criteria on test construction

7/24/2019 Criteria on Test Construction

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GUIDELINES ON TESTCONSTRUCTION


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Types of Classroom Tests

A. Objective Test

Sort!A"s#er Items$%ree Respo"seItems$Completio" Items

Alter"ative!Respo"se Tests &atci"' E(ercises

&)ltiple Coice

*. Essay Items

Restricte+ Respo"se

No"!Restricte+$E(te"+e+ Respo"se


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Objective Test Essay Test

S)pply$%ree Respo"se

Selecte+$%i(e+ Respo"se E(te"+e+

Respo"se

Restricte+Respo"se

SortA"s#er

Completio"

Tr)e!%alse

&atci"'

E(ercise

&)ltipleCoice


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Characteristics of a Good Test

Validity the extent to which a test

measures what it intends to measure.

Reliability the ability of the test to show

similar results when it is repeated or whena different form is used.

Usability within the comprehension of the

students and easy to administer and score

and budget constraints.


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Sort!A"s#er Items$%ree Respo"seItems$Completio" Items

It is o"e i" #ic eac item appears asa +irect ,)estio" or a" i"complete

stateme"t. Respo"ses to bot m)st bes)pplie+ by te p)pil i"stea+ of coosi"'or selecti"' from amo"' te optio"ss)pplie+ by te teacer.


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-. Te item so)l+ be so #or+e+ as to elicit abrief a"+ a specific respo"se.

E(.

oor/0ere +oes te ilippi"e Co"'ress ol+

sessio"s1

Improve+/

0at is te "ame of te of te b)il+i"' #erete ilippi"e Co"'ress ol+s sessio"s1

S)''estio"s/ Sort!a"s#er items


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2. Te item so)l+ "ot be +irectly lifte+ fromte boo3.

4. A complete +irect ,)estio" is better ta" a"i"complete stateme"t.

E(.oor/ Co"'ress ol+s sessio"s i"Improve+/0at is te "ame of te of te

b)il+i"' #ere te ilippi"e Co"'ress ol+ssessio"s1

5. If te respo"se calle+ for is a ")meral6 te+e'ree of specificity so)l+ bei"+icate+.


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7. *la"3s provi+e+ for i" a series of itemsso)l+ be )"iform i" le"'t a"+ so)l+ be

place+ at te ri't si+e of te items. to avoi+ 'ivi"' c)es

"ot to +isr)pt flo# of to)'t

to facilitate cec3i"'


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S)''estio"s/ Completio" Items

-. 0rite se"te"ces from te te(tboo3 i" o#"#or+s

2. Specify te )"it re,)ire+ if te e(pecte+

a"s#er is i" ")merical )"its4. Avoi+ over m)tilate+ stateme"ts

5. Omit o"ly importa"t #or+s or prases6 "ottrivial +etails

7. Avoi+ provi+i"' 'rammatical cl)es to tecorrect a"s#er

8. &a3e s)re tat eac item as o"ly o"ecorrect a"s#er

9. See to it tat bla"3s are of )"iform le"'t


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G)i+eli"es$Criteria

1. Avoid specific determiners such as all,always, never, etc.

2. Provide an equal numer of true and false

statements !and should e at randomorder"#. $ake sure that the item is undoutedly true

or false%. Avoid vague and indefinite terms of degree

or amount such as greatly, in most cases,frequently etc.&. 'imit each item to a simple fact or idea


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C. Alter"ate!Respo"se$Tr)e!%alse

:co"t.;(. Avoid negative statements and particularly

doule negatives). *rite statements from textooks in own

words+. $ake true and false statementsapproximately equal in length

. -nsure that there is an equal numer oftrue and false statements

1.Avoid long, complex/complicated item.11.Indicate the source for statements ased

on opinion


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oor /

Tere are so ma"y societal problems b)tmost yo)"' people +o "ot care abo)t

tem. A perso" #o is tr)ly sociallyrespo"sible 'oes o)t of is #ay to respo"+to te problems of society.

Improve+/

A socially respo"sible perso" participatesactively i" solvi"' societal problems.


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oor/ Tere are t#o types of lesso" pla"6 tememori


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0he $atching -xercises

A matching exercise consists of threecolumns. -ach of the items in the firstcolumn is to e paired with an alternative

in the second column. 0he items in thecolumn for which a match is sought arecalled premises, and the items in thesecond column from which the selection is

made are called responses. 0he answersare to e written on the spaces provided inthe third column.


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Criteria$G)i+eli"es

1. se homogenous premises and responsesin a single matching exercise.

2. Indicate clearly in the directions the asisfor matching where answers should ewritten

#. 'imit a matching exercise to a maximum of11& items.

%. 'ael each column with a heading that

accurately descries its content&. 3eep the responses or answer choices short

and logically ordered.


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&atci"' Items :co"t.;

(. 4ave more responses or answerchoices than premises

). Place all the premises and responseson a single page.

+. Indicate in the instruction that aresponse may e used once, more

than once or not at all.

. Avoid giving pattern in the answer.


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0he $ultiple5hoice 0ests

A multiple choice test consists of items each of whichpresents three to five alternatives or options inwhich only one is correct or definitely etter thanthe others.

0wo Parts67 the stem which presents the prolem7 the list of possile answers or alternatives

0he stem of the item may e presented either as adirect question or as an incomplete statement.

0he correct option choice or alternative in each item ismerely called answer and the rest of thealternatives are called distracters or decoys or foils.


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Criteria$G)i+eli"es

-. &a3e te stem of te item mea"i"'f)l

so tat te ,)estio" bei"' as3e+ or tas3re,)ire+ is clear.

2. I"cl)+e as m)c i"formatio" as possiblei" te stem a"+ 3eep te optio"s as sortas possible.

4. Avoi+ lo"' #or+e+ stems. I"cl)+e o"ly

te material tat ma3es te problemclear a"+ specific.

5. &a3e s)re tat +istracters are pla)sible.


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7. Avoi+ "e'atively state+ items. If te"e'ative form is )se+6 i"+icator is)"+erli"e+6 capitali


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@. See to it tat all of te optio"s are'rammatically co"siste"t #it te stem.

. Beep te optio"s appro(imately e,)al i"

le"'t or arra"'i"' tem from tesortest to lo"'est or lo"'est tosortest.

-.Use eac optio" as te correct a"s#erappro(imately a" e,)al ")mber of

times.--.ary te positio"s of te correct optio"

or arra"'i"' tem at ra"+om.


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-ssay 8uestion

! te e(ami"ees are allo#e+ to or'a"i


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Criteria$G)i+eli"es

-. State te ,)estio"s to elicit te +esire+co'"itive s3ills specifie+ i" te lear"i"'o)tcomes

2. 0rite te ,)estio"s i" s)c a #ay tatte specific tas3 is clearly )"+erstoo+ byte e(ami"ee

4. As3 all te st)+e"ts to a"s#er te same

,)estio"s. Avoi+ )si"' optio"al,)estio"s.


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5. I"+icate te ")mber of poi"ts or teamo)"t of time to be spe"t o" eac,)estio"

7. As3 a collea')e to criti,)e te ,)estio"s

8. repare a mo+el a"s#er to eac ,)estio".


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criteria on test construction

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