Name: ______________________________ Time:____________________

4 3 2 1 Points
Exemplary Test Excellent Test Adequate Test Inadequate Test Earned
the task is clearly defined the task is clearly defined the task is clearly tasks are not clearly defined
defined
students have been given students have been given students have been given no or
Directi specific objectives regarding specific objectives students have been merely a vague idea of the
ons the scope and direction regarding the scope and given some idea of the scope and direction intended
intended for the answer(s) to direction intended for the scope and direction for the answer(s) to take
take; exemplar answers are answer(s) to take; some intended for the
provided on the test, a rubric exemplars and a rubric has answer(s) to take
has been provided been provided
test items measure and test items measure and test items measure and some or all of the test items do
correspond to the correspond to the correspond to the not address the instructional
instructional objectives every instructional objectives instructional objectives objectives
objective is assessed, and is every objective is assessed and ideas most the objective, the intended
clearly stated in the objectives are assessed learning outcome, is an
directions and/ or questions the objective, the intended observable behavior
Object learning outcome, is an the objective, the
ives the objective, the intended observable behavior intended learning
learning outcome, is an outcome, is an
observable behavior observable behavior

question vocabulary and question vocabulary and question vocabulary question vocabulary and
sentence structure is clear, sentence structure is clear, and sentence structure sentence structure is not clear,
concise, within the ability of concise, within the ability is clear, concise and concise and often not within the
student, uses Bloom’s of students within the ability of ability of students
verbiage and aligns with unit and aligns with unit students
objectives objectives problem is not presented in the
stem of the item
consistently presents a single, presents a single, clearly presents a single,
clearly formulated problem in formulated problem in the clearly formulated all alternatives are not
the stem of the item stem of the item problem in the stem of grammatically consistent with
the item the stem of the item and are not
all alternatives grammatically all alternatives parallel in form
consistent with the stem of grammatically consistent grammatically
Langu the item and are parallel in with the stem of the item consistent with the stem
age form and are parallel in form of the item and is verbal clues which might
parallel in form enable students to select the
does not contain verbal clues does not contain verbal correct answer or to
which might enable students clues which might enable avoids verbal clues eliminate an incorrect
to select the correct answer or students to select the which might enable alternative are present
to correct answer or to students to select the
eliminate an incorrect eliminate an incorrect correct answer or to textbook language or
alternative alternative eliminate an incorrect stereotyped phraseology is
alternative evident
does not employ textbook does not employ textbook
language or stereotyped language or stereotyped avoids textbook not proofed for spelling,
phraseology phraseology language or stereotyped grammar, and format
phraseology
proofed for spelling, proofed for spelling,
grammar, and format, grammar, and format proofed for spelling,
visually appropriate grammar
Constr there are no predictable cues there are no predictable there are few if any there are predictable cues
uction within the test. cues within the test. predictable cues within within the test. For example, is
the test. there a pattern of correct
test reflects the approximate test reflects the answers (T T T T F F F F), or is
proportion of emphasis in the approximate proportion of test reflect the there heavy emphasis on A & B
course as described in Plan emphasis in the course as approximate proportion in multiple choice, or one item
Book pages described in Plan Book of emphasis in the containing the answer to
pages course another item
items contain accurate
information items contain accurate items contain accurate
information information test does not reflect the
number of items reduce the approximate proportion of
effect of guessing there is an adequate there is generally an emphasis in the course
there is appropriate space for number of items to reduce adequate number of
students to write answers the effect of guessing items to reduce the some items contain
effect of guessing inaccurate information
test printing large and bold
 enough to be easily read there is adequate space for occasionally there is
students to write answers inadequate space for there is an inadequate number
the student been given item students to write of items, increasing the effect
exemplars test printing large and bold answers of guessing
enough to be easily read
students told how items will test printing large and there is inadequate space for
be scored and a valuation the student been given an bold enough to be students to write answers
chart is provided example of how to respond easily read
test printing is not large and
directions for specific items students told how items the student been given bold enough to be easily read
are located near the items will be scored and a an example of how to
valuation chart is provided respond the student not been given an
sufficient time has been example of how to respond
allotted to complete the test directions for specific students told how items
in 90 minutes items are located near the will be scored students not told how items will
items be scored
has a larger number of directions for specific
shorter, more specific sufficient time has been items are located near directions for specific items are
questions rather than one or allotted to complete the test the items located near the items
two longer questions so that
more information can be has a larger number of adequate time has been adequate time has not been
sampled shorter, more specific allotted to complete the allotted to complete the test
questions rather than one test
or two longer questions emphasizes one or two longer
has a number of questions so that less
shorter, more specific information can be sampled
questions rather than
one or two longer
questions so that more
information can be
sampled
Rigor all levels of Bloom’s knowledge, items are based on items are mostly based on
taxonomy are addressed comprehension and knowledge (bringing to knowledge (bringing to mind
including synthesis application are addressed mind the appropriate the appropriate material);and/or
(arranging parts so as to as well as analysis: material);and/or comprehension (understanding
produce a pattern not clearly ((breaking down a message comprehension the basic meaning of the
there before, such as in into its constituent parts in (understanding the material)
effectively organizing ideas order to make explicit the basic meaning of the items are inappropriately
in a written composition); relationships between material); but also difficult or easy
and / or evaluation (making ideas, including tasks like addresses: application
quantitative and qualitative recognizing the (applies knowledge of cognitive taxonomy that is most
judgments about material) connotative meanings of elements of language appropriate to your discipline
words and correctly and comprehension and has not been used
items are challenging and processing a dictation, and how they interrelate)
appropriate to grade level making inferences); some items are too questions require student to
no items are too difficult or difficult or easy address background
cognitive taxonomy that is easy information, but area simple
most appropriate to your cognitive taxonomy that repeat of that information
discipline is evident cognitive taxonomy that is is appropriate to your
appropriate to your discipline has been used
questions require student to discipline is evident
demonstrate a command and questions require emphasis is on the opinion
application of back ground questions require student to student to demonstrate when questions call for
information and are not a demonstrate application of command of opinions or attitudes not on the
simple repeat of that background information background way an opinion is presented
information and are not a simple repeat information, but are not
of that information a simple repeat of that too much focus on trivial
emphasis is never on the information
opinion when questions call
for opinions or attitudes but emphasis is not on the mphasis is not on the
on the way an opinion is opinion when questions opinion when questions
presented and argued call for opinions or call for opinions or
attitudes but on the way an attitudes but on the way
focus not on trivial , adheres opinion is presented and an opinion is presented
to grade level, includes argued
higher order application focus not on trivial ,
focus not on trivial , adheres to grade level
adheres to grade level

Evaluated by: __________________________________