Quoting Stephen Black <[EMAIL PROTECTED]>:
> Given the generous final comment, it's probably churlish to quibble.
I agree ;-)
> But I'm puzzled by Annette's first comment. By "well-written",
> perhaps she means in correct English. What I meant by calling it
> "poorly-written" was that it provided a clue ("an") which would allow
> the otherwise ignorant student to undeservedly get the answer right.
> In my philosophy, that's a bad question.
I think we are at sixes and sevens semantically. My point is that I often make
mistakes when I write exams, such as that I might indeed accidentally end the
stem with "an" and yet have the correct answwer begin with a vowel. Hence my
comment that a well-constructed test would have such cues to help with
guessing. But in my experience, very few tests are well-constructed (viz. all
the fuss about 'test banks'). So I guess my point is that such help is not
much help at all given the sorry state of most tests. (I won't speak for
others.....)
Annette
Annette Kujawski Taylor, Ph. D.
Department of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
[EMAIL PROTECTED]
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