SPONTANEOUS EVALUATION Unplanned ,evaluation of students without the intrusion of test SYSTEMATIC EVALUATION Involves quantitative types of evaluation-Placement

nt ,Formative,and Summative

PRELIMINARY CONSIDERATIONS IN ITEM WRITING INSTRUCTIONAL OBJECTIVES TABLE OF SPECIFICATIONS

A. TABLE OF SPECIFICATIONS
Blue print for test Purpose
Ensure proper emphasis given to all elements of a course of study Content validity

Guide for writing items

START WITH INSTRUCTIONAL OBJECTIVES

Biology 30: Circulation Unit Test Identifies parts of circulation system.
2. Explains function of parts in relation to whole system. 3. Distinguishes between circulation system and other bodily systems

Biology 30: Circulation

Levels Content Parts Function Relation to other systems Of Understanding Knowledge Comprehension Application

Biology 30: Circulation

Levels Content Parts Functio n Relation to other systems Of Understanding Knowledge Comprehension Application 10 5 0 15 5 5 5 15 0 5 10 15 15 15 15 45

CHOICE OF TYPES OF ITEMS

Pertains to the type of item to measure the objective in question

BASIC TYPES OF ITEMS

SUPPLY- Where the learners writes an answer to a question or problem. SELECTION- Where learners chooses the correct answer from information supplied by the examiner.

TYPES OF ITEMS 1. SUPPLY-TYPE

Require the pupil to write an answer in response to the question or problem set by the teacher

A. ESSAY-TYPE QUESTIONS
Requires response from the learners usually in the form of one or more sentences which can be judged objectively only by one skilled or informed in the subject

SPECIFIC RULES FOR WRITING ESSAY QUESTIONS Construct questions that test HIGHER LEVEL PROCESSES SUCH AS ANALYSIS SYNTHESIS EVALUATION CREATIVITY

SUGGESTIONS FOR WRITING ESSAY QUESTIONS

BE SURE THAT THE QUESTION IS FOCUSED. DO NOT PERMIT EXAMINEES TO CHOOSE FROM SEVERAL ESSAY QUESTIONS DECIDE IN ADVANCE HOW THE ESSAY QUESTION WILL BE SCORED

CONT...
THE SUBJECT MATTER SHOULD BE SCORED SEPARATELY FROM GOOD HANDWRITING, BETTER LANGUAGE. IF THEY ARE TO BE GIVEN ANY WEIGHT, IT SHOULD BE CLEARLY INDICATED

RATING SCALE FOR ESSAYS

QUALITY AND ACCURACY OF IDEAS LOGICAL DEVELOPMENT OF IDEAS ORGANIZATION OF IDEAS STYLE, INDIVIDUALITY WORDING AND PHRASING

B. SHORTANSWER ITEMS Requires the students to supply a word or phrase, number, one or two sentences.

 Best suited to knowledge level objectives Presented in the form of a question or an incomplete statement:
What is the name of the man who invented the steamboat? The name of the man who invented the steamboat is __________

SHORT ANSWER/COMPLETION

Advantages: Easy to construct Students must supply the answer.

SHORT ANSWER/COMPLETION
Disadvantages Unsuitable for measuring complex learning Difficulty in scoring: Level of specificity

 Suggestion #1 MAKE SURE THAT THE QUESTIONS CAN BE ANSWERED WITH A SIMPLE OR UNIQUE PHRASE OR WORD AND THAT THERE IS ONLY ONE CORRECT ANSWER
An animal that eats the flesh of other animals is _______ An animal that eats the flesh of other animals is classified as _______

 Suggestion#2 . USE AN APPROPRIATE FORMAT

Do not take statements directly from the textbooks to use as a basis for short-answer items. Chlorine is a _________ Chlorine belongs to a group of elements that combine with metals to form salts. It is therefore classified as a _______

 Suggestion #3 AVOID GIVING CLUES

A direct question is generally more desirable than an incomplete statement. John Glenn made his first orbital flight around the earth in _______ When did John Glenn make his first orbital flight around the earth? _______ In what year did John Glenn make his first orbital flight around the earth? _______

 Suggestions # 4 INDICATE HOW PRECISE THE ANSWERS MAY BE

If the answer is to be expressed in numerical units, indicate the type of answer required. If oranges weigh 5 2/3 oz. each, how much will a dozen oranges weigh? _______ If oranges weigh 5 2/3 oz. each, how much will a dozen oranges weigh? ____ lb. ____ oz.

 Suggestion # 5 On completion items, do not use too many blanks or let the blanks provide clues. ____ animals that are born ___ and ___ their young are called _______ Warm-blooded animals that are born alive and suckle their young are called _______

TYPES OF ITEMS 2. SELECTIONTYPE ITEMS

Requires the students to select the correct answer form information supplied by the examiner

A. TRUE- FALSE ITEMS

Can be written as: Simple: Hogs are more profitable than cattle. True
Complex: Hogs are more profitable than cattle. True False Compound: Hogs are more profitable than cattle. True False All False: Cattle are more profitable than hogs. Correct to

False

Opinion

If this statement is false, what makes it false? make this statement true.

WRITING TRUE-FALSE ITEMS

Do not use qualifiers. Express simply and clearly. Give enough background to understand question. Avoid allowing memory alone to permit a correct answer. Do not use negatively stated statements. Use up to 15% more false items than true items.

B. MULTIPLE CHOICE ITEMS

CHARACTERISTICS Versatile--measures all levels of cognition Scoring efficiency and accuracy Objective measurement of achievement TIME CONSUMING TO CONSTRUCT Favors simple recall Dependent on students reading & instructor writing ability

Terminology: Multiple Choice

1

1. The capital city of Canada is a. Vancouver b. Montreal c. Toronto *d. Ottawa

1. Stem: presents the problem 2. Keyed Response: correct or best answer 3. Distracters: appear to be reasonable answers to the examinee who does not know the content 4. Options: include the distracters and the keyed response.

Writing Multiple Choice Items

Stem:
Use singular questions or problems. Eliminate unnecessary information. Exclude words repeated in the alternatives. Avoid using negative statements. If used, underline or capitalize the negative word.

MULTIPLE CHOICE ITEMS VARIETY

1. DIRECT QUESTION VARIETY The stem consist of a direct questions Followed by alternative answers
Ex.
Which of the ff; asserted the most clear influence in the writing of James Joyce a. Charles Darwin b. Karl Marx c. Sir James Jeans d. Sigmund Freud e. Benedetto Croce

MULTIPLE CHOICE ITEMS VARIETY

2. INCOMPLETE- STATEMENT VARIETY- The stem consist of a direct

Ex.

questions Followed by alternative answers

24+ 76= 76 + a. b. c. d. e.

24 34 52 100 None of these

MULTIPLE CHOICE ITEMS VARIETY

3. NEGATIVE VARIETY
Ex.

When certain questions have several equally appropriate or correct answers.

Which of the ff: CANNOT be a plane figure a. Circle b. Quadrilateral c. Tetrahedron d. Trapezoid e. Pentagon

MULTIPLE CHOICE ITEMS VARIETY

4. ORDERING VARIETY The stem presents a basis for arranging objects, numbers,events, stages in sequence order.
Ex.
Which of the ff; list gives the stages in life of a housefly in their correct. a. pupa, larva, egg, adult b. egg, larva, pupa, adult c. larva, egg, pupa, adult d. egg,larva, adult , pupa

I.

GUIDELINES FOR WRITING: MULTIPLE CHOICE

MAKE SURE THAT THE STEM CLEARLY SETS THE PROBLEM

AVOID NEGATIVE LY STATED ITEMS

FOUR OR FIVE OPTION ITEMS ARE MORE DESIRABLE THAN THOSE WITH FEWER OPTIONS USE THE OPTION NONE OF THE ABOVE OR NONE OF THESE DISTRACTORS SHOULD BE INDEPENDENT ON ONE ANOTHER AVOID GIVING CLUES TO CORRECT RESPONSE

MULTIPLE CHOICE ITEMS VARIETY

5. MULTIPLE RESPONSE VARIETY-Students is required to mark all the correct alternatives.

Ex.
Which of the ff; numbers expressed in base 7 numeration, are both prime and odd? a. 10 b. 11 c. 12 d. 14

Example: Length of Alternatives

Neurotics are more likely than psychotics to a. b. c. *d. be dangerous to society have delusional symptoms be dangerous to themselves have insight into their own inappropriate behavior but nevertheless feel rather helpless in terms of dealing with their difficulties

C. MATCHING ITEMS
Consist of a list of premises and corresponding list of responses. The student is directed to match one of the responses to each premise

MATCHING TYPE
Characteristics:
Cover more content objective measurement of achievement reliable scoring efficiency and accuracy difficult to construct

GUIDELINES FOR WRITING MATCHING-TYPE ITEMS

Provide an unequal number of premises and responses
reduces guessing and elimination increases measure of comprehension

Avoid designing questions which require students to draw lines between premise and response.
confusing for student and marker provide space for letter or number answers

3. Guidelines for Writing Matching-Type Items

Make sure lists are homogeneous.
i.e., do not include items testing names, dates, and events.

Make the wording of the premises longer than the wording of the responses. Identify the items in one list with numbers and those in the second list with letters.

TYPES OF ITEMS
SUPPLY a. ESSAY b. SHORT ANSWER ITEMS SELECTION a. TRUE-FALSE ITEMS b. MULTIPLE CHOICE c. MATCHING ITEMS

The Last Word:

If you want to be considered a professional teacher, you must be willing to plan your work as well.