Page 65 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 5 : Planning for Different Types of Test

• The design of a question paper may also indicate the scheme of sections for the paper. For Notes
example, a question paper may consist of both multiple choice questions and supply type
questions.
• Scheme of Options
• The design may indicate the pattern of options i.e. the complete elimination of overall options
or retention of internal options within limits. No options are to be provided in case of multiple
choice, short answer and very short answer questions.
• After deciding on the design of the test, the blue print is prepared. The blueprint is a three
dimensional chart which shows the placement of each question in respect of the objective and
the content area that it tests. It also indicates the marks carried by each question. It is useful to
prepare a blue print so that the test maker knows which question will test which objective and
which content unit and how many marks it would carry.
• After the blue print is ready, questions are to be prepared according to the dimensions defined
in the blueprint.
• After the questions are prepared, they are to be assembled in a question paper form. For this,
instructions are to be written. General instructions for the paper may be given on top whereas
instructions for specific questions may be given just before the questions.
• Scoring key is to be prepared for objective type questions and the marking scheme for other
questions.
• The scoring key gives the alphabet of the correct answer and the marks carried by each question.
The marking scheme gives the expected outline answer and the value points for each aspect of
the answer.
• After the question paper and marking scheme are finished, it is desirable to prepare a question-
wise analysis. This analysis helps in tallying the questions in the test with the blue print, It also
enables us to know know the strengths and weaknesses of the test better, eg.
• One useful guide is the cognitive domain of the Taxonomy of Educational Objectives, also known
as Bloom Taxonomy. This is an older guide one. It contains range types of learning competencies
to consider when planning a test. The cognitive domain involves knowledge and the
development of intellectual skills. This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual abilities and
skills. There are six major categories as follows :
• Knowledge
• Comprehension
• Application
• Analysis

• Synthesis
• Evaluation
• Another guide one is Quellmalz Framework which is similar to the Bloom Taxonomy. The
descriptions within each category are followed by an indications how the categories ralate to
the Bloom Taxonomy.

• Recall
• Analysis
• Comparison
• Inference
• Evaluation

LOVELY PROFESSIONAL UNIVERSITY 59