setting of question paper

8/13/2019 Setting of Question Paper

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How to Develop a Quality Question Paper

for

Class Tests and Terminal Exams?


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im of the PresentationThis presentation is designed to help

TEACHERS write better testsbetter

in that they more closely assess

instructional objectives and assess them

more accurately.


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Some of the problems which keep classroom

tests from being accurate measures of

studentsachievement are:

1. Tests include too many questions measuring only

knowledge of facts.

2. Too little feedback is provided.

3. The questions are often ambiguous and unclear.

4. The tests are too short to provide an adequate

sample of the body of content to be covered.

5. The number of exams is insufficient to provide a

good sample to studentsattainment of theknowledge

and skills the course is trying to develop.


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What a Quality test is?

If it measures the domainit was defined to measure.If the test items have good measurement properties.If the test scores and the pass/fail decisions arereliable.If alternate forms of the test are on the same scale.

If you apply defensiblejudgment criteria.if you allow enough time for competent (but notnecessarily speedy) candidates to take the test.If it is presented to the candidate in a standardized

fashion, without environmental distractions.If the test taker is not cheating and the test has notdeteriorated.


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TheScience and ArtofQuestion Paper and Class Tests

Development


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THE TEST FORMAT

After planning the content and cognitiveobjectives for the test, Teacher must decide on

thebest way to measure them; that is, theydecide on the test format. The format refers to

whether the test will be objective (multiplechoice, true false, matching, etc.) or essay.

What factors do faculty consider whendeciding on the format of the test?


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How should I start a new

testing initiative?


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Test Design Begins with Test Definition

Test Title

Credential NameTest Purpose (This test will certify that thesuccessful candidate has important knowledge andskills necessary to)Intended Audience

Candidate PreparationHigh-Level Knowledge and Skills CoveredProducts or Technologies AddressedKnowledge and Skills Assumed but Not TestedKnowledge and Skills Related to the Test but Not

TestedBorderline Candidate DescriptionTesting MethodsTest OrganizationTest Stakeholders

Other Information


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Test Development Process

1. Statement of Goals

2. Content Outline

3. Table of Specifications

4. Item Selection 5. Item Construction

6. Composition of Instructions

7. Development of Answer Sheets

8. Construction of Answer Keys

9. Test Administration

10. Test Revision


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Formative vs. Summative Tests

Formative

monitor progress toward goals within a

course of study

Summative

assess overall achievement of course

goals


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Need to Consider and Decide:

Length of Test

Weight to be given to each objective

Weight to be given to each level oftaxonomy

Estimate number of items in each

cell


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Item Selection

Types of Items

Objectively Scored (Selection)

true/false completion

matching

multiple choice

Subjectively Scored (Supply) interpretive exercises

essay


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Guidelines for Writing Objective Items1.Construct at appropriate level of difficulty for examinees

2.Include Items at appropriate level of difficulty for purposeof test.

3.Test significant elements of a course.

4.Write independent items.

5.Construct questions free from extraneous reasons forproblems.

6.Communicate the question in clear, concise language.

7.In the correct alternatives, paraphrase statements fromthe text.

8.Exclude clues to correct answer.


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Alternate Response Items

Involves the selection of one of twoalternatives

true / false

yes / no

right / wrong

fact / opinion


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True / False

Word statements clearly. Vague or ambiguous wording

will confuse students.

Avoid over generalizing.

Avoid Trick questions.

Statements should be entirely true, or entirely false :

Avoid using universal descriptors such as never,

none, always, and all.

Avoid negativewords, as they are often overlooked by

students.


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True / False

Do not include two ideas in one statement unless you areevaluating students understanding of cause and effect

relationships.

Provide a T and F beside each statement and ask

students to circle correct answer.

Include more false than true statements in any given test

and vary the number of false statements from test to test.

Avoid using negative statements


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Matching Items

Consist of

a column of premises

a column of responses

directions for matching the two.


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Guidelines for Writing Matching Items

Provide clear instructions on how to indicate thecorrect answers.

Indicate whether the same response can be used

more than once.

Maintain grammatical consistency within and betweencolumns.

Ensure that any matching question appears entirely

on one page.

Provide an unequal number of premises and

responses

Avoid designing questions which require students to

draw lines between premise and response.


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2. Guidelines for Writing Matching Items

Make sure lists are homogeneous.

Make the wording of the premises longer than the wording

of the responses.

Identify the items in one list with numbers and those in the

second list with letters.


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Short Answer Test Items

Typically, the student is asked to reply with a

word, phrase, name, or sentence, rather than a

more extended response.

Items are fairly easy to construct and mark

Assess mainly knowledge, comprehension, and

some application.


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Guidelines for Writing Short Answer Items

Questions must be carefully worded so that all students

understand the specific nature of the question asked andthe answer required.

Word completion or fill in questions so that missing

information is at, or near the end of, the sentence. Makes

reading and responding easier.

Instructions and teachers expectations about filling inblanks should be made clear. Indicate whether each blankof equal length represents one word or several words,whether long blanks require sentences or phrases, and

whether synonymous terms are accepted. When an answer is to be expressed in numerical units,

the unit should be stated.

Do not use too many blanks in completion items. Theemphasis should be on knowledge and comprehension,not mind reading!


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Multiple Choice Items

Guidelines for Writing


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1. The capital city of Canada isa. Vancouverb. Montrealc. Toronto

*d. Ottawa

Terminology: Multiple Choice

1. Stem:presents the problem

2. Keyed Response:correct or best answer

3. Distracters: appear to be reasonable answers to the

examinee who does not know the content

4. Options:include the distracters and the keyed

response.

4

1

2

3


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Guidelines for Writing:

Multiple Choice Items

State stem in the form of a question. Placemost of the subject matter in the Stem

Eliminate extraneous material from the Stem

Avoid Negatively phrased Stems


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I. Guidelines for Writing: MC

Ensure similarity among alternatives

with regard to:

grammatical structure

length

mode of expression

Grammatical errors provide

unintentional clues to the answer

When in doubt, students will select thelongest alternative as the correct answer


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II. Guidelines for Writing: MC

Make one of the alternatives the most clearly

correct or best answer

Make distracters plausible

Avoid parallel language between the Stemand the Correct Response

Randomly distribute answers across the

alternative positions

Use qualifiers such as all of the above andnone of the above sparingly


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ESSAY ITEMS


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1. Formulate the question so that the task is clearly

defined for the student.

Clearly stated questions not only make essay tests easier

for students to answer, but Also make them easier forinstructors to score.2. In order to obtain a broader sampling of course

content, use a relatively large number of questionsrequiring shorter answers rather than just a few questions

involving long answers .

3. Avoid the use of optional questions on an essay test.

4. Indicate for each question the number of points to be

earned for a correct response5.Avoid writing essay items that only require students to

demonstrate certain factualKnowledge

Writing Good Essay Items


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Wrap-Up

setting of question paper

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