Test construction in leadership and management.ppt

Subject: Leadership & Management
Topic: Test Cnstructons
Nurse Practitioner in Critical Care 1st year

1. Measurement, Test, and Evaluation
By
Komal Dagar
Nurse Practitioner in Critical Care
1st year
PGIMS, Rohtak

2. Topics
•Part-1
•Measurement, Test, and Evaluation
•Types of Evaluation
•Part-2
•Test Items construction
–Objective Test Items construction
–Essay Test Items construction

3. Evaluation
Objectives
Learning
Experiences

4. Measurement
Test
Evaluation
Differentiate

5. Test, Measurement, and Evaluation
The terms test, measurement, and evaluation
are easily confused because all may be
involved in a single process.

6. •If we ask student to answer a series of a
question concerning science,
•obtain their scores by counting the number of
correct answers, and
•conclude that the students are making good
learning progress,
•we are concerned with all three concepts.

7. •The test is the set of questions,
•measurementis the assigning of marksto the
students
•and evaluationadds the value judgment
(good learning progress)

8. Test
An instrument or systematic procedure
for measuring sample of behavior is
called test.

9. Measurement
1.Measurment means to describe any thing or
trait in quantitative value.
2. According to N.E. Gronlund measurement
is the process of obtaining a numerical
description of the degree to which an
individual possesses a particular
characteristic (Answers the question “How
much?”).

10. Evaluation
1. According to Elvi:
“Evaluation is the process of
determining the extent to which
educational objectives are achieved by
the students.”
.

11. 2. According to Gronlund:
Evaluation is the systematic process of
collecting, analyzing and interpreting
information to determine the extent to which
pupils are achieving instructional objectives
(Answers the questions" How good?).

12. Evaluative Procedures
•A wide variety of evaluative procedures
1.Measurement tools
2.Non-Measurement tools

13. Measurement Tools
•Tests
•Rating Scales
•Ranking Scales
•Socio-matrices Scales

14. Non-Measurement Tools
•Interview
•Observation
•Anecdotal record
•Self report

15. Differences between measurement and
Evaluation.
1.For measurement
we use only formal
method or
Techniques.
2.It shown
quantitative
descriptione.g. we
can describe the
achievement in
Biology by telling
the score, say 35,
on Biology test
1.For evaluation we
used formal as well
as informal
methodsor
techniques.
2.It is quantitative
plus qualitative
description

16. 3.It is a limited
process.limited to
the cognitive
domain of long list
of educational
objectives.
4.Limited no. of
techniquesare
used e.g. test etc.
3.Evaluation is much
more
comprehensive
term.we can use
evaluation for all
kinds of
Educational
objectives.
4.Variety of teachings
are used.

17. Assessment
Evaluation
Measurement
Exam
Objectives

18. Types of Evaluation
On the basis ofFunctional role in
classroom Instruction
•1. Placement Evaluation
•2. Formative Evaluation
•3. Diagnostics Evaluation
•4. Summative Evaluation

19. 1.Placement Evaluation
Placement evaluation is concerned
with pupils entry performance and
typically focuses on question such
as the following.
Does the pupil posses the
knowledge and skill needed to
beginning the course/training/
planned instruction?

20. Examples of Placement Evaluation
•Entry Tests
•Aptitude Test
•Introductory Questions
•Pre-Test
•Previous knowledge Test

21. Purposes of Placement Evaluation
•Admission
•Motivation
•Placement
•Classification

22. 2.Formative Evaluation
•Evaluation for learning
•Taken at varying intervals throughout a
course to provide information and feedback.
•Formative Evaluation is used to
monitor learning progress during
instruction.

23. Formative Evaluation
Its purpose is to provide continuous
feedback to both pupil and teacher
concerning learning successes and
failures.
Feedback to pupils provides
reinforcement of successful learning and
identifies the specific learning errors that
are in need of correction.

24. Feedback to the teacher provides
information for modifying instruction
and for prescribing group and
individual remedial work.

25. Examples of Formative Evaluation
•Weekly Tests
•Monthly Test
•Quarterly Test

26. Purposes of Formative Evaluation
•to monitor learning progress
•To identifies the learning errors

27. 3.Diagnostic Evaluation
•Diagnostic evaluation is a highly
specialized procedure.
•It is concerned with the persistent or
recurring learning difficultiesthat are
left unresolved by the standard
corrective prescriptions of formative
evaluation.

28. To use a medical analogy,
formative evaluation provides first aid
treatment for simple learning problems
and diagnostic evaluationsearches for
the underlying causes of those
problems, that do not respond to first
aid treatment.
Serious learning problems also are
likely to require the services of remedial,
psychological, and medical specialists.

29. 4.Summative Evaluation
•Evaluation of learning
•Generally taken by students at the end
of a unit or semesterto demonstrate
the "sum" of what they have or have
not learned.
•Summative assessment methods are
the most traditional way of evaluating
student work.

30. Summative Evaluation (Conti;)
Summative evaluation typically comes
at the end of a course (or unit) of
instruction.
It is used primarily for assigning
course grades or for certifyingpupil
mastery of the intended learning
outcomes.

31. If we think of our children as plants …
Summative assessmentof the plants is the process
of simply measuring them.It might be interesting to
compare and analyze measurements but, in
themselves, these do not affect the growth of the
plants.
Formative assessment, on the other hand, is the
equivalent of feeding and watering the plants
appropriate to their needs -directly affecting their
growth.
The Garden Analogy

32. Part-2
•Test Items construction
•Objective Test Items construction
•Essay Test Items construction

33. •Write the Following Test Items
1.10True falsetype items
2.8MCQs (Multiple choice Questions) with
4 options.
3.OneMatchingQuestion of 8 items
4.10Completion type item
5.10Short answerstype items
6.10Essay Questions
Group Work

34. Objective Type Test

35. Sub-Headings
•Definition
•Advantages
•Limitations
•Types
•Suggestions for Writing

36. 1 –Definition:
The test in which the personal opinions of the
scorer are not allowed to influence the score.
The test which can be scored objectively

37. 2 –Advantages:
a) Easy to Score
b) Objectivity in scoring
c) Exact rating of student achievement
d) It covers the whole course
e) Language and hand writing is not affected

38. Limitations of Objective test
•Difficult to construct
•Difficult to administer
•Easy to cheat
•Guessing problem
•Time consuming in preparation
•Not measure higher mental abilities
(like creativity, organizing power,)

39. TYPES OF OBJECTIVE TYPE TESTS
1.Binary choice/True false type items
2.Multiple choice type item
3.Matching type item
4.Completion type item
5.Short answers type items

40. Suggestions for Writing
Objective Type Tests:

41. 1.Binary Choice (True/False)
1.Use clear and simple language.
2.Avoid negativestatements—double
negative.
e.g., Pakistan is not un-Islamic
Country (True/False).

42. 3.Use balance number of true and false
items
4.It should be absolutely true or false
e.g.Islamabad is the capital of
Pakistan and it is situated in the
province of Sindh (T/F)

43. 5.Avoid specific determinerssuch as
All, None, Always, Never →False
& Some, Often, as rules→True

44. 6.Avoid trickystatements
e.g. Pakistan came into being on 14
August, 1947 B.C.(T/F)
7.Arrange true and false items
randomly, not in any specific order.
8.Avoid lifting exact wording from the
textbook.

45. 2.Multiple Choice Questions
(MCQs):
•It consists of two parts:
Stem & Alternatives
The statement is called stem and the
choices or expected answers are
called alternatives.
•In alternatives, the best and correct
alternative is called answerwhile the
remaining or the false options are
called Distracters.

46. Example of MCQ
Who was the first president of Pakistan?
(Stem)
(a)Quaid-e-Azam, (b) Liaqat Ali Khan,
(c) Ghulam M.(d) Sikandar Mirza
•The (d) is answer,while the
remaining three (a,b,c) are the
distracters

47. Suggestions for Writing
1.There should be only one correct
answer in the alternatives.
e.g which one is the neighbouring
country of Pakistan?
(a) India (b) Turkey (c) Iran, (d) Russia.

48. 2.All distracters should be plausible.
e.g., The name of the capital of
Pakistan is ______
(a) Karachi, (b) Islamabad, (c) Lahore,
(d) Mardan

49. 3.Give the correct answers randomly
4.Length of all responses should be
approximately equal
5.Avoid irrelevant grammatical clue
•e.g., The authorsof the book
“Measurement and Evaluation” are:
(a)Thorndike and Hagen, (b) Mouly,
(c) Best, (d) Ebel

50. 6.Avoid the use of item which helps the
students to answer other items.
e.g.(1) Who was the founder of
Pakistan?
•(a)_________, (b) ________,
•(c) _________, (d) _________
(2) In which city, the founder of Pakistan
Quaid-e-Azamwas born?
•(a) _________, (b) ________,
•(c) __________, (d) _________

51. 3.Matching Items:
•The matching items consists of two
columns.
•Each item in the first column is to be
paired on some basis with an item in
the second column.
•The items in the first column are called
premisesand the items in the second
column are called responses.

52. Matchthe following historical events
with their datesand write the answer
in the given space
•Column-I (Premises)
1.Foundation of Muslim
League ---------------------
2.Independence War-----
3.KhilafatMovement-----
4.Nehru Report -----------
5.Partition of Bengal-----
•Column-II
(Responses)
(a) 1850
(b) 1857
(c) 1905
(d) 1906
(e) 1919
(f) 1920
(g) 1928
(h) 1930

53. Suggestions for Writing
Matching Items:
1.Include only homogeneous or related
itemsin a single matching exercise,
e.g., they should all be names of authors,
names of books, date of historical events
etc.
2.Keep the number of matching items from
5 –12
3.Specify in the directions the basis of
matching and the way of recording the
answer

54. 4.The number of responses should be
larger than premises
5.Keep the length of responses shorter
than the premises
6.Arrange the responses in proper order.
Premises should be random, while
responses should be in proper order. It
may be alphabetic or chronological
order.

55. 7.Don’t carry a matching set over from one
page to the next. Turning page back and
forth for finding answers is both tedious
and confusing for the students.
8.Make sure that irrelevant clues are not
provided for correct answers.

56. 4.Completion Item
•In this type, incomplete statements are
given. The students are asked to
complete them, such as fill in the
blanks etc.

57. Suggestion for Writing
Completion Items:
1.Avoid giving indefinite statement.
When a completion item is kept ‘open’, many
correct answers, some very ridiculous ones,
are often possible and the task of scoring
becomes almost impossible.
•e.g. Allama Iqbal was born in ____
This is a poor version of statement.
•In its better form, write “City”at the end.
•Allama Iqbal was born in ____city.

58. 2.For numerical problemsand statements,
use units.
e.g., Distance between Peshawar and
Swat is ______Km/Mile.
3.Omit only key words. Don’t omit verbs,
articles or preposition, unless knowledge
of these is tested
e. g. The formula of common salt -----NaCl.

59. Do not include too many blanksin one
statement.
--------invented---------------in------------(poor)
Radio invented by--------in the year--------
(Better)

60. 5.Leave the blank preferably at the end
of the statement rather than at the
beginning.
For Example:
---------inches is equal to one foot.
(poor item)
One foot is equal to---------inches.

61. 5.Short Answer Items:
•Definition:A question to which the
examinee responds with a word, symbol or
sentence.
•Uses:
•Terminology
•Short Numerical Problems

62. Suggestion for Writing Short
Answer Items:
•Phrase the item in such a way that the
answer is short and clear-cut
•e.g., How do you ,multiply 7 by 5? (Poor)
•What number do you get when you multiply
7 by 5? (Better Form)
•Decide in advance about the irrelevant
factors especially for spelling. i.e., whether
mistake in spellings be evaluated or not.

63. •The questions should be based on
understanding.
•It should not be based on recall.
•Students should be encourage to
express in their own words.
•Fix time to attempt

64. •Allow enough space for writing the
answers according to the nature of
the questions.
•Don’t take from text books

65. Essay Type Test

66. ESSAY TYPE TEST
•What is Essay type test?
•“Essaytypetestreferstoanywrittentestthatrequire
anexamineetowriteseveralparagraphs,passages
orcomprehensiveanswer.
•An essay type test is the test consist of a question
requiring a long answer

67. Types of Essay Test
1 Extended type 2 Restricted type
Example of Extended type
i)Discuss the importance of testing in education
ii)What are the advantages and disadvantages of a
democratic form of government.
Examples of Restricted type
i)Give fivereasons why testing is important in
education?
ii)State threeadvantages and threedisadvantages of
a democratic form of government.

68. Limitations of Essay test
1)Subjective/Un-reliable marking
2)Limited/inadequate sampling ----selective study is encouraged.
3)Rote memorization is encouraged.
4)Time consuming.
5)Influence of irrelevant factors e.g. Hand writing, style of writing etc.
6)Bluffing

69. How to improve Essay Test?
Two Principal Ways
1) Writing good Essay Questions. 2) Using Efficient Method of scoring.

70. 1) How to write Good Essay Questions?
1.The Essay questions should measure well defined learning outcomes
(Taxonomy of objectives)
1. Knowledge
2. Comprehension ability
3. Application ability
4. Analytical ability
5. Synthesis ability
6. Evaluative ability

71. 2.Development of Item Bank
•Planning from the very beginning
•Part of daily lesson planning---
Production questions
•Development of Item Bank
Constructing Essay Type Items

72. 3.Formulate the question so that the task is
clearly defined for the student.
•Words like “what do you know”, discuss and
explaincan be ambiguous.
•If you use "discuss", then give specific
instructions as to what points should be
discussed.
•Poor:Compare PTI & PML(N).
•Better:Compare Economic Policy/education
Policy etcPTI & PML(N).

73. •Explain/Discuss KhilafatMovement
•(15 marks)
•Explain causes, eventsand consequences
of KhilafatMovement. (marks 5+5+5=15)

74. 4.Use large number of questionsinstead
of traditional 5 questions
5.Give ample time (according to the No.
and nature of questions)
6.Keep option to the minimum

75. Suggestions for Scoring Essays
•Grade the papers anonymously.
•Question wise marking:score all the
students' responses to Question 1
before looking at Question 2.
•Write comments on the students'
answers.Teacher comments make
essay tests a good learning
experience for students.

76. •Prepare a scoring key
•Scoring key consist of main points of
Answer and their marks
•Adopt uniform policy about the
irrelevant factorslike spelling, grammar
etc

77. •Select an appropriate scoring method
•There are two basic scoringof
methods
1.Rating Method (for Extended type)
2.Point Method (for Restricted type)

78. THANKS FOR YOUR
NICE PARTICIPATION