13. Use at least four alternatives for each item to lower the probability of getting the item correct by guessing. 14. Randomly distribute the correct response among the alternative positions throughout the test having approximately the same proportion of alternatives a, b, c, d and e as the correct response. 15. Use the alternatives "none of the above" and "all of the above" sparingly. When used, such alternatives should occasionally be used as the correct response. A true-false item can be written in one of three forms: simple, complex, or compound. Answers can consist of only two choices (simple), more than two choices (complex), or two choices plus a conditional completion response (compound). An example of each type of true-false item follows: Sample True-False Item: Simple| The acquisition of morality is a developmental process. | True | False |
Sample True-False Item: ComplexSample true-false item: compound. | The acquisition of morality is a developmental process. | True | False | | | | |
Advantages In Using True-False ItemsTrue-False items can provide... - the widest sampling of content or objectives per unit of testing time.
- an objective measurement of student achievement or ability.
Limitations In Using True-False ItemsTrue-false items... - incorporate an extremely high guessing factor. For simple true-false items, each student has a 50/50 chance of correctly answering the item without any knowledge of the item's content.
- can often lead an instructor to write ambiguous statements due to the difficulty of writing statements which are unequivocally true or false.
- do not discriminate between students of varying ability as well as other item types.
- can often include more irrelevant clues than do other item types.
- can often lead an instructor to favor testing of trivial knowledge.
Suggestions For Writing True-False Test Items | 1. Base true-false items upon statements that are absolutely true or false, without qualifications or exceptions. | | Undesirable: | | | Desirable: | | | 2. Express the item statement as simply and as clearly as possible. | | Undesirable: | | | Desirable: | |
| 3. Express a single idea in each test item. | | Undesirable: | | | Desirable: | | | | | |
| 4. Include enough background information and qualifications so that the ability to respond correctly to the item does not depend on some special, uncommon knowledge. | | Undesirable: | | | Desirable: | |
| 5. Avoid lifting statements from the text, lecture or other materials so that memory alone will not permit a correct answer. | | Undesirable: | | | Desirable: | |
| 6. Avoid using negatively stated item statements. | | Undesirable: | | | Desirable: | |
| 7. Avoid the use of unfamiliar vocabulary. | | Undesirable: | | | Desirable: | |
| 8. Avoid the use of specific determiners which would permit a test-wise but unprepared examinee to respond correctly. Specific determiners refer to sweeping terms like "all," "always," "none," "never," "impossible," "inevitable," etc. Statements including such terms are likely to be false. On the other hand, statements using qualifying determiners such as "usually," "sometimes," "often," etc., are likely to be true. When statements do require the use of specific determiners, make sure they appear in both true and false items. | | Undesirable: | | | required to rule on the constitutionality of a law. (T) | | easier to score than an essay test. (T) | | Desirable: | | | 180°. (T) | | other molecule of that compound. (T) | | used for the metering of electrical energy used in a home. (F) |
| 9. False items tend to discriminate more highly than true items. Therefore, use more false items than true items (but no more than 15% additional false items). |
In general, matching items consist of a column of stimuli presented on the left side of the exam page and a column of responses placed on the right side of the page. Students are required to match the response associated with a given stimulus. For example: Sample Matching Test ItemAdvantages In Using Matching ItemsMatching items... - require short periods of reading and response time, allowing you to cover more content.
- provide objective measurement of student achievement or ability.
- provide highly reliable test scores.
- provide scoring efficiency and accuracy.
Limitations in Using Matching Items- have difficulty measuring learning objectives requiring more than simple recall of information.
- are difficult to construct due to the problem of selecting a common set of stimuli and responses.
Suggestions for Writing Matching Test Items| 1. Include directions which clearly state the basis for matching the stimuli with the responses. Explain whether or not a response can be used more than once and indicate where to write the answer. | | Undesirable: | | | | Desirable: | | |
| 2. Use only homogeneous material in matching items. | | Undesirable: | | | | 1. 2. 3. 4. 5. | a. b. c. d. O e. f. | | Desirable: | | | | 1. 2. 3. 4. | a. SO b. c. d. O e. HCl |
| 3. Arrange the list of responses in some systematic order if possible (e.g., chronological, alphabetical). | | | | | | Undesirable | Desirable | | | | 1. 2. 3. 4. | a. b. c. d. e. | a. b. c. d. e. |
| 4. Avoid grammatical or other clues to the correct response. | | Undesirable: | | | 1. 2. 3. 4. | | | Desirable: | |
5. Keep matching items brief, limiting the list of stimuli to under 10. 6. Include more responses than stimuli to help prevent answering through the process of elimination. 7. When possible, reduce the amount of reading time by including only short phrases or single words in the response list. The completion item requires the student to answer a question or to finish an incomplete statement by filling in a blank with the correct word or phrase. For example, Sample Completion ItemAccording to Freud, personality is made up of three major systems, the _________, the ________ and the ________. Advantages in Using Completion ItemsCompletion items... - can provide a wide sampling of content.
- can efficiently measure lower levels of cognitive ability.
- can minimize guessing as compared to multiple-choice or true-false items.
- can usually provide an objective measure of student achievement or ability.
Limitations of Using Completion Items- are difficult to construct so that the desired response is clearly indicated.
- are more time consuming to score when compared to multiple-choice or true-false items.
- are more difficult to score since more than one answer may have to be considered correct if the item was not properly prepared.
Suggestions for Writing Completion Test Items | 1. Omit only significant words from the statement. | | Undesirable: | called a nucleus. | | Desirable: | . | | 2. Do not omit so many words from the statement that the intended meaning is lost. | | Undesirable: | | | Desirable: | |
| 3. Avoid grammatical or other clues to the correct response. | | Undesirable: | decimal system. | | Desirable: | |
| 4. Be sure there is only one correct response. | | Undesirable: | . | | Desirable: | . |
| 5. Make the blanks of equal length. | | Undesirable: | and (Juno) . | | Desirable: | and (Juno) . |
| 6. When possible, delete words at the end of the statement after the student has been presented a clearly defined problem. | | Undesirable: | . | | Desirable: | is (122.5) . |
7. Avoid lifting statements directly from the text, lecture or other sources. 8. Limit the required response to a single word or phrase. The essay test is probably the most popular of all types of teacher-made tests. In general, a classroom essay test consists of a small number of questions to which the student is expected to demonstrate his/her ability to (a) recall factual knowledge, (b) organize this knowledge and (c) present the knowledge in a logical, integrated answer to the question. An essay test item can be classified as either an extended-response essay item or a short-answer essay item. The latter calls for a more restricted or limited answer in terms of form or scope. An example of each type of essay item follows. Sample Extended-Response Essay ItemExplain the difference between the S-R (Stimulus-Response) and the S-O-R (Stimulus-Organism-Response) theories of personality. Include in your answer (a) brief descriptions of both theories, (b) supporters of both theories and (c) research methods used to study each of the two theories. (10 pts. 20 minutes) Sample Short-Answer Essay ItemIdentify research methods used to study the S-R (Stimulus-Response) and S-O-R (Stimulus-Organism-Response) theories of personality. (5 pts. 10 minutes) Advantages In Using Essay ItemsEssay items... - are easier and less time consuming to construct than are most other item types.
- provide a means for testing student's ability to compose an answer and present it in a logical manner.
- can efficiently measure higher order cognitive objectives (e.g., analysis, synthesis, evaluation).
Limitations In Using Essay Items- cannot measure a large amount of content or objectives.
- generally provide low test and test scorer reliability.
- require an extensive amount of instructor's time to read and grade.
- generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the grader).
 Suggestions for Writing Essay Test Items | 1. Prepare essay items that elicit the type of behavior you want to measure. | | Learning Objective: | The student will be able to explain how the normal curve serves as a statistical model. | | Undesirable: | Describe a normal curve in terms of: symmetry, modality, kurtosis and skewness. | | Desirable: | Briefly explain how the normal curve serves as a statistical model for estimation and hypothesis testing. | | 2. Phrase each item so that the student's task is clearly indicated. | | Undesirable: | Discuss the economic factors which led to the stock market crash of 1929. | | Desirable: | Identify the three major economic conditions which led to the stock market crash of 1929. Discuss briefly each condition in correct chronological sequence and in one paragraph indicate how the three factors were inter-related. |
| 3. Indicate for each item a point value or weight and an estimated time limit for answering. | | Undesirable: | Compare the writings of Bret Harte and Mark Twain in terms of settings, depth of characterization, and dialogue styles of their main characters. | | Desirable: | Compare the writings of Bret Harte and Mark Twain in terms of settings, depth of characterization, and dialogue styles of their main characters. (10 points 20 minutes) |
4. Ask questions that will elicit responses on which experts could agree that one answer is better than another. 5. Avoid giving the student a choice among optional items as this greatly reduces the reliability of the test. 6. It is generally recommended for classroom examinations to administer several short-answer items rather than only one or two extended-response items. Suggestions for Scoring Essay Items | ANALYTICAL SCORING: | Each answer is compared to an ideal answer and points are assigned for the inclusion of necessary elements. Grades are based on the number of accumulated points either absolutely (i.e., A=10 or more points, B=6-9 pts., etc.) or relatively (A=top 15% scores, B=next 30% of scores, etc.) | | GLOBAL QUALITY: | Each answer is read and assigned a score (e.g., grade, total points) based either on the total quality of the response or on the total quality of the response relative to other student answers. | Examples Essay Item and Grading Models"Americans are a mixed-up people with no sense of ethical values. Everyone knows that baseball is far less necessary than food and steel, yet they pay ball players a lot more than farmers and steelworkers." WHY? Use 3-4 sentences to indicate how an economist would explain the above situation. Analytical ScoringGlobal QualityAssign scores or grades on the overall quality of the written response as compared to an ideal answer. Or, compare the overall quality of a response to other student responses by sorting the papers into three stacks: Read and sort each stack again divide into three more stacks In total, nine discriminations can be used to assign test grades in this manner. The number of stacks or discriminations can vary to meet your needs. - Try not to allow factors which are irrelevant to the learning outcomes being measured affect your grading (i.e., handwriting, spelling, neatness).
- Read and grade all class answers to one item before going on to the next item.
- Read and grade the answers without looking at the students' names to avoid possible preferential treatment.
- Occasionally shuffle papers during the reading of answers to help avoid any systematic order effects (i.e., Sally's "B" work always followed Jim's "A" work thus it looked more like "C" work).
- When possible, ask another instructor to read and grade your students' responses.
Another form of a subjective test item is the problem solving or computational exam question. Such items present the student with a problem situation or task and require a demonstration of work procedures and a correct solution, or just a correct solution. This kind of test item is classified as a subjective type of item due to the procedures used to score item responses. Instructors can assign full or partial credit to either correct or incorrect solutions depending on the quality and kind of work procedures presented. An example of a problem solving test item follows. Example Problem Solving Test ItemIt was calculated that 75 men could complete a strip on a new highway in 70 days. When work was scheduled to commence, it was found necessary to send 25 men on another road project. How many days longer will it take to complete the strip? Show your work for full or partial credit. Advantages In Using Problem Solving ItemsProblem solving items... - minimize guessing by requiring the students to provide an original response rather than to select from several alternatives.
- are easier to construct than are multiple-choice or matching items.
- can most appropriately measure learning objectives which focus on the ability to apply skills or knowledge in the solution of problems.
- can measure an extensive amount of content or objectives.
Limitations in Using Problem Solving Items- require an extensive amount of instructor time to read and grade.
- generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the grader when partial credit is given).
Suggestions For Writing Problem Solving Test Items | 1. Clearly identify and explain the problem. | | Undesirable: | | | Desirable: | | | 2. Provide directions which clearly inform the student of the type of response called for. | | Undesirable: | | | Desirable: | |
| 3. State in the directions whether or not the student must show his/her work procedures for full or partial credit. | | Undesirable: | | | Desirable: | |
| 4. Clearly separate item parts and indicate their point values. | | A man leaves his home and drives to a convention at an average rate of 50 miles per hour. Upon arrival, he finds a telegram advising him to return at once. He catches a plane that takes him back at an average rate of 300 miles per hour. | | Undesirable: | | | Desirable: |
|
| 5. Use figures, conditions and situations which create a realistic problem. | | Undesirable: | | | Desirable: | |
6. Ask questions that elicit responses on which experts could agree that one solution and one or more work procedures are better than others. 7. Work through each problem before classroom administration to double-check accuracy. A performance test item is designed to assess the ability of a student to perform correctly in a simulated situation (i.e., a situation in which the student will be ultimately expected to apply his/her learning). The concept of simulation is central in performance testing; a performance test will simulate to some degree a real life situation to accomplish the assessment. In theory, a performance test could be constructed for any skill and real life situation. In practice, most performance tests have been developed for the assessment of vocational, managerial, administrative, leadership, communication, interpersonal and physical education skills in various simulated situations. An illustrative example of a performance test item is provided below. Sample Performance Test ItemAssume that some of the instructional objectives of an urban planning course include the development of the student's ability to effectively use the principles covered in the course in various "real life" situations common for an urban planning professional. A performance test item could measure this development by presenting the student with a specific situation which represents a "real life" situation. For example, An urban planning board makes a last minute request for the professional to act as consultant and critique a written proposal which is to be considered in a board meeting that very evening. The professional arrives before the meeting and has one hour to analyze the written proposal and prepare his critique. The critique presentation is then made verbally during the board meeting; reactions of members of the board or the audience include requests for explanation of specific points or informed attacks on the positions taken by the professional. The performance test designed to simulate this situation would require that the student to be tested role play the professional's part, while students or faculty act the other roles in the situation. Various aspects of the "professional's" performance would then be observed and rated by several judges with the necessary background. The ratings could then be used both to provide the student with a diagnosis of his/her strengths and weaknesses and to contribute to an overall summary evaluation of the student's abilities. Advantages In Using Performance Test ItemsPerformance test items... - can most appropriately measure learning objectives which focus on the ability of the students to apply skills or knowledge in real life situations.
- usually provide a degree of test validity not possible with standard paper and pencil test items.
- are useful for measuring learning objectives in the psychomotor domain.
Limitations In Using Performance Test Items- are difficult and time consuming to construct.
- are primarily used for testing students individually and not for testing groups. Consequently, they are relatively costly, time consuming, and inconvenient forms of testing.
- generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the observer/grader).
Suggestions For Writing Performance Test Items- Prepare items that elicit the type of behavior you want to measure.
- Clearly identify and explain the simulated situation to the student.
- Make the simulated situation as "life-like" as possible.
- Provide directions which clearly inform the students of the type of response called for.
- When appropriate, clearly state time and activity limitations in the directions.
- Adequately train the observer(s)/scorer(s) to ensure that they are fair in scoring the appropriate behaviors.
III. TWO METHODS FOR ASSESSING TEST ITEM QUALITYThis section presents two methods for collecting feedback on the quality of your test items. The two methods include using self-review checklists and student evaluation of test item quality. You can use the information gathered from either method to identify strengths and weaknesses in your item writing. Checklist for Evaluating Test ItemsEVALUATE YOUR TEST ITEMS BY CHECKING THE SUGGESTIONS WHICH YOU FEEL YOU HAVE FOLLOWED. | ____ | When possible, stated the stem as a direct question rather than as an incomplete statement. | | ____ | Presented a definite, explicit and singular question or problem in the stem. | | ____ | Eliminated excessive verbiage or irrelevant information from the stem. | | ____ | Included in the stem any word(s) that might have otherwise been repeated in each alternative. | | ____ | Used negatively stated stems sparingly. When used, underlined and/or capitalized the negative word(s). | | ____ | Made all alternatives plausible and attractive to the less knowledgeable or skillful student. | | ____ | Made the alternatives grammatically parallel with each other, and consistent with the stem. | | ____ | Made the alternatives mutually exclusive. | | ____ | When possible, presented alternatives in some logical order (e.g., chronologically, most to least). | | ____ | Made sure there was only one correct or best response per item. | | ____ | Made alternatives approximately equal in length. | | ____ | Avoided irrelevant clues such as grammatical structure, well known verbal associations or connections between stem and answer. | | ____ | Used at least four alternatives for each item. | | ____ | Randomly distributed the correct response among the alternative positions throughout the test having approximately the same proportion of alternatives a, b, c, d, and e as the correct response. | | ____ | Used the alternatives "none of the above" and "all of the above" sparingly. When used, such alternatives were occasionally the correct response. |
| ____ | Based true-false items upon statements that are absolutely true or false, without qualifications or exceptions. | | ____ | Expressed the item statement as simply and as clearly as possible. | | ____ | Expressed a single idea in each test item. | | ____ | Included enough background information and qualifications so that the ability to respond correctly did not depend on some special, uncommon knowledge. | | ____ | Avoided lifting statements from the text, lecture, or other materials. | | ____ | Avoided using negatively stated item statements. | | ____ | Avoided the use of unfamiliar language. | | ____ | Avoided the use of specific determiners such as "all," "always," "none," "never," etc., and qualifying determiners such as "usually," "sometimes," "often," etc. | | ____ | Used more false items than true items (but not more than 15% additional false items). |
| ____ | Included directions which clearly stated the basis for matching the stimuli with the response. | | ____ | Explained whether or not a response could be used more than once and indicated where to write the answer. | | ____ | Used only homogeneous material. | | ____ | When possible, arranged the list of responses in some systematic order (e.g., chronologically, alphabetically). | | ____ | Avoided grammatical or other clues to the correct response. | | ____ | Kept items brief (limited the list of stimuli to under 10). | | ____ | Included more responses than stimuli. | ____ | When possible, reduced the amount of reading time by including only short phrases or single words in the response list. |
| ____ | Omitted only significant words from the statement. | | ____ | Did not omit so many words from the statement that the intended meaning was lost. | | ____ | Avoided grammatical or other clues to the correct response. | | ____ | Included only one correct response per item. | | ____ | Made the blanks of equal length. | | ____ | When possible, deleted the words at the end of the statement after the student was presented with a clearly defined problem. | | ____ | Avoided lifting statements directly from the text, lecture, or other sources. | | ____ | Limited the required response to a single word or phrase. |
| ____ | Prepared items that elicited the type of behavior you wanted to measure. | | ____ | Phrased each item so that the student's task was clearly indicated. | | ____ | Indicated for each item a point value or weight and an estimated time limit for answering. | | ____ | Asked questions that elicited responses on which experts could agree that one answer is better than others. | | ____ | Avoided giving the student a choice among optional items. | | ____ | Administered several short-answer items rather than 1 or 2 extended-response items. |
Grading Essay Test Items| ____ | Selected an appropriate grading model. | | ____ | Tried not to allow factors which were irrelevant to the learning outcomes being measured to affect your grading (e.g., handwriting, spelling, neatness). | | ____ | Read and graded all class answers to one item before going on to the next item. | | ____ | Read and graded the answers without looking at the student's name to avoid possible preferential treatment. | | ____ | Occasionally shuffled papers during the reading of answers. | | ____ | When possible, asked another instructor to read and grade your students' responses. |
| ____ | Clearly identified and explained the problem to the student. | | ____ | Provided directions which clearly informed the student of the type of response called for. | | ____ | Stated in the directions whether or not the student must show work procedures for full or partial credit. | | ____ | Clearly separated item parts and indicated their point values. | | ____ | Used figures, conditions and situations which created a realistic problem. | | ____ | Asked questions that elicited responses on which experts could agree that one solution and one or more work procedures are better than others. | ____ | Worked through each problem before classroom administration. |
| ____ | Prepared items that elicit the type of behavior you wanted to measure. | | ____ | Clearly identified and explained the simulated situation to the student. | | ____ | Made the simulated situation as "life-like" as possible. | | ____ | Provided directions which clearly inform the students of the type of response called for. | | ____ | When appropriate, clearly stated time and activity limitations in the directions. | | ____ | Adequately trained the observer(s)/scorer(s) to ensure that they were fair in scoring the appropriate behaviors. |
STUDENT EVALUATION OF TEST ITEM QUALITY Using ices questionnaire items to assess your test item quality . The following set of ICES (Instructor and Course Evaluation System) questionnaire items can be used to assess the quality of your test items. The items are presented with their original ICES catalogue number. You are encouraged to include one or more of the items on the ICES evaluation form in order to collect student opinion of your item writing quality. | 102--How would you rate the instructor's examination questions? | | 116--Did the exams challenge you to do original thinking? | | Excellent | Poor | | | Yes, very challenging | No, not challenging | | 103--How well did examination questions reflect content and emphasis of the course? | | 118--Were there "trick" or trite questions on tests? | | Well related | Poorly related | | | Lots of them | Few if any | | 114--The exams reflected important points in the reading assignments. | | 122--How difficult were the examinations? | | Strongly agree | Strongly disagree | | | Too difficult | Too easy | | 119--Were exam questions worded clearly? | | 123--I found I could score reasonably well on exams by just cramming. | | Yes, very clear | No, very unclear | | | Strongly agree | Strongly disagree | | 115--Were the instructor's test questions thought provoking? | | 121--How was the length of exams for the time allotted. | | Definitely yes | Definitely no | | | Too long | Too short | | 125--Were exams adequately discussed upon return? | | 109--Were exams, papers, reports returned with errors explained or personal comments? | | Yes, adequately | No, not enough | | | Almost always | Almost never | IV. ASSISTANCE OFFERED BY THE CENTER FOR INNOVATION IN TEACHING AND LEARNING (CITL)The information on this page is intended for self-instruction. However, CITL staff members will consult with faculty who wish to analyze and improve their test item writing. The staff can also consult with faculty about other instructional problems. Instructors wishing to acquire CITL assistance can contact [email protected] . V. REFERENCES FOR FURTHER READINGEbel, R. L. (1965). Measuring educational achievement . Prentice-Hall. Ebel, R. L. (1972). Essentials of educational measurement . Prentice-Hall. Gronlund, N. E. (1976). Measurement and evaluation in teaching (3rd ed.). Macmillan. Mehrens W. A. & Lehmann I. J. (1973). Measurement and evaluation in education and psychology . Holt, Rinehart & Winston. Nelson, C. H. (1970). Measurement and evaluation in the classroom . Macmillan. Payne, D. A. (1974). The assessment of learning: Cognitive and affective . D.C. Heath & Co. Scannell, D. P., & Tracy D. B. (1975). Testing and measurement in the classroom . Houghton Mifflin. Thorndike, R. L. (1971). Educational measurement (2nd ed.). American Council on Education. Center for Innovation in Teaching & Learning 249 Armory Building 505 East Armory Avenue Champaign, IL 61820 217 333-1462 Email: [email protected] Office of the Provost Learning Materials - Business Studies
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The Ultimate Essay Test Guide: Achieve Top Grades With EaseAn essay test, a fundamental tool in academic assessment, measures a student's ability to express, argue, and structure their thoughts on a given subject through written words. This test format delves deeper into a student's critical thinking and writing skills unlike other conventional exam types.  What is an Essay Test?An essay test is a type of assessment in which a student is prompted to respond to a question or a series of questions by writing an essay. This form of test isn’t merely about checking a student’s recall or memorization skills , but more about gauging their ability to comprehend a subject, synthesize information, and articulate their understanding effectively. Types of Essay TestsEssay tests can be broadly classified into two categories: Restricted Response and Extended Response . - Restricted Response tests focus on limited aspects, requiring students to provide short, concise answers.
- Extended Response tests demand more comprehensive answers, allowing students to showcase their creativity and analytical skills.
Advantages and Limitations of an Essay TestEssay tests offer numerous benefits but also have certain limitations. The advantages of an essay test are : - They allow teachers to evaluate students’ abilities to organize, synthesize, and interpret information.
- They help in developing critical thinking and writing skills among students.
- They provide an opportunity for students to exhibit their knowledge and understanding of a subject in a broader context.
And the limitations of an essay test are : - They are time-consuming to both take and grade.
- They are subject to scoring inconsistencies due to potential subjective bias.
- They may cause the students who struggle with written expression may face difficulties, and these tests may not accurately reflect the full spectrum of a student’s knowledge or understanding.
Join over 90% of students getting better grades!That’s a pretty good statistic. Download our free all-in-one learning app and start your most successful learning journey yet. Let’s do it! Understanding the Structure of an Essay TestEssay tests involve a defined structure to ensure organized, coherent, and comprehensive expression of thoughts. Adhering to a specific structure can enhance your ability to answer essay questions effectively . The 7 Steps of an EssayWriting an essay test typically involves seven steps : - Understanding the question
- Brainstorming ideas
- Creating an outline
- Crafting a thesis statement
- Writing the essay body
- Formulating the conclusion
- Revising and editing for clarity and conciseness
 The First Sentence in an EssayThe initial sentence of an essay, often termed a hook , plays a crucial role. It aims to grab the reader’s attention and provoke interest in the essay topic. It should be engaging, and relevant, and set the tone for the rest of the essay . The 5-Paragraph Essay FormatThe 5-paragraph essay format is commonly used in essay tests, providing a clear and organized approach for students to articulate their ideas. In this format, the introduction and the conclusion include 1 paragraph while the body of the essay includes 3 . - Introduction : The introduction sets the stage, providing a brief overview of the topic and presenting the thesis statement – the central argument or point.
- Body : The body of the essay contains three paragraphs, each presenting a separate point that supports the thesis statement. Detailed explanations, evidence, and examples are included here to substantiate the points.
- Conclusion : The conclusion reiterates the thesis statement and summarizes the main points. It provides a final perspective on the topic, drawing the essay to a close.
 How to Prepare for an Essay Test?Preparing for an essay test demands a structured approach to ensure thorough understanding and effective response. Here are some strategies to make this task more manageable: #1 Familiarize Yourself with the Terminology UsedKnowledge of key terminologies is essential. Understand the meaning of directives such as “describe”, “compare”, “contrast”, or “analyze”. Each term guides you on what is expected in your essay and helps you to answer the question accurately. To make it easier, you can take advantage of AI technologies. While preparing for your exam, use similar essay questions as prompts and see how AI understands and evaluates the questions. If you are unfamiliar with AI, you can check out The Best Chat GPT Prompts For Essay Writing . #2 Review and Revise Past EssaysTake advantage of past essays or essay prompts to review and revise your writing . Analyze your strengths and areas for improvement, paying attention to grammar , structure , and clarity . This process helps you refine your writing skills and identify potential pitfalls to avoid in future tests. #3 Practice Timed WritingSimulate test conditions by practicing timed writing . Set a specific time limit for each essay question and strive to complete it within that timeframe. This exercise builds your ability to think and write quickly , improving your efficiency during the actual test. #4 Utilize Mnemonic TechniquesTo aid in memorization and recall of key concepts or arguments, employ mnemonic techniques . These memory aids, such as acronyms, visualization, or association techniques, can help you retain important information and retrieve it during the test. Practice using mnemonics to reinforce your understanding of critical points. Exam stress causing you sleepless nights?Get a good night’s rest with our free teacher-verified study sets and a smart study planner to help you manage your studies effectively. Strategies to Pass an Essay TestPassing an essay test goes beyond understanding the topic; it also requires strategic planning and execution . Below are key strategies that can enhance your performance in an essay test. - Read the exam paper thoroughly before diving into writing : read the entire exam paper thoroughly. Understand each question’s requirement and make a mental note of the points to be included in each response. This step will help in ensuring that no aspect of the question is overlooked.
- Answer in the First Sentence and Use the Language of the Question : Begin your essay by clearly stating your answer in the first sentence. Use the language of the question to show you are directly addressing the task. This approach ensures that your main argument is understood right from the start.
- Structure Your Essay : Adopt a logical essay structure , typically comprising an introduction, body, and conclusion. This helps in organizing your thoughts, making your argument clearer, and enhancing the readability of your essay.
- Answer in Point Form When Running Out of Time : If time is running short, present your answer in point form. This approach allows you to cover more points quickly, ensuring you don’t leave any questions unanswered.
- Write as Legibly as Possible : Your writing should be clear and easy to read. Illegible handwriting could lead to misunderstandings and may negatively impact your grades.
- Number Your Answers : Ensure your answers are correctly numbered. This helps in aligning your responses with the respective questions, making it easier for the examiner to assess your work, and reducing chances of confusion or error
- Time Yourself on Each Question : Time management is crucial in an essay test. Allocate a specific amount of time to each question, taking into account the marks they carry. Ensure you leave ample time for revising and editing your responses. Practicing this strategy can prevent last-minute rushes and result in a more polished essay.
 Did you know that Vaia was rated best study app worldwide! Frequently Asked Questions About Essay TestsHow do you answer an essay question, when taking an essay test what is the first step, what type of test is an essay test, what is the first sentence in an essay, what are the six elements of an essay.  Privacy Overview- Calendar/Events
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Short Answer & Essay TestsStrategies, Ideas, and Recommendations from the faculty Development Literature General Strategies Save essay questions for testing higher levels of thought (application, synthesis, and evaluation), not recall facts. Appropriate tasks for essays include: Comparing: Identify the similarities and differences between Relating cause and effect: What are the major causes of...? What would be the most likely effects of...? Justifying: Explain why you agree or disagree with the following statement. Generalizing: State a set of principles that can explain the following events. Inferring: How would character X react to the following? Creating: what would happen if...? Applying: Describe a situation that illustrates the principle of. Analyzing: Find and correct the reasoning errors in the following passage. Evaluating: Assess the strengths and weaknesses of. There are three drawbacks to giving students a choice. First, some students will waste time trying to decide which questions to answer. Second, you will not know whether all students are equally knowledgeable about all the topics covered on the test. Third, since some questions are likely to be harder than others, the test could be unfair. Tests that ask only one question are less valid and reliable than those with a wider sampling of test items. In a fifty-minute class period, you may be able to pose three essay questions or ten short answer questions. To reduce students' anxiety and help them see that you want them to do their best, give them pointers on how to take an essay exam. For example: - Survey the entire test quickly, noting the directions and estimating the importance and difficulty of each question. If ideas or answers come to mind, jot them down quickly.
- Outline each answer before you begin to write. Jot down notes on important points, arrange them in a pattern, and add specific details under each point.
Writing Effective Test Questions Avoid vague questions that could lead students to different interpretations. If you use the word "how" or "why" in an essay question, students will be better able to develop a clear thesis. As examples of essay and short-answer questions: Poor: What are three types of market organization? In what ways are they different from one another? Better: Define oligopoly. How does oligopoly differ from both perfect competition and monopoly in terms of number of firms, control over price, conditions of entry, cost structure, and long-term profitability? Poor: Name the principles that determined postwar American foreign policy. Better: Describe three principles on which American foreign policy was based between 1945 and 1960; illustrate each of the principles with two actions of the executive branch of government. If you want students to consider certain aspects or issues in developing their answers, set them out in separate paragraph. Leave the questions on a line by itself. Use your version to help you revise the question, as needed, and to estimate how much time students will need to complete the question. If you can answer the question in ten minutes, students will probably need twenty to thirty minutes. Use these estimates in determining the number of questions to ask on the exam. Give students advice on how much time to spend on each question. Decide which specific facts or ideas a student must mention to earn full credit and how you will award partial credit. Below is an example of a holistic scoring rubric used to evaluate essays: - Full credit-six points: The essay clearly states a position, provides support for the position, and raises a counterargument or objection and refutes it.
- Five points: The essay states a position, supports it, and raises a counterargument or objection and refutes it. The essay contains one or more of the following ragged edges: evidence is not uniformly persuasive, counterargument is not a serious threat to the position, some ideas seem out of place.
- Four points: The essay states a position and raises a counterargument, but neither is well developed. The objection or counterargument may lean toward the trivial. The essay also seems disorganized.
- Three points: The essay states a position, provides evidence supporting the position, and is well organized. However, the essay does not address possible objections or counterarguments. Thus, even though the essay may be better organized than the essay given four points, it should not receive more than three points.
- Two points: The essay states a position and provides some support but does not do it very well. Evidence is scanty, trivial, or general. The essay achieves it length largely through repetition of ideas and inclusion of irrelevant information.
- One point: The essay does not state the student's position on the issue. Instead, it restates the position presented in the question and summarizes evidence discussed in class or in the reading.
Try not to bias your grading by carrying over your perceptions about individual students. Some faculty ask students to put a number or pseudonym on the exam and to place that number / pseudonym on an index card that is turned in with the test, or have students write their names on the last page of the blue book or on the back of the test. Before you begin grading, you will want an overview of the general level of performance and the range of students' responses. Identify exams that are excellent, good, adequate, and poor. Use these papers to refresh your memory of the standards by which you are grading and to ensure fairness over the period of time you spend grading. Shuffle papers before scoring the next question to distribute your fatigue factor randomly. By randomly shuffling papers you also avoid ordering effects. Don't let handwriting, use of pen or pencil, format (for example, many lists), or other such factors influence your judgment about the intellectual quality of the response. Write brief notes on strengths and weaknesses to indicate what students have done well and where they need to improve. The process of writing comments also keeps your attention focused on the response. And your comments will refresh your memory if a student wants to talk to you about the exam. Focus on the organization and flow of the response, not on whether you agree or disagree with the students' ideas. Experiences faculty note, however, that students tend not to read their returned final exams, so you probably do not need to comment extensively on those. Most faculty tire after reading ten or so responses. Take short breaks to keep up your concentration. Also, try to set limits on how long to spend on each paper so that you maintain you energy level and do not get overwhelmed. However, research suggests that you read all responses to a single question in one sitting to avoid extraneous factors influencing your grading (for example, time of day, temperature, and so on). Wait two days or so and review a random set of exams without looking at the grades you assigned. Rereading helps you increase your reliability as a grader. If your two score differ, take the average. This protects students' privacy when you return or they pick up their tests. Returning Essay Exams A quick turnaround reinforces learning and capitalizes on students' interest in the results. Try to return tests within a week or so. Give students a copy of the scoring guide or grading criteria you used. Let students know what a good answer included and the most common errors the class made. If you wish, read an example of a good answer and contrast it with a poor answer you created. Give students information on the distribution of scores so they know where they stand. Some faculty break the class into small groups to discuss answers to the test. Unresolved questions are brought up to the class as a whole. Ask students to tell you what was particularly difficult or unexpected. Find out how they prepared for the exam and what they wish they had done differently. Pass along to next year's class tips on the specific skills and strategies this class found effective. Include a copy of the test with your annotations on ways to improve it, the mistakes students made in responding to various question, the distribution of students' performance, and comments that students made about the exam. If possible, keep copies of good and poor exams. The Strategies, Ideas and Recommendations Here Come Primarily From: Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993. McKeachie, W. J. Teaching Tips. (10th ed.) Lexington, Mass.: Heath, 2002. Walvoord, B. E. and Johnson Anderson, V. Effective Grading. San Francisco, Jossey-Bass, 1998. And These Additional Sources... Brooks, P. Working in Subject A Courses. Berkeley: Subject A Program, University of California, 1990. Cashin, W. E. "Improving Essay Tests." Idea Paper, no. 17. Manhattan: Center for Faculty Evaluation and Development in Higher Education, Kansas State University, 1987. Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991. 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. Jedrey, C. M. "Grading and Evaluation." In M. M. gullette (ed.), The Art and Craft of Teaching. Cambridge, Mass.: Harvard University Press, 1984. 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. Tollefson, S. K. Encouraging Student Writing. Berkeley: Office of Educational Development, University of California, 1988. Unruh, D. Test Scoring manual: Guide for Developing and Scoring Course Examinations. Los Angeles: Office of Instructional Development, University of California, 1988. Walvoord, B. E. Helping Students Write Well: A Guide for Teachers in All Disciplines. (2nded.) New York: Modern Language Association, 1986. We use cookies on this site. By continuing to browse without changing your browser settings to block or delete cookies you agree to the UW-Whitewater Privacy Notice .  Restrictive vs. Non-restrictive Clause: Use This Test to Know- Published on May 16, 2022
 Do you know why the second sentence takes a pair of commas but the first doesn’t, even though both look similar? Do you know why the third sentence, from a popular English daily, is incorrect without a comma? The man who lives next door is an architect. Mr. Lockwood, who lives next door , is an architect. He said he is proud to call Bharti her sister who has stood by him through his life . Source The first doesn’t take a pair of commas because the clause (underlined) is restrictive, but the second takes because the clause is non-restrictive. The third needs a comma after sister because the clause is non-restrictive. (Explanation of this later in the post.) Many, however, put commas in such cases whimsically, often where they feel like taking pause, distorting the meaning in the process. In this post, we’ll learn the two types of relative clauses: restrictive and non-restrictive. The terms restrictive and non-restrictive are usually associated with relative clauses, but even words and phrases display these properties. Later in the post, we’ll touch upon such words and phrases as well. Restrictive vs. non-restrictive clauseLet’s understand the difference between the two through an example.  Image source Situation 1You’ve to tell your friend that the person in white t-shirt is your neighbor. What if you say this to convey your message? The person is my neighbor. Will he understand who of the three is your neighbor? No. That’s because the above description fits all three. But what if you say this to convey your message? The person who is leaning is my neighbor. Or The person who is wearing white striped t-shirt is my neighbor. Note: In the examples, relative clause has been underlined and noun (or noun phrase) being described by the relative clause has been shown in magenta font . By using the underlined clause, you’ve narrowed down the possibilities from three to one. In other words, you’ve restricted the possibilities from three to one. That’s what restrictive clauses do. They narrow down a general noun to more specific. Because narrowing down concerns only nouns, all the talk of restrictive and non-restrictive clauses holds only for relative clauses . (They’re the only clause that describe nouns.) If you drop the relative clause in the above sentences, you get: Without the relative clause, you don’t know who of the three is your neighbor. The sentences have clearly lost specificity or meaning. Situation 2Let’s take another situation from the same picture. Your friend knows that the person in white t-shirt is Tom, and you want to tell him that Tom is your neighbor. Will this be sufficient to convey the message? Tom is my neighbor. Yes. You don’t need to talk about his t-shirt or posture to identify him. Identification is done and dusted. Now, if you want to give more information about Tom to your friend, you can write. Tom , who helps me in math , is my neighbor. Through the relative clause who helps me in math , you’ve added extra information in the same sentence, which otherwise would’ve taken another. If you drop the relative clause in the above sentence, you get: Even without the relative clause, you know who of the three is your neighbor. In other words, the sentence retains specificity or meaning. The relative clause who helps me in math is a non-restrictive clause because it doesn’t restrict or narrow down the noun Tom . It merely adds extra information about the noun. Note that a non-restrictive clause comes with a pair of commas. There is only one comma though if the relative clause comes at the end of the sentence because period takes the place of second comma. (Comments that go with examples are in square brackets.) Academics will be tough for me without Tom , who helps me in math . [ Comment : Only one comma] In nutshell, a restrictive clause to narrows down or restricts or makes specific or identifies (they all mean the same thing) a general noun. It doesn’t take commas. A non-restrictive clause, in contrast, adds just extra information about a noun without restricting it. It takes commas (pair or one). Restrictive clauses are also called essential clauses or defining clauses as without them the meaning changes. Non-restrictive clauses are also called non-essential clauses or non-defining clauses as they only add extra information to the sentence without affecting the meaning. Their role in determining the meaning of a sentence can be expressed through these metaphors: A restrictive clause is heart and soul; without it, the sentence dies. A non-restrictive clause is arm and leg; without it, the sentence can survive. In all the examples so far, we’ve looked at relative clauses starting with who . Other marker words that start a relative clause are whom , whose , which , that , when , where , and why . Of these, that has a peculiar characteristic. That -clause is always restrictiveThat relative clause is used only in restrictive sense. So, this would be incorrect. The city’s airport , that was recently renovated , is seeing an all-time high traffic. [Incorrect] Because the city has one airport, it is already identified, and we don’t need to narrow it down further. Therefore, the above clause is non-restrictive. For such non-restrictive clauses, we use which . The city’s airport , which was recently renovated , is seeing an all-time high traffic. [Correct] If the city has two airports, then we need to identify which of the two is seeing an all-time high traffic. The city’s airport that was recently renovated is seeing an all-time high traffic. [Correct] Which and that , which are both used to describe non-humans, confuse many. You can learn where to use which, with several examples, in this post on which vs. that . Once identified, a noun doesn’t need restrictive clause againIf you’ve already identified a noun and if the same noun reappears later, you don’t need to identify it again. Suppose you write this sentence when referring to the doctor the first time: We thanked the doctor who performed heart surgery on my father . [Noun in magenta font and relative clause underlined] Then if you refer to the same doctor later on in the same piece of writing, you don’t need to repeat the restrictive clause. The doctor came to see us when he was in the town. But you can drop in a non-restrictive clause whenever you need to add some extra information. The doctor , who was visiting his daughter , came to see us when he was in the town. Now, if you see the above sentence without what has come before, say, in an exercise, you may think why the relative clause is not restrictive. Therefore, to avoid confusion, in exercises you’ll often see common nouns carrying restrictive clauses. But if you see common nouns preceded by article the carrying non-restrictive clauses (like in the above sentence) in isolated sentences, it means that the noun has already been identified through the (that’s a function of the ). Test to know which one (restrictive or non-restrictive) to useA test to identify a restrictive clause from a non-restrictive clause is to drop the relative clause and see if the specificity of the noun changes. If it does, the clause is restrictive. If it doesn’t, the clause is non-restrictive. (This is nothing pathbreaking; it emanates from the basic definition of restrictive clauses narrowing down the noun and non-restrictive clauses doing nothing on this front.) Let’s apply the test to few examples. Commas have been put in all four of them. If we identify any of them as restrictive, we’ll drop the commas. The day , when most species will go extinct , will be a day of repentance and gloom. The crow , that mimics a cormorant , is drowned. The man , who started the rumour , has not been found. If we drop the relative clauses, we get: The day will be a day of repentance and gloom. [Which day are we talking about now? Black Friday. Christmas. Sunday. Specificity is clearly lost. So, the relative clause is restrictive.] The crow is drowned. [Which crow? We meant a particular crow (the one that mimics a cormorant), but that specificity is lost without the relative clause. Hence, the clause is restrictive.] The man has not been found. [Which man? We meant a particular man (the one who started the rumour), but that information is lost without the relative clause. Hence, the clause is restrictive.] After learning which clause is restrictive and which is not, we can correct the commas. The day when most species will go extinct will be a day of repentance and gloom. [Restrictive] The crow that mimics a cormorant is drowned. [Restrictive] The man who started the rumour has not been found. [Restrictive] More resources on restrictive vs. non-restrictive: - Exercises: Decide which (restrictive or non-restrictive clause) to use in a sentence
Examples of restrictive and non-restrictive clausesIn each of the next four examples, you’re given a base sentence to which you’ve to add a relative clause based on the information provided in each of the two scenarios. That’s how we write in essays and other pieces of real writing: we use background information to decide whether a sentence will take restrictive or non-restrictive clause. Participate in a short surveyIf you’re a learner or teacher of English language, you can help improve website’s content for the visitors through a short survey. Base sentence: People of Fantasy Land are protesting against the new law requiring everyone to shave their heads. Scenario 1 : People of Fantasy Land depend on mining, fishery, horticulture, and agriculture for their livelihood. All the people from mining industry are protesting. Nobody else is. Answer 1 : People of Fantasy Land who depend on mining for their livelihood are protesting against the new law requiring everyone to shave their heads. [Noun in magenta font and relative clause underlined] Since people follow different professions, we need to identify people among them who are protesting. Hence, a restrictive clause has been used. Scenario 2 : People of Fantasy Land depend on mining alone for their livelihood, and all of them are protesting. Answer 2 : People of Fantasy Land , who depend on mining for their livelihood , are protesting against the new law requiring everyone to shave their heads. You don’t need to identify people who are protesting because all of them are engaged in mining. Here, this information is just extra. Alternatively, you can apply the test: drop the relative clause and see if any specificity is lost. It’s not. How do I know that information is restrictive or non-restrictive unless I’m told? I’ve received this question quite frequently from students. When you’re writing real pieces, as opposed to answering isolated questions in exercises, you’ll know from the context whether the information is restrictive or not. A case in point is the example of Fantasy Land we just saw. Without knowing what people of Fantasy Land do for livelihood, we couldn’t have written the two sentences. Often times though, like in case of proper nouns which don’t require further restriction, you won’t need details like we needed for Fantasy Land example. In the next three examples as well, you’ll get background information to decide between restrictive and non-restrictive. Give it a try and then check the answer. Base sentence: John’s brother came to meet me. Scenario 1 : John has one brother, and he lives in Philadelphia. Answer 1 : John’s brother , who lives in Philadelphia , came to meet me. Because John has only one brother, we don’t need to identify him, and hence we require a non-restrictive clause. The information in relative clause is just extra. Scenario 2 : John has two brothers: one lives in Philadelphia and the other in Chicago. The one living in Philadelphia came to meet me. Answer 2 : John’s brother who lives in Philadelphia came to meet me. Because John has two brothers, we need to identify who among the two came to meet me, and hence we require a restrictive clause. Base sentence: Tom is walking with a limp today. Scenario 1 : Tom’s leg came under a falling chair yesterday. There is only one student named Tom in the class. Answer 1 : Tom , whose leg came under a falling chair yesterday , is walking with a limp today. Scenario 2 : Tom’s leg came under a falling chair yesterday. There are two students named Tom in the class. Answer 2 : Tom whose leg came under a falling chair yesterday is walking with a limp today. Base sentence: The government will honor the sportspersons. Scenario 1 : All the sportspersons won a medal, and they’ll be honored. Answer 1 : The government will honor the sportspersons , who won a medal . We don’t need to identify the sportspersons because all of them won a medal and all of them will be honored. Scenario 2 : Few sportspersons won a medal, and only they’ll be honored. Answer 2 : The government will honor the sportspersons who won a medal . We need to identify the sportspersons because not everyone won the medal. More examplesHe said he is proud to call Bharti her sister, who has stood by him through his life . Source [Non-restrictive. This is the example we saw at the beginning of the post. If the relative clause was restrictive, it would mean that he has more than one sister and that they fall in two categories: those who have stood by him though his life and those who haven’t.] The old man who got out of a swanky car minutes ago walked straight into the meeting room. [Restrictive. You can apply the test to this and other examples.] Because of few issues with the test, people who were told they tested negative are being recalled. [Restrictive] Anyone who makes silly mistakes in the exercise can retake it. [Restrictive] The doctor whom my father visited for several years now lives in Singapore. [Restrictive] The lawyer whose car was stolen last week came to see my dad today. [Restrictive] Friday , which happens to be my birthday , is the only day when I am available to meet . [Non-restrictive and restrictive] Tom surprisingly got along well with Mac , whose quirky personality seemed to fascinate him . [Non-restrictive] In life’s journey don’t be obsessed with the final reward , which may come after many months or years or may not come at all , but enjoy little achievements and experiences every day. [Non-restrictive] The solution is alkaline , which means it has a pH of more than 7 . [Non-restrictive] Albert Einstein proposed theory of relativity , which states that gravity affects the fabric of space-time . [Non-restrictive] To increase human longevity, scientists had to first unbelieve the existing dogma that every living being’s lifespan is predetermined by God . [Restrictive. There are so many dogmas, so we need to specify through a restrictive clause.] After Roger Bannister’s record-breaking run, self-belief among athletes that a mile can be run under four minutes changed. [Restrictive] Restrictive vs. non-restrictive words and phrasesAs we discussed earlier, restrictive and non-restrictive terms come into play when a word, phrase, or a clause describes (or modifies) a noun. Now, is relative clause the only entity that modifies a noun? No. Adjectives, appositive phrases, prepositional phrases, participial phrases, and infinitive phrases too can modify nouns in some situations, and hence they too can be restrictive or non-restrictive. (Appositive phrase is not exactly a modifier. It’s a noun phrase that merely restates a noun in different words.) Here are few examples of each of these. To get most out of these examples, note how restrictive word or phrase narrows down the noun it modifies and how non-restrictive word or phrase merely adds extra information. You can in fact apply the test we covered earlier by dropping the modifying word or phrase (underlined). 1. AdjectiveThe blue dress stands out. [Restrictive. The adjective restricts the dresses to only blue dresses.] The dying man wrote his will. [Restrictive] Mary had a busy schedule . [Restrictive] 2. AppositiveJohn F. Kennedy , U.S. President , set the goal of landing a human on moon. [Non-restrictive. If we drop the appositive phrase, the identification isn’t lost. Remember, a proper noun always takes a non-restrictive modifier.] U.S. President John F. Kennedy set the goal of landing a human on moon. [Restrictive. If we drop the appositive phrase, identification is lost. We would not know which U.S. President set the goal.] Megalodon , the most feared predator ever in the ocean , went extinct nearly two million years ago. [Non-restrictive] 3. Prepositional phraseMy trip to Chicago was cancelled at the last minute. [Restrictive] The sprinter in the yellow body suit is the favorite to win the race. [Restrictive] My brother , in blue shirt , works in Microsoft. [Non-restrictive. Because my brother is already identified, we don’t need restrictive phrase. If I have two brothers and both are standing together, then I need a restrictive prepositional phrase to identify: My brother in blue shirt works in Microsoft.] Do you know why the third sentence , from a popular English daily , is incorrect without a comma? [Non-restrictive. This is a sentence in the opening paragraph of this post. If the phrase was restrictive, it would mean that the sentence being referred to is the third sentence from the article in the English daily, which is not the case.] 4. Participial phraseThe sprinter waving at the audience is the favorite to win the race. [Restrictive] Tom , knowing that he is unlikely to win the race , was relaxed. [Non-restrictive. Remember, a proper noun is already identified and hence takes a non-restrictive modifier.] The damage to the car caused by the accident was significant. [Restrictive. Note that to the car is a restrictive prepositional phrase.] 5. Infinitive phraseMy dream to participate in the event was shattered because of the injury. [Restrictive] Your decision to miss the trials has not been taken well. [Restrictive] His attempt to pacify his supporters failed. [Restrictive] If a decision such as picking college, college major, or career comes from own choice, we don’t feel bad if it turns out to be bad. [Restrictive] Many start-ups are building products and services on innovations of the past , such as blockchain, UPI, and GPT 3 . [Non-restrictive] How understanding restrictive vs. non-restrictive helps your writing?You should learn the difference between restrictive and non-restrictive to write correct English. Period. Let’s see some common errors and see how they change the meaning or confuse readers. The man , who lives next door , is an architect. Mr. Lockwood who lives next door is an architect. The man who lives next door , is an architect. The non-restrictive clause in the first sentence would imply that we already know who the man is. If you’ve already introduced this person in earlier sentences, this is fine (we saw this topic earlier in the post). But if not, then the readers will scratch their heads, trying to figure out who this man is. The incorrect use of restrictive clause in the second sentence would imply that there are more than one Mr. Lockwood, and we’re trying to identify one of them. The incorrect use of just one comma leaves readers hanging because they’re expecting two or none. BTW, this is a common error, especially when the relative clause gets long. Example: Anyone who takes an exercise and later on realizes that they made a silly mistake or didn’t grasp the question correctly can retake it. It’s a restrictive clause and the sentence wouldn’t take any comma, but many get restless while writing such long restrictive clause and put an unwarranted comma to take a pause, but commas aren’t governed by pause.  Anil is the person behind this website. He writes on most aspects of English Language Skills. More about him here: | 
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Restricted Response - These essay questions limit what the student will discuss in the essay based on the wording of the question. For example, "State the main differences between John Adams' and Thomas Jefferson's beliefs about federalism," is a restricted response. What the student is to write about has been expressed to them within the question.
Example; Non-Example; Essay questions are used both as formative assessments (in classrooms) and summative assessments (on standardized tests). There are 2 major categories of essay questions -- short response (also referred to as restricted or brief) and extended response. Short Response. Short response questions are more focused and ...
Overheads for Unit 7--Chapter 10 (Essay Questions) OH 1 Essay Questions: Forms. They represent a continuum in how much freedom of response is allowed, ranging from restricted-response essays on one end to extended-response essays on the other. Restricted-response essay. limits content and response to be given.
The 7 Steps of an Essay. Writing an essay test typically involves seven steps: Understanding the question. Brainstorming ideas. Creating an outline. Crafting a thesis statement. Writing the essay body. Formulating the conclusion. Revising and editing for clarity and conciseness.
success.4. Essay questions can be relatively easy t. construct. If you know your material well (and we would sure assume such), you can put together four essay questions in less than an hour that can effec-tively tap higher-ord. r learning. Sure beats creating 100 multiple-choice items at 10 minutes each (yep, abou.
Essay Exams: Common Question Types, Spring 2009. Rev. Summer 2014. 1 of 2 Essay Exams: Common Question Types When approaching any essay exam, it is important to identify what kind of response is expected—that is, what is being asked of you and what information you are required to include.
answers. A long-answer essay may require the examinee to write 1-2 or more pages in response to the question, while short-answer essay questions may require a 1-2 paragraph written response. The multiple-choice item (MCQ) is the prototypic SR item type. All other examples of fixed-answer test item formats may be considered a variant of the ...
1. It is relatively easier to prepare and administer a six-question extended- response essay test than to prepare and administer a comparable 60-item multiple-choice test items. 2. It is the only means that can assess an examinee's ability to organise and present his ideas in a logical and coherent fashion. 3.
An essay test item can be classified as either an extended-response essay item or a short-answer essay item. The latter calls for a more restricted or limited answer in terms of form or scope. An example of each type of essay item follows. Sample Extended-Response Essay Item
at Example B shows that it contains the basic elements of an effective essay question. Review: What is an Essay Question? An essay question is a test item which contains the following elements: 1. Requires examinees to compose rather than select their response. 2. Elicits student responses that must consist of more than one sentence. 3.
This document discusses essay tests and provides guidance on constructing and evaluating essay test items. It defines essay tests as requiring students to compose lengthy responses of several paragraphs to analyze, synthesize or evaluate information. Both extended and restricted response essays are described, with the former allowing more freedom in responses and the latter restricting content ...
The 7 Steps of an Essay. Writing an essay test typically involves seven steps: Understanding the question. Brainstorming ideas. Creating an outline. Crafting a thesis statement. Writing the essay body. Formulating the conclusion. Revising and editing for clarity and conciseness.
Short Answer & Essay Tests. Strategies, Ideas, and Recommendations from the faculty Development Literature. General Strategies. Do not use essay questions to evaluate understanding that could be tested with multiple-choice questions. Save essay questions for testing higher levels of thought (application, synthesis, and evaluation), not recall ...
The document discusses essay type tests which are used to assess higher-order thinking skills like application, analysis, synthesis and evaluation. It defines essay tests as those containing open-ended questions requiring written responses. Essay tests can measure integrated knowledge, originality, creativity and writing ability. They are categorized as either restricted response questions ...
NON-RESTRICTED ESSAY/EXTENDED ESSAY • Extended responses can be much longer and. complex than short responses, but students are encouraged to remain focused and organized. Inform students of the grading criteria and conditions Do not give students a choice of essays; have all respond to the same questions Put a time limit on the essay test
for extended-response essay-test item design, implementation, and evaluation. A Few Definitions Before examining the creation and implementation of essay exams, it is worthwhile to clarify some important terms. There are two broad types of "essay" exam items (Clay, 2001; Nilson, 2017). Restricted-response, or short-answer, questions likely have
allows student to determine the length and complexity of response is called an extended response essay item. e.g. Compare and contrast the presidential administrations of Bush and Clinton. Consider economic, social, and military policies. Avoid taking a position in support of either president. Your response will be graded on objectivity ...
ACTIVITY 7. Make a restricted and a non-restricted type of essay questions and rubrics for each. RESTRICTED TYPE OF ESSAY. A. Based on the lesson presented, compare and contrast Hinduism and Buddhism. You will be graded according to the criteria presented below.
Answer 1: John's brother, who lives in Philadelphia, came to meet me. Because John has only one brother, we don't need to identify him, and hence we require a non-restrictive clause. The information in relative clause is just extra. Scenario 2: John has two brothers: one lives in Philadelphia and the other in Chicago.
The document describes an essay exam given in a government class where students had to argue for or against limiting US presidents to two consecutive terms. The exam question asked students to take a position and support it using at least three points from class discussions or readings. The exam made up 50% of the students' grades, causing some like Donna to become upset at the last-minute change.