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Test construction 1

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Arnel Rivera
Arnel Rivera
Educación
1 de 62
Are you the kind of teacher who ask the following questions?
The poem “The Raven” ______ ,[object Object],[object Object],[object Object],[object Object]
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When did the People Power Revolution take in the Philippines? ,[object Object],[object Object],[object Object],[object Object]
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If you answered “ YES ” to any of the choices presented then you have a BIG PROBLEM !
YOUR STUDENTS ARE NOT LEARNING!!!!
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[object Object]
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TEST CONSTRUCTION Presented by: Arnel O. Rivera http://www.slideshare.net/ArnelSSI
Outline: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Explain the message of the comic strip.
The Purpose of Testing ,[object Object],[object Object],[object Object],[object Object]
The Purpose of Testing ,[object Object],[object Object]
Characteristics of Good Tests ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],Other Things to Consider
[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],5 Most Commonly used Test Format Source: Turn-out of Test Questions in SSI (2003-2007)
General Steps in Test Construction OUTLINE DRAFT ORDER TEST ANALYZE SUBMISSION PRODUCE A T.O.S.
OUTLINE: ,[object Object],[object Object],Back to Main Menu
Table of Specifications (TOS) ,[object Object],[object Object]
 
[object Object],[object Object],[object Object],Tips in Preparing the Table of Specifications (TOS)
[object Object],[object Object],Tips in Preparing the Table of Specifications (TOS)
Examples of Student Activities and Verbs for Bloom’s Cognitive Levels Table 2.1 in Jacobs & Chase (1992:19) Apply, solve, show, make use of, modify, demonstrate, compute Using a concept or principle to solve a problem Application Explain, predict, interpret, infer, summarize, convert, translate, account for, give example, paraphrase Explaining/interpreting the meaning of material Comprehension Define, list, state, identify, label, name, who?, when?, where?, what? Remembering facts, terms, concepts, definitions, principles Knowledge Words to Use in Item Stem Student Activity Bloom’s Cognitive Level
Examples of Student Activities and Verbs for Bloom’s Cognitive Levels Table 2.1 in Jacobs & Chase (1992:19) Appraise, evaluate, justify, judge, which would be better? Making a judgment based on a pre-established set of criteria Evaluation Design, construct, develop, formulate, imagine, create, change, write a poem or short story Producing something new or original from component parts Synthesis Differentiate, compare/contrast, distinguish ____from ____, how does ____relate to ___, why does ____work Breaking material down into its component parts to see interrelationships/ hierarchy of ideas Analysis Words to Use in Item Stem Student Activity Bloom’s Cognitive Level
Tips in Preparing the Table of Specifications (TOS) ,[object Object],Multiple Choice Essay Multiple Choice Short Answer Problems Essay Multiple Choice True/False Matching Type S. Completion Short Answer/RRT Analysis and Evaluation Application Factual Knowledge
Activity: ,[object Object],Back to Main Menu
DRAFT the questions covering the content in the outline Back to Main Menu
ORDER the selected questions logically. ,[object Object],[object Object],[object Object],Back to Main Menu
Test ,[object Object],[object Object],Back to Main Menu
[object Object],Back to Main Menu
General Rules in Writing Test Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Some additional guidelines to consider when writing items are described below: ,[object Object],[object Object],[object Object]
Multiple Choice Test
[object Object],[object Object],[object Object],[object Object],[object Object],What to Look for on Multiple Choice Tests
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],What to Look for on Multiple Choice Tests
Multiple Choice Questions ,[object Object],[object Object],[object Object]
Multiple Choice Questions: ,[object Object],[object Object],[object Object],[object Object]
Multiple Choice Questions: ,[object Object],[object Object],[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object],[object Object]
Examples ,[object Object],[object Object]
Examples ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity: ,[object Object]
True or False
[object Object],[object Object],[object Object],[object Object],What to Look for on True/False Tests
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Tips in Making True/False Tests
Examples: ,[object Object],[object Object],Find the errors, and/or problems with the following true-false tests.
Examples: ,[object Object],[object Object]
Examples: ,[object Object],[object Object]
Activity: ,[object Object]

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Test construction 1

  • 1. Are you the kind of teacher who ask the following questions?
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  • 6. If you answered “ YES ” to any of the choices presented then you have a BIG PROBLEM !
  • 7. YOUR STUDENTS ARE NOT LEARNING!!!!
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  • 11. TEST CONSTRUCTION Presented by: Arnel O. Rivera http://www.slideshare.net/ArnelSSI
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  • 14. Explain the message of the comic strip.
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  • 21. General Steps in Test Construction OUTLINE DRAFT ORDER TEST ANALYZE SUBMISSION PRODUCE A T.O.S.
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  • 27. Examples of Student Activities and Verbs for Bloom’s Cognitive Levels Table 2.1 in Jacobs & Chase (1992:19) Apply, solve, show, make use of, modify, demonstrate, compute Using a concept or principle to solve a problem Application Explain, predict, interpret, infer, summarize, convert, translate, account for, give example, paraphrase Explaining/interpreting the meaning of material Comprehension Define, list, state, identify, label, name, who?, when?, where?, what? Remembering facts, terms, concepts, definitions, principles Knowledge Words to Use in Item Stem Student Activity Bloom’s Cognitive Level
  • 28. Examples of Student Activities and Verbs for Bloom’s Cognitive Levels Table 2.1 in Jacobs & Chase (1992:19) Appraise, evaluate, justify, judge, which would be better? Making a judgment based on a pre-established set of criteria Evaluation Design, construct, develop, formulate, imagine, create, change, write a poem or short story Producing something new or original from component parts Synthesis Differentiate, compare/contrast, distinguish ____from ____, how does ____relate to ___, why does ____work Breaking material down into its component parts to see interrelationships/ hierarchy of ideas Analysis Words to Use in Item Stem Student Activity Bloom’s Cognitive Level
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  • 31. DRAFT the questions covering the content in the outline Back to Main Menu
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