2015 Module 2 PPT 1

7/23/2019 2015 Module 2 PPT 1

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Evaluation of StudentLearning:

Test Construction & DesignMohamed Nadzri Mohd Yuso !"#$

7/23/2019 2015 Module 2 PPT 1


CURRICULUM VITAEMohamed Nadzri bin Mohd . Yusoff (Hj.)MSc.Medical Imaging Science (Aus)

Address : Lot.6471-B, Jalan Teratai, Kg.Paya Jaras Hilir, 47000 Sg Buloh, Selangor . !

Telephone No. : 01" # 4$$%1&0 'HP(

!)ail : na*+y6$uit)sala).uit).e*u.)yna*+y6$uit)una/ala).uit).e*u.)y

esite : htts:22sites.google.o)2site2na*+y6$2ho)e2oe

Current : 3niersiti Te/nologi 5 '3iT5(, 8a/ulti Sains Kesihatan , 3iT5 Ka)us Puna/ la)

Employer

Senior Lecturer (UiTM)

!SM" Certi#ied Tr$inerM%A Tr$inin& Centre Tr$iner

M%A !$nel o# Assessor

mailto:[email protected]




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Planning(1)

Developing (2)

Implementing (3)

Evaluating (4)

OBE PROCESS

Summative %ssessment

Curriculum

Documenting

Evidences

Lesson lan

Test 'lue(rint

Mar)ing Scheme

Student ortfolio

*ormative %ssessment

Entrance+E,it Surve-s

.u/rics

Bloo)9s

Taono)y

%rea0

%rea1%rea

2

Evaluate + anal-se

Closing the Loo( CDL$

C34 .e(ort

Curriculum .E54E6

%rea7

%rea8

%rea9

%cademic Level

CurriculumE

rogram utcomes $

rogram

Standards

%rea;MQF 1

Course utcomes C$

SLT

Curriculum

%ssessments TL %ctivities

Credit !our

Bloo)9s

Taono)y

Bloo)9s

Taono)y

%rea<

%rea=

MQF 2

MQF 3

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%ssessment> in general> serves the (ur(oses to:

I p!omote lea!ning?

44# measure (erformance> /- a@arding grades @hichindicate @hether and "o# #ell a pa!ti$ula! %tu&ent "a%

attaine& t"e %tate& 'O%?444# determine @hether a (articular student is suAcientl- #ell

p!epa!e& in a su/"ect area to p!o$ee& to t"e net levelof instruction?

45# (rovide ee&*a$+ to %tu&ent% @hich indicates levels of

attainment and &iagno%e% mi%un&e!%tan&ing% an&lea!ning &i,$ultie%? and

5# (rovide ee&*a$+ to tea$"ing %ta- to identif- and&iagno%e ine-e$tive tea$"ing met"o&%. te$"ni/ue%

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Buiding rinci(les forEvaluation

; Evaluation should relate directl- to learningoutcomes

; Each evaluation activit- should /e designed to(romote student gro@th # The actual activit- should /e useful (ractice in itself

# *eed/ac) should /e usea/le /- the student

; Multi(le evaluation strategies should /e (rovidedto master achievement of

outcomes+com(etencies

; Student should clearl- understand the methods ofevaluation for test or activit-

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6hat to assess

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6hat to assess'ea!!ning Out$ome('O)

0ea$"ing an&'ea!ning

St!ateg

%%e%%mentSt!ateg

L; knowledge; Lecture> Tutorial 6ritten Tests> 3uiz

L< practical skills; ractical>Demonstration

ractical Tests

L= problem solving and scientificskills;

Case Stud-> ro"ect> Tutorial> Brou( 6or)

resentation> Essa-

L0 communication skills; Case Stud-> ro"ect> Tutorial>

resentation

L1 social skills, team skills andresponsibilities;

Case Stud-> ro"ect> Tutorial> Brou( 6or)

resentation> ro"ect

L2 values, attitudes and

professionalism;

Case Stud-> ro"ect>

Tutorial> Discussion

6itten> resentation>

ro"ectL7 information management and

lifelong learning skills;Case Stud-> ro"ect>Brou( 6or)

ro"ect> ortfolio

L9 managerial and entrepreneurialskills.

Case Stud-> ro"ect> ro"ect> 4ndustrial%ttachment

L8 leadership

Case Stud-> ro"ect>Brou( 6or)> ro"ect> 4ndustrial%ttachment

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3uestions to %s) -ourself inDesigning a Test

; 6hat outcomes @ill should$ 4 /e testing

# .efer to CLs : 6hat L is the CLaddressing

# Eg: rganise in grou(s to stud- and (resentthe a((lication of advanced manufacturing ando(eration anal-sis methods /ased on a givento(ics C1> %0> 1> L=> L0> L1$'O3 problem solving and scientificskills;

Ca%e Stu&P!oe$t 0uto!ial

5!oup 6o!+

P!e%entation E%%a

'O4 communication skills; Ca%e Stu&P!oe$t 0uto!ial

P!e%entation

'O7 social skills, team skills andresponsibilities;

Ca%e Stu&P!oe$t 0uto!ial5!oup 6o!+

P!e%entationP!oe$t

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; 6hat t-(es of items @ill /e included in thetest

# MC3S> Essa-s

# E#g: @ill /e a/le to dene the /asic (rinci(lesof C;> L;$

# C;: MC3s> Short %ns@er

# E#g: #@ill /e a/le to anal-se a case /ased on

the theor- of## C0> %0> L=$ # C0: Case stud-> %ssignment> ro"ect

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; !o@ long @ill the test /e in terms of timeand num/er of items

# ; MC3 F 7G H 8G seconds> I 0GJ1G MC3s F 2G

mins # Short ans@er =J1 mar)s$ F 1J;G minutes

# Essa- <GJ<1 mar)s$ F =G H 01 minutes

# I ;GG mar)s F ;<G mins

# I ; mar) F 7< seconds

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; !o@ much @ill each outcomes /e @orth interms of @eighting and num/er of items

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Tests as Diagnostic Tools

; Students demonstrate learning

; 4nstructor eectiveness H modif- teachingstrategies or activities

; %ssignment of letter grades

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Dierent T-(es of Tests &Learning

; a(er & encil+nline Testing # Limited Choice 3uestions MC> T+*> Matching$

# (enJEnded 3uestions Short %ns@er> Essa-$

; erformance Testing # %cKuisition of s)ills that can /e demonstrated through

action e#g ractical Tests> SCE$

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Translating Course utcomes+Com(etencies into Test 4tems

; S-lla/us # @hat @as taught+@eight areas to /e tested

; Creating a Test 'lue(rint # 'lue(rintJ this is the test (lan> i#e#> @hich Kuestions> test @hat

conce(t

# lotting the outcomes+com(etencies against some hierarch-re(resenting levels of cognitive diAcult- or de(th of (rocessing

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Thin)ing S)ills

; 6hat level of learning corres(onds to the coursecontent

; 'looms Ta,onom- of Educational /"ectives # no@ledge

# Com(rehension

# %((lication

# %nal-sis # S-nthesis

# Evaluation

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ractical Considerations

; .e(resentative sam(le of the coursecontent> not randomH (ur(oseful? /asedon /lue(rint

; .e(resentative sam(le of s)ill or cognitivelevels across content

; %nal-se results /- level %ND content area

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lanning a Test

Ste( ;:

; utline learning outcomes or ma"or conce(tsto /e covered /- the test

# Test should /e re(resentative of outcomes and materialcovered

# Major student complaint: Tests dont fairl- cover thematerial that @as su((osed to /e canvassed on the test#

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lanning a Test

Ste( <:

; .efer to test /lue(rint from courses-lla/us$

Ste( =:

; Create Kuestions /ased on /lue(rint # Match the Kuestion t-(e @ith the a((ro(riate level of

learning

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lanning a Test

Ste( 0:

; *or each chec) on the /lue(rint> "otdo@n =J0 alternative Kuestion on

ideas and item t-(es @hich @ill get atthe same outcomes

Ste( 1:; rganise Kuestions and+or ideas /-

item t-(es

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lanning a Test

Ste( 2:

; Eliminate similar Kuestions

Ste( 7:

; 6al) a@a- from this for a cou(le of

da-s

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lanning a Test

Ste( 9:

; .eread all of the items H tr- doingthis from the stand(oint of a student

Ste( 8:

; rganise Kuestions logicall-

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lanning a Test

Ste( ;G:

; Time -ourself actuall- ta)ing the testand then multi(l- that /- a/out =J0de(ending on the level of students

Ste( ;;:; %nal-se the results item anal-ses$

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3uestion %rrangement on a Test

; Brou( /- Kuestion t-(e # Common instructions @ill save reading time

; Limit the num/er of times students have tochange frame of reference

; atterns on test must /e logical

# %rrange from a content stand(oint # ee( similar conce(ts together

; Brou( /- diAcult- eas- to hard$

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Selecting the .ight T-(e ofEvaluation

; !o@ do -ou )no@ @hat t-(e of Kuestion to useand @hen # 4t de(ends on the s)ill -ou are testing#

; Evaluation should al@a-s match as closel- as(ossi/le the actual activit- -oure teaching# # E,am(les: Teaching .ad#Tech> should evaluate

(erformance

# 4f testing a/ilit- to descri/e (rocedure> /etter give an

essa-# # Testing reading i#e )no@ledge$ HMC> T*

# 6ouldnt use MC to test reective (ractice> criticalanal-sis> com(arative imaging> image critiKue

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3uestion T-(es vs # Cognitive Levelsof Learning

no@ledge

Com(rehension

%((lication %nal-sis

S-nthesis

Evaluation; Multi(le Choice

MC$

; True+*alse T*$

; Matching; Com(letion

; Short %ns@er

; MC

; Short%ns@er

; ro/lems; Essa-

; erformance

; MC

; Short%ns@er

; Essa-

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Constructing the Test

; T-(es of Test 3uestions:

# Multi(leJChoice 4tems

# TrueJ*alse 4tems

# Matching 4tems

# *illJ4n> Com(letion or ShortJ%ns@er 4tems

# Essa- 3uestions

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Multi(le Choice 4tems

; %dvantages: # E,tremel- versatileJ can measure the higher level

mental (rocesses a((lication> anal-sis> s-nthesis andevaluation$

# % com(romise /et@een a short ans@er+essa- and T+*item

# Can cover a @ide range of content can /e sam(led /-one test

; Disadvantages # DiAcult to construct (lausi/le alternative res(onses

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; *our 'asic T-(es # 3uestion T-(e

# 4ncom(lete Statement T-(e

# .ight %ns@er T-(e

# 'est %ns@er T-(e

; 6hich T-(e is 'est # 3uestion T-(e vs# 4ncom(lete Statement

# .ight %ns@er vs# 'est %ns@er T-(e

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; 6riting the stem rst: # 'e sure the stem as)s a clear Kuestion

# Stems (hrased as Kuestions are usuall- easier

to @rite # Stems should not contain a lot of irrelevant

info#

# %((ro(riate reading level+terms

# 'e sure the stem is grammaticall- correct # %void negativel- stated stems

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; 6riting the correct res(onse # Ose same terms+reading level

# %void too man- Kualiers

# %ssign a random (osition in the ans@er seKuence

; .ead the stem and correct res(onsetogether

; Benerate the distractors+alternativeres(onses

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; ther Ti(s for Constructing MC 4tems: # 4tems should have 0J1 alternatives#

# Stem should (resent a single> clearl-

formulated (ro/lem # Sim(le> understanda/le> e,clude e,traneous@ords from /oth stem and alternatives

# 4nclude in the stem an- @ord that are re(eatedin each res(onse

# %void P%ll of the a/oveQ can ans@er /ased on(artial information$

# %void PNone of the a/oveQ

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; ther Ti(s for Constructing MC 4tems: # %lternative res(onses+distractors should /e

(lausi/le and as homogeneous as (ossi/le

# .es(onse alternatives should not overla(; T@o s-non-mous terms arithmetic average+mean$

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; ther Ti(s for Constructing MC 4tems: # %void dou/le negatives

; None of the follo@ing are (art of the /rain e,ce(t@hich one

# Em(hasise negative @ording

# Each item should /e inde(endent of otheritems in the test

; 4nformation in the stem of one item should NT hel(ans@er another item#

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The most common mista)es made @hen @ritingmulti(le choice Kuestions are:

;#%s)ing vague Kuestions

<#%s)ing t@o Kuestions at once

=#%s)ing Kuestions onl- at the no@ledge level

0#Ma)ing more than one (lausi/le ans@er


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R; : %s)ing 5ague 3uestions

E,am(le of a t-(ical vague multi(le choiceKuestion:

6hich of the follo@ing @as the (rimar- economic

(ro/lems from the last recession

a$ o/ losses/$ Strict monetar- (olic-c$ 6ea)ness of the ringgitd$ Consumer condence loss

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*i,ing 5ague 3uestions

6h- @as that a vague Kuestion

;# 6hen @as the Plast recessionQ

<# 6as there "ust one P(rimar- (ro/lemQ

=# 6here @as the recession 4n Mala-sia orelse@here

3uiz:%t @hich level on 'looms Ta,onom- is this

Kuestion

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%ns@er: %t the )no@ledge level 4* -ou or the te,t

s(ecicall- said this information# %t the com(rehension level if the student had to

ma)e a conclusion#

!o@ could -ou ma)e the Kuestion less vague

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%ccording to class lecture> the economic (ro/lemthat contri/uted most to the recession in Mala-siain ;897 @as:

a$o/ losses/$Strict monetar- (olic-c$6ea)ness of the dollard$Consumer condence loss

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R<: %s)ing T@o 3uestions at nce

Sometimes a test @riter as)s t@o Kuestions at once# This confuses the student# E,am(le:

6hen e,ercising> @hat is the initial source ofenerg- and @here is it stored

a$Bl-cogen/$*atc$Car/oh-dratesd$Batorade

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You COLD (ut the ans@ers to /oth Kuestions in-our ans@er list> /ut it is still confusing for thestudents:

6hen e,ercising> @hat is the initial source of energ-and @here is it stored

a$Bl-cogen> muscle/$*at> thighsc$Car/oh-drates> muscled$Batorade> stomach

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% /etter solution @ould /e to as) t@o se(arateKuestions:

6hen e,ercising> @hat is the initial source of

energ-

6here is the initial source of energ- used @hene,ercising stored

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R=: 3uestions at the no@ledge Level

4t is easiest to @rite multi(le choice Kuestions at the)no@ledge level /ecause -ou can ta)e a fact andconvert into a Kuestion#

!6E5E.> most instructors @ant to test at higher levels oflearning than "ust memor-#

6hat can -ou do

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3uestions at ther Levels

To @rite multi(le choice Kuestions at higher levels>-ou can:

; !ave students read a (assage and ans@er

Kuestions reKuiring them to com(rehend>anal-ze> or s-nthesize information e#g 4ELTS$

; Set u( a h-(othetical situation and as) studentsto ans@er several Kuestions a/out it#

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E,am(le 3uestion at a !igher Level

ohan and oanna @ere arguing over the furniture@hile the- @ere settling their divorce agreement#

oanna said to ohan> P4 never li)ed that chairan-@a-#Q %t @hich of na((s relationalconversation levels is this statement

4ntegratingDierentiatingSustaining4nitiating

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E,am(le 3uestion at a !igher Level

This Kuestion @as at the %((lication level#

6h-

'ecause it reKuired a student to understand therelationshi( levels and a((l- a statement to thatt-(olog-#

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R0: Ma)ing More than T@o lausi/le %ns@ers

ne of the @orst mista)es in @riting multi(le choiceKuestions is having more than one (lausi/le ans@er#

Students @ill continue to tr- to get (oints from

instructors @ho have more than one (lausi/leans@er to Kuestions#

!o@ do -ou avoid this (ro/lem

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R0: Ma)ing More than T@o lausi/le %ns@ers

6hen @riting ans@ers> have one that is clearl-correct# The others need to PsoundQ (lausi/le /utdenitel- /e 6.NB#

Sometimes facult- tr- to Ptric)Q students @ithans@ers that seem ver- similar to correct ones#

Dont fall into that tra( or -ou @ill have studentsarguing @ith -ou#

Ma)e sure all @rong ans@ers are defensi/le andhave real reasons for /eing @rong#

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TrueJ*alse Test 4tems

; 'est suited for testing = )inds ofinfo#:

; no@ledge level learning

; Onderstanding of misconce(tions

; 6hen there are t@o logical res(onses

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; %dvantages: # Sam(le a large amount of learning (er

unit of student testing time

; Disadvantages: # Tends to /e ver- eas-

# 1GJ1G chance of guessing # Tends to /e lo@ in relia/ilit-

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# Ti(s for constructing TrueJ*alse 4tems

; %void dou/le negatives

; %void long or com(le, sentences

;S(ecic determiners al@a-s> never> onl-> etc#$should /e used @ith caution

; 4nclude onl- one central idea in eachstatement

; %void em(hasizing the trivial

; E,act Kuantitative t@o> three> four$ languageis /etter than Kualitative some> fe@> man-$

; %void a (attern of ans@ers


/" ti T t 4t

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/"ective Test 4tem%nal-ses

; Evaluating the Eectiveness of 4tems#

# 6h-

; Scientic @a- to im(rove the Kualit- of tests

and test items; 4dentif- (oorl- @ritten items @hich mislead

students

; 4dentif- areas com(etencies$ of diAcult-

# 4tem anal-ses (rovided info# on:; 4tem diAcult-

; 4tem discrimination

; Eectiveness of alternatives in MC Tests

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ShortJ%ns@er 4tems

; T@o T-(es: 3uestion and 4ncom(lete Statement$

; %dvantages: # Eas- to construct

# E,cellent format for measuring @ho> @hat> @hen> and@here info#

# Buessing in minimized

# Student must )no@ the materialJ rather than sim(l-recognize the ans@er

; Disadvantages: # Brading can /e time consuming

# More than one ans@er can /e correct

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Short %ns@er 4tems

Ti(s for Constructing Short %ns@er 4tems

'etter to su((l- the term and reKuire a denition

*or numerical ans@ers> indicate the degree of

(recision e,(ected and the units in @hich the- are to/e e,(ressed#

Ose direct Kuestions rather than incom(letestatements

Tr- to (hrase items so that there is onl- one (ossi/le

correct res(onse 6hen incom(lete statements are used> do not use

more than one /lan) @ithin an item#

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Essa- 3uestions

T-(es of Essa- 3uestions

; E,tended .es(onse 3uestion # Breat deal of latitude on ho@ to res(ond to a Kuestion#

# E,am(le: Discuss imaging goals#

; .estricted .es(onse 3uestion # More s(ecic> easier to score> im(roved relia/ilit- and

validit-

# E,am(le: Com(are and contrast the relative advantagesor disadvantages of M.4 in head trauma @ith res(ect to:diagnostic accurac-> image Kualit-> dose

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Essa- 4tems

%dvantages: Measures higher learning levels s-nthesis>

evaluation$ and is easier to construct than ano/"ective test item

Students are less li)el- to ans@er an essa-Kuestion /- guessing

.eKuire su(erior stud- methods

er students an o((ortunit- to demonstrate

their a/ilities to:< rganize )no@ledge

< E,(ress o(inions

< *oster creativit-

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Essa- 4tems

Ma- limit the sam(ling of materialcovered

< Tends to reduce validit- of the test

Disadvantages Su/"ective unrelia/le nature of scoring< Phalo eectQ H good or /ad students (revious

level of (erformance

< 6ritten e,(ression

< !and@riting legi/ilit-

< Brammatical and s(elling errors

Time Consuming

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Essa- 3uestions

Bive students a clear idea of the sco(e & directionintended for the ans@erMight hel( to start the Kuestion @ith the descri(tion of the

reKuired /ehavior e#g#> com(are> anal-ze$

%((ro(riate language level for students

Construct Kuestions that reKuire students todemonstrate a command of /ac)ground info> /utdo not sim(l- re(eat that info#

4f Kuestion calls for an o(inion> /e sure that theem(hasis is not on the o(inion /ut on the @a- its

(resented or argued#Ose a larger num/er of shorter> more s(ecic

Kuestions rather than one or t@o longer Kuestionsso that more information can /e assessed#

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Essa- 3uestions

; You might # Bive students a (air of sam(le ans@ers to a Kuestion of

the t-(e -ou @ill give on the test#

# S)etch out a ru/ric grading scheme$ for each Kuestion/efore reading the (a(ers . randoml- select a fe@ to

read and ma)e u( the grading scheme /ased on thoseans@ers

# Bive students a @riting ru/ric

# Detach identif-ing information and use code num/ersinstead to avoid letting (ersonalit- factors inuence -ou#

# %fter grading all the (a(ers on one item> reread the rstfe@ to ma)e sure -ou maintained consistent standards

# 'e clear to student the e,tend to @hich factors other thancontent e#g#> grammar> hand@riting> etc#$ @ill inuencethe grade#

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Essa- 3uestions

Ti(s for constructing Essa- 3uestions

rovide reasona/le time limits for each Kuestion

< Pthin)ing and @riting timeQ

%void (ermitting students a choice of Kuestions

< 6ill not necessaril- get a re(resentative sam(le ofstudent achievement# nl- /e reKuiring all students toans@er all Kuestions can their achievement /ecom(ared

% denite tas) should /e (ut forth to the student< Critical @ords: com(are> contrast> anal-ze> evaluate> etc#

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Scoring Essa- 4tems

; 6rite an outline of the )e- (oints use outline todesign a ru/ric$

; Determine ho@ man- (oints are to /e assigned tothe Kuestion as a @hole and to the various (arts

@ithin it#; 4f (ossi/le> score the test @ithout )no@ledge of

the students name # *ace Sheet

; Score all of the ans@ers to one Kuestion /efore(roceeding to the ne,t Kuestion # Consistent standard

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Scoring Essa- E,ams

; 4f (ossi/le> score each set of ans@ers@ithin the same time frame

; !and@riting> s(elling & Neatness

# T@o se(arate grades

; Master- of material

; ther

%lternative Methods of

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%lternative Methods of%ssessment

; .esearch+Term a(ers

; .esearch .evie@s

; .e(orts

;Case Studies

; ortfolios

; ro"ects

; erformances

; eer evaluation; Master-

; Simulations

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Cheating

; reventing Cheating

# .educe the (ressure multi(leevaluations$

# Ma)e reasona/le demandslength+content of e,am$

# Ose alternative seating

# Ose alternative forms # 'e cautious @ith e,tra co(ies

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Osing %ssessment & Evaluation to4m(rove Student Learning utcomes

; roviding feed/ac) to student

; Closing the assessment & evaluationloo(

; Ma,imising student learning

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*ood for thought

; !o@ do -ou determine the @eightageof -our assessment e#g# Test F;GU> %ssignmentF;GU$

; !o@ do -ou determine the durationof -our nal e,amination e#g# <hrs><#1 hrs> = hrs#$

2015 Module 2 PPT 1

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