Structure and Context in Assessment Development and Review
Structure and context refer to how you organize and frame your assessment questions to provide students with the appropriate information and format they need to demonstrate their knowledge, while ensuring the setting or scenario supports rather than interferes with measuring the intended standard.
Structure means organizing your questions logically and providing clear directions. Use consistent formatting – if you use multiple choice, keep the same structure throughout (A, B, C, D rather than mixing with 1, 2, 3, 4). Group similar question types together and provide clear instructions for each section.
Present information in a logical sequence. If students need background information to answer a question, provide it before the question, not scattered throughout. Use headings, numbered steps, or other organizational tools when they help students navigate the assessment.
Context means creating realistic, relevant scenarios that allow students to apply their knowledge meaningfully. The context should feel authentic to students’ experiences while remaining universally accessible. For example, using a school fundraiser scenario for a math problem feels more natural than an abstract number exercise.
However, context shouldn’t overwhelm the academic content. A science question about chemical reactions shouldn’t require students to wade through irrelevant story details about characters’ personal lives.
When Developing Assessments Consider the Following:
Clear Questions and Instructions: Write questions that students can understand on first reading. Avoid ambiguous phrasing like “What do you think about…” when you mean “Which statement best explains…” Provide specific, actionable instructions: “Circle the correct answer” rather than “Respond appropriately.”
Technology Integration: If using technology tools, ensure they directly support measuring your content standard, not just add flashy elements. A science simulation should help students demonstrate understanding of scientific concepts, not test their ability to navigate complex software. Technology should enhance, not complicate, the assessment experience.
Avoiding Clueing: Structure questions so they don’t accidentally give away answers. Don’t make the correct answer obviously longer or more detailed than wrong answers. Avoid using “all of the above” repeatedly, as students learn to look for this pattern. Ensure incorrect answer choices (distractors) are plausible, not obviously wrong.
Parallel Structure: In multiple choice questions, keep answer choices similar in format, length, and grammatical structure. If choice A is a complete sentence, make all choices complete sentences. Don’t mix single words with lengthy explanations, as students may assume longer answers are more likely to be correct.
Appropriate Context: Frame questions in settings students can understand without requiring specialized background knowledge. A math problem about calculating area can use a classroom or playground context rather than architectural blueprints. Keep contexts simple and directly related to the skill being assessed.
During Item Analysis Review:
Look for questions where students struggle with the format or organization rather than the content. If students consistently choose wrong answers that seem reasonable or struggle with question format rather than content, examine whether unclear structure or inappropriate context is interfering with accurate measurement of their knowledge.
Examine whether your context helps or hinders student performance. If the scenario is confusing or culturally unfamiliar to many students, consider simplifying or changing the context while keeping the same academic rigor.
Your goal: Structure and context should create a clear pathway for students to show their knowledge without unnecessary obstacles or confusion.