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    Construct Test Item

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    Khalif Haqim 's Adrianna
    This document provides guidance on evaluating student learning through effective test construction and other assessment strategies. It discusses key principles such as relating evaluations to instructional objectives and using multiple evaluation methods. It also offers tips for planning and designing different types of assessment items and questions, including multiple choice, true/false, short answer, and essay. The document emphasizes the importance of clear learning objectives, representative sampling, and diagnostic feedback to improve teaching and learning.

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    Construct Test Item

    Uploaded by

    Khalif Haqim 's Adrianna
    128 views39 pages
    This document provides guidance on evaluating student learning through effective test construction and other assessment strategies. It discusses key principles such as relating evaluations to instructional objectives and using multiple evaluation methods. It also offers tips for planning and designing different types of assessment items and questions, including multiple choice, true/false, short answer, and essay. The document emphasizes the importance of clear learning objectives, representative sampling, and diagnostic feedback to improve teaching and learning.

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    This document provides guidance on evaluating student learning through effective test construction and other assessment strategies. It discusses key principles such as relating evaluations to instructional objectives and using multiple evaluation methods. It also offers tips for planning and designing different types of assessment items and questions, including multiple choice, true/false, short answer, and essay. The document emphasizes the importance of clear learning objectives, representative sampling, and diagnostic feedback to improve teaching and learning.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    128 views39 pages

    Construct Test Item

    Uploaded by

    Khalif Haqim 's Adrianna
    This document provides guidance on evaluating student learning through effective test construction and other assessment strategies. It discusses key principles such as relating evaluations to instructional objectives and using multiple evaluation methods. It also offers tips for planning and designing different types of assessment items and questions, including multiple choice, true/false, short answer, and essay. The document emphasizes the importance of clear learning objectives, representative sampling, and diagnostic feedback to improve teaching and learning.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 39

    Evaluation of Student Learning: Test Construction & Other Practical Strategies

    Guiding Principles for Evaluation


    Evaluation should relate directly to instructional objectives Each evaluation activity should be designed to promote student growth
    The actual activity should be useful practice in itself Feedback should be useable by the student

    Multiple evaluation strategies should be provided to master achievement of X objective/competency Student should clearly understand the methods of evaluation for X test or activity

    Questions to Ask yourself in Designing a Test


    What objectives will (should) I be testing? What types of items will be included in the test? How long will the test be in terms of time and number of items? How much will each objective be worth in terms of weighting and number of items?

    Tests as Diagnostic Tools


    Students demonstrate learning Instructor effectiveness modify teaching strategies or activities

    Different Types of Tests & Learning


    Paper & Pencil/Web Testing
    Limited Choice Questions (MC, T/F, Matching) Open-Ended Questions (Short Answer, Essay)

    Performance Testing
    Acquisition of skills that can be demonstrated through action (e.g., music, nursing, etc.)

    Planning a Test
    First step: Outline learning objectives or major concepts to be covered by the test
    Test should be representative of objectives and material covered Major student complaint: Tests dont fairly cover the material that was supposed to be canvassed on the test.

    Planning a Test
    Second Step: Create a test blueprint Third Step: Create questions based on blueprint
    Match the question type with the appropriate level of learning

    Fourth Step: For each check on the blueprint, 3-4 alternative question on ideas and item types which will get at the same objective Fifth Step: Organize questions and/or ideas by item types

    Planning a Test
    Sixth Step: Eliminate similar questions Seventh Step: Reread all of the items try doing this from the standpoint of a student

    Planning a Test
    Eight Step: Organize questions logically Ninth Step: Time yourself actually taking the test and then multiply that by about 4 depending on the level of students Tenth Step: Analyze the results (item analyses)

    Translating Course Objectives/Competencies into Test Items


    Syllabus
    Specification table- what was taught/weight areas to be tested

    Creating a Test Blueprint (see handout)


    Blueprint- this is the test plan, i.e., which questions test what concept Plotting the objectives/competencies against some hierarchy representing levels of cognitive difficulty or depth of processing

    Thinking Skills
    What level of learning corresponds to the course content Blooms Taxonomy of Educational Objectives
    Knowledge (see handout) Comprehension Application Analysis Synthesis Evaluation

    Practical Considerations
    Representative sample of the course content not random purposeful based on blueprint Representative sample of skill or cognitive levels across content Analyze results by level AND content area

    Question Arrangement on a Test


    Group by question type
    Common instructions will save reading time

    Limit the number of times students have to change frame of reference Patterns on test must be logical
    Arrange from a content standpoint Keep similar concepts together

    Group by difficulty (easy to hard)

    Selecting the Right Type of evaluation


    How do you know what type of question to use and when? It depends on the skill you are testing. Evaluation should always match as closely as possible the actual activity youre teaching.
    Examples: Teaching Speech, should evaluate an oral speech If testing ability to write in Spanish, better give an essay. Testing reading MC, TF Wouldnt use MC to test creative writing

    Question Types verses Cognitive Levels of Learning


    Knowledge Comprehension Application Analysis Synthesis Evaluation

    Multiple Choice (MC) True/False (TF) Matching Completion Short Answer

    MC Short Answer Problems Essay Performance

    MC Short Answer Essay

    Constructing the Test


    Types of Test Questions:
    Multiple-Choice Items True-False Items Matching Items Fill-In, Completion or Short-Answer Items Essay Questions

    Multiple Choice Items


    Advantages:
    Extremely versatile-can measure the higher level mental processes (application, analysis, synthesis and evaluation) A compromise between a short answer/essay and T/F item Can cover a wide range of content can be sampled by one test

    Disadvantages
    Difficult to construct plausible alternative responses

    Types of Multiple Choice Items


    Four Basic Types
    Question Type Incomplete Statement Type Right Answer Type Best Answer Type

    Which Type is Best?


    Question Type vs. Incomplete Statement Right Answer vs. Best Answer Type

    Multiple Choice Items


    1. Writing the stem first:
    A. Be sure the stem asks a clear question B. Stems phrased as questions are usually easier to write C. Stems should not contain a lot of irrelevant info. D. Appropriate reading level/terms E. Be sure the stem is grammatically correct F. Avoid negatively stated stems

    Multiple Choice Items


    Writing the correct response
    Use same terms/reading level Avoid too many qualifiers Assign a random position in the answer sequence

    Read the stem and correct response together Generate the distractors/alternative responses

    Multiple Choice Items


    Other Tips for Constructing MC Items:
    Items should have 3-4 alternatives. Stem should present a single, clearly formulated problem Simple, understandable, exclude extraneous words from both stem and alternatives Include in the stem any word that are repeated in each response Avoid all of the above (can answer based on partial information) Avoid none of the above

    Multiple Choice Items


    Alternative responses/distractors should be plausible and as homogeneous as possible Response alternatives should not overlap
    Two synonymous terms (arithmetic average/mean)

    Avoid double negatives


    None of the following are part of the brain except which one?

    Emphasize negative wording Each item should be independent of other items in the test
    Information in the stem of one item should NOT help answer another item.

    True-False Test Items


    Best suited for testing 3 kinds of info.:
    Knowledge level learning Understanding of misconceptions When there are two logical responses

    Advantages:
    Sample a large amount of learning per unit of student testing time

    Disadvantages:
    Tends to be very easy 50-50 chance of guessing Tends to be low in reliability

    Tips for Constructing True/False Items


    Tips for constructing True-False Items
    Avoid double negatives Avoid long or complex sentences Include only one central idea in each statement Exact quantitative (two, three, four) language is better than qualitative (some, few, many) Avoid a pattern of answers

    Objective Test Item Analyses


    Evaluating the Effectiveness of Items..
    Why?
    Scientific way to improve the quality of tests and test items Identify poorly written items which mislead students Identify areas (competencies) of difficulty

    Item analyses provided info. on:


    Item difficulty Item discrimination Effectiveness of alternatives in MC Tests

    Short-Answer Items
    Two Types: (Question and Incomplete Statement) Advantages:
    Easy to construct Excellent format for measuring who, what, when, and where info. Guessing in minimized Student must know the material- rather than simply recognize the answer

    Disadvantages:
    Grading can be time consuming More than one answer can be correct

    Short Answer Items


    Tips for Constructing Short Answer Items
    Better to supply the term and require a definition For numerical answers, indicate the degree of precision expected and the units in which they are to be expressed. Use direct questions rather than incomplete statements Try to phrase items so that there is only one possible correct response When incomplete statements are used, do not use more than one blank within an item.

    Essay Questions
    Types of Essay Questions Extended Response Question
    Great deal of latitude on how to respond to a question. Example: Discuss essay and multiple-choice type tests.

    Restricted Response Question


    More specific, easier to score, improved reliability and validity Example: Compare and contrast the relative advantages of disadvantages of essay and multiple choice tests with respect to: reliability, validity, objectivity, & usability.

    Essay Items
    Advantages:
    Measures higher learning levels (synthesis, evaluation) and is easier to construct than an objective test item Students are less likely to answer an essay question by guessing Require superior study methods Offer students an opportunity to demonstrate their abilities to:
    Organize knowledge Express opinions Foster creativity

    Essay Items
    May limit the sampling of material covered
    Tends to reduce validity of the test

    Disadvantages
    Subjective unreliable nature of scoring
    halo effect good or bad students previous level of performance Written expression Handwriting legibility Grammatical and spelling errors

    Time Consuming

    Essay Questions
    Give students a clear idea of the scope & direction intended for the answer
    Might help to start the question with the description of the required behavior (e.g., compare, analyze)

    Appropriate language level for students Construct questions that require students to demonstrate a command of background info, but do not simply repeat that info. If question calls for an opinion, be sure that the emphasis is not on the opinion but on the way its presented or argued. Use a larger number of shorter, more specific questions rather than one or two longer questions so that more information can be assessed.

    Essay Questions
    You might
    Give students a pair of sample answers to a question of the type you will give on the test. Sketch out a rubric (grading scheme) for each question before reading the papers OR randomly select a few to read and make up the grading scheme based on those answers Give students a writing rubric Detach identifying information and use code numbers instead to avoid letting personality factors influence you. After grading all the papers on one item, reread the first few to make sure you maintained consistent standards Be clear to student the extend to which factors other than content (e.g., grammar, handwriting, etc.) will influence the grade.

    Essay Questions
    Tips for constructing Essay Questions
    Provide reasonable time limits for each question
    thinking and writing time

    Avoid permitting students a choice of questions


    Will not necessarily get a representative sample of student achievement. Only be requiring all students to answer all questions can their achievement be compared

    A definite task should be put forth to the student


    Critical words: compare, contrast, analyze, evaluate, etc.

    Scoring Essay Items


    Write an outline of the key points (use outline to design a rubric) Determine how many points are to be assigned to the question as a whole and to the various parts within it. If possible, score the test without knowledge of the students name
    Face Sheet

    Score all of the answers to one question before proceeding to the next question
    Consistent standard

    Scoring Essay Exams


    If possible, score each set of answers within the same time frame Handwriting, spelling & Neatness
    Two separate grades?
    Mastery of material Other

    Alternative Methods of Assessment


    Research/Term Papers Research Reviews Reports Case Studies Portfolios Projects Performances Peer evaluation Mastery Simulations

    Cheating
    Preventing Cheating
    Reduce the pressure (multiple evaluations) Make reasonable demands (length/content of exam) Use alternative seating Use alternative forms Be cautious with extra copies

    Using Assessment & Evaluation to Improve Student Learning Outcomes


    Providing feedback to student Closing the assessment & evaluation loop Maximizing student learning

    Questions?

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