This chapter made lots of sense to me. I have taken tests where the question was asking me to read the teacher’s mind. It was very frustrating. The same thing applies in class discussions. Playing ‘what am I thinking?’ wastes time and doesn’t assess what the students really know. I liked that there was a lot of emphasis on matching the questions to what you really want to assess. Also, the tips on avoiding ambiguity will be very useful. I also liked the admonishment to put some fun into the test. I knew that I always enjoyed tests with puns and outrageous scenarios, but I hadn’t thought about their strategic value of helping relieve test anxiety in order to assess the student’s true level of mastery.
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