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. 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.
Test questions are designed to stimulate CRITICAL THINKING on the part of the student.
You may see several types of critical thinking test items: essay questions, short answer
questions, and identification items. Provided below are explanations and examples of
each type.
ESSAY QUESTIONS - Essay questions are intended to test a student’s
understanding of broad 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:
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
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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 specific 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” – Historically in the Texas legislature, party caucuses have
been 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. Thus, as a result of non-effectual party caucuses, the presiding officers
wield substantial power, including (but not limited to) appointing members to
committees, naming committee chairs, and controlling the legislative calendar.
Sometimes identification items are paired together or are juxtaposed against
one another to test the student’s ability to think about the implications of the
concepts beyond just knowing the definition. Here is an example:
Article I, sec. 8:18 v 10th Amendment – Article I, sec 8:18 implies that the national
government has powers beyond those that are expressly delegated in the
Constitution while the 10th Amendment reserves for the states any powers not
delegated by the Constitution to the national government. These provisions reflect
the competing political philosophies of the Federalists and the Anti-Federalists
respectively; consequently, the question of the balance of constitutional powers
between the two levels of government must be resolved by judicial interpretation.
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