As a teacher, perhaps you don't want your students only to know information. You may also want them to be able to analyze information and apply it to new situations. To ensure that a classroom assessment measures all of your instructional objectives, you probably should:
a. use only authentic assessments.
b. develop a table of specifications.
c. ask recall questions rather than recognition questions.
d. use subjective rather than objective assessment tasks whenever possible.
Question 2
From the textbook's perspective, why might you consider allowing students to use reference materials during a paperpencil assessment?
a. Students don't have to study the material ahead of time; they can simply learn it during the assessment session.
b. Students are more likely to learn material meaningfully if they know they are going to have an open-book test rather than a closed-book test.
c. Such a procedure better assesses students' ability to apply material that they don't necessarily need to commit to memory.
d. Such a procedure is less likely to lead to test anxiety than would otherwise be true.
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