Transcript TEST CONSTRUCTION - Majmaah University

‫بســـــــــــــــــــــم هللا الرحمــــــــــــــــــن الرحـــــــــــــيم‬
‫رَ بَّ َنا ََل تُ َؤا ِخ ْذ َنا ِإنْ َن ِسينَا َأوْ َأخْ ط َ ْأ َنا رَ بَّ َنا وَ ََل َت ْح ِم ْل عَ َليْ َنا‬
‫ِإصْ رً ا َكمَا َح َم ْلتَ ُه عَ َلى الَّ ِذينَ ِمنْ َق ْب ِل َنا رَ بَّ َنا و ََ ََل تُ َح ِم ْل َنا مَا ََل‬
‫ف عَ نَّا وَ ْ‬
‫اغ ِفرْ َل َنا وَ ارْ َحمْ َنا َأ ْن َ‬
‫ت مَوْ ََل َنا‬
‫طَا َق َة َل َنا ِب ِه وَ اعْ ُ‬
‫َفا ْنصُ رْ َنا عَ َلى ا ْل َقوْ ِم ا ْل َكا ِف ِرينَ‬
‫صدق هللا العظيم‬
‫‪1/40‬‬
Faculty of Science in Zulfi
Department of Computer Science
The Art Of
Testing
(WWHWW)
On-The-Run-Talking Version
(40 Slides)
Prepared By:
Dr. Eng. Ahmed Shehata
Dr. Eng. Moustafa Reda Abd-ALLAH
2/40
Outlines:
Part I
Testing

Principles in Test Construction

Steps in Preparing Test Questions
Part II
Multiple Choice Questions
3/40
I. Testing
4/40
Basic Principle in
Test Construction
‫”يوم اإلمتحان يكرم‬
“‫يهان‬
‫المرء و َل‬
5/40
“No Thought Control”
“No Dark Sarcasm in Classrooms”
‫سخرية‬
“Teacher Leave Them Kids Alone”
Pink Floyd
6/40
What are Exams?
A form of torture ‫تعذيب‬
Developed by the staff?
No – They are designed to test her/his
knowledge, and not the memory!
Or…Where you show the links between
the lessons
Or… That piece of coursework and ALL those
books you were supposed to read!
7/40
Purpose of Testing (1. Individuals)
‫فيما يخص الطالب‬
To provide a record for assigning grades.
To provide
students.
a
learning
experience
for
To motivate students to learn.
To Pick up the distinguished students.
To serve as a guide for further study.
Identifying scholarship recipients/receivers
8/40
Purpose of Testing (2. Institution)
To assess how well students are achieving
the stated goals of the programs.
To provide the instructor with an
opportunity to reinforce the stated
objectives and highlight what is important
for students to remember.
Purposes of Testing
(3. State/Nation)
To license individuals for
practice in an occupation or
profession
9/40
Characteristics/Quality of Good Tests
Practicality:
test should be economical in terms
of: Time, Money and Resources (human, equipment, etc.)
Usability –
the test can be administered/managed /
controlled with ease, clarity and uniformity
Scorability ‫–تحصيل النتائج‬
clarity and uniformity
easy to score with
Interpretability ‫ –تفسير النتائج‬test results can be
properly interpreted (Normal, Left-Exp, Right-Exp) and
is a major basis in making sound educational decisions
Validity ‫– شرعية النتائج‬
the extent to which the
test measures what it intends to measure (what is set
out to test is actually tested) ‫لكل إمتحان على حدى‬
Reliability ‫–موثوقية النتائج‬
the results should be
consistent over time). ‫على مدار الفصل الدراسي‬
10/40
General Steps in Test
Construction Process
Outlines
Draft
Order
Produce A
Table Of
Specifications
T.O.S.
Solve the
Test
Analyze
Submission
11/40
OUTLINE
–
The unit learning objectives, or
– The unit content or major
concepts to be covered by the test
Back to Main Menu
12/40
Table of Specifications
(TOS) (1)
• A two way chart that relates the
learning outcomes to the course content
• It enables the examiner to prepare a
test containing a representative sample
of student behavior in each of the areas
tested.
13/40
14/40
DRAFT
Draft the questions covering
the content in the outline
Back to Main Menu
15/40
ORDER
The Selected Questions Logically.
 Place simpler items at the beginning to ease
students into the exam.
 Group item types together under common
instructions.
 If desirable, order the questions logically
from
a
content
standpoint
(e.g.
chronologically or by conceptual groups, etc.)
16/40
Back to Main Menu
Test Solution
• PUT the questions away for one or
two days before rereading them or
have someone else review them for
clarity.
• TEST the questions by actually taking
the test.
17/40
Back to Main Menu
Analyze
• The items to give you an idea whether
the questions were well written or poorly
written as well as if there were problems in
understanding instruction.
Submission
To The Control
Back to Main Menu
18/40
‫ تبعة‬Backwash ‫عاقبة‬
• Backwash = the effect of testing on teaching
and learning.
Backwash  harmful  if the test content
and
test
techniques
are
at
variance ‫إختالف‬/‫تناقض‬/‫ تفاوت‬with the objectives
of the course.
Backwash  beneficial when the test can
improve education process, and integrate all
parts of course competence ‫جدارة‬-‫كفاءة‬.
19/40
To be able to prepare a
good test, one has to have:
1. Mastery ‫براعة‬of the subject matter,
2. Severe knowledge of the abilities of
the students to be tested,
3. High skills in verbal expressions and
the use of the different test format”
20/40
Dear Participants
Please:
1. Look carefully,
2. Investigate the questions
3. Compare objectively the methodology,
In the exam-documents in your hands.
21/40
General Rules in Writing
Test Questions
1. Number test questions continuously.
2. Put the mark beside each question.
3. Keep your test question in each test group
uniform.
4. Make your layout presentable.
5. Do not put too many test questions in one test
group.
T or F: 10 – 15 questions
ii.Multiple Choice: max. of 30 questions
iii.Matching type: max. of 10 questions per test group
iv.Others: 5 – 10 questions
22/40
i.
General Rules in Writing
Test Questions
6. Avoid humorous ‫مضحك‬items. Classroom testing
is very important and humorous items may
cause students to either not take the exam
seriously or become confused or anxious ‫قلق‬.
7. Items should measure only the construct of
interest, not one’s knowledge of the item
context.
8. Be scientifically honest: Write items to
measure what students know, not what they do
not know.
23/40
Commonly used Test
Items/Formats
1. Multiple Choice: allows the greatest flexibility
2. True or False: Need too much thinking.
3. Matching: most effective for assuring that students
understand similarities and differences among closely
related concepts
4. Sentence Completion: Fill-in the blanks.
5. Short Answer: must have an excellent question stem.
6. Essay: good at gauging/measuring the depth of a
learner’s knowledge about a particular topic.
7. Cloze: ‫مأل الفراغات في النص بكلماته األصلية‬
8. Gap-fill: ‫مأل الفراغات في النص بكلماته األصلية أو بكلمات قريبة المعنى‬
24/40
II. Multiple Choice
Test
25/40
Anatomy of a MCQ
2 parts:
- Stem ‫ –جذر‬present a problem situation
Stems may be in the form of a question
or an incomplete statement.
-Alternatives/Options/Choices:
possible answers
provide
Alternatives include the correct answer and
several
plausible
wrong
answers,
called
distracters
26/40
General Rules in Writing The
Multiple Choice Test (1)
1.Use negatively stated stems sparingly ‫ بإعتدال‬and when
using negatives such as NOT, underline or bold the print.
2.Use none of the above and all of the above sparingly,
and when you do use them, don't always make them the
right answer.
3.Only one option should be correct or clearly best.
4.All options should be homogenous and nearly equal in
length.
5.The stem (question) should contain only one main idea.
6.Keep all options either singular or plural.
27/40
Multiple Choice Test (2)
7.
Have four or five responses per stem (question).
8. When using incomplete statements place the blank
space at the end of the stem versus the beginning.
9.
When possible organize the responses.
10. Reduce wordiness ‫رغي‬/‫إطناب‬.
11. When writing distracters, think of incorrect
responses that students might make.
28/40
Multiple Choice Questions
Pros
Allows for broad content coverage: many items
can be presented & answered in a short period
of time
Best for knowledge & cognitive skills ‫مهارة معرفية‬
Easy to be managed in groups
Can compute statistics to help evaluate item
quality
29/40
Multiple Choice Questions
Cons
Tests for recognition instead of recall or the
ability to arrive at answer without cues ‫مبرر‬
Cannot assess practical or interpersonal
skills
MCQ study encourages habits
memorization ‫الحفظ عن ظهر قلب‬
like rote
30/40
Types of MCQs
I. Direct Question
II.Incomplete Statement
III.Negatively Worded Items
IV.Exhibits
V. Combined Responses
31/40
Illustrative Examples
Example (1):
What is the effect of releasing a ball in
positive gravity?
a) It will fall “down.”
correct
b) It will retain its mass. true but unrelated
c) It will rise. false but related
d) Its shape will change. false and unrelated
32/40
Example (2):
Sheldon developed a highly controversial theory of
personality based on body type and temperament of the
individual. Which of the following is a criticism of
Sheldon's work?
a.
He was influenced too much by the Freudian psychoanalysis.
b. His rating of physique and temperament were not independent.
c. He failed to use empirical approach.
d. His research sample was improperly selected.
Better:
Eliminate excessive wording
and irrelevant information:
Which of the following is a criticism of Sheldon's
theory of personality?
33/40
Example (3):
The receptors for the vestibular sense are located:
a. In the fovea.
b. In the brain.
c. In the middle ear.
d. In the inner ear.
Better:
Include in the stem any
word(s) that might otherwise be repeated in
each option.
The receptors for the vestibular senses are located in
the _______.
a. fovea.
c. middle ear.
b. brain.
d. inner ear.
34/40
Example (4):
Which is not a major technique for studying brain
function?
a. Accident and injury.
b. Cutting and removing.
c. Electrical stimulation.
d. Direct phrenology.
Better:
Use negatively stated stems
sparingly. When used, underline and/or
capitalize the negative word.
Which is NOT a major technique for studying
brain function?
35/40
Example (5):
________________ is the least form
of behavior disorder.
a. Psychosis.
b. Panic disorder.
c. Neurasthenia.
d. Neurosis.
Better:
When using incomplete
statements avoid beginning with the blank
space.
The least severe form of behavior
disorder is __________________.
36/40
Example (6):
The number of photoreceptors in the retina
of each human is about
a. 115 million.
b. 5 million.
c. 65 million.
d. 35 billion.
Better:
When possible, present
alternatives in some logical order)
The number of photo receptors in the retina
of each human is about
a. 5
million.
b. 35 million.
c. 65 million.
d. 115 million.
37/40
‫و قبل النهاية تبقى صـــــــــــــورة‬
‫‪The Teacher-Student Match/Exam‬‬
‫‪38/40‬‬
‫و قبل النهاية تبقى كلمة‬
‫اإلمتحان وجبة نموذجية‬
‫يعدها طباخ‪/‬محاضر ماهر‬
‫ليست حارة – ليست دلعة‬
‫ليست دسمة ‪ -‬ليست مائعة‬
‫ذات رائحة زكية تبصرها و تقرأها عين الطالب‬
‫ذات نكهة طيبة يستسيغها و يعيـــها عقل الطالب‬
‫ذات مذاق حسن رائع تستطيبه و تخطه يد الطالب‬
‫‪39‬‬
‫النهـــــــــــــــــــــــــــــــــاية‬
‫إذا كان هناك توفيق ًا‬
‫فمن هللا سبحانه و‬
‫تعالى عز و جل‬
‫شأنه‪.‬‬
‫و إن كان هنــــــــــاك‬
‫تقصير ًا فمن نفسي و‬
‫الشيطان‪ .‬أعوذ باهلل‬
‫العلي العظيم منهما‪.‬‬
‫‪Thank you ,‬‬
‫‪For Your Presence, Attention‬‬
‫‪40/40‬‬
‫‪Questions/Comments.‬‬
‫‪No‬‬
‫‪and‬‬