Test_construction.ppt
- 1. Test Construction Rosemarie C. Blando Division Coordinator, AP
- 2. Test is…. a measuring tool to capture your cognitive traits through pen and paper
- 3. a tool in which measuring unit depends on its length and level of difficulty of items indicated by its assigned points or percentage of examinees who got the correct answer.
- 4. Why do we give test?
- 5. Test allow … • Students to answer at the same time using the same format.
- 6. Test allow … • Students to answer at the same time using the same format. • Objective scoring of students knowledge
- 7. Test allow … • Students to answer at the same time using the same format. • Objective scoring of students knowledge • Easy grading system
- 8. Test allow … • Students to answer at the same time using the same format. • Objective scoring of students knowledge • Easy grading system • Easy ranking of students
- 9. What are the structure of a test?
- 10. STRUCTURE OF A TEST 1. Stem
- 11. STRUCTURE OF A TEST 1. Stem is the beginning part of the item that presents the item as a problem to be solved, a question asked of the respondent, or an incomplete statement to be completed, as well as any other relevant information.
- 12. SAMPLE OF A STEM If a=1, b=2. What is a+b?
- 13. STRUCTURE OF A TEST 2. Options
- 14. STRUCTURE OF A TEST 2. Options The options are the possible answers that the examiner can choose from, with the correct answer called the KEY and the incorrect answers called DISTRACTORS.
- 15. SAMPLE OF OPTIONS If a=1, b=2. What is a+b? A. 2 B.3 C.4 D.10 E.8 Letter B – is the key while the rest are distractors
- 16. Flowchart of test construction 1. Formulate test objectives
- 17. What cognitive learning objectives could be targeted by the test? Use the revised taxonomy of cognitive behavior as your framework.
- 18. Evaluation Synthesis Analysis Application Comprehension Knowledge •Creating •Evaluating •Analysing •Applying •Understanding •Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
- 19. The revised blooms taxonomy Knowledge Dimension Description Factual Terminologies,specifics details and elements conceptual Knowledge of classifications, principles ,generalization,theories Procedural Knowledge of subject –specific skills and procedures Metacognitive Self-knowledge ,strategic knowledge ,contextual and conditional
- 20. Remembering The learner is able to recall ,restate and remember learned information. • Recognizing • Listing • Identifying • Retrieving • naming
- 21. Locating Finding Can you recall the information?
- 23. Describing Classifying Can you explain ideas or concepts?
- 24. Applying The learner makes use of information in a context different from the one in which it was learned. •Implementing •Carrying out •Using
- 25. Executing Applying Doing Can you use information in another familiar situation.
- 26. Analysing The learner breaks learned information into its parts to best understand the information, Differentiating Organizing Deconstructing
- 27. Outlining Distinguishing Can you break information into parts explicit understandings and relationships?
- 28. Evaluating The learner makes decisions based on in-depth reflection ,criticism and assessment. Checking Critiquing Judging
- 29. Testing Detecting Monitoring Can you justify a decision or course of action?
- 30. Creating The learner creates new ideas and information using what has been previously learned. Designing Constructing Planning
- 31. Producing Inventing Devising Can you generate new products ,ideas or ways or viewing things?
- 32. Formulate test objectives Remember the ABC 3 when determining test objectives A- audience B- behavior C-content or the subject matter C- condition C- criterion
- 33. SMART S-= specific M= measurable A= attainable R= Realistic T= Time bound
- 34. 2. Construct a table of specifications Two way Decide on the test format
- 35. Check the table of specifications Inspect the TOS, check the scope of test , the distribution of the items correctness of the classification of behavior . Better if a specialist helps check the work.
- 36. Write the test items. Follow the guidelines in constructing the different test formats.
- 37. Multiple Choice Items • Advantages: – Extremely versatile-can measure the higher level mental processes (application, analysis, synthesis and evaluation) – A compromise between a short answer/essay and T/F item – Can cover a wide range of content can be sampled by one test • Disadvantages – Difficult to construct plausible alternative responses
- 38. Types of Multiple Choice Items • Four Basic Types – Question Type – Incomplete Statement Type – Right Answer Type – Best Answer Type • Which Type is Best? – Question Type vs. Incomplete Statement – Right Answer vs. Best Answer Type
- 39. Multiple Choice Items 1. Writing the stem first: A. Be sure the stem asks a clear question B. Stems phrased as questions are usually easier to write C. Stems should not contain a lot of irrelevant info. D. Appropriate reading level/terms E. Be sure the stem is grammatically correct F. Avoid negatively stated stems
- 40. Multiple Choice Items • Writing the correct response – Use same terms/reading level – Avoid too many qualifiers – Assign a random position in the answer sequence • Read the stem and correct response together • Generate the distractors/alternative responses
- 41. Multiple Choice Items • Other Tips for Constructing MC Items: – Items should have 3-4 alternatives. – Stem should present a single, clearly formulated problem – Simple, understandable, exclude extraneous words from both stem and alternatives – Include in the stem any word that are repeated in each response – Avoid all of the above (can answer based on partial information) – Avoid none of the above
- 42. Multiple Choice Items • Alternative responses/distractors should be plausible and as homogeneous as possible • Response alternatives should not overlap – Two synonymous terms (arithmetic average/mean) • Avoid double negatives – None of the following are part of the brain except which one? • Emphasize negative wording • Each item should be independent of other items in the test – Information in the stem of one item should NOT help answer another item.
- 43. Multiple choice item Should have a clear problem Example: The IT capital of India is ______
- 44. Multiple choice item Should have a clear problem Plausible distractors Ex: The IT capital of India is a. Mysore b. Mumbai c. Bangalore d. New Delhi
- 45. Multiple choice item Alternatives that are grammatically parallel to the stem and arranged logically, alphabetically or according to length/value.
- 46. Multiple choice item Ex: Ang mga sumusunod ay ang mga dahilan sa pagkabigo ng rebelyon maliban sa isa: a.kawalan ng katarungan b.kawalan ng mahusay ng lider c.kawalan ng kasanayan sa pakikidigma at mga armas d.kawalan ng pagkakaisa at mas malalim na damdaming makabayan
- 47. Multiple choice item Only one correct or clearly best answer Ex: 33. Ito ay isang sakit na namiminsala tuwing tag-ulan na dala ng lamok na Aedes Aegypti. a. SARS b. dengue c. cholera d. Hepatitis A
- 48. All multiple choice options should be grammatically consistent with the stem
- 49. Alin sa mga sumusunod na bansa ang hindi matatagpuan sa Silangang Asya? a. Tsina b. Hapon c. Pilipinas d. Timog Korea
- 50. Should avoid =double negatives in the stem
- 51. Should avoid =double negatives in the stem =irrelevant materials in the stem
- 52. Should avoid =double negatives in the stem =irrelevant materials in the stem =having pattern
- 53. Should avoid =double negatives in the stem =irrelevant materials in the stem =having pattern =verbal clues in the stem and correct answer =avoid vague qualitative modifiers such as many ,large ,much ,small
- 54. Should avoid =double negatives in the stem =irrelevant materials in the stem =having pattern =verbal clues in the stem and correct answer
- 55. Should avoid =double negatives in the stem =irrelevant materials in the stem =having pattern =verbal clues in the stem and correct answer =avoid vague qualitative modifiers such as many ,large ,much ,small
- 56. Avoid specific determiners or give –away qualifiers. Never, no, all, always
- 57. Avoid specific determiners or give –away qualifiers. Never, no, all, always Avoid use of unnecessary words or phrases ,which are not relevant to the problem
- 58. Avoid silly or obvious distractors 1. The IT capital of India is a. Mexico b. Mysore c. Mumbai d. Bangalore *A is the obvious distractors because it is a country, not a city in India
- 59. Write the test items Validate the face and content of the item/rubric Check if: It looks good The guidelines in test construction were followed The target behaviours in the TOS were met
- 60. Any questions?
- 63. It is clear?
- 65. This Time, Lets Do It Yes, this time lets do this reform TOGETHER…. this life-changing power of K to 12 can make a difference. For our Filipino children and adults. For our Country
- 66. END WITH IT TAKES A VILLAGE TO RAISE A CHILD
- 68. WORKSHOP 1. Write your own TOS individually on the bond paper 2. 50 items, multiple choice, 30 days 2 – way grid – 4 obejctives minimum 3. Write only 6 items on the yellow paper that shows the 6 cognitive skills - 1 item per skill (revised Bloom’s Taxonomy) 4. Time limit – 1 hour 5. Use a reference/textbook/Lesson Plan