TESTING ISSUES FOR GOVERNMENT 2301
This document is designed to help students understand what the instructor’s expectations are for
certain types of test items this semester. Print a copy of this document and refer to it before each
exam and reading quiz. Use it in conjunction with review questions, lecture notes, and reading
materials to prepare for each test. Tests in this course are, in the view of the instructor,
essentially tests of the student’s preparation. Use these tools wisely and you should do well in the
course.
Exams in this course are CRITICAL THINKING exercises. You will objective format (multiple choice)
items on reading quizzes and written-format items (essay questions, short answer questions,
completion items, identification items, or variations) on the exams. Provided below are
explanations and examples of each type.
OBJECTIVE ITEMS - These primarily include multiple choice questions, in various forms,
including true/false items and matching items. Multiple choice questions require that students
select the BEST answer from several possible responses. Students often mistake this
requirement to mean that answers to multiple choice questions in government courses are
subjective and that their task is to figure out which answer corresponds to the instructor’s or
author’s opinion. This is not the case, at least in this course. The instructor does NOT present
questions on tests that are opinion-based. However, questions are frequently confronted with
questions that present several plausible answers. In these situations, the student should pick
the best answer.
Varieties of multiple choice questions:
FACTUAL - This is the most rudimentary type. The student either knows or does not know the
facts.
Example:
Which of the following is frequently referred to as “the father of the Constitution” because he
was the principle architect of the Virginia Plan and kept a detailed record of the proceedings of
the 1787 Constitutional Convention?
a. Thomas Jefferson
b. James Madison
c. Ben Franklin d. George Washington
DEFINITIONAL - This type tests the student’s ability to be conversant with the terms and
concepts presented in the course.
Example:
A condition that exists when a private market fails to capture all of the social costs associated
with the production and consumption of a good or service is known as
a. a negative externality. b. a positive externality. c. adverse selection.
d. the free-rider problem.
CONCEPTUAL - This type tests the student’s understanding of major concepts and themes
presented in the course. This type frequently assumes students know the basic facts and can
think about the facts at a level beyond rote memorization.
Example:
Which of the following tends to emphasize policy outcomes?
a. traditional democratic theory b. pluralist theory c. procedural democracy
d. elite theory
APPLICATION - This type tests the student’s ability to apply facts, concepts, and themes to
hypothetical or actual scenarios, situations, and problems. Frequently, the scenarios
presented on a test have not been discussed in class or in the reading material. The scenario
itself, however, is not important. It is simply a device to gauge the student’s to think “in a
political science way” about issues beyond those discussed in class.
Example:
A public affairs radio talk show host accuses his guest of being a xenophobic racist because
the guest supports legislation which would make English the official language of the United
States. The host’s charge illustrates which fallacy of reasoning discussed in class?
a. post hoc fallacy b. slippery slope
c. non-sequitur d. ad hominem argument
MULTIPLE-COMBINATION QUESTIONS - These can incorporate elements of any or all of the
previous types.
Example:
The pluralist theory of democracy
1. is basically the same as traditional democratic theory in its assumptions about the role of
citizens in the political process.
2. sees democracy as operating through competition among groups.
3. suggests that there are several types of political resources which may be effective in
influencing public policy.
4. argues that the only meaningful political resource is money.
5. views public policy as a balance or equilibrium among competing group interests.
a. 1 and 2 b. 2 and 5 c. 2, 3, and 5 d. 2, 4, and 5
Note: Students should be aware that multiple choice questions are designed to identify what
students DO NOT KNOW rather than what they do know. For example, in the previous sample
question, suppose you pick answer [b] because you know that answers [2] and [5] are correct
but you are unsure about answers [3] and [4]. The correct answer is c. Although you knew
[2] and [5] to be correct, you receive no credit in this case because you did not know [3] is a
characteristic of pluralist theory as well. This may seem harsh, but it is the nature of multiple
choice questions. Being aware of this fact ahead of time, however, should help you more
effectively deal with these questions in a test situation.
ESSAY QUESTIONS - Essay questions are intended to test a student’s understanding of major
themes and concepts. As such, questions tend to be broadly framed, allowing some latitude
for the student to “tell the instructor what he or she knows about the concept or theme” within
certain parameters. This does not mean, however, that the student does not need to be
familiar with details. Such detail should be used to support basic the argument or thesis or
your essay answer. Answers to essay questions are likely to require several paragraphs
(including an introductory paragraph with a thesis statement and several supporting
paragraphs). Frequently, the question itself is designed to help students structure their
essays.
Example:
Discuss the support expressed by Americans for the democratic principles of majority rule
and minority rights. Write an essay structured along the following lines:




Explain what is meant by majority rule and minority rights (include in your thesis statement
in this part of your essay).
Describe what Stouffer and Protho and Grigg learned about support for these principles in
both abstract and concrete situations.
Discuss what studies published in the 1970s concluded about changes in political
tolerance (be sure to note that there are two schools of thought).
Conclude your essay with an evaluation of this assertion: “Support for basic democratic
principles in theory but not in practice will inevitably lead to disintegration of the American
political system.”
SHORT-ANSWER QUESTIONS - These items are intended to test students’ understanding of
minor themes and concepts. As such, these questions tend to be framed in more specific
terms than essay questions. These questions can usually be answered in one paragraph.
Example:
According to traditional Keynesian economic theory, what fiscal and/or monetary policies
should be employed to counter recession?
IDENTIFICATION ITEMS - These items are designed to test students’ familiarity with basic
terms and concepts. These items can generally be answered in one or two sentences.
Students should go beyond a simple definition of the term or concept to say why it is
important.
Example:
“no-party legislature” - answer: In the Texas legislature, party caucuses are non-effectual,
meaning that traditional party functions (i.e., appointment of committee members and chairs
and providing voting cues) must be performed by other means. It is generally agreed among
political scientists studying the Texas legislature that the presiding officers fill the power
vacuum created by this arrangement.
COMPLETION ITEMS - These items are also designed to test students’ familiarity with basic
terms and concepts. These items can generally be answered in one or two words. Students
may be allowed to select from a list of relevant terms provided by the instructor.
Example:
When a person weighs alternatives and chooses the alternative that brings him or her the
most net benefit, he or she is behaving in a __________ manner.
answer: rational
Note: On all types of written-format items (essay, short-answer, completion, identification items,
and variations) students should endeavor to write in a thorough, yet concise manner. This
can be challenging. Additionally, you should write legibly in complete sentences and attempt
to minimize spelling and grammatical errors.
TYPES OF CRITICAL THINKING ACTIVITIES INVOLVED ON EXAMS
Below is an explanation of three general critical thinking activities students will likely be
required to perform on exams. These are most relevant to essay and short answer
questions.
ANALYSIS - breaking down information into component parts and discussing the parts
(the way they are arranged or organized and their interrelationships); related
command verbs:
classify - arrange into categories, explaining distinctions and interrelationships
among categories; syn., categorize
inventory - list and explain
differentiate - discuss and the specific differences among concepts
diagram - represent by or put into a graphic design (either literally or figuratively)
that explains the parts and their interrelationships
compare and contrast - discuss similarities and differences among concepts;
syn., debate
examine - discuss by listing and scrutinizing details
SYNTHESIS - putting parts or elements together to form a broader idea or theory or
model, sometimes one that is new. Patience and reflection are frequently
necessary, certainly careful thought is required; related command verbs:
assemble - piece together the parts of a concept, explaining how they relate to one
another; syn., arrange, construct, formulate, organize
EVALUATION - judge the value of ideas, concepts, methods, theories, models by
developing and applying criteria or standards. These criteria should be logical,
consistent, and provide valid bases for judgments rather than express mere personal
preferences; related command verbs:
evaluate - determine the significance or worth of a concept or idea by carefully
examining its effects or applicability; syn., appraise, assess, estimate,
judge, measure, rate, score, value
MEANINGS OF OTHER COMMAND VERBS ON EXAMS
discuss - present in detail for examination or consideration
explain - give the reason for or cause of some phenomenon; make plain or
understandable
describe - represent or give an account of the features of something
outline - indicate the principle features or parts of something