Ed103format3 complete summary.docx[1]
- 1. REPUBLIC OF THE PHILIPPINES MINDANAO STATE UNIVERSITY GENERAL SANTOS CITY Presented by: Mark Jason Maneb ED103 - MTH- (9:00- 10:30) Presented to: Dr. Ava Claire Marie O. Robles February 22, 2016 MODULE 1: Overview & Basic Concepts on Assessment & Testing, Lesson 4: Checklist for Writing Tests a.) Multiple Choice Test MULTIPLE CHOICE TEST is a form of assessment in which student are asked to select the best answer out of the choices from a list. It is used to measure knowledge outcome and other types of learning outcomes such as comprehension and application. It is the most commonly used format in measuring student achievements at different levels of learning. STRUCTURE 1. Stem is a problem or question presented in completion or question form 2. Set of options or alternatives requires you to select from the options that will make the stem complete and correct. It is compose of one keyed option or the correct answer and distracters or foils which is the incorrect option or alternative. ADVANTAGES OF THE MULTIPLE CHOICE TEST • Great versatility in measuring objectives • Requires less time to administer • Creates a lower likelihood of teacher-bias in the results • Teacher can cover a substantial amount of course material in a relatively short time • Objective, easy and reliable scoring • Options that require students to discriminate among them and vary in the degree of correctness. • The effects of guessing are largely reduced since there are more options. • Items are more amenable to item analysis and this can be used to detect areas of student weaknesses, evidence of item ambiguity, item difficulty, and the extent to which the item can measure individual differences. • Measures learning outcome from the knowledge to the evaluation level. DISADVANTAGES OF THE MULTIPLE CHOICE TEST • Time-consuming in terms of constructing good items and looking for options that are effective and plausible
- 2. • Ambiguous • Random answers can receive a mark • Test-naive can complain of more than one defensible correct answer (in some cases) • Scores can be influenced by the reading ability of the examinees • Ineffective in assessing the problem solving skills of the students • Not applicable when assessing students’ ability to organize and express ideas GENERAL GUIDELINES IN CONSTRUCTING MULTIPLE-CHOICE TEST With practical or a real-world application Diagrams or drawings can be used to analyze, apply, and evaluate Present actual quotation from secondary sources Tables, charts, figures to interpret Pictures for concepts and principles Vertically-written options Don’t use trivial questions One correct and best answer Discourage guessing with 3-5 options Plausible and effective distracters Similar options makes it difficult Use not “none of the above” alternatives Don’t use “all of the above” in the option GUIDELINES IN CONSTRUCTING THE STEM • Completion or question form • No blanks at the beginning and in the middle when using completion form • Poses the problem completely • Clear and concise • Beware of WORDINESS • Positive form. With negative form, you’ll need to EMPHASIZE it. • Avoid grammatical cues in the answer GUIDELINES IN CONSTRUCTING THE OPTION • One correct and best answer • Vertically-written options • Logical order and capital letters • Independent option, don’t overlap. • Homogenous in content • Equal length
- 3. • Avoid “all of the above” • Avoid “none of the above” or “I don’t know” GUIDELINES IN CONSTRUCTING THE DISTRACTERS • Plausible • Popular to all examinees • Effective • Should be chosen by at least 5% of the examinees but not more than the key answer • Over attractive to the teachers should be revised lest be ambiguous to the examinees TYPES OF MULTIPLE-CHOICE TEST 1. Stimulus Material-Stem-Options 2. Stem-Options 3. Negative Stem 4. Best Answer 5. Contained Options 6. Correct Answer 7. Group Option 8. Morse Variety Levels Of Multiple-Choice Test 1. Knowledge Level 2. Comprehension Level 3. Application Level 4. Analysis Level CHECKLIST FOR WRITING MULTIPLE-CHOICE TEST FACTORS YES 1. Are the item and the main problem in the stem clearly presented? 2. Has the item been cast so that there is no repetition of key words or phrases for each option? 3. Do the option come at the end of the stem? 4. Have the responses been arranged in some systematic fashion, such as alphabetically or by the length of the options? 5. Are all distracters plausible? 6. Have all irrelevant clues been avoided? 7. Are the correct answers randomly assigned throughout the test with approximately equal frequency? 8. Is there only one correct or best answer? 9. Has “all of the above” been avoided? 10. Has the “none of the above” option been used sparingly or only when appropriate? 11. Have the overlapping options been avoided?
- 4. 12. Have negative statements been avoided? If used, has the negative been underlined or written in capital letters? References: • Reganit, Arnulfo, Elicay, Ronaldo, & Laguerta, Cresencial (2010). Assessment of Student Learning 1 (Cognitive Learning). C & E Publishing, Inc. • Gabuyo, Yornado A. Assessment of Learning 1: Textbook and Reviewer • http://www.flaguide.org/cat/mutiplechoicetest/multiple_choice_test1.php • https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/ • Teaching Effectiveness Program, University of Oregon. Writing Multiple choice Questions that Demand Critical Thinking http://darkwing.uoregon.edu/%7Etep/assessment/mc4critthink.php • Carneson, J., Delpierre, G. & Masters, K. Designing and Managing Multiple Choice Questions http://www.le.ac.uk/cc/ltg/castle/resources/mcqman/mcqman01.php • https://learningsciences.utexas.edu/teaching/assess-learning/question-types/multiple-choice