Writing Identification Tests
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Transcript of Writing Identification Tests
WRITING
IDENTIFICATION TESTS
LEARNING OUTCOMES
At the end of this presentation, the class will be able to:
Define what an identification test is
Understand the advantages and disadvantages of
identification tests
Learn the guidelines for preparing an identification
test
DEFINITION
Identification Test
It is a type of an examination which can be
scored objectively.
A recall type of examination
usually demands only a short answer
most often used to test ( remembering ) key facts and terms
it is also a form of a Restricted Response Test.
1. QUESTION (enumeration) -- answer few
short words or phrases
2. COMPLETION (fill-in-the-blanks) – a
statement with a key word or missing
words
2 TYPES OF SHORT ANSWERS:
ADVANTAGES OF IDENTIFICATION
TEST
Easy to construct
Low probability of guessing the answer
because it has to be supplied by the
examinees rather than select from the
given answers.
They are good to test the lowest level of
cognitive taxonomy.
DISADVANTAGES OR LIMITATIONS OF
IDENTIFICATION TESTS
Identification tests measure only rote memory.
They are usually restricted to short words, hence, items
tend to measure the recall of specific facts, names, places,
and events and rarely measure more complex outcomes.
Do’s and Don’t’s
Type of Question Do’s Don’t’s
Short-Answer Use own words
Use specific problems
Use direct question
Use questions that ellicit
facts, not opinions
Use Trivia
Long/complex sentences
Fill-in –Blanks Use prompts that omit only
one or two key words at the
end of the sentence
Use questions that ellicit
facts, not opinions
Take out so many words
that the sentence is
meaningless
GUIDELINES IN PREPARING AN
IDENTIFICATION TEST
1. Give the student a reasonable basis for the responses desired. Avoid indefinite statements.
President Noynoy Aquino was born in _____________.
Improved form:
The birthplace of President Noynoy Aquino is __________.
1.1. Avoid overmutilated statements.
The _______ is obtained by dividing the __________ by the ___________.
Improved form: The intelligence quotient is 1. Mental Age obtained by dividing the (1)_____ 2. Chronological Age by the (2) _______.
GUIDELINES IN PREPARING AN
IDENTIFICATION TEST
2. Avoid giving the student unwarranted clues to the desired response.
3.1 Avoid lifting statements directly from the book.
3.2. Omit only words or phrases rather than trivial details.
3.3. Whenever possible, avoid “a” or “an immediately before a blank. These words may give a clue of whether a response starts with a consonant or vowel.
3.4. Do not indicate the expected answer by varying the length of blanks or by using a dot for each letter in the correct word.3.5. Guard against the possibility that one item or part of the test may suggest the correct response to another item.
3.6. Avoid giving grammatical clues to the answer expected.
GUIDELINES IN PREPARING AN
IDENTIFICATION TEST
The authors of the first performance test of intelligence were ___________.
Improved form:
The first performance test of intelligence was prepared by ___________.
3. Arrange the test so as to facilitate scoring.
3.1. Allow one point for each blank correctly filled. Avoid fractional credits or unequal weighing of items in a test.
GUIDELINES IN PREPARING AN
IDENTIFICATION TEST
3.2. Select the items to which only one correct response is possible.
3.3. Arrange the items as far as possible so that the students’ responses are in a column at the right of the sentences
3.4. Scoring is more rapid if the blanks are numbered and the student is directed to write his response in the appropriate numbered blanks.
3.5. Prepare a key for scoring by writing on a copy of the test all acceptable answers.
GUIDELINES IN PREPARING AN
IDENTIFICATION TEST
1. atria/ right atria
2. ventricles/ left ventricle
3. sinoatrial node/ SA
node
1 & 2. Unoxygenated blood from the
veins is received by the ______ of the
heart, while the oxygenated blood from
the heart is ejected into the arteries via
the ________ of the heart.
3. The ______ acts as the heart’s
pacemaker
Minimize questions that call for sheer memory work unless the answer has important analytical
significance
The direction “fill-in-blanks” is usually sufficient, but
student should be informed about how detailed the
answer should be.
Phrase the item so that a unique word, series of
words, or number must be supplied to complete it.
Other guidelines/suggestions
Fill-in-the-blank items
requiring calculations and
solving mathematical type
problems should include in
the statement the type of
answer and degree of
specificity desired.
Write questions that are specific and can be answered in a few
words, phrases, or short sentences.
When there is a need to write a longer answer, provide
sufficient space or use a separate answer sheet.
Use one blank, or certainly no more than two, in any item, since more than two blanks
lead to confusion and ambiguity.
Other guidelines/suggestions
Before writing the item, think
of the correct answer first
and then write a question or
statement for the answer.
SAMPLE ERROR IDENTIFICATION
These sentences may contain errors in grammar, usage, choice of
words, or idioms. There may be one or more errors in a sentence.
The sentence may also contain no errors. Let’s try these
SAMPLE ERROR IDENTIFICATION
These sentences may contain errors in grammar, usage, choice of
words, or idioms. There may be one or more errors in a sentence.
The sentence may also contain no errors. Let’s try these
SAMPLE ERROR IDENTIFICATION
SAMPLE ERROR IDENTIFICATION
KNOWLEDGE IS AS VAST AS THE OCEAN.
NAVIGATE YOUR WORLD. KEEP LEARNING.
THANK YOU FOR LISTENING
SOURCES:
Dr. Warren Ramos’ Presentation “Writing an
Identification Test”
Measurement and Evaluation Book by Laurentina P.
Calmorin; 3rd Edition