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Jae Hee Kim

Spring 2014
ED 450-01
Ms. Cherrie Lovejoy
Sampe !"es#ion S#ems
0$%22%2014
Sample Question Stems ("Checking for understanding: Formative assessment
techniques for your classroom", pg. !":
###Some of your questions are $ias. %ake sure in test design that you focus on avoiding
culturally and religious $ias. &rade '()###
*o+ is a her&ivore different from a 'arnivore,
- (n her&ivore ea#s pan#s. )n #he o#her han*+ a 'arnivore ea#s mea#.
.hat are the characteristics of an inse'#,
- Hea*+ #hora,+ a&*omen+ pair o- an#ennae+ 'ompo"n* eyes+ e,os.ee#on
/n +hat other +ay might +e sho+ respe'#,
- Sme #he han* o- #he e*er /Chamorro 0ay o- sho0ing respe'#1 -inini2
##/n your question design, you should have added 0sho+ respect in Chamorro1
so the question is not $ias.33
.hat is the $ig idea in 4omeo 5 J"ie#,
- Se-ish+ yo"ng "s# &rings *ea#h an* grie- #o everyone.
*o+ does a synonym relate to an an#onym6
- 7hey are opposi#es o- ea'h o#her.
- )ne 0o"* "se a #hesa"r"s #o oo. #hem "p.
.hat details can you add to a s#em o- a -o0er6
- 7ermina &"*+ a#era &"*+ ea- a,i+ pe#ioe+ ea- &a*e+ no*e+ in#erno*e+ vas'"ar
sys#em+ a#era roo#s+ roo# 'ap
&ive an e2ample of a mamma.
- Kangaroo
.hat is +rong +ith #his pi'#"re,
-7he ra&&i# is in #he nes#+ #he 'a# is 0earing gasses+ #he gir is no# ho*ing on #o #he
j"mp rope+ #he gir8s s0ing ine is no# #ie* #o #he &ran'h+ #he &oy is 0earing one &oo#
an* one shoe.
.hat might you infer from #he re* 'oor on a hear#6
- Love+ passion+ se,+ -ire
.hat conclusions might $e dra+n from #he 7i#an#i'6
Jae Hee Kim
Spring 2014
ED 450-01
Ms. Cherrie Lovejoy
Sampe !"es#ion S#ems
0$%22%2014
- 9# 0asn8# reay grea#%gran* ship a-#er a. (ny#hing manma*e is imper-e'#.
337his ans0er is opinion. 7o *ra0 a 'on'"sion+ i# sho"* &e more rea#e* #o #he -a'#s
o- #he even#+ s"'h as #he ship 0as no# *esigne* or &"i# 0e eno"gh33
:ha# ;"es#ions are 0e #rying #o ans0er6 :ha# pro&em are 0e #rying #o sove6
- (re my s#"*en#s earning6
- (m 9 mee#ing #he s#an*ar*s an* &en'hmar.s6
:e are #rying #o sove #he pro&em o- mis"n*ers#an*ing &e#0een o"r s#"*en#s an* #he
ins#r"'#ion &eing #a"gh# &y #he #ea'her.
.hat are you assuming a$out 0omen6
- 7hey ove #o #a. &ehin* ea'h o#her8s &a'.s.
.hat might happen if ano#her a#omi' &om& &e0 "p6
- 7he 0hoe ear#h 0o"* e,po*e #o pie'es.
.hat criteria might you use to 3udge4evaluate,
- 9 0o"* "se a r"&ri'.
.hat evidence supports #here are 'es in o"r &o*y6
- 7he mi'ros'ope
*o+ might +e prove4 confirm #ha# Jes"s is o"r Savior6
- <y iving &y his e,ampe% 0or*.
337his is a reigio"sy &ias ;"es#ion33
*o+ might this $e vie+ed from the perspective of a *og6
- H"mans are gree*y -ooish &eings.
337his 0o"* ony 0or. i- #here 0ere a s#ory in 0hi'h #he s#"*en# 'o"* rea* an* *ra0 a
'on'"sion33
.hat alternatives should $e considered on a pa#h #ha# spi#s in#o #0o 0ays6
- :here sho"* 9 go6
337his is a reigio"sy &ias ;"es#ion33
.hat approach4strategy could you use to #ea'h i#era#"re #o "nmo#iva#e* s#"*en#s6
- =op'orn rea*ing
*o+ else might you say+ >S7)=?6>
- @9 *on8# i.e i# 0hen yo" *o #ha#.A

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