TESTING ISSUES FOR GOVERNMENT 2301/2302
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. 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 may see several types of
critical thinking test items: objective items, essay questions, short answer questions,
and identification items. Provided below are explanations and examples of each type.
OBJECTIVE ITEMS - These primarily include multiple choice questions, in their
various forms, but also could include true/false items and matching items, although
the probability that you will see these latter two types on exams in this class are fairly
low. 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 opinion. This
is not the case, at least in this course. The instructor does NOT present questions
on a test that are opinion-based. However, questions are frequently posed which
present several plausible answers. In these situations, the student must 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” - 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.
Note: On all types of written-format items (essay, short-answer, and identification
items) students should endeavor to write in a thorough, yet concise manner.
This can be challenging. Practicing with the review questions ahead of time can
be quite helpful. Additionally, you should write 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
NOTE: On all types of written-format items (essay, short answer, and identification)
students should endeavor to write in a thorough, yet concise manner. This can be
challenging. Additionally, you should always write in complete sentences and attempt to
minimize spelling and grammatical errors.