Nine Simple Rules for Writing Items

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Nine Simple Rules for Writing Items
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• Word questions as simply as possible.
• The ABC Project, a mentoring program developed
  initially in California, has been widely adopted
  in Kansas and tries to keep at-risk students in
  school by assigning faculty to work with them.
  Has your child participated in this program?
• The ABC Project was developed by a team of
  teachers and counselors to help at-risk students.
  Has your child participated in this program?
• The ABC Project provides a faculty mentor for
  at-risk students. Has your child participated in
  this program?

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• Use language that is familiar and appropriate to
  the group surveyed.
• The purpose of the ABC Project is to provide
  faculty mentors for at-risk students.
• The ABC Project is designed to pair at-risk
  students with faculty.
• The ABC Project helps students who are
  experiencing difficulties in school by pairing
  them with teachers

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• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.
• I have a large number of friends.
• Most teachers would be willing to work with an
  at-risk student during their regular duty day.
• I frequently find myself overburdened by the
  demands placed on me by at-risk students.

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• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.
• I have more than five close friends.
• More than half of all teachers would be willing
  to work with an at-risk student during their
  regular duty day.
• I find myself overburdened by the demands placed
  on me by at-risk students.

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• Write balanced questions.
• Unbalanced stem
• Do you favor full-inclusion for students with
  mental retardation?
• Yes No
• Balanced stem
• Do you favor or do you oppose full-inclusion for
  students with mental retardation?
• Favor Oppose

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• Avoid including more than one idea in a question.
• I have been held back either because I failed a
  grade or wasn't ready to move to the next grade.
• My family and I have moved around a lot and I
  don't
• fit into this community.
• The in-service program was informative and
  interesting.

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6. Avoid hypothetical questions. If you were
assigned to mentor an at-risk student, would you
expect the experience to be a rewarding
one? If our building adopted a seven-period
day, would you recommend that the first period
be an advisor- base period?
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6. Avoid hypothetical questions. I would like
to mentor an at-risk student. The first period
of each school day should be set aside for
advising.
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• Avoid the use of abbreviations.
• Have you had students with LD in your classroom?
• I collaborate with SS/HS grant partners.

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• Avoid negative items they are misread by
  respondents.
• Teachers should not be required to mentor
  students.
• At-risk students should not be identified.

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9. When a general question and a related specific
question are asked together ask the general
question first. Does your school have a
systematic program for identifying at-risk
students? Yes No If "yes", what means
of identification do you use? review of school
records nominations by teachers interviews
with students consultation with social service
agencies
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9. When a general question and a related specific
question are asked together ask the general
question first. (Or combine them into one
question.) What means of identification does
your school use in its system for identifying
at-risk students? _____ none my school does
not have a system _____ review of school records
_____ nominations by teachers _____ interviews
with students _____ consultation with social
service agencies
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Nine Simple Rules for Writing Items
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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.
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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.

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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.

• Write balanced questions.

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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.

• Write balanced questions.

• Avoid including more than one idea in a question.

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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.

• Write balanced questions.

• Avoid including more than one idea in a question.

6. Avoid hypothetical questions.
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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.

• Write balanced questions.

• Avoid including more than one idea in a question.

6. Avoid hypothetical questions.

• Avoid the use of abbreviations.

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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.

• Write balanced questions.

• Avoid including more than one idea in a question.

6. Avoid hypothetical questions.

• Avoid the use of abbreviations.

• Avoid negative items they are misread by
  respondents.

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Nine Simple Rules for Writing Items
1. Word questions as simply as possible.

• Use language that is familiar and appropriate to
  the group surveyed.

• Avoid the use of non-specific adjectives such as
  usually, several, a large number, most and
  frequently.

• Write balanced questions.

• Avoid including more than one idea in a question.

6. Avoid hypothetical questions.

• Avoid the use of abbreviations.

9. When a general question and a related specific
question are asked together ask the general
question first. (Or combine them into one
question.)

• Avoid negative items they are misread by
  respondents.