SUGGESTION FOR WRITING SPECIFIC ITEM TYPES
Suggestion
for writing TRUE FALSE item
- Avoid broad general statement if they are to be judge true or false (be specific)
- Avoid trivial statements (unnecessary things)
- Avoid the use of negative statements, especially double negative
e.g:
None of the
students is uninterested in joining the class
-> Everybody interested in
joining the class
Double
negative can be given if your aim is to test your students comprehension
- Avoid long complex sentence
- Avoid including 2 ideas in one statement, unless cause effect relationship is being tested
- If opinion is used attribute it to some source
E.g.: Attribute to David P
Harris
- True false statement should be in equal length
- The number of true statement and false statement should be approximately equal
Suggestion
for writing matching items
- Use only homogeneous material in single test
- Include an equal number of responses and premises
- Keep the list of items to be matched in brief, and place the responses on the right
- Arranged the list of responses in logical order (alphabetical order)
- Indicate in the direction the basis for matching the responses and premises
e.g.: Match the word in column A
and the second column of verb in column B
6. Place all of the items for one matching task
on the same page
Suggestion
for writing short answer items
- Write the item so that the required answer is brief and specific
- Do not take statements directly from the textbook (add some modification)
- A direct question is generally more desirable than incomplete statement
- If the answer is to expressed in numerical units, indicate the answers wanted
- Blanks for answer should be equal in length
- When completion items are used, do not include too many blanks
Suggestion
for writing MC items
- The stem of the item should be meaningful and should present a definite problem
- The item stem should include as much of the item as possible and should be free from irrelevant material
e.g.: She….
A. Is interested
in reading
B. Is fond of
reading
C. Is accustomed
to reading
D. Is used to
reading
3. Use a
negatively item stem only when significant learning outcomes require it
POOR
Which of the following States is
not located in North the Mason
Dixon line?
a. Maine
b. New York
c. Pennsylvania
d. Virginia
BETTER
Which of the following states is
located in South the Mason Dixon line?
a. Maine
b. New York
c. Pennsylvania
d. Virginia
- All of the alternatives should be gramatically consistent with the stem of the item
POOR
An electric transformer can be
used
a. for storing up electricity
b. increase the voltage of
alternating current
c. it convert electrical energy
into mechanical energy
d. Alternating current is
changed to direct current
BETTER:
An electric transformer can be
used to…..
5. An
item should contain only one correct or clearly the best answer
6. Item
used to measure understanding should contain some novelty, be aware of too much
7. All
distracters should be plausible
8.
Verbal association between the stem and the correct answer should be avoided
When you are able to read, you
____ find info in printed material
a. will
b. may
c. can
d. must
- The relative length of the alternatives should not provide a clue to the answer
->
the relative length of the correct answer should vary from one item to another
in such a manner that no pattern is discernible to the answer. This means, of
course, that sometimes it will be the longest.
- the correct answer should appear in each alternative positions an approximately equal number of times, but in random order
- 11. Use sparingly special alternatives such as “ none of the above” or “all of the above”
- 12. Do not use MC items when other items are more appropriate
- 13. Break any of those rules when you have a good reason of doing so
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