Download Interpretative Examples

Interpretative Examples
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Example 1:
This item asks learners to be able to pull out the main item of concern from the context of
the provided introductory information -- in this case, a political cartoon.
Imagine a government official seated at a table. In front of him is a partially
opened box labeled "World Terrorism (500 piece puzzle)". Inside the box you
can see many puzzle pieces. In front of the official is one puzzle piece labeled
"Afghanistan".
The cartoon best illustrates which position regarding the situation of eliminating
world terrorism.
a)
b)
c)
d)
The problem of eliminating world terrorism is a puzzle.
The network of world terrorists is like a complex puzzle.
Afghanistan's position in combating world terrorism is essential. (correct)
Afghanistan plays a part in the world terrorism network.
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Example 2:
Percentage change in area, production and yield in rice: 1965 - 67 and 1982 - 84
Country
Change in Rice Area
Change in rice production
Change in rice yield
Million
acres
Percentage
Million
metric tons
Percentage
Metric tons
per hectare
Percentage
China
3.1
10
67.9
73
1.76
57
India
4.0
11
31.5
69
0.66
51
Indonesia
1.6
21
18.8
122
1.72
83
Bangladesh
1.4
15
7.0
46
0.44
27
Thailand
2.8
43
5.2
42
-0.02
-1
Burma
0.1
2
7.0
97
1.45
94
Vietnam
0.9
19
5.3
60
0.66
75
Philippines
0.3
10
3.8
93
0.99
75
S. Korea
<.1
0
2.3
45
1.96
47
Pakistan
0.6
43
3.2
160
1.20
83
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Marra – Interpretive Higher Order Item Examples
N. Korea
0.2
33
2.7
117
2.47
66
Total
+15.0
+14
+154.7
+74
+1.05
+52
World less
11 above
+3
+15
+5.3
+11
-0.10
-4
If an answer is false, provide the name of the country or countries that make the
statement false.
True or false:
1.
All of the 11 countries listed improved their rice production from the first
time frame to the second. (True)
2.
All 11 countries had to increase their hectacres in order to increase their rice
yield. (False, S. Korea)
Multiple choice:
3.
The relationship between changes in rice area and changes in yields for any
individual country can be described as
a) Those with the largest changes in yields were also the same countries with
the largest changes in rice areas.
b) The relationship between changes in yields and changes in rice areas is not
discernable from this table. (correct)
c) Yields decreased the most for those countries that increased their rice areas
the most.
d) There was a linear relationship between changes in rice area and changes in
yields.
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Example 3:
Sunrise Potatoes, a privately owned potato packer in the United States, has
exclusively sold packaged and peeled potatoes to the institutional market for the
past 30 years. Strongly urged by a retailer, Sunrise's owner sensed an
opportunity in introducing a fresh-peeled potato for retail sale. Recently across
the US, customers had become accustomed to the idea of looking for a fresh-cut
fruits and vegetables in the produce aisle of the grocery store.
The Sunrise Potatoes' owner commissioned a research firm to assess the potential
for a series of peeled potato products. Knowing that a competitor was already
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Marra – Interpretive Higher Order Item Examples
experimenting with similar products, he decided to proceed with the preliminary
market data generated thus far. The marketing data was encouraging, but it
seemed to forewarn difficulties primarily in the area of product appearance. Just
recently, he decided to order his managers to prepare marketing plans, complete
production layout and sales plans. In short, they would be ready to launch in
120 days.
What do you think will most likely happen next and why?
a) The product will not sell because research data is too preliminary and no
market forecasting has been completed.
b) The product will fail because retailers are not always the best means for
identifying good product opportunities. (correct)
c) The product will succeed just as existing fresh-cut vegetables and fruits had
succeeded recently.
d) The product will fail because Sunrise Potatoes market experience is on
institutional, not retail.
e) The produce will succeed having the potential to becoming fashionable in
upscale neighborhood grocery stores.
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Example 4:
These items assess the ability to recognize unstated assumptions.
Directions: Read the following comments a teacher made about testing. Then
answer the questions that follow by circling the letter of the best answer.
"Students go to school to learn to function effectively in real world
situations, not to take tests. In addition, tests cannot be used to indicate a
learner's level of learning. All tests can do is rank learners in order of
achievement, and this relative ranking is influenced by guessing, bluffing,
and the subjective opinions of the teacher doing the scoring. The teacherlearning process would benefit if we did away with tests and depended
on learner self-assessment."
Which one of the following unstated assumptions is the teacher making?
a)
b)
c)
d)
Students go to school to learn to function in the real world.
Teachers use objective exams primarily.
Tests make no contribution to meaningful learning. (correct)
Tests do not indicate a learner's level of learning.
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Marra – Interpretive Higher Order Item Examples
Which one of the following types of tests is this teacher primarily talking
about?
a)
b)
c)
d)
Essay test.
Objective tests.
Formative tests.
Summative tests. (correct)
Which one of the following propositions is most essential to the final
conclusion?
a)
b)
c)
d)
Effective self-assessment does not require the use of tests. (correct)
Assessments put learners in rank order only.
Test results are affected by factors other than learner achievement.
Learners do not go to school to participate in testing assessment
activities.
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Example 5:
Caesars' food company was working on a new seafood product that it hoped to
sell in grocery stores across the Belgium. Not having the resources to purchase
data on related products, it decided to send "spies" disguised as regular
customers to gather intelligence in the seafood section of numerous grocery
stores in the country. In this part of Belgium seafood sales are typically higher
on Friday and consistently slower on Mondays than the rest of the days of the
week. Therefore they conducted most "visits" on Fridays. After the company felt
that it had gathered enough qualitative data to support its product, it proceeded
with the launch. The product was an instant success.
Why do you think Caesars' actions led to the success of the product?
a) Caesars obtained indications of category performance by annotating the
movement of seafood products.
b) Intelligence was gathered on critical product attributes that were
incorporated into the new products. (correct)
c) Caesars' "spies" demonstrated great skill in engaging in the most common
form of retail intelligence gathering.
d) Caesars most likely learned how retail promotes seafood products and acted
accordingly.
e) Caesars learned to time product distribution around consumption habits in
the region.
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Marra – Interpretive Higher Order Item Examples
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Example 6:
This example uses a modified version of previously studied objective items -- called a keytype item. The key for these items is a common set of alternatives that is used in
responding to each question. Although this item uses a variation of a true / false set of
responses, key items may be structured with alternatives that are not necessarily so
closely tied to true and false. Other common key categories include: 1) the argument is
relevant, irrelevant or neither; 2)
Directions: Paragraph A contains a description of Mr. Cole's testing practices in
his high school classroom. Read the description and each of the statements that
follow it. Mark each statement to indicate the type of INFERENCE that can be
drawn about it from the material in the statement.
T - if the statement may be INFERRED to be TRUE
F - if the statement may be INFERRED as UNTRUE
N - if NO INFERENCE can be made about the statement from the paragraph
Approximately one week before a exam is scheduled, Mr. Cole carefully
goes through the texts and the other written materials used in class and
constructs multiple choice items that use the exact words of the written
materials and text. He is careful to include some items from each written
source. After the exam he prints the students' scores from high to low,
tells each student his or her score and distributes the print out. He keeps
the exam papers and offers to answer any questions the students may
have. He keeps the exam items for future use.
T
a) Mr. Cole's exams measure lower level learning outcomes.
F
b) Mr. Cole's exams are likely to help students retain what they
have learned for the exam.
T
c) Mr. Cole's exam practices are likely to encourage students to
memorize written content.
N
d) Mr. Cole's students score in a normal distribution on his
exams.
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Marra – Interpretive Higher Order Item Examples
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Example 7:
A fair coin is flipped 64 times. The expected number of head is 32 and the
Standard Error of the number of heads is 4.
Multiple Choice:
1.
There's a 68% chance the number of heads that result when a coin is flipped
64 times will be in the range:
a. 30 - 34
2.
b. 28 - 36 (correct)
c. 28 - 32
d. None of A, B, C
There's a 95% chance the number of heads that result when a coin is flipped
64 times will be in the range:
a. 24 - 32
b. 28 - 36
c. 24 - 40 (correct)
d. None of A, B, C
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Example 8:
Answer the next two questions on the basis of the table below.
Year
Nominal GDP
Price Index
1
600
118
2
620
127
3
637
130
4
646
145
5
664
150
(UNDERLINE THE CORRECT ANSWER)
A. This economy has been characterized by (inflation / deflation).
B. In this economy the growth of the nominal GDP (overstates / understates)
the growth of the real GDP.
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Marra – Interpretive Higher Order Item Examples
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Example 9:
Answer the next two questions on the basis of the following diagram.
Money &
Real
GDP
Nominal GDP
Real GDP
Time
1990
The base year used in determining the prices indices for this economy:
a)
b)
c)
d)
cannot be determined from the information given
is more remote than 1990
is more recent than 1990
is 1990 (correct)
Which of the following statements is correct?
a) The price index is greater than 100 percent for every year shown on the graph
b) Nominal GDP must be deflated in each year prior to 1990 to determine the
real GDP
c) Real GDP has grown in this economy, but nominal GDP has not.
d) Nominal DGP must be deflated in each year after 1990 to determine real
GDP. (correct)
We also suggest that you refer to the figures and examples in Nitko, 2001, Chapter 10 for
more information and models of interpretative exercises.
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Marra – Interpretive Higher Order Item Examples