Page 46 - DEDU403_EDUCATIONAL_TECHNOLOGY_ENGLISH

Educational Technology

Notes development of logically sequenced list of contents. The logical sequence of content should be viable in
psychological terms.

What advices are given by Peter Pipe in order to develop list of contents?

5.3 Step (3): Construction of Criterion Test

Criterion test is constructed to measure the terminal behaviour of objective analysis and content
analysis. Achievements of objectives are decided with the help of this test. In Criterion test, question are
constructed to measure all the objectives while in Achievement test, questions are constructed on the
basis of all the contents.
Objective question are included in Criterion test. Each question measure a specific objective. In this way

objective-centred test is termed as Criterion test. Questions related to identification and remembrance,

are constructed. Mostly multiple choice questions are included. After construction of questions, they are

checked and their item-analysis is done. Depending on the difficulty level and the differentiation level,
positions are selected. In Terminal Criterion test, questions are organized depending on diffi culty level

– easy questions are in front side while the difficult are at back end.
Evaluation is done in terms of Terminal Criterion test. By selecting successful ones from the population,
reliability and validity multiplier factor is determined. Criterion test norms need not to be developed
because criterion test is used to make decision in terms of achievements of objectives. Norms are used
to describe the marks secured by the student.

Self-Assessment

2. Multiple Choice Questions:
(i) Whose permission must be achieved in respect of developing sequence of contents?
(a) Experts (b) Mathematicians
(c) Scientists (d) All the above
(ii) Who should get the facility to learn from the developing sequence of contents?
(a) Teachers (b) Students
(c) Psychologists (d) All the above
(iii) What kinds of question are included in the criterion test?
(a) Very Short Answer Type (b) Short Answer Type
(c) Objective Type (d) Long Answer Type

5.4 Summary

• The second step of the construction of programmed instruction is to analyse of content and to write
in behavioural terms. Bloom’s Taxonomy of Education Objectives is used in the determination of
objectives.
• Such student qualities are included in entering behaviour which pre-requisites in programmed
instruction.

40 LOVELY PROFESSIONAL UNIVERSITY

29/07/13 10:22 PM
Educational Technology 40 29/07/13 10:22 PM
Educational Technology 40