The scenario at the beginning of this chapter stuck out to me because I have faced similar questions many times in my schooling career. It is nothing less than frustrating when a teacher uses a question like that and then expects you to be able to read his or her mind. The part of the chapter that I found myself connecting my content area to is the section about root words and how it isn’t just a quiz asking students to spit out the definitions of the root words, but to use their knowledge of each root to define various words. As someone who waited until five minutes before the roots quiz to quickly memorize each definition, I think I would have preferred something more along the line of what the book suggests because it would have required me to put more effort into it. There were also some good points about making sure that the test questions and prompts are valid and that you aren’t inundating students with too many questions of one type. These seem like obvious points for teachers to consider, but in my experience at least, they are often overlooked, which makes it difficult for students to take the test to the best of their ability when there are other factors at play.
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