14. GENERAL GUIDELINES FOR
CONSTRUCTING TEST ITEMS
• Test Should Be Made Easy To Difficult Or Periodically
• All Items Of The Same Type Should Be Together
• Don’t Use More Than Two Items Types
• For Elementary Students Use One Item Type
• Title The Test And Each Section
• Arrange the correct alternatives for MCQ
• Avoid ambiguous, trick or trivial questions
• List Items In A Systematic Order
15. GENERAL PRECAUTIONS IN TEST
CONSTRUCTION
To be conducted in the context of time and frequency
To be determined how many questions have to be included in the test
To be determined what types of questions have to be used in the test
To be determined which question have to be constructed
To be determined the level of difficulty should be decided at the beginning
cont…
16. GENERAL PRECAUTIONS IN TEST
CONSTRUCTION
To determined if any correction has to be carried out
Format and type of printing should be decided in advance
To be determined what should be then passing score
To control the personal biasis of the examiner, there should be a
central evolution
Rule book should be prepared before the evalution of the scripts
17. Steps in construction of the test
STEP –I • Selection of teaching objectives for measurement
STEP – II • Assigning weightage to selected objectives
STEP-III • Weightage to content
STEP –IV
• Giving weightage to the type of items
18. Steps in construction of the test
STEP-V • Determining alternatives
STEP –VI
• Division of sections
STEP-VII
• Estimation of time
STEP-VIII
• Preparation of the blue print
STEP-XI
• Preparation of score key
27. Rules for constructing essay items
Require all examines to answer same questions
Ask to use knowledge in novel situation
Ask specific and focused
Ensure reasonable coverage of the course
Follow the test specifications in writing prompts
Formulate in clear task to be performed
Provide ample time for answering
Indicate point value for each question
28. Guidelines for essay type questions
• Clear define the intended learning outcome
• Avoid using essay for intended learning outcome
• Define the task and shape the problem situation
• Specify the relative point value & approximate time limit
• State the criteria for grading
• Avoid use of optional questions
29. Guidelines for essay type questions
• Improve the essay questions through, preview and review
A, Predict The Student Response
B, Write A Model Answer
C, Ask A Knowledgeable Collegue To Critically Review The Essay
Question
D, Review Student Response To The Essay Question
30. Uses of essay type questions
To assess the student’s understanding of subjet matter
To assess the higher order of thinking skills
To assess the students’ ability to construct rather than to select
answer
Teacher has sufficient resources to help to score the student
responses
Group to be tested is small
It should be clear, unambiguous and precise
Essay squestions should be in layers
31.
32.
33. Short answer type questions
Defination
• Short answer items require th examine to respond to the item with a
word, short pharase, number or a a symbol
- (Anthony J. Nitko)
A short answer test items to test the knowledge by aking student to
supply a word,pharase or a number that answer a question of a
complete a sentence
-(R Eble et al,1986)
34. Forms of short answer
Question
form
Completion
form
Association
form
35.
36.
37.
38.
39. ANATOMY OF A MULTIPLE CHOICE ITEM
COMPONENTS :
The stem
The
alternatives
41. Rules for writing multiple choice
questions
1. Use of plausible distracters(wrong-response options)
2. Use of question format
3. Emphasize higher- level thinking
4. Keep option lengths similar
5. Balance the placement of the correct answer
6. Be grammatically correct
7. Avoid clues to the correct answer
cont….
42. Rules for writing multiple choice
questions
8. Give clear instructions
9. Avoid the ‘all the above’ option
10. Avoid the ‘ none of the above’option
11. Avoid negative questions
12.Use only one correct option
13. Don’t use MC Questions when other item types are more appropriate
14. Use only a single, clearly- defined problem and include the main idea
in the questions
43. Merits of multiple choice questions
It Measure from the most elementary knowledge level to the most
complex level
It Scored entirely objectively, quickly, and accurately by machines, clerks
It can be written in several forms which provide opptourtinies
for measuring
They reduce the effect of guessing because there are three or four choices
They are objective in scoring because the key of the correct answer is
prepared along with test
44. GUIDELINES FOR CONSTRUCTING MCQ
Construct each item to assess a single written
Base each item on a specific problem stated clearly
State the stem in positive form
Word the alternatives clearly and concisely
Keep the alternatives homogenous in content
Keep the alternatives free from clues as to which response is correct
Avoid the alternatives ‘all of the above’
cont ….
45. GUIDELINES FOR CONSTRUCTING MCQ
Use as many functional distracters as are feasible
Include one and only one correct or clearly best answer in each item
Layout the items in a clear and consistent manner
Proper use of grammar, punctuation, and spelling
Avoid using unnecessarily difficult vocabulary
Analyze the effectiveness of each item after each administration of
the test