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methods of
classroom test
construction
CHONG WAN LYNN & ELANIE TAN
...developing a test is
easy; developing a
good test requires
knowledge, skill, [and]
time GALLAGHAR, 1998
By the end of this session, you will be able to:
(Gronlund, 2003)
Test items are good when...
they match the intended learning outcome
the learning outcome is well defined
their contribution to measurement error is
minimised
the format suits the purpose of the test
they are well written, and follow an agreed style
they satisfy legal and ethical considerations.
(Irving, 2005)
Objective Test
Select a response from a list of options
items that can be objectively scored
1. Multiple Choice Items
Stem
options/
alternatives
distractors key
Reasons to use multiple choice items
Easy to score
Easy to sample widely across domain of interest
Highly manageable
Raise mean achievement fewer missing data
responses
Disadvantage of MCQs
Hard to write quality items
Believed to test surface level processing,
usually because of poor construction
Guessing factor
May require good reading level
(A) Rules for Writing Good Stems
Guidelines
1. Stem should be meaningful by itself and present a definite problem /
task student who know the content should be able to
answer before reading the options
2. State stem in positive form. Use a negatively stated stem only when
significant learning outcomes require it.
When used, highlight (underline/capitalize/bold) the negative word.
3. Avoid window dressing (excessive verbiage)
eliminate irrelevant information from the stem
4. Include the central idea and most of the phrasing in the stem
Load the stem, keep the options light
5. Avoid irrelevant clues such as grammatical structure, well-known
verbal associations or connections between the stem and answer
6. Present practical or real-world situations to students
7. Use pictorial materials that require students to apply principles and
concepts
8. Use charts, figures or tables that require interpretation
(B) Rules for Writing Good Options
Guidelines
1. Word the options clearly and concisely, preferably positively
2. Keep the options mutually exclusive i.e. independent and not overlapping
List A List B
Arrange the following things based on our basic needs. 1 is the most
important, 5 is the least important.
( ) Food
( ) Clothes
( ) Houses
( ) Luxury cars
( ) Jewellery
7. Assertion-Reason Questions
Combines multiple choice and true/false questions
Test more complicated issues
Requires a higher level of thinking
Consists of two statements: assertion and reason
Item-Writing Guidelines
Key words should not be missed
Dont take sentences directly from the text
Dont have too many blanks in the
statement
SEKOLAH KEBANGSAAN SERI SITIAWAN
ENGLISH LANGUAGE SOCIETY
SINGING COMPETITION
Day/Date : Wednesday / 20 April 2016
Time : 8.30a.m. 1.20 p.m
Venue : Music Studio
The competition is open to the level two pupils of Sekolah Kebangsaan Seri Sitiawan.
Those who are interested may give your names to the teacher-in-charge, Mr. Hew Sing Meng.
The Secretary,
English Language Society,
Zairel Abas
Based on the notice given complete the text below with the correct information.
Berdasarkan notis yang diberi, lengkapkan teks di bawah dengan maklumat yang betul.
The English Language Society of Sekolah Kebangsaan Seri Sitiawan, will be having a
______________________________ (1). The competition is on Wednesday, ________________(2). It is from
_____________________________(3) to 1.20 p.m. It will be held in the _____________________(4). The
competition is open to the level two pupils of the school. Those who are interested can give their names to the
teacher-in-charge, __________________________ (5).
Subjective Test-
Known as constructed-response or supply-type
items
Require students to produce what they know
Easy to construct
Can be quite time-consuming to answer
Example:
Provide two reasons why one should participate in outdoor activities?
______________________________________________________________
______________________________________________________________
1. Short-Answer Items
Item-Writing Guidelines
Choose direct questions over incomplete statements.
Structure an item so that it seeks a brief , unique response
Use only one or two blanks (incomplete statements)
Place the blank at the end of the statement
Standardize the length of blanks
Provide sufficient space for answers
Essay questions
used to gage a students ability to synthesize evaluate
and compose.
Strengths:
use it to measure complex learning outcomes
Weaknesses:
they are difficult to write properly, and scoring
responses reliably can also be a challenge.
Essay questions- Item writing Guidelines
1. Provide a clear idea regarding the extensiveness of the
response desired. a restricted-response, an extended-response
item, provide certain amount of space or number of word
limits.
2. students task is explicitly described.
3. provide students with the approximate time to be expended
on each item, as well as each items value.
4. Not to employ optional items.
5. Creating a trial response to the item.
Essay questions- Guidelines to Writing Prompts
Present a clearly formulated problem or situation
Provide specific instructions that tell students everything
they need to do
Present the instructions in the form of statements rather
than questions whenever possible
(e.g., Explain three reasons . . . rather than What are
three reasons . . .).
Avoid unnecessary detail in both the prompt and
instructions.
Good writing is
A. predicated on the eschewing of obfuscatory verbiage
B. the culmination of a euphoric and ethereal procreation
C. the residue of relentless, onerous effort
D. all of the above
Design Flaws:
1. Stem should be a self-contained question or problem.
2. Stem should contain as much of the item content as possible
3. Use of difficult vocabulary
many terms used are far too obscure
need to use simpler and more comprehensible words
4. All of the above should be avoided.
Characteristics of a Good Test
1. Validity (Kesahan)
2. Reliability (Kebolehpercayaan)
3. Objectivity
4. Fairness
5. Practicality
1. VALIDITY
Time efficient
Easily manageable
Cost efficient
Interpretability
*Test blueprint
- Thetest blueprint, sometimes also called the table of
specifications, provides a listing of the major content
areas and cognitive levels intended to be included on
each test form.
Topic A 1 2 4 3 0 0 10
(25%)
Topic B 2 1 4 2 1 0 10
(25%)
Topic C 1 2 3 3 0 1 10
(25%)
Topic D 1 2 4 2 1 0 10
(25%)
TOTAL 5 7 15 10 2 1 40
(12.5%) (17.5%) (37.5%) (25%) (5%) (2.5%) (100%)