Online Preparation for Lecturer in Education& HM

Types of Test
Resource Person:
Ikram Ul Haq Bha i
Lecturer in Education
Govt.Associate College Depalpur
03002792864
Types of Test
 • Achievement Tests
Standardized test
Teacher Made Test
A standardized test is a measurement device that is commercially
prepared by educational specialist for widespread use in a large
number of schools.
The test is administered under uniform conditions using the
same set of directions for timing constraints and scoring.
This permits educators to give the identical test to students in
different locations and at different times.
 Teacher Made Test
Test developed by the class teacher in order
to assess the achievement of the students in
a pa icular subject is called teacher made
test.
For example :Achievement in the subject of
English, Urdu ,Math etc.
Test by Method
 Objective Type Tests
This is a test consisting of factual questions requiring extremely
sho answers that can be quickly and unambiguously scored
by anyone with an answer key.
They are tests that call for sho answer which may consist of
one word, a phrase or a sentence.
It refers to any wri en test that requires the examinee to select
the correct answer from among one or more of several
alternatives or supply a word or two and that demand an
objective judgment when it is scored.
 MULTIPLE-CHOICE TESTS
It is one of the most common forms of tests that are taken in
any classroom. These tests are taken in order to assess the
complex concepts as well as the simple understandings of
the student.
Multiple-choice tests are specially designed to determine the
readiness of a student in answering a specific question. Since
all the possible answers are given, it does not take much time
calculating and devising a new answer.
Multiple-choice items can be used to measure knowledge
outcomes and various types of learning outcomes. They are
most widely used for measuring knowledge, comprehension,
and application outcomes
 Strengths/Advantages
1. Learning outcomes from simple to complex can be measured.
2. Highly structured and clear tasks are provided.
3. A broad sample of achievement can be measured.
4. Incorrect alternatives provide diagnostic information.
5. Scores are less influenced by guessing than true-false items.
6. Scores are more reliable than subjectively scored items (e.g., essays).
7. Scoring is easy, objective, and reliable.
8. Item analysis can reveal how difficult each item was and how well it discriminated between the
strong and weaker students in the class
9. Pe ormance can be compared from class to class and year to year
10. Can cover a lot of material very efficiently (about one item per minute of testing time).
11. Items can be wri en so that students must discriminate among options that vary in degree of
correctness.
12. Avoids the absolute judgments found in True-False tests.
 Limitations/Disadvantages
1.Constructing good items is time consuming.
2. It is frequently difficult to find plausible distractors.
3. This item is ineffective for measuring some types of problem solving and the ability
to organize and express ideas.
4. Real-world problem solving differs – a different process is involved in proposing a
solution versus selecting a solution from a set of alternatives.
5. Scores can be influenced by reading ability.
6. There is a lack of feedback on individual thought processes – it is difficult to
determine why individual students selected incorrect responses.
7. Students can sometimes read more into the question than was intended.
8. O en focus on testing factual information and fails to test higher levels of cognitive
thinking.
9. Sometimes there is more than one defensible “correct” answer
10. They place a high degree of dependence on the student’s reading ability and the
instructor’s writing ability.
Multiple-Choice Item Writing Guidelines
Multiple-choice questions typically have 3 pa s: a stem, the correct answer –
called the key, and several wrong answers, called distractors
Procedural Rules:
I. Use either the best answer or the correct answer format.
ii. Best answer format refers to a list of options that can all be correct in the sense
that each has an advantage, but one of them is the best.
iii. Correct answer format refers to one and only one right answer.
iv. Format the items ve ically, not horizontally (i.e., list the choices ve ically)
v. Allow time for editing and other types of item revisions.
vi. Use good grammar, punctuation, and spelling consistently.
vii. Minimize the time required to read each item.
viii. Use the active voice.
ix. The ideal question will be answered by 60-65% of the tested population. x. Have
your questions peer-reviewed. xi. Avoid giving unintended cues – such as making
the correct answer longer in length than the distractors.
 Content-related Rules
I. Base each item on an educational or instructional objective of the course, not
trivial information.
ii. Test for impo ant or significant information.
iii. Focus on a single problem or idea for each test item.
iv. Keep the vocabulary consistent with the examinees’ level of understanding.
v. Avoid cueing one item with another; keep items independent of one another.
vi. Avoid overly specific knowledge when developing items.
vii. Avoid textbook exact phrasing when developing the items.
viii. Use multiple-choice to measure higher level thinking.
ix. Be sensitive to cultural and gender issues.
 Stem Construction Rules
i. State the stem in either question form or completion form.
ii. When using a completion form, don’t leave a blank for completion in the
beginning or middle of the stem.
iii. Ensure that the directions in the stem are clear, and that wording lets the
examinee know exactly what is being asked.
iv. Avoid window dressing (excessive verbiage) in the stem.
v. Word the stem positively; avoid negative phrasing such as “not” or “except.”
If this cannot be avoided, the negative words should always be highlighted
by underlining or capitalization: Which of the following is NOT an/ example
……
vi. Include the central idea and most of the phrasing in the stem. vii. Avoid
giving clues such as linking the stem to the answer (…. Is an example of an:
test-wise students will know the correct answer should sta with a vowel
General Option/Alternative Development Rules
i. Place options in logical or numerical order.
ii. Use le ers in front of options rather than numbers; numerical answers in
numbered items may be confusing to students.
iii. Keep options independent; options should not be overlapping.
iv. Keep all options homogeneous in content.
vi. Avoid, or use sparingly, the phrase all of the above.
vii. Avoid, or use sparingly, the phrase none of the above.
viii. Avoid the use of the phrase I don’t know.
ix. Phrase options positively, not negatively.
xi. Avoid giving clues through the use of faulty grammatical construction.
xii. Avoid specific determinates, such as never and always. xiii.
. Make sure that there is one and only one correct option.
 Distractor (incorrect options) Development Rules
i. Use plausible distractors.
ii. ii. Incorporate common errors of students in distractors.
iii. iii. Avoid technically phrased distractors.
iv. iv. Use familiar yet incorrect phrases as distractors.
v. v. Use true statements that do not correctly answer the item.
vi. vi. Avoid the use of humor when developing options.
vii. vii. Distractors that are not chosen by any examinees should be
replaced.
 True-False Items
A student is given only two choices for an answer in this kind of question: True or
False.
True False test items, also referred to as alternative-response questions, are used to
assess a student's ability to determine whether a statement is correct.
For example, Liaqat Ali Kahan was the first President of Pakistan.' Students would
answer 'False' because this is a factual statement.
True False questions are popular because of their versatility.
These types of questions can be used in any content area
A true or false question is a simple type of question that can help you to judge
your students’ basic knowledge.
But exactly because it is so simple, it’s quite tricky. The challenge is to make a
question precise but not obvious to your test-takers.
True-False questions are easy to write and easy to grade in an objective way.
However, for any given question, students have a 50-50 chance of guessing the
correct answer.
 Matching Questions
Matching test items consist of two lists of items. For each item in List A, there is an
item in List B that is related. Students are responsible for finding the related pairs.
Another type of matching test item is constructed similarly to a multiple choice
question, except that there may be more than one answer selected. The matching
test item format provides a way for learners to connect a word, sentence or phrase
in one column to a corresponding word, sentence or phrase in a second column.
The items in the first column are called premises and the answers in the second
column are the responses. The convention is for learners to match the premise on
the le with a given response on the right.
By convention, the items in Column A are numbered and the items in Column B
are labeled with capital le ers. It is an objective test consisting of two sets of items
to be matched with each other for a specified a ribute
 When to Use Matching
The matching test item format provides a change of pace, pa icularly for self-check
and review activities. Many instructional designers employ them in quizzes and
tests too. 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, for example:
Terms and Definitions
Objects or Pictures and Labels
Symbols and Proper Names
Causes and Effects
 Subjective Type Test
Extended Response Question
Restricted Response Questions
 Students 'Comparison Test
Norm Referenced Test
Criterion Referenced Test
Thank You