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Type

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GROUP 2

02According to Kidedotals.com

Matching type of test

-measures the ability to identify the relationship between a set of similar items, each of which has two components, such as words and their definitions, symbols and their meanings, dates and events, causes and effects, people and their accomplishments, problems and solutions,etc.

03Merriam Webster.com

An objective test consisting of two sets of items to be matched with each other for a specified attribute

04thelearningcoach.comThe items in the first column are

called premises and the answers in the second column are the responses.

By convention, the items in Column A are numbered and the items in Column B are labeled with capital letters.

05When to use matching type

They are effective when you need to measure the learner’s ability to identify the relationship or association between similar items. They work best when the course content has many parallel concepts.

• Terms and Definitions• Objects or Pictures and Labels• Symbols and Proper Names• Causes and Effects• Scenarios and Responses• Principles and Scenarios to which they apply

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Advantages:Provide objective measurement of student knowledge.Allow the comparison of related ideas, concepts or theories.

Disadvantages:May overestimate learning due to the influence of guessing.May limit assessment to lower levels of understanding.

07Kidedotals.com

Rules for Constructing Matching TypeRule 1: Check your objectives to make sure this type of question is appropriate.Rule 2: Give clear directions or instructions.Rule 3: Use numbers to identify items in column A, capital letters to identify response in column B or vice versa.Rule4: Include more responses than premises or allow responses to be used more than once or vice versa.Rule 5: Arrange items in column B in logical order or vice versa.Rule 6: Put the items with more words in column A.Rule 7: Keep the two sets of items homogeneous.Rule 8: Avoid using pattern in the correct answers.

08Alabamapepe.com

• Put the items with more words in column A.

• Arrange items in column B in either logical or natural order alphabetically if there is no apparent organizational basis.

• Use numbers to identify items in Column A, capital letters to identify responses in Column B.

• Correct answers should not be obvious to those who don’t know the content being taught.

09Do not list premises in the same order as responses, and there should be NO pattern in the correct answers.

There should be NO keywords appearing in both a premise and response providing a clue to the correct answer.

All of the responses and premises for a matching item should appear on the same page.

Directions to the students should explain how many times a responses can be used.

10Things you should remember

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