Page 336 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes • A variety of different types of objective test formats can be classified into two categories : a
selected response format, in which examinees select the response from a given number of
alternatives, including true/false, multiple choice.
• The true/false test is the simplest form of selected response formats. True/false tests are those
that ask examinee to select one of the two choices given as possible responses to a test question.
The choice is between true and false, yes and no, right and wrong, and so on. A major advantage
of the true/false test is its efficiency as it yields many independent responses per unit of
testing time.
• Another selected response format type is the multiple-choice test, which has long been the
most widely used among the objective test formats. Multiple-choice test items require the
examinee to select one or more responses from a set of options (in most cases, 3–7). The correct
alternative in each item is called the answer (or the key), and the remaining alternatives are
called distracters.
• Scoring objective test items is easy : It only requires one to follow the scoring rules. However,
constructing good objective test items requires much more skill and effort. The first step is to
develop a set of test specifications that can serve to guide the selection of test items. A table of
specifications (or test blueprint) is a useful tool for this purpose.
• The next step is to create specific test items. Typically, it is particularly important for objective
test items to be written in clear and unambiguous language to allow examinees to demonstrate
their attainment of the learning objectives.
• Many other specific rules exist for constructing objective test items. Jason Millman and his
colleagues called this skill of the examinees “test-wiseness.” For example, in multiple-choice
test items, all options should be grammatically correct with respect to the stem (questions or
incomplete statements preceding options), and key words from a stem, or their synonyms,
should not be repeated in the correct option.
• Matching-type items are prescribed as set of terms, events, phrases, definitions etc., called the
premises, which are written on the left-hand side, say column I. Another set of name pictures,
statements etc., called the responses, are placed on the right-hand side under column II. Students
are asked to match each item with the corresponding response, which is considered as one test
item.
• If the number of responses are more than the premises. it is called imperfect matching. If single
criterion for matching the items is used, it is called simple matching; but if more than one
criterion is used as the basis of matching, i.e. more than two lists are given, it is termed compound
matching.
• Steps in Construction
• Decide about the intended aspect of measurement.
• List the premises to be used.
• Identify responses including the distracters.
• Arrange items in some order.
• Write clear direction for students.
• Indicate space and mode of responding.
• Examinees are required to re-arrange the randomly presented material into some specified
order. Material may be presented in the form of a series of statements one after the other or
responses may be given of the multiple choice type.
• Principles of Construction
• Same introductory paragraph or material is to be used for each question.

330 LOVELY PROFESSIONAL UNIVERSITY