Open-Ended Questions in Reading / Elizabeth Badger and Brenda Thomas.

In this digest a rationale is given for using open-ended questions in the assessment of student achievement, the use of open-ended questions in reading is discussed, and some implications for the classroom are outlined. Research has helped shift the focus from learning as content knowledge per se to learning as the ability to use and interpret knowledge critically and thoughtfully. If subject knowledge itself is not a sufficient criterion for achievement, simple judgments of correct and incorrect are not enough to assess achievement. A more open-ended form of testing is required. Research into reading has suggested that different kinds of relationships occur during the reading process as readers' attitudes shift while trying to understand a text. In evaluating students, it is no longer enough to judge whether or not the reader's conclusions are similar to those of the teacher or test constructor. The quality of the argument or justification becomes more important. The information that open-ended questions can provide justifies their use, in spite of the time and effort that are required in scoring them. The following are some general guidelines for developing open-ended questions: (1) stress communication; (2) have students apply their knowledge in practical contexts; and (3) evaluate frequently. (SLD)

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