LESSON 8-B.pptxawdawdawdawdawdawdawdawdawdawdwd

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1. Completion-Types Test This test consists of a series of items which requires the examinee to fill a word or phrase on the blanks.

2. An item may contain one or more blanks. This is also called the filling the blanks type of test.

3. Rules and Suggestions for the Construction of Completion Test

4. The rules and suggestions for the construction of completion test are as follows: 1. Give the student a reasonable basis for the responses desired. Avoid indefinite statements.

5. Ex: President Macapagal-Arroyo was born in______________. The statement is indefinite or vague because the response is either date or place of birth.

6. Avoid over-mutilated statements. For example, The_________ is obtained by dividing the____________ by the_______________.

7. 2. Avoid giving the student unwarranted clues to the desired response. There are several ways in which clues are often carelessly given.

8. The following suggestions may help to prevent the common errors in constructing completion test

9. 2.1 Avoid lifting statements directly from the book. 2.2 Omit only key words or phrases rather than trivial details.

10. 2.3 Whenever possible avoid "a" or "an" immediately before a blank. These words may give a clue of whether a response starts with a consonant or vowel.

11. 2.4 Do not indicate the expected answer by varying the length of blanks or by using a dot for each letter in the correct word.

12. 2.5 Guard against the possibility that one item or part of the test may suggest the correct response to another item. 2.6 Avoid giving grammatical clues to the answer expected.

13. Example: The authors of the first performance test of intelligence were_________. Improved: The first performance test of intelligence was prepared by__________.

14. 3. Arrange the test so as to facilitate scoring. 3.1 Allow one point for each blank correctly filled. Avoid fractional credits or unequal weighing of items in a test.

15. 3.2 Select the items to which only one correct 3.3 Arrange the items as far as possible so that response is possible. The students' responses are in a column at the right of the sentences.

16. Example: 1. The Father of History is 1. Herodotus 2. The study of places and the relationships between people and their environments is __________. 2. Geography

17. Defining term or Concept A concept testing survey helps students evaluate ideas development, and campaign, or even a message or claim, by getting feedback from students or a teachers.

18. Whether you want to test a single concept, or compare different concepts with an A/B test, taking the time to test before you execute can help you avoid mistakes.

19. Using a concept testing survey makes it easy to get accurate feedback from students.

20. Answer a question It is a situation in which a student or a group of students asks a questions and another person’s or group of students answers them.

21. Answer a question is a short method of teaching. This type of instruction aims not to strike fear in the hearts of students that they either cannot articulate clearly the values that guide their lives, or that their values and beliefs do not withstand scrutiny.

22. This is effective method of teaching when a teachers wants to know the idea of the students is he/she know between the facts and opinion of an idea.

23. Also this is a method of probing questions in an effort to expose the beliefs and support the thoughts and statements of the participants in the inquiry.

24. This students ask question as well, both of the teacher and each other.

25. Simple Recall This type of test is the easiest to construct among the objective type of tests because the item appears as a direct question, a sentence, word, or phrase or even a specific direction.

26. The response requires the examinee to recall previously learned lessons and the answers are usually short consisting of either a word or phrase

27. Rules and Suggestions for the Construction of Simple-recall Type:

28. 1. The test items must be so worded that the response is brief as possible, preferably a single word, number, symbol, or a brief phrase. This objectifies and facilitates.

29. 2. The direct question is preferable than the statement form. It is easier to phrase and scoring. More natural to the examinees.

30. 3. The blanks for their responses must be in a column preferably at the right column of the items.

31. This arrangement facilitates scoring and is more convenient to the examinees because they do not have to turn their neck to go back to the left column to write their answer before the item.

32. It is obsolete, though, this arrangement has been practiced for more than a century. The right column response arrangement is more convenient because the examinees write their response directly to the right column.

33. 4. The question must be so worded that there is only one correct response, whenever this is impossible, all acceptable answers must be included in the scoring key.

34. 5. Make a minimum use of textbook language in wording the question. Unfamiliar phrasing reduces the possibility of correct responses that represent more meaningless verbal associations.

35. Advantages of Simple-recall Type:

36. 1. This type of test is particularly valuable in mathematics and the physical sciences, where the stimulus appears in the form of a problem requiring computation.

37. 2. As it needs very brief answer, does not result in bringing boredom and fatigue. 3. It is easy to construct.

38. 4. It almost completely eliminates guessing as a factor in unreliability and thus minimizes one of the most common criticisms of objective tests

39. 5. Thus items are sufficiently reliable and highly valid. 6. The familiarity of facts and naturalness is measured. 7. It can serve the diagnostic purpose.

40. 8. Quite comprehensive in covering the syllabus and testing of the realization of the stipulated objectives. 9. The scoring and interpretation of the responses of the students do not pose any problem.

41. Limitations of Simple-recall Type:

42. Such questions test only the factual things and memory. The powers of understanding, reasoning, application, interpretation etc. cannot be tested through these questions.

43. 2. Preparation of such items demands great skill and experience on the part of the paper setter. 3. It is costly in terms of time and labor for its preparation.

44. 4. Administration of such tests may also create so many disciplinary and administrative problems. The mode of responses of questions may also drift the students towards picking up unfair means.

45. 5. If not properly constructed, scoring can be subjective.

46. Example: Poor : What do we call the law-maker? Better : What do we call a branch of government who make laws for the state?

47. Poor : What is the power of the Executive branch of government? Better : What are the powers of President?

48. Enumeration Is a type of test or exam which is done by enumerating particular answers to a particular question. And this type of exam is actually very easy.

49. But this type of exam is very tricky also because you have to memorize all the items that are included in a particular category or list.

50. Example: 1. List down the countries of ASEAN member 2. Enumerate the international organization in the world.

51. Selection-Type Test It is a common format in assessment in learning. In this type of test, the test-taker is presented with a question or statement, often followed by several options or choices.

52. The test-taker then selects the correct answer from among the provided options. These tests are widely used due to their efficiency in grading and administration, as well as their ability to assess a wide range of content in a relatively short period of time.

53. True and False Test In this type of test, the examinees determine whether the statement presented is true or false.

54. The true or false test item is an example of a “forced-choice test” because there are only two possible choices in these types of tests.

55. The students are required to choose the answer true or false in recognition of a correct statement or incorrect statement.

56. True or false type of test is appropriate in assessing the behavioral objectives such as “identify,” “select,” or “recognize.” It is also suited to assess the knowledge and comprehension level in the cognitive domain.

57. This type of test is appropriate when there are only two plausible alternatives or distracters.

58. Guidelines in Constructing True or False Test:

59. Avoid writing a very long statement. Eliminate unnecessary word(s) in the statement (be concise). Avoid trivial questions

60. 3. It should contain only one idea in each item except for a statement showing the relationship between cause and effect.

61. 4. It can be used for establishing cause and effect relationships. 5. Avoid using opinion-based statements, if it cannot be avoided the statement should be attributed to somebody.

62. 6. Avoid using negative or double negatives. Construct the statement positively. If this cannot be avoided, bold negative words or underlined it to call the attention of the examinees.

63. 7. Avoid specific determiner such as “never,” “always,” “all,” “none” for they tend to appear in the statements that are false.

64. 8. Avoid specific determiner such as “some,” “sometimes,” and “may” they tend to appear in the statements that are true. 9. The number of true items must be the same as the number of false items.

65. 10. Avoid grammatical clues that lead to a correct answer such as the article (a, an, the). 11. Avoid statements directly taken from the textbook.

66. 12. Avoid arranging the statements in a logical order such as (TTTTT-FFFFF, TFTFTF, TTFFTTFF). 13. Directions should indicate where or how the students should mark their answers.

67. Examples of True or False Type of Test:

68. Directions: Read the questions carefully. Underline T if the statement is true and F if the statement is false. T F 1. Ferdinand Magellan was the first European explorer to reach the Philippines.

69. T F 2. The Treaty of Paris in 1898 ended the Spanish-American War and ceded the Philippines to the United States. T F 3. The People Power Revolution in 1986 ousted Philippine President Ferdinand Marcos from power.

70. T F 4. The Battle of Mactan in 1521 marked the first recorded resistance of the native Filipinos against Spanish colonization. T F 5. The Philippine Declaration of Independence was proclaimed on June 12, 1898, in Cavite, Philippines.

71. Advantages of a True or False Test:

72. It covers a lot of content in a short period. It is easier to prepare compared to the multiple-choice and matching type of test.

73. 3. It is easier to score because it can be scored objectively compared to a test that depends on the judgment of the rater(s)

74. 4. It is useful when there are two alternatives only. 5. The score is more reliable than the essay test.

75. Disadvantages of a True or False Test:

76. 1. Limited only to the low level of thinking skills such as knowledge and comprehension, or recognition or recall information

77. 2. High probability of guessing the correct answer (50%) compared to multiple choice consist of four options (25%).

78. Matching Type The matching type item consists of two columns. Column A contains the descriptions and must be placed on the left side while Column B contains the options and is placed on the right side.

79. The examinees are asked to match the options that are associated with the description(s).

80. Guidelines in Constructing Matching Type of Test:

81. 1. The descriptions and options must be short and homogeneous.

82. 2. The descriptions must be written on the left side and marked it with Column A and the options must be written at the right side and marked it with Column B to save time for the examinees.

83. 3. There should be more options than descriptors or indicate in the directions that each option may be used more than once to decrease the chance of guessing.

84. 4. 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.

85. 5. Avoid too many correct answers. 6. When using names, always include the complete name (first name and Surname) to avoid ambiguities.

86. 7. Use numbers for the descriptions and capital letters for the options to avoid confusion to the students that have a reading problem.

87. 8. Arrange the options into chronological order or alphabetical order. 9. The descriptions and options must be written on the same page.

88. 10. A minimum of three items and a maximum of seven items for elementary level and a maximum of seventeen items for secondary and tertiary levels.

89. Example of Matching Type Test:

90. Advantages of Matching Type Test:

91. It is simpler to construct than a multiple-choice type of test. It reduces the effect of guessing compared to the multiple-choice and true or false type of tests.

92. 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 tests

93. Disadvantages of Matching Type Test:

94. It measures only simple recall or memorization of information. 2. It is difficult to construct due to problems in selecting the descriptions and options

95. 3. It assesses the only low level of the cognitive domain such as knowledge and comprehension.

96. Multiple Choice A multiple-choice test is used to measure knowledge outcomes and other types of learning outcomes such as comprehension and applications.

97. It is the most commonly used format in measuring student achievements at different levels of learning. Multiple-choice item consists of three parts: the stem, the keyed option, and the incorrect options or alternatives.

98. The stem represents the problem or question usually expressed in the completion form or question form. The key option is the correct answer. The incorrect options or alternatives are also called distracters of foil.

99. Guidelines in Constructing Multiple-choice Test:

100. 1. Make a test item that is practical or with the real-world about applications to the students.

101. 2. Use diagrams or drawings when asking questions about the application, analysis, or evaluation.

102. 3. When asked to interpret or evaluate quotations, present actual quotations from secondary sources like published books or newspapers.

103. 4. Use tables, figures, or charts when asking questions to interpret. 5. Use pictures if possible when students are required to apply concepts and principles.

104. 6. List the choices/options vertically not horizontally. 7. Avoid trivial questions.

105. 8. Use only one correct answer or best answer format. 9. Use three to five options to discourage guessing.

106. 10. Be sure that distracters are plausible and effective. 11. Increase the similarity of the options to increase the difficulty of the item.

107. 12. Do not use “none of the above” options when asking for the best answer.

108. 13. Avoid using “all of the above” options. It is usually the correct answer and makes the item too easy for the examinee with partial knowledge.

109. Advantages of Multiple-choice Test:

110. Measures learning outcomes from the knowledge to evaluation level. 2. Scoring is highly objective, easy, and reliable.

111. 3. Scores are more reliable than subjective types of tests. 4. Measures broad samples of content within a short time. 5. Distracters can provide diagnostic information.

112. 6. Item analysis can reveal the difficulty of an item and can discriminate against the good and poor performing students.

113. Disadvantages of Multiple-choice Test:

114. Time-consuming to construct a good item. 2. Difficult to find effective and plausible distracters.

115. 3. Scores can be influenced by the reading ability of the examinees. 4. In some cases, there is more than one justifiable correct answer.

116. 5. Ineffective in assessing the problem-solving skills of the students. 6. Not applicable when assessing the students’ ability to organize and express ideas.

117. Guidelines in Constructing the Distracters:

118. The distracters should be plausible. 2. The distracters should be equally popular to all examinees.

119. 3. Avoid using ineffective distracters. Replace distracter(s) that are not effective to the examinees.

120. 4. Each distracter should be chosen by at least 5% of the examinees but not more than the key answer.

121. 5. Revise distracter (s) that are over attractive to the teachers. They might be ambiguous to the examinees.

122. END!