Types of Tests 1. Multiple Choice Item Format -appropriate for measuring knowledge outcomes and other types of learning outcomes such as comprehension and application -has a stem, keyed response (correct response), and decoys (distracters) Guidelines in Constructing the Stem 1. must be written as a question, a direction or an incomplete statement 2. When using an incomplete statement as a stem, the blank should be placed at the end of the stem 3. must be clear and concise 4. State the stem in positive form. Avoid using negative word like “not” or “except,.” If it cannot be avoided, underline or capitalize the words. 5. Avoid grammatical clues that lead to a correct answer such as the articles a, an, and the. 6. Avoid using the first person pronoun in the stem. Guidelines in Constructing Options 1. There should be one correct or best answer in each item. 2. If options are expressed as single words, they can be arranged in horizontally. If the options are expressed as phrases sentences, they must written vertically. 3. Options must be arranged in logical order: a. if options are expressed as numbers of quantities, they must be arranged from lowest to highest or vice versa b. If options are expressed as time, they must be arranged from latest to oldest o vice versa c. if options are expressed as phrases or sentences, they must be arranged from shortest to longest or vice versa d. if options are expressed as single words, they must be arranged in alphabetical order 4. Use capital letters to indicate each option 5. Options or alternatives must be close to one another and must be chosen by anticipating possible mistakes of the pupils. 6. Options must have grammatical parallelism. Example of an item with poorly chosen options: 7. Arrangement of options must not follow a pattern. 8. The stem and the options must be placed on the same page. Advantages of Multiple Choice Item Format 1. Measures learning outcomes from the knowledge to evaluation level 2. Scoring is highly objective, easy and reliable 3. Distracters when chosen well can provide for diagnostic information. 4. Allows item analysis that can reveal the difficulty of an item, plausibility of distracters and discriminate the high scoring and low scoring group. Disadvantages of Multiple Choice Test 1. Time consuming to construct a good item 2. Difficult to find effective and plausible distracters 3. Scores can be influenced by the reading ability of the test takers 4. In some cases, there is more than one justifiable correct answer 5. Ineffectiveness in assessing the problem solving skills of the students 6. Not applicable when assessing the students ability to organize and express ideas. 2. Matching Type -consists of two columns. Column A contains the descriptions and must be place on the left side. The options are placed on the right side and labeled Column B. The examinees match the options with the descriptions. Guidelines in Constructing Matching type of Test 1. The descriptions and the options must be short and homogenous. 2. There should be more options n the given than the descriptions. 3. Matching directions should specify the basis for matching. Failure to indicate how matches should be marked can greatly increase the time consumed by the teacher in scoring. 4. When using names always include the complete name (first name and surname) to avoid ambiguities. 5. Use numbers for the descriptions and capital letters for the options 6. Arrange the options in natural order 7. The descriptions and the options must be written on the same page Advantages of Matching Type of Test 1. It is simpler to construct than the multiple choice. 2. It reduces the effect of guessing compared to the multiple choice type and the alternative type 3. It is appropriate to assess the association between facts 4. Provides easy, accurate, efficient, objective and reliable test scores. 5. More content can be covered in the given set of test. Disadvantages of Matching Type of Test 1. It measures only simple recall or memorization of facts/information 2. It is difficult to construct due to problems in electing the descriptions and the options 3. It assesses only low level of cognitive domain such as knowledge and comprehension 3. Alternative Test Type -has only 2 possible options (yes-no, True-False, right-wrong) where test takers determine the correctness or incorrectness of a given statement -used to assess the knowledge and comprehension levels of the cognitive domains -appropriate in assessing the behavioral objectives such as identify, select, or recognize Guidelines in Constructing Alternative Test Type 1. Avoid writing a very long statement. Eliminate unnecessary words in the sentence. 2. Avoid trivial questions. 3. Avoid using opinion based statements. If it cannot be avoided, the statement should be attributed to somebody. 4. Avoid using negatives or double negatives. Construct positive statements. 5. Avoid specific determiners such as never, always, none, all because they tend to appear in the statements that are false. 6. Avoid specific determiners such as some, sometimes, and may because they tend to appear in statements that are true. 7. The number of true statements must be the same with the number of false statements. 8. Avoid lifting statements verbatim from the book. 9. Directions should indicate where or how the students should mark their answers. 10. Avoid trick statements 4. Supply Type of Items (constructed response test) -require students to create their own and correct answer or perform a certain task to show mastery of knowledge and skills. Maybe: a. short answer type or completion type b. essay type items (restricted response or extended response) Completion Type (short answer type) -the examinee must supply or create the appropriate words, symbols or numbers to answer the question or complete a statement rather than selecting the answer from the given options. Guidelines in Constructing Completion Type or Short Answer Test 1. The item should require a single word answer or brief and definite statement. 2. Be sure that the language used is in the statement is precise and accurate in relation to the subject matter being tested. 3. Be sure to omit only key words; do not eliminate so many words so that the meaning of the item statement will not change 4. The blanks should be at the end of the statement 5. Be sure to indicate the units in which to be expressed when the statement requires numerical answer 6. Be sure that the answer the test taker is required to give is factually correct 7. Avoid grammatical clues 8. Avoid lifting statements verbatim from the book. 6. Essay Test Type -appropriate when assessing the students’ ability to organize and present their original ideas. -consists of a few number of questions wherein the examinee is expected to demonstrate the ability to recall factual knowledge; organize his knowledge; and present his knowledge in logical and integrated answer. Types of Essay Items a. Extended Response Essays -According to Kubiszyn and Borich, 2007, extended response essays are very useful in assessing the synthesis and evaluation skills of the students. -Examples: *Present and describe the modern theory of evolution and discuss how it is supported by evidence from the areas of comparative anatomy and population genetics *From the statement: “Wealthy politicians cannot offer fair Representation to all people.” What do you think is the reasoning of this statement? b. Restricted Response Essays -places strict limits on both content and the response given by the test takers. Examples of restricted response essays: *List the major facts and opinions in the first state of the nation address (SONA) of Pres. Benigno C. Aquino, Jr. Limit your answer to one page only. The score will depend on the content, organization and accuracy of your answer. *Point out the strengths and weaknesses of the multiple choice item type of test. Limit your answer to 5 strengths and five weaknesses. Explain each answer in not more than two sentences. Suggestions for Grading Essay Tests 1. Decide at a policy for dealing with incorrect, irrelevant or illegal responses 2. Keep scores of the previously read items out of sight 3. Keep the student’s identity while scoring 4. Read and evaluate each student’s answer to the same question before grading the next questions. 5. Provide students with the general grading criteria by which they will be evaluated prior to the examination (rubric) 6. Write an ideal answer to the question that will serve as benchmark for grading 7. Write your comments on their papers. Checklist for evaluating essay questions Criteria Yes No The test item is appropriate for measuring the intended outcome The test item task matches with the learning task to be measured The questions constructed measure complex learning outcomes The question/item states what is being measured and how the answers will be evaluated The terminologies used scoring clarify and limit the task All students are required to answer the same question There is an established time limit to answer each question Provisions for scoring/evaluating answers are given (rubric)
Posted on: Fri, 26 Jul 2013 07:44:22 +0000