TEST Presented To: Dr.Shazia Zamir Presented By: Nadia Nazir Mphil 2 nd Semester NUML 1
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TEST
Presented To: Dr.Shazia Zamir Presented By: Nadia Nazir
Mphil 2nd SemesterNUML
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A test is a mean of measuring the knowledge, skills, feelings, intelligence or aptitude of an individual or group.
TEST
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Test is 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 require the pupil to supply the answer.
Selection types require the pupil to select the answer from the
number 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 Difficulty
Item 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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