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    Green White Abstract Floral Presentation

    Uploaded by

    Joy De Roxas
    For English Majors

    Copyright:

    © All Rights Reserved
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    Green White Abstract Floral Presentation

    Uploaded by

    Joy De Roxas
    7 views32 pages
    For English Majors

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

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    For English Majors

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    7 views32 pages

    Green White Abstract Floral Presentation

    Uploaded by

    Joy De Roxas
    For English Majors

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 32

    Selecting and

    Constructing Test
    Items and Tasks
    Prayer
    Heavenly Father,
    We come before You with open hearts and minds.
    As we begin this lesson, we ask for Your wisdom and guidance.
    Help us to focus, to understand, and to retain what we learn today.
    Grant us patience when the material is challenging,
    And curiosity when something sparks our interest.
    May our learning bring us closer to Your truth,
    And may we always use the knowledge we gain to serve others with
    love and compassion.
    We thank You for the opportunity to grow,
    And for the people who guide and teach us.
    In Your holy name, we pray. Amen
    OBJECTIVES:
    Define important term related to Selecting and Constructing
    Test Items and Tasks.
    Determine different type of test.
    Analyze basic concept, principles, procedure, and technique
    Selecting and Constructing Test Items and Tasks.
    Examine guidelines in constructing test items.
    Categorizing Test
    Types
    Test Types and the
    Learning Outcome Levels
    Bloom Taxonomy
    refers to the classification system of educational
    objectives based on the student understanding level
    necessary for mastery or achievement.
    Test Types and the
    Learning Outcome
    Levels
    Cognitive Levels
    1. Remembering
    2. Comprehending Knowledge and simple understanding
    3. Applying
    4. Analyzing
    5. Evaluating Deep understanding
    6. Creating
    Objective Supply
    Type Item
    Construction
    Objective Supply Type Tests
    Completion and short answer have the following differences:
    In completion, to complete a sentence, an answer is needed while
    an answer is being asked from a statement or question;

    At the end of an incomplete statement, a blank is placed for the


    answer while in a short answer, the blank is placed before the item
    number.
    Objective Supply Type Item Construction
    Completion Type Examples
    1. A five-sided polygon is called_____
    2. Noli Me Tangere was written by Dr. Rizal during the______
    colonial period.
    3. A salesman sells magazines 20% more than what he pays for the
    said magazines. For a _____magazine sold for Php° 200, his profits
    is pesos.
    Things to consider in writing effective
    completion questions
    1. Write each test item to tap into the kind of thinking and the
    content in important learning outcomes.
    2. Design test items so that students should supply an important
    word or concept
    3. Insert or place a blank where an answer is expected.
    4. Avoid grammatical or other clues.
    Non-Objective
    Supply Type
    Question
    Restricted-response essay
    In this type of essay, a directive or a question given suggests a
    specification in constructing the response. It can be in terms of
    specified length of response, limited coverage of content, expected
    form of response or mindset to be utilized or definitive perspective.
    Extended-response essay
    In this type of essay, the directive or question does not suggest any
    form of restriction in the response construction. The students are
    free to organize and expound on their ideas freely.
    Things to consider in constructing
    essay exam
    1. Clearly state questions.
    2. Relatively larger number of questions should be included.
    3. Guard against having too many test items
    4. Indicate an appropriate response length,
    5. If necessary, set time limits.
    6. Note graded weights to questions
    Selected-
    Response Type
    Construction
    Selected-response
    types
    selected-response types involve choosing the most correct or
    nearly best option to answer a problem.
    The construction of plausible options or distracters is the
    greatest challenge for this item format so that not one stands
    out as attractively correct.
    Selected-Response Type Construction
    1. Alternate Form or the Binary Choice
    The propositional statement veracity are judged by students
    indicating whether they are correct or incorrect, true or false
    or whether they agree or disagree with the idea or thought
    judged to be false or incorrect more or less challenges the
    learners' reasoning ability and raises the outcome level which
    can be assessed.
    Varieties of alternate form or binary
    choice
    1. True - False
    2. Yes - No
    3. Right - Wrong
    4. Correction
    5. Multiple true-false
    6. Yes-No with explanation
    Things to consider in constructing
    True or False
    Every part of the sentence which is true should be "true" and
    when any one part of the sentence is false, the whole sentence is
    false.

    Paraphrasing should be done not directly quoting from a source.


    Focus on differentiating should be maintained and issues on
    copyright should be avoided.
    Utilize simple and direct language in declarative sentences.
    Correct part of the statement should be presented first and
    vary the truth or falsity of the second part in case when
    statement expresses a relationship (if, then; cause, effect)

    Statements in the test should be absolute without


    qualification
    If necessary, include background, context and
    qualifications

    Substitution or experimentation with variety is advisable


    in developing a question with qualifier, absolute word or
    negative so as to find the best phrase and assessment.
    Multiple choice
    Because of its versatility to assess various understanding levels from
    knowledge and simple understanding to deep understanding, multiple
    choice is widely chosen. Aside from the ability to assess different
    outcome levels, multiple choice items are easy to score, more familiar
    to students as they often encounter in different events of testing and
    less susceptible to guessing than alternate-choice.
    Multiple choice Example:

    1. What form of government is ruled by a President?


    a. Monarchy
    b. Parliamentary
    c. Presidential
    d. Federal
    Guidelines in constructing the stems and
    distracters for Multiple Choice items
    STEMS:
    1. All the words of the stem must be important to the task. It means
    stating the problem significantly and clearly so that students will
    understand what is expected to be answered.
    Stem should be distinctive by itself and should fully
    contain the problem. This should be observe especially
    when the stem utilizes an incomplete statement
    format.

    The stem should utilize a question with only one and


    clear best answer.
    Guidelines in constructing the stems and
    distracters for multiple choice items
    DISTRACTERS:

    1. All distracters must appear effective touninformed test


    takers..
    2. Assign correct answers randomly to alternative positions.
    3. As much as possible, avoid utilizing "All of the
    Above or None of the Above as distracters
    because students wifnout much thinking, may
    tend to choose these options.
    Matching type
    These items consists of two lists of words or phrases which are parallel
    to each other and students are tasked to pair them.
    - Premises - the first line which is to be matched.
    - Options/Responses - the other list from which to choose its match
    based on a kind of association.
    Ex. Of matching type
    Best practices in constructing Matching
    Types may be considered
    1. Keep questions straightforward and short. Unnecessary words
    should be avoided.
    2. In constructing. Matching Type items, it is advisable to not to get
    carried away adding additional items. 10-12 items may be
    considered.
    3. Arranging the items in the left column according to
    some criteria is best alphabetically. chronologically,

    4. Making sure that no item in the right column can be


    matched to more than one item in the left one as much as
    possible.
    Thank You

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