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Different Types of Test and Introduction To Item Analysis

This document discusses different types of tests and how they are constructed and administered. It covers: - General purpose tests like educational and psychological tests. - How tests are constructed including standardized tests developed by experts and informal tests by teachers. - Test formats like selective and supply tests. - Administration methods like group and individual tests. - Scoring including objective scoring without judgment and subjective scoring using rubrics. It also outlines the steps for conducting an item analysis to evaluate the difficulty and discrimination of test questions.

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Mariver Llorente
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157 views

Different Types of Test and Introduction To Item Analysis

This document discusses different types of tests and how they are constructed and administered. It covers: - General purpose tests like educational and psychological tests. - How tests are constructed including standardized tests developed by experts and informal tests by teachers. - Test formats like selective and supply tests. - Administration methods like group and individual tests. - Scoring including objective scoring without judgment and subjective scoring using rubrics. It also outlines the steps for conducting an item analysis to evaluate the difficulty and discrimination of test questions.

Uploaded by

Mariver Llorente
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Different Types of Test E. How test are constructed.

A. General Purpose Standardized Test – interpreted with the use of standards.


Norms are statistical measures which provide basis for interpreting test
Educational Test – test that measures the results or effects of scores. A test that is constructed by experts in the field.
instruction.
Informal Test – are those constructed by classroom teachers
Psychological Test – aim to measure intangible aspects of and nonprofessionals.
behavior such as attitudes, interests, emotional adjustment, intelligence
and ability. Ex. Aptitude Test, Intelligent Test, Trade Test, and F. Test item format
Personality Test.
Selective Test – require the examinees to recognize and select
B. Scope the correct response.

Survey – measures the students general level of achievement Supply Test – a test that requires the examinees to state or give
regarding a broad range of learning outcomes. the answer.

Mastery – are achievement tests which measures the degree to G. Manner of Administration
which an individual has mastered certain instructional objectives or
specific learning outcome. Group Test – a test that is administered to group of
individuals. It is a test that generally considered to be economical.
C. With the use of words
Individual Test – a test that is administered to one-to-one
Verbal Test – ordinarily paper and pencil test but words are basis using oral questioning.
used.
H. Scoring Manner
Non-verbal Test – also paper and pencil test but does not use
words to give meaning. Objective – a test that has greater reliability and no judgements
required for scoring. Easier to agree when more than one scorer.
D. Level of Difficulty
Subjective – judgement is called for scoring and may use
Speed Test – also called as alertness test, speed and accuracy rubrics.
of students is evaluated. Test how fast the examinees answer the
questions. I. Mode of Interpretation

Power Test – items are arranged in increasing order of Norm Referenced – determines how an individual performs
difficulty. Measures the ability of the students to answer more and compare to the others.
more difficult questions.
Criterion Referenced – describe what an individual can do 4. Compute the upper 27 % and lower 27%
without referenced to the performance of others.
5. Tally students' responses in a table for the analysis of the
J. Test according to response plausibility of alternatives

Written – test that answers through texts. 6. Put an indicator of the correct answer for every item

Oral – respond verbally to a given test. 7. Find the difference of the UG and LG

Performance – test that has performance task to comply. 8. For the correct answer to be plausible the difference must be
positive, for the distractor the difference must be negative.

Item Analysis
Example. There are 50 students who take the test.
Item Analysis is a process of determining the plausibility of
alternatives, difficulty index and discrimination index. Table of Plausibility of Alternatives

Item #1 A B C D* E

Plausibility of Alternatives UG(14) 3 3 2 5 1

Alternatives are commonly the choices from which the examinees LG(14) 2 2 1 6 3
choose their responses.
Difference 1 1 1 -1 -2
The correct alternative is called the RESPONSE, the wrong ones are
called DISTRACTORS or DECOYS np np np np p

Alternatives should be plausible (strength or power to be chosen as a


response).

Steps for ltem Analysis the U-L Method

1. Check the test papers and indicate the correct responses

2. Arrange the test papers from highest to lowest

3. Count the number of students who took the test

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