Pangasinan State University Lingayen Campus Lingayen, Pangasinan ASSESSMENT AND EVALUATION IN SOCIAL STUDIES

2. Simple
Arlene R. Del Rosario
Jacquilyn Javier
IV – BSEd Social Studies
Dr. Renato E. Salcedo
Subject Instructor

3. What is a
Simple True or False?
 Alternative choice test in which the
student or examinee indicates
whether each of several statements is
true or false.
 Binomial – choice tests and tests that
have only (2) options.

4. There are three forms
of true and false:
Simple - two choices only
 Complex - more than two choices
 Compound - two choices plus
conditional completion response.

5. Guidelines in Using
Simple True or False
 Write items that test significant material, not
trivial details.
 The correct answer should require the specialized
knowledge being tested, not common sense.
 Focus each item on a single idea so that students
do not have to deal with the possible truth or
falsity of two or more propositions at once.
 Compound statements can sometimes be divided
into two separate items.
 Express each item in simple and clear language.

6. Advantages of True-False Items
Versatility -- True-false items are adaptable to the
measurement of a wide variety of learning outcomes.
Scoring accuracy and economy -- Scoring keys can be
economically applied by machine or clerical assistants.
Reliability -- True-false tests that are highly reliable can
be constructed.
Amenable to item analysis -- Item difficulty (the
percentage of students who select the correct response)
and item discrimination (a correlation coefficient that
indicates how well the item separates students who
know the material well from those who do not) can be
used to improve true-false items and inform instruction.

7. Disadvantages of
True-False Items
True-false items are especially subject to guessing.
Half the items would be expected to be correct by
chance. (But the likelihood of obtaining a
substantially higher score by guessing alone is very
small).

8. In general, individual true-false items are less
discriminating than individual multiple-choice
items.
There is a tendency to write trivial true-false
items, which lead students to verbatim
memorization.
No diagnostic information is available from
incorrect responses to true-false items.
True-false items are not amenable to questions
that cannot be formulated as propositions.

9. Do’s
Appropriate for all levels of cognitive ability
Objective
Efficient in testing recall and
comprehension of a broader content area
relative to other testing strategies
Well suited to test recall, comprehension of
simple logic or understanding, as with "if-then"
"causal/because" statements
Not appropriate to test the ability to read
or interpret complex sentences or
understand complex thoughts

10. Sufficiently reliable and valid instrument:
 Its ability to include the most test items in a time
frame increases its reliability.
True false tests are less reliable than multiple
choice tests unless relatively more test items are
used
Useful for automated scoring
Useful for item analysis, internal and over time

11. Dont’s
1. Unfamiliar vocabulary and concepts
2. Long strings of statements
3. Ambiguous statements and generalizations
that are open to interpretation
4. Indefinite or subjective terms

12. 5. Negative words and phrases: they can be
confusing
6. Relative and qualifying words restrict or
open up general statements.
7. Absolute words restrict possibilities
8. Pay close attention to
negatives, qualifiers, absolutes, and long
strings of statements

13. Rules for Constructing
True or False Test Items
Rule 1: Base true-false items upon statements that are absolutely
true or false, without qualifications or expectations.
Rule 2: Express the item statement as simply and as clearly as
possible.
Rule 3: Express a single idea in each test item.
Rule 4: Include enough background information and qualifications.
Rule 5: Avoid lifting statements from the text, lecture or other
materials.
Rule 6: Avoid double negatives.
Rule 7: Avoid the use of unfamiliar vocabulary.
Rule 8: Avoid the use of specific determinants.