YOU WERE LOOKING FOR: The Things They Carried Multiple Choice Test Answers
The odds are in your favor that your first answer was right. Make sure you have answered all the questions. If you have no idea of the answer, guess! There is no real substitute for studying. Start studying for your final exam the first day of...
Plan on being the last one to leave. That way you can relax and make the most of your time. Ignore what other students are saying before and after the exam. Consider all alternatives in a multiple choice question before making your decision. Always...
If he asks: "An unhappy childhood produces a neurotic adult. True or False? The more you know about psychology the more difficult this question is to answer. It is sometimes true, sometimes not: true for some people, false for others. The words always, never, and sometimes are called clue words. Try: "All men are taller than all women. These words are a key to answering objective test questions.
Some clue words such as all, every, none, exactly, always, and never indicate that the statement is absolutely true. Exceptions are not allowed. If they appear in a statement it must be true in every case to be true at all. For example: "All squares have four equal sides. We're not certain, but we think this is false. Other clue words such as many, most, some, usually, few, or often are qualifiers. They indicate a limited range of truth. All clue words are red lights for test takers. When you see one, STOP and learn what it is telling you. A test is not the sort of semi-fatal illness you fall into; it is a battle to be planned, fought, and won. You size up the enemy, look at the terrain, check out his artillery, develop your strategy, and attack at the place you have the best chance of success. Omit or postpone the more difficult ones later. The procedure for an objective exam is the following: Move rapidly through the test.
When you find an easy question or one you are certain of, answer it. Omit the difficult ones on this first pass. When you skip a question, make a mark in the margin. Do not use a red pencil or pen. Your marks could get confused with the grader's marks. Keep moving. Never erase. Don't dawdle. Jot brief notes in the margin for later use if you need to. When you have finished the easy ones return to those with marks, and try again. Mark again those answers you are still not sure of. As we have already explained, it is very important that you read the directions carefully before you begin.
It is also very important that you read each question completely and with care. Read all of the questions. Many students, because they are careless or rushed for time, read only part of the question and answer it on the basis of that part. For example, consider the statement "Supreme Court decisions are very effective in influencing attitudes. The political scientist knows it is true. He is not asking you whether the Court is doing a good job, only what the effects of its decisions are. Read the question as it is. Be careful to interpret the question as the instructor intended. Don't let your bias or expectation lure you into a false reading.
For example, the statement "Once an American, always an American. Legally, it is not true. Read it logically. If the statement has several parts, all parts must be true if the statement is to be true. The statement, "George Washington was elected president because he was a famous film star. Not in Today it might be possible. The statement, "Chlorine gas is a greenish, poisonous, foul-smelling, very rare gas used in water purification," is false. It is not rare. Your instructor may never admit it, but you can go a long way on an objective exam by guessing. On most true-false or multiple-choice tests, your final score is simply the number you answer correctly.
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All of the above None of the above Multiple-choice tests MCTs have long been a source of countless—and heated—debates. Plenty of academic articles, books, position papers, conference presentations, government documents, Web sites, Internet chat groups, and kitchen-table talks have commented on the merits and lack thereof of MCTs. Before I proceed to add yet another opinion to this bubbling mix, I would like to pose a simple question: Why so much passion? If you think about it, multiple-choice is simply one of the many ways to present a mental task other ways may include open-response questions, essays of various kinds, portfolios, etc. Why, then, have we educators been devoting so much energy and time arguing about this one format?
To me, the answer is straightforward if not often articulated: MCTs provoke so much debate and controversy because they happen to be the most common format of so-called "standardized tests. They are used to assess large groups of individuals competing with each other for either limited resources such as college admission, scholarships, etc. This ongoing competition is ruthless, intense, and high-stakes and is getting more so.
In such an environment, the "rules of the game" are bound to be constantly challenged by the groups and individuals who feel that the system is treating them unfairly—and, of course, defended by those who think that the status quo is just fine. In this fight, convictions are deeply held and opinions are highly polarized. It would be disingenuous not to admit that many educators have deep reservations about STs. Also, since STs are the "law of the land" at the moment, their opponents, while not outnumbering the supporters, tend to be much more vocal and passionate and attract much more media attention than the supporters can ever hope for. As the feelings of distrust and even hatred toward STs are publicized in the media, the multiple-choice format becomes "guilty by association. I would like to remind my fellow teachers how useful multiple-choice questions can be and to outline some possibilities for using them in the classroom.
I will make every attempt to stay away from the politically explosive subject of STs and focus instead on the merits of MCTs as a specific question format—for use in a classroom setting. These charges, for instance, are comprehensively summarized on the Web site of FairTest, an organization ferociously opposed to all sorts of standardized testing. The site Jump to footnote [1] features a vast collection of anti-test arguments, combined in what FairTest calls, with all due modesty, "fact sheets. Since this list is fairly representative, I will address its main points, having filtered out, as promised, some charges that are more specific to standardized tests: "Multiple-choice items are best used for checking whether students have learned facts and routine procedures that have one, clearly correct answer.
As research has clearly shown, MCTs can and should be used far beyond "checking Therefore, test directions usually ask test takers to select the 'best' answer. If, on a reading test, a student selected a somewhat plausible answer, does it mean that she cannot read, or that she does not see things exactly the way the testmaker does? Is it a well-written, unambiguous, fair question? Of course not. Is it possible that some MCTs out there may contain some poorly written, ambiguous questions? Is this a good reason to dislike MCTs altogether? You decide: would you stop reading books forever if you ever came across a bad one?
In fact, on the national tests, such as AP or SAT, ambiguously or incorrectly written questions are so rare they make national news each time they are discovered. This is because it is harder to recall an answer than to recognize it. If the question requires a simple recall, then yes, an open-response question may be more difficult than a similar multiple-choice one. However, MCTs can go far beyond factual recall—and having several answer options may make it more challenging to find the right answer. However, it is just as possible to happen on an open-response question. For instance, physics and math teachers are well aware that many students, unfortunately, try to random-guess "the right formula," no matter what the format of the question is. However, MCTs tend to contain relatively larger numbers of questions, and the effects of "lucky guesses" may be far less than on an open-response test with only a few problems. I have always found it strange. Regrettably, FairTest does not provide the names of "most researchers" on their Web site—but I am sure that none of these researchers would toss away a bottle of milk just because it makes a poor furniture polish or discard their shoes because they don't work well as skis.
Sure, the applicability of MCTs as an assessment tool is limited—but the same is true for any method. Besides, MCTs can be used for many other useful purposes. The unique usefulness of multiple-choice format in analyzing the students' ways of thinking has long been recognized by educational researchers and practitioners alike. I will elaborate on this point and provide some references later. To sum up: I do not aim to convince anyone that MCTs are the "silver bullet" of some kind—in fact, I do not believe so myself. However, I do hope that, having read my brief "rebuttal," my colleagues may be more open to the idea that there is nothing inherently wrong with multiple-choice questions. So, what are they good for? Note Boris Korsunsky was born in Moscow, Russia. He has been living and teaching high school science in the U. In his spare time, Boris wrote several thousand end-of-chapter problems for different textbooks and published two original collections of problems: Challenging Problems for Physics and Holt Physics Workbook.
He has also written several articles on various aspects of teaching physics, plus many items for the national graduate admission tests and the state high school competency tests in physics and chemistry. A former coach of the U. Physics Team, Boris enjoys teaching, writing and conducting workshops for teachers. Boris holds graduate degrees in physics and physical chemistry from Moscow colleges and a doctorate from Harvard School of Education. He currently teaches freshman honors physics and AP Physics.
March ii. These previous years general awareness quiz objective questions answers for competitive exam are very important for prelims and mains exams. There twenty 20 multiple-choice questions. A - How many significant figures in each? AP Chemistry Lab 13 Page 4 of 8. Here we are also given the all chemistry topic. Most Popular in Analytical Chemistry. Various categories include objective questions and answers on chemistry and chemical engineering subjects in schools and higher studies in colleges. Edgenuity guided notes answer key chemistry. It gives you a great introduction to organic chemistry including tips and tricks.
De pH van de oplossing heeft effect op de. Sample quiz and test questions - Chapt. The total marks allocated to this section shall be out of Physical Chemistry is simple with the question straight to be done with formula, but checking the sign is of paramount importance given that, at times, it asks to write the answer in a particular manner. There is only one correct or best answer to each question. Use MathJax to format equations. In most cases you should try to answer all questions, but in some analytical chemistry at the undergraduate level, the more advanced topics in theory and methods The exam consists of multiple choice questions.
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