Sec2 - Writing Good Tests
Sec2 - Writing Good Tests
Topic Summary
Topic: Writing Good Tests
We will investigate:
Short answer test type
Essay test type
True/False test type
Matching test type
Multiple Choice test type
Content Reading
Writing Good Tests
Writing Multiple Choice Questions
Writing True/False Questions
Writing Matching Questions
Writing Essay Questions
Task Sheet
Selecting the Type of Test Item
Writing Multiple Choice Questions
Writing Essay Questions
EVALUATION: Writing Good Tests 230
KAREN TEACHER WORKING GROUP
Trainer’s Guide
Introduction
Explain that in this workshop we will be practicing how to write good tests.
Ask trainees to list as many different types of tests that they know. Trainer should try
to elicit the following types of tests:
1. Short answer
2. Essay
3. True/False
4. Matching
5. Multiple Choice
Review the main points from the ‘Evaluation process and Information Gathering
Techniques’ workshop.
GAME
Preparation
Trainer explains that we are going to play a game. The entire group goes
outside of the class to a place where there is enough space to move freely.
In this game, the different types of test items are demonstrated by action:
Short Answer: crouching down and making our bodies small
Essay: by running on the spot
True/False: by shaking are head back and forth (True) and then side to side (False)
Matching: by holding our hands together
Multiple Choice: by taking one step forward, then one step to the right, then one
step backwards, then one step to the left
EVALUATION: Writing Good Tests 231
KAREN TEACHER WORKING GROUP
Trainer’s Guide
Have trainees practice each action many times. i.e. trainer calls out the type
of test item and trainees do the appropriate action
Tell trainees to continue doing their action until they are told to stop.
Instructions
The trainer will read his/her list of 10-15 learning outcomes (reading them one
by one)
Trainees decide which type of test item is required to best evaluate the
learning outcome. Then, trainees demonstrate the test item by using the
appropriate action (for example Essay type is demonstrated by running on the
spot)
While continuing to do their action, trainees get into groups with other people
doing the same action. Trainees should continue to perform their action until
the last trainee has found a group!
After everyone has found an appropriate group, the trainer asks each group
why they chose that test type for the learning outcome.
Briefly discuss the answers and then the trainer gives another learning
outcome and the game begins again.
The trainer should repeat this game many times so that trainees can ‘master’
the game.
Trainer initiates a short discussion about the Content Reading with the entire group.
When finished, instruct trainees to, individually, complete the ‘Task Sheet: Writing
Multiple Choice Questions’. Then (still in small groups), trainees should discuss and
correct each other’s task sheets.
Next, the small groups should decide on a learning outcome that is appropriate for the
subject and standard that they teach (only one learning outcome per group). The trainer
should check each group’s learning outcome. Then, groups are asked to develop 5
multiple choice questions that would be used to test the learning outcome.
When completed, each group should present their questions to the entire group.
Questions are answered as a group. The entire group and trainer give feedback and
suggestions to each small group.
EVALUATION: Writing Good Tests 232
KAREN TEACHER WORKING GROUP
Trainer’s Guide
True/False Questions
Trainees individually read the ‘Content Reading: Writing True/False Questions’. The
entire group reads it again together. Trainer asks questions and encourages discussion.
Trainees return to their small groups according to the subject and/or standard they teach.
They choose a learning outcome that is appropriate for the standard and subject that they
teach(different from the one they just used) and develop 15 True/False questions to test
that learning outcome.
When completed, each group should present their questions to the entire group.
Questions are answered as a group. The entire group and trainer give feedback and
suggestions to each small group.
Matching Questions
Trainees individually read the ‘Content Reading: Writing Matching Questions’. The
entire group reads it again together. Trainer asks questions and encourages discussion.
Trainees return to their small groups according to the subject and/or standard they teach.
They choose a learning outcome that is appropriate for the standard and subject that they
teach(different from the one they just used) and develop a list of 10 Matching questions
to test that learning outcome.
When completed, each group should present their questions to the entire group.
Questions are answered as a group. The entire group and trainer give feedback and
suggestions to each small group.
Essay Questions
Trainees individually read the ‘Content Reading: Writing Essay Questions’. The
entire group reads it again together. Trainer asks questions to see if trainees understand
and encourages discussion.
Then, trainees return to their small groups according to the subject and/or standard they
teach. They compare each other’s work. Each small group selects their best Task Sheet
and present it to the rest of the class.
The entire group and trainer give feedback and suggestions to each small group.
After the game, the trainer answers any questions about the workshop. Following that,
the workshop is finished.
EVALUATION: Writing Good Tests 233
KAREN TEACHER WORKING GROUP
Content Reading
Writing Good Tests
The first step in writing a good test is to determine what it is you are trying to test and
what kind of test would be best for testing that type of information. Most classroom tests
are used to measure learning outcomes (the achievement of teaching objectives).
Learning outcomes define clearly, in an observable way, the achievement we expect of
our students. We should use learning outcomes to create our test items. Consider the
following 2 learning outcomes:
1. To list the names of the last 10 Burmese kings.
2. To explain the changes that happen when a different political party is elected
into government in a democratic system.
The 1st learning outcome requires a short-answer type question in which the students are
asked to list the names of the kings. The 2nd learning outcome would best be tested by an
essay question because the student would have to describe or explain.
Task Sheet
Selecting the Type of Test Item
For each learning outcome, determine the type of test item you would use and briefly
state why you would use that type.
3. To select, from among alternatives, the best way to introduce a new topic.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Content Reading
Writing Multiple Choice Questions
Multiple choice questions are perhaps the most frequently used type of test item.
Parts of the Multiple Choice Question:
You can use multiple choice questions to evaluate almost all levels of understanding.
Multiple choice questions are used in primary schools and in universities! However, to
be a useful measurement of a learning outcome, a multiple choice question should meet
the following criteria:
A. Present a single problem or question.
B. Include alternative answers that are related to the problem or question.
C. Provide a correct or best answer from among several alternatives.
D. Include distractors that are very similar in wording, writing style,
spelling, length, etc.
E. Include distractors that are possible but not correct.
Task Sheet
Writing Multiple Choice Questions
All of the following multiple choice questions are poorly written for 1 reason. Identify
the problem and then rewrite the question.
Content Reading
Writing True/False Questions
Many people don’t like to use True/False questions because it is so easy to guess the
correct answer. True/False questions should not be used to create an entire test.
However, it is reasonable to use a few True/False questions in a test.
Examples:
1. Squares have only three sides and only two 90 degree angles.
The item is clearly false.
The statement presents 2 facts (only 3 sides and only two 90 degree angles)
The item does not try to trick students.
Improved statement:
Make two statements instead of one.
I. Squares have only three sides.
II. Squares have only two 90 degrees angles.
Content Reading
Writing Matching Questions
Matching questions are written as a group of items and provide two lists; the student’s
task is to match each item from one list with an item from the other list
Example:
Match the capital city with the appropriate country.
a. Pakistan
1. Bangkok b. Chile
2. Rangoon c. Thailand
3. Tokyo d. South Africa
4. Ottawa e. Nepal
5. Johannesburg f. Japan
g. Canada
h. Burma
Content Reading
Writing Essay Questions
The secret to writing good essay questions is to be clear and concise as possible. Don’t
try to trick the students. Test each learning outcome as directly as possible. When
reading an essay question, a student should be able to understand exactly what is being
asked. If the student knows his/her subject material, then he/she should be able to
answer the question correctly.
3. For each question, make a model answer. The model answer should include:
a. the content of an ideal answer.
b. important features you might find in an ideal answer.
Well written essay questions will help make it easier for the students to answer and easier
for the teacher to grade. The biggest problem with essay questions is that they are
difficult to grade accurately. This problem is made a lot smaller if the teacher creates a
model answer which the teacher can use to grade the students’ answers. When you are
comparing a student’s answers to the model answer, you must only check to see whether
the student’s answer include the items listed in the model answer.
For example:
Essay Question: Defend or refute the following statement: Civil wars are necessary to
the growth of a developing country. Cite reasons for your argument
and use examples from history to help prove your point.
Model Answer: All answers, regardless of the position taken, should include:
1. A clear statement of position.
2. At least 5 logical reasons.
EVALUATION: Writing Good Tests 240
KAREN TEACHER WORKING GROUP
Once you have decided to use an essay question, you need to make a question which
every student will understand what is expected in the answer.
Note: Not every student needs to be able to answer the question, but every student must
be able to understand what the question is asking. Therefore:
use clear and concise language
be very precise about what restrictions you want to
place on the answer
For example:
Describe why certain chemicals are always mixed in a certain order.
This is not a clear statement. Which chemicals? Which order?
Task Sheet
Writing Essay Questions
When writing essay questions on this task sheet, write them for the subject area and
standard level that you teach.
3. Using the essay question, rewrite it 4 times, each time placing the following
restrictions upon it:
a. Limiting the amount of time and words used in the answer
b. Limiting the answer to certain specific topics
c. Asking the student to answer using only 1 of the specific topics
d. Telling the student to use only one point of view in his/her answer
a.
b.
c.
d.