Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items

1. 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?

2. 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

3. 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.

3. 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.

4. 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

5. 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.

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?

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.

7. Avoid the use of abbreviations.

Have you had students with LD in your classroom?

I collaborate with SS/HS grant partners.

8. Avoid negative items: they are misread by respondents.

Teachers should not be required to mentor students.

At-risk students should not be identified.

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?

YesNo

If "yes", what means of identification do you use?review of school records nominations by teachersinterviews with studentsconsultation with social service agencies

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

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

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

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

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

4. Write balanced questions.

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

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

4. Write balanced questions.

5. Avoid including more than one idea in a question.

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

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

4. Write balanced questions.

5. Avoid including more than one idea in a question.

6. Avoid hypothetical questions.

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

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

4. Write balanced questions.

5. Avoid including more than one idea in a question.

6. Avoid hypothetical questions. 7. Avoid the use of abbreviations.

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

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

4. Write balanced questions.

5. Avoid including more than one idea in a question.

6. Avoid hypothetical questions. 7. Avoid the use of abbreviations.

8. Avoid negative items: they are misread by respondents.

Nine Simple Rules for Writing ItemsNine Simple Rules for Writing Items1. Word questions as simply as possible.

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

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

4. Write balanced questions.

5. Avoid including more than one idea in a question.

6. Avoid hypothetical questions. 7. Avoid the use of abbreviations.

8. Avoid negative items: they are misread by respondents.

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