Page 67 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 5 : Planning for Different Types of Test

(v) Write the test item so that irrelevant factors do not prevent an informed student from Notes
responding correctly.
(vi) Write the test item so that irrelevant clues do not enable the uninformed student to respond
correctly.
(vii) Write the test item so that the difficulty level matches the intent of the learning competence,
the age group to be tested, and the use to be made of the results.
(viii) Write the test item so that there is no disagreement concerning answer.
(ix) Write the test items for enough in advance that they can be later re viewed and modified as
needed.
(x) Write more test items than called for by the test plan.
• A content valid test measures what it is intended to measure — the content as represented by
the test blueprint.
• This form is most effectively used when it is important for students to recall than recognize the
correct answer, or as in the case of some mathematics problems, when the instructor wants the
student to calculate an answer without the assistance of possible correct answers. For example
:
• When the square root of 21 is computed, what number should appear in the second decimal
place ?
• These questions are written as completion items or direct questions or statements to which
students are directed to respond. Completion items (fill-in the blank) tend to be the most
difficult to write clerly. If they are used, the blanks should be near the end of the sentence and
the question needs to be precisely stated :
• Essay examinations are useful tools to evaluate students’ thought processes if they are
constructed to elicit more than a rehash of material presented in class. The following suggestions
help to improve essay examinations :
(i) Frame questions so that the task is clearly defined.
(ii) Specify the value and approximate time limit for each question.
(iii) Do not employ optional questions, but do use several essay question or a combination of
essay, short answer, and multiple choice questions.
(iv) Write a trial response to each essay question.
(v) Prepare a tentative scoring key in advance.
(vi) Alert students if penalties for spelling or grammar are given.
(vii) Evaluate essays anonymously by mixing papers and masking names.
• The essential steps in educational diagnosis are :
(i) Identifying the students who are having trouble or need help.

(ii) Locating the errors or learning difficulties.
(iii) Discovering the causal factors of slow learning.

5.9 Keywords
Plain : Something that somebody intend to do or achieve
Design : The general arrangement of the different parts of somethy that is made, like
a book, test etc.
Comprehension : A exercise that trains students to understand a language

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