Constructing Test Questions and the Table of Specifications (TOS)
•
437 likes•285,016 views
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (8)
Similar to Constructing Test Questions and the Table of Specifications (TOS)
Similar to Constructing Test Questions and the Table of Specifications (TOS) (20)
More from Mr. Ronald Quileste, PhD
More from Mr. Ronald Quileste, PhD (20)
Recently uploaded
Recently uploaded (20)
Constructing Test Questions and the Table of Specifications (TOS)
- 2. TABLE OF SPECIFICATIONS OBJECTIVE TYPE TESTS EVALUATION OF EXAMPLES WRITE-SHOP Q & A
- 3. TABLE OF SPECIFICATIONS OBJECTIVE TYPE TESTS EVALUATION OF EXAMPLES WRITE-SHOP Q & A
- 70. WRITE-SHOP
- 72. TABLE OF SPECIFICATIONS OBJECTIVE TYPE TESTS EVALUATION OF EXAMPLES WRITE-SHOP Q & A
- 73. TABLE OF SPECIFICATIONS OBJECTIVE TYPE TESTS EVALUATION OF EXAMPLES WRITE-SHOP Q & A
- 77. Multiple- choice
- 78. 1. ThepsychologistwhoformulatedthetheoryofClassical Conditioningis_______________. A. B.F.Skinner B. ErikErikson C. IvanPavlov D. JeanPiaget
- 79. 1. ThepsychologistwhoformulatedthetheoryofClassical Conditioningis_______________. A. B.F.Skinner B. ErikErikson C. IvanPavlov D. JeanPiaget
- 80. 1. ThepsychologistwhoformulatedthetheoryofClassical Conditioningis_______________. A. B.F.Skinner B. ErikErikson C. IvanPavlov D. JeanPiaget Stem
- 81. 1. ThepsychologistwhoformulatedthetheoryofClassical Conditioningis_______________. A. B.F.Skinner B. ErikErikson C. IvanPavlov D. JeanPiaget Stem key
- 82. 1. ThepsychologistwhoformulatedthetheoryofClassical Conditioningis_______________. A. B.F.Skinner B. ErikErikson C. IvanPavlov D. JeanPiaget Stem distracters key
- 91. The basic unit of mass is the A. gram B. litre C. meter D. cylinder
- 96. POOR That swimming pool which needs cleaning most often is that swimming pool A) which is filled with water from a stream B) which is filled with water from a well C) which is filled with water from the ocean D) which is filled with water collected from rainfall
- 97. BETTER The swimming pool that will need the most cleaning is one filled with water from a/an ___________. a) ocean b) rainfall c) stream d) well
- 98. How is the brain protected from injury? a. It is enclosed with water. c. It is enclosed with cartilage. b. It is enclosed with ribs. d. It is enclosed with a skull. Suggestion: How is the brain protected from injury? It is enclosed with _____ . a. water c. cartilage b. ribs d. skull
- 99. 8. The Philippines is called “Gateway to the East” because A. it is an archipelago B. it is located in Southeast Asia C. it has strategic location D. it is rich in resources
- 100. 8. The Philippines is called “Gateway to the East” because A. it is an archipelago B. it is located in Southeast Asia C. it has strategic location D. it is rich in resources 8. The Philippines is called “Gateway to the East” because it is ____________. A. an archipelago B. rich in resources C. in a strategic location D. located in Southeast Asia
- 102. When the number of bacteria and other decomposers in an aquatic environment increases, these microorganisms consume most of the oxygen available in that aquatic environment. On the other hand, oxygen-dependent organisms such as fish die because of suffocation due to the depletion of their oxygen supply. This water-relate problem is known as __________________. a. ocean pollution b. eutrophication c. sedimentation d. red-tide
- 106. Poor These four pictures show A. heat and light B. heating and sound C. light and sound D. sounds and colorful Better These four pictures show A. heat and light B. heat and sound C. light and sound D. sound and color
- 108. “all of the above” automatically produces over lapping alternatives
- 109. (1.) Who was dancing in the story? A. Jane was dancing. B. Mary was dancing. C. Jill was dancing. D. All the ladies were dancing.
- 110. The rock cycle begins with A. Igneous rock B. Sedimentary rock C. Metamorphic rock D. Any of the types of rock E. None of the above
- 113. numbers in order Two dice are tossed. How many possible outcomes are there? A) 12 B) 24 C) 36 D) 42
- 114. dates in chronological order In what year did the Japanese bomb the American base at Pearl Harbor? a) 1939 b) 1940 c) 1941 d) 1942
- 115. • Lines from a passage should be arranged in order they appear in the passage • if nothing else, others in length (pyramiding) --not vital, last choice
- 116. if nothing else, others in length (pyramiding) not vital, last choice
- 117. if nothing else, others in length (pyramiding) not vital, last choice
- 120. Which of the following statements is false in dividing polynomials? A. Arrange each polynomial in descending powers. B. It follows the cycle: divide, multiply, subtract and bring down the next term. C. The degree of the remainder is greater than the degree of the divisor. D. None of the above.
- 128. • • •
- 129. • • • • • •
- 130. • • • • •
- 131. •
- 132. WRITE-SHOP
- 133. WRITE-SHOP 1. Write a 5-item Multiple Choice. 2.Apply the principles in constructing such type of test. 3.Include the test directions, total number of points and the answer key. 4.Identify the level of thinking required in each item based on Bloom’s taxonomy.
- 134. Present your work
- 138. Problem-solvingitems This kind of test item is classified as a subjective type of item due to the procedures used to score item responses.
- 139. Problem-solvingitems Instructors can assign full or partial credit to either correct or incorrect solutions depending on the quality and kind of work procedures presented.
- 140. Problem-solvingitems Advantages: • minimize guessing by requiring the students to provide an original response rather than to select from several alternatives. • are easier to construct than are multiple-choice or matching items.
- 141. Problem-solvingitems Advantages: • can most appropriately measure learning objectives which focus on the ability to apply skills or knowledge in the solution of problems. • can measure an extensive amount of content or a large number of learning objectives.
- 142. Problem-solvingitems Limitations: • generally provide low test and low scorer reliability. • require an extensive amount of instructor time to read and grade. • generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the grader when partial credit is given).
- 144. 1 Clearly identify and explain the problem
- 145. 1 Clearly identify and explain the problem Undesirable: During a car crash, the car slows down at the rate of 490 m/sec2. What is the magnitude and direction of the force acting on a 100-kg driver? Desirable: During a car crash, the car slows down at the rate of 490 m/sec2. Using the car as a frame of reference, what is the magnitude and direction of the gram force acting on a 100-kg driver?
- 146. 2 Provide directions which clearly inform the student of the type of response called for
- 147. 2 Provide directions which clearly inform the student of the type of response called for Undesirable: An American tourist in Paris finds that he weighs 70 kilograms. When he left the United States he weighed 144 pounds. What was his net change in weight? Desirable: An American tourist in Paris finds that he weighs 70 kilograms. When he left the United States he weighed 144 pounds. What was his net weight change in pounds?
- 148. 3 State in the directions whether or not the student must show his/her work procedures for full or partial credit
- 149. 3 State in the directions whether or not the student must show his/her work procedures for full or partial credit Undesirable: A double concave lens is made of glass with n = 1.50. If the radii of curvature of the two lens surfaces are both 30.0 cm, what is the focal length of the lens? Desirable: A double concave lens is made of glass with n = 1.50. If the radii of curvature of the two lens surfaces are both 30.0 cm, what is the focal length of the lens? Show your work to receive full or partial credit.
- 150. 4 Clearly separate item parts and indicate their point values. Decide in advance how incorrect answers in earlier steps of a problem will affect the score on later steps
- 151. 4 Clearly separate item parts and indicate their point values. Decide in advance how incorrect answers in earlier steps of a problem will affect the score on later steps A man leaves his home and drives to a convention at an average rate of 50 miles per hour. Upon arrival, he finds a telegram advising him to return at once. He catches a plane that takes him back at an average rate of 300 miles per hour.
- 152. 4 Clearly separate item parts and indicate their point values. Decide in advance how incorrect answers in earlier steps of a problem will affect the score on later steps A man leaves his home and drives to a convention at an average rate of 50 miles per hour. Upon arrival, he finds a telegram advising him to return at once. He catches a plane that takes him back at an average rate of 300 miles per hour. Undesirable: If the total traveling time was 1 3/4 hours, how long did it take him to fly back? How far from his home was the convention?
- 153. 4 Clearly separate item parts and indicate their point values. Decide in advance how incorrect answers in earlier steps of a problem will affect the score on later steps A man leaves his home and drives to a convention at an average rate of 50 miles per hour. Upon arrival, he finds a telegram advising him to return at once. He catches a plane that takes him back at an average rate of 300 miles per hour. Desirable: If the total traveling time was 1 3/4 hours: • How long did it take him to fly back? (1 pt.) • How far from his home was the convention? (1 pt.) • Show your work for full or partial credit.
- 154. 5 Use figures, conditions and situations which create a realistic problem
- 155. 5 Use figures, conditions and situations which create a realistic problem Undesirable: An automobile weighing 2,840 N (about 640 pounds) is traveling at a speed of 300 miles per hour. What is the car's kinetic energy? Show your work. (2 pts.) Desirable: An automobile weighing 14,200 N (about 3200 pounds) is traveling at a speed of 12m/sec. What is the car's kinetic energy? Show your work. (2 pts.)
- 156. 6 Ask questions that elicit responses on which experts could agree that one solution and one or more work procedures are better than others
- 157. 7 Work through each problem before classroom administration to double-check accuracy
- 158. Increase objectivity IN PROBLEM – SOLVING SCORING 5 Ways to
- 159. Score blind
- 160. Read one question at a time
- 161. Avoid Halo effects
- 163. Have a policy on irrelevant answers, errors
- 164. WRITE-SHOP
- 165. Write a 2-item Problem-Solving Test 1. Construct a sample/model answer. 2. Specify the attributes to be scored and the number of points for each attribute. 3. Identify the level of thinking required in each item based on Bloom’s taxonomy. WRITE-SHOP
- 166. Present your work
- 168. Namaste!
- 169. references Raagas, Ester L . (2010). Assessment and Evaluation of Student Learning: Concepts and Applications (3rd edition) by Ester L. Raagas, ELR DATStat Analysis Center, Cagayan de Oro City. http://www.utexas.edu/academic/mec/research/pdf/oldhtmlfiles/m ultichoiceexamhandout.html http://web.utk.edu/~mccay/apdm/plan/plan_b.htm