Pres. 2 Improving Test Questions

7/31/2019 Pres. 2 Improving Test Questions

1/19

ULACIT11-7003 LEARNING

ASSESSMENT

Professor:MSc. Giselle Herrera Gmez


2/19


3/19

HOW TO WRITE GOOD TEST ?

1.Determine which type of test formatto utilize. The most common testformats include:

multiple choice questions,

true or false questions,

fill in the blank questions and

open-ended questions.


4/19

HOW TO WRITE GOOD TESTS ?

Choose the format that best measuresthe student's cognitive ability

eg. 1 = to compare and contrast anissue taught during a history lesson

open ended questions may be the bestoption to evaluate the student'sunderstandin of the sub ect matter.


5/19


e.g. 2 = to measure the student'sreasoning or analysis skills, orgeneral comprehension of a subject

matter

multiple choice test questions


6/19


2.Time a. available to take the testb. teacher to score them

For larger classrooms, essayformat or open ended questions willbe more difficult to manage both

the student's time and your own asyou grade them


7/19

3.Review instructional objectives

need to be aware if an objective thatyou wrote was not covered in class,

or implied a different process thanwhat was taught BEFOREyou writethe test!



8/19


4.Delimit the content and skill areas tobe tested

Design a Table of Specifications:a.To ensure that quiz/test is

representative of what was covered

in class and,

b.To ensure that it gives an adequate

sampling of student capabilities


9/19

STEPS FOR GOOD TESTS

STEP 1 Write Objectives & PlanTest

An objective is a communicationdevice that specifies the knowledge,skills, and attitudes expected of

students at the end of an instructionalunit


10/19


Objectives include three components:

CONDITIONS

PERFORMANCE

CRITERIA


11/19


STEP 2 DEVELOP TEST ITEMS

OBJECTIVE SUBJECTIVE

(true or false, multiple-choice, matching,and completion) easy to write and score,can sample large amounts of content;

however,are limited to facts, encourage guessing,and fail to measure higher levels of

cognitive learning


12/19


SUBJECTIVE

allow students to express their

thoughts and requiredemonstration of mastery of

instructional objectives in thehigher levels of the cognitivedomain.


13/19

STEP 3 ESTABLISH TEST VALIDITYAND RELIABILITY


Validityis the

extent to whicha test measureswhat it was

intended tomeasure

Reliability

provides anestimate ofconsistency of

test results

to accurately measure student

achievement


14/19


STEP 4 ASSEMBLE TEST ITEMSAND WRITE DIRECTIONS

should be assembled by type and

increasing difficultyshould also be checked forinconsistencies and follow a parallel

formatshould develop clear and concisetest directions


15/19


16/19

2. Consider the psychological factors(test anxiety and pressure)3. Discuss the instructional content

areas to be covered by the test as wellas the format of the test4. Discuss the parameters of the test

(e.g., number and type of test items)before administration.



17/19

5. Provide students with practicetest items (and similar directions) priorto the test

6. Indicate to students that you expectthem to succeed on the test and thatyou are available to help them



18/19

STEP 6 INTERPRET TESTRESULTS AND ANALYZE TEST ITEMS

Descriptive statistics summarize testresults through:

measures of central tendency (mean,median, and mode)



19/19


measures of dispersion (range,percentiles/quartiles, ranks, standarddeviation, and Z-scores)

DETERMINE SCORES

Pres. 2 Improving Test Questions

Documents

Transcript of Pres. 2 Improving Test Questions