Setting of Question Paper
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Transcript of Setting of Question Paper
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How to Develop a Quality Question Paper
for
Class Tests and Terminal Exams?
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im of the PresentationThis presentation is designed to help
TEACHERS write better testsbetter
in that they more closely assess
instructional objectives and assess them
more accurately.
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Some of the problems which keep classroom
tests from being accurate measures of
studentsachievement are:
1. Tests include too many questions measuring only
knowledge of facts.
2. Too little feedback is provided.
3. The questions are often ambiguous and unclear.
4. The tests are too short to provide an adequate
sample of the body of content to be covered.
5. The number of exams is insufficient to provide a
good sample to studentsattainment of theknowledge
and skills the course is trying to develop.
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What a Quality test is?
If it measures the domainit was defined to measure.If the test items have good measurement properties.If the test scores and the pass/fail decisions arereliable.If alternate forms of the test are on the same scale.
If you apply defensiblejudgment criteria.if you allow enough time for competent (but notnecessarily speedy) candidates to take the test.If it is presented to the candidate in a standardized
fashion, without environmental distractions.If the test taker is not cheating and the test has notdeteriorated.
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TheScience and ArtofQuestion Paper and Class Tests
Development
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THE TEST FORMAT
After planning the content and cognitiveobjectives for the test, Teacher must decide on
thebest way to measure them; that is, theydecide on the test format. The format refers to
whether the test will be objective (multiplechoice, true false, matching, etc.) or essay.
What factors do faculty consider whendeciding on the format of the test?
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How should I start a new
testing initiative?
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Test Design Begins with Test Definition
Test Title
Credential NameTest Purpose (This test will certify that thesuccessful candidate has important knowledge andskills necessary to)Intended Audience
Candidate PreparationHigh-Level Knowledge and Skills CoveredProducts or Technologies AddressedKnowledge and Skills Assumed but Not TestedKnowledge and Skills Related to the Test but Not
TestedBorderline Candidate DescriptionTesting MethodsTest OrganizationTest Stakeholders
Other Information
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Test Development Process
1. Statement of Goals
2. Content Outline
3. Table of Specifications
4. Item Selection 5. Item Construction
6. Composition of Instructions
7. Development of Answer Sheets
8. Construction of Answer Keys
9. Test Administration
10. Test Revision
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Formative vs. Summative Tests
Formative
monitor progress toward goals within a
course of study
Summative
assess overall achievement of course
goals
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Need to Consider and Decide:
Length of Test
Weight to be given to each objective
Weight to be given to each level oftaxonomy
Estimate number of items in each
cell
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Item Selection
Types of Items
Objectively Scored (Selection)
true/false completion
matching
multiple choice
Subjectively Scored (Supply) interpretive exercises
essay
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Guidelines for Writing Objective Items1.Construct at appropriate level of difficulty for examinees
2.Include Items at appropriate level of difficulty for purposeof test.
3.Test significant elements of a course.
4.Write independent items.
5.Construct questions free from extraneous reasons forproblems.
6.Communicate the question in clear, concise language.
7.In the correct alternatives, paraphrase statements fromthe text.
8.Exclude clues to correct answer.
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Alternate Response Items
Involves the selection of one of twoalternatives
true / false
yes / no
right / wrong
fact / opinion
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True / False
Word statements clearly. Vague or ambiguous wording
will confuse students.
Avoid over generalizing.
Avoid Trick questions.
Statements should be entirely true, or entirely false :
Avoid using universal descriptors such as never,
none, always, and all.
Avoid negativewords, as they are often overlooked by
students.
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True / False
Do not include two ideas in one statement unless you areevaluating students understanding of cause and effect
relationships.
Provide a T and F beside each statement and ask
students to circle correct answer.
Include more false than true statements in any given test
and vary the number of false statements from test to test.
Avoid using negative statements
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Matching Items
Consist of
a column of premises
a column of responses
directions for matching the two.
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Guidelines for Writing Matching Items
Provide clear instructions on how to indicate thecorrect answers.
Indicate whether the same response can be used
more than once.
Maintain grammatical consistency within and betweencolumns.
Ensure that any matching question appears entirely
on one page.
Provide an unequal number of premises and
responses
Avoid designing questions which require students to
draw lines between premise and response.
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2. Guidelines for Writing Matching Items
Make sure lists are homogeneous.
Make the wording of the premises longer than the wording
of the responses.
Identify the items in one list with numbers and those in the
second list with letters.
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Short Answer Test Items
Typically, the student is asked to reply with a
word, phrase, name, or sentence, rather than a
more extended response.
Items are fairly easy to construct and mark
Assess mainly knowledge, comprehension, and
some application.
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Guidelines for Writing Short Answer Items
Questions must be carefully worded so that all students
understand the specific nature of the question asked andthe answer required.
Word completion or fill in questions so that missing
information is at, or near the end of, the sentence. Makes
reading and responding easier.
Instructions and teachers expectations about filling inblanks should be made clear. Indicate whether each blankof equal length represents one word or several words,whether long blanks require sentences or phrases, and
whether synonymous terms are accepted. When an answer is to be expressed in numerical units,
the unit should be stated.
Do not use too many blanks in completion items. Theemphasis should be on knowledge and comprehension,not mind reading!
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Multiple Choice Items
Guidelines for Writing
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1. The capital city of Canada isa. Vancouverb. Montrealc. Toronto
*d. Ottawa
Terminology: Multiple Choice
1. Stem:presents the problem
2. Keyed Response:correct or best answer
3. Distracters: appear to be reasonable answers to the
examinee who does not know the content
4. Options:include the distracters and the keyed
response.
4
1
2
3
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Guidelines for Writing:
Multiple Choice Items
State stem in the form of a question. Placemost of the subject matter in the Stem
Eliminate extraneous material from the Stem
Avoid Negatively phrased Stems
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I. Guidelines for Writing: MC
Ensure similarity among alternatives
with regard to:
grammatical structure
length
mode of expression
Grammatical errors provide
unintentional clues to the answer
When in doubt, students will select thelongest alternative as the correct answer
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II. Guidelines for Writing: MC
Make one of the alternatives the most clearly
correct or best answer
Make distracters plausible
Avoid parallel language between the Stemand the Correct Response
Randomly distribute answers across the
alternative positions
Use qualifiers such as all of the above andnone of the above sparingly
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ESSAY ITEMS
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1. Formulate the question so that the task is clearly
defined for the student.
Clearly stated questions not only make essay tests easier
for students to answer, but Also make them easier forinstructors to score.2. In order to obtain a broader sampling of course
content, use a relatively large number of questionsrequiring shorter answers rather than just a few questions
involving long answers .
3. Avoid the use of optional questions on an essay test.
4. Indicate for each question the number of points to be
earned for a correct response5.Avoid writing essay items that only require students to
demonstrate certain factualKnowledge
Writing Good Essay Items
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Wrap-Up