Lesson-16-Developing-Objective-Tests.pptx

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1. Developing objective tests

2. Developing Objective Tests Intended Learning Outcome: Determine the nature and characteristics of objective tests Explain the rules in constructing objective tests Construct varied types of objective tests

3. Developing Objective Tests Introduction One common practice among elementary language teachers in assessing literature skills is using objective tests to measure learners’ reading and text comprehension levels. An objective test requires only one correct answer, and all other answers are categorized as wrong based on objective criteria. It is free from the subjective bias of the test constructor. As examinees answer the question objectively, they select the correct answer from the set of alternative answers based on what they learned or mastered during the teaching-learning process. When subjected to the scrutiny of subject matter experts of the same discipline, they all agree that the keyed answer is the best and correct. The popularity of objective tests as a mode of measuring reading and text comprehension skills is attributed to their ease in preparation, administration, scoring and marking, and obtaining a fast quantifiable, and concrete result. The dominance of objective tests is observed among teachers' reading and text comprehension tests . Some types measure only one learning competency at one time, while others simultaneously assess different skills in the use of a reading passage. Commonly constructed are True or False, multiple-choice test, fill-in-the blank, and matching type.

4. Developing Objective Tests To effectively use the varied objective tests, the following considerations must be followed: 1. True or False/Yes or No – this test measures the ability of the reader to determine the truth or falsity of the statement presented. The basis of answering is the correct interpretation of the facts in a given passage. The reader is instructed to read the statement, determine its correctness or incorrectness, and choose the answer. In constructing True or False items using content-based reading selections, the following suggestions need to be considered: a. Sentences must be simple and declarative, using direct language. b. Statements are absolutely true or false, no qualification is needed. c. Paraphrase the statement and do not lift direct statements from the selection. d. Include enough background, context, and qualification when necessary. ex. According to the author . . . e. Avoid using statements of commands or orders, as these are neither true nor false. ex. Brush your teeth three times a day . f. Never use qualifiers like always, sometimes , and never .

5. Developing Objective Tests Sample Test Items: Directions: Read the paragraph below and answer the question that follows: Mark noticed that his wallet was not in his pocket. He tried to search for it in his bag, under his chair, and around the classroom. He wondered where he could have lost it. He decided to make a bulletin announcement so that other children could help him locate the wallet. If you are going to help him find the wallet, which of the following information should be included in the announcement? Write YES before each number if it could help, and NO if it is not helpful. _______ 1. It is dark brown. _______ 2. It was a birthday gift. _______ 3. It is made of leather. _______ 4. It is imported. _______ 5. It has his ID inside.

6. Developing Objective Tests 2. Multiple-Choice Test A multiple-choice test item asks the learner to recognize the best or correct answer to a question from a set of choices . The question of introducing the item is called stem . The following choices include the distractors , plausible answers that draw away the learners’ attention from the correct answer if they do not know the answer, and the keyed answer , the correct answer. This type of test is difficult to construct, but is easier to score, more reliable, and reduces test anxiety among learners. To be effective, the multiple-choice test item construction should consider the following suggestions: Be specific with what is asked in the stem to make the learners anticipate the correct answer after reading it. More information should be placed in the stem rather than in the given choices. Example: From the details provided by the author, what is the setting of the story? (STEM) A. Beach (distractor) B. Farm (Keyed Answer) C. Mountain (distractor) b. Avoid giving grammatical clues like A (the answer is expected to begin with a consonant) or AN (the expected answer begins with a vowel). Incorrect : The animal tortoise described in the story is a good example of an A. reptile B. amphibian C. mammal Correct : The animal tortoise described in the story is a good example of a/an c. Make choices similar in length, tense, number, sentence structure, part of speech, etc. to avoid giving irrelevant clues to the correct answer.

7. Developing Objective Tests Example : Incorrect : What did the boy expect from everyone he met? A. trust B. treat him with mercy C. Obedience Correct : A. trust B. mercy C. obedience d. In constructing the stem, use a direct question more and less of the incomplete sentence type of stem. Example: Less Preferred : The floating house implies that . . . . Preferred : What does the floating house imply? e. Words or phrases that are repeated in the options are better integrated into the stem to reduce the reading load of the learners. Example: Incorrect: What do the floating houses imply? A. Muslims are sea lovers B. Muslims are pearl divers C. Muslims are boat-dwellers D. Muslims are good fishers Correct: What do the floating houses imply? Muslims are . . . . A. sea lovers B. pearl divers C. boat-dwellers D. good fishers f. Arrange responses in a logical order: Number - highest to lowest or vice versa Date – earliest to the most recent or vice versa Proper nouns – alphabetical order

8. Developing Objective Tests g. Give clear directions to guide the learners on what to do with the question and how to answer. Sample Directions : Read the items carefully to determine from the given choices the correct or best answer to complete the statement or answer a question. Circle the letter of your choice. 3. Fill-in-the-Blank – this type of test asks the learners to supply in the blank the correct answer based on the context suggested by the statement. It is also suitable for assessing learners’ knowledge of quick factual information. It has high reliability, is easier to construct, and limits guessing. Test situations appropriate for a fill-in-the-blank type include giving the meaning of words, antonyms, or synonyms, and giving the details asked about the story. Vocabulary Test : Ask learners what the word or phrase means as it is used in the sentence. Example: The opposite of SILENT is _______________. Supplying the Details of the Story: Ask learners about the title of the story, the author, the setting, the main characters, and other major details of the story read. Example: The author of the story is _____________. With the description given by the author, the setting of the story is _________. The following suggestions are given to make this type of test more effective: Put the blank at the end of the statement to orient the learner to the content. Make the situation specific for the learners to provide the correct answer. In a set of fill-in-the-blank items, make the blanks of the same length to avoid giving a clue to the correct answer.

9. Developing Objective Tests 4. Matching Type – this type of test measures the learners’ ability to recognize relationships among homogenous pairs. It enables the reading teacher to cover more content in one test. It is excellent in checking the knowledge of the learner, aside from being efficient and objective. It has two columns: Column A presents the premises, while Column B presents the choices. In constructing matching-type test items, the following are wise to consider: Include in the directions the basis of the learners to match the items and how to match, either to write the letter of their answer or to draw lines. If a response is used more than once, the learner must also know. Items in column A are numbered consecutively while items in Column B are lettered alphabetically. Give more responses (about three or more) in Column B than the premises (Column A). If there are 10 items (1-10) as premises, the responses could be letters A to M. Longer statements are placed on the premises to reduce reading time, and shorter ones are in the responses. Items to be matched should be homogenous. Example: characters- reading selection where they are found authors: title of the reading selections figurative expressions- word meaning or classifications

10. Developing Objective Tests Task 2.10 – In this lesson . . . . I learned about . . . . I still need to learn . . . . . I can apply my learning by . . . . .