Item Writing and Selection Report-ross

7/30/2019 Item Writing and Selection Report-ross

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SPONTANEOUS EVALUATION Unplanned ,evaluation of

students without the

intrusion of test

SYSTEMATIC EVALUATION

Involves quantitative typesof evaluation-Placement,Formative,and Summative


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PRELIMINARY

CONSIDERATIONS INITEM WRITING

INSTRUCTIONALOBJECTIVES

TABLE OFSPECIFICATIONS


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A. TABLE OFSPECIFICATIONS

Blue print for test

Purpose Ensure proper emphasis given to allelements of a course of study

Content validity Guide for writing items


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START WITH INSTRUCTIONAL

OBJECTIVES Biology 30: Circulation Unit Test

Identifies parts of circulation system.

2. Explains function of parts in relation towhole system.

3. Distinguishes between circulation system andother bodily systems


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Biology 30: CirculationLevels Of UnderstandingContent Knowledge Comprehension Application

Parts

Function

Relationto othersystems


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Biology 30: CirculationLevels Of Understanding

Content Knowledge Comprehension Application

Parts 10 5 0 15Function

5 5 5 15

Relationto othersystems

0 5 10 15

15 15 15 45


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CHOICE OF TYPES OFITEMS

Pertains to the type ofitem to measure theobjective in question


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SUPPLY- Where the learners writes

an answer to a question or problem. SELECTION- Where learners

chooses the correct answer from

information supplied by the examiner.

BASIC TYPES OFITEMS


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TYPES OF ITEMS1. SUPPLY-TYPE

Require the pupil to

write an answer inresponse to the questionor problem set by theteacher


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A. ESSAY-TYPE

QUESTIONS

Requires response from thelearners usually in the formof one or more sentenceswhich can be judged

objectively only by one skilledor informed in the subject


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SPECIFIC RULES FOR WRITING

ESSAY QUESTIONS

Construct questions that test

HIGHER LEVEL PROCESSES SUCHAS

ANALYSIS

SYNTHESISEVALUATION

CREATIVITY


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SUGGESTIONS FORWRITING ESSAY

QUESTIONSBE SURE THAT THE QUESTION IS

FOCUSED.DO NOT PERMIT EXAMINEES TO

CHOOSE FROM SEVERAL ESSAYQUESTIONS

DECIDE IN ADVANCE HOW THEESSAY QUESTION WILL BE SCORED


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CONT... THE SUBJECT MATTER SHOULDBE SCORED SEPARATELY FROM

GOOD HANDWRITING, BETTERLANGUAGE.

IF THEY ARE TO BE GIVEN ANY

WEIGHT, IT SHOULD BECLEARLY INDICATED


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RATING SCALE FOR

ESSAYS QUALITY AND ACCURACY OF IDEAS LOGICAL DEVELOPMENT OF IDEAS ORGANIZATION OF IDEAS STYLE, INDIVIDUALITY WORDING AND PHRASING


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B. SHORT-

ANSWER ITEMS

Requires the students to

supply a word or phrase,number, one or two sentences.


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Best suited to knowledge levelobjectives

Presented in the form of a questionor an incomplete statement:

What is the name of the man whoinvented the steamboat?

The name of the man who inventedthe steamboat is __________


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SHORT

ANSWER/COMPLETIONAdvantages:

Easy to constructStudents must supply

the answer.


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SHORT

ANSWER/COMPLETION Disadvantages

Unsuitable for measuring

complex learningDifficulty in scoring:

Level of specificity


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Suggestion #1

MAKE SURE THAT THEQUESTIONS CAN BE ANSWEREDWITH A SIMPLE OR UNIQUEPHRASE OR WORD AND THAT

THERE IS ONLY ONE CORRECTANSWER An animal that eats the flesh of other animals

is _______

An animal that eats the flesh of other animalsis classified as _______


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Suggestion#2 .

USE AN APPROPRIATE FORMAT Do not take statements directly fromthe textbooks to use as a basis forshort-answer items.

Chlorine is a _________ Chlorine belongs to a group ofelements that combine with metals toform salts. It is therefore classified

as a _______


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Suggestion #3 AVOID GIVINGCLUES A direct question is generally more

desirable than an incomplete statement. John Glenn made his first orbital flight

around the earth in _______ When did John Glenn make his first

orbital flight around the earth?_______

In what year did John Glenn make hisfirst orbital flight around the earth?_______


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Suggestions # 4 INDICATE HOWPRECISE THE ANSWERS MAY BE If the answer is to be expressed in numerical

units, indicate the type of answer required.

If oranges weigh 5 2/3 oz. each, how muchwill a dozen oranges weigh? _______

If oranges weigh 5 2/3 oz. each, how muchwill a dozen oranges weigh? ____ lb. ____oz.


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Suggestion # 5

On completion items, do not use too manyblanks or let the blanks provide clues.

____ animals that are born ___ and ___

their young are called _______ Warm-blooded animals that are born alive

and suckle their young are called _______


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TYPES OF ITEMS2. SELECTION-TYPE ITEMS

Requires the students to

select the correct answerform information supplied bythe examiner


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A. TRUE- FALSE

ITEMSCan be written as:

Simple:Hogs are more profitable than cattle. TrueFalse

Complex:Hogs are more profitable than cattle. True FalseOpinion

Compound:Hogs are more profitable than cattle. True False

If this statement is false, what makes itfalse?All False:

Cattle are more profitable than hogs. Correct tomake this statement true.


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WRITING TRUE-FALSE ITEMS

Do not use qualifiers.

Express simply and clearly.

Give enough background to understandquestion.

Avoid allowing memory alone to permit acorrect answer.

Do not use negatively stated statements.

Use up to 15% more false items than trueitems.


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B. MULTIPLE

CHOICE ITEMSCHARACTERISTICS

Versatile--measures all levels ofcognition

Scoring efficiency and accuracy Objective measurement of achievement TIME CONSUMING TO CONSTRUCT Favors simple recall Dependent on students reading &

instructor writing ability


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1. The capital city of Canada isa. Vancouverb. Montrealc. Toronto

*d. Ottawa

Terminology: Multiple

Choice

1. Stem: presents the problem

2. Keyed Response: correct or best answer

3. Distracters: appear to be reasonable answers to the

examinee who does not know the content

4. Options: include the distracters and the keyed response.

4

1

2

3


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Writing Multiple Choice

Items Stem:

Use singular questions or problems.

Eliminate unnecessary information. Exclude words repeated in the

alternatives.

Avoid using negative statements. Ifused, underline or capitalize thenegative word.


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MULTIPLE CHOICE ITEMS

VARIETY 1. DIRECT QUESTION VARIETYThe stem consist of a direct questions

Followed by alternative answersEx.Which of the ff; asserted the most clear influence in the

writing of James Joyce

a. Charles Darwin

b. Karl Marxc. Sir James Jeans

d. Sigmund Freud

e. Benedetto Croce


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VARIETY 2. INCOMPLETE- STATEMENTVARIETY- The stem consist of a directquestions Followed by alternative answers

Ex.24+ 76= 76 +

a. 24

b. 34

c. 52

d. 100

e. None of these


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VARIETY 3. NEGATIVE VARIETYWhen certain questions have severalequally appropriate or correct answers.Ex.Which of the ff: CANNOT be a plane figure

a. Circle

b. Quadrilateral

c. Tetrahedron

d. Trapezoide. Pentagon


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VARIETY 4. ORDERING VARIETYThe stem presents a basis forarranging objects, numbers,events,stages in sequence order.Ex.

Which of the ff; list gives the stages in life of a housefly intheir correct.

a. pupa, larva, egg, adultb. egg, larva, pupa, adult

c. larva, egg, pupa, adult

d. egg,larva, adult , pupa


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I. GUIDELINES FOR WRITING:MULTIPLE CHOICE

MAKE SURE THAT THE STEMCLEARLY SETS THE PROBLEM

AVOID NEGATIVE LY STATED ITEMS

FOUR OR FIVE OPTION ITEMS AREMORE DESIRABLE THAN THOSEWITH FEWER OPTIONS

USE THE OPTION NONE OF THE

ABOVE OR NONE OF THESE DISTRACTORS SHOULD BE

INDEPENDENT ON ONE ANOTHER

AVOID GIVING CLUES TO CORRECT

RESPONSE


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VARIETY 5. MULTIPLE RESPONSEVARIETY-Students is required tomark all the correct alternatives.

Ex.Which of the ff; numbers expressed in base 7 numeration, are

both prime and odd?

a. 10

b. 11

c. 12d. 14


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Example: Length of

AlternativesNeurotics are more likely than psychotics to

a. be dangerous to society

b. have delusional symptomsc. be dangerous to themselves*d. have insight into their own inappropriate

behavior but nevertheless feel rather

helpless in terms of dealing with theirdifficulties


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C. MATCHING

ITEMSConsist of a list of premises

and corresponding list of

responses. The student isdirected to match one of theresponses to each premise


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MATCHING TYPE Characteristics:

Cover more content

objective measurement of achievement reliable

scoring efficiency and accuracy

difficult to construct


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GUIDELINES FOR WRITING

MATCHING-TYPE ITEMS Provide an unequal number of premises and

responses reduces guessing and elimination

increases measure of comprehension

Avoid designing questions which require studentsto draw lines between premise and response.

confusing for student and marker provide space for letter or number answers


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3. Guidelines for Writing

Matching-Type Items Make sure lists are homogeneous.

i.e., do not include items testing names, dates, andevents.

Make the wording of the premises longer than thewording of the responses.

Identify the items in one list with numbers andthose in the second list with letters.


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TYPES OF ITEMS SUPPLYa. ESSAY

b. SHORT ANSWER ITEMS SELECTION

a. TRUE-FALSE ITEMS

b. MULTIPLE CHOICEc. MATCHING ITEMS


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The Last Word:

If you want to beconsidered a

professionalteacher, you mustbe willing to planyour work as well.


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Item Writing and Selection Report-ross