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iris.peabody.vanderbilt.edu/module/di/cresource/q2/p07/di_07_link_tests/
When they create written tests to use in a differentiated classroom, teachers should keep a
number of factors in mind:
Using a variety of question types. In addition to using traditional question types (see
table below), teachers should include nontraditional question types such as analogies,
demonstrations, drawings, and real-world applications. This allows teachers to
determine which students have mastered the content or skill. Different students perform
better on certain types of question types than on others, so having a variety of question
types maximizes the probability that each student will have the opportunity to
demonstrate his or her knowledge. Teachers should also use a combination of forced-
choice items (e.g., matching, multiple choice) and constructed response items (e.g.,
create a timeline, write a short essay).
Matching Write the definitions on the left and list the words on the right so that students
read a definition and then scan the list of words instead of vice versa.
Keep all matching items on the same page.
Include no more than eight items.
Note: This type of question is good for struggling readers because it requires
minimal reading.
Sentence Provide answer blanks and adequate space for written responses.
completions Understand that students’ handwriting is often difficult to decipher.
and fill-in- Write sentences so that the blanks are near the end to minimize issues with
the-blanks reading comprehension.
Ordering Note: This type of question works well for literature, history, science, and
items or math.
events
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Short Grade only the content being tested and not the students’ writing skills (e.g.,
answers or grammar, punctuation); an exception is the spelling of content area
essays vocabulary.
Allow students to convey their knowledge in the most efficient manner (e.g.,
bulleted items, diagrams). Requiring them to write complete sentences may
impede their ability to fully demonstrate their knowledge.
True/ False Teachers may want to avoid true/ false questions because they often involve
the use of negatives, which are difficult for many students (e.g., Plants do not
need sunlight to produce chlorophyll). Additionally, this test format is typically
a difficult one for struggling readers and for students who experience test
anxiety.
Provide a “T” and “F” for true/ false questions for the student to circle. This
avoids the misinterpretation of a student’s illegible written T’s and F’s. It also
prevents students with handwriting challenges from tiring during the tests
when they are required to write out “true” and “false.”
Adapted in part from Fair Isn’t Always Equal: Assessing & Grading in the Differentiated
Classroom, by R. Wormeli, 2006.
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