Completion Type of Test
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This document discusses completion type tests, which present students with sentences or phrases containing blanks that must be filled in with the correct answers. It provides examples of completion type test items and guidelines for creating effective completion type test questions. The guidelines are to avoid over-mutilated sentences, include enough context clues, have only one acceptable answer per blank, place blanks at the end of sentences, ask questions on significant rather than trivial information, and ensure blank lengths do not reveal the answers. Completion type tests assess lower-order thinking by requiring students to demonstrate knowledge by filling in missing information.
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This document provides instructions and examples for constructing a completion test, which requires test-takers to fill in blanks with words or phrases. It outlines several rules to follow, such as giving reasonable context for the desired response, avoiding clues in wording or blank length, and arranging items to facilitate scoring. Sample test items are included to demonstrate proper formatting. The goal is to design a test that accurately measures knowledge without unintentionally cueing respondents.
Completion type of test
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
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This document discusses different types of test items that can be used to assess students, including matching, multiple choice, and essay questions. For matching questions, students match items in column A to column B. Multiple choice questions consist of a stem and a blank for the answer. Essay questions allow students to organize their thoughts on a subject and are used to assess higher-order thinking skills. When using essay questions, teachers should provide keywords, grading criteria, and a time limit to focus students' responses. It also recommends that teachers grade all answers to one question before moving to the next and do so without knowing the identity of the student.
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The document discusses various types of objective test items that can assess different levels of thinking. Matching items are described as a modified multiple choice format where choices are progressively eliminated as matches are made. While matching items often only test recall, data sufficiency items that require decisions can test higher-order thinking. Supply items rely on how stems are constructed, and can test beyond recall if requiring understanding rather than just knowledge of facts. Essays are identified as best for assessing higher-order thinking through skills like organization, development of opinions, and analysis. Guidelines for constructing and scoring essay questions are also provided.
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This document provides examples of different types of grammar assessment questions that can be used to test students' knowledge of grammar, including multiple choice, error identification, sentence ordering, completion items, transformations, word changes, and sentence combining. Multiple choice is the most common for quickly testing many grammar points. Error identification requires students to find mistakes. Completion, transformations, and word changes assess production abilities. The goal is to test understanding of grammar in a balanced way while considering ease of grading and realism.
Item Writting.pptx
The document provides guidelines for writing test items or questions. It defines key terms related to test development such as item, item writing, item pool, test, and task. It also describes different item formats such as dichotomous, polytomous, checklists, and Likert scales. For multiple choice items, it explains the components of the stem, lead-in statement, answer options, correct answer, and distractors. The document outlines prerequisites for item writing and provides guidelines for writing clear, unambiguous items that avoid trick questions and guessing. It suggests using Bloom's Taxonomy to develop items testing different cognitive levels and provides examples of terms that can be used to frame item questions.
null-1.pptx
The document provides guidelines for writing effective test items. It defines key terms related to item writing such as item, item writing, item pool, and test. It also describes different item formats including dichotomous, polytomous, checklists, and Likert scales. The document outlines best practices for writing multiple choice, true-false, matching, short answer, and oral examination items. It emphasizes the importance of clarity, avoiding trick questions, using a variety of question types and cognitive levels, and carefully constructing item stems, options, and distractors. Adhering to these guidelines helps ensure items are valid and reliable measures of student learning.
Session-on-Test-Construction-Part-I.pptx
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3. Select appropriate test types depending on what is being assessed, such as essays for higher-order skills or objective tests for recall.
4. Construct test items in the proper format, order items from easiest to hardest, write clear directions, and prepare the answer key.
A course in language teaching
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Preparation & practic reading writing academic module
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- 2. • Another useful device for testing lower order thinking skills. Like the multiple choice test, the items in this kind of test consist of a stem and a blank where the students would write the correct answer. Example: The study of life and living organism is
- 4. Example : Write an appropriate synonym for each of the following. Each blank corresponds to a letter: Metamorphose: _ _ _ _ _ _ Flourish: _ _ _ _ Answers: 1. CHANGE 2. GROW
- 5. Guidelines in the formulation of a Completion Type of Test■ 1. Avoid over mutilated sentences. Give enough clue to the student. Example: The _____ produced by the _____is used by the green _____to change the _____ and _____ into _____. This process is called _____.
- 6. 2. Avoid open-ended item. There should be only one acceptable answer. Example: Edgar Allan Poe wrote ________. 3. The blank should be at the end or near the end of the sentence. The question must first be asked before an answer is expected. 4. Ask question on more significant item not on trivial matter. Example: Jose Rizal was born on June___,1861.
- 7. 5. The length of the blanks must not suggest the answer. Example: A part of speech that names persons, places, or things is ____. A word used to connect clauses or sentence or to coordinate words in the same clause is called ___________.
- 8. thank you for listening! 들어 주셔서 감사합니다