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MATCHING TYPE FORMAT

provides a way for learners to connect a word, sentence or phrase in one column to a corresponding word, sententence, phrase in a second column.The items in the first column are called PREMISES and the answers in the second column are the RESPONSES. The convention is for the learners to match the PREMISE on the LEFT with a given response on the RIGHT .By convention ,the items in column A are numbered and the items in column B are labelled with capital letter.

  • TERMS AND DEFINITION
  • OBJECTS OR PICTURES AND LABELS
  • SYMBOLS AND PROPER NOUNS
  • CAUSES AND EFFECT
  • SCENARIOS AND RESPONSES
  • PRINCIPLES AND SCENARIOS TO WHICH THEY APPLY
  • CONSTRUCTION GUIDELINES

EXAMPLES

MATCHING TYPE AND SUPPLY TYPE ITEMS

WHEN ARE WE GOING TO USE MATCHING TYPE????

The MATCHING TYPE TEST ITEMS FORMAT provides a change of pace , particularly for self-check and rewiew activities.Many instructional activities designers employ them in quizzes and tests too .They are effective when you need to measure the learners ability to identify the relationship or association between similar items. They work best when the course content has many parallel concepts.

STECKLIEN ( 1955 )

has listed 14 types of abilities that can be measured by essay items

1.) comparison between two or more things

2.) the development and defense of an opinion

3.) question of cause and effect

4.) explanations of meaning

5.) summarizing of information ia a designated area

6.) analysis

7.) knowledge of relationship

8.) illustrations of rules , principles, procedures,and applications

9.) application of rules ,law and principles to new situitions

10. criticisms of the adequancy, relevance ,correctness ,idea or information

11.) formulation of new questions and problems

12.) reorganization of facts

13.) discriminations between objects, concepts or events

14.) inferential thinking

  • matching type also maybe considered as modified multiple choice type items where the choices progressively reduce as one successfully matches the items on the left with the items on the right

B.

EXAMPLES:

A.

___ 1.)Magellan

___ 2.)Mabini

___ 3.)Rizal

___ 4.)Lapu-lapu

___5.)Aguinaldo

a. First President of the Republic

b. National Hero

c. Discover the Philippines

d. Brain of Katipunan

e. The Great Painter

f. Defended Limasawa Island

Normally, column B will contain more items than column A .....

TO PREVENT GUESSING ON THE PART OF THE STUDENTS

WHY DO YOU THINK SO?????

matching type items ,unfortunately, often test lower order thinking skills,

( knowledge level )

and are unable to test higher order thinking skills such as application and judgement skills.

in an ideal world , you should present more responses than premises.So the remaining responses don't work as hints to the correct answer .

UNEQUAL RESPONSES

CONSTRUCTION GUIDELINES

  • TWO -PART DIRECTION
  • PARALLEL CONTENT
  • PLAUSIBLE ANSWERS
  • CLUESES
  • UNEQUAL RESPONSES
  • LIMITED PRIMISES
  • ONE CORRECT ANSWER

ensure your premises don't include hints through grammar ( like implying the answer must be plural )or hints from word choice (like using the term itself in definition).

CLAUSES

you clear directions at the start of each question need two parts

1) how to make the match and

2) the basis for matching type the response with the premise

TWO-PART DIRECTIONS

PLAUSIBLE ANSWERS

all responses in Column should be plausible answers to the premises in Column A.

Otherwise ,the test loses some of its reliability because some answers will be ''given aways''

parallel content

ESSAY ,CLASSIFIED AS NON-OBJECTIVE TESTS , ALLOW FOR THE ASSESSMENT OF HIGHER ORDER THINKING SKILLS. SUCH TESTS REQUIRE STUDENTS TO ORGANIZE THEIR THOUGHTS ON A SUBJECT MATTER IN COHERENT SENTENCES IN ORDER TO INFORM AN AUDIENCE. IN ESSAYS TEST, STUDENTS ARE REQUESTED TO WRITE ONE OR MORE PARAGRAPHS ON A SPECIFIED TOPICS

within one matching test item , a common approach ,such as all terms and definition or all principles and the scenarios to which they apply.

ESSAYS

B.

A.

a. -3

b. 615

c. 3 meters

d. 48 inches

e. 1 pound

______

______

______

______

______

______

1.) Square root of 9

2.) Square of 25

3.) 36 inches

4.) 4 feet

5.) 1 kilogram

NOTE !!!!!!!!

THAT ALL THESE INVOLVE THE

HIGHER -LEVEL SKILLS MENTIONED IN BLOOM'S TAXONOMY

Write G if the item on the LEFT is GREATER THAN the item on the right ; L if the item on the Left is LESS THAN the item on the RIGHT; and E if the item on the LEFT equals to the item on the RIGHT and D if the relationship cannot be determine .

A variant of the matching type items is the data sufficiency and comparison type of test illustrated below.....

EXAMPLE:

THANKS FOR LISTENING!!!!!!!!!

prepared by:

darwin balaod

LIMITED PREMISES

DUE TO THE CAPACITY LIMITATIONS THE LIST DOWN OF WORKING MEMORY,AVOID A LONG LIST PREMISES IN THE FIRST COLUMN .A NUMBER THAT I'VE COME ACROSS IS TO KEEP THE LIST DOWN SIX ITEMS.EVEN LESS MIGHT BE BETTER,DEPENDING ON THE CHARACTERISTICS OF YOUR AUDIENCE

EVERY PREMISE SHOULD HAVE ONLY ONE CORRECT RESPONSE. BUT TRIPLE -CHECK TO MAKE SURE EACH RESPONSE CAN ONLY WORK FOR ONE PREMISE

ONE CORRECT ANSWER

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