ProfEd6-5-Construction-of-Written-Tests.pptx

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1. Lesson 5 Construction of Written Tests

2. Desired Learning Outcomes Identify the appropriate test format to measure learning outcomes Apply the general guidelines in constructing test items for different test formats

3. General Guidelines in Selecting a Test Format Objectives or learning outcomes to be assessed Matching of objectives and level of thinking Alignment of test, learning outcomes, and learning activities Are the test items realistic to the students?

4. Major Categories and Formats of Traditional Tests Selected-response tests Multiple-choice test True-false or alternative response test Matching-type test Constructed-response tests Short answer test Essay test Problem-solving test

5. General Guidelines in Writing Multiple-choice Test Items (Content) Write items that reflect only one specific content and cognitive processing skills. Do not lift and use statements from the textbook or other learning materials as test questions. Keep the vocabulary simple and understandable based on the level of examinees. Edit and proofread the items for grammatical and spelling before administering the them to the learners.

6. General Guidelines in Writing Multiple-choice Test Items (Stem) Write the directions in the stem in a clear and understandable manner. Write stems that are consistent in form and structure, that is, present all items either in question or in descriptive or declarative form. Word the stem positively and avoid double negatives, such as NOT and EXCEPT in a stem. If a negative word is necessary, underline or capitalize the words for emphasis. Refrain from making the stem too wordy or containing too much information unless the problem/question requires the facts presented to solve the problem.

7. General Guidelines in Writing Multiple-choice Test Items (Options) Provide 3 to 5 options per item, with only one correct or best answer/alternative. Write options that are parallel or similar in form and length to avoid giving clues about the correct answer. Place options in a logical order (e.g., alphabetical, from shortest to longest). Place correct response randomly to avoid a discernable pattern of correct answers. Use “none-of-the-above” carefully and only when there is one absolutely correct answer, such as in spelling or math items. Avoid “all of the above” as an option, especially if it is intended to be the correct answer. Make all options realistic and reasonable (equally plausible).

8. General Guidelines in Writing Matching-type Items Clearly state in the directions the basis for matching the stimuli with the responses. Ensure that the stimuli are longer and the responses are shorter. For each item, include only topics that are related with one another and share the same foundation of information. Make the response options short, homogeneous, and arranged in logical order. Include response options that are reasonable and realistic and similar in length and grammatical form. Provide more response options than the number of stimuli.

9. General Guidelines in Writing True-false Items Include statements that are completely true or completely false. Use simple and easy-to-understand statements. Refrain from using negatives—esp. double negatives. Avoid using absolutes such as “always” and “never”. Express a single idea in each test item. Avoid the use of unfamiliar words or vocabulary. Avoid lifting statements from the textbook and other learning materials.

10. General Guidelines in Writing Short-answer Test Items Omit only significant words from the statement. Do not omit too many words from the statement such that the intended meaning is lost. Avoid obvious clues to the correct response. Be sure that there is only one correct response. Avoid grammatical clues to the correct response. If possible, put the blank at the end of the statement rather than at the beginning.

11. General Guidelines in Writing Essay Test Items Clearly define the intended learning outcome to be assessed by the essay test. Refrain from using essay test for intended learning outcomes that are better assessed by other kinds of assessment. Clearly define and situate the task within the problem situation as well as the type of thinking required to answer the test. Present tasks that are fair, reasonable, and realistic to the students. Be specific in the prompts about the time allotment and criteria for grading the response.

12. General Guidelines in Writing Problem-solving Test Items Identify and explain the problem clearly. Be specific and clear of the type of response required from the students. Specify in the directions the bases for grading students’ answers/procedures.

13. Thank you!