The change in content for the new 2016-2017 course redesign is not really that significant, but as you can see in the chart below, the assessment is a different story. I have written elsewhere about the importance of teaching and drilling the Historical Thinking Skills into students’ heads. It will be more incumbent upon teachers to do so after 2016. This is especially true in regard to students responding to source material such as maps, primary and secondary sources, graphs, art, and data charts. Tasks connected to a historial stimulus will constitute approximately seventy five percent of the new exam. By way of comparison, the percentage of stimulus items on the current exam is twenty to twenty-five percent.
A test developer's choice of which style or format to use when developing a written test is usually arbitrary given that there is no single invariant standard for testing. Be that as it may, certain test styles and format have become more widely used than others. Below is a list of those formats of test items that are widely used by educators and test developers to construct paper or computer-based tests. As a result, these tests may consist of only one type of test item format (., multiple choice test, essay test) or may have a combination of different test item formats (., a test that has multiple choice and essay items).