.ior .rd Arbtslirg IE.

r04

as a learning experience for either the student or the teacher

tlecause obtective-style questtons too often require only the recall offacts and do not allow the student to drsplay thinking processes or

the teacher to observe them" (Board of Education for the City of

Etobicoke. 1987, p. 156).

A good evaluation program does not have to include objective styletests; however, if ir does, the questions should be well constructedand the objective style tests should be balanced by other !ulhenticasSesSmenls.

Misconceplions Aboul Objective TesisOIten cril ics of autlrentic assessment point out that evaluating prod-ucts, perlormances, and ponfolios is too "subjective, " and the teach-ers could assign a grade because they liked or didn't l ike a studenl orcould base the grade upon outside variables like neatness, atten-dance, or behavior. These same critics point to obiective tests beingfairer or more valid and reliable. Since most well-written selected-response test items trame challenges that allow for just one best

'Professoa. what is this rclic?"

Test Torlure-,-!-

ffi"i***r

'lt's a Nimitive bnurc devico usedby toacheE in the 20th century. They

czlled it a Scaatrcn n.]dchine.'

St r.i!t! Triling id Aflilti!8 I!.-

t05

Chapler 6 - Teacher-Made Tesls

. . . obiectivestyle testsshould bebalancedby otherauthenticassessments.

t{rE

E

Hor lo Assess Aufhenlic lerrning

A good

teacher-madetest includes

verbs from allthree stories

ol iheintellect.

rc

@

answer or a l imited set of acceptab e answers, it leads to the "objec-

tive evaluatron ot responses as being right or wrong. However,Stigglns (1994) warns that when the teacher selects the test rtemsfor inclusion in the final test, he/she is making a subjective judgment

as to the meaning and importance o1 the material to be lested. " . .all assessments, regardless of their format, involve judgnrent on thepart o{ the assessor. Therefore, all assessments reflect the brases ofthat assessor" (p. 103).

Teachers should examine both the advantages and disadvantages ofobiective-stvle tests and then determine the role they wil l play in theevalualron process.

Queslioning Techniques and Three-Story Intellecl VerbsBellanca and Fogarty {1991) have created a graphic based on Bloom sTaxonomy called the Three-Story Intellect (see page 107) to showwhat verbs teachers can use when they ask quesiions. Firsl-storyverbs like "count, " "describe, " and "match" ask students to gatheror recali information. Second-story verbs like "reason, " "compare. "and "analyze" ask students to process information. And third-storyverbs like "evaluate," "amagine," and "speculate" ask students toapply information. An effective leacher-made test includes verbsfrom all three stories of the intellect. Many teachers use this graphicas a guide when they ask questions in class and when they createteacher-made tests thal encourage higher-order thinking.

A self.check teachers can use to evaluate the effectiveness ofteacher-made tests and commercially made tests appears on page109. The Three-Story Intellect Feview on page 110 provides amethod to analzye tests to determine how many questions addresseach of the three levels of learning-gathering, processing, andapplying. A welfbalanced test should include questions from alllevels to assess students' recall of factual information, their ability toprocess that information and, most important, their ability to applythat information by doing something with it. Stiggins ('1994) observesthat it is teachers and the assessments thev c-Ata that have themost impact on student learning and drive the asslessment systemsin schools.

t06st t*tu TEiriI8 @d Putli.bi4 In

Clrpier 6 ' Ieacfierfl:de Tesh

AFpiy A Principle $fihenEstimale Forecasl

dororr" Rl"Tn

Son -':':'

" Distinguistr slve

I crrrenI Cot,nt

\ Desctbe

\ Malch

| \ Name

\L-T \ Recire

\ r-? \ seled

\N'rl'

- - - . o 4 r ,

THREE-STORYINTELLECT

There are one storyrntellects. two-Storyintellects. and three-story intellects withskylights. All fact collec-tors who have no aimbeyond their facts areone story men. Twostory men compare,reason, generalrze,using the labors of tactcollectors as well astheir own. Three-storymen rdealize, imagine,predict-their bestil lumination comes fromabove, through theskylight.

-Qliver Wendell Holmes

(Adapted from Bellanca snd Fogany, 1991. Us!d with Oermissbn.l

107O 199 Sryrtllr T-iri4 r.d hblisdile r...

How to Assex Auihentic Learning

MATCHINO QUESTIONSSOCIAL STUDIES TEST ON SOI]TBEASTERN

UN TED SIAIES

Or!.r,o.: rlhr!! pornrs eacnIf I nrhe telettton CoturnaA rfal rhe phrase i. Co/umn / s descrbr.g

i l r

a 2

d 3

ChanQnA crors lromoneyear A Conon

A Toba..o

Separared coiton seeds irom C Crop Roraron

D S.tu'ce Jobs

Someone who visils a place ! Planiarians

rorpeasrre F !.osion

G Conof G'h

H Stave Labor

Blggesl iarms nsoutheast I C.shcdps

Ftrsr!shc.op J Ra^cher

C'oDsQrown to !a.n money r Tdlnsr

Jobs 'n wh'ch p!de aresefred

rcald!sy ol Nancy M nsk!. whe!|,.s. lll no sl

E 5

! 6

a 3

ESSAY QUESTIONSSCIENC!

Dneclions: Seled one oi th! lollowhg topi6 tor your essyquestion. Youressaywillb! evalualed on the tolowng

a60.acy of intormaiono.gEnianon ol inio.mal onus! ot supporl sbtemenbclarity and 6flecriwress

I Pr!di( t what wilr tuoo!n rl rhe ozone tav!.@nrnues lo deolE(Eir .ts curcnr rgre

2. Ewllate the efie.rt!.!f.l oa our l$v!mmenfsr!s!arch and r!glhnoni .!larding &ij 6in.

3. Sp!cuhte wt!t will h.pp!n !treidAIDSisrcl {@nd wnhan tire v!ars

4. Cmparo .nd @nt6sr th! bubonic phque to AlDs.You may draw a Venn da4Gm io help y@o.gBnize yo!. lhor!hts b6for6 you wite.

ORAPHIC ORCANEERBrsToFY

D,ec lons Cor .p lc te l te m ' . r l nap on the M'dde Ages bV. i , , , - b u . r . c , . , 4 1 1

subpo n15 In t re sma er . i c les 1 l Fo . t perc ,c t! )

TRUE/FALSE QUESTIONSENGLISH

D(eclions: Please crcle @e n!xt to th! numb!r il thenalemenr is tu6: cncb tu/se i{ lhe statem!nt is in.ny waylase (2 pornts !ch). You willreceive an addiliona 2 porn$ ilyou rew.ite the falsestalements lo make lhem tuo

O- t 1 Matklwain wrcte Hucktebety Fi.^

r dO 2 rom sawys 6 rhe proboonBr 'nHucxe@try rnn.

Rew'rle ro- sar"ygl?pp94! r! !c!tn4. blt tv.r r.nn 6 rh! plllgonar

o F 3 Mdrl Twin s realndme '5 Srmu6l Crer!n5

r or@ I ne rumway slavs. Jim, hid on Hani&llsl!ndafte. he l!ft Aunt Polly-

Fewrite: Jim hid on Jackson lshnd.

I -t!., 5. Mark Twain nas ! w!ahhy rn!n all or his tife.

r08O 1999 Styri8ht Tninirg dd Publilhjrg I!.

Chapler 6 - Teadrerlrlade Tests

THE BIO TEN TEACHER-MADETEST CI|ECKLIST

Tes t:

Grade Level/Class:

'1 .

2.

I wrote my test before I taught the subject matter.

I have listed my standards and benchmarks on the test.

- | have made sure that all students have time t6 finish theIESt.

3._ | have listed my grading scale on the test.

4._ | have varied the question types to include _ types.

5. - i have provided point values for each section.

I have included tasks to address the multiple intellioencesand learning modalities of my students.

- | have given students some choice of questions.

_ | have used all three levels of the Three-Story Intellectverbs in my questions.

- | have made allowances for students with special needs.

7.

8.

6.

9.

10.

Signature:

r09

Date:

O 199 Stytjslr Tdjritrd bd Publtuhi!8 ro..

.Hon lo Assess lrlfientic learaing

THREE-STORY INTELLECT VERBSREVIEt,'/

Analyze one of your own teacher-made tests. Classify the questrons by markingthem Iirst, second, or third levelaccordrng to the Three Story lntellect (seep. 107). Iallv the results.

a. Number of fi(St-story gathering questions.

b. Number of second-story processing questions.

c. Number of third-story applying questions.

Analyze a chapter test from a textbook or any commercially prepared contenttest ln terms of the guidelines used above. TallV the results.

Number of first-story gathering questions.

Number of second-story processing qu!stions.

Number of third-story applying questions.

Compare and contrast the analysis of your original teacher-made test to vouranalysis ot the commerctalty prepared test. Comment on your lindings.

Construct an original teacher-made test to use with your sludglts. Follow theguidelines.discussed in this chapter and use "The Big Ten Teachgr-Made TestChecklist-"

a .

b .

rr0O 1999 Styl-iSht Triiilg .bd PubliCi.! tn -

Chafler 6 - TeacherMade Tests

TEACHER-MADE TESTSRfcoR0

@REFLECTION PAOE l

List three things you have learned about teacher-made tests.

1.

List fwo things you would like to try on your next teacher-made test.

1 .

2.

List one comment vou have about teacher-made tests.

O 199 Stytisir lairitg ..d Plbli$its lr..

fll