Persuasive Multiple Choice Questions

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Over the years, assessment types and how they are presented has changed drastically. Nowadays, students are given an active role in their assessments and are given a variety of assessment to meet their differing needs. The shift of assessments in education has been a continuous process. When I was in high school ten years ago, a majority of my tests were fifty question long, paper-and- pencil tests that asked “forced-choice questions” (Tileston, 2004). Those tests played an important role in my learning, and still play a role in the learning of students today. Tests with forced-choice questions should be used to test “declarative knowledge, such as facts, dates, formulas, and general information on a topic” (Tileston, 2004). When teachers need …show more content…
The questions on my assessment will include true true/false questions, false true/false questions, fill-in-the-blank, multiple choice, and essay. My true true/false question will ask students if the use of rhetorical devices in a persuasive essay helps to convince the audience. The false true/false question asks students if questionable reasons should be used in a persuasive essay to be more convincing. The fill-in- the- blank question asks students what is used to establish a claim in a persuasive essay. The multiple choice questions asks what rhetorical appeal uses logic/facts to appeal to the audiences. The answer choices for that question include pathos, logos, kairos, and ethos. Lastly, the essay asks students to explain how the use of logical reasons and rhetorical devices can convince a specific audience. Each of the following questions types, have different benefits but are all connected to the stated proposition. If the instruction is based on the standards, and the propositions are aligned with the standards student should perform well on the test. The main goal of paper-and- pencil tests should be the “improvement of learning” (Tileston, 2004). If the assessments are based on the expected learning, we can make improvements when students don’t reach the …show more content…
Guskey (2007) explains that “classroom assessments that serve as meaningful sources of information do not surprise student” (p. 17). Students should never walk into an assessment confused or wondering where certain test questions come from. Instead, students should recognize the same content they have covered in class on the assessment. One way to ensure that students are not confused by the content on the test is to inform students about what will be coming (Laureate Education, Inc., 2010). As teachers it is important to assess students on what has been taught in the classroom to avoid bias and other testing irregularities. The point of assessments should be for students to show their learning and understanding of the content. When it is aligned students are able to do

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