Beruflich Dokumente
Kultur Dokumente
Todays Focus
3. Table of Specifications 4. Item Selection 5. Item Construction
Validity
how well a test measures what it is supposed to measure
Summative
assess overall achievement of course goals
A. Table of Specifications
Blue print for test Purpose
ensure proper emphasis given to all elements of a course of study content validity
Comprehension Application 5 5 5 15 0 5 10 15 15 15 15 45
B.
Item Selection
Objectively Scored (Selection)
true/false completion matching multiple choice
Types of Items
C.
Item Construction
Selected Response Test Items Item construction skills for valid and reliable measures of student achievement. Guidelines which apply to all types Specific Suggestions for writing each type Advantages and Disadvantages of Each
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9. 10.
True / False
Word statements clearly. Vague or ambiguous wording will confuse students. Avoid overgeneralizing.
Poor: Better: Heavy smoking causes lung cancer. T F Heavy smoking often causes lung cancer. T F
Do not use trivial statements to pad out the number of questions and marks to arrive at a predetermined level.
True / False
Statements should be entirely true, or entirely false:
Unacceptable:
In King Lear, Regan ordered Gloucesters eyes to be plucked out and Gloucester died when he jumped off the cliff of Dover.
Acceptable:
In King Lear, Regan ordered Gloucesters eyes to be plucked out. (T) In King Lear, Gloucester died when he jumped off the cliff at Dover. (F)
True / False
Avoid using universal descriptors such as never, none, always, and all.
Testwise students will recognize that there are few absolutes.
True / False
Do not include two ideas in one statement unless you are evaluating students understanding of cause and effect relationships.
Poor: Better: Porpoises are able to communicate because they are mammals. T F Porpoises are mammals. T F Porpoises are able to communicate. T F
Provide a T and F beside each statement and ask students to circle correct answer.
Avoids problem of students writing illegible letters.
Avoid using negative statements. Under the demands of the testing situation, students may fail to see the negative qualifier.
Matching Items
Consist of
a column of premises a column of responses directions for matching the two.
Indicate whether the same response can be used more than once.
Maintain grammatical consistency within and between columns. within a column: either sentence or point form between columns: one or the other Ensure that any matching question appears entirely on one page.
Avoid designing questions which require students to draw lines between premise and response.
confusing for student and marker provide space for letter or number answers
Make the wording of the premises longer than the wording of the responses. Identify the items in one list with numbers and those in the second list with letters.
Example:
Directions: 1. On the line to the right of each phrase in Column I, write the letter for the word in Column II that best matches the phrase. 2. Each word in Column II may be used once, more than once, or not at all.
Column I
1. Name of the answer in addition problems. 2. Name of the answer in subtraction problems. 3. Name of the answer in multiplication problems. 4. Name of the answer in division problems.
Column II
A. Difference B. Dividend C. Multiplicand D. Product E. Quotient F. Subtrahend G. Sum
1. Stem: presents the problem 2. Keyed Response: correct or best answer 3. Distracters: appear to be reasonable answers to the examinee who does not know the content 4. Options: include the distracters and the keyed response.
Ambiguity
Extrinsic
Desirable quality in multiple choice items
Intrinsic
Undesirable Should be avoided Inside the item
Outside the item Allows discrimination between those who know material and those who do not.
poor wording
more than one answer Even those who know content have difficulty choosing correct answer
Interpretive Exercise
Usually begins with verbal, tabular or graphic information which is the basis for 1 or more multiple choice questions.
map, passage from a story, a poem, a cartoon
Exercise contains all information needed to answer questions Readily adaptive to the more important outcomes of disciplines.
can lead the instructor to favour simple recall of facts high degree of dependence on students reading and instructors writing ability
can be difficult to achieve clarity of expression
measuring synthesis and evaluation can be difficult inappropriate for measuring outcomes that require skilled performance
Wrap-Up