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?
You can change this under Settings & Account at any time.
Objective 9:2-Teacher-Made Tests
Transcript of Objective 9:2-Teacher-Made Tests
Teachers have three basic alternatives in constructing test:
Comprised of alternative-choice, multiple-choice, matching, and completion items.
Include supply items that students must respond to.
Combine objective and essay test characteristics.
The item type or types used in the construction of a particular test depend on your objectives and the nature of the behaviors being measured.
Tests should be written at the taxonomical level of your objectives.
Instructional objectives usually suggest the best type of test item.
Teacher-made tests are the most common of all school evaluative instruments.
They can be constructed so they are consistent with classroom goals and objectives.
They present the same questions to all students under nearly identical conditions.
They generate a product that can be evaluated easily and stored for later use.
Teacher-made tests are much less expensive to construct and administer.
Classroom tests generally should not contain more than two types of test items.
The purpose of testing is to check student mastery of the stated objectives.
"Test wiseness" should be avoided when constructing a test.
Compare and contrast the different types of teacher-made test items and the advantages and disadvantages associated with them.
The simplest form of objective test items.
Most common format is true/false.
Permit teachers to take a broad sampling of behaviors.
Scoring is quick and simple.
It is often difficult to write good items.
Students only have a 50% chance of guessing correctly, thus making this item unreliable and invalid.
Popular and widely used form of test items.
Can be used to successfully measure achievement of almost any objective.
Basic format is a stem or lead.
Should be constructed so they are straightforward and clear.
Designed to measure students' ability to recall a fairly large amount of factual information.
Formatted using two lists.
Easy to construct and are great for measuring lower level learning.
Matching items tend to give away the answer to another part.
Gives students the opportunity to formulate answers to questions in their own words.
Measure what students know.
Two forms: brief and extended.
Difficult to score because there is no single right answer.
Most common problem is content coverage.
Evaluate higher order knowledge and thinking.
Any type of assessment that requires students to demonstrate skills and competencies that realistically represent real-world problems and situations.
Requires students to write responses in their own handwriting.
Completion items are not easy to write.
Should be written so that there is only one correct answer.
Most useful for the testing of specific facts.