The document provides an overview of effective test construction and evaluation. It discusses principles of test construction, the steps to prepare test questions, and examples of different question formats including multiple choice, true/false, matching, and essay. The presentation emphasizes designing valid and reliable assessments that accurately measure student learning.
This document provides information and guidance on test construction. It discusses that the purpose of test construction is to improve the educational program and make it more effective. It outlines objectives around identifying cognitive domains of learning and constructing test items. It also discusses Bloom's taxonomy and the six cognitive domains. Various activities are presented to help teachers practice constructing test items aligned to objectives and cognitive domains, including using a table of specifications to plan assessments. The document emphasizes the importance of test construction in evaluating student learning and providing feedback to improve teaching.
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
This document discusses the phases of evaluation and stages of test construction. It provides examples of good and poor test questions and explains why some questions are confusing for students. The key stages of test construction include developing test specifications, writing the test blueprint, calibrating scales, validating the test, and training staff. Evaluation is used to judge student learning through various assessment methods like exams, papers, and clinical evaluations. The goal of evaluation is to provide feedback to students on their learning.
The document discusses techniques for conducting item analysis to improve test items and instruction. It defines item analysis as a process that examines student responses to individual test items to assess item quality and identify areas for improvement. Item analysis provides valuable information for revising weak items, emphasizing areas of content students struggle with, and gaining insight into student understanding. The document outlines key item analysis statistics like difficulty, discrimination, and reliability, which measure item and test quality. It also describes the typical steps to performing item analysis, including calculating statistics, evaluating items, and revising tests.
Here is a simplified version of Item Analysis for Educational Assessments. Covered here are terminologies, formulas, and processes in conducting Item Discrimination and Difficulty. Thank you. Namaste!
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
Item analysis is a process to evaluate the quality and performance of individual test items. It involves analyzing students' responses to separate test items and their total test scores to evaluate item discrimination (how well items differentiate between more and less competent students) and difficulty. Item analysis can be done electronically by correlating student responses on individual items with their total scores, or manually by comparing responses of high-scoring and low-scoring student groups. The results are used to identify poorly performing items that may need revision or removal from tests.
The document discusses the importance and process of creating a Table of Specification (TOS) for constructing tests. A TOS is a two-way chart that describes the topics and objectives to be assessed on a test and the number of items or points associated with each. It helps teachers ensure their tests have content validity by covering the appropriate material. The key steps in preparing a TOS include identifying topics and objectives, determining time spent on each topic, calculating the percentage allocation for topics, and distributing test items to objectives based on importance.
The document provides information on different types of assessment tools:
1) Multiple choice tests, true/false tests, matching tests, completion tests, cloze tests, and essay tests. Advantages and disadvantages of each type are discussed.
2) Guidance is given on writing questions for each test type, including pointers on style, structure, and content.
3) References are provided on assessment and measuring student learning outcomes. The document aims to help in developing different assessment tools.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Item analysis is used to evaluate test items and identify areas for improvement. It examines the difficulty level, discriminating power, and effectiveness of distractors for multiple choice items. Item difficulty indexes the percentage answering correctly, while discrimination compares performance between high- and low-scoring groups. Items are evaluated based on these metrics and may be retained, modified, or rejected from the test. Accumulating item analysis data over time allows improving test quality and item banks.
Multiple choice questions can assess different levels of knowledge from simple recall to interpretation and problem solving. They provide flexibility through variations like correct answer, best answer, and interpretive exercises using stimulus materials. Analysis of multiple choice questions focuses on scoring models to determine student achievement and item analysis to evaluate how well questions functioned.
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
This document discusses affective assessment, which covers behaviors in the affective domain related to attitudes, beliefs, and feelings. It defines various affective traits like attitude, interest, values, opinions, and self-concept. Two main methods for assessing affective learning outcomes are described: teacher observation and student self-reports. Teacher observation can be unstructured, with open-minded noting of behaviors, or structured using checklists or rating scales to record specific behaviors. Multiple assessments over time are recommended to accurately gauge affective traits as emotions can vary.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
This document summarizes a seminar on test construction presented to faculty of BNHS-Villa Maria Annex. It discusses the importance of creating valid and reliable tests to properly evaluate student learning. Guidelines are provided for developing different test item formats, including multiple choice, true/false, matching, and essay questions. The presentation emphasizes writing clear, unambiguous questions and avoiding common pitfalls in test design to ensure tests accurately measure student understanding of course material.
This document provides guidance on effective test construction for teachers. It discusses the importance of evaluation and outlines steps for constructing valid, reliable and usable tests. These include preparing a table of specifications to relate learning outcomes to content, writing clear questions at appropriate cognitive levels, and using formats like multiple choice and situational judgement tests. Key points are that good tests take work but are essential for student and teacher development, and breaking rules can be acceptable with good reason. The overall message is that effective evaluation requires understanding content and students.
Assessment gathers information about students to understand them, while evaluation places judgment and assigns grades. There are two purposes of assessment: to provide feedback to students and diagnose instruction. Formative assessment assists teaching before and during instruction, while summative assessment evaluates after instruction. Alternative assessments like projects, performances, and portfolios can be used in addition to traditional tests. Rubrics are detailed descriptions of performance criteria that are used to score student work.
The document provides information about microteaching, which is a technique used to improve teaching skills. It involves practicing specific skills in short lessons that are video recorded and reviewed. The microteaching cycle includes planning a short lesson, presenting while recorded, viewing the recording with peers, discussing strengths and areas for improvement, summarizing suggestions, and re-planning the lesson based on the feedback. Ten specific teaching skills are identified that can be practiced through microteaching, including planning, questioning techniques, exemplifying content, and summarizing lessons.
The document did not contain any text to summarize. Summarizing requires analyzing the content and ideas within a document to extract the most important and relevant information, but this document only contained the letters "WR" and did not provide enough context for a meaningful summary.
The presentation provided guidance on developing effective classroom tests through the use of tables of specification to map learning objectives and content, following best practices for question types like multiple choice and situational judgment tests, and emphasizing the importance of validity, reliability and usability in assessment. Effective test construction requires understanding students, having subject mastery, and developing questions that accurately measure learning outcomes.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
The document discusses effective assessment tools for higher education. It emphasizes that assessment should ensure all students succeed, be a celebration of learning, and assess students fairly from all aspects. Assessment tools should simulate real-world problems, guide effective learning approaches, and measure expected outcomes. Both traditional and authentic forms of assessment are described, along with examples of creating test questions and applying Bloom's taxonomy to assess different cognitive, affective, and social domains.
The document discusses Bloom's Revised Taxonomy, a framework for categorizing levels of thinking skills. It provides an overview of the original taxonomy developed in the 1950s and revisions made in the 1990s. The revisions include changing the categories from nouns to verbs and emphasizing explanation over memorization. The taxonomy helps teachers design lessons and assessments that engage students at different levels of thinking from remembering to creating.
Testing teacher's hand testing & examiner guide 2018Mr Bounab Samir
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
This document discusses Bloom's Taxonomy and its revision, which categorizes different types of learning objectives from simple recall to evaluation. It also discusses essential questions, which spark curiosity and require students to construct their own answers. Finally, it explains Understanding by Design, an instructional framework that begins with identifying desired learning outcomes and designing assessments to measure student understanding.
Testing & examiner guide 2018 teacher's hand out oued semar a lgiersMr Bounab Samir
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
This document discusses performance assessments and provides examples. Performance assessments evaluate students' ability to perform tasks by producing their own work using their knowledge and skills. They require students to apply deep understanding and reasoning skills. Examples include singing, playing an instrument, or completing a project. Performance assessments integrate assessment with instruction, provide opportunities for formative feedback, and are more authentic and engaging for students. However, they can be difficult to score reliably and require significant time from teachers and students. The document also discusses process-oriented performance assessments, which evaluate the process students undergo rather than just the final product or output.
Process orientedperformance-basedassessmentjabello glaiza
This document defines performance assessment and discusses its characteristics and strengths/weaknesses. Performance assessment involves observing students demonstrate skills or competencies through tasks like projects, presentations, or performances. It emphasizes applying knowledge rather than just recalling facts. While more authentic than traditional tests, performance assessment relies on subjective scoring and takes significant time from teachers and students. The document also discusses process-oriented performance assessments, which evaluate the process used to complete tasks in addition to products or outputs. This includes developing rubrics that establish criteria and define competency levels for skills.
The document provides 8 steps to academic success: 1) Set goals, 2) Have a positive attitude, 3) Manage your time, 4) Read textbooks and course readings, 5) Attend lectures, 6) Record lecture notes, 7) Prepare for exams, and 8) Seek help from instructors when needed. It emphasizes the importance of time management, active reading and note-taking, as well as preparing thoroughly for exams to achieve academic success.
1. The document provides guidance for teachers on developing effective classroom tests. It discusses important test design principles such as validity, reliability, usability, and ensuring questions align with learning outcomes.
2. Specific recommendations are given for writing different types of test questions, such as multiple choice, true/false, and situational judgement questions. Key points include using unambiguous language, avoiding trick questions, and making all options comparable.
3. Developing high-quality tests takes time but plays an important role in student and teacher evaluation. Teachers should focus on testing key concepts and follow best practices, while allowing flexibility when needed.
This document discusses different forms of assessment in mathematics education. It begins by defining the DepEd taxonomy of knowledge, process, understanding and product/performance. It then provides examples of mathematics skills and asks the reader to determine which category each one falls into. The document then discusses performance-based assessment and alternative forms such as portfolios. It provides characteristics of performance tasks and guidelines for constructing rubrics. Overall, the document aims to distinguish different types of assessment and provide information about designing performance-based tasks and rubrics.
Culture is a social heritage transmitted between generations consisting of skills, beliefs, knowledge and products shared by a group. It is learned and based on symbols that are shared and integrated into a pattern. Cultures generally adapt to their environments to make communication possible, provide standards, skills for survival, and a sense of belonging. Culture includes both material aspects like tools and houses as well as non-material aspects like traditions and beliefs.
Region 1, also known as the Ilocos Region, is located in northern Luzon, Philippines. It has a total area of 13,055 sq km and a population of over 4.5 million people. The region is composed of 4 provinces - Ilocos Norte, Ilocos Sur, La Union, and Pangasinan. The primary languages are Ilocano and other regional dialects. The economy is based on agriculture including crops like rice, corn, tobacco as well as industries like fishing, manufacturing, and tourism which features historical sites, beaches, and natural attractions across the provinces.
The document summarizes key aspects of Article XV of the Philippine constitution regarding the family. It defines the family and describes its importance as the foundation of society. The state has a duty to strengthen and promote the solidarity of families. Children have rights to care, nutrition, and protection from abuse. Families have rights to a living wage, and participation in policies affecting them. The elderly also have a right to care and support from both family and social security programs established by law.
The document summarizes key aspects of the Philippine constitution and government based on the 1987 constitution. It outlines that the Philippines has a democratic and republican form of government where sovereignty resides with the people. It describes the bill of rights and individual freedoms guaranteed in the constitution. It also discusses the purpose and structure of the Philippine constitution.
A business plan is a document that describes a company's goals, strategies, and finances. It has three primary parts: the business concept, marketplace analysis, and financial projections. The business concept discusses the industry, product/service, and plans for success. The marketplace section analyzes customers and competition. The financial section includes income statements, cash flow forecasts, and break-even analysis. A good business plan is concise, convincing, and complete to attract investors and guide the business execution.
The document provides guidelines for constructing different types of test questions including matching, sentence completion, essay, and other question types. It discusses principles such as ensuring questions are clear, focused, and at an appropriate level for students. The document emphasizes that creating good tests takes time but plays an important role in evaluation. It also notes that breaking rules is acceptable when one has a good reason.
Laws are rules established to govern relations between people in society. They must be just, obligatory, promulgated by legitimate authority, and for the common benefit. The Constitution is the fundamental law that binds the government and people. Supreme Court decisions establish jurisprudence that lower courts must follow under stare decisis. Religious freedom is protected, so students cannot be compelled to attend flag ceremonies against their beliefs.
Political science is defined as the study of the state and government. It analyzes the stages of studying political science from a religious to a modern stage. Key figures like Aristotle and Machiavelli contributed to the development of political science. A state is defined as a group of people occupying a definite territory with an independent government and sovereignty. The difference between a nation and a state is that a nation refers to a ethnic or racial group, while a state is a legal concept. Citizenship can be changed but nationality is absolute and innate.
Sociology is the study of human society and social behavior. It examines how societies are structured and how social relationships, groups, and institutions affect human behavior. A society can be defined as a group of humans who share common interests and culture. Socialization is the lifelong process by which people learn the patterns of their culture and develop their human potential through social interaction and experience. Effective communication involves expressing ideas, feelings, opinions, and emotions to develop intimacy and understanding between individuals. A society establishes social structures like hierarchies, roles, norms, values and rules of behavior to maintain order and stability.
Anthropology is the study of humans, human behavior, and societies in both past and present. It seeks to understand the diversity of humans and how and why they differ physically and culturally. There are four main fields of anthropology: biological anthropology, which studies human populations and evolution using an evolutionary framework; archaeology, which seeks to reconstruct past human cultures; cultural anthropology/ethnography, which aims to understand cultural variation across societies; and linguistic anthropology, which examines human language and communication and how it relates to culture.
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Plato and Aristotle's Views on Poetry by V.Jesinthal Maryjessintv
PPT on Plato and Aristotle's Views on Poetry prepared by Mrs.V.Jesinthal Mary, Dept of English and Foreign Languages(EFL),SRMIST Science and Humanities ,Ramapuram,Chennai-600089
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
Introduction to Google Productivity Tools for Office and Personal Use
Test construction edited
1. TEST
CONSTRUCTION
The Art of Effective Evaluation
Presented to the Faculty
and Students of UPHSD –
Molino Campus
Presented by:
Arnel O. Rivera
http://www.slideshare.net/ArnelSSI
3. Bruce Lee, the legendary
martial artist, once told a
story about a highly-
educated man who went
to a Zen teacher to ask
and acquire knowledge
about Zen.
4. As the Zen teacher began
to explain things, the man
would frequently interrupt
with remarks like, "Oh,
yes, we have that too…”
5. Finally the Zen teacher
stopped talking. He began
to serve tea. He poured
tea into the man’s cup.
6. He poured tea into the cup
until it was full, and then
kept pouring until the cup
overflowed. "Enough!" the
man once more
interrupted, "No more can
go into the cup!"
7. “Indeed, I see," answered the Zen teacher, "If
you do not first empty the cup, how can you
taste my cup of tea?"
8. A full cup cannot accept
anything more. Similarly,
a person who believes
that he had learnt a lot
cannot learn anything
else & will stagnate
quickly and not move to
higher levels.
WWW.SIMILIMA.COM
11. 13% of students who got low
grades in exams are caused
by faulty test questions.
WORLDWATCH
The Philadelphia Trumpet
August 2005
12. It is estimated that 90% of all test
questions asked in the US are of
“Low level” - knowledge and
comprehension.
(Wilen, W.W., 1992)
13. “Low level” doesn’t mean easy:
Write an essay explaining the decline and
fall of the Roman Empire incorporating at
least five of the seven causes discussed in
class from the writings of Gibbon and
Toynbee
“High level” doesn’t mean hard:
Which movie did you like more, WALL-E or
Cars? Why?
15. Outline:
Principles in Test Preparing Matching
Construction Type Questions
Steps in Preparing Preparing Sentence
Test Questions Completion Questions
Preparing Multiple Preparing Essay
Questions
Choice Questions
Other types of Test
Preparing True or Questions
False Questions
Wrap-up/Things to
Remember
16. “The evaluation of pupils’
progress is a major aspect of
the teacher’s job.“
Evaluating Educational Outcomes
(Oriondo & Antonio)
18. Our students were trained
to memorize information.
After they have memorized
facts, then what?
19. Old belief about teaching .....
Education is a process where the
notes of the teachers or the
contents in the books are
transfered to the notebooks of
the students, without
understanding them.
(Wiggins, 2009)
20. In your lesson plans, did you
ever bother to ask this
question:
• How do you know if
you have achieved
your desired result?
21. What is testing?
“A test is a sample of behavior, products, answers, or
performances from a particular domain” (Carrington, 1994)
“… it's a systematic method of eliciting performance which is intended
to be the basis for some sort of decision making" (Hughes, 1989).
“A test will predict performance levels, and the learner will somehow
reconstruct its parts in meaningful situations when necessary”
(McCann, 2000)
“ Testing is generally concerned with turning performance into
numbers.” (Baxter, 1997)
Guidelines for Test Construction
22. What are tests for?
Inform learners and teachers of the strengths and
weaknesses of the process
Motivate learners to review or consolidate specific material
Guide the planning/development of the ongoing teaching
process
Create a sense of accomplishment
Determine if the objectives
have been achieved
Encourage improvement
Guidelines for Test Construction
24. BARRIERS IN TEST CONSTRUCTION
Ms. Alanganin – confusing statements
Mr. Highfalutin – difficult vocabulary
Ms. Madaldal – excessive wordiness
Ms. Magulo – complex sentence structure
Ms. Malabo – unclear instructions
Mr. Pulpol – unclear illustrative materials
Ms. Foringer – linguistically bound words
Ms. Colonial Mentality – culturally bound words
25. Characteristics of Good Tests
Validity – the extent to which the
test measures what it intends to
measure
Reliability – the consistency with
which a test measures what it is
supposed to measure
Usability – the test can be
administered with ease, clarity
and uniformity
26. Other Things to Consider
Scorability – easy to score
Interpretability – test results can
be properly interpreted and is a
major basis in making sound
educational decisions
Economical – the test can be
reused without compromising the
validity and reliability
27. “To be able to prepare a good
test, one has to have a
mastery of the subject
matter, knowledge of the
pupils to be tested, skill in
verbal expression and the
use of the different test
format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
28. 5 Most Commonly used
Test Format
1. Multiple Choice
2. True or False
3. Matching Type
4. Fill-in the blanks (Sentence Completion)
5. Essay
Source: Turn-out of Test Questions in SSI (2003-2007)
29. General Steps in Test Construction
DRAFT
PRODUCE A
T.O.S.
ORDER
TEST ANALYZE
SUBMISSION
30. Table of Specifications (TOS)
A two way chart that relates the
learning outcomes to the course
content
It enables the teacher to prepare a test
containing a representative sample of
student behavior in each of the areas
tested.
32. Tips in Preparing the Table
of Specifications (TOS)
Don’t make it overly detailed.
It's best to identify major ideas and skills
rather than specific details.
Use a cognitive taxonomy that is most
appropriate to your discipline, including non-
specific skills like communication skills or
graphic skills or computational skills if such
are important to your evaluation of the
answer.
33. Tips in Preparing the Table
of Specifications (TOS)
Weigh the appropriateness of the distribution
of checks against the students' level, the
importance of the test, the amount of time
available.
MATCH the question level appropriate to the
level of thinking skills
34. Examples of Student Activities and Verbs
for Bloom’s Cognitive Levels (Jacobs &
Chase, 1992:19)
Bloom’s Cognitive Student Activity Words to Use in Item
Level Stem
Knowledge Remembering facts, Define, list, state,
terms, concepts, identify, label, name,
definitions, principles who?, when?, where?,
what?
Comprehension Explaining/interpreting Explain, predict, interpret,
the meaning of material infer, summarize, convert,
translate, account for,
give example, paraphrase
Application Using a concept or Apply, solve, show, make
principle to solve a use of, modify,
problem demonstrate, compute
35. Examples of Student Activities and Verbs for
Bloom’s Cognitive Levels (Jacobs & Chase,
1992:19)
Bloom’s Cognitive Student Activity Words to Use in Item
Level Stem
Analysis Breaking material down Differentiate,
into its component parts to compare/contrast,
see interrelationships/ distinguish ____from
hierarchy of ideas ____, how does
____relate to ___, why
does ____work
Synthesis Producing something new or Design, construct, develop,
original from component formulate, imagine,
parts create, change, write a
poem or short story
Evaluation Making a judgment based Appraise, evaluate,
on a pre-established set of justify, judge, which would
criteria be better?
36. Tips in Preparing the Table
of Specifications (TOS)
The following array shows the most common
questions types used at various cognitive
levels.
Factual Knowledge Application Analysis and
Evaluation
Multiple Choice Multiple Choice Multiple Choice
True/False Short Answer Essay
Matching Type Problems
S. Completion Essay
Short Answer/RRT
37. General Rules in Writing Test
Questions
Number test questions continuously.
Keep your test question in each test group
uniform.
Make your layout presentable.
Do not put too many test questions in one
test group.
T or F: 10 – 15 questions
Multiple Choice: max. of 30 questions
Matching type: 5 questions per test group
Others: 5 – 10 questions
38. Some additional guidelines to consider
when writing items are described below:
1. Avoid humorous items. Classroom testing is
very important and humorous items may
cause students to either not take the exam
seriously, become confused or anxious.
2. Items should measure one’s knowledge of the
item context not their level of interest.
3. Write items to measure what students know,
not what they do not know. (Cohen & Wallack)
40. What to Look for on
Multiple Choice Tests
When checking the stems for correctness:
Ensure that the stem asks a clear
question.
Reading level is appropriate to the
students
The stem is grammatically correct.
Negatively stated stems are
discouraged.
41. Anatomy of a Perfect
Multiple Choice Tests
Example:
What is the effect of releasing a ball in
positive gravity?
a) It will fall “down.” correct
b) It will retain its mass. true but unrelated
c) It will rise. false but related
d) Its shape will change. false and unrelated
42. Multiple Choice Questions
1. Use negatively stated stems sparingly and
when using negatives such as NOT,
underline or bold the print.
2. Use none of the above and all of the above
sparingly, and when you do use them, don't
always make them the right answer.
3. Only one option should be correct or clearly
best.
43. Multiple Choice Questions:
4. All options should be homogenous and
nearly equal in length.
5. The stem (question) should contain only
one main idea.
6. Keep all options either singular or plural.
7. Have four or five responses per stem
(question).
44. Multiple Choice Questions:
7. When using incomplete statements place
the blank space at the end.
8. When possible organize the responses.
9. Reduce wordiness.
10. When writing distracters, think of incorrect
responses that students might make.
45. Examples
1. Sheldon developed a highly controversial
theory of personality based on body type and
temperament of the individual. Which of the
following is a criticism of Sheldon's work?
a. He was influenced too much by the
Freudian psychoanalysis.
b. His rating of physique and temperament
were not independent.
c. He failed to use empirical approach.
d. His research sample was improperly
selected.
46. Examples
Better: (Eliminate excessive wording and
irrelevant information)
1. Which of the following is a criticism of
Sheldon's theory of personality?
47. Examples
1. The receptors for the vestibular sense
are located
a. in the fovea.
b. in the brain.
c. in the middle ear.
d. in the inner ear.
48. Examples
Better: (Include in the stem any word(s) that
might otherwise be repeated in each
option.)
1. The receptors for the vestibular senses are
located in the _______.
a. fovea
b. brain
c. middle ear
d. inner ear
50. What to Look for on
True/False Tests
Each statement is clearly true or
clearly false.
Trivial details should not make a
statement false.
Statements are written concisely
without more elaboration than
necessary.
Statements are NOT quoted exactly
from text.
51. Tips in Making True/False Tests
Give emphasis on the use of quantitative
terms than qualitative terms.
Avoid using of specific determiners which
usually gives a clue to the answer.
False = all, always, never, every, none,
only
True = generally, sometimes, usually,
maybe, often
Discourage the use of negative
statements.
Whenever a controversial statement is
used, the authority should be quoted.
Discourage the use of pattern for answers.
52. Examples:
Find the errors, and/or problems with the
following true-false tests.
____ 1. Repetition always strengthens the
tendency for a response to occur.
(Using "always" usually means the answer
is false.)
53. Examples:
_____ 2. The process of extinction is
seldom immediate but extends
over a number of trials.
(Words like "seldom" usually indicate a
true statement.)
54. Examples:
_____ 3. The mean, median, and mode are
measures of central tendency,
whereas the standard deviation and
range are measures of variability.
(Express a single idea in each statement.)
e.g.“The mean and standard
deviation are measures of central
tendency.”
56. Parts of the Matching Type Test
(Vertical Type)
Column A Column B
(Premise) (Response)
57. Parts of the Matching Type Test
(Horizontal Type)
(Response)
(Premise)
58. What to Look for on
Matching Type Tests
The list of responses should be
relatively short.
Response options should be arranged
alphabetically or numerically.
Directions clearly indicate the basis for
matching.
Can responses be used more than once?
Where will you place your answer?
Can students infer relationships or are
they based on real word logic?
59. What to Look for on
Matching Type Tests
Position of matches should be varied.
Avoid using patterns.
The choices of each matching set
should be on one page
There are more responses than
premises in a single set if responses
cannot be used more than once.
60. What to Look for on
Matching Type Tests
The premises are homogeneous as well
as the responses and are grouped as
one item.
Example:
Set A: Provinces in Region I
Set B: Provinces in CAR
If responses can be used more than
once, it should be proportional to the
number of premises (3:5 or 4:10)
61. Examples:
Directions: Match the following.
1. Food A. Primary reinforcer
2. Psychoanalysis B. Sigmund Freud
3. B.F. Skinner C. Operant conditioning
4. Standard deviation D. Measure of variability
5. Schizophrenia E. Hallucinations
62. Examples:
Better: (Use homogenous material in matching items, and
if responses are not to be used more than once, include
more responses than stimuli.)
Match the theories in Column A with their proponents in
Column B. Write the letter of the correct answer.
Column A Column B
___ 1. Psychodynamic Theory A. Albert Bandura
___ 2. Trait Theory B. B.F. Skinner
___ 3. Behaviorism C. Carl Rogers
___ 4. Humanism D. Gordon Allport
___ 5. Social Learning Theory E. Karn Horney
F. Raymond Cattell
G. Sigmund Freud
64. What to Look for on
Sentence Completion Tests
Only significant words are omitted.
When omitting words, enough clues are
left so that the student who knows the
correct answer can supply the correct
response.
Ensure that grammatical clues are
avoided.
65. What to Look for on
Sentence Completion Tests
Blanks are at the end of the statement.
The length of the responses are limited
to single words or short phrases.
Questions are not lifted as verbatim
quotes from text.
66. Examples:
1. An animal with six legs is called _________.
The item is so indefinite.It can be completed with
answers such as bee, mosquito or any other
insect
Better:
1. Animals with six legs are called ___________.
67. Examples:
1.The __________ is the answer in _____.
Too many key words are omitted. Lines are
not in equal length.
Better:
1. The product is the answers in _________.
68. Examples:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ______.
There are two possible answers – 250 grams
and .25 kilos.
Better:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ____ grams.
70. Types of Essay Items:
Extended response type
The test may be answered by the
examinee in whatever manner he wants
Example: Do you think teachers should be
allowed to work abroad as domestic
helpers? Explain your answer.
71. Two Types of Essay Items:
Restricted response type
The test limits the examinees response
may be answered by the examinee’s
responses in terms of length, content,
style or organization.
Example: Give and explain three reasons
why the government should or should not
allow teachers to work abroad as domestic
helpers.
72. What to Look for on
Essay Tests
The task is clearly defined. The
students are given an idea on the scope
and direction you intended for the
answer to take. The question starts
with a description of the required
behavior to put them in the correct mind
frame.
E.g. “Compare” or “Analyze”
73. What to Look for on
Essay Tests
The questions are written in the
linguistic level appropriate to the
students.
Questions require a student to
demonstrate command of background
information, not simply repeating
information.
74. What to Look for on
Essay Tests
Questions regarding a student’s opinion
on a certain issue should focus not on
the opinion but on the way it is
presented and argued.
A larger number of shorter, more
specific questions are better, than, one
or two longer questions.
75. Proposed Criteria in Grading
Essay Test
Ideas (20%)
Weight of Evidence Presented (40%)
Correct Usage (20%)
Logical Conclusions drawn from the
evidence (20%)
76. Example:
What is wrong with this question?
Describe asthma?
Better: (Clearly explain what is expected of
the student.)
Describe asthma. Include in your answer :
a. the pathophysiologic features of asthma
b. the clinical manifestations associated with
an asthma episode
c. the management of an asthma episode.
(10 points)
77. Example:
What is wrong with this question?
Who is better, Rizal or Bonifacio?
Better: ( The students are given an idea on
the scope and direction you intended for the
answer to take.)
Compare and contrast the method used by
Rizal and Bonifacio in promoting
nationalism. (5 points)
79. Restricted Response Test (RRT)
Test takers are not given choices as possible
answers. Items ask for a specific answer to
each questions.
Example:
Who discovered the Philippines?
What are the four elements of the state?
80. Principles in constructing RRT
Do not ask for trivial facts or details. It is not
only useless but also frustrates the students.
How many balls are used in a 9-ball match?
Questions should elicit facts not opinions?
What do you think Pres. GMA should do for the
country to recover from its’ economic deficit?
Minimize questions that call for sheer
memory work unless if the answer has
important analytical significance.
When will the next president be sworn to office?
81. Chronological Sequencing Test (CST)
Test takers are asked to arrange items
in a systematic or logical order.
Arrange the presidents according to their
term of office.
_____ Fidel Ramos
_____ Joseph Estrada
_____ Corazon Aquino
_____ Gloria Macapagal - Arroyo
82. Principles in constructing CST
Items should be homogenous and are related
to each other.
There should not be more than 5 items in
each set.
Do not number the items. This confuses the
students.
All items to be arranged should be in the
same page.
Directions should be clearly stated and that
each set should be labeled about their
relevance.
83. What is wrong in this test question?
Arrange the following events in their
chronological order.
1. Bataan Surrenders
2. The Japanese attacks the US fleet in Pearl
Harbor, Hawaii.
3. Hitler invades Poland
4. The US declares war with Japan.
5. Gen. MacArthur escapes to Australia.
84. Better:
21-25.) War in the Pacific
Arrange the following events in chronological order.
Write the numbers 1-5 on the blanks provided.
___ USAFEE forces in Bataan surrender to the Japanese.
___ Japanese forces attacks the US fleet in Pearl Harbor,
Hawaii.
___ Japan breaks diplomatic ties with the US.
___ The US declares war with Japan.
___ Gen. MacArthur escapes to Australia from Corregidor.
85. Proposed Arrangement of Test Items
True or False
Multiple Choice
Matching Type
Sentence Completion
Others (RRT/Analogy/CST)
Essay
86. Things to Remember:
Making a good test takes time
Teachers have the obligation to
provide their students with the
best evaluation
Tests play an essential role in the
life of the students, parents,
teachers and other educators
Break any of the rules when
you have a good reason for
doing so! (emphasis mine)
(Mehrens, 1973)
87. POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY
Jesus Ochave Ph.D.
VP Research Planning & Development
Philippine Normal University
88. For questions , comments or if you
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