Power point for the techniques for constructing exam items
- 1. Techniques In Constructing Examination Questions Presented By William M. Kapambwe - Senior Research Officer at the 2003 Grade 7 Item Writers’ Training Workshop River Motel-Kafue 14th to 20th December, 2003
- 2. “ The Great Aim of Education is Not Knowledge But Action”
- 3. Presentation Outline Part 1: Introduction-Item/Objective Congruency. Part 2: Assessment Options for Different Learning Domains. Part 3: Constructing Objective Test Items- Types and Tips. Part 4: Constructing Subjective Test Items- Types and Tips. Part 5: Conclusion-Item/Objective Congruency and Item Review.
- 4. Introduction: Different techniques or test item formats can be used to construct questions. Learning objective being tested determines type of technique to be used. Matching test items to the syllabus = item/objective congruence .
- 5. Assessment Options for Different Learning Domains The three learning domains: cognitive , affective and psychomotor promote different learning objectives. Consequently, different assessment techniques are utilised in order to assess the acquisition of the different learning objectives.
- 6. Assessment Options for the Cognitive Domain Assessed with tests, especially for measuring knowledge, comprehension, analysis and evaluation. Written or Oral Tests. Synthesis and Application: Specific tests such as essay tests are used. Application: Listen to and observe pupil undertake performance.
- 7. Assessment Options for the Affective Domain Difficult to assess due to the personal and internal qualities of affect. Inquiry/problem-solving commonly used. Receiving : observations of learners’discussions and questionnaires. Responding : observation of learners’ participation and interviews. Valuing : Interviews, questionaiires and essays. Organisation : Observation of learners’choices. Characterisation : Learners’ responsibilities,projects and debates.
- 8. Assessment Options for the Psychomotor Hierarchy of difficulty levels ranging from reflex movements to skilled movements. Levels generally assessed by observation of either behaviour or performance. Observational data can be recorded as an anecdotal record, or by using ckecklists or rating scales.
- 9. School-Based Continuous Assessment:Best Alternative for Affective and Psychomotor Not all learning outcomes can be assessed by pencil and paper and within a short time. Most learning outcomes in the affective and psychomotor can be observed by observations and recording over a long time. Performance tasks are also assessed by observation.
- 10. Constructing Objective Tests Objective test questions are also referred to as Selected Response Questions . Objective/Selected Response: Every marker or teacher will arrive at the same marks for each of the pupils who took the test. Used when teacher wishes to test a relatively large amount of syllabus objectives. Used to cover a large number of learners. Each test item to be matched to the verb in the instructional objective you wish to test.
- 11. Examples of Objective Tests ( i) Multiple Choice e.g. What is the Capital of Zimbabwe? (a) Bulawayo (b) Gaborone (c) Harare (d) Lusaka True and False e.g. Beans are a good source of protein. True or False?
- 12. Examples of Objective Tests Matching Functions of parts of a flowering plant and the names of the parts are given. Match the part with its correct function by placing the corresponding letter on the line provided: Function of Part Name of part 1. Attracts insects A. Pollen grain 2. Contains male eggs B. Filament 3. Supports the anther C. Stigma 4. Contains female eggs D. Petal (iv) Filling In the Blanks The President of Zambia is ____________. (a) Kaunda (b) Chiluba (c) Mwanawasa (d) Miyanda
- 13. Tips and Checklist for Writing & Reviewing Multiple Choice Items Question should be related to the curriclum objective. Focus the question on one clearly stated problem. Test one problem with one question. Choices should be brief. Do not make the stem unnecessarily long by window dressing or by including instructional material. List the choices in alphabetical order.
- 14. Tips and Checklist for Writing & Reviewing Multiple Choice Items Use clear and simple langauge. Avoid vagueness. Make it easy for the pupil to read and understand material. Only one correct choice. Avoid “none of the above”. Avoid “all of the above”. The stem should be in positive form. When negative forms are used, underline and capitalise the negative words. Avoid verbal clues to the answer and distractors.
- 15. Tips and Checklist for Writing & Reviewing Good Multiple Choice Items Incorrect choices should be reasonable and not wildly off. Numerical alternatives should be in numerical order. Important objectives may have more than one question.
- 16. Tips and Checklist for Writing and Reviewing Matching Items Provide clear instructions or directions. Avoid long directions. Use numbers to identify the premises and letters to identify the responses. Avoid using incomplete sentences and premises. Entire set of matches should appear on one page. Tell how many times a response may be used. Arrange lists in alphabetical order (or numerical order if they are numbers). Keep lists short. Correct grammar and simple clear language to be used.
- 17. Tips and Checklist for Writing and Reviewing True-False The statement should be stated positively. The statement must be entirely true or false. Avoid tricky negatives. Items should be based on important ideas only. Statement should discriminate . The statement should be based on single major idea. Use simple and precise language. Use short statements.
- 18. Tips and Checklist for Writing and Reviewing True-False Attach the source of reference if the statement contains an opinion, value or attitude. Avoid verbal clues (also known as specific determiners) such as “always”, “never”, and “every”. Avoid copying sentences directly from text books. Avoid presenting answers in a manner that form a pattern; e.g. TFTF or TFFTFF Have an approximately equal number of true and false items.
- 19. Constructing Subjective Test Formats Also called Brief Constructed Response Items. Learner provides from memory a word or phrase that completes a sentence. Learner does not choose from a list of answers. Learner makes the response without the help of lists or phrases. Different markers give different marks for the same test.
- 20. Examples of Subjective Tests Subjective test format tests: short answer and essay or composition. SHORT ANSWER FORMAT (i) Completion item : Supply of one word, number or a phrase as a response to question. e.g: (Fill in the Blank) Zambia gained independence in the year:____ (ii) Structured Question (Restricted Response): Short Answer question; Student to write a phrase, a sentence or sentences . e.g: Give the name of each of the following symbols: +______, = _______, < ______, > _________
- 21. Examples of Subjective Tests (iii) Labelling a Drawing e.g: Given a drawing of a fish, label the parts on the drawing of the fish below:
- 22. Tips and Checklist for Writing and Reviewing Completion/Short Answer Items Statement should be related to the curriculum objectives. Make item direct question and not an incomplete statement. Question or statement to require a single unique answer. e.g. number, symbol, word, or brief phrase. Blank should come at the end of statement where phrase is needed to complete the item. Avoid too many blanks in the item. Blank item should represent a key word or phrase.
- 23. Tips and Checklist for Writing and Reviewing Completion Items Statements should be clear. Don’t lift items directly from the text book. The key to the item must be definitely correct. If numerical response is needed, indicate unit of measure. Blanks should be long enough for written answers. Blanks are equal in length. Blanks are arranged for easy scoring. Statements should be stated positively.
- 24. Tips and Checklist for Writing and Reviewing “Label a Drawing” Questions. Drawing should be clear. Lines should point clearly to intended part. The drawing used should vary from original ones studied by learners (should be new examples).
- 25. Examples of Subjective Tests ESSAY OR COMPOSITION FORMAT Used to measure complex learning outcomes such as writing ability, ability to explain and reason using knowledge. Words essay and composition used interchangeably. Extended response item and not restricted. Letter and composition in English: e.g: Write a one page letter. Essay/Composition: e.g Learners tell or write a story about what they did during the holiday.
- 26. Tips and Checklist for Writing and Reviewing Compositions & Essays Match question to important learning objective. Structure question very clearly; to avoid confusion. For composition/essay provide guidelines on what to help and the amount of material to write. Design question to measure higher level thinking skills or performance skills.
- 27. Assessment Techniques for Continuous Assessment Constructed Response Tasks (i) Performance assessment : Learners are asked to demonstrate or perform what they know. (ii) Product Assessment: Ask learners to use their knowledge from what they have learned to make something.
- 28. Examples of Performance Assessment Tasks for CA Oral presentation. Dance/movement. Science activity. Athletic skill. Dramatic reading. Role play. Debate. Song/poem. Practical test. Interviews of learners.
- 29. Examples of Product Assessment Tasks for CA Illustration or drawing. Invented dialogue. Models. Essay/composition/story. Reports. Projects. Journals
- 30. Conclusion Principle of Item/Objective Congruence : Appropriate test techniques should be used to suit selected objectives. Item Review: The purpose of the item review is to make test items as clear as possible to the candidates. Item review allows for the detection of ambiquities and carelessness which might not have been detected. Guidelines on item reviews should be used by item writers to write good items for tests and exams.
- 31. End Quote “ A vision without a task is but a dream. A task without a vision is drudgery. A vision and a task is the hope of the world” 1730, Church in Sussex