TechniquesTechniques In Constructing Examination In Constructing Examination QuestionsQuestionsPresented By

William M. Kapambwe - Senior Research Officer

at the

2003 Grade 7 Item Writers’ Training Workshop

River Motel-Kafue

14th to 20th December, 2003

““The Great Aim of The Great Aim of Education is Not Education is Not Knowledge But Action”Knowledge But Action”

Presentation OutlinePresentation Outline Part 1: Introduction-Item/Objective

Congruency.Part 2: Assessment Options for Different

Learning Domains.Part 3: Constructing Objective Test Items-

Types and Tips.Part 4: Constructing Subjective Test Items-

Types and Tips.Part 5: Conclusion-Item/Objective Congruency

and Item Review.

Introduction:Introduction:Different techniques or test item formats

can be used to construct questions.

Learning objective being tested determines type of technique to be used.

Matching test items to the syllabus = item/objective congruence.

Assessment Options for Assessment Options for Different Learning DomainsDifferent Learning Domains

The three learning domains: cognitive, affective and psychomotor promote different learning objectives.

Consequently, different assessment techniques are utilised in order to assess the acquisition of the different learning objectives.

Assessment Options for the Assessment Options for the Cognitive DomainCognitive Domain

Assessed with tests, especially for measuring knowledge, comprehension, analysis and evaluation.

Written or Oral Tests.Synthesis and Application: Specific tests such

as essay tests are used.Application: Listen to and observe pupil

undertake performance.

Assessment Options for the Assessment Options for the Affective DomainAffective Domain

Difficult to assess due to the personal and internal qualities of affect.

Inquiry/problem-solving commonly used. Receiving: observations of learners’discussions and

questionnaires. Responding: observation of learners’ participation and

interviews. Valuing: Interviews, questionaiires and essays. Organisation: Observation of learners’choices. Characterisation: Learners’ responsibilities,projects and

debates.

Assessment Options for the Assessment Options for the PsychomotorPsychomotor

Hierarchy of difficulty levels ranging from reflex movements to skilled movements.

Levels generally assessed by observation of either behaviour or performance.

Observational data can be recorded as an anecdotal record, or by using ckecklists or rating scales.

School-Based Continuous School-Based Continuous Assessment:Best Alternative for Assessment:Best Alternative for

Affective and PsychomotorAffective and PsychomotorNot all learning outcomes can be assessed

by pencil and paper and within a short time.

Most learning outcomes in the affective and psychomotor can be observed by observations and recording over a long time.

Performance tasks are also assessed by observation.

Constructing Objective TestsConstructing Objective TestsObjective test questions are also referred to as

Selected Response Questions.Objective/Selected Response: Every marker or

teacher will arrive at the same marks for each of the pupils who took the test.

Used when teacher wishes to test a relatively large amount of syllabus objectives.

Used to cover a large number of learners.Each test item to be matched to the verb in the

instructional objective you wish to test.

Examples of Objective TestsExamples of Objective Tests(i) Multiple Choicee.g. What is the Capital of Zimbabwe?

(a) Bulawayo (b) Gaborone

(c) Harare (d) Lusaka

(ii) True and Falsee.g. Beans are a good source of protein. True or False?

Examples of Objective TestsExamples of Objective Tests(iii) Matching Functions of parts of a flowering plant and the

names of the parts are given. Match the part with its correct function by placing the corresponding letter on the line provided:Function of Part Name of part1. Attracts insects A. Pollen grain2. Contains male eggs B. Filament

3. Supports the anther C. Stigma 4. Contains female eggs D. Petal(iv) Filling In the Blanks The President of Zambia is ____________. (a) Kaunda (b) Chiluba (c) Mwanawasa (d) Miyanda

Tips and Checklist for Writing & Tips and Checklist for Writing & Reviewing Multiple Choice ItemsReviewing Multiple Choice ItemsQuestion should be related to the curriclum

objective.Focus the question on one clearly stated

problem. Test one problem with one question.Choices should be brief.Do not make the stem unnecessarily long by

window dressing or by including instructional material.

List the choices in alphabetical order.

Tips and Checklist for Writing & Tips and Checklist for Writing & Reviewing Multiple Choice ItemsReviewing Multiple Choice ItemsUse clear and simple langauge. Avoid vagueness.

Make it easy for the pupil to read and understand material.

Only one correct choice.Avoid “none of the above”.Avoid “all of the above”.The stem should be in positive form. When

negative forms are used, underline and capitalise the negative words.

Avoid verbal clues to the answer and distractors.

Tips and Checklist for Writing & Tips and Checklist for Writing & Reviewing Good Multiple Choice Reviewing Good Multiple Choice

ItemsItemsIncorrect choices should be reasonable and not

wildly off.

Numerical alternatives should be in numerical order.

Important objectives may have more than one question.

Tips and Checklist for Writing Tips and Checklist for Writing and Reviewing Matching Itemsand Reviewing Matching Items

Provide clear instructions or directions. Avoid long directions. Use numbers to identify the premises and letters to

identify the responses. Avoid using incomplete sentences and premises. Entire set of matches should appear on one page. Tell how many times a response may be used. Arrange lists in alphabetical order (or numerical

order if they are numbers). Keep lists short. Correct grammar and simple clear language to be

used.

Tips and Checklist for Writing Tips and Checklist for Writing and Reviewing True-Falseand Reviewing True-False

The statement should be stated positively.The statement must be entirely true or false.Avoid tricky negatives.Items should be based on important ideas only.Statement should discriminate.The statement should be based on single major

idea.Use simple and precise language.Use short statements.

Tips and Checklist for Writing Tips and Checklist for Writing and Reviewing True-Falseand Reviewing True-False

Attach the source of reference if the statement contains an opinion, value or attitude.

Avoid verbal clues (also known as specific determiners) such as “always”, “never”, and “every”.

Avoid copying sentences directly from text books.

Avoid presenting answers in a manner that form a pattern; e.g. TFTF or TFFTFF

Have an approximately equal number of true and false items.

Constructing Subjective Test Constructing Subjective Test FormatsFormats

Also called Brief Constructed Response Items.Learner provides from memory a word or

phrase that completes a sentence.Learner does not choose from a list of answers.Learner makes the response without the help of

lists or phrases.Different markers give different marks for the

same test.

Examples of Subjective TestsExamples of Subjective TestsSubjective test format tests: short answer and

essay or composition.SHORT ANSWER FORMAT(i) Completion item: Supply of one word,

number or a phrase as a response to question.e.g: (Fill in the Blank) Zambia gained independence in the year:____

(ii)Structured Question (Restricted Response): Short Answer question; Student to write a phrase, a sentence or sentences.

e.g: Give the name of each of the following symbols:+______, = _______, < ______, > _________

Examples of Subjective TestsExamples of Subjective Tests

(iii) Labelling a Drawing

e.g: Given a drawing of a fish, label the parts on the drawing of the fish below:

Tips and Checklist for Writing and Tips and Checklist for Writing and Reviewing Completion/Short Answer Reviewing Completion/Short Answer ItemsItems Statement should be related to the curriculum

objectives. Make item direct question and not an incomplete

statement. Question or statement to require a single unique

answer. e.g. number, symbol, word, or brief phrase. Blank should come at the end of statement where

phrase is needed to complete the item. Avoid too many blanks in the item. Blank item should represent a key word or phrase.

Tips and Checklist for Writing and Tips and Checklist for Writing and Reviewing Completion ItemsReviewing Completion ItemsStatements should be clear.Don’t lift items directly from the text book. The key to the item must be definitely correct.If numerical response is needed, indicate unit

of measure.Blanks should be long enough for written

answers.Blanks are equal in length.Blanks are arranged for easy scoring.Statements should be stated positively.

Tips and Checklist for Writing and Tips and Checklist for Writing and Reviewing “Label a Drawing” Reviewing “Label a Drawing” Questions.Questions.

Drawing should be clear.

Lines should point clearly to intended part.

The drawing used should vary from original ones studied by learners (should be new examples).

Examples of Subjective TestsExamples of Subjective Tests ESSAY OR COMPOSITION FORMAT Used to measure complex learning outcomes such as

writing ability, ability to explain and reason using knowledge.

Words essay and composition used interchangeably. Extended response item and not restricted. Letter and composition in English: e.g: Write a one page letter. Essay/Composition: e.g Learners tell or write a story about what they did during the holiday.

Tips and Checklist for Writing and Tips and Checklist for Writing and Reviewing Compositions & EssaysReviewing Compositions & EssaysMatch question to important learning

objective.Structure question very clearly; to avoid

confusion.For composition/essay provide guidelines on

what to help and the amount of material to write.

Design question to measure higher level thinking skills or performance skills.

Assessment Techniques for Assessment Techniques for Continuous AssessmentContinuous Assessment

Constructed Response Tasks

(i) Performance assessment: Learners are asked

to demonstrate or perform what they know.

(ii) Product Assessment: Ask learners to use their knowledge from what they have

learned to make something.

Examples of Performance Examples of Performance Assessment Tasks for CAAssessment Tasks for CA

Oral presentation.Dance/movement.Science activity.Athletic skill.Dramatic reading.Role play.Debate.Song/poem.Practical test.Interviews of learners.

Examples of Product Assessment Examples of Product Assessment Tasks for CATasks for CA

Illustration or drawing.Invented dialogue.Models.Essay/composition/story.Reports.Projects.Journals

ConclusionConclusionPrinciple of Item/Objective Congruence:

Appropriate test techniques should be used to suit selected objectives.

Item Review: The purpose of the item review is to make test items as clear as possible to the candidates.– Item review allows for the detection of

ambiquities and carelessness which might not have been detected.

Guidelines on item reviews should be used by item writers to write good items for tests and exams.

End QuoteEnd Quote“A vision without a task is but a

dream. A task without a vision is

drudgery.A vision and a task is the hope of the world”

1730, Church in Sussex