Writing Assessment Items

ATLAST developed multiple-choice items and refined them over several months based on results from cognitive interviews with teachers.

Item Writing Process

The assessment items were first written by individuals, and then revised collectively by the group of item writers.  These collective sessions allowed for consideration of multiple viewpoints and interpretations when revising items.

Principles for Item Writing

The following guidelines were used in writing items.

  1. Keep item sentences or stems brief and straightforward, with a simple sentence or phrase structure.
  2. Be consistent in paragraph structure.
  3. Use present tense and active voice as much as possible.
  4. Keep rephrasing or rewording ideas and sentences to a minimum.
  5. Use pronouns judiciously.
  6. Omit words with double meanings or colloquialisms or define them in the text.[1]

Additional guidelines for the use of visuals in test items:

  1. Use visuals to facilitate the understanding of what is being asked or presented in an item or group of items.
  2. Visuals should mirror, or parallel, the item statements and expectations.
  3. No ”supplementary” or unnecessary information should be placed in the visual to distract students from the requirements in the item.
  4. Represent each major part of the item in the visual.
  5. Simple text can and should be used in the visuals that correspond to important words in the item. [1]

To learn more about about writing assessment items, see the Item Writing Training.

[1]  Kopriva, R. (2000). Ensuring accuracy in testing for English language learners. Washington, DC: Council of Chief State School Officers.