Developing and Using Test Effectively

7/25/2019 Developing and Using Test Effectively

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Developing

and Using

Tests

Efectively


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Efectively Planning a Test

Two Vital Parts

The content, skills or processes

that will be covered on the test

The cognitive skills to be

measured-Blooms Taxonomy


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KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESISEVALUATION


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KNOWLEDGE

Emphasis is on

recall whether ofspecifics or

universals


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COMPREHENSIO

NEmphasis is on grasp of

meaning, intent orrelationship in oral,

written, graphic, or non-verbal communication


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APPLICATION

Emphasis is on

applying appropriateprinciples or

generalizations


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ANALYSISEmphasis is on breakdown into

constituent parts and detection

of relationships of the parts andof the way they are organized

!nalysis is often an aid to

comprehension or prelude to

evaluation


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SYNTHESISEmphasis is on putting

together elements or partsto form a whole not clearly

there before the student

performance


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EVALUATIONEmphasis is on values,

making "ualitative or

"uantitative #udgments with

criteria from internal or

external sources and withstandards


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Other a!t"rs that

In#$en!e %hat Kin& "'Test t" Gi(e $ize of your class Time availability

$coring or checking of the test

%hat has been taught&stressed

The cognitive level of responseexpected


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H"% L"ng Sh"$l& the Test)e*

Test length is mostly

influenced by the time

available


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R$le "' Th$+,

True and false ------- '( seconds each )ultiple choice ------ one minute each

*ompletion items ---- one minute each

$hort answer items ---- two minuteseach

)ultiple choice re"uiring higher level

thinking -- +( seconds


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)atching items -------------- '(

seconds each$hort essays ----------------- (-

minutes

Extended essay ------------- '(minutes ./-' pages0


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Other Ti+eC"nsi&erati"ns ! reasonable number of items for

a fifty-minute multiple choice test

is ( items, for a true or false testit would be 1(-+( items

The fastest student will typically

finish a test in about half the timeas the slowest student


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2eep in mind the greater the

number of items the better the

reliability of the test 3owever, the test should allow

almost every student to attemptevery "uestion


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What a,"$t $sing an

"-ti"nal ite+s "rst$&ent !h"i!e test* 4ermitting students to choose which of

several test "uestions to answer is not

considered sound measurement practice

The test actually becomes severaldifferent tests and therefore you are not

evaluating each student on the same

basis !lso, this type of test may causestudents to not study all of the material


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General G$i&elines '"r

Test Ite+ De(el"-+entTest for important ideas and

skills5not trivial details5continually ask the "uestion,

6%hat knowledge, ability or

skills are most worthwhile for

students to know76


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%rite items as simply as possible,

making certain that the studentsknow exactly what information is

being re"uested58t is easy to be

confusing because teacers!"ow te i"#or$atio" so well

that they often do not recognize

what they take for granted or

assume students know


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Ma!e ite$s a%%ro%riate #or

te a&e a"' a(ilit) le*els o#

te st+'e"ts The cognitive

developmental level of

students needs to be taken intoaccount as well as vocabulary,

cultural and other background

information


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$tudents that are dualistic

thinkers will have great

difficulty with "uestions that

re"uire them to deal withsituations which may have

many possible answers orsolutions


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)ake certain that ob#ective

"uestions have only one corrector one (est a"swer As!

st+'e"ts #or te (est a"swer

5as some very effective

distracters can have elements of

correctness to them


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!void irrelevant clues and

6give away6 items5sub#ectverb agreement, grammatical

clues, similar words in the

stem of the "uestion as in the

answers, etc


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3ave someone else review

the test before giving it tothe students5they can

often see the lack of clarity,or unintended clues


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De(el"-ing Test

Ite+s9ecommendation is

to use items that (-:(; of the students

can answer correctly


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The items should be

difficult enough thatstudents that did not

study will get it wrong

but students that didstudy will get it right


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A #ew ite$s $a) (e +se'

to calle"&e te +%%ere"' o# )o+r st+'e"ts,

(+t te &e"eral r+le istat te ite$s so+l' (e

o# a*era&e 'i##ic+lt)-


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What +a.es an ite+

&i/i!$lt*The content it asks aboutThe cognitive skill being

measured


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The studentslearning experience

The construction of

the item itself


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end

Developing and Using Test Effectively

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