1. Question Bank Development: A Probe into its Theoretical and Practical Connotation Faculty Professional Development Programme (FPDP) of UOU Dr. Rajani Ranjan Singh School of Education Uttarakhand Open University
8. The Cognitive Process Domain The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create Factual Conceptual Procedural Meta Cognitive
9.
10. How Might This Look? Map out Objectives Instructional activities Assessments Activities and tests should align in order to meet objectives
11. Question and its relationship with Normal Probability Curve Qu. Battle of Haldighati was fought between Mughals and ………….
12. Question and its relationship with Normal Probability Curve Qu. The name of the first president of India was……….
13. Question and its relationship with Normal Probability Curve Q. The first president of India belonged to…………….district of Bihar.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28. Determine the Index of Difficulty of an Item Interpretation of Index of Difficulty (Ebel, 1965) A test item is: If it has a difficulty index of: Very Easy 0.91 and above Easy 0.76 to 0.90 Optimum Difficulty 0.26 to 0.75 Difficult 0.11 to 0.25 Very Difficult 0.10 and below
29. Evaluation Code for Item Analysis Item Category is Fair Options Acceptable Discrimination level High or Moderate Difficulty level Optimum or Easy or Difficult Recommendation – Retain the test item
30.
31.
32.
33.
34.
35.
36. Blue Print of a Question Paper Objectives Knowledge Understanding Application Total Form of Ques MC VSA SA MC VSA SA MC VSA SA No.Syst. 1(1) 3(1) 4(2) + & - 2(1) 2(2) 2(2) 4(1) 10(6) x 1(1) 1(1) 2(1) 2(2) 4(1) 10(6) Div. 2(1) 1(1) 1(1) 4(2) 8(5) Frac. 1(1) 2(1) 1(1) 4(3) Measures 1(1) 3(1) 1(1) 1(1) 6(4) Time 1(1) 2(1) 1(1) 4(3) Geo 1(1) 1(1) 2(1) 4(3) Sub Total 3(3) 3(2) 7(4) 5(5) 2(1) 8(4) 6(5) 4(4) 12(4) 50(32) Total 50
37.
38.
39.
40. Question Types verses Cognitive Levels of Learning Knowledge Comprehension Application Analysis Synthesis Evaluation Multiple Choice (MC) True/False (TF) Matching Completion Short Answer MC Short Answer Problems Essay Performance MC Short Answer Essay
70. A lot of thanks for your precious time and active participation
Editor's Notes
Lecturing and other classroom activities are often seen as the enjoyable aspect of teaching, while evaluating student work and assigning grades are probably less appealing. However, constructing tests is an important part part of most courses. Tests help instructors and students keep track of the kind and amount of learning that is taking place. Tests given at the end of a unit, mid-semester or end of semester. Virtually everyone who has thought carefully about the question of assessing quality in higher education agrees that “value added” is the only valid approach. Excellence & quality should be determined by the degree to which we, as a college, develop the abilities of our students. By “value added” – value that is added to students’ capabilities and knowledge as a results of there education here at RSCC. Measuring such value requires assessing what students know and can do as they begin college, assessing them during college and again at end, after college grad. Value added is thus the difference between the measures of students’ achievement as they enter college and measures of achievement when they complete college. Value added is the difference a college makes in their education.
Level of learning objective Content coverage Practice and reward of writing and reading skills Reward of creative and divergent thinking Feedback to instructor and student Length Size of class Reliability in grading Exam construction and grading time Test resuablity Prevention of cheating
Don’t mix questions about different plays by the same author, different paintings by the same painter All questions about quadratic equations in one place Easy to hard – get them warmed up, don’t get them too defeated before they get to the easy ones, don’t have them run out of time before getting to the easy ones – Example of a Chemistry Exams
T/F best suited for testing 3 kinds of information – probably the most widely used and most criticized Advantages: Easy –it’s difficult to discriminate between those that know the material and those who don’t know the material 50-50 chance of answering correctly – actually, the student’s chances are greater thatn 50-50 because instructors tend to include from 2/3 to ¾ true statements and likewise students tend to guess true more than false.
Compromise Guessing is markedly reduced- In a ten item, four alternative, MC test, the probability of obtaining a score of 7 (passing) is 1 in 1,000. Usually the first couple of distractors are easy to construct but the last 1 or 2 is difficult – time consuming task
Question Type: Stem is stated in form of a question Incomplete: This is where the student is required to correctly identify the remaining part of the incomplete sentence Question form is generally better when compared to incomplete statement for the following reasons: The purpose of the stem is to confront the student with some problem or situation. The question type forces the test writer to clearly stat the problem. Good incomplete items can be difficult to construct. A litmus test for a good stem is whether or not a student could answer the problem without having to read the alternatives first. This is NOT always the case with an incomplete statement. Right Answer- Identify the one right answer among other that are wrong Best Answer – select best one others are plausible Right Answer vs. Best Answer Advantages to both types .. The construction of one right answer less time consuming. However, the best answer item most had the edge because it requires students to use judgment, reasoning and other types of understanding. Recommendation: Most experts recommend that test writers use the question and best answer types. In the test directions, it should be explicitly pointed out that the student is to choose the best answer. Should be indented five spaces from the stem and stem and responses separated by a blank line
Alternatives: The best number of answers (use 3 alternatives) is four or five. Statistical studies have shown that there is a rapid increase in item reliability from two to four answers and only slight increase between four and five. To regulate None of the above - -used with computational problems – can’t estimate the answer.. Recommendation “none of these” To regulate..
Same type of body part: Eye
Incomplete statement: The part of the brain that controls speech and language is called the_____________? Question Example: What is a Type I error? (term that describes the error that occurs when the null HO is rejected but in fact it is true
Spelling Errors – should not be taken into consideration unless they make it impossible to discern whether the student actually knows the correct answer.
Better study skills- Students preparing for this type of test are inclined to outline material to draw cause and effect relationships, summarize material and make inferences
Only a few questions can be asked on an essay test, there may be limited sampling and material covered. This wi
Metamorphosis
Example of a Writing Rubric Rereading – harder at first –lighten up
The objective test play an prominent role in (Face sheet for student’s name that can be folded back – eliminate both positive and negative halo effects)
