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Types of test items and principles for constructing test items
- 1. Types of test items and principles for constructing test items Submitted To: S.Rajakumar Assistant Professor Submitted By: NILAFAR BANU.K II year- Section : C THIAGARAJAR COLLEGE OF PRECEPTORS MADURAI - 09
- 2. INTRODUCTION Selected responses item is a type of test item or test task that require test takers to choose answers from a ready made list rather than providing an answer examples of are include multiple choice true or false items, matching items.
- 3. DEFINITION RICHARDS AND SHMIDT (1992), “An individual question in a test which requires the student to produce an answer” (Ibid:p566)
- 4. Types of test items Tests are structured in serval distinct ways. Each type requires a different strategy so here are some tips on how to approach several common test types . • Oral test • Essay test • Objective type test • Short answer questions
- 5. Oral test These are extensively used in lower classes In higher classes oral test can be used in science practical examination for assessing the procedures adopted by the students the viva –voce as used in graduate and post graduate classes is nothing but oral examination in classroom teaching To get immediate feedback from the students on the information provided to them oral test proves invaluable however oral tests have certain limitations like time consumption and the subjectivity involved in analysing the results of the students.
- 6. Essay test Essay test demand long answers the essay test enquires the students to recall rather than recognise information much time is required to answer this type of question as the student has to organise Express his ideas in writing clearly and concisely hence only a few questions can be asked with in the limited time in as much as the test can not cover the entire syllabus This text is not valid further lot of subjectivity is involved in evaluation of the answer script besides assessing the quality of the answer other extraneous factors Like neatness in presentation of ideas and good hand writing play a part.
- 7. In science teaching … example ; Describe the method of extracting aluminium from its ores with a neat diagram Explain the laboratory method of preparing chloride with a neat sketch While preparing answers to this type of questions students have to prepare the outline organise the material in a proper way and draw neat sketches wherever necessary these are desirable habits in learning and hence essay type of tests only control the students behaviour in acquiring knowledge
- 8. Short answer type questions Short answer questions are the constructed response questions that demand answer in a paragraph or few sentences are asked in this category students select the relevant information or facts which explain a particular situation for answering the questions Examples State the faradays laws of electrolysis List the characteristics of cathode rays
- 9. Objective type tests • An objective test is so named because the system of scoring is objective rather than subjective as in the case of an essay test the objective type tests require specific answers in one or two words. • Sometimes it is argued that objective type tests confine largely to the testing of factual information but the fact is that this limitation is not inherent in the test itself but a limitation of the test-write. • In fact a lot of thought and care is involved in the framing of objective type items extensive sampling of the topics is possible as the student are not required to give lengthy response for each test item the categorisation of the objective test can be understood from the following chart.
- 11. Simple recall • A simple question is asked requiring a response from the students in a word or a symbol Example • What is the chemical name for common salt ? • What is the quantity of heat required for converting 1 gm of ice into water at the same temperature?
- 12. Completion type • A statement wherein an important word or concept missing and the student is asked to supply the omission. Example; • The device that Is used for finding the density of liquid is -------. • Manganese di-oxide acts as a -------- in the preparation of oxygen.
- 13. True or false test • True or false type items are simple statement which must be either completely true or completely false the student judges the truth or falsity of the statement and indicates suitably with ‘T’ for true and ‘F’ for false Example ; • The nucleus of an atom contains protons and electrons • Inert gases are inactive in chemical reactions because the outermost shell in them contains 8 electrons
- 14. MATCHING TYPE • In the traditional format the matching exercise consists of two columns – one column consists of problems to be answered (premises) and the other column contains the answers (responses) the student is required to make some sort of association between each premise and each response. • He pairs the corresponding elements and records the answers this type of test can be used to measure pupils ability to associate events with persons terms with definitions principles with examples and chemical symbols with the names of chemicals.
- 15. Multiple choice items • The multiple choice item consists of two parts. • The stem which contains the problem or a statement • Three or four responses out of which only one must be correct • The respondent is asked to choose the correct response and indicate the number in the specified place the incorrect responses are called distracters the stem may be a question form or an incomplete statement
- 16. PRINCIPLES FOR CONSTRUCTING TEST ITEMS. • Test construction requires a systematic organized approach if positive results are to be expected. Firstly the objective must be well defined. There are numerous points which are common t all types of tests and items which must be observed in constructing a test. Some of the more important are given below. 1. Avoid obvious ,trivial, meaningless and ambiguous items. 2. Observe the rules of rhetoric, grammar and punctuation. 3. Avoid items that have no answer upon which all experts will agree.
- 17. 4) Avoid trick or catch items that are so phrased that the correct answer depends on a single obscure key word.to which even goof students are unlikely to give sufficient expression. 5) Avoid items which contain irrelevant clues. 6) Avoid items which furnish the answers to other items. All the pupils are to take the same tests and permit no chance among items. Pupils cannot be compared with one another unless they all take the same tests.
- 18. Criteria for a good test The following seven points are taken as criteria of a good test. • A good test must possess a very high validity. • It must have a high reliability. • It must be very objective in nature . • It must be very comprehensive • It must pick out the good students from the poor i.e it must possess high discriminating power . • It must be easy to use .its administration and scoring must be easy and there must be economy of item and effort. • Norms established on the basis of its results must be satisfactory .
- 19. VALIDITY A test should measure what it intends to measure and not what we do not want it intends to measure and not what we do not want to measure for example a test on general scientific knowledge should only measure scientific knowledge and not linguistic or arithmetical ability of the child.
- 20. RELIABILITY A test is reliable when it functions consistently it must function similarly with similar groups it should rate the same candidates at the same score even if it is examined by the same or different examines at the same or different times the difference in score should be negligible.
- 21. OBJECTIVITY It should yield the same or nearly the same score irrespective of the person who scores it the scorers personal judgement like and dislikes should not influence the scoring
- 22. PRACTICABILITY Students should finish the test in the time allotted for it it should neither be too long nor too short it should keep the students busy all the time from disciplinary and administrative point of view some provision should be made for individual differences and some questions may be set for brighter students it should be manageable within the funds provided
- 23. SCORABILITY It should be constructed in such a way that the boredom caused by the routine of scoring is cut down to the minimum it should allow the use of key in marking so that the test sheet is checked more or less automatically and without subjectivity it saves a great deal of time and simplifies the work of the teacher with the help of scoring key
- 24. clarity The directions given should be brief and definite so that pupils are not handicapped with wrong performance due to misunderstanding of directions the language of the questions should be simple understandable definite and unambiguous
- 25. COMPREHENSIVE It should cover the whole syllabus due importance should be given to each topic while setting the paper care should be taken that minimum choice is given .
- 26. STANDARDISATION The process of standardization includes: 1. The scaling of test items in term of difficulty and 2. the establishment of norms.
- 27. GRADED It should be according to the age and intelligence of the students.
- 28. EVALUATION The evaluation of test results involving as it does all the problems of scoring and weighting of items and the assignment of relative weights to tests used in a battery , it surrounded with highly technical considerations.
- 29. CONCLUSION All in all testing is the most practical way in which own goes about assessing students ability, tests, in fact, consists for the most part of dual choice, multiple choice, matching items ,essay items, and interpretative items among others.
- 30. REFERENCE • K.MUTHUKALAIVANI; pedagogy of physical science ; vol- 1;2006.samiukdha publication ,Chennai. • www.yourarticleibary.com>statistics -2. • https://www.slideshare.net>kavukavya.