Occasionally students may be tempted to cheat during a formal classroom assessment. With the textbook's recommendations in mind, choose the strategy that is most likely to discourage students from cheating on a final exam.
a. Watch students like a hawk, and immediately remove the test paper of anyone who appears to be looking at someone else's paper.
b. Be vigilant for clues that suggest more sophisticated knowledge than a student in the class should have.
c. Use assessment instruments with obvious validity for important instructional goals.
d. Create two or more instruments that are equivalent in form and content but have different answers.
Question 2
You have just written a paperpencil quiz for a unit on map-reading skills. Following the textbook's advice, you arrange the items by:
a. putting easier items, as well as those that can be answered quickly, at the beginning of the test.
b. putting more difficult items, as well as those that require considerable thought, at the beginning of the test.
c. arranging topics in the sequence in which they were presented during instruction.
d. interspersing shorter and easier items among longer, more difficult ones.
Assessment of vibration.
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