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Alternate Choice Test Items -Easy to write (?), easy to grade, guessing is high -Good alternate choice tests are actually difficult to write -Many objectives.

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Presentation on theme: "Alternate Choice Test Items -Easy to write (?), easy to grade, guessing is high -Good alternate choice tests are actually difficult to write -Many objectives."— Presentation transcript:

1 Alternate Choice Test Items -Easy to write (?), easy to grade, guessing is high -Good alternate choice tests are actually difficult to write -Many objectives can be tested quickly -Write items definitely -Use short statements -Avoid absolutes (always, all, never, only) -Alternatives: tend, generally, usually -You may require revision of false statements (underline & revise)

2 Alternate Choice Test Items -Trick questions are seldom appropriate -Avoid double negatives -Highlight or emphasize negatives -Avoid double-barreled items -Write approximately equal numbers of each alternative -Keep statements the same approximate length -Avoid a systematic order -Avoid taking statements directly from the text and placing them out of context -Use other symbols other than T/F, G/O, O/Q, N/M

3 Alternate Choice Test Items T F - High IQ children always get high grades in school Guns should not be outlawed unless they are never fired The Duroc is a red breed of swine with erect ears

4 Matching Test Items -Easy to grade -Appropriate for associations between facts -Emphasize facts and memorization -Problems when using many scan sheets -Keep the list and descriptions short (8-12) & homogeneous -Arrange in a logical order

5 Matching Test Items -Use plausible distractors -Descriptions should be in the left column and longer -Lists should be in the right column and short phrases, words, or symbols -Descriptions should be numbers, lists lettered -Include more options than descriptors & instruct as such

6 Completion Test Items -Easy to write, easy to grade, guessing is low -Many answers could be correct -Refer to alternate choice rules -Avoid grammatical clues -Write items so there is a single word answer -A question is usually better -Omit only key words from statements -Avoid awkward sentences -Word so that the blank is near the end of the sentence

7 Essay/Short Answer Test Items -Easy to write, bears to grade, guessing is low, bluffing is high -Also measure communication skills -Write the items for specific answers -Grade on evidence instead of opinion -Avoid giving students options in answering -Establish reasonable time & page limits -Grade using a scoring scheme -Rubric

8 Multiple Choice Test Items -Hard to write, easy to grade, guessing is reasonable -Like alternate choice, items can become tricky -Use longer stems than choices -Use only one correct answer -Use plausible distractors -Avoid grammatical clues & double negatives -Avoid negative statements -If used … emphasize the negative -Include 4-5 options … Put in logical order -Avoid None of the Above and All of the Above

9 Multiple Choice Test Items Red pigs with droopy ears are __________ A. Hampshire B. Yorkshire C. Duroc D. Hard of hearing E. None of the Above F. All of the Above

10 Quantitative Item Analysis A numerical method for analyzing test items (usually alternate choice, matching, or multiple choice)A numerical method for analyzing test items (usually alternate choice, matching, or multiple choice) –Difficulty Index (P) – The proportion of students who answered the item correctly –Discrimination Index (D) – Measure of the extent to which a test item differentiates between students who do well and those who do not do well

11 Quantitative Item Analysis The Discrimination IndexThe Discrimination Index –Positive – Those who did well chose the correct answer more than those who did poorly –Negative – Those who did poorly chose the correct answer more than those who did well –Zero – No discrimination between those who did well and poorly

12 Qualitative Item Analysis Are the items based on the objectives?Are the items based on the objectives? Do the distracters distract?Do the distracters distract? Is there only one correct answer?Is there only one correct answer? Or do the students have to find the MOST correct answer?


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