Some of the problems which keep classroom tests from being accurate measures of students achievement are:
1. Tests include too many questions measuring only knowledge of facts. 2. Too little feedback is provided.
The Science and Art of Question Paper and Class Tests Development
1. What is to be measured? 2. What is the Size of the Class? 3. What is time Available to Prepare and Score Test?
Summative
assess overall achievement of course goals
Item Selection
Types of Items
Objectively Scored (Selection)
true/false completion matching multiple choice
True / False
Word statements clearly. Vague or ambiguous wording will confuse students. Avoid over generalizing. Avoid Trick questions. Statements should be entirely true, or entirely false : Avoid using universal descriptors such as never, none, always, and all. Avoid negative words, as they are often overlooked by students.
True / False
Do not include two ideas in one statement unless you are evaluating students understanding of cause and effect relationships. Provide a T and F beside each statement and ask students to circle correct answer.
Include more false than true statements in any given test and vary the number of false statements from test to test.
Avoid using negative statements
Matching Items
Consist of
a column of premises a column of responses directions for matching the two.
Indicate whether the same response can be used more than once.
Maintain grammatical consistency within and between columns. Ensure that any matching question appears entirely on one page. Provide an unequal number of premises and responses Avoid designing questions which require students to draw lines between premise and response.
Make the wording of the premises longer than the wording of the responses.
Identify the items in one list with numbers and those in the second list with letters.
1. Stem: presents the problem 2. Keyed Response: correct or best answer 3. Distracters: appear to be reasonable answers to the examinee who does not know the content 4. Options: include the distracters and the keyed response.
ESSAY ITEMS
Writing Good Essay Items 1. Formulate the question so that the task is clearly defined for the student. Clearly stated questions not only make essay tests easier for students to answer, but Also make them easier for instructors to score. 2. In order to obtain a broader sampling of course content, use a relatively large number of questions requiring shorter answers rather than just a few questions involving long answers . 3. Avoid the use of optional questions on an essay test. 4. Indicate for each question the number of points to be earned for a correct response 5.Avoid writing essay items that only require students to demonstrate certain factual Knowledge
Wrap-Up