CONSTRUCTED RESPONSE TEST &

SELECTED RESPONSE TEST

SELECTED-RESPONSE

TEST

WHAT IS SELECTED RESPONSE TEST? Selected-Response test is a test that require examinees to choose a correct or best answer from a fixed listing of possible answers to a question or other stimuli.

Examinee answers to SR items may be computer-scored, using answer keys (listing of correct or best answers) developed by content experts.

Multiple-choice items (MCQs) are a common example of the SR item form.

 

MCQs are useful for testing cognitive knowledge, especially at higher levels.

MCQs are most efficient for use with large groups of examinees because the time spent in preparing test items less than the time required to read and score CR items after the test, because MCQs can be easily and rapidly computer scored.

MCQs are most efficient for testing large knowledge domains broadly. (Downing, 2002a, 2006; Downing & Haladyna, 1997).

FOUR TYPES OF SELECTED RESPONSE TEST

1.Multiple Choice Item

2.Multiple Binary Choice

3.Matching Item

4.Binary Choice

MULTIPLE-CHOICE ITEM Multiple choice item questions consist of a stem ( question or incomplete

statement) with three or more alternatives.

The alternatives contain one correct answer and distractors.

Answer choices should be similar length and grammatical form.

List answer choices in logical (alphabetical or numerical) order.

Avoid using “All of the above” options.

If “Not” is used, underline it.

Avoid statements of opinion.

Don’t link two items together, so that getting the second one correct depends upon getting the first one correct.

Don’t give away the answer to one item with information or clues in other items

Strength1. Multiple choice item are

versatile

2. Multiple choice items can be scored in an objective manner and easy

3. Not significantly influenced by response sets

4. An efficient way of sampling the content domain

Weaknesses1. Not effective for measuring

all educational objectives.

2. Not easy to write

3. Students need only recognize a correct answer. They need not generate a correct answer.

4. students guess answer.

BINARY-CHOICE ITEM Gives students only two options from which to

select. The most common form is the true-false item Students must choose between yes-no, right

wrong, correct-incorrect and so on. Can answer many item in a short time. It is possible

to cover a large amount of content in a brief assessment session.

Weakness: 1. students have a 50 –50 chance of

guessing the correct answer even if they don’t know the idea of what’s correct.

2. guess their way correctly through a few binary-choice items.

MULTIPLE BINARY CHOICE

Multiple binary choice looks like a traditional multiple choice test but there is a cluster of questions that have a “theme”. Instead of picking one correct answer the student must answer all of the questions in a cluster.

POSITIVES OF MULTIPLE BINARY TEST ITEM Students cannot rely on memorized

information like they can in a binary test. This type of the test is more demanding and

requires a deeper level of thinking. Student can respond 2 more items in a

cluster in the same amount of time it takes to answer a single item. More items on a test leads to a more reliable test.

MATCHING ITEM

Matching items consist of two lists of words, phrases, or images (often referred to as stems and responses). Students review the list of stems and match each with a word, phrase, or image from the list of responses.

Easy to grade

Appropriate for associations between facts

Emphasize facts and memorization

Problems when using many scan sheets

Keep the list and descriptions short and homogeneous

Arrange in a logical order

MATCHING ITEM ADVANTAGES

1. Require short periods of reading and respon time, allowing you to cover more content

2. Provide objective measurement of student achievement or ability

3. Provide highly reliable test scores

4. Provide scoring efficiency and accuracy

LIMITATION

1. Have difficulty measuring learning objectives requiring more than simple recall of information

2. Are difficult to construct due to the problem of selecting a common set of stimuli and responses

CONSTRUCTED-RESPONSE TEST

WHAT IS A CONSTRUCTED RESPONSE? a type of open-ended essay question that

demonstrates cognitive knowledge and reasoning.

Critical thinking & reading between the lines or beyond the text

Requires evidence & inferences

COMMON CONSTRUCTED RESPONSE VERBS

Analyze / examine

Infer / conclude

Evaluate / justify

Generalize / summarize / pharaphrase

Compare / contrast

TYPES OF CONSTRUCTED RESPONSE TEST

SHORT ANSWER

ITEM

ESSAY ITEM

WHAT A SHORT ANSWER ITEM?

Are open-ended questions that require student to create answer.

The item can either be a direct question or an incomplete statement.

ADVANTAGES OF SHORT ANSWER ITEM

Short answer question are relatively fast to mark and can be marked by different assessors, as long as the questions are set in such a way that all alternative answers can be considered by the assessors.

Also relatively easy to set compared to many assessment methods.

Can be used as part of formative and summative assessment, as a structure of short answer questions are very similar to examination questions, students are more familiar with the practice and feel less anxious

DISADVANTAGES OF SHORT ANSWER ITEM

Only suitable for questions that can be answered with short responses. It is very important than the assessor is very clear on the type of answers expected when setting the question, because SAQ is an open-ended question, student are free to answer any way they choose, SAQ can lead to difficulties in grading if the question is not worded carefully.

Accuracy of assessment may be influenced by handwriting/spelling skills.

There can be time management issues when answering SAQ.

EXAMPLE OF SHORT ANSWER ITEM

ESSAY ITEM?

A test that requires the student to compose responses, usually lengthy up to several paragraphs.

ESSAY TEST

EXTENDED RESPONSE

RESTRICTED

RESPONSE

DISTINCTIVE FEATURE OF ESSAY TEST

The distinctive feature of essay type test is the

“freedom of response”. Pupils are free to select, relate and present ideas in their own

words.

USES OF ESSAY TEST

Assess the ability to recall, organize and integrate ideas.

Assess the ability to express oneself in writing.

Ability to supply information.

Assess student understanding of subject matter.

Measure the knowledge of factual information.

Extended response

Allows student to select information that they think is pertinent, to organize the answer in accordance with their best judgment, and to integrate and evaluate ideas as they think suitable

Uncontrolled response

ADVANTAGES OF EXTENDED RESPONSE

This type of essay item is mostly useful in measuring learning outcomes at the higher cognitive levels of educational objectives such as analysis, synthesis and evaluation levels.

They expose the individual differences in attitudes, values and creative ability.

LIMITATIONS OF EXTENDED RESPONSE

They are insufficient for measuring knowledge of factual materials because they call for extensive details in selected content area at a time.

Scoring such type of responses is usually difficult and unreliable since the examinees have free will in the array of factual information of varying degree of correctness, coherence and expression.

EXAMPLES OF EXTENDED RESPONSE ESSAY QUESTIONS

Compare developments in international relations in the administrations of President William Clinton and President George W. Bush. Cite examples when possible.

Imagine that you and a friend found a magic wand. Write a story about an adventure that you and your friend had with the magic wand.

RESTRICTED RESPONSE

Usually limits boths the content and the response by restricting the scope of the topic to be discussed.

Useful for measuring learning outcomes requiring interpretation and application of data in a specific area.

ADVANTAGES OF RESTRICTED RESPONSE

Restricted response question is more structured.

Measure specific learning outcomes.

Restricted response provide for more ease of assessment.

Any outcomes measured by an objective interpretive exercise can be measured by a restricted respon essay question.

LIMITATION OF RESTRICTED RESPONSE

Restricts the scope of the topic to be discussed and indicating the nature of the desired response which limits student opportunity to demonstrate these behavior.

EXAMPLE OF RESTRICTED RESPONSE

Describe two situations that demonstrate the application of the law of supply and demand. Do not use those examples discussed in class.

State the main differences between the Vietnam War and previous wars in which the United States has participated

Selected-response

(e.g., multiple choice, true/false, matching)

Constructed-response

(e.g., short answer, essay)

Advantages Easier to score

Can be answered quickly

Covers a broader range of curriculum in a shorter time

Allows students to demonstrate complex, in-depth understanding

Less likelihood of guessing correct answer

Motivates students to learn in a way that stresses the organization of information, principles, and application

Disadvantages Constrains students to single appropriate answer

Encourages students to learn by recognition

Subject to guessing correct answer

More time-consuming to score

More time-consuming to answer

Compare Formative assessment and summative

assessment

Assessment is the process of gathering data.More specifically, assessment is the ways instructors gather data about their

teaching and their students’ learning (Hanna &Dettmer, 2004). The data provide a picture of a range of activities using different forms

of assessment such as pre -tests, observations, and examinations. Once these

data are gathered, you can then evaluate the student’s performance.

Summative vs. Formative Assessments

With summative assessments, students areevaluated upon completion of the work and

thefocus is on the final product.

formative assessments, students areevaluated during the work process and the

focus is on improving the process

Formative assessment: Formative assessment is the process of gathering ongoing information (what teachers see and hear) during instruction to determine what students know and can do, and to provide descriptive feedback to improve learning and inform teaching. Feedback is generally directly connected to student learning goals and referenced to student-generated criteria.

Summative assessment: Summative assessment is the celebration, summary, evaluation, or judgment reached at the end of a topic, theme, unit, semester, term, or school year based on performances/products and formative assessment data.

Summative

The purpose is To measure student achievement at a point

in time for reporting and accountability To sort students in rank order To maximize student learning through

standardized tests, etc.

Formative

The purpose isTo promote further improvement of

student learning during the learning process

To involve students in the ongoing assessment of their own achievement

Disadvantages of Formative Assessments

Some teachers complain about sacrificing time to assess during the lesson and fear that they may not even finish the lesson. Teachers then feel the need to rush through a series of units, which causes students to lack mastery once the assessment is given at the end of the unit. Teachers may lack training or professional development on how to use formative assessments successfully and students may not take the assessments seriously, which may cause teachers to misread feedback from students.

DISADVANTAGE OF SUMMATIVE ASSESSMENT

summative assessments reflect so closely on teacher performance, many instructors are accused of “teaching to the test.” the teachers will focus on the topic that is going to be in the exam and students may be asked to spend hours drilling those exercises instead of reading and writing to grow their vocabularies naturally. Conversely, no assessment is perfect, so even students with excellent knowledge of the material may run into questions that trip them up, especially if they get nervous under pressure. As a result, summative assessment is not always the most accurate reflection of learning.

Examples of Formative Assessment Observations during in-class activities of students non-verbal feedback

during lecture Homework exercises as review for exams and class discussions Reflections journals that are reviewed periodically during the semester. Question and answer sessions, both formal—planned and informal

spontaneous. Conferences between the instructor and student at various points in the

semester. In-class activities where students informally present their results. Student feedback collected by periodically answering specific question

about the instruction and their self-evaluation of performance and progress

EXAMPLES OF FORMATIVE ASSESSMENT

1) OBSERVATIONS OR SURVEYING

When implementing a new activity in class, you can, through observation or surveying the students, determine whether or not the activity should be used again (or modified).

A primary focus of formative assessment is to identify areas that may need improvement.

These assessments typically are not graded and act as a gauge to students’ learning progress and to determine teaching effectiveness (implementing appropriate methods and activities).

2) QUESTION AND ANSWER SESSIONS

At the end of the third week of the semester, you can informally ask students questions which might be on a future exam to see If they truly understand the material.

For example, after polling students you see that a large number of students did not correctly answer a question or seem confused about some particular content.

At this point in the course you may need to go back and review that material or present it in such a way to make it more understandable to the students.

This formative assessment has allowed you to “rethink” and then “re-deliver” that material to ensure students are on track.

It is good practice to incorporate this type of assessment to “test” students’ knowledge before expecting all of them to do well on an examination

EXAMPLES OF SUMMATIVE ASSESSMENT Examinations(major, high-stakes exams) Final examination (a truly summative assessment) Term papers(drafts submitted throughout the semester would be a

formative assessment) Projects (project phases submitted at various completion points

could be formatively assessed) Portfolios (could also be assessed during it’s development as a

formative assessment) Performances Student evaluation of the course (teaching effectiveness) Instructor self-evaluation

References Airasian, P.W.(1994).classroom assesment . New York:McGraw Hill,

Inc. Heritage, M.(2010).Formative Assesment.Making It Happen In The

Classroom.SAGE Company. Santrock, J. W. (2011). Educational Psychology. New York: McGraw-

Hill. https://vimeo.com/117486673 :Constructed responses: Definition and

preparation http://www.slideshare.net/shaziazamir3/essay-type-test :Essay Type

Test Albanese, M.(1993). Type K and other complex multiple-choice items:

An analysis of research and item properties. Educational Measurement: Issues and Practice, 12(1), 28-33.

 Downing, S.M. (2002a). Assessment of knowledge with written test forms. In Norman, G.R., Van der Vleuten, C.P.M., Newble, D.I. (Eds.). International Handbook for Research in Medical Education (pp. 647-672).

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