Uploaded byMr. Ronald Quileste, PhD
Objective Type Tests: Completion and Short - Answer Items
The document discusses the creation of objective-type examination items, highlighting similarities and differences between completion and short answer types, along with their advantages and disadvantages. It also outlines essential qualities for constructing such tests, including considerations for scoring and item design. A class task is provided to write a completion test while adhering to Bloom's taxonomy principles.
More Related Content
Similar to Objective Type Tests: Completion and Short - Answer Items
Objective Type Tests: Completion and Short - Answer Items
- 1. writing objective-type examination items preparedby: Mr. Ronald Macanip Quileste, M.Ed
- 2. presentation outline Similarities andDifferences Advantages and Disadvantages Desired Qualities and Examples Portfolio Entry
- 3.
- 4.
- 5.
- 6. Similarities Completion ShortAnswer CoversKnowledgeandComprehension levelsintheBloom’s Taxonomy Asksforrecallofinformationorfacts Answersrangefrom keyword/stophrases
- 7.
- 8.
- 9.
- 10.
- 11.
- 12.
- 13.
- 14.
- 15.
- 16. ADVANTAGES easy to construct requiresthestudenttosupplytheanswer fasterto answer better diagnostic info
- 17.
- 18.
- 19.
- 20.
- 21.
- 22.
- 23. The first PrimeMinister of Canada was ___________.
- 24. The first PrimeMinister of Canada was ___________. "a very important figure in confederation“
- 25. The first PrimeMinister of Canada was ___________. "a very important figure in confederation“ "a member of the conservative party“
- 26. The first PrimeMinister of Canada was ___________. "a very important figure in confederation“ "a member of the conservative party“ "a man"
- 27. Sir John A.Macdonald was born in ________.
- 28. Sir John A.Macdonald was born in ________. good health
- 29. Sir John A.Macdonald was born in ________. good health a house
- 30. Sir John A.Macdonald was born in ________. good health a house bed
- 32. 1 Does this itemmeasure the specified skill?
- 34.
- 36.
- 38.
- 49.
- 51.
- 53. 7 If the itemrequires a numerical response, does the question state the unit of measurement to be used in the answer?
- 55. 8 Does the blank representa key word?
- 56. All the blanksof test items should have the same length
- 57. 9 Are blanks placed ator near the end of the item?
- 59. Ideally, blanks forcompletion type should be placed on the end or near the end
- 63. 10 Is the numberof blanks sufficiently limited?
- 66.
- 67. classtask 1. Write a10-item Completion Test or Short answer type of test. 2. Use the principles in constructing such type of test. 3. Submit output with the following: Target audience, the topic/s, test directions, total number of points and the answer key. 4. Classify each of the items acc to Bloom’s taxonomy.
- 68. References: Mager, R. F.(1984). Preparing Instructional Objectives (2nd edition). Lake Publishing Company: Belmont, California. Raagas, Ester L . (2010). Assessment and Evaluation of Student Learning: Concepts and Applications (3rd edition) by Ester L Raagas, ELR DATStat Analysis Center, Cagayan de Oro City. http://teaching.uncc.edu/resources/best-practice-articles/goalsobjectives/ objectives-using-bloom http://www.uams.edu/oed/resources/objectives.asp#abcds http://www.med.fsu.edu/education/FacultyDevelopment/objectives.asp http://www.utexas.edu/academic/mec/research/pdf/oldhtmlfiles/multichoic eexamhandout.html