2009 professional development day october 2009 mastering the art of test writing

2009 Professional Development Day

October 2009

Mastering the Art of Test Writing

http://www.spcollege.edu/

Mastering the Art of Test Writing October 2009


Presenter Jesse Coraggio, Director, Academic

Effectiveness

Former Life… Director of Test Development , SMT Director of Measurement and Test

Development, Pearson Taught EDF 4430 Measurement for Teachers,

USFOctober 23, 2009 Academic Effectivness 2


Purpose

This presentation will explain how to create effective multiple choice test questions.

The presentation will provide item-writing guidelines as well as best practices to prevent students from just guessing the correct answers.

October 23, 2009 Academic Effectivness 3



Objectives

Propose of a Test Advantages of Objective Tests Types of Objective tests Writing Multiple Choice Items The Test-wise Student Test Instructions Test Validity


Purpose of a Test

“Clearly delineate between those that know the content and those that do not.”

The purpose of an assessment is to determine whether the student knows the content, not whether the student is a good test-taker.

Likewise, confusing and tricky questions should be avoided to prevent incorrect responses from students who know the material.

October 23, 2009 Academic Effectiveness 5



Objective Tests

Measure several types of learning (also levels) Wide content, short period of time Variations for flexibility Easy to administer, score, and analyze Scored more reliability and quickly

What type of learning cannot be measured?



Types of Objective Tests

Written-response Completion (fill-in-the-blank) Short answer

Selected-response Alternative response (two options) Matching Keyed (like matching) Multiple choice



Written-response

Single questions/statements or clusters (stimuli) Advantages

Measure several types of learning Minimizes guessing Points out student misconceptions

Disadvantages Time to score Objectivity Misspelling and writing clarity Incomplete answers More than one possible correct response (novel

answers) Subjectivity in grading



Completion

A word that that describes a person, place or thing is a ________.

1. Remove only key words2. Blanks at end of statement3. Avoid multiple correct answers4. Eliminate clues5. Paraphrase statements6. Use answer sheets to simplify scoring



Short Answer

Briefly describe the term proper noun. ____________________________

Terminology – Stimulus and Response1. Provide an appropriate blank (word (s) or

sentence).2. Specify the units (inches, dollars)3. Ensure directions for clusters of items and

appropriate for all items



Selected-response

Select from provided responses Advantages

Measure several types of learning Measures ability to make fine distinctions Administered quickly Cover wide range of material Reliably scored Multiple scoring options (hand, computer, scanner)

Disadvantages Allows guessing Distractors can be difficult to create Student misconceptions not revealed


Tuesday, February 8, 2005

EDF Measurement for Teachers 12

Alternative Response

T F 1. A noun is a person place or thing.T F 2. An adverb describes a noun.

1. Explain judgments to be made2. Ensure answers choices match3. Explain how to answer4. Only one idea to be judged5. Positive wording6. Avoid trickiness, clues, qualifiers




Matching Item

Column A Column B __Person, place, or thing. a. Adjective __Describes a person, place, or thing. b. Noun

Terminology – premises and responses1. Clear instructions2. Homogenous premises3. Homogenous responses (brief and ordered)4. Avoid one-to-one




Keyed Response

Responsesa. A nounb. A pronounc. An adjectived. An adverb

___Person, place, or thing.___Describes a person, place, or thing.

Like matching items, more response options



MC Item Format

What is the part of speech that is used to name a person, place, or thing?

A) A noun* B) A pronoun C) An adjective D) An adverb


MC Item Terminology

Stem: Sets the stage for the item; question or incomplete thought; should contain all the needed information to select the correct response.

Options: Possible responses consisting of one and only one correct answer.

Key: correct response Distractor: wrong response, plausible, but

not correct, attractive to an under-prepared student



Competency

Items should test for the appropriate or adequate level of knowledge, skill, or ability (KSA) for the students.

Assessing lower division students on graduate level material is an ‘unfair’ expectation.

The competent student should do well on an assessment, items should not be written for only the top students in the class.



Clarity

Clear, precise item and instruction Correct grammar, punctuation,

spelling Address one single issue Avoid extraneous material (teaching) One correct or clearly best answer Legible copies of exam



Bias

Tests should be free from bias…No stereotypingNo gender biasNo racial biasNo cultural biasNo religious biasNo political bias



Level of Difficulty

Ideally, test difficulty should be aimed a middle level of difficulty. This can not always be achieved when the subject matter is based on specific expectations (i.e, workforce area).



Level of Difficulty

To make a M/C item more difficult, make the stem more specific or narrow and the options more similar.

To make a M/C item less difficult, make the stem more general and the options more varied.



Trivial and Trick Questions

Avoid trivia and tricks Avoid humorous or ludicrous responses Items should be straight forward, they

should cleanly delineate those that know the material from those that do not

Make sure every item has value and that it is contributing to the final score



Test Taking Guidelines

When you don’t know the answer As with all exams, attempt the questions that are easiest

for you first. Come back and do the hard ones later. Unless you will lose marks for an incorrect response, never leave a question blank. Make a calculated guess if you are sure you don’t know the answer. Here are some tips to help you guess ‘intelligently’.

Use a process of elimination Try to narrow your choice as much as possible: which of

the options is most likely to be incorrect? Ask: are options in the right range? Is the measurement unit correct? Does it sound reasonable?


http://www.services.unimelb.edu.au/asu/download/Study-Multiple-ChoiceExams-Flyer.pdf



Look for grammatical inconsistencies In extension-type questions a choice is nearly always wrong if the

question and the answer do not combine to make a grammatically correct sentence. Also look for repetition of key words from the question in the responses. If words are repeated, the option is worth considering. e.g.:

The apparent distance hypothesis explains… b) The distance between the two parallel lines appears…

Be wary of options containing definitive words and generalizations

Because they can’t tolerate exceptions, options containing words like ‘always’, ‘only’, ‘never’, ‘must’ tend to be incorrect more often. Similarly, options containing strong generalizations tend to be incorrect more often.





Be wary of options containing definitive words and generalizations

Because they can’t tolerate exceptions, options containing words like ‘always’, ‘only’, ‘never’, ‘must’ tend to be incorrect more often. Similarly, options containing strong generalizations tend to be incorrect more often.

Favor look-alike options If two of the alternatives are similar, give them your

consideration. e.g.:A. tourism consultantsB. touristsC. tourism promotersD. fairy penguins





Favor numbers in the mid-range If you have no idea what the real answer is, avoid extremes.

Favor more inclusive options If in doubt, select the option that encompasses others. e.g.:

A. an adaptive systemB. a closed systemC. an open systemD. a controlled and responsive systemE. an open and adaptive system.

Please note: None of these strategies is foolproof and they do not apply equally to the different types of multiple choice questions, but they are worth considering when you would otherwise leave a blank.




Test-wise Students

Are familiar with item formats Use informed and educated guessing Avoid common mistakes Have testing experience Use time effectively Apply various strategies to solve

different problem types



Test-wise Students

Vary your keys: “Always pick option ‘C’” Avoid ‘all of the above’ and ‘none of the

above’ Avoid extraneous information: It may

assist in answering another item Avoid item ‘bad pairs’ or ‘enemies’ Avoid clueing with the same word in the

stem and the key



Test-wise Students

Make options similar in terms of length, grammar, and sentence structure. Different options stand out. Avoid ‘clues’.



Item Format Considerations

Information in the stem Avoid negatively stated stem, qualifiers Highlight qualifiers if used Avoid irrelevant symbols (“&”) and jargon Standard Set number of options (Prefer

only four) Ideally, you should tie an item to

reference




Test Directions

Highlight Directions

1. State the skill measured.2. Describe any resource materials required.3. Describe how students are to respond.4. Describe any special conditions.



Ensure Test Validity

Congruence between items and course objectives

Congruence between item and student characteristics

Clarity of items Accuracy of the measures Item formatting criteria Feasibility-time, resources



Questions

2009 Professional Development Day

October 2009


http://www.spcollege.edu/

2009 professional development day october 2009 mastering the art of test writing

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