This book contains the theory and practice for understanding essay-type assessment tools and developing assessment tools.
Student responses to essay-type questions should not only contain information that confirms the student's knowledge or skills, but also include information that allows the student to determine how and to what extent he or she understands.
Through essay-style questions, organizational skills, analytical skills, critical thinking, comprehensive skills, and creativity can be assessed. These abilities are closely related to competency education, which ultimately emphasizes critical and creative thinking, problem-solving, and communication skills.
First, this book covers how to state learning objectives and understand directive verbs.
In essay-type questions, both teachers and students need to understand the meaning of the demonstrative verbs.
When the instructional verb "analyze" is used with a student who does not know how to analyze well, it is difficult for the student to give an appropriate answer.


We suggest the meaning of the demonstrative verbs commonly used in essay-type questions and what thinking skills should be developed during class activities to provide appropriate answers to these demonstrative verbs.
Second, we discussed how to evaluate the numerous concepts and principles learned through school education using essay and descriptive questions.
We also covered approaches that can be used to assess critical thinking skills or problem-solving abilities using essay-style questions.
Third, we covered guidelines for developing essay-type questions and scoring criteria, scoring guidelines, and the reliability, validity, and fairness of scoring.
Lastly, we included examples of step-by-step essay-based assessment tools for various subjects to assist in the development of essay-based assessment tools.
This book will serve as a stepping stone for teachers seeking strategies and methods for assessing higher-order, complex thinking skills through essay and argumentative questions.