Tests and Measurements: Test 3 (Ch. 7)

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What are the 3 types of selection items?
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What are the 3 types of selection items?
(1) True-False
(2) Matching
(3) Interpretive Exercise
One other way of evaluating the student's achievement level is to.....
use different types of selection type items, other than Multiple Choice
What is one method that has been proven over the years to be very useful as a method for selection type items?
to start each item as if you were going to make a Multiple Choice then switch to a different type of item if the learning outcome makes it better
What are 3 examples of switching a Multiple Choice to a different type of item for a better learning outcome?
(1) When there are only 2 possible alternatives, a shift can be made to a True-False item
(2) When there are a number of similar factors to be related, a shift can be made to a Matching item
(3) When the items are to measure analysis, interpretation, and other complex outcomes, a shift can be made to the Interpretive Exercise (more difficult to construct)
True-False items are typically used to...
measure the student's ability to identify whether statements of fact are correct (or incorrect)
What is the basic format for True-False items?
declarative statement (student must judge whether statement is true or false)
What are alternative responses?
- same format, different
- using other words other than True or False:
"Yes" or "No"
"Agree" or "Disagree"
"Right" or "Wrong"
"Fact" or "Opinion"
Never use what type of sentence in True-False?
compound sentence
Why should you never use compound sentences in True-False?
They don't know which is the true statement in the statement
Sometimes the True-False item is set up for the student to....
judge each item to be true or false and to identify part of the statement that makes it a false statement
Why is setting up a True-False item for the student to judge each item to be true or false and to identify part of the statement that makes it a false statement an effective way of evaluating the student's knowledge?Because it helps eliminate guessing, helps with diagnosticsWhat is a way to minimize guessing in True-False item?have the students mark what is wrong (older students - have the students state why something is false)True-False should be used in the....evaluation processWhat are the Strengths for True False Items?(1) The item is useful for outcomes where there are only two possible alternatives (2) Less demand is 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 outcomes can be measured when used with interpretive exercises (5) Scoring is easy, objective, and reliableWhat are the Limitations for True-False items?(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 it correct (3) No diagnostic information is provided by the incorrect answers (4) Scores are more influenced by guessing than with any other typeExplain the Limitation for True-False items: It is difficult to write items beyond the knowledge level that are free from ambiguity.- it is hard to make them so that your not giving away the answerExplain the Limitation for True-False items: Making an item false provides no evidence that the students know what is correct.- that may know the statement is false, but they don't know why it is falseExplain the Limitation for True-False items: No diagnostic information is provided by the incorrect answers.- you can't determine why the student missed the questionWhat is the purpose for True-False items?We are trying to determine between the students who have and have not achieved the intended learning outcomes.What are the 8 Guidelines for Writing True-False Items?(1) Include only one central idea in each statement' (2) Keep the statement short and use simple vocabulary and sentence structure (3) Word the statement so that it can be definitely judged true or false (4) Use negative statements sparingly and avoid double negatives (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 outcomesExplain the Guideline for Writing True-False items: Include only one central idea in each statement- you don't want to have 2 different points of information that the student has to judge - if there are 2 different points of information, one may be true and one may be false so the student will have a hard time answering correctly - so they don't have to figure out which part of the statement that they are having to judge - main point should be in a prominent place in the statementExplain the Guideline for Writing True-False items: Keep the statement short and use simple vocabulary and sentence structure- important especially in lower grades and middle school - be sure every student understands the question - all students should be able to grasp what the item is sayingExplain the Guideline for Writing True-False items: Word the statement so that it can be definitely judged true or false- the statement needs to be worded so that it is true or false - never use qualifiers: "may" "possible" - don't use vague terms: "seldom" "often" - when you use qualifiers, it could be either answerExplain the Guideline for Writing True-False items: Use negative statements sparingly and avoid double negatives- negatives can be easily overlooked in statementsExplain the Guideline for Writing True-False items: Statements of opinion should be attributed to some source unless used to distinguish facts from opinion- a statement of opinion is not true or false by itselfExplain the Guideline for Writing True-False items: Avoid using extraneous clues to the answer- it gives it away - be careful about using absolutes "always" , "all" , "never" - the statement will be false if you use absolutesExplain the Guideline for Writing True-False items: Base items on introductory material to measure more complex learning outcomes- this is a way of measuring more complex learning outcomes - material not specifically written out in the text itself, it may come from maps, graphs, etc. - it is not something the student can rememberBOX 7.2: Be Familiar with the Checklist for Evaluating True-False Items1. Is this type of item appropriate for measuring the intended learning outcome? 2. Does this 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 the statements of opinion attributed to some source? 8. Are the statements free of clues to the answer (e.g., verbal clues, length)? 9. Is there approximately an even number of true and false statements? 10. When arranged in the test, are the true and false statements put in random order?the Matching item is simply....a variation of the multiple-choice formMatching format is made up of a series of stems called _________ and a series of alternative answers called _________premises, responsesWhat are premises?- a series of stemsWhat are responses?- a series of alternative answersMatching format is arranged in _________ with directions that set the _______ for matchingcolumns, rulesMatching questions can be used for _______ age group, from ____________ to ___________, but the way you set it up will be differentany, lower elementary, secondaryMatching questions can be used for any age group from lower elementary to secondary, but the way you set it up will be different depending on how you...want them to respondHow should elementary respond to matching questions?draw linesHow should secondary respond to matching questions?2 separate columns, letter goes in blankMatching items: In most instances on the elementary level, you should not have more than ______ items in a block especially if they are going to draw lines5Matching items: secondary should never have more than _______ items in a block10What are the 6 Guidelines for Writing Matching Items?(1) Include only homogenous material in each matching item (2) Keep the list of items short and place the brief responses on the right (3) Use a larger, or smaller, number of responses than premises, and allow the responses to be used more than once (4) Place the responses in alphabetical or numerical order (5) Specify in the directions the basis for matching and indicate that each response may be once, more than once, or not at all (6) Put all of the matching items on the same pageExplain the Guideline for Writing Matching Items: Include only homogenous material in each matching item- refers to everything, should cover the same type of information - all concepts need to be relatedExplain the Guideline for Writing Matching Items: Keep the lists of items short and place brief responses on the right- elementary to middle: blocks of 5 (no more than 5) - high school: blocks of 10 (no more than 10) -WHY? students are able to focus on goalExplain the Guideline for Writing Matching Items: Use a larger, or smaller, number of responses than premises, and allow the responses to be used more than once- keep in mind - this needs to be in the instructions - include instructions, indicateExplain the Guideline for Writing Matching Items: Place the responses in alphabetical or numerical order- put the letters attached to the responses in alphabetical order - it makes selection easier and it doesn't give away cluesExplain the Guideline for Writing Matching Items: Specify in the directions the basis for matching and indicate that each response may be once, more than once, or not at all- this is critical to include in the instructionsExplain the Guideline for Writing Matching Items: Put all of the matching items on the same page- important in high school as well - if you don't do this: confusion results (especially for younger students)BOX 7.3 What are the Strengths for Matching Items?(1) A compact and efficient form is provided where the same set of responses fit a series of item stems (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 alternatives (4) Scoring is easy, objective, and reliableBOX 7.3 What are the Limitations for Matching Items?(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 homogenous responses (3) Susceptibility to irrelevant clues is greater than in other item typesExplain the Strength of Matching Items: Reading and response time is short- students go through these quickly, especially blocks not more than 10 - efficient wayExplain the Strength of Matching Items: Scoring is easy, objective, and reliable- lay answer key beside test and go down the line - they get it right or wrongExplain the Limitation of Matching Items: This item type is largely restricted to simple knowledge outcomes based on association- memorizationExplain the Limitation of Matching Items: Susceptibility to irrelevant clues is greater than in other item types- clues: if you don't have homogenous material in blocksBox 7.4 Be familiar with Checklist for Evaluating Matching Items(1) Is this the type of item appropriate for measuring the intended learning outcome? (2) Does this item task match the learning task to be measured? (3) Does each matching item contain only homogenous material? (4) Are the lists of items short with brief responses on the right? (5) Is an uneven match provided by making the list of responses longer or shorter than the list of premises? (6) Are the responses in alphabetical or numerical order? (7) Do the directions clearly state the basis for matching and that each response can be used once, more than once, or not at all? (8) Does the complete matching item appear on the same page?Interpretive Exercise are used to measure.......the more complex level of knowledge__________________________ bypasses knowledge andcomprehensionInterpretive ExercisesInterpretive Exercises are based on .....a series of information that the students used to accomplish something EX: pictures, paragraphs, etc.Interpretive Exercise test items are designed to show an _____________intellectual skillWhat are the 5 Guidelines for Writing Interpretive Exercises?(1) Select introductory material that is relevant to the learning outcomes to be measured (2) Select introductory material that is new to the students (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 type of objective item used