Strategies, Ideas, and Recommendations from the faculty Development Literature General Strategies
Multiple-Choice Test Items
Matching Test Items
Post-Test Item Analysis
Sources The Strategies, Ideas and Recommendations Here Come Primarily From: Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993. And These Additional Sources... Clegg, V. L., and Cashin, W. E. "Improving Multiple-Choice Tests." Idea Paper, no. 16. Manhattan: Center for Faculty Evaluation and Development in Higher Education, Kansas State University, 1986. Fuhrmann, B. S. and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little, Brown, 1983. Jacobs, L. C. and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992. Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984. Ory, J. C. Improving Your Test Questions. Urbana: Office of Instructional Res., University of Illinois, 1985. Seyer, P. C. Item Analysis. San Jose, Calif.: Faculty and Instructional Development Office, San Jose State University, 1981. Svinicki, M. D. "The Test: Uses, Construction and Evaluation," Engineering Education, 1976, 66(5) 408-411. Welsh, A. L. "Multiple Choice Objective Tests." In P. Saunders, A. L. Welsh, and W. L. Hansen (eds.), Resource Manual for Teaching Training Programs in Economics. New York: Joint Council on Economic Education, 1978. Wergin, J. F. "Basic Issues and Principles in Classroom Assessment." In J. H. McMillan (ed.), Assessing Students' Learning. New Directions for Teaching and Learning, no. 34. San Francisco: Jossey-Bass, 1988. Which of the following describes the process of distinguishing a disorder from other possible alternatives?In healthcare, a differential diagnosis (abbreviated DDx) is a method of analysis of a patient's history and physical examination to arrive at the correct diagnosis. It involves distinguishing a particular disease or condition from others that present with similar clinical features.
Which of the following is one of the most persistent and most pervasive of deficits across the aphasia profiles?Anomia is the most ubiquitous deficit in aphasia, and confrontation naming is a well-established means of quantifying its severity.
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