Republic of the Philippines

Iba , Zambales

President Ramon Magsaysay State University

Written Report
in
Learning in Assessment 2
(EDCK3)

Submitted by:
Dennis T. Dinglasan
BEED 3A
 Purpose of Test

* Determine the students strengths and weaknesses

* Monitor each student's progress.

* Assign grades

* To provide a way to measure a teacher effectiveness

Objective Tests

* Objective test include true or false , fill-in-the-blank , matching type , enumeration ,

completion and multiple choice.

* The word objective refers to the scoring and indicates there is only one correct answer.

Construction of Test

TRUE OR FALSE

} The true or false require students to identify statements which are correct or
incorrect.

Only two responses are possible in this item format .

} A true or false question is essentially a statement , called proposition . The learner

judges whether the proposition is true or false .

}. True or false questios can cover a large amount you of subject matter than any
other test item.

ADVANTAGES - True or false items are relatively easy to prepare since each item comes
rather directly from the content. They offer the instructor the opportunity to write questions
that cover more content than most other item types since students can respond to many
questions in the time allowed. They are easy to score accurately and quickly.
DISADVANTAGES - True or false items , however , may not give a true estimate of the
students' knowledge since students have 50/50 chance of guessing the correct answer . They
are very poor for diagnosing students' strengths and weaknesses and are generally
considered as to be " tricky " by students. Since true or false questions tend to be either
extremely easy or extremely difficult , they do not descriminate between students of varying
ability as well as other types of questions.

TRUE and FALSE QUESTIONS

* Bloom's Taxonomy Levels:

- Remembering ( Level 1 )

- Understanding ( Level 2 )

Rules in Writing True or False Items

1. Each statement should include only one idea.

2. Each statement should be short and simple.

3. Qualifiers such as " few " , " many " , " seldom " , always " , " never " , " small ", and so on
should be avoided.

4. Double negatives should be avoided.

5. Negative statements should be used springly.

6. Statements of opinions or facts should be attributed to some important person or

organization.

7. The number of true and false statements should be equal whenever possible.

TRUE or FALSE ITEM VARIATIONS

1. TRUE or FALSE ITEMS REQUIRING CORRECTIONS

a. This variation requires the examinee to either correct a false item or to identify the
false portion of an item.

b. This is exactly a blend of true or false and short answer.

2. EMBEDDED ITEMS

a. In a paragraph are included underlined words or word groupings . Examinness

are asked to determine whether or not the underlined content possess a specified
quality , e.g. , being true , correct , etc.

b. Embedded items are useful for assessing declarative or procedural knowledge

3. MULTIPLE TRUE - FALSE ITEMS

a. This variation is blend of the true or false multiple choice item. Multiple
statements , whose truth or falsity is being tested share a common stem . Each statement is
numbered as a unique test item.

b. True or False item writing rules apply ,but note that statements sharing common stem
are usually narrower in focus than conventional true or false items .

4. FOCUSED ALTERNATIVE- CHOICE ITEMS

a. While conceptionally similar to true or false Items , examinees are required to select
between two words or values which correctly complete a statement. The words or values
must have opposite or reciprocal meanings.

b. When compared to conventional true or false Items , focused alternative- choice items
typically produce more reliable test scores.
5. STANDARD FORMAT

a. Traditionally , a true or false item has been written as a simple declarative sentence
which was either correct or incorrect.

* MATCHING TYPE

} The matching type is a selection - type of item consisting of a series of stimuli ( or

stems ) called premises , and a series of options called responses.

}. The matching type items maybe be considered modified multiple choice type items
where the choices progressively reduce as one successfully matches the items on the left with
the items on the right.

IMPERFECT MARCHING TYPE OF TEST

} The answer may be repeated .

* Bloom's Taxonomy Levels :

- Remembering ( Level 1 )

- Understanding ( Level 2 )

ADVANTAGES - Matching items are generally quite brief and are especially suitable for who ,
what , when , and where questions. They can , however , be used to have students
discriminate among , and to apply concepts. They permit efficient use of space when there is
a number of similar types of information to be tested . They are easy to score accurately and
quickly.
DISADVANTAGES - Among the drawbacks of matching items are that they are difficult to use
to measure learning beyond recognition of basic factual knowledge , and they are usually
poor for diagnosing student strengths and weaknesses. Matching items are appropriate in
only a limited number of situations , and they are difficult to construct , since parallel
information is required.

GUIDELINES IN WRITING MATCHING - TYPE

1. Use only homogenous material in a single matching exercise.

2. Include an unequal amount of responses and premises , and instruct the student that
responses may be used once , more than once , or not at all.

3. Keep the list of items to matched brief.

4. Arrange the list of responses in logical order .

5. Indicate in the directions the basis for matching the responses and premises.

6. Place all of the items for one matching exercise on the same page.