factors that influence test construction
DESCRIPTION
This presentation focuses on the Factors that Affects in the Test Construction.TRANSCRIPT
Factors that Influence Test ConstructionReporter : Ms. Reggie “ms_ridge” BatausaBridging Student Sem1 SY 2014-2015
Objectives
At the end of this lesson, the learners are expected to:• Explain the factors that influence test construction
The Function of the Test in the Instructional
ProcessTesting
Frequency
The Use of Open-book and
Closed-book Examinations
The Use of Take-Home
ExaminationMode of Item Presentation
Factors Influencing Test Construction
Basic Types of Classroom Tests according to Function and Time of Administration
Before Instruction During Instruction End of Instruction
Function Readiness Placement Formative
Diagnostic
Summative
Focus of measurement
Prerequisite entry skills
Course or unit objectives
Predefined segment of instruction
Most common learning errors
Course or unit objectives
Nature of sample
Limited sample of selected skills
Broad sample of all objectives
Limited sample of selected skills
Limited sample of selected skills
Broad sample of all objectives
Item difficulty Typically has low level of difficulty
Typically has wide range of difficulty
Varies with the segment of instruction
Typically has low level of difficulty
Typically has wide range of difficulty
Time of administration
Beginning of course or unit
Beginning of course or unit
Periodically during instruction
As needed during instruction
End of course or unit
Use of results Remedy entry deficiencies or assignment to learning group
Instructional planning and advanced placement
Improve and direct learning through ongoing feedback
Remedy errors related to persistent learning difficulties
Assign grades, certify accomplishments, evaluate teaching
Airasian & Madaus, 1972, as cited in Linn and Gronland, 2000
Testing Frequency
Single Testing• Selection• Placements• Summative evaluation
Frequent Testing• Diagnosis• Formative evaluation• Motivation
The Use of Open-Book and Closed-Book Examinations
Open-Book Closed-Book
Emphasizes higher objectives in Bloom’s Taxonomy
Emphasizes recall of information
Less time memorizing More time memorizing
Applying specific formula on information
Memorization of information
Skills in utilizing reference materials for a limited time
The Use of Take-Home Examination
Advantages• Students’ own time
and rate of speed• Useful when
references are not found in the classroom or even in school
Disadvantages• Difficulty of scoring • Plagiarism
Levels of Item Complexity
Complexity• Consider complexity when developing
test items• What do you want the test taker to
be able to “show” you?
• Three levels• Low• Moderate• High
Low Complexity
Test items require factual knowledge.
Require knowledge of single fact, not multiple facts.
Examples:
• Knowing the name of the piece of equipment
• Knowing what test procedure to use in a simple situation
• Knowing what reference provides instructions
• Knowing which tool to use to repair a particular piece of equipment
Low Complexity Example
Espresso is best brewed ________________.a. From 7 to 10 secondsb. Between 250 ֯ F and 212 ֯ F c. Between 198 ֯ F and 204 ֯ F d. From 30 to 60 seconds
Moderate Complexity
Test items require test taker to know or derive multiple facts.• May be moderately complex in two ways• Require knowledge of more than one fact• Two or more pieces of information are
combined in some fashion to produce a new fact
• Require more complex knowledge about facts because information is combined or compounded
• Correct answer depends on factual knowledge that is complete and definitive
Moderate Complexity Example
You are assigned to perform a safety and health inspection for the Cyber Café. The Barista prepares a cup of espresso and serves it to a customer. You, as the inspector, observed the brewing temperature to be 188֯F and the brew time to be 20 seconds for a single shot. You failed the Barista for preparation of espresso.Select the reason that you failed the Barista for this process.a. Brewing temperature too high.b. Brewing temperature too low.c. Brewing time too long.d. Brewing time too short.
High Complexity
Items require test taker to:
• Analyze & evaluate multiple facts to solve problems
• Diagnose solutions• Make decisions
Correct Answer may not be recognized until it is compared to incorrect responses to identify the best answer under conditions
High Complexity (cont..)
The analysis or evaluation required to recognize the correct response requires:
• Synthesis of multiple facts• Evaluation of each alternative to compare• Occasionally, evaluation of each alternative
to comparison and/or correlation to each other
Typically scenario type test items
• Derived from “real” on-the-job / actual situations
Bloom’s vs. Item Complexity
High
Moderate
Low
• Evaluation• Synthesis
• Analysis• Application
• Comprehension• Knowledge
Knowledge
• Recall from memory• Recall is identical to
original presentation• Recite definitions,
procedures, formulas, etc.
Learning objectives
require learner to:
• State the steps in a procedure
• Define a term• Identify an object
Test items ask learner to:
Comprehension
• Restate in own words• Translate information• Apply designed rules• Recognize examples of
concepts
Learning objectives
require learner to:
• Identify unseen examples• Classify unseen examples
Test items ask learner to:
Application
• Decide rule(s) to apply• Solve problems by selecting
rule/method
Learning objectives
require learner to:
• Solve problems presented without rules/formulas given
• Decide course of action to take without prompting
Test items ask learner to:
Analysis
• Break down complex situations
• Figure out how parts relate to each other
• Figure out how one thing influences another
Learning objectives
require learner to:
• Solve problems given an extensive scenario, description or data• Some information may not
be pertinent
Test items ask learner to:
Synthesis
• Create totally original material, products, designs, equipment, etc.
Learning objectives
require learner to:
• Create totally original material, products, designs, equipment, etc.• Normally cannot be
multiple-choice or other closed-ended test items
Test items ask learner to:
Evaluation
• Judge appropriateness or worth of objects, plans, designs, etc. with some purpose in mind
Learning objectives
require learner to:
• Use all five lower level of Bloom’s Taxonomy to meet objective• Normally cannot be
assessed with closed-ended test items
Test items ask learner to:
The Function of the Test in the Instructional
ProcessTesting
Frequency
The Use of Open and
Closed Book Examinations
The Use of Take-Home
Examination
Mode of Item Presentation
Item Complexity
Factors Influencing Test Construction