TYPES OF OBJECTIVE ITEMS.pptx
- 1. TYPES OF OBJECTIVE ITEMS Matching Test • It provides a way for learners to connect a word, sentence or phrase in one column to a corresponding word, sentence or phrase in a second column. Multiple Choice Test • It consist of a question or statement to which you respond by selecting the best answer from among a number of choices.
- 2. True False Tests • Certain statements are given below. Against each statement two words are mentioned. Correct/Incorrect test • Some sentences are given below. Against each are mentioned two words that is correct and incorrect. Underline the correct one. Simple Recall Test • A test of memory in which participants are presented with stimuli and then, after a delay, are asked to remember as many of the stimuli as possible.
- 3. Simple Recall Test • A test of memory in which participants are presented with stimuli and then, after a delay, are asked to remember as many of the stimuli as possible. Best Answer Test • Always including the correct answer as one of the possible answer choices. Completion Test • A type of test in which the participant is usually required to supply a missing phrase, word, or letter in a written text. Classification Test • A test in which participants are required to sort objects, people, events, or stimuli into specific categories.
- 4. PLANNING A TEST AND CONSTRUCTION OF TABLE OF SPECIFICATIONS (TOS) The important steps in planning for a test are: 1. Identifying test objectives/lesson outcomes 2. Deciding on the type of objective test to be prepared 3. Preparing a Table of Specifications (TOS) 4. Constructing the draft test items 5. Try-out and validation
- 5. Identifying Test Objectives • An objective test, must cover the various levels of Bloom’s taxonomy. Example: • We want to construct a test on the topic “Subject Verb Agreement in English” for a Grade V class. The following are the typical objectives. The students must be able to: 1. KNOWLEDGE. Identify the subject and verb in a given sentence. 2. COMPREHENSION. Determine the appropriate form of a verb to be used given the subject matter.
- 6. 3. APPLICATION. Write sentences observing rules on subject-verb agreement. 4. ANALYSIS. Breakdown a given sentence into its subject and verb. 5. SYNTHESIS/EVALUATION. Formulate rules to be followed regarding the subject-verb agreement. Deciding on the Type of Objective Test • The test objectives guide the kind of objective tests that will be designed and constructed by the teacher.
- 7. Preparing a Table of Specifications • A Table of Specifications or TOS is a test map that guides the teacher in constructing a test. The TOS ensures that there is balance between items that test lower level thinking skills and those which test higher order thinking skills. Constructing the Test Items • The actual construction of the test items follows the TOS. As a general rule, it is advised that the actual number of items to be constructed in the draft should be double the desired number of items.
- 8. Item Analysis and Try-out • The test draft is tried out to a group of pupils or students. The purpose of this try-out is to determine the (a) item characteristics trough item analysis, and characteristics of the test itself- validity, reliability and practicality.
- 9. Matching Type and Supply Type Items The matching type items may be considered as modified multiple-choice type items where the choices progressively reduce as one successfully matches the items on the left with the items on the right. Example: Match the items in column A with the items in column B. A B _________1. Magellan a. First President of the Republic _________2. Mabini b. National Hero _________3. Rizal c. Discovered the Philippines _________4. Lapu-Lapu d. Brain of Katiputian _________5. Aguinaldo e. The great painter f. Defended Limasawa island
- 10. • Supply type tests depend heavily on the way that the stems are constructed. These tests allow for one and only one answer and, hence, often test only the students’ knowledge. It is , however, possible to construct supply type of tests that will test higher order thinking as the following example shows: • Example: Write an appropriate synonym for each of the following. Each blank corresponds to a letter: Metamorphose: _ _ _ _ _ _ Flourish: _ _ _ _
- 11. • The appropriate synonym for the first is CHANGE with six(6) letters while the appropriate synonym for the second is GROW with four (4) letters. Notice that these questions require not only mere recall of words but also understanding of these words.
- 12. Essays • Essay items are questions that require the student to supply and develop the correct answer. This is different from objective items in which the options are provided and the student selects from among them. Essay items focus upon higher level thinking in comparison to the lower level thinking focus of objective items. There are two common types of essay items and they are the long response essay and the limited response essay.
- 13. Long Response Essay • The long response essay is a complex essay of several or more paragraphs that addresses a challenging question that requires deep thinking. An example of a long response essay item is below. Compare and contrast Ancient Egypt and Ancient Mesopotamia. Consider the geographic, economic, social, and military approaches. Your response will be graded upon accuracy, depth of thinking, organization, and clarity.
- 14. Limited Response Essay • Limited response essays items require a student to recall information in an organized way in order to address a specific problem. The length of the response may be a paragraph or two and the answer does not have the same depth as long response. One reason the answers are shorter and simpler is because these types of questions may only address one issue per item. Long response essay items will deal with several issues in each item. Below is an example of a limited response item. Explain two differences between Ancient Egypt and Ancient Mesopotamia.