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PGT202E - BASIC EDUCATIONAL MEASUREMENT & EVALUATION

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Waheeda Annur Sani

Three Fundamental Principles For Crafting Assessment Tasks Six Important Guidelines For Developing Multiple Choice Items Five Guidelines For Developing Essay Items

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Three Fundamental Principles For Crafting AssessmentTasks Six Important Guidelines For Developing Multiple Choice Items Five Guidelines For Developing Essay Items NurWaheeda Binti Annur Sani (126540) Nurul Nadia Binti Mat Noor (126552) Mohamad Haniff Bin Azmi (126502) PGT202E BASIC EDUCATIONAL MEASUREMENT & EVALUATION
PGT202E - BASIC EDUCATIONAL MEASUREMENT & EVALUATION
1. Focus on the important learning outcome It is a waste of time to assess minor point of content. Example : The item of task (essay item) must be based on learning outcome that we what to achieved
2. The tasks should crafted so the responses from students only related to the knowledge and performance relevant to the learning outcome to be assessed. The teacher must need very clear idea of the learning outcome that she/he want to assessed. Item must be built to test the knowledge, skills and abilities based the learning outcome. Avoid from unwanted behaviors from student. Example: The item must not make the student do bluffing, fear, guessing or test-wise skills while.
3. The tasks neither prevent nor inhibit students' ability to demonstrate that they have achieved the learning outcome. Imprecise wording in a question, for example, may make an item so ambiguous that a student who has the knowledge answers it incorrectly. Inappropriate vocabulary, poorly worded directions or poorly drawn diagrams may lead knowledgeable students answer incorrectly.
PGT202E - BASIC EDUCATIONAL MEASUREMENT & EVALUATION
1. Define the task in the stem The stem will present clearly described task Students can then get to work on figuring out wich of the items option is best
2. Make sure the length of each alternative is more or less the same. This is because normally the longest alternative is the right answer. The students will easily guess the longest alternative is the correct answer because too much facts are given in that alternative compared to the other alternative.
3. Avoid overlapping alternative means Sometimes the teachers overlooked the alternative that given by them have overlapping means. It often occurs because the teachers wanted to keep the number of alternative for their items and they run out of idea.
4. Build the questions and alternatives by using the positive descriptions If the word NOT used in a stem, it should be bold by the teacher so that the students did not overlooked it. Almost 70% of high school students in Malaysia overlooked the word NOT in the question and answered it wrongly.
5. The Stem Should Be A Question Or A Partial Sentence A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). .
6. unless important, avoid alternatives such as 'none of the above' or 'all of the above' Usually run out of the ideas for plausible distractors and want to create a final option. 'all of the above' - weak alternative The student simply has to find two defensible options (without knowing the others) to realize that 'all of the above' must be the keyed response. Student may read alternative A, recognize that is correct, mark the answer, and never consider others choices.
PGT202E - BASIC EDUCATIONAL MEASUREMENT & EVALUATION
1. Determine mental processes Response the desired thought processes in the minds of the students (relates to learning outcome). Start the questions with such words or phrases. Compare, give reasons, predict what would happen if... and others. Allow for original responses. Try to avoid with such words: what, when and list - generally lead to the task that require recall information, does not require complex thinking and reasoning
2. Clearly define and situate the task within a problem situation An effective essay question produces valid evidence of the degree to which students have achieved the intended learning outcome. Educators must avoid including vocabulary that is too advanced for students. The following example demonstrates the importance of carefully choosing directive verbs to align the essay question with the intended learning outcome.
PGT202E - BASIC EDUCATIONAL MEASUREMENT & EVALUATION
3. Specify the point value and an approximate time limit for each question By providing the marks for each essay question, students can estimate how much point that needed to be write. Student do not have to give every point that they have to the essay question and also will not wasting their time. Provide some rough estimates of how long the student should spend on each question. Without the approximate time limit for each essay question, students may feel at loss because they do not know how much time to spend on an essay. When deciding how much time should be spent on a question, keep the slower students and students with certain disabilities in mind.
4. Clearly define the intended learning outcome to be assessed by the item Decide which of the following intended learning outcomes lends itself better to be assessed by an essay question. The following table show the example and explanation.
5. The essay task can be written as a statement or question The task can be presented either in the form of a direct question or an imperative statement. For example, the following illustrates the same essay item twice, once as a question and once as an imperative statement. Question : How are the processes of increasing production and improving quality in a manufacturing plant similar or different based on cost? Imperative statement : Compare and contrast the processes of increasing production and improving quality in a manufacturing plant based on cost. It shows that both essay items elicit the same performance from the student (compare and contrast processes based on cost). Whether essay questions are written as imperative statements or questions, they should be written to align with the intended outcome and in such a way that the task is clear to the students.
Carneson, J., Delpierre, G., & Masters, K. (n.d.). Designing and managing multiple-choice questions: Appendix B, designing MCQs dos and donts. Retrieved July 7, 2006 from the University of Cape Town Web site: http://www.uct.ac.za/projects/cbe/mcqman/mcqappb.html Haladyna, T. M. (1999). Developing and validating multiple- choice test items, 2 nd ed. Mahwah, NJ: Lawrence Erlbaum Associates. Ahmad Zamri bin Khairani & Lim Hoii Lian. Pentaksiran Di Bilik Darjah (2012), Universiti Sains Malaysia. Christian M. Reiner, Timothy W. Bothell, Richard R. Sudweeks, Bud Wood. Preparing Effective Essay Questions (2002), News Forums Press.
PGT202E - BASIC EDUCATIONAL MEASUREMENT & EVALUATION

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PGT202E - BASIC EDUCATIONAL MEASUREMENT & EVALUATION

  • 1. Three Fundamental Principles For Crafting AssessmentTasks Six Important Guidelines For Developing Multiple Choice Items Five Guidelines For Developing Essay Items NurWaheeda Binti Annur Sani (126540) Nurul Nadia Binti Mat Noor (126552) Mohamad Haniff Bin Azmi (126502) PGT202E BASIC EDUCATIONAL MEASUREMENT & EVALUATION
  • 3. 1. Focus on the important learning outcome It is a waste of time to assess minor point of content. Example : The item of task (essay item) must be based on learning outcome that we what to achieved
  • 4. 2. The tasks should crafted so the responses from students only related to the knowledge and performance relevant to the learning outcome to be assessed. The teacher must need very clear idea of the learning outcome that she/he want to assessed. Item must be built to test the knowledge, skills and abilities based the learning outcome. Avoid from unwanted behaviors from student. Example: The item must not make the student do bluffing, fear, guessing or test-wise skills while.
  • 5. 3. The tasks neither prevent nor inhibit students' ability to demonstrate that they have achieved the learning outcome. Imprecise wording in a question, for example, may make an item so ambiguous that a student who has the knowledge answers it incorrectly. Inappropriate vocabulary, poorly worded directions or poorly drawn diagrams may lead knowledgeable students answer incorrectly.
  • 7. 1. Define the task in the stem The stem will present clearly described task Students can then get to work on figuring out wich of the items option is best
  • 8. 2. Make sure the length of each alternative is more or less the same. This is because normally the longest alternative is the right answer. The students will easily guess the longest alternative is the correct answer because too much facts are given in that alternative compared to the other alternative.
  • 9. 3. Avoid overlapping alternative means Sometimes the teachers overlooked the alternative that given by them have overlapping means. It often occurs because the teachers wanted to keep the number of alternative for their items and they run out of idea.
  • 10. 4. Build the questions and alternatives by using the positive descriptions If the word NOT used in a stem, it should be bold by the teacher so that the students did not overlooked it. Almost 70% of high school students in Malaysia overlooked the word NOT in the question and answered it wrongly.
  • 11. 5. The Stem Should Be A Question Or A Partial Sentence A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). .
  • 12. 6. unless important, avoid alternatives such as 'none of the above' or 'all of the above' Usually run out of the ideas for plausible distractors and want to create a final option. 'all of the above' - weak alternative The student simply has to find two defensible options (without knowing the others) to realize that 'all of the above' must be the keyed response. Student may read alternative A, recognize that is correct, mark the answer, and never consider others choices.
  • 14. 1. Determine mental processes Response the desired thought processes in the minds of the students (relates to learning outcome). Start the questions with such words or phrases. Compare, give reasons, predict what would happen if... and others. Allow for original responses. Try to avoid with such words: what, when and list - generally lead to the task that require recall information, does not require complex thinking and reasoning
  • 15. 2. Clearly define and situate the task within a problem situation An effective essay question produces valid evidence of the degree to which students have achieved the intended learning outcome. Educators must avoid including vocabulary that is too advanced for students. The following example demonstrates the importance of carefully choosing directive verbs to align the essay question with the intended learning outcome.
  • 17. 3. Specify the point value and an approximate time limit for each question By providing the marks for each essay question, students can estimate how much point that needed to be write. Student do not have to give every point that they have to the essay question and also will not wasting their time. Provide some rough estimates of how long the student should spend on each question. Without the approximate time limit for each essay question, students may feel at loss because they do not know how much time to spend on an essay. When deciding how much time should be spent on a question, keep the slower students and students with certain disabilities in mind.
  • 18. 4. Clearly define the intended learning outcome to be assessed by the item Decide which of the following intended learning outcomes lends itself better to be assessed by an essay question. The following table show the example and explanation.
  • 19. 5. The essay task can be written as a statement or question The task can be presented either in the form of a direct question or an imperative statement. For example, the following illustrates the same essay item twice, once as a question and once as an imperative statement. Question : How are the processes of increasing production and improving quality in a manufacturing plant similar or different based on cost? Imperative statement : Compare and contrast the processes of increasing production and improving quality in a manufacturing plant based on cost. It shows that both essay items elicit the same performance from the student (compare and contrast processes based on cost). Whether essay questions are written as imperative statements or questions, they should be written to align with the intended outcome and in such a way that the task is clear to the students.
  • 20. Carneson, J., Delpierre, G., & Masters, K. (n.d.). Designing and managing multiple-choice questions: Appendix B, designing MCQs dos and donts. Retrieved July 7, 2006 from the University of Cape Town Web site: http://www.uct.ac.za/projects/cbe/mcqman/mcqappb.html Haladyna, T. M. (1999). Developing and validating multiple- choice test items, 2 nd ed. Mahwah, NJ: Lawrence Erlbaum Associates. Ahmad Zamri bin Khairani & Lim Hoii Lian. Pentaksiran Di Bilik Darjah (2012), Universiti Sains Malaysia. Christian M. Reiner, Timothy W. Bothell, Richard R. Sudweeks, Bud Wood. Preparing Effective Essay Questions (2002), News Forums Press.