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Unit 04 8602

The document discusses different types of classroom assessment tests including multiple choice, true-false, matching, completion items, short answer, and essay questions. It provides details on the characteristics, uses, advantages, and limitations of each test type.

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maheen rasheed
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604 views

Unit 04 8602

The document discusses different types of classroom assessment tests including multiple choice, true-false, matching, completion items, short answer, and essay questions. It provides details on the characteristics, uses, advantages, and limitations of each test type.

Uploaded by

maheen rasheed
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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 Classroom tests play a central role in the

assessment of student learning.


 The main goal of classroom testing is to
obtain valid, reliable and useful
information concerning assessment.
 Each type of test item has its own unique
characteristics, uses, advantages,
limitations and rules for construction
 Multiple Choice Questions

 Matching, true-false

 Completion items
 Multiple-choice test items consist of a stem or a
question and three or more alternative answers
(options)
 Correct answer sometimes called the keyed
response and the incorrect answers called
distracters
 Multiple choice question is probably the most
popular, widely applicable and effective.
 It consists of two parts: the stem, which states the
problem and a list of three to five alternatives
 Multiple Choice Questions good for Application,
synthesis, analysis, and evaluation levels
 Which is the capital city of Pakistan? -------(Stem)

 A. Paris. ----------------------------------(Distracter)
 B. Lisbon. --------------------------------(Distracter)
 C. Islamabad. ---------------------------------- (Key)
 D. Rome. ---------------------------------(Distracter)
 The capital city of Pakistan is:

A. Paris.
B. Lisbon.
C. Islamabad.
D. Rome.
 Examine only the Important Facts
 Use Simple Language
 Make the Questions Brief and Clear
 Form the Questions Correctly
 Take into Consideration the Independence of
Questions
 Offer Uniform Answers
 Avoid Asking Negative Questions
 Distracters must be Significantly Different from the
Right Answer
 Offer an Appropriate Numbers of Distracters
 Very effective  Difficulty of Construction
 Versatile at all levels  Guessing factor reduces
 Minimum of writing for the reliability of multiple-
student choice item scores
 Guessing reduced somewhat.
 Can cover broad  Multiple-choice test
range of content items are not
adaptable to
measuring certain
learning outcomes,
such as Articulate
explanations, Organize
personal thoughts etc.
 A True-False test item requires the student to
determine whether a statement is true or false.
 Also known as a “binary-choice” item
 These types of items are more effective for
assessing knowledge, comprehension, and
application outcomes as defined in the cognitive
domain of Blooms’ Taxonomy of educational
objectives.
 Good for Knowledge level content, evaluating
student understanding of popular misconceptions
and concepts with two logical responses
 Easily assess verbal  It is difficult to discriminate
knowledge between students that
 Each item contains only know the material and
two possible answers students who don't know.
 Easy to construct for the  Students have a 50-50
teacher chance of getting the right
 Easy to score for the answer by guessing
examiner  Need a large number of
 Helpful for poor students items for high reliability
 Can test large amounts  Assess lower order thinking
of content skills
 Students can answer 3-4  Poor representative of
questions per minute students learning
achievement
 According to Cunningham (1998), the matching
items consist of two parallel columns.
 Matching test items are used to test a student's
ability to recognize relationships and to make
associations between terms, parts, words, phrases,
clauses, or symbols in one column with related
alternatives in another column.
 Good for Knowledge level and some
comprehension level, if appropriately constructed
 Terms with definitions
 Phrases with other phrases
 Causes with effects
 Parts with larger units
 Problems with solutions
 A good deal of factual  Teachers often find that
information can be the subject matter is
tested in minimal time, insufficient in quantity or
making the tests not well suited for
compact and efficient. matching terms.
 They are especially well  Time consuming for
suited to who, what, students
when and where types  Not good for higher levels
of subject matter. of learning
 Valuable in content
areas that have a lot of
facts
 Like true-false items, completion items are
relatively easy to write.
 Student fills in one or more blanks in a
statement.
 These are also known as “Gap-Fillers.
 Most effective for assessing knowledge and
comprehension learning outcomes but can
be written for higher level outcomes
 The capital city of Pakistan is -----------------

 Poor item:
World War II ended in ____________

 Better item:
World War II ended in the year ________.
 There are four types of test items in
supply type category of test.

 Commonly these are completion items,


short answers, restricted response and
extended response
 Student supplies a response to a question that
might consistent of a single word or phrase.
 Most effective for assessing knowledge and
comprehension learning outcomes
 Short answer items are of two types.
1) Simple direct questions
2) Completion items
 Application, synthesis, analysis, and evaluation
levels
 Easy to construct  May overemphasize
 Minimizes guessing memorization of
 Encourages more
facts
intensive study-  Take care -
student must know questions may have
the answer vs. more than one
recognizing the correct answer
answer.  Scoring is laborious
 Essay questions are supply or constructed response
type questions.
 Measure the students' higher order thinking skills,
such as applying, organizing, synthesizing,
integrating, evaluating, or projecting while at the
same time providing a measure of writing skills.
 Provide students with an opportunity to explain
their understanding and demonstrate creativity.
 There are 2 major categories of essay questions
1) Short response
2) Extended response
 Extended response: synthesis and
evaluation levels; a lot of freedom in
answers

 Restricted response: more consistent


scoring, outlines parameters of responses
 Students less likely to  Can limit amount of
guess material tested,
 Easy to construct therefore has
 Stimulates more decreased validity.
study  Subjective, potentially
 Allows students to unreliable scoring.
demonstrate ability  Time consuming to
to organize score.
knowledge, express
opinions, show
originality.

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