Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Copy of Constructing Objective Test Items: Simple Forms
Transcript of Copy of Constructing Objective Test Items: Simple Forms
Constructing Objective Test Items
-Short Answers and completion questions can be answered by a word, phrase, number, or symbol.
-Suitable for measuring a wide variety of simple learning outcomes.
-There are only two possible answers.
-The most common use of the true-false item
is in measuring the ability to identify the
correctness of the statement.
-True-false tests are extreamely frustrating becuase there is no objective basis for determining whether a statement of opinion is true or false.
Matching consists of two parallell columns with each word, number, or symbol in one column being matched to a word, sentence, or phrase in the other column.
Easy to construct
Student must supply the answer
Unsuitable for learning complex
Difficulty of scoring
Suggestions for Constrcting Short-Answer Items
1. Word the item so that the required answer is both brief and specific.
2. Do not take staements directly from textbooks to use as a basis for short-answer items.
3. A direct question is generally more desirable than an incomplete statement.
4. If the answer is to be expressed in numerical units, indicate the type of answer wanted.
5.Blanks for answers should be equal in length and in a column to the right of the question.
6. When completion items are used, do not include too many blanks.
true-false, right or wrong,
correct or incorrect,
yes or no, fact or opinion,
and agree or disagree
Advantages and Limitations of True-False Items
Wide sample of course material can be obtained
One advantage cited frequently for true-false items is, unfortunately, more illusory than real: ease of construction.
Learning outcomes that can be measured
Suggestions for Construting True-False Items
1. Avoid broad general statements if they are to be judged true or false.
2. Avoid trivial statements.
3.Avoid the use of negative statements, especially double negatives.
4. Avoid long, complex sentences.
5.Avoid including two ideas in one statement, unless cause-and effect relationsips are being emasured.
6. If opinion is used, attribute it to some source, unless the ability to identify opinion is being specifically measured.
7. True statements and false statements should be approximately equal in length.
8. The number of true stements and false statemens should be approximately equal.
Column for which a match is sought are called premises, and the item in the column from which the selection is made are called responses.
Different presedures prevent students from matching the final pair of items on the basis of elimination, by adding more response answers then premises given.
Advatages and Limitations of Matching Exercises
Compact form, which makes it possible to measure a large amount of related factual material in a relatively short time
Ease of construction. (Poor matching items can be rapidly constrcted, but good-matching items require a high degree of skill).
Main limitation of matching are that is it restricted to the measurement of factual infomation.
Suggestions for Constructing Matching Exercises
1. Use only identical material in a single matching exercise
2. Include an unequal number of responses and premises and instruct the student that responses may be used once, more than once, or not at all.
3. Keep the list of items to be matched brief and place the shorter responses on the right.
4. Arrange the list of responses in logical order, place words in alphabetical order and numbers in sequence.
5. Indicate in the directions the basis for matching the responses and premises.
6. Place all the items for one matching exercise on the same paper.
The construction of classroom tests, like other phases of teaching, is an art that must be learned.
Short-Answer, reqires students to supply the appropriate word, phrase, number, or symbol to a direct question or incomplete statement.
True-False, requires the student to select one of two possible answers.
Matching, consists of two parallel columns of phrases, words, numbers or symbols that must be matched.