Test-Construction-lecture (1).ppt........

Test-Construction-lecture (1).ppt

1. Enhancing Test ConstructionEnhancing Test Construction
DINA A. BASCO
Master Teacher 1

2. CHARACTERISTICS OF A GOOD TEST
1.It should be valid-validity
2.It should be reliable – reliability
3.It should be easy to administer- administrability
4.It should be easy to score – scoreability
5.It should be easy to interpret-interpretability
6.It should be economical
I

3. FACTORS INFLUENCING
VALIDITY
1.Overloading a social studies test with items
concerning historical facts.
2.Selecting appropriate math problems for a
test but use vocabulary in the problems and
directions that only the better readers are
able to understand.

4. FACTORS IN THE TEST ITSELF
Any of the following factors can prevent
the test items from functioning as intended and
thereby lower the validity of the interpretations
from the test scores.
1.Unclear directions
2.Reading vocabulary and sentence structure
too difficult.

5. FACTORS IN THE TEST ITSELF
3. Inappropriate level of difficulty of the test
items.
4. Poorly structured test items
5. Ambiguity
6. Test items inappropriate for the outcome
being measured
7. Inadequate time limits
8. Test too short
9. Improper arrangement of items
10. Identifiable pattern of answers

6. THE COGNITIVE PROCESS DIMENSION
ORIGINAL REVISED
Knowledge
Creating
Evaluating
Applying
Understanding
Remembering

7. The Revised Bloom’s Taxonomy
Knowledge
Dimension
Description
Factual Terminologies, specific details and elements
Conceptual Knowledge of classifications and categories,
principles, generalization, theories, models, and
structures
Procedural Knowledge of subject-specific techniques/skills
and algorithms when to use appropriate
procedures
Metacognitive Self-knowledge, strategic knowledge, contextual
and conditional knowledge, knowledge of a
cognitive task

8. REMEMBERING
The learner is able to recall, restate and remember learned
information.
•Recognizing
•Listing
•Identifying
•Retrieving
•Naming
•Locating
•Finding
•Giving

9. UNDERSTANDING
•The learner grasps/explains the meaning
of information by interpreting and
translating what has been learned.
Interpreting
Exemplifying
Inferring
Paraphrasing

10. Explaining
Describing
Classifying
Comparing
UNDERSTANDING

11. APPLYING
The learner makes use of information in a new way,
different from the one in which it was learned.
Implementing
Carrying out
Using
Executing
Applying
Doing

12. ANALYZING
The learner breaks or examines
learned information into its parts to
best understand that information.
Differentiating
Organizing
Deconstructing
Outlining

13. ANALYZING
Distinguishing
Examining
Scrutinizing

14. Evaluating
The learner makes decisions based on –n-depth
reflection, criticism and assessment.
Checking
Critiquing
Judging
Testing
Detecting
Monitoring

15. Creating
The learner creates new ideas and information
using what has been previously learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Generating

16. The Revised Bloom’s Taxonomy
Knowledge
Dimension
Remember UnderstandApplyAnalyzeEvaluate Create
Factual
Conceptual
Procedural
Metacognitive

17. Analysis of the Parliamentary Acts Vignette in terms of the taxonomy table
Based Stated Objectives
THE COGNITIVE PROCESS DIMENSION
Knowledge
Dimension
Remember UnderstandApplyAnalyzeEvaluate Create
Factual
Conceptual
Procedural
Metacognitive
Objective 1= Remember specifics about the Parliamentary Acts.
Objective 2= Explain the consequences of the Parliamentary Acts on different
colonial groups.
Objective3= Choose a colonial character or group and write a persuasive editorial
stating one’s position
Objective4= Edit self and peer editorial

18. FLOWCHART OF TEST CONSTRUCTION
2. Construct a table of specifications.
One Way Format
Topics
Taught
Objective No. of
Hours
No. &
Placement
of Items
% of Items

19. Example of 1-Way TOS
Topics
Taught
ObjectiveNo. of Hours No. &
Placement of
Items
% of Items
Method of
Forest
conservation
Identify the
method used
to conserve
forest
1.5 5
Part I
11-15
10%
Etc
Total 15 50 100%

20. Advantage of one way format
Easy to prepare and one works only on the
objectives without worrying the different levels
of cognitive behaviours.
Disadvantage of one way format
The test may not capture the target levels of
cognitive behaviours that teaching instruction
should have developed.

21. Legend: KD-Knowledge Dimension
Format: Multiple Choice II. Essay/Constructed Test
ContentInst’l
time
# of
Items
% of
Items
KD Level of Behavior, Item Format, No.,&
Placement
R U Ap An E C
2-WAY FORMAT

22. 2-way format TOS
ContentInst’l
time
# of
Items
% of
Items
KD Level of Behavior, Item Format, No.,& Placement
R U Ap An E C
1.
Methods
of forest
conserva
tion
3 10 20%
F I.1
#1
C I.2
#6-7
I.1
#10
P I.3
#17 to 19
II.2
#33-34
M I.2
#36-37
2. etc
Total 15 50 100% 5 10 20 10 3 2

23. Advantage of two way format
This TOS format enables one to see at
glance what levels of thinking skills will be
assessed.
Disadvantage of two way format
It is difficult to construct test items for a target
level of behavior without the statement of
objective where the behavior required is given.

24. 3-way format TOS
Content Test
Obj.
Inst’l
time
# of
Items
% of
Items
KD Level of Behavior, Item Format, No.,& Placement
R U Ap An E C
1.
Methods
of forest
conservati
on
3 10
F I.1
#1
C I.2
#6-7
I.1
#10
I.3
#17 to
19
II.2
#33-34
20%
P I.2
#36-37
I.1
#1
M
2. etc
Total 15 50 100% 5 10 20 10 3 2

25. Choosing
Appropriate Test
Item Type

26. TRUE/FALSE
Good for:
oKnowledge level content
oEvaluating student understanding of
popular misconceptions
oConcepts with two logical responses

27. Advantages:
•Can test large amounts of content
•Students can answer 3-4 questions per
minute

28. Disadvantages:
•Easy
•It is difficult to discriminate between
students that know the material and
students who don’t
•Students have a 50-50 chance of getting
the right answer by guessing
•Need a large number of items for high
reliability

29. Matching
Good for:
Knowledge level
Some comprehension level, if
appropriately constructed

30. Disadvantages:
•Time consuming for students
•Not good for higher levels of
learning/thinking skills

31. Multiple Choice
Good for:
* Knowledge, comprehension,
application, synthesis, analysis and
evaluation levels

32. TYPES
•Question/Right answer
•Incomplete statement
•Best Answer

33. Advantages:
•Very effective
•Versatile of all item types at all levels
•Minimum of writing for student
•Guessing reduced
•Can cover broad range of content

34. Disadvantages:
•Time consuming for students
•Difficult to come up with
plausible/possible
distracters/alternative responses
•Appear too discriminating to
students

35. Disadvantages:
•Difficult and time-consuming to construct
good test items.
•Difficult to come up with plausible
distracters/alternative responses.
•Appear too discriminating to students
•Open to misinterpretation by students
who read more into questions than is
there

36. SHORT ANSWER
Good for:
•Knowledge, comprehension, application,
synthesis, analysis, and evaluation levels

37. Advantages:
•Easy to construct
•Good for “who,” “what”, Where”, “When”
content
•Minimize guessing
•Encourages more intensive study-student
must know the answer vs. recognizing
the answer.

38. Disadvantages:
•May overemphasize memorization of
facts
•Take care-questions may have more than
one correct answer
•Scoring is laborious

39. ESSAY
Good for:
•Application, synthesis and evaluation
levels

40. TYPES
•Extended response; synthesis and
evaluation levels; a lot of freedom in
answers
•Restricted response; more consitent
scoring, outlines parameters of
responses

41. Advantages:
•Students less likely to guess
•Easy to construct
•Stimulates more study
•Allows students to demonstrate ability to
organize knowledge, express opinions,
show originality

42. Disadvantages:
•Can limit amount of material tested,
therefore has decreased validity.
•Subjective, potentially unreliable scoring.
•Time consuming to score.

43. GRONLUND AND LIN (2000) OFFER SOME GENERAL RULES
FOR WRITING TEST ITEMS.
1.Use your test specifications as a guide
to test writing.
2.Write more test items than needed.
3.Write the test items well in advance of
the testing date.

44. 4. Write each test item and assessment
task so that the task to be formed is
clearly defined and it calls forth the
performance described in the intended
learning outcome.
5. Write each test item at an appropriate
reading level.

45. 6. Write each test item so that it does not
provide help in answering other items in
the test.
7. Write each item so the answer is one
that would be agreed upon by experts.
8. Whenever a test item is revised, recheck
its relevance.

46. Suggestions for constructing
Short-Answer Items
1.State the item so that the
required answer is both brief
and specific.

47. Test Item
Poor:
Andres Bonifacio was born in _________.

48. Better:
Andres Bonifacio was born in the
year _____________.

49. 2. Do not take
statements directly
from textbooks

50. Test Item:
Poor:
Chlorine is a (halogen)

51. Better:
Chlorine belongs to a group of
elements that combine with metals to
form salts. It is therefore called a
(halogen).

52. 3. A direct question is
generally more desirable
than an incomplete
sentence.

53. Test Items:
Poor: John Glenn made his first
orbital flight around the earth in
__________.

54. Test Items:
Better:
When did John Glenn make his
first orbital flight around the
earth