TEST

Presented By

Nadia Nazir

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A test is a means of measuring the knowledge, skills, feelings, intelligence or aptitude of an individual or group.

TEST

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Test are divided into two categories:

Objective items It is highly structured and requires the pupils to supply a word or two or to select the

correct answer from a number of alternatives.

Essay questions It permits the pupils to select, organize and present the answer in essay form.

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The objective test items classified into:

Supply types that require the pupil to supply the answer.

Selection types that require the pupil to select the answer from the nunmber of

alternatives.

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Essay questions classified into:

Extended response type In which people are given complete freedom in making their

responses.

Restricted response type In which the nature, length or organization of the response is

limited.

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Objective test Essay Test

Learning outcomes measured

Efficient for measuring knowledge of facts

Inefficient for measuring knowledge of facts

Preparation of questions

Large number of questions is needed

A few questions are needed

Sampling of course content

Provides an extensive sampling of course content

Sampling of course content is usually limited

Control of pupil’s response

Complete structuring of task limits pupil to type of response called for.

Freedom to respond

Comparative advantages of objectives and essay tests:

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Objective Test Eassy Test

Scoring Objective scoring is quick, easy and consistent

Subjective scoring is slow, difficult and inconsistent

Influence on learning Encourages pupil to develop a comprehensive knowledge of specific facts

Encourages pupils to concentrate on larger units of subject matter with special emphasis

Reliability High reliability is possible

Reliability is typically low

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Supply the answer

Selection type

• Multiple-choice item

• True-false item

• Matching items

Selecting the most appropriate item types

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Consideration in preparing relevant test itemsSTEP 1:The purpose of the step should be determined.STEP 2:A set of specifications should be developed.STEP 3:The most appropriate item types should be selected.STEP 4:The test item should be constructed in accordance with the specification developed during the preceding steps.

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Selecting Proper Item Difficulty

Item DifficultyItem difficulty is expressed as the percentage of pupils answering the item correctly.

Criterion-Referenced:The difficulty of the items to be included in a classroom test depends largely on whether the test is being designed to describe the specific learning tasks pupils can perform.

Norm-Referenced:To rank the pupils in order of their achievements.

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Some Possible Barriers in Test Items:>Ambiguous statements

>Excessive wordiness

>Difficult vocabulary

>Complex sentence structure

>Unclear instructions

>Unclear illustrative material

>Race, ethnic and sex bias

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Some Common Clues in Test Item:

Grammatical inconsistencies

Verbal associations

Specific determiners

Length of correct responses

Location of correct responses

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1.Use your test specifications as aguide to item writing.

2. Write more test items than needed.

3. Write the test items well in advance of the testing date.

4. Write each test item so that it calls forth the performance described in the intended learning outcome.

General Suggestions for Writing Test Items:

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5. Write each test item so that the task to be performed is clearly defined.

6. Write each test item at an appropriate reading level.

7. Write each item so that it does not provode help in answering other items in the test.

8. Write each test item so that the answer is one that would be agreed upon by experts

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9. Write each item so that it is at the proper level of difficulty

10. Whenever a test item is revised, recheck its relevance

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1. Tests can have a desirable influence on pupil learning if attention is paid to the breadth of content and learning outcomes measured by the tests.

1. Constructing tests that measure a variety of learning outcomes should also lead to improved teaching procedures and thus indirectly to improved pupil learning.

1. Finally a test will contribute to improved teacher-pupil relations if pupils view the test as a fair and useful measure of their achievement.

Focusing on improving learning and instruction:

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