ABSTRACT
Select Response assessments, in which the teacher provides a set of potential responses and the students choose the best one, have always been popular in K-12 classrooms, and that popularity has only increased in some years. Standardized multiple choice assessments, online technologies with Select Response formats, and the like have made it both easier and more imperative to teach students how to answer Select Response items. In terms of providing formative assessment, a few well-written Select Response items allow teachers to provide rapid feedback to students. When teachers provide answers and students choose the best one, it can be hard to know whether the student actually knows the answer, is guessing, or something in the construction of the item gave the student an unintentional clue. Drawback of Select Response assessments is that, quite frankly, there are often limits to what these items can assess.
