1. EDU 385 Session 8 Writing Selection items
True-False, Matching, and Interpretive Exercise

2. Bell Work
Sister Thorne will do her “Thing”

3. Content Objectives As a result of studying this unit the learner will
Understand the types of “selection items”
True-false
Matching
Interpretive Exercise

4. Language Objectives After studying this unit the learner will
Describe the characteristic of each item type
Describe the strengths and limitations of each type
Distinguish between faults in poorly stated items of each type
Match each type to intended learning outcome
Construct items of each type that are well stated, relevant to important learning outcomes and free of defects

5. Vocabulary
Extraneous Clues
Interpretive Exercise

6. Selection Item Guidelines
Effective guideline for using Selection Item Tests - Start with Multiple-Choice and switch to other types when:
There are only two possible alternatives - True-False
Number of similar factors to be related - Matching
Items used to measure: analysis, interpretation, and other complex outcomes - Interpretive Exercise

7. Jig Saw Exercise

8. True-False Items
Typically used to measure the ability to identify whether statements of fact are correct
Basic format - a declarative statement that students must judge as true or false
Can be modified to use Yes-No; Agree or Disagree; Right or Wrong; Fact or Opinion
Called Alternative-Response Items

9. Cluster Type True-False
Another Variation
Cluster Type True-False
Which of the following terms indicate observable student performance? Circle Y for yes and N for no.
*Y N 1. Explains
*Y N 2. Identifies
Y *N 3. Learns
*Y N 4. Predicts
Y *N 5. Realizes
When there are more than one correct answer, this format can be used in place of multiple-choice tests

10. When Appropriate to Use True-False Items
When only two possible responses
Whether argument is relevant or irrelevant
Distinguishing fact from opinion
Whether a rule applies or doesn’t apply

11. True-False Items Strengths
1. The item is useful for outcomes where there are only two possible alternatives (e.g., fact or opinion, valid or invalid
2. Less demand placed on reading ability than in multiple-choice items
3. A relatively large number of items can be answered in a typical testing period
4. Complex items can be measured when used with interpretive exercises
5. Scoring is easy, objective and reliable
Limitations
1. It is difficult to write items beyond the knowledge level that are free from ambiguity
2. Making an item false provides no evidence that the student knows what is correct
3. No diagnostic information is provided by the incorrect answers
4. Scores are more influenced by guessing than with any other item type

12. Writing True-False Items
1. Include only one central idea in each statement
2. Keep the statement short and simple
3. Word the statement so precisely that it can unequivocally be judged true or false
4. Use negative statements sparingly and avoid double negatives

13. Writing True-False Items
5. Statements of opinion should be attributed to some source unless used to distinguish facts from opinion.
6. When cause-effect relationships are being measured, use only true propositions
7. Avoid extraneous clues to the answer
8. Base items on introductory material to measure more complex learning

14. Checklist for Evaluating True-False Items
1. Is the type of item appropriate for measuring the intended learning outcome?
2. Does the item task match the learning task to be measured?
3. Does each statement contain one central idea?
4. Can each statement be unequivocally judged true or false?
5. Are the statements brief and stated in simple, clear language?
6. Are negative statements used sparingly and double-negatives avoided?
7. Are statements of opinion attributed to some source?
8. Are the statements free of clues to the answer (e.g., verbal clues, lengthy)?
9. Is there approximately an even number of true and false statements?
10. When arranged in teh test, are the true and false items put in random order?

15. Matching Items Simple variation of multiple-choice form
A good practice to switch when alternatives are repeated in several multiple-choice items

16. Matching Items Strengths
1. A compact and efficient form is provided where the same set of responses fit a series of items (i.e., premises)
2. Reading and response time is short
3. This item type is easily constructed if converted from multiple-choice items having a common set of alternative
4. Scoring is easy, objective and reliable
Limitations
1. This item type is largely restricted to simple knowledge outcomes based on association
2. It is difficult to construct items that contain a sufficient number of homogeneous responses
3. Susceptibility to irrelevant clues is greater than in other item types

17. Rules for Writing Matching Items
1. Include only homogeneous material in each matching item
(e.g. authors and their works, inventors and their inventions, scientists and their discoveries, historical events and their dates)
2. Keep the list of items short (i.e, each item fewer than 10 words) and place the brief responses on the right
3. Use a larger, or smaller, number of responses than premises, and permit the responses to be used more than once.
(Reduces guessing factor)
4. Place the responses in alphabetical or numerical order
(helps avoid unintended clues through placement)
5. Specify in the directions the basis for the matching and indicate that each response may be used once, more than once, or not at all
6. Put all of the matching items on one page

18. The Interpretive Exercise
Complex learning outcomes can be effectively measured with a paragraph, table, chart, graph, map, or picture
Can be used to measure interpretation of introductory material
In the example (see handout) the use of multiple-choice items
Example 1 - measures the ability to measure unstated assumptions
Example 2 - the ability to identify the meaning of a term
Example 3 - the ability to identify relationships

19. Interpretive Exercises
Strengths
1. An efficient means of measuring the interpretation of printed information in various forms (e.g., written, charts, graphs, maps, pictures) is provided
2. More meaningful complex learning outcomes can be measured than with a single item format
3. The use of introductory material provides a common basis for responding
4. Scoring is easy, objective and reliable
Limitations
1. It is difficult to construct effective items
2. Written material is highly dependent on reading skill
3. The item type is highly subject to extraneous clues
4. It is ineffective in measuring the ability to originate, organize, and express ideas.

20. Rules Construction Interpretive Exercises
1. Select introductory material that is relevant to the learning outcome to be measured
2. Select introductory material that is new to the examinees,
3. Keep the introductory material brief and readable
4. Construct test items that call forth the type of performance specified in the learning outcome
5. Follow the rules of effective item writing that pertain to the objectives item used

21. Checklist - Evaluating Interpretive Exercises
1. Is this type of exercise appropriate for measuring the intended learning outcome?
2. Is the introductory material relevant to the learning outcome?
3. Is the introductory material familiar but new to the examinees?
4. Is the introductory material brief and at the appropriate reading level?
5. Do the test items call forth the performance specified in the learning outcome?
6. Do the test items call for interpretation (rather than recognition or recall)
7. Do the test items meet the criteria of effective item writing that apply to the item type used?
8. Is the interpretive exercise free from extraneous clues?

22. Summary of Points
1. A good practice is to start with multiple-choice items and switch to other selection-type items when more appropriate
2. The true-false or alternative-response item is appropriate when their are only two possible alternatives
3. The true-false item is used primarily to measure knowledge of specific facts, although there are noteworthy exceptions
4. Each true-false statement should contain only one central idea, be concisely stated, be free of clues and irrelevant sources of difficulty, and have an answer on which experts agree
5. Modifications of the true-false item are especially useful for measuring the ability to distinguish between “fact and opinion” and “identify cause and effect relations”

23. Summary of Points
6. Modifications in the true-false items can be used in interpretive exercise to measure various types of complex learning outcomes
7. The matching item is a variation of the multiple-choice form and is appropriate when it provides a more compact and efficient means of measuring the same achievement
8. The matching item consists of a lists of premises and a list of the response to be related to the premise
9. A good matching item is based on homogeneous material, contains a brief list of premises and an uneven number of responses (more or less) that can be used more than once, and has the brief responses in the right-hand column
10. The directions for a matching item should indicate the basis for matching and that each response can be used once, more than once, or not at all.

24. Summary of Points
11. The interpretive exercise consists of a series of selection-type items based on some type of introductory material (e.g., paragraph, table, chart, graph, map or picture)
12. The interpretive exercise uses both multiple-choice and alternative-response items to measure a variety of complex learning outcomes
13. The introductory material used in an interpretive exercise must be relevant to the outcomes to be measured, new to examinees, at the proper reading level, and as brief as possible
14. The test items used in an interpretive exercise should call for the intended type of interpretation, and the answers to the items should be dependent on the introductory material
15. The test items used in an interpretive exercise should be in harmony with the rules for constructing that item type

25. Next Class
Writing Supply Items
Short Answer and Essay

26. Now Go Forth
and
Do Good Things