Fill in the Blank




1. Question Type:
· Fill-In-The-Blanks

2. Define:
· A type of question or phrase with one or more words replaced with a blank line, giving the reader the chance to add the missing word(s)
· Link Retrived on 01/18/11: http://www.allwords.com/word-fill+in+the+blank.html
3. Advantages and Disadvantages:

Advantages
Disadvantages
· Easy to write
· Limits guessing
· Can be constructed quickly
· Vocabulary can be assess easily
· The correct answer may not be as obvious as multiple choice
· May be appropriate for students who can’t formulate answers on their own ( e.g. ESL)
· May be numerous possible correct answers and is therefore harder to mark than multiple choice
· Understanding is likely to be trivial / recall/ knowledge level – not higher level thinking
· Can be ambiguous to what the teacher is looking for, Might confuse students if context of sentence is not obvious
· Fill-in-the-Blank questions are certainly more difficult to use for test of conceptual and procedural understanding and ability

Links Retrived on 01/18/11: http://www.edutech.ch/vista/docs/HOWTOs/VIS045E_FillBlankTest.php
http://oct.sfsu.edu/assessment/measuring/htmls/objective_tests.html#completion
http://www.mdfaconline.org/modules/module_c05/module_c5.html
4. Characteristics
· Fill in the blanks questions allow student to fill in one or more short answer

5. Tips on creating question
· Leave only important terms blank.
  • Keep items brief.
  • Limit the number of blanks per statement to one, at the most two for older students.
  • Limit the response called for to single words or very brief phrases.
  • Try to put the blanks near the end of the statement
  • Try to ensure that only one term fits each blank.
  • Indicate the units if the answer called for involves a numerical measure.
  • Ensure that there is only one answer to limit confusion when marking or give students credit for unanticipated yet correct responses.
· Provide a word Bank
· Let students know if spelling counts
· Links Retrived on 01/18/11: http://books.google.ca/books?id=CwxFhehJllwC&pg=PA104&lpg=PA104&dq=tips+when+making+a+fill+in+the+blank+test&source=bl&ots=EOI1NVcU5V&sig=3CO1uhN1hoLC6r655J2BcJ8wztI&hl=en&ei=JogsTdfYHoH88Aai4I3xCQ&sa=X&oi=book_result&ct=result&resnum=9&ved=0CFIQ6AEwCDgK#v=onepage&q&f=false

http://oct.sfsu.edu/assessment/measuring/htmls/objective_tests.html#completion

6. Examples
· Good Example
1) A plant cell has two additional features compared to an animal cell. The [cell wall] is a unique structure in plant cells, and the _[chloroplast]_ are a unique organelle to plant cells.
2) The hereditary information is located within the _[nucleus]_.
3) The _[mitochondria] produces energy in both plant and animal cells.
· Bad Example A. An animal cell can have
_[cilia]_ and/or a _[flagellum]_ where as a plant cell would not.
*question could be misleading to students because we teach them that plant cells are unique from animal cells because they have chloroplasts and a cell wall. Students may see the two blanks and not read the question clearly and fill in the opposite answers. B. Lack of water to a plant will cause it to


[wilt/die] because the [vacuole/cytoplasm]__ will have shrunk.

*question has too many possible answers and not one specific word

7. Considerations for identified students
· Supplementary word banks
· Give the students hints about the type of word ( i.e. verb, noun, etc)
· Have the students complete the test orally
· Don’t mark for spelling
Links Retrived on 01/18/11: http://www.mdfaconline.org/modules/module_c05/module_c5.html
8. Other useful information
· How to create tests questions and rubrics with Microsoft Office
Link Retrived on 01/18/11: http://office.microsoft.com/en-us/excel-help/create-tests-rubrics-and-more-to-assess-student-performance-HA010016354.aspx