examples of restricted response essay questions

Essay questions are a more complex version of constructed response assessments. With essay questions, there is one general question or proposition, and the student is asked to respond in writing. This type of assessment is very powerful -- it allows the students to express themselves and demonstrate their reasoning related to a topic. Essay questions often demand the use of higher level thinking skills, such as analysis, synthesis, and evaluation.

Essay questions may appear to be easier to write than multiple choice and other question types, but writing effective essay questions requires a great deal of thought and planning. If an essay question is vague, it will be much more difficult for the students to answer and much more difficult for the instructor to score. Well-written essay questions have the following features:

Essay questions are used both as formative assessments (in classrooms) and summative assessments (on standardized tests). There are 2 major categories of essay questions -- (also referred to as or ) and .

Short response questions are more focused and constrained than extended response questions. For example, a short response might ask a student to "write an example," "list three reasons," or "compare and contrast two techniques." The short response items on the Florida assessment (FCAT) are designed to take about 5 minutes to complete and the student is allowed up to 8 lines for each answer. The short responses are scored using a 2-point scoring rubric. A complete and correct answer is worth 2 points. A partial answer is worth 1 point.

Extended Response

Extended responses can be much longer and complex then short responses, but students should be encouraged to remain focused and organized. On the FCAT, students have 14 lines for each answer to an extended response item, and they are advised to allow approximately 10-15 minutes to complete each item. The FCAT extended responses are scored using a 4-point scoring rubric. A complete and correct answer is worth 4 points. A partial answer is worth 1, 2, or 3 points.

and the at .

Restricted Response Questions: A Closer Look

• by Sandra Vargas
• October 28, 2023

Welcome to the world of academic assessments where questions play a vital role in gauging knowledge and understanding. One such type of question is the “restricted response question .” If you’re a student or an educator looking to brush up on your assessment strategies, or simply a curious mind, you’ve come to the right place.

In this blog post, we’ll explore what exactly a restricted response question is and how it differs from other question types. We’ll also delve into why they are used and offer some tips on how to answer them effectively. So, whether you’re preparing for an exam or just aiming to expand your knowledge, let’s dive in and uncover the essence of restricted response questions together.

What is a Restricted Response Question

Have you ever taken a test where you felt like you were unraveling the mysteries of the universe, only to be stumped by a question that seemed to come from another dimension? We’ve all been there. One of the most confounding types of questions that can leave us scratching our heads is the restricted response question.

Understanding the Restricted Response Question

So, what exactly is a restricted response question? Well, let me break it down for you in good ol’ plain English. A restricted response question is a type of question that puts some serious boundaries on how you can answer. It’s like being trapped in a cage with only a few options to escape. But fear not, my friend, because there’s a method to this madness.

The Purpose Behind Restricted Response Questions

Restricted response questions have a purpose, and it’s not just to make your brain ache. These questions are designed to measure specific knowledge or skills, kind of like a sniper zeroing in on its target. They focus on assessing your comprehension, analysis, and application of information, rather than just regurgitating facts like a parrot.

The Structure of a Restricted Response Question

Now that you know the why, let’s dive into the how. A restricted response question typically consists of a stem, which sets the stage for what you need to accomplish, and specific guidelines or criteria for your response. It’s like a mini adventure with a clear map and instructions on where to go next. It leaves little room for ambiguity or improvisation, which can be a blessing (or a curse, depending on your perspective).

Examples of Restricted Response Questions

To paint a better picture of what a restricted response question looks like, here are a couple of examples:

• “Describe three key factors that contribute to climate change and explain their impacts on the environment.”
• “Create a timeline highlighting the major events leading up to the American Revolutionary War, including dates and brief explanations for each event.”

See how these questions provide clear directives on what you need to do? They don’t leave much room for random musings or philosophical ponderings. It’s all about focusing on the task at hand and demonstrating your knowledge effectively.

The Takeaway

So, the next time you encounter a restricted response question, don’t panic. Remember that it’s designed to assess your critical thinking skills and application of knowledge within a specific framework. Embrace the challenge, follow the guidelines, and show off your expertise like a boss.

Now that we’ve deciphered the code of restricted response questions, let’s move on to our next adventure: exploring the world of extended response questions. Stay tuned, fellow knowledge warriors!

FAQ: Restricted Response Questions

What is a restricted response question.

A restricted response question is just like that one friend who asks you specific questions, reigning in your response options and not giving you a chance to ramble on about your entire life story. In simpler terms, it is a question that requires a concise and focused answer within a limited range.

How do you agree with a statement in an essay

Ah, the art of agreement! It’s like finding the perfect wingman or wingwoman to back up your every move. In an essay, when you come across a statement you want to agree with, you’ll want to follow a few simple steps:

Start with a clear statement: Clearly state your agreement with the argument or statement that the essay presents. Be firm, but avoid coming across as an overenthusiastic cheerleader.

Provide evidence and examples: Support your agreement with concrete evidence or examples. Show that you’ve done your research and you’re not just nodding along mindlessly. Remember, facts are your friends!

Explain your reasoning: This is where you get to shine! Explain the logic behind your agreement. Share your insights, thoughts, and reasoning in a clear and coherent manner . Let the reader understand why you’re on the same page.

Address potential counterarguments : Ah, the skeptics! Anticipate and address potential counterarguments against your agreement. Show that you’ve thought it through and considered different perspectives. It’s like playing chess and staying two steps ahead of your opponents.

Wrap it up with a bow: Conclude your agreement like a boss. Summarize your main points, leaving no room for doubt or confusion. You’ve successfully convinced the reader that you’re both head-nodding buddies.

Remember, agreeing in an essay is not about mindlessly accepting everything that comes your way. It’s about critically analyzing and providing support for your stance. So, agree with grace, confidence, and a touch of persuasive flair.

And there you have it! A mini FAQ to help you navigate the world of restricted response questions and agreeing like a boss in your essays. Happy writing, my fellow wordsmiths!

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Best Practices for Designing and Grading Exams

Adapted from crlt occasional paper #24: m.e. piontek (2008), center for research on learning and teaching.

The most obvious function of assessment methods (such as exams, quizzes, papers, and presentations) is to enable instructors to make judgments about the quality of student learning (i.e., assign grades). However, the method of assessment also can have a direct impact on the quality of student learning. Students assume that the focus of exams and assignments reflects the educational goals most valued by an instructor, and they direct their learning and studying accordingly  (McKeachie  & Svinicki, 2006). General grading systems can have an impact as well.  For example, a strict bell curve (i.e., norm-reference grading) has the potential to dampen motivation and cooperation in a classroom, while a system that strictly rewards proficiency (i.e., criterion-referenced grading ) could be perceived as contributing to grade inflation. Given the importance of assessment for both faculty and student interactions about learning, how can instructors develop exams that provide useful and relevant data about their students' learning and also direct students to spend their time on the important aspects of a course or course unit? How do grading practices further influence this process?

Guidelines for Designing Valid and Reliable Exams

Ideally, effective exams have four characteristics. They are:

• Valid, (providing useful information about the concepts they were designed to test),
• Reliable (allowing consistent measurement and discriminating between different levels of performance),
• Recognizable   (instruction has prepared students for the assessment), and
• Realistic (concerning time and effort required to complete the assignment)  (Svinicki, 1999). 

Most importantly, exams and assignments should f ocus on the most important content and behaviors emphasized during the course (or particular section of the course). What are the primary ideas, issues, and skills you hope students learn during a particular course/unit/module? These are the learning outcomes you wish to measure. For example, if your learning outcome involves memorization, then you should assess for memorization or classification; if you hope students will develop problem-solving capacities, your exams should focus on assessing students’ application and analysis skills.  As a general rule, assessments that focus too heavily on details (e.g., isolated facts, figures, etc.) “will probably lead to better student retention of the footnotes at the cost of the main points" (Halpern & Hakel, 2003, p. 40). As noted in Table 1, each type of exam item may be better suited to measuring some learning outcomes than others, and each has its advantages and disadvantages in terms of ease of design, implementation, and scoring.

Table 1: Advantages and Disadvantages of Commonly Used Types of Achievement Test Items

Adapted from Table 10.1 of Worthen, et al., 1993, p. 261.

General Guidelines for Developing Multiple-Choice and Essay Questions

The following sections highlight general guidelines for developing multiple-choice and essay questions, which are often used in college-level assessment because they readily lend themselves to measuring higher order thinking skills  (e.g., application, justification, inference, analysis and evaluation).  Yet instructors often struggle to create, implement, and score these types of questions (McMillan, 2001; Worthen, et al., 1993).

Multiple-choice questions have a number of advantages. First, they can measure various kinds of knowledge, including students' understanding of terminology, facts, principles, methods, and procedures, as well as their ability to apply, interpret, and justify. When carefully designed, multiple-choice items also can assess higher-order thinking skills.

Multiple-choice questions are less ambiguous than short-answer items, thereby providing a more focused assessment of student knowledge. Multiple-choice items are superior to true-false items in several ways: on true-false items, students can receive credit for knowing that a statement is incorrect, without knowing what is correct. Multiple-choice items offer greater reliability than true-false items as the opportunity for guessing is reduced with the larger number of options. Finally, an instructor can diagnose misunderstanding by analyzing the incorrect options chosen by students.

A disadvantage of multiple-choice items is that they require developing incorrect, yet plausible, options that can be difficult to create. In addition, multiple- choice questions do not allow instructors to measure students’ ability to organize and present ideas.  Finally, because it is much easier to create multiple-choice items that test recall and recognition rather than higher order thinking, multiple-choice exams run the risk of not assessing the deep learning that many instructors consider important (Greenland & Linn, 1990; McMillan, 2001).

Guidelines for writing multiple-choice items include advice about stems, correct answers, and distractors (McMillan, 2001, p. 150; Piontek, 2008):

• S tems pose the problem or question.
• Is the stem stated as clearly, directly, and simply as possible?
• Is the problem described fully in the stem?
• Is the stem stated positively, to avoid the possibility that students will overlook terms like “no,” “not,” or “least”?
• Does the stem provide only information relevant to the problem?

Possible responses include the correct answer and distractors , or the incorrect choices. Multiple-choice questions usually have at least three distractors.

• Are the distractors plausible to students who do not know the correct answer?
• Is there only one correct answer?
• Are all the possible answers parallel with respect to grammatical structure, length, and complexity?
• Are the options short?
• Are complex options avoided? Are options placed in logical order?
• Are correct answers spread equally among all the choices? (For example, is answer “A” correct about the same number of times as options “B” or “C” or “D”)?

An example of good multiple-choice questions that assess higher-order thinking skills is the following test question from pharmacy (Park, 2008):

Patient WC was admitted for third-degree burns over 75% of his body. The attending physician asks you to start this patient on antibiotic therapy.  Which one of the following is the best reason why WC would need antibiotic prophylaxis? a. His burn injuries have broken down the innate immunity that prevents microbial invasion. b. His injuries have inhibited his cellular immunity. c. His injuries have impaired antibody production. d. His injuries have induced the bone marrow, thus activated immune system

A second question builds on the first by describing the patient’s labs two days later, asking the students to develop an explanation for the subsequent lab results. (See Piontek, 2008 for the full question.)

Essay questions can tap complex thinking by requiring students to organize and integrate information, interpret information, construct arguments, give explanations, evaluate the merit of ideas, and carry out other types of reasoning  (Cashin, 1987; Gronlund & Linn, 1990; McMillan, 2001; Thorndike, 1997; Worthen, et al., 1993). Restricted response essay questions are good for assessing basic knowledge and understanding and generally require a brief written response (e.g., “State two hypotheses about why birds migrate.  Summarize the evidence supporting each hypothesis” [Worthen, et al., 1993, p. 277].) Extended response essay items allow students to construct a variety of strategies, processes, interpretations and explanations for a question, such as the following:

The framers of the Constitution strove to create an effective national government that balanced the tension between majority rule and the rights of minorities. What aspects of American politics favor majority rule? What aspects protect the rights of those not in the majority? Drawing upon material from your readings and the lectures, did the framers successfully balance this tension? Why or why not? (Shipan, 2008).

In addition to measuring complex thinking and reasoning, advantages of essays include the potential for motivating better study habits and providing the students flexibility in their responses.  Instructors can evaluate how well students are able to communicate their reasoning with essay items, and they are usually less time consuming to construct than multiple-choice items that measure reasoning.

The major disadvantages of essays include the amount of time instructors must devote to reading and scoring student responses, and  the importance of developing and using carefully constructed criteria/rubrics to insure reliability of scoring. Essays can assess only a limited amount of content in one testing period/exam due to the length of time required for students to respond to each essay item. As a result, essays do not provide a good sampling of content knowledge across a curriculum (Gronlund & Linn, 1990; McMillan, 2001).

Guidelines for writing essay questions include the following (Gronlund & Linn, 1990; McMillan, 2001; Worthen, et al., 1993):

• Restrict the use of essay questions to educational outcomes that are difficult to measure using other formats. For example, to test recall knowledge, true-false, fill-in-the-blank, or multiple-choice questions are better measures.
• Generalizations : State a set of principles that can explain the following events.
• Synthesis : Write a well-organized report that shows…
• Evaluation : Describe the strengths and weaknesses of…
• Write the question clearly so that students do not feel that they are guessing at “what the instructor wants me to do.”
• Indicate the amount of time and effort students should spend on each essay item.
• Avoid giving students options for which essay questions they should answer. This choice decreases the validity and reliability of the test because each student is essentially taking a different exam.
• Consider using several narrowly focused questions (rather than one broad question) that elicit different aspects of students’ skills and knowledge.
• Make sure there is enough time to answer the questions.

Guidelines for scoring essay questions include the following (Gronlund & Linn, 1990; McMillan, 2001; Wiggins, 1998; Worthen, et al., 1993; Writing and grading essay questions , 1990):

• Outline what constitutes an expected answer.
• Select an appropriate scoring method based on the criteria. A rubric is a scoring key that indicates the criteria for scoring and the amount of points to be assigned for each criterion.  A sample rubric for a take-home history exam question might look like the following:

For other examples of rubrics, see CRLT Occasional Paper #24  (Piontek, 2008).

• Clarify the role of writing mechanics and other factors independent of the educational outcomes being measured. For example, how does grammar or use of scientific notation figure into your scoring criteria?
• Create anonymity for students’ responses while scoring and create a random order in which tests are graded (e.g., shuffle the pile) to increase accuracy of the scoring.
• Use a systematic process for scoring each essay item.  Assessment guidelines suggest scoring all answers for an individual essay question in one continuous process, rather than scoring all answers to all questions for an individual student. This system makes it easier to remember the criteria for scoring each answer.

You can also use these guidelines for scoring essay items to create grading processes and rubrics for students’ papers, oral presentations, course projects, and websites.  For other grading strategies, see Responding to Student Writing – Principles & Practices and Commenting Effectively on Student Writing .

Cashin, W. E. (1987). Improving essay tests . Idea Paper, No. 17. Manhattan, KS: Center for Faculty Evaluation and Development, Kansas State University.

Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching   (6th  ed.). New  York:  Macmillan Publishing Company.

Halpern, D. H., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond. Change, 35 (4), 37-41.

McKeachie, W. J., & Svinicki, M. D. (2006). Assessing, testing, and evaluating: Grading is not the most important function.   In   McKeachie's   Teaching tips: Strategies, research, and theory for college and university teachers (12th ed., pp. 74-86). Boston: Houghton Mifflin Company.

McMillan, J. H. (2001).  Classroom assessment: Principles and practice for effective instruction.  Boston: Allyn and Bacon.

Park, J. (2008, February 4). Personal communication. University of Michigan College of Pharmacy.

Piontek, M. (2008). Best practices for designing and grading exams. CRLT Occasional Paper No. 24 . Ann Arbor, MI. Center for Research on Learning and Teaching.>

Shipan, C. (2008, February 4). Personal communication. University of Michigan Department of Political Science.

Svinicki, M.   D.   (1999a). Evaluating and grading students.  In Teachers and students: A sourcebook for UT- Austin faculty (pp. 1-14). Austin, TX: Center for Teaching Effectiveness, University of Texas at Austin.

Thorndike, R. M. (1997). Measurement and evaluation in psychology and education.   Upper Saddle River, NJ: Prentice-Hall, Inc.

Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance . San Francisco: Jossey-Bass Publishers.

Worthen, B.  R., Borg, W.  R.,  & White, K.  R.  (1993). Measurement and evaluation in the schools .  New York: Longman.

Writing and grading essay questions. (1990, September). For Your Consideration , No. 7. Chapel Hill, NC: Center for Teaching and Learning, University of North Carolina at Chapel Hill.

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Utilizing Extended Response Items to Enhance Student Learning

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"Extended response items" have traditionally been called "essay questions." An extended response item is an open-ended question that begins with some type of prompt. These questions allow students to write a response that arrives at a conclusion based on their specific knowledge of the topic. An extended response item takes considerable time and thought. It requires students not only to give an answer but also to explain the answer with as much in-depth detail as possible. In some cases, students not only have to give an answer and explain the answer, but they also have to show how they arrived at that answer.

Teachers love extended response items because they require students to construct an in-depth response that proves mastery or lack thereof. Teachers can then utilize this information to reteach gap concepts or build upon individual student strengths. Extended response items require students to demonstrate a higher depth of knowledge than they would need on a multiple choice item. Guessing is almost completely eliminated with an extended response item. A student either knows the information well enough to write about it or they do not. Extended response items also are a great way to assess and teach students grammar and writing. Students must be strong writers as an extended response item also tests a student's ability to write coherently and grammatically correct.

Extended response items require essential critical thinking skills. An essay, in a sense, is a riddle that students can solve using prior knowledge, making connections, and drawing conclusions. This is an invaluable skill for any student to have. Those who can master it have a better chance of being successful academically.  Any student who can successfully solve problems and craft well-written explanations of their solutions will be at the top of their class. 

Extended response items do have their shortcomings. They are not teacher friendly in that they are difficult to construct and score. Extended response items take a lot of valuable time to develop and grade. Additionally, they are difficult to score accurately. It can become difficult for teachers to remain objective when scoring an extended response item. Each student has a completely different response, and teachers must read the entire response looking for evidence that proves mastery. For this reason, teachers must develop an accurate rubric and follow it when scoring any extended response item.

An extended response assessment takes more time for students to complete than a multiple choice assessment . Students must first organize the information and construct a plan before they can actually begin responding to the item. This time-consuming process can take multiple class periods to complete depending on the specific nature of the item itself.

Extended response items can be constructed in more than one way. It can be passage-based, meaning that students are provided with one or more passages on a specific topic. This information can help them formulate a more thoughtful response. The student must utilize evidence from the passages to formulate and validate their response on the extended response item. The more traditional method is a straightforward, open-ended question on a topic or unit that has been covered in class. Students are not given a passage to assist them in constructing a response but instead must draw from memory their direct knowledge on the topic.

Teachers must remember that formulating a well written extended response is a skill in itself. Though they can be a great assessment tool, teachers must be prepared to spend the time to teach students how to write a formidable essay . This is not a skill that comes without hard work. Teachers must provide students with the multiple skills that are required to write successfully including sentence and paragraph structure, using proper grammar, pre-writing activities, editing, and revising. Teaching these skills must become part of the expected classroom routine for students to become proficient writers.

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How to Successfully Write Constructed-Response Essays

Writing class looks very different today than it did when I started teaching. In many states, students are writing fewer narratives (stories) and more essays.

For example, in Florida, students are expected to write text-based essays starting in fourth grade. This shift to fact-based writing is one of the most significant changes I have seen in education since I started teaching in the 1990s.

In this post, I am not discussing how to write the essay itself, which I discussed in previous posts. Instead, I want to discuss how you can help your students prepare themselves for writing an extended constructed response during standardized testing.

Understanding The Writing Terms

I will be honest; there are so many different names for fact-based writing that I had to look them up and double-check how they were similar or different.

Honestly, essay seems to be used rather generally to refer to a long piece of writing that involves the writer about a topic. They also are referred to as extended response questions on tests. 

People often call writing an “essay,” even if it is a specific type of writing. In general, essays are usually assessed on writing ability, although they may also be graded on content.

Open-Response Writing

Open-response writing is an essay that requires writers to cite text evidence to support their opinion or thesis. In my research, the terms evidence-based writing, text-based writing, and constructed response writing all seem to be used as synonyms of open-response writing. It can be confusing because there are also constructed-response and open-response questions . 

I prefer evidence-based or text-based writing because they describe what the writer has to do in the essay. However, constructed-response seemed to be more common (at least in my Google searches.)​

Writing A Constructed-Response Essay

Teachers can help students do well on evidence-based essays by helping them learn to manage their time and teaching them to make sure they get at least partial credit on their essays. 

Here are 11 tips for teaching your students about text-based essays on standardized tests: 

1. Read the prompt/question carefully

If you misread the question, you could write the most fantastic essay ever – and still fail. Making sure you understand the question being asked is the #1 most important thing students need to do during standardized testing. 

Teachers can drill this fact during their writing class. They can have students circle or highlight the keywords in the prompt. Students could also rewrite the question in their own words.

2. Pace Your Work

Standardized tests give students a specific amount of time. Students need to use that time wisely to complete their work before the end of the session.

Teach students how to divide their time at the beginning of the work session. I recommend having students write down the start times for each activity on their planning paper. Having it written down gives students a visual reminder.

For example, if the writing session is 90 minutes, students should spend about 30 minutes reading the texts, then 5 – 10 minutes understanding the prompt. As their time is nearly half over, they need to divide the remaining time for planning, writing, and editing. Honestly, if they don’t make it to editing, it will be fine – but planning alone won’t get a good score.  

I recommend teachers do one or two practice essays in the months before testing. That is enough for students to get a feel for how long they have to finish. You don’t want to stress students out by over-doing testing scenarios – they are already over-tested as it is.​

Read the texts carefully. As the essay is based on the texts, students who misunderstand the passages will probably not do well on the essay. Teachers need to emphasize that racing or skimming texts will not save students time in the long run – because they won’t have evidence in mind to answer the prompt.

I also recommend teaching students to write the main idea of each paragraph in the margins. These notes give students a quick visual to help them locate information when they are planning their essays.

4. Decide On The Topic

Okay, students DO NOT like to plan. (This is a struggle in my house, too.) Planning is key. Planning makes writing the essay a million times easier. 

At this point, it is the mantra I tell my children: “You must plan your writing before you can start.”

Before writing ANYTHING, students should determine what their opinion or thesis is and have three general ways they can support it. As soon as they have figured out those, they should write them down.

5. Partial Credit Is Better Than Nothing

We all have students that just get stuck and sit there. In part, students do this because they are afraid to fail. Teachers need to remind students during practice that any essay – even an incomplete one – will earn a score. Any score is better than no score. 

The goal is not for students to turn in a partial essay, but to move students past their fear of failure.

6. Make an Outline

Every student should learn how to outline. I strongly believe that outlines make writing so much easier, and even students who think they don’t like writing do better when they learn to plan what they will say in each paragraph.

Even if teachers don’t specifically use the outline format, they can show students how to organize their thoughts in “buckets” or “clouds.” Students should know what their general evidence topics are and add at least 2-3 things they will say about that evidence to their plan.

Teachers should also show students how to add the text evidence directly to the outline, which saves a lot of time when they are writing the essay. Students won’t need to search for their evidence because it will already be on their plan.

7. Does Your Essay Stand Alone?

So many times, students write their essays like the reader has read the texts or the prompt. Teachers need to drill the idea that the reader should understand the essays without anything else to receive a good score.

After students have an outline, they should review it and ask themselves if they have included enough information for the reader to follow their argument. 

Is their opinion/thesis clearly stated?

Is the evidence easy to understand?

Did they explain how the evidence supports their thesis?

Did the summarize their points in the conclusion?

Reviewing their plan before beginning the essay can save students a lot of time.

8. Introduction

I know a lot of students (and myself) just get stuck on how to start. Writers waste a lot of time trying to think of the perfect opening. Emphasize to your students that they should just start. A simple introduction is better than not finishing while they think of a clever hook.

Their introduction should clearly state the topic or problem and their opinion or thesis. Students should also quickly overview what their evidence or reasoning is for their thesis. 

If students have extra time at the end, they can go back and try to improve the introduction. However, it is essential for them to not waste a lot of time on it before their essay is written.

9. Get'er Done

Use the outline to write the essay. Students should do the best they can on grammar and mechanics as they write, but they can always edit if they have time. Having an outline will help them write the essay a lot faster.

If students learn to put their text evidence on the outline, it helps them to remember to add it, and it saves time during this step because they aren’t searching for support to fit their “evidence.” (Another reason to find that text-based evidence during planning – students make sure there is evidence before moving on.)

10. Conclusion

Restate the thesis/opinion and summarize the evidence used. Again, it is more important to finish then be fancy.

With whatever time students have left, they should reread what they write for clarity. The ideas in the essay must be clear to the reader, so students should focus on that first. Editing for grammar and mechanics should be done in a second reading.

How Many Of These Tips Should I Teach At A Time?

Teachers should select 1-2 of these tips at a time and make them a mini-lesson. Students won’t remember more than that. Remember, breaking essays into manageable steps is the best way to help students master essay writing.

Free Resource For Students!

I created a resource for teachers to give to students that will help them review best practices for writing an evidence-based essay. You can get this resource by signing up for my newsletter. Just click here or the image below.

How to Use TEACH to Write Text-Based Essays (ECR)

Using integrated learning in the classroom.

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Essay type test

The document provides information on essay tests and how to construct them. It defines essay tests as requiring students to compose lengthy responses of several paragraphs. Essay tests measure higher-level thinking like analysis, synthesis, and evaluation. They give students freedom in how they respond. Essay tests can assess recall, writing ability, understanding, and factual knowledge. They come in restricted response/controlled format and extended response/uncontrolled format. The document outlines advantages and disadvantages of each type and provides suggestions for constructing and scoring essay questions. Read less

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The document discusses checklists and rating scales used for performance evaluation. It defines checklists as lists that check for the presence or absence of traits, and rating scales as tools that assess levels of performance. Checklists are useful for objective evaluations but only assess limited aspects, while rating scales provide flexibility in judging performance qualitatively through descriptive or numerical scales. Both tools have advantages like structure and adaptability, but also limitations such as subjectivity.

Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items

This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.

Topic: Measurment, Assessment and Evaluation Student Name: Amna Samo Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan

Teacher-made tests are used by teachers to evaluate student progress and understand strengths and weaknesses, while standardized tests are more carefully constructed and scientifically validated to allow student comparison. Some key differences are that teacher-made tests provide immediate feedback but are less reliable, while standardized tests are more valid for comparisons but involve more rigorous development and analysis. Both types of tests have purposes in placement, evaluation, and diagnosing student needs.

The document discusses different types of curriculum designs including subject-centered, activity/experience-based, and core curriculum designs. It provides details on the key aspects of each design such as their organization, advantages, disadvantages, and limitations. Subject-centered designs focus on organizing curriculum around specific subjects. Activity/experience-based designs are based on students' needs, interests, and learning through experiences. Core curriculum designs focus on a set of common and essential learnings for all students.

Topic: Objective Type Items, Recognition Type Items and Recall Items Student Name: Munazza Mohsin Samo Class: B.Ed. (Hons) Elementary Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan

This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.

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Idealism is one of the oldest philosophies that believes ideas are the true reality, not the material world which is imperfect and changing. The document discusses the key principles of idealism including that spirit and mind constitute reality, values are absolute, and truth cannot be found in the material world. It provides examples of important idealist philosophers from both Western and Indian traditions such as Plato, Descartes, and Aurobindo Ghosh. The metaphysics, axiology, and epistemology of idealism are also summarized.

The document outlines 9 stages of test construction: 1) Planning, 2) Preparing items, 3) Establishing validity, 4) Reliability, 5) Arranging items, 6) Writing directions, 7) Analyzing and revising, 8) Reproducing, and 9) Administering and scoring. It discusses key considerations at each stage such as writing items according to specifications, establishing content and criterion validity, determining reliability through various methods, and ensuring the test is objective, comprehensive, simple, and practical. The final stages cover arranging items by difficulty, providing clear directions, analyzing item performance, and properly administering the test.

1. The document discusses essay type questions, their advantages and disadvantages as an assessment tool. 2. Essay questions allow for freedom of response but are time-consuming to score and more subjective than other assessments. 3. The document provides tips for constructing and scoring essay questions effectively to accurately evaluate students' knowledge and skills.

The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.

1. The document outlines the process of test construction which involves preliminary considerations, reviewing the content domain, item/task writing, assessing content validity, revising items/tasks, field testing, revising based on field testing results, test assembly, selecting performance standards, pilot testing, and preparing manuals. 2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data. 3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis

Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool

Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.

This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.

This presentation discusses different types of essay tests, including restricted response and extended response questions. Restricted response questions limit the scope and content of the response, while extended response questions give students more freedom in their answers. The presentation provides examples of each type and discusses their advantages and limitations. Guidelines are provided for constructing essay questions, scoring responses, and dealing with issues like bluffing. Suggestions are also given for writing multiple choice questions.

This document provides an overview of subjective tests, which require students to write out original answers in response to questions. It focuses on short answer questions and essay tests. Short answer questions are open-ended questions that require brief responses to assess basic knowledge. Essay tests allow for longer written responses to assess higher-level thinking. Both have advantages like measuring complex learning, but also disadvantages like subjectivity and difficulty in scoring responses. The document provides guidance on constructing effective short answer questions and essay prompts to reduce subjectivity.

This document discusses essay type questions. It defines essay questions as items that require extended written responses and notes they allow students to express their own views. The document outlines various types of essay questions, their purposes and features. Guidelines are provided for constructing and scoring essay questions effectively to assess learning outcomes. Advantages include assessing higher-order thinking, but disadvantages include subjective scoring and time consumption.

This document discusses strategies for constructing effective multiple choice and essay exam questions. For multiple choice questions, key points include writing clear stems that present definite problems, using plausible distractors, and maintaining parallel structure in the alternatives. For essay questions, the document recommends designing questions to assess higher-order thinking, providing grading criteria, and using both extended and restricted response questions. The advantages of essay questions include allowing for complex reasoning, but they are more time-consuming to score and can disadvantage poor writers.

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• 1. PRESENTATION Presentation by: Maria Ashraf Presented To: Dr.Shazia Zamir
• 2. THE ESSAY TEST
• 3. Definition Essay test is a test that requires the student to compose responses, usually lengthy up to several paragraphs.
• 4. Essay test measure Higher Level Thinking Questions that test higher level processes such as     Analysis Synthesis Evaluation Creativity
• 5. Distinctive Feature of Essay Test The distinctive feature of essay type test is the “freedom of response”. Pupils are free to select, relate and present ideas in their own words.
• 6. Uses of Essay Test 1. 2. 3. 4. 5. Assess the ability to recall, organize, and integrate ideas. Assess the ability to express oneself in writing. Ability to supply information. Assess student understanding of subject matter. Measure the knowledge of factual information.
• 7. Form of Essay Test   Restricted Response/ Controlled Response. Extended Response/Uncontrolled Response. Restricted Response Response Extended
• 8. Restricted Response Essay Questions Restricted response usually limits both the content and the response by restricting the scope of the topic to be discussed. Useful for measuring learning outcomes requiring interpretation and application of data in a specific area.
• 9. Example of Restricted Response   Describe two situations that demonstrate the application of the law of supply and demand. Do not use those examples discussed in class. State the main differences between the Vietnam War and previous wars in which the United States has participated.
• 10. Advantages of Restricted Response Questions     Restricted response question is more structured. Measure specific learning outcomes. Restricted response provide for more ease of assessment. Any outcomes measured by an objective interpretive exercise can be measured by a restricted response essay question.
• 11. Limitations of Restricted Response Questions Restricted response question restricts the scope of the topic to be discussed and indicating the nature of the desired response which limits student opportunity to demonstrate these behavior.
• 12. Extended Response Essay Questions Extended response question allows student to select information that they think is pertinent, to organize the answer in accordance with their best judgment, and to integrate and evaluate ideas as they think suitable. They do not set limits on the length or exact content to be discussed.
• 13. Examples of Extended Response Essay Questions   Compare developments in international relations in the administrations of President William Clinton and President George W. Bush. Cite examples when possible. Imagine that you and a friend found a magic wand. Write a story about an adventure that you and your friend had with the magic wand.
• 14. Advantages of Extended Response Questions   This type of essay item is mostly useful in measuring learning outcomes at the higher cognitive levels of educational objectives such as analysis, synthesis and evaluation levels. They expose the individual differences in attitudes, values and creative ability.
• 15. Limitations of Extended Response Questions   They are insufficient for measuring knowledge of factual materials because they call for extensive details in selected content area at a time. Scoring such type of responses is usually difficult and unreliable since the examinees have free will in the array of factual information of varying degree of correctness, coherence and expression.
• 16. Major Difference    Objective Interpretive- select Restricted Response Essay- supply Extended-Response Essay- write
• 17. Advantages Of Essay Questions      The freedom of response allows the student to express himself in his own words. It measures complex learning outcomes that cannot be measured by other means. Essay tests promotes the development of prob lem-solving skills. It helps students to improve their writing skills such as writing speed. It encourages creativity by allowing their own unique way.
• 18. Advantages Of Essay Questions      It is easy and economical to administer. It encourages good study habits in students. Essay item is easy to construct and does not take much time It can be used to measure in-depth knowledge especially in a restricted subject matter area. It does not encourage guessing and cheating during testing.
• 19. Disadvantages of Essay Questions     Scoring is not reliable because different examiners can grade the score answer differently. In fact, the same examiner can grade the same question differently at different times. Grading of essay tests is time-consuming. Subjective scoring of essay questions. Essay questions do not cover the course content and the objectives as comprehensively as possible.
• 20. Disadvantages of Essay Questions  Evaluating essay questions without adequate attention to the learning outcomes is just like “three blind men appraising an elephant” . One teacher stresses factual content, one organization of ideas, and another writing skill.
• 21. Suggestions For Constructing Essay Questions     Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily measured by objective items. State the question clearly and precisely and make clear what information the answer should contain. Indicate the approximate time limit for each question. Avoid the use of optional questions.
• 22. Suggestions For Constructing Essay Questions Construct question that will call forth the skills specified in the learning standards.  Example: Write a two page statement defending the importance of conserving our natural resources? (Your answer will be evaluated in terms of its organization, comprehensiveness, and relevance of the arguments presented.)
• 23. Suggestion For Scoring Essay Question  Chose either the analytical or holistic (global-quality) method. Analytical Scoring: This scoring method requires that the instructor develop an ideal response and create a scoring key or guide. The scoring key provides an absolute standard for determining the total points awarded for a response. Student responses are compared to the scoring standard and not to the responses of their classmates.
• 24. Suggestion For Scoring Essay Question Holistic Scoring: The reader forms an impression of the overall quality of a response and then transforms that impression into a score or grade. The score represents the quality of a response in relation to a relative standard such as other students in the class.
• 25. Suggestion For Scoring Essay Question    Score the responses question-by-question rather than student-by-student. Disassociate the identity of students from their responses during the grading process. Determine in advance what aspects of the response will or will not be judged in scoring.
• 26. Bluffing-A Special scoring Problem       It is possible for students to obtain higher scores in essay questions than they deserve by the mean of clever bluffing. This is usually a combination of writing skill, general knowledge and use of common tricks like; Respond to every question. Stressing importance of topic. Agreeing with teachers opinion. Name dropping. Write on a related topic and “make it fit”. Writing in general terms that fit many situation.
• 27. Suggestion for Constructing Multiple Choice Items       The stem of the item should be meaningful by itself and should present a definite problem. The item stem should include as much of the item as possible and should be free of irrelevant material. Use a negatively stated stem only when significant learning outcomes require it. All the alternatives should be grammatically consistent with the stem of the item. An item should contain only one correct or clearly best answer. Items used to measure understanding should contain some novelty, but beware of too much.
• 28. Suggestion for Constructing Multiple Choice Items       All distracters should be plausible. The purpose is to distract the uninformed from the correct answer. Verbal associations between the stem and the correct answer should be avoided. The relative length of the alternative should not provide a clue to the answer. The correct answer should appear in each of the alternative positions an approximately equal number of times but in random order. Use sparingly “none of the above” or “all of the above.” Do not use multiple-choice items when other items are more appropriate.

Examples of Restricted-Response Performance Tasks

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Alternative hr selection techniques, the advantages of using a separate payroll banking account.

• Coaching and Mentoring Processes
• HR Training & Development Methods

A restricted-response assessment performance task is a teaching tool. Corporations and some smaller companies use this specifically for training new employees or updating skills. Assessment tools for corporate training are varied depending on the position being trained and the focus of the office. Some offices and departments are more specialized than others. A “restricted-response” approach is the simplest teaching tool, and is usually a short answer or fill-in-the-blank style question.

Basics of These Tasks

An assessment task is restricted in its response if it is highly specific, and, generally, contains only one correct answer, explains the University of Delaware . Typical examples might be a multiple choice or true-false type of question. More active styles of task would be an emergency response in a factory.

In that case, factory workers would be drilled to see if they know the proper response for different emergencies. A drill would then be arranged and the response to an emergency assessed. This is a restricted response in that there is a single proper procedure and a specific set of actions requested.

Sarbanes-Oxley Test

One type of restricted-performance task is a written test on new laws. The Sarbanes-Oxley Act of 2002 forced corporate accountants to grasp new skills, according to Soxlaw.com . In this context, the head of accounting might put his workers through a restricted task of filling out new reports. He may give make-believe data that the accountants must then synthesize in the new forms to satisfy the new act. In this case, the detail of the reports must be much greater than had been accepted before. This would be the focus of the assessment.

Computer Software Test

Retraining workers on the new software is another restricted task example. Since the passage of Oxley in 2002, corporations needed to update their accounting software to increase the reliability, detail and comprehensiveness of corporate reports and bookkeeping. This means that all accountants, comptrollers and finance officers must be trained in the newer, updated software. In some cases, company lawyers specializing in financial disclosures would also be tested in this knowledge.

A simple run-through assessment is normally required here. This becomes a highly restricted task because the workers must show they are capable of using the equipment well. This is restricted because there is one program and one proper way to use it. One of the advantages of restricted response questions is that they are not “open-ended,” like an interpretive essay would be.

Security Issue Tasks

Security officials in sensitive industries also are often required to engage in restricted response assessments. In fields such as nuclear energy and environmental science, weapons laboratories or high-technological military firms such as TRW or Oracle, security personnel are essential. Here, there are several examples of restricted assessments.

One might be a typical paper exam dealing with their responsibilities, especially under a heightened threat of terrorism. Another might be a set of drills dealing with security responses to specific situations such as a power failure, explosion, fuel leak or criminal trespass. In this case, security personnel would be drilled in the necessary and proper response under controlled conditions.

• University of Delaware: Overheads for Unit 8--Chapter 11 (Performance-Based Assessment)
• Soxlaw.com: A Guide To The Sarbanes-Oxley Act

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iRubric: Restricted Response Essay Rubric

• restricted response
• Social Sciences

Prompt: Write an informative essay that analyzes how words have the power to provoke, calm, and inspire. Use evidence from both selections to support your thesis. Support your ideas with examples, facts and quotations from the texts. Ensure that your ideas are fult supported and that your response is clear and coherent and organized effectively Malala Yousafzai

The question wants to analyze your writing skill . For that reason, I can't write your essay, but I'll show you how to write it.

An informative essay presents information and describes a particular subject . This type of essay is not intended to show opinions and arguments , but only to inform and make a certain topic known.

In this case, before writing your essay, you should seek information on the subject that will be covered. This search should be done in articles that analyze and debate this subject.

After researching the articles and having the necessary information, you can write the essay.

More information on how to write an essay at the link:

https://brainly.com/question/683722

Related Questions

1.attending online class thoughts 2.wearing social mask thoughts 3.the new normal thoughts btw subject is mapeh

Ik this ur 1st time, but how is this a question? (confused)

Explanation:

Is this creative writing? The date was august 23rd 2025, a typical dreary day yet the light at the end of this gloomy day felt far beyond reach only to feel more distant as the clouds engulfed the sky. I dragged my feet into work that dreary afternoon and put on my mask to be greeted with more blank stares than one would need in a day. Warehouse labor, the things people do for money. I remember that evening the warehouse felt so cold and desolate, lights dimmed and the scent of old wet cardboard lingered in the chilly air. As I put on the old rigid gloves I remember so vividly being greeted by a young lady with a soft hearted voice, “Hey, my name's Cahya, we better get started, it's just the two of us tonight”. Her voice felt so calming as gentle as a feather, I turned around as the words left my mouth, “Oh hey, my im Osric, we better get started”. We both acknowledged the rare smiles we both had behind the masks and got to work. Dust filled the air as I cut open the boxes and layed out its content on the tables. Dust consumed the air above our heads and created miniature clouds in the warehouse. In that moment the world felt a little brighter as I gazed up to see her trying to catch the clouds. It felt as if a fire was lit. Within a blink of an eye, the warehouse was blown open, I was thrown only to be cushioned by stiff cardboard boxes. In an instant I was blinded by dust and smoke, ears ringing, arms bleeding and cries of victims leaving. As I slowly fade back into existence, I open my eyes to the gloomy sky where a roof used to hang. I turned my head in search to find Cahya only to witness the fire once lit to be extinguished, I closed my eyes as my world became darker once more.

Yes but there's a mistake.

Mistake: Some where in the middle

It says "Oh hey, my im Osric, we better get started".

You have to fix Oh hey, my im Osric to, "Oh hey, I'm Osric".

But, other things are that this is very creative, it mentions words like, "Vividly, rare, miniature, rigid, desolate and lingered. These are very creative words.

And yes, thanks for that awesome lil' story!

Read this short paragraph and make two questions about it

Why do you think Columbus tried to lie to the settlers about the gold?

What might have caused Spain to not be interested in settling

He felt suffocation and went outside. "Outside" is a) adjective b) adverb

In the space below, write a 150-word analysis of the types of scenario which would require the equipment in each of the following fire apparatus: aerial apparatus, BLS unit, ALS unit, and quint.

Aerial Apparatus: This is an aerial apparatus used to fight fires from the air by dropping water on it. It can also be called a "flying bucket," or a "water bomber." The aerial apparatus carries up to 8500 gallons of water. The water tank has two doors that open out so that it can be filled with water. Once full, the water is pumped into the reservoir where it flows through a series of nozzles located at various places on the apparatus.

BLS Unit: This is an emergency medical service vehicle. Its purpose is to respond to calls for help from people who have been injured in accidents or other emergencies. These units are equipped with basic life support (BLS) equipment. Basic Life Support includes things such as defibrillators and oxygen tanks. A BLS unit will usually carry two paramedics, one of whom will ride in the ambulance and one of whom will drive. Paramedics have specialized training in medicine and are trained to provide emergency care to people who have suffered injuries.

ALS Unit: This is an advanced life support (ALS) unit. It responds to calls for help when someone's health has deteriorated to a point where they need more than just first aid. ALS units are often staffed with two paramedics, one of whom rides inside the ambulance and the other of whom drives. An ALS unit is similar to a BLS unit except that its paramedics are trained in advanced techniques like administering drugs intravenously, intubation, and resuscitation.

Quint: This is another type of apparatus that responds to emergencies. It is made up of four vehicles: a lead car, a reserve car, a medic unit, and a command vehicle. The reserve car carries extra supplies like food, blankets, and medical kits. The medic unit has special equipment for treating patients with minor injuries. The command vehicle is usually a truck or van. In some cases it may even have a helicopter pad built onto it. Command vehicles are sometimes also referred to as "command cars."

My own original answer.

"surplus equals excess supply" what does it means?

Surplus is bad for a business because the store has to buy the goods and if they have surplus which means extra, then that means they lost money because they paid for something they didn’t use

How can I make this paragraph better? When I think of leadership and what it means to me I think about what a leader is. Leaders are people who strive for anything they never thought would be possible, they always want to push themselves to be the best they can. Too often people believe that leadership is about demanding and controlling people yet for me leadership is showing people a way to reach a destination they never imagined they themselves could reach. Being a leader you have to see a great example for everyone else to follow.

Hey! If the paragraph is not asking you a question, yet just a general one, eliminate uses of i and you. It makes it seem informal. Yet use, "People think" or "readers believe." Also, close out your paragraph with a transition word, such as "Therefore..... (conclusion sentence.)

If it is asking what do you think of when you see leadership, the paragraph is great, but still use transition words or even real life examples in the world, such as U.S. Presidents and their leadership, principals in your school, etc.

Hope this helps! :)

Stacy uses slang and abstract words during her everyday speech, but during her speech on a recent change to her state's tax laws, she uses her own developed style that avoids both of these things. By using her own developed style, Stacy is using language that is

Stacy is using language that is Appropriat e for the speaker for effective communication.

It is very important to tune the way we speak and the language we use during speaking for effective communication.

for example, Addressing a group of footballers ensures that the speaker uses terms that the footballers can flow with, same goes with addressing a group fo doctors.

Knowing how to flow between language is a major key for effective communication.

Therefore Stacy being able to develop her own style in speaking shows that She has the knowledge for using languages Appropriate for the speaker.

Learn more here for the use of appropriate language:https://brainly.com/question/5526163

Please select the right sentence taking in account the correct position for the adverb "sometimes": a) I do sometimes exercise after work. b) I sometimes do exercise after work.

b) I sometimes do exercise after work.

It makes more sense to write it this way, it sounds better when said.

i do sometimes excercise after work

Based on its use in the sentence, what is the meaning of the word optimistic? Even though Henri fell in a puddle this morning, he is optimistic that his day will get better. curious hopeful decided unsure

It would be hopeful because falling into a puddle is usually a negative thing and when the sentence said, "Even though Henri fell in a puddle this morning, he is optimistic that his day will get better" the author was associating a puddle with negativity and saying that even though something negative happened he is still hopeful that his day will get better.

Hope this helps!

Harper Lee, the author, makes many observations about life and human nature through the speech and thoughts of several characters. Examine Atticus's final speech in the courtroom (Chapter 20). What are Lee's views or struggles with life and human nature as seen in Atticus's final speech? Give examples from the text of the speech that supports these views.

Harper Lee shows in Atticus' speech how much the human being tends to be unfair , ignorant , and maintain a negative hierarchy between people.

Atticus' final speech occurs when he fails to defend an innocent man and deliver him from death , even with proof of his innocence. Given this fact, he shows that it is human nature to be unfair when it comes to situations involving people of low hierarchical levels in society.

This makes him point out that the human being is biased and that he ignores the truth if it doesn't benefit him.

More information about Atticus at the link:

https://brainly.com/question/11985806

This agent was used as a bioterrorism weapon following the September 11, 2001 terrorist attacks in the United States. Spores were placed into envelopes mailed within the US Postal system, reportedly by an American scientist named Dr. Bruce Ivins. This agent was used as a bioterrorism weapon following the September 11, 2001 terrorist attacks in the United States. Spores were placed into envelopes mailed within the US Postal system, reportedly by an American scientist named Dr. Bruce Ivins. a)Botulism b)Anthrax c)Cyanide d)Ricin

You were in school when you head drumming and singing. Describe what you saw and heard

you heard drumming and singing but you did not see anything

because they did not mention anything about seeing something

Can you guys help me with this pls!!

You need to know the solution, put the description.

What important role is being described? Keeps the aware of the remaining in each section of the meeting. A. Time keeper B. Scribe C. Recorder D. Team leader E. Gate keeper

Time Keeper : The facilitator designates the amount of time for each agenda item and monitors time . Sometimes the time keeper will remind participants about how much time they have left.

Scribe : A scribe listens, summarizes , and takes in the essential elements for the project meeting minutes.

Recorder : Keeps notes and agendas from previous meetings so then they can be shared and accessed later. Team Leader : Has the responsibility of making observations about the meeting.

Gate Keeper : The gatekeeper keeps the participants on track and brings them back to the current agenda item if they get out of topic.

Find the area of the regular polygon. Round your answer to the nearest hundredth.

see explanation

The question is incomplete as the dimension of the polygon is not given.

However, I'll give a general explanation of how to calculate the area of a regular polygon.

If you follow these simple steps, you'll arrive at your answer.

The area of a polygon is calculated as thus;

Where A represent the area

n represents the number of sides

b represents the length of the base

h represent the height of the polygon

Take for instance, the polygon is a regular pentagon.

This means n = 5.

Also assume that the base and the height are 5cm and 7cm respectively.

This means that

Area = ½ * (5 * 5 * 7)

Area = ½ * 175

Area = 87.5cm²

Hence, the area of the polygon is 87.5cm²

How are the survivors still feeling the affects of the Holocaust?

"Holocaust survivors had poorer psychological well-being, more post-traumatic stress symptoms and more psychopathological symptoms. There were no significant differences in cognitive functioning or physical health. Holocaust survivors who lived in Israel showed better psychological well-being and social adjustment than survivors who lived in other countries, since Israel was a country made for the surviving jews to live."

-hope it helps

Which of the following is not true of all protagonists? Stories are based on them.They are all good people.Conflicts revolve around them.They are all main characters.

I think it is the second option: "They are all good people."

Many stories have protagonists who are not morally good people.

The prefix of the word “disrepute” indicates that the word means the separation or reversal of _____. standing or status opinion or idea story or report pleased or delighted

standing or status

it sound good to me

2 Write sentences using the words in bold to write defining or non-defining relative clauses. Add commas where necessary. 1 the skirt/1/buy/cost/ £15 2 that/ be / the school / my dad / work/ as a maths teacher 3 Lucy/photos/be / very good / win / the art prize every year 4 May/be /a/ nice girl/ family / own a shop on the High Street 5 my best friend Jack / write / songs / be / very creative 6 Sally / just / start / work at a sports centre / she/help/disabled athletes​

Relative clauses give us information about the person or thing mentioned. Non-defining relative clauses give us extra information about someone or something. Hence, the clauses are constructed below:

The skirt I buy cost £15

That is the school where my dad work as a maths teacher

Lucy photos, which is very good, win the art prize every year

May is a nice girl, whose family own a shop on the High street

My best friend Jack, who writes songs is very creative

Sally just starts work at a sports centre where she helps disabled athletes

learn more about relative clauses from here: https://brainly.com/question/766213

Which answer choice presents a word family with a common base word? A fear, anxiety, nervousness B happiness, hopelessness, carelessness C tense, tension, tensed D transfer, transition, transcontinental ​

Which answer choice presents a word family with a common base word?

•D.transfer, transition, transcontinental

#Let's Study

#I Hope It's Help

#Keep On Learning

#Carry On Learning

What does the meaning of root per help the reader understand about pedestrians.

The root per help meaning about the pedestrian is about the person who walks on his or her foot on the road.

Pedestrians in French and Latin meant 'going on foot' or ‘written in prose’.  Earlier it was written as prosaic because foot was the root word.

Any person walking , running or travelling on his foot is called a pedestrian . Now it means the person walking on the pavement or sidewalk .

Therefore, a pedestrian is a person who walks on foot.

Learn more about pedestrians   here:

https://brainly.com/question/8938167

why do you think paul has so much trouble remembering what happened to damage his eyes? what do you think may have happened? complete in full sentence.

Erik held Paul's eyes open while Castor sprayed white spray paint into them. Paul's mom tried to rinse his eyes out afterwards, but ended up having to drive him to the hospital. That's it.

Which following scenario is NOT an example of situational irony a) A man buys a gun to protect himself but someone breaks into his house, finds the gun, and shoots him with it b) The fire department is on fire c) You are driving without your seatbelt but notice a cop driving toward you. Not wanting to get pulled over for not wearing your seatbelt, you quickly try to buckle up but end up getting in a wreck trying to put your seat belt on d) A person getting to work late because it's raining

The answer is D because the result is not opposite the the issue. The rain would almost explain why someone was late for work.

D.a person getting to work late because its raining.

Situational irony involves a striking reversal of what is expected or intended.

what dose somber mean?

Somber means: Dark dull or gloomy. Using it in a sentance may look like this: "He is a very somber person"

please help!!! Explain Human Rights violation within the context of: race religion Language Gender Xenophobia Human trafficking ​

Answer: Violations of human rights are both a cause and a consequence of trafficking in persons. Accordingly, it is essential to place the protection of all human rights at the center of any measures taken to prevent and end trafficking.

Explanation: Religion and Human Rights: A Dialectical Relationship. In a Western historical context, human rights developed as a protective concept to defend the autonomy of individual citizens against threats coming particularly from sovereigns (states) that would try to over-extend their power into the realm of the private citizen.

Civil and political rights

Genocide, torture, and arbitrary detentions are all examples of civil and political rights violations. People are more likely to commit war crimes when human rights are violated along with laws about armed conflict.

During a fight, people can also break their rights to free speech and peaceful assembly. When governments violate international law, it is usually because they are trying to keep society under control and suppress societal uprisings. Many governments use this tactic when there is a lot of civil unrest.

Civil and political human rights violations are not always linked to specific conflicts and can happen at any time. Millions of men, women, and children are forced into labor and se*ual exploitation as a result of human trafficking, which is currently one of the world's most serious problems. Discrimination based on religion is also common in many parts of the world. These violations frequently occur as a result of the state's failure to provide adequate protection for vulnerable groups.

Economic, social, and cultural rights

The right to work, the right to education, and the right to physical and mental health are all examples of economic, social, and cultural rights. If a state or another person breaks a person's rights in the same way that they break other people's rights, that person can be punished. The Office of the High Commissioner for Human Rights of the United Nations provides a few examples of how these rights can be violated. They are as follows:

I hope this helps you

A/Change Active voice to Passive voice, and vice versa. 1. Lovely songs are sung by Sasha

Answer: Sasha sings lovely songs.

PLS HELP ILL GIVE BRAINLIEST Suppose the poem “The Toaster” had no title. Find two examples of text-based evidence that would help a reader figure out what this dragon really is.

Answer:The poem quotes "jaws flaming red"meaning the inside bars is heating up.Then quotes "I hand him fat slices and then one by one" "flat slices" referring to slices of bread.Then says "He hands them back when he sees they are done" saying the time in the toaster is up.

Which sentence incorrectly uses an apostrophe to show possession? He sat under the bough’ s of a spreading oak tree. First she called her restaurant “Silly Sundaes”; the she changed the name to “Sherry’s snacks,” The bicycle is Amy’s birthday present.

Answer: He sat under the bough’ s of a spreading oak tree.

Explanation: Boughs is not being a possessive article here. We would only use an apostrophe if we were saying the tree's boughs.

in "i look into my glass," what dose the speaker in the poem wish for?

A. his heart and spirit to wither like hos body.

Lmk if its correct <3

• Original article
• Open access
• Published: 08 July 2024

Can you spot the bot? Identifying AI-generated writing in college essays

• Tal Waltzer   ORCID: orcid.org/0000-0003-4464-0336 1 ,
• Celeste Pilegard 1 &
• Gail D. Heyman 1  

International Journal for Educational Integrity volume  20 , Article number:  11 ( 2024 ) Cite this article

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The release of ChatGPT in 2022 has generated extensive speculation about how Artificial Intelligence (AI) will impact the capacity of institutions for higher learning to achieve their central missions of promoting learning and certifying knowledge. Our main questions were whether people could identify AI-generated text and whether factors such as expertise or confidence would predict this ability. The present research provides empirical data to inform these speculations through an assessment given to a convenience sample of 140 college instructors and 145 college students (Study 1) as well as to ChatGPT itself (Study 2). The assessment was administered in an online survey and included an AI Identification Test which presented pairs of essays: In each case, one was written by a college student during an in-class exam and the other was generated by ChatGPT. Analyses with binomial tests and linear modeling suggested that the AI Identification Test was challenging: On average, instructors were able to guess which one was written by ChatGPT only 70% of the time (compared to 60% for students and 63% for ChatGPT). Neither experience with ChatGPT nor content expertise improved performance. Even people who were confident in their abilities struggled with the test. ChatGPT responses reflected much more confidence than human participants despite performing just as poorly. ChatGPT responses on an AI Attitude Assessment measure were similar to those reported by instructors and students except that ChatGPT rated several AI uses more favorably and indicated substantially more optimism about the positive educational benefits of AI. The findings highlight challenges for scholars and practitioners to consider as they navigate the integration of AI in education.

Introduction

Artificial intelligence (AI) is becoming ubiquitous in daily life. It has the potential to help solve many of society’s most complex and important problems, such as improving the detection, diagnosis, and treatment of chronic disease (Jiang et al. 2017 ), and informing public policy regarding climate change (Biswas 2023 ). However, AI also comes with potential pitfalls, such as threatening widely-held values like fairness and the right to privacy (Borenstein and Howard 2021 ; Weidinger et al. 2021 ; Zhuo et al. 2023 ). Although the specific ways in which the promises and pitfalls of AI will play out remain to be seen, it is clear that AI will change human societies in significant ways.

In late November of 2022, the generative large-language model ChatGPT (GPT-3, Brown et al. 2020 ) was released to the public. It soon became clear that talk about the consequences of AI was much more than futuristic speculation, and that we are now watching its consequences unfold before our eyes in real time. This is not only because the technology is now easily accessible to the general public, but also because of its advanced capacities, including a sophisticated ability to use context to generate appropriate responses to a wide range of prompts (Devlin et al. 2018 ; Gilson et al. 2022 ; Susnjak 2022 ; Vaswani et al. 2017 ).

How AI-generated content poses challenges for educational assessment

Since AI technologies like ChatGPT can flexibly produce human-like content, this raises the possibility that students may use the technology to complete their academic work for them, and that instructors may not be able to tell when their students turn in such AI-assisted work. This possibility has led some people to argue that we may be seeing the end of essay assignments in education (Mitchell 2022 ; Stokel-Walker 2022 ). Even some advocates of AI in the classroom have expressed concerns about its potential for undermining academic integrity (Cotton et al. 2023 ; Eke 2023 ). For example, as Kasneci et al. ( 2023 ) noted, the technology might “amplify laziness and counteract the learners’ interest to conduct their own investigations and come to their own conclusions or solutions” (p. 5). In response to these concerns, some educational institutions have already tried to ban ChatGPT (Johnson, 2023; Rosenzweig-Ziff 2023 ; Schulten, 2023).

These discussions are founded on extensive scholarship on academic integrity, which is fundamental to ethics in higher education (Bertram Gallant 2011 ; Bretag 2016 ; Rettinger and Bertram Gallant 2022 ). Challenges to academic integrity are not new: Students have long found and used tools to circumvent the work their teachers assign to them, and research on these behaviors spans nearly a century (Cizek 1999 ; Hartshorne and May 1928 ; McCabe et al. 2012 ). One recent example is contract cheating, where students pay other people to do their schoolwork for them, such as writing an essay (Bretag et al. 2019 ; Curtis and Clare 2017 ). While very few students (less than 5% by most estimates) tend to use contract cheating, AI has the potential to make cheating more accessible and affordable and it raises many new questions about the relationship between technology, academic integrity, and ethics in education (Cotton et al. 2023 ; Eke 2023 ; Susnjak 2022 ).

To date, there is very little empirical evidence to inform debates about the likely impact of ChatGPT on education or to inform what best practices might look like regarding use of the technology (Dwivedi et al. 2023 ; Lo 2023 ). The primary goal of the present research is to provide such evidence with reference to college-essay writing. One critical question is whether college students can pass off work generated by ChatGPT as their own. If so, large numbers of students may simply paste in ChatGPT responses to essays they are asked to write without the kind of active engagement with the material that leads to deep learning (Chi and Wylie 2014 ). This problem is likely to be exacerbated when students brag about doing this and earning high scores, which can encourage other students to follow suit. Indeed, this kind of bragging motivated the present work (when the last author learned about a college student bragging about using ChatGPT to write all of her final papers in her college classes and getting A’s on all of them).

In support of the possibility that instructors may have trouble identifying ChatGPT-generated test, some previous research suggests that ChatGPT is capable of successfully generating college- or graduate-school level writing. Yeadon et al. ( 2023 ) used AI to generate responses to essays based on a set of prompts used in a physics module that was in current use and asked graders to evaluate the responses. An example prompt they used was: “How did natural philosophers’ understanding of electricity change during the 18th and 19th centuries?” The researchers found that the AI-generated responses earned scores comparable to most students taking the module and concluded that current AI large-language models pose “a significant threat to the fidelity of short-form essays as an assessment method in Physics courses.” Terwiesch ( 2023 ) found that ChatGPT scored at a B or B- level on the final exam of Operations Management in an MBA program, and Katz et al. ( 2023 ) found that ChatGPT has the necessary legal knowledge, reading comprehension, and writing ability to pass the Bar exam in nearly all jurisdictions in the United States. This evidence makes it very clear that ChatGPT can generate well-written content in response to a wide range of prompts.

Distinguishing AI-generated from human-generated work

What is still not clear is how good instructors are at distinguishing between ChatGPT-generated writing and writing generated by students at the college level given that it is at least possible that ChatGPT-generated writing could be both high quality and be distinctly different than anything people generally write (e.g., because ChatGPT-generated writing has particular features). To our knowledge, this question has not yet been addressed, but a few prior studies have examined related questions. In the first such study, Gunser et al. ( 2021 ) used writing generated by a ChatGPT predecessor, GPT-2 (see Radford et al. 2019 ). They tested nine participants with a professional background in literature. These participants both generated content (i.e., wrote continuations after receiving the first few lines of unfamiliar poems or stories), and determined how other writing was generated. Gunser et al. ( 2021 ) found that misclassifications were relatively common. For example, in 18% of cases participants judged AI-assisted writing to be human-generated. This suggests that even AI technology that is substantially less advanced than ChatGPT is capable of generating writing that is hard to distinguish from human writing.

Köbis and Mossink ( 2021 ) also examined participants’ ability to distinguish between poetry written by GPT-2 and humans. Their participants were given pairs of poems. They were told that one poem in each pair was written by a human and the other was written by GPT-2, and they were asked to determine which was which. In one of their studies, the human-written poems were written by professional poets. The researchers generated multiple poems in response to prompts, and they found that when the comparison GPT-2 poems were ones they selected as the best among the set generated by the AI, participants could not distinguish between the GPT-2 and human writing. However, when researchers randomly selected poems generated by GPT-2, participants were better than chance at detecting which ones were generated by the AI.

In a third relevant study, Waltzer et al. ( 2023a ) tested high school teachers and students. All participants were presented with pairs of English essays, such as one on why literature matters. In each case one essay was written by a high school student and the other was generated by ChatGPT, and participants were asked which essay in each pair had been generated by ChatGPT. Waltzer et al. ( 2023a ) found that teachers only got it right 70% of the time, and that students’ performance was even worse (62%). They also found that well-written essays were harder to distinguish from those generated by ChatGPT than poorly written ones. However, it is unclear the extent to which these findings are specific to the high school context. It should also be noted that there were no clear right or wrong answers in the types of essays used in Waltzer et al. ( 2023a ), so the results may not generalize to essays that ask for factual information based on specific class content.

AI detection skills, attitudes, and perceptions

If college instructors find it challenging to distinguish between writing generated by ChatGPT and college students, it raises the question of what factors might be correlated with the ability to perform this discrimination. One possible correlate is experience with ChatGPT, which may allow people to recognize patterns in the writing style it generates, such as a tendency to formally summarize previous content. Content-relevant knowledge is another possible predictor. Individuals with such knowledge will presumably be better at spotting errors in answers, and it is plausible that instructors know that AI tools are likely to get content of introductory-level college courses correct and assume that essays that contain errors are written by students.

Another possible predictor is confidence about one’s ability to discriminate on the task or on particular items of the task (Erickson and Heit 2015 ; Fischer & Budesco, 2005 ; Wixted and Wells 2017 ). In other words, are AI discriminations made with a high degree of confidence more likely to be accurate than low-confidence discriminations? In some cases, confidence judgments are a good predictor of accuracy, such as on many perceptual decision tasks (e.g., detecting contrast between light and dark bars, Fleming et al. 2010 ). However, in other cases correlations between confidence and accuracy are small or non-existent, such as on some deductive reasoning tasks (e.g., Shynkaruk and Thompson 2006 ). Links to confidence can also depend on how confidence is measured: Gigerenzer et al. ( 1991 ) found overconfidence on individual items, but good calibration when participants were asked how many items they got right after seeing many items.

In addition to the importance of gathering empirical data on the extent to which instructors can distinguish ChatGPT from college student writing, it is important to examine how college instructors and students perceive AI in education given that such attitudes may affect behavior (Al Darayseh 2023 ; Chocarro et al. 2023 ; Joo et al. 2018 ; Tlili et al. 2023 ). For example, instructors may only try to develop precautions to prevent AI cheating if they view this as a significant concern. Similarly, students’ confusion about what counts as cheating can play an important role in their cheating decisions (Waltzer and Dahl 2023 ; Waltzer et al. 2023b ).

The present research

In the present research we developed an assessment that we gave to college instructors and students (Study 1) and ChatGPT itself (Study 2). The central feature of the assessment was an AI Identification Test , which included 6 pairs of essays. In each case (as was indicated in the instructions), one essay in each pair was generated by ChatGPT and the other was written by college students. The task was to determine which essay was written by the chatbot. The essay pairs were drawn from larger pools of essays of each type.

The student essays were written by students as part of a graded exam in a psychology class, and the ChatGPT essays were generated in response to the same essay prompts. Of interest was overall performance and to assess potential correlates of performance. Performance of college instructors was of particular interest because they are the ones typically responsible for grading, but performance of students and ChatGPT were also of interest for comparison. ChatGPT was also of interest given anecdotal evidence that college instructors are asking ChatGPT to tell them whether pieces of work were AI-generated. For example, the academic integrity office at one major university sent out an announcement asking instructors not to report students for cheating if their evidence was solely based on using ChatGPT to detect AI-generated writing (UCSD Academic Integrity Office, 2023 ).

We also administered an AI Attitude Assessment (Waltzer et al. 2023a ), which included questions about overall levels of optimism and pessimism about the use of AI in education, and the appropriateness of specific uses of AI in academic settings, such as a student submitting an edited version of a ChatGPT-generated essay for a writing assignment.

Study 1: College instructors and students

Participants were given an online assessment that included an AI Identification Test , an AI Attitude Assessment , and some demographic questions. The AI Identification Test was developed for the present research, as described below (see Materials and Procedure). The test involved presenting six pairs of essays, with the instructions to try to identify which one was written by ChatGPT in each case. Participants also rated their confidence before the task and after responding to each item, and reported how many they thought they got right at the end. The AI Attitude Assessment was drawn from Waltzer et al. ( 2023a ) to assess participants’ views of the use of AI in education.

Participants

For the testing phase of the project, we recruited 140 instructors who had taught or worked as a teaching assistant for classes at the college level (69 of them taught psychology and 63 taught other subjects such as philosophy, computer science, and history). We recruited instructors through personal connections and snowball sampling. Most of the instructors were women (59%), white (60%), and native English speakers (67%), and most of them taught at colleges in the United States (91%). We also recruited 145 undergraduate students ( M age = 20.90 years, 80% women, 52% Asian, 63% native English speakers) from a subject recruitment system in the psychology department at a large research university in the United States. All data collection took place between 3/15/2023 and 4/15/2023 and followed our pre-registration plan ( https://aspredicted.org/mk3a2.pdf ).

Materials and procedure

Developing the ai identification test.

To create the stimuli for the AI Identification Test, we first generated two prompts for the essays (Table  1 ). We chose these prompts in collaboration with an instructor to reflect real student assignments for a college psychology class.

Fifty undergraduate students hand-wrote both essays as part of a proctored exam in their psychology class on 1/30/2023. Research assistants transcribed the essays and removed essays from the pool that were not written in third-person or did not include the correct number of sentences. Three additional essays were excluded for being illegible, and another one was excluded for mentioning a specific location on campus. This led to 15 exclusions for the Phonemic Awareness prompt and 25 exclusions for the Studying Advice prompt. After applying these exclusions, we randomly selected 25 essays for each prompt to generate the 6 pairs given to each participant. To prepare the texts for use as stimuli, research assistants then used a word processor to correct obvious errors that could be corrected without major rewriting (e.g., punctuation, spelling, and capitalization).

All student essays were graded according to the class rubric on a scale from 0 to 10 by two individuals on the teaching team of the class: the course’s primary instructor and a graduate student teaching assistant. Grades were averaged together to create one combined grade for each essay (mean: 7.93, SD: 2.29, range: 2–10). Two of the authors also scored the student essays for writing quality on a scale from 0 to 100, including clarity, conciseness, and coherence (combined score mean: 82.83, SD : 7.53, range: 65–98). Materials for the study, including detailed scoring rubrics, are available at https://osf.io/2c54a/ .

The ChatGPT stimuli were prepared by entering the same prompts into ChatGPT ( https://chat.openai.com/ ) between 1/23/2023 and 1/25/2023, and re-generating the responses until there were 25 different essays for each prompt.

Testing Phase

In the participant testing phase, college instructors and students took the assessment, which lasted approximately 10 min. All participants began by indicating the name of their school and whether they were an instructor or a student, how familiar they were with ChatGPT (“Please rate how much experience you have with using ChatGPT”), and how confident they were that they would be able to distinguish between writing generated by ChatGPT and by college students. Then they were told they would get to see how well they score at the end, and they began the AI Identification Test.

The AI Identification Test consisted of six pairs of essays: three Phonemic Awareness pairs, and three Studying Advice pairs, in counterbalanced order. Each pair included one text generated by ChatGPT and one text generated by a college student, both drawn randomly from their respective pools of 25 possible essays. No essays were repeated for the same participant. Figure  1 illustrates what a text pair looked like in the survey.

Example pair of essays for the Phonemic Awareness prompt. Top: student essay. Bottom: ChatGPT essay

For each pair, participants selected the essay they thought was generated by ChatGPT and indicated how confident they were about their choice (slider from 0 = “not at all confident” to 100 = “extremely confident”). After all six pairs, participants estimated how well they did (“How many of the text pairs do you think you answered correctly?”).

After completing the AI Identification task, participants completed the AI Attitude Assessment concerning their views of ChatGPT in educational contexts (see Waltzer et al. 2023a ). On this assessment, participants first estimated what percent of college students in the United States would ask ChatGPT to write an essay for them and submit it. Next, they rated their concerns (“How concerned are you about ChatGPT having negative effects on education?”) and optimism (“How optimistic are you about ChatGPT having positive benefits for education?”) about the technology on a scale from 0 (“not at all”) to 100 (“extremely”). On the final part of the AI Attitude Assessment, they evaluated five different possible uses of ChatGPT in education (such as submitting an essay after asking ChatGPT to improve the vocabulary) on a scale from − 10 (“really bad”) to + 10 (“really good”).

Participants also rated the extent to which they already knew the subject matter (i.e., cognitive psychology and the science of learning), and were given optional open-ended text boxes to share any experiences from their classes or suggestions for instructors related to the use of ChatGPT, or to comment on any of the questions in the Attitude Assessment. Instructors were also asked whether they had ever taught a psychology class and to describe their teaching experience. At the end, all participants reported demographic information (e.g., age, gender). All prompts are available in the online supplementary materials ( https://osf.io/2c54a/ ).

Data Analysis

We descriptively summarized variables of interest (e.g., overall accuracy on the Identification Test). We used inferential tests to predict Identification Test accuracy from group (instructor or student), confidence, subject expertise, and familiarity with ChatGPT. We also predicted responses to the AI Attitude Assessment as a function of group (instructor or student). All data analysis was done using R Statistical Software (v4.3.2; R Core Team 2021 ).

Key hypotheses were tested using Welch’s two-sample t-tests for group comparisons, linear regression models with F-tests for other predictors of accuracy, and Generalized Linear Mixed Models (GLMMs, Hox 2010 ) with likelihood ratio tests for within-subjects trial-by-trial analyses. GLMMs used random intercepts for participants and predicted trial performance (correct or incorrect) using trial confidence and essay quality as fixed effects.

Overall performance on AI identification test

Instructors correctly identified which essay was written by the chatbot 70% of the time, which was above chance (chance: 50%, binomial test: p  < .001, 95% CI: [66%, 73%]). Students also performed above chance, with an average score of 60% (binomial test: p  < .001, 95% CI: [57%, 64%]). Instructors performed significantly better than students (Welch’s two-sample t -test: t [283] = 3.30, p  = .001).

Familiarity With subject matter

Participants rated how much previous knowledge they had in the essay subject matter (i.e., cognitive psychology and the science of learning). Linear regression models with F- tests indicated that familiarity with the subject did not predict instructors’ or students’ accuracy, F s(1) < 0.49, p s > .486. Psychology instructors did not perform any better than non-psychology instructors, t (130) = 0.18, p  = .860.

Familiarity with ChatGPT

Nearly all participants (94%) said they had heard of ChatGPT before taking the survey, and most instructors (62%) and about half of students (50%) said they had used ChatGPT before. For both groups, participants who used ChatGPT did not perform any better than those who never used it before, F s(1) < 0.77, p s > .383. Instructors’ and students’ experience with ChatGPT (from 0 = not at all experienced to 100 = extremely experienced) also did not predict their performance, F s(1) < 0.77, p s > .383.

Confidence and estimated score

Before they began the Identification Test, both instructors and students expressed low confidence in their abilities to identify the chatbot ( M  = 34.60 on a scale from 0 = not at all confident to 100 = extremely confident). Their confidence was significantly below the midpoint of the scale (midpoint: 50), one-sample t -test: t (282) = 11.46, p  < .001, 95% CI: [31.95, 37.24]. Confidence ratings that were done before the AI Identification test did not predict performance for either group, Pearson’s r s < .12, p s > .171.

Right after they completed the Identification Test, participants guessed how many text pairs they got right. Both instructors and students significantly underestimated their performance by about 15%, 95% CI: [11%, 18%], t (279) = -8.42, p  < .001. Instructors’ estimated scores were positively correlated with their actual scores, Pearson’s r  = .20, t (135) = 2.42, p  = .017. Students’ estimated scores were not related to their actual scores, r  = .03, p  = .731.

Trial-by-trial performance on AI identification test

Participants’ confidence ratings on individual trials were counted as high if they fell above the midpoint (> 50 on a scale from 0 = not at all confident to 100 = extremely confident). For these within-subjects trial-by-trial analyses, we used Generalized Linear Mixed Models (GLMMs, Hox 2010 ) with random intercepts for participants and likelihood ratio tests (difference score reported as D ). Both instructors and students performed better on trials in which they expressed high confidence (instructors: 73%, students: 63%) compared to low confidence (instructors: 65%, students: 56%), D s(1) > 4.59, p s < .032.

Student essay quality

We used two measures to capture the quality of each student-written essay: its assigned grade from 0 to 10 based on the class rubric, and its writing quality score from 0 to 100. Assigned grade was weakly related to instructors’ accuracy, but not to students’ accuracy. The text pairs that instructors got right tended to include student essays that earned slightly lower grades ( M  = 7.89, SD  = 2.22) compared to those they got wrong ( M  = 8.17, SD  = 2.16), D (1) = 3.86, p  = .050. There was no difference for students, D (1) = 2.84, p  = .092. Writing quality score did not differ significantly between correct and incorrect trials for either group, D (1) = 2.12, p  = .146.

AI attitude assessment

Concerns and hopes about chatgpt.

Both instructors and students expressed intermediate levels of concern and optimism. Specifically, on a scale from 0 (“not at all”) to 100 (“extremely”), participants expressed intermediate concern about ChatGPT having negative effects on education ( M instructors = 59.82, M students = 55.97) and intermediate optimism about it having positive benefits ( M instructors = 49.86, M students = 54.08). Attitudes did not differ between instructors and students, t s < 1.43, p s > .154. Participants estimated that just over half of college students (instructors: 57%, students: 54%) would use ChatGPT to write an essay for them and submit it. These estimates also did not differ by group, t (278) = 0.90, p  = .370.

Evaluations of ChatGPT uses

Participants evaluated five different uses of ChatGPT in educational settings on a scale from − 10 (“really bad”) to + 10 (“really good”). Both instructors and students rated it very bad for someone to ask ChatGPT to write an essay for them and submit the direct output, but instructors rated it significantly more negatively (instructors: -8.95, students: -7.74), t (280) = 3.59, p  < .001. Attitudes did not differ between groups for any of the other scenarios (Table  2 ), t s < 1.31, p s > .130.

Exploratory analysis of demographic factors

We also conducted exploratory analyses looking at ChatGPT use and attitudes among different demographic groups (gender, race, and native English speakers). We combined instructors and students because their responses to the Attitude Assessment did not differ. In these exploratory analyses, we found that participants who were not native English speakers were more likely to report using ChatGPT and to view it more positively. Specifically, 69% of non-native English speakers had used ChatGPT before, versus 48% of native English speakers, D (1) = 12.00, p  < .001. Regardless of native language, the more experience someone had with ChatGPT, the more optimism they reported, F (1) = 18.71, p  < .001, r  = .37). Non-native speakers rated the scenario where a student writes an essay and asks ChatGPT to improve its vocabulary slightly positively (1.19) whereas native English speakers rated it slightly negatively (-1.43), F (1) = 11.00, p  = .001. Asian participants expressed higher optimism ( M  = 59.14) than non-Asian participants ( M  = 47.29), F (1) = 10.05, p  = .002. We found no other demographic differences.

Study 2: ChatGPT

Study 1 provided data on college instructors’ and students’ ability to recognize ChatGPT-generated writing and about their views of the technology. In Study 2, of primary interest was whether ChatGPT itself might perform better at identifying ChatGPT-generated writing. Indeed, the authors have heard discussions of this as a possible solution to recognize AI-generated writing. We addressed this question by repeatedly asking ChatGPT to act as a participant in the AI Identification Task. While doing so, we administered the rest of the assessment given to participants in Study 1. This included our AI Attitude Assessment, which allowed us to examine the extent to which ChatGPT produced attitude responses that were similar to those of the participants in Study 1.

Participants, materials, and procedures

There were no human participants for Study 2. We collected 40 survey responses from ChatGPT, each run in a separate session on the platform ( https://chat.openai.com/ ) between 5/4/2023 and 5/15/2023.

Two research assistants were trained on how to run the survey in the ChatGPT online interface. All prompts from the Study 1 survey were used, with minor modifications to suit the chat format. For example, slider questions were explained in the prompt, so instead of “How confident are you about this answer?” the prompt was “How confident are you about this answer from 0 (not at all confident) to 100 (extremely confident)?”. In pilot testing, we found that ChatGPT sometimes failed to answer the question (e.g., by not providing a number), so we prepared a second prompt for every question that the researcher used whenever the first prompt was not answered (e.g., “Please answer the above question with one number between 0 to 100.”). If ChatGPT still failed on the second prompt, the researcher marked it as a non-response and moved on to the next question in the survey.

Data analysis

Like Study 1, all analyses were done in R Statistical Software (R Core Team 2021 ). Key analyses first used linear regression models and F -tests to compare all three groups (instructors, students, ChatGPT). When these omnibus tests were significant, we followed up with post-hoc pairwise comparisons using Tukey’s method.

AI identification test

Overall accuracy.

ChatGPT generated correct responses on 63% of trials in the AI Identification Test, which was significantly above chance, binomial test p  < .001, 95% CI: [57%, 69%]. Pairwise comparisons found that this performance by ChatGPT was not any different from that of instructors or students, t s(322) < 1.50, p s > .292.

Confidence and estimated performance

Unlike the human participants, ChatGPT produced responses with very high confidence before the task generally ( m  = 71.38, median  = 70) and during individual trials specifically ( m  = 89.82, median  = 95). General confidence ratings before the test were significantly higher from ChatGPT than from the humans (instructors: 34.35, students: 34.83), t s(320) > 9.47, p s < .001. But, as with the human participants, this confidence did not predict performance on the subsequent Identification task, F (1) = 0.94, p  = .339. And like the human participants, ChatGPT’s reported confidence on individual trials did predict performance: ChatGPT produced higher confidence ratings on correct trials ( m  = 91.38) than incorrect trials ( m  = 87.33), D (1) = 8.74, p  = .003.

ChatGPT also produced responses indicating high confidence after the task, typically estimating that it got all six text pairs right ( M  = 91%, median  = 100%). It overestimated performance by about 28%, and a paired t -test confirmed that ChatGPT’s estimated performance was significantly higher than its actual performance, t (36) = 9.66, p  < .001. As inflated as it was, estimated performance still had a small positive correlation with actual performance, Pearson’s r  = .35, t (35) = 2.21, p  = .034.

Essay quality

The quality of the student essays as indexed by their grade and writing quality score did not significantly predict performance, D s < 1.97, p s > .161.

AI attitude Assessment

Concerns and hopes.

ChatGPT usually failed to answer the question, “How concerned are you about ChatGPT having negative effects on education?” from 0 (not at all concerned) to 100 (extremely concerned). Across the 40% of cases where ChatGPT successfully produced an answer, the average concern rating was 64.38, which did not differ significantly from instructors’ or students’ responses, F (2, 294) = 1.20, p  = .304. ChatGPT produced answers much more often for the question, “How optimistic are you about ChatGPT having positive benefits for education?”, answering 88% of the time. The average optimism rating produced by ChatGPT was 73.24, which was significantly higher than that of instructors (49.86) and students (54.08), t s > 4.33, p s < .001. ChatGPT only answered 55% of the time for the question about how many students would use ChatGPT to write an essay for them and submit it, typically generating explanations about its inability to predict human behavior and the fact that it does not condone cheating when it did not give an estimate. When it did provide an estimate ( m  = 10%), it was vastly lower than that of instructors (57%) and students (54%), t s > 7.84, p s < .001.

Evaluation of ChatGPT uses

ChatGPT produced ratings of the ChatGPT use scenarios that on average were rank-ordered the same as the human ratings, with direct copying rated the most negatively and generating practice problems rated the most positively (see Fig.  2 ).

Average ratings of ChatGPT uses, from − 10 = really bad to + 10 = really good. Human responses included for comparison (instructors in dark gray and students in light gray bars)

Compared to humans’ ratings, ratings produced by ChatGPT were significantly more positive in most scenarios, t s > 3.09, p s < .006, with two exceptions. There was no significant difference between groups in the “format” scenario (using ChatGPT to format an essay in another style such as APA), F (2,318) = 2.46, p  = .087. And for the “direct” scenario, ChatGPT tended to rate direct copying more negatively than students ( t [319] = 4.08, p  < .001) but not instructors (t[319] = 1.57, p  = .261), perhaps because ratings from ChatGPT and instructors were already so close to the most negative possible rating.

In 1950, Alan Turing said he hoped that one day machines would be able to compete with people in all intellectual fields (Turing 1950 ; see Köbis and Mossink 2021 ). Today, by many measures, the large-language model, ChatGPT, appears to be getting close to achieving this end. In doing so, it is raising questions about the impact this AI and its successors will have on individuals and the institutions that shape the societies in which we live. One important set of questions revolves around its use in higher education, which is the focus of the present research.

Empirical contributions

Detecting ai-generated text.

Our central research question focused on whether instructors can identify ChatGPT-generated writing, since an inability to do so could threaten the ability of institutions of higher learning to promote learning and assess competence. To address this question, we developed an AI Identification Test in which the goal was to try to distinguish between psychology essays written by college students on exams versus essays generated by ChatGPT in response to the same prompts. We found that although college instructors performed substantially better than chance, they still found the assessment to be challenging, scoring an average of only 70%. This relatively poor performance suggests that college instructors have substantial difficulty detecting ChatGPT-generated writing. Interestingly, this performance by the college instructors was the same average performance as Waltzer et al. ( 2023a ) observed among high school instructors (70%) on a similar test involving English literature essays, suggesting the results are generalizable across the student populations and essay types. We also gave the assessment to college students (Study 1) and to ChatGPT (Study 2) for comparison. On average, students (60%) and ChatGPT (63%) performed even worse than instructors, although the difference only reached statistical significance when comparing students and instructors.

We found that instructors and students who went into the study believing they would be very good at distinguishing between essays written by college students versus essays generated by ChatGPT were in fact no better at doing so than participants who lacked such confidence. However, we did find that item-level confidence did predict performance: when participants rated their confidence after each specific pair (i.e., “How confident are you about this answer?”), they did perform significantly better on items they reported higher confidence on. These same patterns were observed when analyzing the confidence ratings from ChatGPT, though ChatGPT produced much higher confidence ratings than instructors or students, reporting overconfidence while instructors and students reported underconfidence.

Attitudes toward AI in education

Instructors and students both thought it was very bad for students to turn in an assignment generated by ChatGPT as their own, and these ratings were especially negative for instructors. Overall, instructors and students looked similar to one another in their evaluations of other uses of ChatGPT in education. For example, both rated submitting an edited version of a ChatGPT-generated essay in a class as bad, but less bad than submitting an unedited version. Interestingly, the rank orderings in evaluations of ChatGPT uses were the same when the responses were generated by ChatGPT as when they were generated by instructors or students. However, ChatGPT produced more favorable ratings of several uses compared to instructors and students (e.g., using the AI tool to enhance the vocabulary in an essay). Overall, both instructors and students reported being about as optimistic as they were concerned about AI in education. Interestingly, ChatGPT produced responses indicative of much more optimism than both human groups of participants.

Many instructors commented on the challenges ChatGPT poses for educators. One noted that “… ChatGPT makes it harder for us to rely on homework assignments to help students to learn. It will also likely be much harder to rely on grading to signal how likely it is for a student to be good at a skill or how creative they are.” Some suggested possible solutions such as coupling writing with oral exams. Others suggested that they would appreciate guidance. For example, one said, “I have told students not to use it, but I feel like I should not be like that. I think some of my reluctance to allow usage comes from not having good guidelines.”

And like the instructors, some students also suggested that they want guidance, such as knowing whether using ChatGPT to convert a document to MLA format would count as a violation of academic integrity. They also highlighted many of the same problems as instructors and noted beneficial ways students are finding to use it. One student noted that, “I think ChatGPT definitely has the potential to be abused in an educational setting, but I think at its core it can be a very useful tool for students. For example, I’ve heard of one student giving ChatGPT a rubric for an assignment and asking it to grade their own essay based on the rubric in order to improve their writing on their own.”

Theoretical contributions and practical implications

Our findings underscore the fact that AI chatbots have the potential to produce confident-sounding responses that are misleading (Chen et al. 2023 ; Goodwins 2022 ; Salvi et al. 2024 ). Interestingly, the underconfidence reported by instructors and students stands in contrast to some findings that people often expressed overconfidence in their abilities to detect AI (e.g., deepfake videos, Köbis et al. 2021 ). Although general confidence before the task did not predict performance, specific confidence on each item of the task did predict performance. Taken together, our findings are consistent with other work suggesting confidence effects are context-dependent and can differ depending on whether they are assessed at the item level or more generally (Gigerenzer et al. 1991 ).

The fact that college instructors have substantial difficulty differentiating between ChatGPT-generated writing and the writing of college students provides evidence that ChatGPT poses a significant threat to academic integrity. Ignoring this threat is also likely to undermine central aspects of the mission of higher education in ways that undermine the value of assessments and disincentivize the kinds of cognitive engagement that promote deep learning (Chi and Wylie 2014 ). We are skeptical of answers that point to the use of AI detection tools to address this issue given that they will always be imperfect and false accusations have potential to cause serious harm (Dalalah and Dalalah 2023 ; Fowler 2023 ; Svrluga, 2023 ). Rather, we think that the solution will have to involve developing and disseminating best practices regarding creating assessments and incentivizing cognitive engagement in ways that help students learn to use AI as problem-solving tools.

Limitations and future directions

Why instructors perform better than students at detecting AI-generated text is unclear. Although we did not find any effect of content-relevant expertise, it still may be the case that experience with evaluating student writing matters, and instructors presumably have more such experience. For example, one non-psychology instructor who got 100% of the pairs correct said, “Experience with grading lower division undergraduate papers indicates that students do not always fully answer the prompt, if the example text did not appear to meet all of the requirements of the prompt or did not provide sufficient information, I tended to assume an actual student wrote it.” To address this possibility, it will be important to compare adults who do have teaching experience with those who do not.

It is somewhat surprising that experience with ChatGPT did not affect the performance of instructors or students on the AI Identification Test. One contributing factor may be that people pick up on some false heuristics from reading the text it generates (see Jakesch et al. 2023 ). It is possible that giving people practice at distinguishing the different forms of writing with feedback could lead to better performance.

Why confidence was predictive of accuracy at the item level is still not clear. One possibility is that there are some specific and valid cues many people were using. One likely cue is grammar. We revised grammar errors in student essays that were picked up by a standard spell checker in which the corrections were obvious. However, we left ungrammatical writing that didn’t have obvious corrections (e.g., “That is being said, to be able to understand the concepts and materials being learned, and be able to produce comprehension.“). Many instructors noted that they used grammatical errors as cues that writing was generated by students. As one instructor remarked, “Undergraduates often have slight errors in grammar and tense or plurality agreement, and I have heard the chat bot works very well as an editor.” Similarly, another noted, “I looked for more complete, grammatical sentences. In my experience, Chat-GPT doesn’t use fragment sentences and is grammatically correct. Students are more likely to use incomplete sentences or have grammatical errors.” This raises methodological questions about what is the best comparison between AI and human writing. For example, it is unclear which grammatical mistakes should be corrected in student writing. Also of interest will be to examine the detectability of writing that is generated by AI and later edited by students, since many students will undoubtedly use AI in this way to complete their course assignments.

We also found that student-written essays that earned higher grades (based on the scoring rubric for their class exam) were harder for instructors to differentiate from ChatGPT writing. This does not appear to be a simple effect of writing quality given that a separate measure of writing quality that did not account for content accuracy was not predictive. According to the class instructor, the higher-scoring essays tended to include more specific details, and this might have been what made them less distinguishable. Relatedly, it may be that the higher-scoring essays were harder to distinguish because they appeared to be generated by more competent-sounding writers, and it was clear from instructor comments that they generally viewed ChatGPT as highly competent.

The results of the present research validate concerns that have been raised about college instructors having difficulty distinguishing writing generated by ChatGPT from the writing of their students, and document that this is also true when students try to detect writing generated by ChatGPT. The results indicate that this issue is particularly pronounced when instructors evaluate high-scoring student essays. The results also indicate that ChatGPT itself performs no better than instructors at detecting ChatGPT-generated writing even though ChatGPT-reported confidence is much higher. These findings highlight the importance of examining current teaching and assessment practices and the potential challenges AI chatbots pose for academic integrity and ethics in education (Cotton et al. 2023 ; Eke 2023 ; Susnjak 2022 ). Further, the results show that both instructors and students have a mixture of apprehension and optimism about the use of AI in education, and that many are looking for guidance about how to ethically use it in ways that promote learning. Taken together, our findings underscore some of the challenges that need to be carefully navigated in order to minimize the risks and maximize the benefits of AI in education.

Data availability

Supplementary materials, including data, analysis, and survey items, are available on the Open Science Framework: https://osf.io/2c54a/ .

Abbreviations

Artificial Intelligence

Confidence Interval

Generalized Linear Mixed Model

Generative Pre-trained Transformer

Standard Deviation

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Acknowledgements

We thank Daniel Chen and Riley L. Cox for assistance with study design, stimulus preparation, and pilot testing. We also thank Emma C. Miller for grading the essays and Brian J. Compton for comments on the manuscript.

This work was partly supported by a National Science Foundation Postdoctoral Fellowship for T. Waltzer (NSF SPRF-FR# 2104610).

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All authors collaborated in the conceptualization and design of the research. C. Pilegard facilitated recruitment and coding for real class assignments used in the study. T. Waltzer led data collection and analysis. G. Heyman and T. Waltzer wrote and revised the manuscript.

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Correspondence to Tal Waltzer .

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Waltzer, T., Pilegard, C. & Heyman, G.D. Can you spot the bot? Identifying AI-generated writing in college essays. Int J Educ Integr 20 , 11 (2024). https://doi.org/10.1007/s40979-024-00158-3

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Received : 16 February 2024

Accepted : 11 June 2024

Published : 08 July 2024

DOI : https://doi.org/10.1007/s40979-024-00158-3

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Human Subjects Office

Medical terms in lay language.

Please use these descriptions in place of medical jargon in consent documents, recruitment materials and other study documents. Note: These terms are not the only acceptable plain language alternatives for these vocabulary words.

This glossary of terms is derived from a list copyrighted by the University of Kentucky, Office of Research Integrity (1990).

For clinical research-specific definitions, see also the Clinical Research Glossary developed by the Multi-Regional Clinical Trials (MRCT) Center of Brigham and Women’s Hospital and Harvard  and the Clinical Data Interchange Standards Consortium (CDISC) .

Alternative Lay Language for Medical Terms for use in Informed Consent Documents

A   B   C   D   E   F   G   H   I  J  K   L   M   N   O   P   Q   R   S   T   U   V   W  X  Y  Z

ABDOMEN/ABDOMINAL body cavity below diaphragm that contains stomach, intestines, liver and other organs ABSORB take up fluids, take in ACIDOSIS condition when blood contains more acid than normal ACUITY clearness, keenness, esp. of vision and airways ACUTE new, recent, sudden, urgent ADENOPATHY swollen lymph nodes (glands) ADJUVANT helpful, assisting, aiding, supportive ADJUVANT TREATMENT added treatment (usually to a standard treatment) ANTIBIOTIC drug that kills bacteria and other germs ANTIMICROBIAL drug that kills bacteria and other germs ANTIRETROVIRAL drug that works against the growth of certain viruses ADVERSE EFFECT side effect, bad reaction, unwanted response ALLERGIC REACTION rash, hives, swelling, trouble breathing AMBULATE/AMBULATION/AMBULATORY walk, able to walk ANAPHYLAXIS serious, potentially life-threatening allergic reaction ANEMIA decreased red blood cells; low red cell blood count ANESTHETIC a drug or agent used to decrease the feeling of pain, or eliminate the feeling of pain by putting you to sleep ANGINA pain resulting from not enough blood flowing to the heart ANGINA PECTORIS pain resulting from not enough blood flowing to the heart ANOREXIA disorder in which person will not eat; lack of appetite ANTECUBITAL related to the inner side of the forearm ANTIBODY protein made in the body in response to foreign substance ANTICONVULSANT drug used to prevent seizures ANTILIPEMIC a drug that lowers fat levels in the blood ANTITUSSIVE a drug used to relieve coughing ARRHYTHMIA abnormal heartbeat; any change from the normal heartbeat ASPIRATION fluid entering the lungs, such as after vomiting ASSAY lab test ASSESS to learn about, measure, evaluate, look at ASTHMA lung disease associated with tightening of air passages, making breathing difficult ASYMPTOMATIC without symptoms AXILLA armpit

BENIGN not malignant, without serious consequences BID twice a day BINDING/BOUND carried by, to make stick together, transported BIOAVAILABILITY the extent to which a drug or other substance becomes available to the body BLOOD PROFILE series of blood tests BOLUS a large amount given all at once BONE MASS the amount of calcium and other minerals in a given amount of bone BRADYARRHYTHMIAS slow, irregular heartbeats BRADYCARDIA slow heartbeat BRONCHOSPASM breathing distress caused by narrowing of the airways

CARCINOGENIC cancer-causing CARCINOMA type of cancer CARDIAC related to the heart CARDIOVERSION return to normal heartbeat by electric shock CATHETER a tube for withdrawing or giving fluids CATHETER a tube placed near the spinal cord and used for anesthesia (indwelling epidural) during surgery CENTRAL NERVOUS SYSTEM (CNS) brain and spinal cord CEREBRAL TRAUMA damage to the brain CESSATION stopping CHD coronary heart disease CHEMOTHERAPY treatment of disease, usually cancer, by chemical agents CHRONIC continuing for a long time, ongoing CLINICAL pertaining to medical care CLINICAL TRIAL an experiment involving human subjects COMA unconscious state COMPLETE RESPONSE total disappearance of disease CONGENITAL present before birth CONJUNCTIVITIS redness and irritation of the thin membrane that covers the eye CONSOLIDATION PHASE treatment phase intended to make a remission permanent (follows induction phase) CONTROLLED TRIAL research study in which the experimental treatment or procedure is compared to a standard (control) treatment or procedure COOPERATIVE GROUP association of multiple institutions to perform clinical trials CORONARY related to the blood vessels that supply the heart, or to the heart itself CT SCAN (CAT) computerized series of x-rays (computerized tomography) CULTURE test for infection, or for organisms that could cause infection CUMULATIVE added together from the beginning CUTANEOUS relating to the skin CVA stroke (cerebrovascular accident)

DERMATOLOGIC pertaining to the skin DIASTOLIC lower number in a blood pressure reading DISTAL toward the end, away from the center of the body DIURETIC "water pill" or drug that causes increase in urination DOPPLER device using sound waves to diagnose or test DOUBLE BLIND study in which neither investigators nor subjects know what drug or treatment the subject is receiving DYSFUNCTION state of improper function DYSPLASIA abnormal cells

ECHOCARDIOGRAM sound wave test of the heart EDEMA excess fluid collecting in tissue EEG electric brain wave tracing (electroencephalogram) EFFICACY effectiveness ELECTROCARDIOGRAM electrical tracing of the heartbeat (ECG or EKG) ELECTROLYTE IMBALANCE an imbalance of minerals in the blood EMESIS vomiting EMPIRIC based on experience ENDOSCOPIC EXAMINATION viewing an  internal part of the body with a lighted tube  ENTERAL by way of the intestines EPIDURAL outside the spinal cord ERADICATE get rid of (such as disease) Page 2 of 7 EVALUATED, ASSESSED examined for a medical condition EXPEDITED REVIEW rapid review of a protocol by the IRB Chair without full committee approval, permitted with certain low-risk research studies EXTERNAL outside the body EXTRAVASATE to leak outside of a planned area, such as out of a blood vessel

FDA U.S. Food and Drug Administration, the branch of federal government that approves new drugs FIBROUS having many fibers, such as scar tissue FIBRILLATION irregular beat of the heart or other muscle

GENERAL ANESTHESIA pain prevention by giving drugs to cause loss of consciousness, as during surgery GESTATIONAL pertaining to pregnancy

HEMATOCRIT amount of red blood cells in the blood HEMATOMA a bruise, a black and blue mark HEMODYNAMIC MEASURING blood flow HEMOLYSIS breakdown in red blood cells HEPARIN LOCK needle placed in the arm with blood thinner to keep the blood from clotting HEPATOMA cancer or tumor of the liver HERITABLE DISEASE can be transmitted to one’s offspring, resulting in damage to future children HISTOPATHOLOGIC pertaining to the disease status of body tissues or cells HOLTER MONITOR a portable machine for recording heart beats HYPERCALCEMIA high blood calcium level HYPERKALEMIA high blood potassium level HYPERNATREMIA high blood sodium level HYPERTENSION high blood pressure HYPOCALCEMIA low blood calcium level HYPOKALEMIA low blood potassium level HYPONATREMIA low blood sodium level HYPOTENSION low blood pressure HYPOXEMIA a decrease of oxygen in the blood HYPOXIA a decrease of oxygen reaching body tissues HYSTERECTOMY surgical removal of the uterus, ovaries (female sex glands), or both uterus and ovaries

IATROGENIC caused by a physician or by treatment IDE investigational device exemption, the license to test an unapproved new medical device IDIOPATHIC of unknown cause IMMUNITY defense against, protection from IMMUNOGLOBIN a protein that makes antibodies IMMUNOSUPPRESSIVE drug which works against the body's immune (protective) response, often used in transplantation and diseases caused by immune system malfunction IMMUNOTHERAPY giving of drugs to help the body's immune (protective) system; usually used to destroy cancer cells IMPAIRED FUNCTION abnormal function IMPLANTED placed in the body IND investigational new drug, the license to test an unapproved new drug INDUCTION PHASE beginning phase or stage of a treatment INDURATION hardening INDWELLING remaining in a given location, such as a catheter INFARCT death of tissue due to lack of blood supply INFECTIOUS DISEASE transmitted from one person to the next INFLAMMATION swelling that is generally painful, red, and warm INFUSION slow injection of a substance into the body, usually into the blood by means of a catheter INGESTION eating; taking by mouth INTERFERON drug which acts against viruses; antiviral agent INTERMITTENT occurring (regularly or irregularly) between two time points; repeatedly stopping, then starting again INTERNAL within the body INTERIOR inside of the body INTRAMUSCULAR into the muscle; within the muscle INTRAPERITONEAL into the abdominal cavity INTRATHECAL into the spinal fluid INTRAVENOUS (IV) through the vein INTRAVESICAL in the bladder INTUBATE the placement of a tube into the airway INVASIVE PROCEDURE puncturing, opening, or cutting the skin INVESTIGATIONAL NEW DRUG (IND) a new drug that has not been approved by the FDA INVESTIGATIONAL METHOD a treatment method which has not been proven to be beneficial or has not been accepted as standard care ISCHEMIA decreased oxygen in a tissue (usually because of decreased blood flow)

LAPAROTOMY surgical procedure in which an incision is made in the abdominal wall to enable a doctor to look at the organs inside LESION wound or injury; a diseased patch of skin LETHARGY sleepiness, tiredness LEUKOPENIA low white blood cell count LIPID fat LIPID CONTENT fat content in the blood LIPID PROFILE (PANEL) fat and cholesterol levels in the blood LOCAL ANESTHESIA creation of insensitivity to pain in a small, local area of the body, usually by injection of numbing drugs LOCALIZED restricted to one area, limited to one area LUMEN the cavity of an organ or tube (e.g., blood vessel) LYMPHANGIOGRAPHY an x-ray of the lymph nodes or tissues after injecting dye into lymph vessels (e.g., in feet) LYMPHOCYTE a type of white blood cell important in immunity (protection) against infection LYMPHOMA a cancer of the lymph nodes (or tissues)

MALAISE a vague feeling of bodily discomfort, feeling badly MALFUNCTION condition in which something is not functioning properly MALIGNANCY cancer or other progressively enlarging and spreading tumor, usually fatal if not successfully treated MEDULLABLASTOMA a type of brain tumor MEGALOBLASTOSIS change in red blood cells METABOLIZE process of breaking down substances in the cells to obtain energy METASTASIS spread of cancer cells from one part of the body to another METRONIDAZOLE drug used to treat infections caused by parasites (invading organisms that take up living in the body) or other causes of anaerobic infection (not requiring oxygen to survive) MI myocardial infarction, heart attack MINIMAL slight MINIMIZE reduce as much as possible Page 4 of 7 MONITOR check on; keep track of; watch carefully MOBILITY ease of movement MORBIDITY undesired result or complication MORTALITY death MOTILITY the ability to move MRI magnetic resonance imaging, diagnostic pictures of the inside of the body, created using magnetic rather than x-ray energy MUCOSA, MUCOUS MEMBRANE moist lining of digestive, respiratory, reproductive, and urinary tracts MYALGIA muscle aches MYOCARDIAL pertaining to the heart muscle MYOCARDIAL INFARCTION heart attack

NASOGASTRIC TUBE placed in the nose, reaching to the stomach NCI the National Cancer Institute NECROSIS death of tissue NEOPLASIA/NEOPLASM tumor, may be benign or malignant NEUROBLASTOMA a cancer of nerve tissue NEUROLOGICAL pertaining to the nervous system NEUTROPENIA decrease in the main part of the white blood cells NIH the National Institutes of Health NONINVASIVE not breaking, cutting, or entering the skin NOSOCOMIAL acquired in the hospital

OCCLUSION closing; blockage; obstruction ONCOLOGY the study of tumors or cancer OPHTHALMIC pertaining to the eye OPTIMAL best, most favorable or desirable ORAL ADMINISTRATION by mouth ORTHOPEDIC pertaining to the bones OSTEOPETROSIS rare bone disorder characterized by dense bone OSTEOPOROSIS softening of the bones OVARIES female sex glands

PARENTERAL given by injection PATENCY condition of being open PATHOGENESIS development of a disease or unhealthy condition PERCUTANEOUS through the skin PERIPHERAL not central PER OS (PO) by mouth PHARMACOKINETICS the study of the way the body absorbs, distributes, and gets rid of a drug PHASE I first phase of study of a new drug in humans to determine action, safety, and proper dosing PHASE II second phase of study of a new drug in humans, intended to gather information about safety and effectiveness of the drug for certain uses PHASE III large-scale studies to confirm and expand information on safety and effectiveness of new drug for certain uses, and to study common side effects PHASE IV studies done after the drug is approved by the FDA, especially to compare it to standard care or to try it for new uses PHLEBITIS irritation or inflammation of the vein PLACEBO an inactive substance; a pill/liquid that contains no medicine PLACEBO EFFECT improvement seen with giving subjects a placebo, though it contains no active drug/treatment PLATELETS small particles in the blood that help with clotting POTENTIAL possible POTENTIATE increase or multiply the effect of a drug or toxin (poison) by giving another drug or toxin at the same time (sometimes an unintentional result) POTENTIATOR an agent that helps another agent work better PRENATAL before birth PROPHYLAXIS a drug given to prevent disease or infection PER OS (PO) by mouth PRN as needed PROGNOSIS outlook, probable outcomes PRONE lying on the stomach PROSPECTIVE STUDY following patients forward in time PROSTHESIS artificial part, most often limbs, such as arms or legs PROTOCOL plan of study PROXIMAL closer to the center of the body, away from the end PULMONARY pertaining to the lungs

QD every day; daily QID four times a day

RADIATION THERAPY x-ray or cobalt treatment RANDOM by chance (like the flip of a coin) RANDOMIZATION chance selection RBC red blood cell RECOMBINANT formation of new combinations of genes RECONSTITUTION putting back together the original parts or elements RECUR happen again REFRACTORY not responding to treatment REGENERATION re-growth of a structure or of lost tissue REGIMEN pattern of giving treatment RELAPSE the return of a disease REMISSION disappearance of evidence of cancer or other disease RENAL pertaining to the kidneys REPLICABLE possible to duplicate RESECT remove or cut out surgically RETROSPECTIVE STUDY looking back over past experience

SARCOMA a type of cancer SEDATIVE a drug to calm or make less anxious SEMINOMA a type of testicular cancer (found in the male sex glands) SEQUENTIALLY in a row, in order SOMNOLENCE sleepiness SPIROMETER an instrument to measure the amount of air taken into and exhaled from the lungs STAGING an evaluation of the extent of the disease STANDARD OF CARE a treatment plan that the majority of the medical community would accept as appropriate STENOSIS narrowing of a duct, tube, or one of the blood vessels in the heart STOMATITIS mouth sores, inflammation of the mouth STRATIFY arrange in groups for analysis of results (e.g., stratify by age, sex, etc.) STUPOR stunned state in which it is difficult to get a response or the attention of the subject SUBCLAVIAN under the collarbone SUBCUTANEOUS under the skin SUPINE lying on the back SUPPORTIVE CARE general medical care aimed at symptoms, not intended to improve or cure underlying disease SYMPTOMATIC having symptoms SYNDROME a condition characterized by a set of symptoms SYSTOLIC top number in blood pressure; pressure during active contraction of the heart

TERATOGENIC capable of causing malformations in a fetus (developing baby still inside the mother’s body) TESTES/TESTICLES male sex glands THROMBOSIS clotting THROMBUS blood clot TID three times a day TITRATION a method for deciding on the strength of a drug or solution; gradually increasing the dose T-LYMPHOCYTES type of white blood cells TOPICAL on the surface TOPICAL ANESTHETIC applied to a certain area of the skin and reducing pain only in the area to which applied TOXICITY side effects or undesirable effects of a drug or treatment TRANSDERMAL through the skin TRANSIENTLY temporarily TRAUMA injury; wound TREADMILL walking machine used to test heart function

UPTAKE absorbing and taking in of a substance by living tissue

VALVULOPLASTY plastic repair of a valve, especially a heart valve VARICES enlarged veins VASOSPASM narrowing of the blood vessels VECTOR a carrier that can transmit disease-causing microorganisms (germs and viruses) VENIPUNCTURE needle stick, blood draw, entering the skin with a needle VERTICAL TRANSMISSION spread of disease

WBC white blood cell