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Transcript of Interpretive Exercise
What is interpretive exercise?
"Classification exercise, "Key-type item", or "master-list items"
Consists a series of objective items based on a common set of data. (Ex: Written materials, tablets, charts, graphs, maps, or pictures)
Most commonly multiple-choice or true-false items
Identify relationships in data, recognize valid conclusions, to appraise assumptions and inferences, and to detect proper applications of data.
Ensures that all students will be confronted with the same task.
Give them as much or as little info as teachers think desirable in measuring students achievement of a learning outcom.
What is it used for?
What are the advantages & disadvantages?
Suggestions for constructing.
They are two main tasks in constructing interpretive exercises; (a) selecting appropriate introductory material and (b) constructing a series of dependent test items.
Example: Recognize warranted & unwarranted
Example: Recognize Relevance
Example: Use Pictorial Information
Recognizing Warranted & Unwarranted Generalization
Determine which conclusion the data supports, refutes, or neither
Data in forms of tables, charts, graphs, etc.
Able to identify unstated information necessary to the course of action
Recognize the Relevance of Information
Be able to weed out extraneous information
Use of Pictorial Materials
Measures a variety of learning outcomes
Measure ability to interpret graphs, cartoons, maps, etc.
Makes it possible to measure the ability to interpret charts, graphs, maps, and picture.
Makes it possible to measure more complex learning outcomes that can be measured with the single objective item.
Having a series of related test items based on a common set of data, greater depth and breadth can be obtained.
Minimizes the influence of irrelevant factual information.
Students are not free to redefine the problem or to demonstrate thinking skills at which they are most efficient.
The construction is very difficult.
Heavy demand on reading skill.
It cannot measure a student's overall approach to problem solving.
Because this requires selection items, it is limited to learning outcomes at the recognition level.
Select introductory material that is relevant to the objectives of the course
Select introductory material that is appropriate to the student’s curricular experience and reading level.
Select introductory material that is new to the students.
Select introductory material that is brief but meaningful
Revise introductory material for clarity, conciseness, and greater interpretive value
Constructing Test Items
Construct test items that require analysis and interpretation of the introductory material
Make the number of the test items roughly proportional to the length of the introductory material
In constructing test items for an exercise, observe all pertinent suggestions for constructing objective items
In constructing key-type test items, make the categories homogeneous and mutually exclusive.
In constructing key-type test items, develop standard key categories where applicable