The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
Objectives provide a roadmap for planning instruction and assessment. They ensure learning is assessed at all levels from basic knowledge to higher-order thinking. Objectives should be measurable, specific, and focus learning on complex skills over rote memorization. Bloom's Taxonomy categorizes objectives from simple recall to complex evaluation and is useful for aligning objectives, instruction, and assessment. When developing assessments, teachers should consider item type, difficulty level, testing conditions, and directions to obtain a valid measure of student learning.
Quality of Medical Examination Questions - Sanjoy SanyalSanjoy Sanyal
This workshop was conducted by Dr Sanjoy Sanyal in Texila American University, Georgetown, Guyana, on 24 July 2015. it deals with the Dos and Dont's of creating good-quality USMLE-style examination questions.
The document discusses guidelines for writing different types of objective test items:
1. True-false, matching, and multiple choice items are commonly used selection item types. Suggestions are provided for writing each type to ensure items are unambiguous and test the intended objectives.
2. Supply item types like fill-in-the-blank require students to provide short answers. Guidelines emphasize writing clear, unambiguous items that test recall of important content.
3. Advantages and disadvantages of each item type are outlined. The summary concludes by providing general guidelines for writing test items that validly assess learning objectives without ambiguity or trick questions.
Types of test items and principles for constructing test items rkbioraj24
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
Comparison Between Objective Type Tests and Subjective Type tests.Bint-e- Hawa
Objective and subjective tests are two main types of tests. Objective tests typically have single correct answers and include multiple choice, true/false, matching, and short answer questions. Subjective tests are open-ended and require subjective scoring, including restricted response and extended response essays. Both test types have advantages and limitations. Guidelines for writing high-quality test items include ensuring questions measure intended learning outcomes, providing unambiguous questions and response options, and developing clear scoring rubrics.
This document provides guidelines for teachers on developing different types of test items, including selected-response items, constructed-response items, and guidelines for avoiding common testing issues. It discusses the advantages and disadvantages of selected-response items versus constructed-response items. Guidelines are provided for creating clear stems, alternatives, statements for different item types while avoiding patterns, clues, or other issues. Common testing problems are also outlined such as tests being too easy or difficult, insufficient items, redundancy, lack of measures or piloting.
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
Objectives provide a roadmap for planning instruction and assessment. They ensure learning is assessed at all levels from basic knowledge to higher-order thinking. Objectives should be measurable, specific, and focus learning on complex skills over rote memorization. Bloom's Taxonomy categorizes objectives from simple recall to complex evaluation and is useful for aligning objectives, instruction, and assessment. When developing assessments, teachers should consider item type, difficulty level, testing conditions, and directions to obtain a valid measure of student learning.
Quality of Medical Examination Questions - Sanjoy SanyalSanjoy Sanyal
This workshop was conducted by Dr Sanjoy Sanyal in Texila American University, Georgetown, Guyana, on 24 July 2015. it deals with the Dos and Dont's of creating good-quality USMLE-style examination questions.
The document discusses guidelines for writing different types of objective test items:
1. True-false, matching, and multiple choice items are commonly used selection item types. Suggestions are provided for writing each type to ensure items are unambiguous and test the intended objectives.
2. Supply item types like fill-in-the-blank require students to provide short answers. Guidelines emphasize writing clear, unambiguous items that test recall of important content.
3. Advantages and disadvantages of each item type are outlined. The summary concludes by providing general guidelines for writing test items that validly assess learning objectives without ambiguity or trick questions.
Types of test items and principles for constructing test items rkbioraj24
Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
Comparison Between Objective Type Tests and Subjective Type tests.Bint-e- Hawa
Objective and subjective tests are two main types of tests. Objective tests typically have single correct answers and include multiple choice, true/false, matching, and short answer questions. Subjective tests are open-ended and require subjective scoring, including restricted response and extended response essays. Both test types have advantages and limitations. Guidelines for writing high-quality test items include ensuring questions measure intended learning outcomes, providing unambiguous questions and response options, and developing clear scoring rubrics.
This document provides guidelines for teachers on developing different types of test items, including selected-response items, constructed-response items, and guidelines for avoiding common testing issues. It discusses the advantages and disadvantages of selected-response items versus constructed-response items. Guidelines are provided for creating clear stems, alternatives, statements for different item types while avoiding patterns, clues, or other issues. Common testing problems are also outlined such as tests being too easy or difficult, insufficient items, redundancy, lack of measures or piloting.
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
Advantages and limitations of subjective test itemsTest Generator
In the world of test creation software and online exam makers, we often hear talk of objective and subjective questions and their differing effects on test takers. Take a look at our presentation for a quick overview.
The document discusses different types of test items, including true/false, multiple choice, essay, and short answer items. It provides advantages and disadvantages of each type. For true/false items, it lists rules for constructing effective items, such as basing statements on absolute truths and avoiding double negatives. Guidelines are provided for using different item types, like using multiple choice when wanting to test breadth of learning or having limited scoring time. Essay items are best when wanting to evaluate a test taker's ability to formulate answers or apply concepts to new situations.
The document discusses objective examinations, specifically multiple choice questions (MCQs). It provides guidelines for writing MCQs, including framing the question stem and response options. It also discusses types of MCQs and addresses common myths about objective tests, such as that they only assess basic knowledge or are easy to write.
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
The document discusses different types of selection items used in testing students, focusing on multiple choice and matching type tests. For multiple choice tests, it provides guidelines for constructing the stem, options, and distractors. Some advantages are they can measure different learning levels and scores are reliable. Disadvantages include being time-consuming to create and not assessing problem-solving skills. For matching tests, guidelines are provided for the descriptions and options. Advantages are they are simpler to create and reduce guessing, while disadvantages are they only measure recall and are difficult to construct well.
This document provides an overview of multiple choice question (MCQ) item writing and item analysis. It discusses various MCQ response formats including true/false and single best answer. It describes different stimulus formats such as context-free and context-rich questions. Technical flaws in MCQ items like grammatical cues, absolutes, and long correct answers are explained. The document also introduces item analysis metrics including item difficulty, distractor analysis, and point biserial correlations to evaluate question performance. Overall, the summary provides guidance on writing high-quality MCQs and using item analysis to identify questions for improvement.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
Principles of test construction (10 27-2010)Omar Jacalne
The document discusses guidelines for writing different types of classroom tests, including multiple choice, true/false, matching, and short answer questions. It provides reasons for each guideline, such as avoiding confusing students with too many negatives or incomplete sentences. The document also covers Bloom's Taxonomy, which classifies learning objectives into different levels, from remembering to creating. Sample questions are provided for each level of learning, from basic recall questions to more complex questions requiring analysis, evaluation and creative thinking.
1. The document discusses an EWRT 1A class that covers problem/solution essays. It provides an agenda for class 29 that includes a discussion of revisions, problem/solution essays, and analyzing two example essays.
2. The class reviews the basic features of problem/solution essays, including a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. The class analyzes how these features appear in one of the example essays.
3. For homework, students are asked to discuss how the basic features are incorporated in the second example essay.
This document provides tips for doing well on multiple choice tests. It recommends working quickly through the test, reading each question only once and underlining key details. Students should guess the answer before looking at options and use strategies like process of elimination to rule out incorrect answers. Clue words in the question and answer can indicate the right choice, as can grammatical agreement between question and answer. Guessing is an acceptable strategy if mistakes are not penalized.
The document discusses best practices for designing multiple choice questions (MCQs) to assess different cognitive levels. It provides guidelines for writing effective MCQ stems and answer options, including examples. Key points covered include how to classify MCQs by cognitive level, evaluate MCQ quality using difficulty and discrimination indices, and strategies for reducing guessing. The overall focus is helping participants learn principles of creating high-quality MCQs and sample test papers.
The document provides information on essay tests and how to construct them. It defines essay tests as requiring students to compose lengthy responses of several paragraphs. Essay tests measure higher-level thinking like analysis, synthesis, and evaluation. They give students freedom in how they respond. Essay tests can assess recall, writing ability, understanding, and factual knowledge. They come in restricted response/controlled format and extended response/uncontrolled format. The document outlines advantages and disadvantages of each type and provides suggestions for constructing and scoring essay questions.
Test Assembling (writing and constructing)Tasneem Ahmad
The document provides guidelines for assembling and constructing different types of test items, including multiple choice, true/false, matching, fill-in-the-blank, and essay questions. It discusses arranging items in order of difficulty and by similar format. The guidelines recommend writing clear stems and response options that avoid tricks and irrelevant clues. The document also includes a checklist for assembling the final test to ensure a consistent and fair evaluation of students.
The document provides guidelines for constructing effective tests to assess student learning. It discusses considering the purpose of the test and maintaining consistency between teaching goals, methods, and assessment. Different test formats like multiple choice, short answer, and essays are appropriate for different learning objectives. Multiple choice tests effectively measure recall but less higher-order thinking, while essays best evaluate skills like analysis, synthesis and evaluation. The document also offers tips for writing different question types, grading essays reliably, helping students prepare, and assessing how well the test measured intended learning outcomes.
The document provides guidance on designing effective test items. It discusses key aspects to consider like the task, context, instructions, stem, options/cues, and format. It also identifies common problems to avoid such as non-homogeneous or ambiguous response options. The document emphasizes the importance of ensuring items are valid, reliable, practical and have positive backwash. Both integrated and discrete test item formats are discussed, noting their relative strengths and weaknesses.
This document provides an overview of subjective tests, which require students to write out original answers in response to questions. It focuses on short answer questions and essay tests. Short answer questions are open-ended questions that require brief responses to assess basic knowledge. Essay tests allow for longer written responses to assess higher-level thinking. Both have advantages like measuring complex learning, but also disadvantages like subjectivity and difficulty in scoring responses. The document provides guidance on constructing effective short answer questions and essay prompts to reduce subjectivity.
Testing & examiner guide 2018 teacher's hand out oued semar a lgiersMr Bounab Samir
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
Advantages and limitations of subjective test itemsTest Generator
In the world of test creation software and online exam makers, we often hear talk of objective and subjective questions and their differing effects on test takers. Take a look at our presentation for a quick overview.
The document discusses different types of test items, including true/false, multiple choice, essay, and short answer items. It provides advantages and disadvantages of each type. For true/false items, it lists rules for constructing effective items, such as basing statements on absolute truths and avoiding double negatives. Guidelines are provided for using different item types, like using multiple choice when wanting to test breadth of learning or having limited scoring time. Essay items are best when wanting to evaluate a test taker's ability to formulate answers or apply concepts to new situations.
The document discusses objective examinations, specifically multiple choice questions (MCQs). It provides guidelines for writing MCQs, including framing the question stem and response options. It also discusses types of MCQs and addresses common myths about objective tests, such as that they only assess basic knowledge or are easy to write.
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
The document discusses different types of selection items used in testing students, focusing on multiple choice and matching type tests. For multiple choice tests, it provides guidelines for constructing the stem, options, and distractors. Some advantages are they can measure different learning levels and scores are reliable. Disadvantages include being time-consuming to create and not assessing problem-solving skills. For matching tests, guidelines are provided for the descriptions and options. Advantages are they are simpler to create and reduce guessing, while disadvantages are they only measure recall and are difficult to construct well.
This document provides an overview of multiple choice question (MCQ) item writing and item analysis. It discusses various MCQ response formats including true/false and single best answer. It describes different stimulus formats such as context-free and context-rich questions. Technical flaws in MCQ items like grammatical cues, absolutes, and long correct answers are explained. The document also introduces item analysis metrics including item difficulty, distractor analysis, and point biserial correlations to evaluate question performance. Overall, the summary provides guidance on writing high-quality MCQs and using item analysis to identify questions for improvement.
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
Principles of test construction (10 27-2010)Omar Jacalne
The document discusses guidelines for writing different types of classroom tests, including multiple choice, true/false, matching, and short answer questions. It provides reasons for each guideline, such as avoiding confusing students with too many negatives or incomplete sentences. The document also covers Bloom's Taxonomy, which classifies learning objectives into different levels, from remembering to creating. Sample questions are provided for each level of learning, from basic recall questions to more complex questions requiring analysis, evaluation and creative thinking.
1. The document discusses an EWRT 1A class that covers problem/solution essays. It provides an agenda for class 29 that includes a discussion of revisions, problem/solution essays, and analyzing two example essays.
2. The class reviews the basic features of problem/solution essays, including a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. The class analyzes how these features appear in one of the example essays.
3. For homework, students are asked to discuss how the basic features are incorporated in the second example essay.
This document provides tips for doing well on multiple choice tests. It recommends working quickly through the test, reading each question only once and underlining key details. Students should guess the answer before looking at options and use strategies like process of elimination to rule out incorrect answers. Clue words in the question and answer can indicate the right choice, as can grammatical agreement between question and answer. Guessing is an acceptable strategy if mistakes are not penalized.
The document discusses best practices for designing multiple choice questions (MCQs) to assess different cognitive levels. It provides guidelines for writing effective MCQ stems and answer options, including examples. Key points covered include how to classify MCQs by cognitive level, evaluate MCQ quality using difficulty and discrimination indices, and strategies for reducing guessing. The overall focus is helping participants learn principles of creating high-quality MCQs and sample test papers.
The document provides information on essay tests and how to construct them. It defines essay tests as requiring students to compose lengthy responses of several paragraphs. Essay tests measure higher-level thinking like analysis, synthesis, and evaluation. They give students freedom in how they respond. Essay tests can assess recall, writing ability, understanding, and factual knowledge. They come in restricted response/controlled format and extended response/uncontrolled format. The document outlines advantages and disadvantages of each type and provides suggestions for constructing and scoring essay questions.
Test Assembling (writing and constructing)Tasneem Ahmad
The document provides guidelines for assembling and constructing different types of test items, including multiple choice, true/false, matching, fill-in-the-blank, and essay questions. It discusses arranging items in order of difficulty and by similar format. The guidelines recommend writing clear stems and response options that avoid tricks and irrelevant clues. The document also includes a checklist for assembling the final test to ensure a consistent and fair evaluation of students.
The document provides guidelines for constructing effective tests to assess student learning. It discusses considering the purpose of the test and maintaining consistency between teaching goals, methods, and assessment. Different test formats like multiple choice, short answer, and essays are appropriate for different learning objectives. Multiple choice tests effectively measure recall but less higher-order thinking, while essays best evaluate skills like analysis, synthesis and evaluation. The document also offers tips for writing different question types, grading essays reliably, helping students prepare, and assessing how well the test measured intended learning outcomes.
The document provides guidance on designing effective test items. It discusses key aspects to consider like the task, context, instructions, stem, options/cues, and format. It also identifies common problems to avoid such as non-homogeneous or ambiguous response options. The document emphasizes the importance of ensuring items are valid, reliable, practical and have positive backwash. Both integrated and discrete test item formats are discussed, noting their relative strengths and weaknesses.
This document provides an overview of subjective tests, which require students to write out original answers in response to questions. It focuses on short answer questions and essay tests. Short answer questions are open-ended questions that require brief responses to assess basic knowledge. Essay tests allow for longer written responses to assess higher-level thinking. Both have advantages like measuring complex learning, but also disadvantages like subjectivity and difficulty in scoring responses. The document provides guidance on constructing effective short answer questions and essay prompts to reduce subjectivity.
Testing & examiner guide 2018 teacher's hand out oued semar a lgiersMr Bounab Samir
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
Testing teacher's hand testing & examiner guide 2018Mr Bounab Samir
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
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.
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.
Writing good multiple choice test questionsenglishonecfl
Multiple choice tests can effectively and reliably assess student learning when questions are carefully constructed. An effective multiple choice question consists of a clear problem or stem and answer options that include one correct response and plausible distractors. Distractors should represent common student errors to best test understanding. Question structure and wording should avoid inadvertently signaling the right answer. Higher-order thinking can be assessed by requiring students to apply, analyze, or evaluate concepts in their response.
This document discusses strategies for constructing effective multiple choice and essay exam questions. For multiple choice questions, key points include writing clear stems that present definite problems, using plausible distractors, and maintaining parallel structure in the alternatives. For essay questions, the document recommends designing questions to assess higher-order thinking, providing grading criteria, and using both extended and restricted response questions. The advantages of essay questions include allowing for complex reasoning, but they are more time-consuming to score and can disadvantage poor writers.
This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
This document discusses various assessment tools that educators use to evaluate students' academic abilities and progress. It describes informal assessments like teacher observations and formal assessments using standardized tests to objectively measure skills. Some specific assessment tools discussed include concept maps to evaluate understanding of relationships between concepts, ConcepTests which are conceptual multiple-choice questions used in large classes, and knowledge surveys to measure content mastery at different levels from basic to higher-order thinking. The document also provides examples of different types of formal exams like multiple choice, true/false, matching, short answer, essays, and oral exams that assess different skills.
The document discusses various topics related to evaluation processes and test construction, including:
- The purposes of tests such as assigning grades, measuring progress, and assessing teaching effectiveness.
- Steps in test construction such as developing a table of specifications and determining test format.
- Types of test questions like multiple choice, short answer, and essay questions. Guidelines for writing different types of questions are provided.
- Item analysis which is used to select appropriate test items based on difficulty value and discrimination power. Formulas for calculating difficulty value and discrimination index are outlined.
- Advantages and disadvantages of different question types are compared. Best practices for writing multiple choice questions, short answer questions, and essay questions are discussed
The document provides guidance on writing effective test questions. It discusses assessing different cognitive levels, using a variety of question types, and matching question types to learning objectives. Specific tips are given for creating multiple choice, true/false, and instructor-marked questions to effectively evaluate learner progress and course effectiveness. Practical considerations like available time and technology are also addressed.
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
The document provides guidelines for creating effective exams that accurately assess student learning. It recommends choosing exam question types that align with learning objectives, highlighting how the exam matches course objectives, and writing clear, explicit instructions. It also suggests having another instructor review the exam for clarity, considering the time needed to complete the exam, assigning appropriate point values to question types, and planning how answers will be scored. For multiple choice questions specifically, it lists rules like having only one best answer, writing questions and responses clearly, including plausible distractors, and avoiding grammatical clues to answers.
A question bank is a planned collection of test items designed to fulfill predetermined purposes like improving teaching, learning, and evaluation processes. It provides a pool of readymade quality questions for teachers and examiners to select from for assessments. Developing a question bank involves writing questions, screening, coding, classifying them according to content and difficulty, and validating the questions. Moderation of exams by expert panels helps reduce grievances and avoid injustice to students. A question bank must be utilized properly and have practical features for easy administration, scoring, and interpretation to be effective.
Item development.pdf for national examination developmentGalataaAGoobanaa
The document discusses guidelines for effective multiple-choice item writing for tests. It provides 12 steps for test development including planning, content definition, test specifications, item development, test design, production, administration, scoring, setting passing scores, reporting results, item banking, and technical reviews. Item development involves creating effective stimuli and formats while ensuring validity evidence. Multiple-choice items are commonly used due to research support and efficiency. Effective item writing requires training and involves addressing content, style, the stem, and response options. Test design and assembly must consider the mode of administration and ensure equivalent forms. Proper documentation provides validity evidence for the process.
The document provides guidance on creating effective exam questions. It discusses the importance of asking higher-order thinking questions that go beyond simple recall. Various types of questions are examined, including their suitability for different cognitive levels. Best practices for writing multiple choice, essay, and other exam questions are outlined. These include using plausible distractor options, a direct question format, emphasizing higher-level thinking, and ensuring questions have a single correct answer. The document also provides examples of lower and higher-order thinking questions and guidelines for creating novel essay questions that require students to assess problems and derive solutions.
Educational Psychology Developing Learners 8th Edition Ormrod Test Bankkynep
Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
This document presents information on multiple choice tests. It discusses that multiple choice questions can test a wide breadth of content and objectives in an objective manner. Well-designed multiple choice questions allow for testing recall of facts as well as higher-order thinking if questions are skillfully written. Guidelines are provided for writing effective question stems and alternatives, such as making distractors appealing and grammatically consistent. Both advantages and disadvantages of multiple choice questions are outlined.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. HOW TO ARRANGE A GOOD TEST
(Compiled: Farida Fahmalatif)
Every tester writes test cases however many times the test cases are rejected by reviewers
because of bad quality, in order to write good test cases one should know what are the
characteristics of a good test case.
A good test case has certain characteristics which are:
1. Should be accurate and tests what it is intended to test.
2. No unnecessary steps should be included in it.
3. It should be reusable.
4. It should be traceable to requirements.
5. It should be compliant to regulations.
6. It should be independent i.e. You should be able to execute it in any order without any
dependency on other test cases.
7. It should be simple and clear, any tester should be able to understand it by reading once.
8. Now keeping in mind these characteristics you can write good and effective test cases.
A. MULTIPLE CHOICE QUESTIONS
Multiple choice questions are often called fixed choice, selected response or multiple choice
items because they are not always questions, and they require students to select from among
various options that are presented to them. The options are fixed.
These items remain important because they can be scored rapidly, providing quick feedback
to students. Also, they are efficient when assessing large numbers of students over broad
content.
One drawback is that constructing multiple choice items well requires plenty of time for
writing, review, and revision. A time-saving tip is to write a few items each day while
preparing for class or after class, so that the material is fresh in your mind. The items will
then most likely reflect what you emphasized in class, which is fairer for the students. If you
construct the items so that they can be easily shuffled, like on index cards or software with
easy cut and paste, you can simply shuffle items around to build quizzes and tests later.
3. An important consideration in constructing multiple choice items is to make them measure
learning rather than test-taking skills of “test wise” students. The suggestions here are
designed to help you with this, but first some vocabulary needs to be introduced.
1. The Advantages of Multiple Choice
Multiple choice test questions, also known as items, can be an effective and efficient way to
assess learning outcomes. Multiple choice test items have several potential advantages:
Versatility: Multiple choice test items can be written to assess various levels of learning
outcomes, from basic recall to application, analysis, and evaluation. Because students are
choosing from a set of potential answers, however, there are obvious limits on what can be
tested with multiple choice items. For example, they are not an effective way to test students’
ability to organize thoughts or articulate explanations or creative ideas.
Reliability: Reliability is defined as the degree to which a test consistently measures a
learning outcome. Multiple choice test items are less susceptible to guessing than true/false
questions, making them a more reliable means of assessment. The reliability is enhanced
when the number of MC items focused on a single learning objective is increased. In
addition, the objective scoring associated with multiple choice test items frees them from
problems with scorer inconsistency that can plague scoring of essay questions.
Validity: Validity is the degree to which a test measures the learning outcomes it purports to
measure. Because students can typically answer a multiple choice item much more quickly
than an essay question, tests based on multiple choice items can typically focus on a
relatively broad representation of course material, thus increasing the validity of the
assessment.
The key to taking advantage of these strengths, however, is construction of good multiple
choice items.
A multiple choice item consists of a problem, known as the stem, and a list of suggested
solutions, known as alternatives. The alternatives consist of one correct or best alternative,
which is the answer, and incorrect or inferior alternatives, known as distractors.
4. 2. Construct an MCQ test
Constructing effective MCQ tests and items takes considerable time and requires scrupulous
are in the design, review and validation stages. Constructing MCQ tests for high-stakes
summative assessment is a specialist task.
For this reason, rather than constructing a test from scratch, it may be more efficient for you
to see what other validated tests already exist, and incorporate one into any course for which
numerous decisions need to be made.
In some circumstances it may be worth the effort to create a new test. If you can undertake
test development collaboratively within your department or discipline group, or as a larger
project across institutional boundaries, you will increase the test's potential longevity and
sustainability.
By progressively developing a multiple-choice question bank or pool, you can support
benchmarking processes and establish assessment standards that have long-term effects on
assuring course quality.
Use a design framework to see how individual MCQ questions will assess particular topic
areas and types of learning objectives, across a spectrum of cognitive demand, to contribute
to the test's overall balance. As an example, the "design blueprint" in Figure 2 provides a
structural framework for planning.
5. Figure 2: Design blueprint for multiple choice test design (from the Instructional Assessment
Resources at the University of Texas at Austin)
Cognitive
domains
(Bloom's
Taxonomy)
Topic
A
Topic
B
Topic
C
Topic
D
Total
items
Percentage
of total
Knowledge
1 2 1 1 5 12.5
Comprehension
2 1 2 2 7 17.5
Application
4 4 3 4 15 37.5
Analysis
3 2 3 2 10 25.0
Synthesis
1 1 2 5.0
Evaluation
1 1 2.5
TOTAL
10 10 10 10 40 100
Use the most appropriate format for each question posed. Ask yourself, is it best to use:
a single correct answer
more than one correct answer
a true/false choice (with single or multiple correct answers)
matching (e.g. a term with the appropriate definition, or a cause with the most likely effect)
sentence completion, or
questions relating to some given prompt material?
To assess higher order thinking and reasoning, consider basing a cluster of MCQ items on
some prompt material, such as:
a brief outline of a problem, case or scenario
6. a visual representation (picture, diagram or table) of the interrelationships among pieces of
information or concepts, or
an excerpt from published material.
You can present the associated MCQ items in a sequence from basic understanding through
to higher order reasoning, including:
identifying the effect of changing a parameter
selecting the solution to a given problem, and
nominating the optimum application of a principle.
Add some short-answer questions to a substantially MCQ test to minimise the effect of
guessing by requiring students to express in their own words their understanding and
analysis of problems.
Well in advance of an MCQ test, explain to students:
the purposes of the test (and whether it is formative or summative)
the topics being covered
the structure of the test
whether aids can be taken into the test (for example, calculators, notes, textbooks,
dictionaries)
how it will be marked, and
how the mark will contribute to their overall grade.
Compose clear instructions on the test itself, explaining:
the components of the test
their relative weighting
how much time you expect students to spend on each section, so that they can optimise
their time.
3. WRITING EFFECTIVE MULTIPLE CHOICE ITEMS
The following tips can help you create multiple choice items to most effectively measure
student learning.
7. Write the stem first, then the correct answer, then the distractors to match the correct
answer in terms of length, complexity, phrasing, and style
Base each item on a learning outcome for the course
Ask a peer to review items if possible
Allow time for editing and revising
Minimize the amount of reading required for each item
Be sensitive to cultural and gender issues
Keep vocabulary consistent with student level of understanding
Avoid convoluted stems and options
Avoid language in the options and stems that clues the correct answer
a. Writing effective multiple choice item stems:
Format stems as clearly, concisely phrased questions, problems, or tasks if possible
If phrasing the stem as a question requires extra words, make the stem into an
incomplete statement
Include most information in the stem so that the options can be short
When making the stem an incomplete statement, make sure the options follow the
stem in a grammatically correct manner
Avoid using negatives in stems when possible
b. Writing effective multiple choice item options:
Make sure there is only one best or correct answer
Keep options parallel in format (if all options cannot be constructed in a parallel way,
make 2 options parallel to each other and the rest of the options parallel to each
other…the key is to construct options that do not stand apart from each other purely
because of style)
Make options mutually exclusive (ex. Avoid 1-4, 2-5, 3-6 etc. as options because they
overlap)
Make options of similar length and make sure the longest answer is only correct some
of the time
Avoid “all of the above” or “none of the above”
Avoid repeating the same words in all of the options by moving the words to the stem
Arrange options in logical order if possible
8. Avoid using specific language like “all,” “never,” or “always”
Keep options plausible for students who do not know the correct option
Options selected by very few students should be altered if the item is reused
The examples in constructing an effective stem
1. The stem should be meaningful by itself and should present a definite problem. A stem
that presents a definite problem allows a focus on the learning outcome. A stem that does not
present a clear problem, however, may test students’ ability to draw inferences from vague
descriptions rather serving as a more direct test of students’ achievement of the learning
outcome.
9. 2. The stem should not contain irrelevant material, which can decrease the reliability and
the validity of the test scores (Haldyna and Downing 1989).
3. The stem should be negatively stated only when significant learning outcomes require
it. Students often have difficulty understanding items with negative phrasing (Rodriguez
1997). If a significant learning outcome requires negative phrasing, such as identification of
dangerous laboratory or clinical practices, the negative element should be emphasized with
italics or capitalization.
10. 4. The stem should be a question or a partial sentence. A question stem is preferable
because it allows the student to focus on answering the question rather than holding the
partial sentence in working memory and sequentially completing it with each alternative
(Statman 1988). The cognitive load is increased when the stem is constructed with an initial
or interior blank, so this construction should be avoided.
11. 3. Constructing Effective Alternatives
1. All alternatives should be plausible. The function of the incorrect alternatives is to serve
as distractors,which should be selected by students who did not achieve the learning outcome
but ignored by students who did achieve the learning outcome. Alternatives that are
implausible don’t serve as functional distractors and thus should not be used. Common
student errors provide the best source of distractors.
2. Alternatives should be stated clearly and concisely. Items that are excessively wordy
assess students’ reading ability rather than their attainment of the learning objective
12. 3. Alternatives should be mutually exclusive. Alternatives with overlapping content may be
considered “trick” items by test-takers, excessive use of which can erode trust and respect for
the testing process.
4. Alternatives should be homogenous in content. Alternatives that are heterogeneous in
content can provide cues to student about the correct answer.
13. 5. Alternatives should be free from clues about which response is correct. Sophisticated
test-takers are alert to inadvertent clues to the correct answer, such differences in grammar,
length, formatting, and language choice in the alternatives. It’s therefore important that
alternatives
have grammar consistent with the stem.
are parallel in form.
are similar in length.
use similar language (e.g., all unlike textbook language or all like textbook language).
6. The alternatives “all of the above” and “none of the above” should not be used. When
“all of the above” is used as an answer, test-takers who can identify more than one alternative
as correct can select the correct answer even if unsure about other alternative(s). When “none
of the above” is used as an alternative, test-takers who can eliminate a single option can
thereby eliminate a second option. In either case, students can use partial knowledge to arrive
at a correct answer.
7. The alternatives should be presented in a logical order (e.g., alphabetical or numerical)
to avoid a bias toward certain positions.
14. 8. The number of alternatives can vary among items as long as all alternatives are
plausible. Plausible alternatives serve as functional distractors, which are those chosen by
students that have not achieved the objective but ignored by students that have achieved the
objective. There is little difference in difficulty, discrimination, and test score reliability
among items containing two, three, and four distractors.
Additional Guidelines
1. Avoid complex multiple choice items, in which some or all of the alternatives consist of
different combinations of options. As with “all of the above” answers, a sophisticated test-
taker can use partial knowledge to achieve a correct answer.
2. Keep the specific content of items independent of one another. Savvy test-takers can
use information in one question to answer another question, reducing the validity of the test.
Considerations for Writing Multiple Choice Items that Test Higher-order Thinking
When writing multiple choice items to test higher-order thinking, design questions that focus
on higher levels of cognition as defined by Bloom’s taxonomy. A stem that presents a
problem that requires application of course principles, analysis of a problem, or evaluation of
alternatives is focused on higher-order thinking and thus tests students’ ability to do such
thinking. In constructing multiple choice items to test higher order thinking, it can also be
15. helpful to design problems that require multilogical thinking, where multilogical thinking is
defined as “thinking that requires knowledge of more than one fact to logically and
systematically apply concepts to a …problem” (Morrison and Free, 2001, page 20). Finally,
designing alternatives that require a high level of discrimination can also contribute to
multiple choice items that test higher-order thinking.
16. Additional Resources
Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. How to
Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991.
Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items?
Presented at the Science and Technology Education Conference, Hong Kong, June 20-
21, 2002.
Haladyna, Thomas M. Developing and validating multiple-choice test items, 2nd edition.
Lawrence Erlbaum Associates, 1999.
Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice
item-writing rules. Applied Measurement in Education, 2(1), 51-78, 1989.
Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and
measure critical thinking. Journal of Nursing Education 40: 17-24, 2001.