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7/30/2019 Item Writing and Selection Report-ross
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SPONTANEOUS EVALUATION Unplanned ,evaluation of
students without the
intrusion of test
SYSTEMATIC EVALUATION
Involves quantitative typesof evaluation-Placement,Formative,and Summative
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PRELIMINARY
CONSIDERATIONS INITEM WRITING
INSTRUCTIONALOBJECTIVES
TABLE OFSPECIFICATIONS
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A. TABLE OFSPECIFICATIONS
Blue print for test
Purpose Ensure proper emphasis given to allelements of a course of study
Content validity Guide for writing items
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START WITH INSTRUCTIONAL
OBJECTIVES Biology 30: Circulation Unit Test
Identifies parts of circulation system.
2. Explains function of parts in relation towhole system.
3. Distinguishes between circulation system andother bodily systems
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Biology 30: CirculationLevels Of UnderstandingContent Knowledge Comprehension Application
Parts
Function
Relationto othersystems
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Biology 30: CirculationLevels Of Understanding
Content Knowledge Comprehension Application
Parts 10 5 0 15Function
5 5 5 15
Relationto othersystems
0 5 10 15
15 15 15 45
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CHOICE OF TYPES OFITEMS
Pertains to the type ofitem to measure theobjective in question
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SUPPLY- Where the learners writes
an answer to a question or problem. SELECTION- Where learners
chooses the correct answer from
information supplied by the examiner.
BASIC TYPES OFITEMS
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TYPES OF ITEMS1. SUPPLY-TYPE
Require the pupil to
write an answer inresponse to the questionor problem set by theteacher
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A. ESSAY-TYPE
QUESTIONS
Requires response from thelearners usually in the formof one or more sentenceswhich can be judged
objectively only by one skilledor informed in the subject
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SPECIFIC RULES FOR WRITING
ESSAY QUESTIONS
Construct questions that test
HIGHER LEVEL PROCESSES SUCHAS
ANALYSIS
SYNTHESISEVALUATION
CREATIVITY
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SUGGESTIONS FORWRITING ESSAY
QUESTIONSBE SURE THAT THE QUESTION IS
FOCUSED.DO NOT PERMIT EXAMINEES TO
CHOOSE FROM SEVERAL ESSAYQUESTIONS
DECIDE IN ADVANCE HOW THEESSAY QUESTION WILL BE SCORED
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CONT... THE SUBJECT MATTER SHOULDBE SCORED SEPARATELY FROM
GOOD HANDWRITING, BETTERLANGUAGE.
IF THEY ARE TO BE GIVEN ANY
WEIGHT, IT SHOULD BECLEARLY INDICATED
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RATING SCALE FOR
ESSAYS QUALITY AND ACCURACY OF IDEAS LOGICAL DEVELOPMENT OF IDEAS ORGANIZATION OF IDEAS STYLE, INDIVIDUALITY WORDING AND PHRASING
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B. SHORT-
ANSWER ITEMS
Requires the students to
supply a word or phrase,number, one or two sentences.
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Best suited to knowledge levelobjectives
Presented in the form of a questionor an incomplete statement:
What is the name of the man whoinvented the steamboat?
The name of the man who inventedthe steamboat is __________
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SHORT
ANSWER/COMPLETIONAdvantages:
Easy to constructStudents must supply
the answer.
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SHORT
ANSWER/COMPLETION Disadvantages
Unsuitable for measuring
complex learningDifficulty in scoring:
Level of specificity
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Suggestion #1
MAKE SURE THAT THEQUESTIONS CAN BE ANSWEREDWITH A SIMPLE OR UNIQUEPHRASE OR WORD AND THAT
THERE IS ONLY ONE CORRECTANSWER An animal that eats the flesh of other animals
is _______
An animal that eats the flesh of other animalsis classified as _______
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Suggestion#2 .
USE AN APPROPRIATE FORMAT Do not take statements directly fromthe textbooks to use as a basis forshort-answer items.
Chlorine is a _________ Chlorine belongs to a group ofelements that combine with metals toform salts. It is therefore classified
as a _______
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Suggestion #3 AVOID GIVINGCLUES A direct question is generally more
desirable than an incomplete statement. John Glenn made his first orbital flight
around the earth in _______ When did John Glenn make his first
orbital flight around the earth?_______
In what year did John Glenn make hisfirst orbital flight around the earth?_______
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Suggestions # 4 INDICATE HOWPRECISE THE ANSWERS MAY BE If the answer is to be expressed in numerical
units, indicate the type of answer required.
If oranges weigh 5 2/3 oz. each, how muchwill a dozen oranges weigh? _______
If oranges weigh 5 2/3 oz. each, how muchwill a dozen oranges weigh? ____ lb. ____oz.
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Suggestion # 5
On completion items, do not use too manyblanks or let the blanks provide clues.
____ animals that are born ___ and ___
their young are called _______ Warm-blooded animals that are born alive
and suckle their young are called _______
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TYPES OF ITEMS2. SELECTION-TYPE ITEMS
Requires the students to
select the correct answerform information supplied bythe examiner
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A. TRUE- FALSE
ITEMSCan be written as:
Simple:Hogs are more profitable than cattle. TrueFalse
Complex:Hogs are more profitable than cattle. True FalseOpinion
Compound:Hogs are more profitable than cattle. True False
If this statement is false, what makes itfalse?All False:
Cattle are more profitable than hogs. Correct tomake this statement true.
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WRITING TRUE-FALSE ITEMS
Do not use qualifiers.
Express simply and clearly.
Give enough background to understandquestion.
Avoid allowing memory alone to permit acorrect answer.
Do not use negatively stated statements.
Use up to 15% more false items than trueitems.
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B. MULTIPLE
CHOICE ITEMSCHARACTERISTICS
Versatile--measures all levels ofcognition
Scoring efficiency and accuracy Objective measurement of achievement TIME CONSUMING TO CONSTRUCT Favors simple recall Dependent on students reading &
instructor writing ability
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1. The capital city of Canada isa. Vancouverb. Montrealc. Toronto
*d. Ottawa
Terminology: Multiple
Choice
1. Stem: presents the problem
2. Keyed Response: correct or best answer
3. Distracters: appear to be reasonable answers to the
examinee who does not know the content
4. Options: include the distracters and the keyed response.
4
1
2
3
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Writing Multiple Choice
Items Stem:
Use singular questions or problems.
Eliminate unnecessary information. Exclude words repeated in the
alternatives.
Avoid using negative statements. Ifused, underline or capitalize thenegative word.
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MULTIPLE CHOICE ITEMS
VARIETY 1. DIRECT QUESTION VARIETYThe stem consist of a direct questions
Followed by alternative answersEx.Which of the ff; asserted the most clear influence in the
writing of James Joyce
a. Charles Darwin
b. Karl Marxc. Sir James Jeans
d. Sigmund Freud
e. Benedetto Croce
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MULTIPLE CHOICE ITEMS
VARIETY 2. INCOMPLETE- STATEMENTVARIETY- The stem consist of a directquestions Followed by alternative answers
Ex.24+ 76= 76 +
a. 24
b. 34
c. 52
d. 100
e. None of these
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MULTIPLE CHOICE ITEMS
VARIETY 3. NEGATIVE VARIETYWhen certain questions have severalequally appropriate or correct answers.Ex.Which of the ff: CANNOT be a plane figure
a. Circle
b. Quadrilateral
c. Tetrahedron
d. Trapezoide. Pentagon
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MULTIPLE CHOICE ITEMS
VARIETY 4. ORDERING VARIETYThe stem presents a basis forarranging objects, numbers,events,stages in sequence order.Ex.
Which of the ff; list gives the stages in life of a housefly intheir correct.
a. pupa, larva, egg, adultb. egg, larva, pupa, adult
c. larva, egg, pupa, adult
d. egg,larva, adult , pupa
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I. GUIDELINES FOR WRITING:MULTIPLE CHOICE
MAKE SURE THAT THE STEMCLEARLY SETS THE PROBLEM
AVOID NEGATIVE LY STATED ITEMS
FOUR OR FIVE OPTION ITEMS AREMORE DESIRABLE THAN THOSEWITH FEWER OPTIONS
USE THE OPTION NONE OF THE
ABOVE OR NONE OF THESE DISTRACTORS SHOULD BE
INDEPENDENT ON ONE ANOTHER
AVOID GIVING CLUES TO CORRECT
RESPONSE
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MULTIPLE CHOICE ITEMS
VARIETY 5. MULTIPLE RESPONSEVARIETY-Students is required tomark all the correct alternatives.
Ex.Which of the ff; numbers expressed in base 7 numeration, are
both prime and odd?
a. 10
b. 11
c. 12d. 14
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Example: Length of
AlternativesNeurotics are more likely than psychotics to
a. be dangerous to society
b. have delusional symptomsc. be dangerous to themselves*d. have insight into their own inappropriate
behavior but nevertheless feel rather
helpless in terms of dealing with theirdifficulties
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C. MATCHING
ITEMSConsist of a list of premises
and corresponding list of
responses. The student isdirected to match one of theresponses to each premise
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MATCHING TYPE Characteristics:
Cover more content
objective measurement of achievement reliable
scoring efficiency and accuracy
difficult to construct
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GUIDELINES FOR WRITING
MATCHING-TYPE ITEMS Provide an unequal number of premises and
responses reduces guessing and elimination
increases measure of comprehension
Avoid designing questions which require studentsto draw lines between premise and response.
confusing for student and marker provide space for letter or number answers
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3. Guidelines for Writing
Matching-Type Items Make sure lists are homogeneous.
i.e., do not include items testing names, dates, andevents.
Make the wording of the premises longer than thewording of the responses.
Identify the items in one list with numbers andthose in the second list with letters.
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TYPES OF ITEMS SUPPLYa. ESSAY
b. SHORT ANSWER ITEMS SELECTION
a. TRUE-FALSE ITEMS
b. MULTIPLE CHOICEc. MATCHING ITEMS
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The Last Word:
If you want to beconsidered a
professionalteacher, you mustbe willing to planyour work as well.
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