3. constructing a scale, setting up a data file

Question 1

what do you need to know when deciding on a test construct?

Answer 1

Need to know exactly what the aim is as there are different functions of tests

Question 2

what are the questions to ask when deciding on a test construct?

Answer 2

o	Defining variables
o	Who are you aiming to test?
o	How will it be administered?
o	How will it be scored?
o	How will you interpret the scores?
o	What will results be used for?

Question 3

what are screening tests?

Answer 3

Analysis of job; items tap all behaviours required to execute tasks

Question 4

intelligence tests

Answer 4

Define intelligence etc (lots more in a few weeks)

Question 5

personality inventories

Answer 5

Theoretical or empirical (more in the types and traits lecture and tutorial)

Question 6

achievement tests

Answer 6

o Most prolific kind of test
o Students learn and remember more when tested often
o Teachers may not pay enough attention to test construction or to the evaluation of the tests they use
o Tests need to do more than tap rote learning
o They need to be a taxonomy of cognitive objectives

Question 7

what are the categories of the taxonomy of educational objectives?

Answer 7

knowledge, comprehension, application, analysis, synthesis, evaluation

Question 8

what is included in knowledge in the taxonomy of education objectives

Answer 8

List, define, identify, name

Question 9

what is included in comprehension in the taxonomy of education objectives

Answer 9

Convert, explain, summarise

Question 10

what is included in application in the taxonomy of education objectives

Answer 10

Computing, determining, solving

Question 11

what is included in synthesis in the taxonomy of education objectives

Answer 11

Design, devise, plan, formulate

Question 12

what is included in evaluation in the taxonomy of education objectives

Answer 12

Compare, contrast, critique, judge, evaluate

Question 13

what does the planing of question types depend on?

Answer 13

Planning the question type depends on the objective for example, short answer & completion items suit testing knowledge

Question 14

why should you prepare more items than you need?

Answer 14

Prepare more items than you need to allow for getting rid of poorly performing ones

Question 15

what are examples of selected-response formats?

Answer 15

o True/false
o Matching
o Multiple-choice
o Likert scales

Question 16

what are examples of constructed-response formats?

Answer 16

o Short answer
o Essay
o Story telling

Question 17

what can true/false items encourage?

Answer 17

May encourage rote learning

Question 18

what are true/false items not appropriate to measure?

Answer 18

Not appropriate to measure complex constructs. because there is a 50% chance of correctly guessing

Question 19

what are things to consider when using true/false items

Answer 19

o Make sure statements address important questions that are clearly true or false
o Avoid double negatives, ambiguous or trick items
o Use an even amount of true and false items that are of equal length
o Make some false statements have an air of truth to increase difficulty

Question 20

what are matching items?

Answer 20

Multiple premises and multiple options

Question 21

what do matching items usually tap onto?

Answer 21

Usually only tap rote memory

Question 22

what are some criteria for matching items?

Answer 22

• Use clear format/tables – all items on 1 page
• Use 6-15 premises (items, statements) and a few extra response options to match to
• Number premises and place letters before responses

Question 23

what can multiple-choice questions measure?

Answer 23

simple and complex learning objectives

Question 24

what do multiple choice questions emphasise?

Answer 24

Emphasis on recognition rather than recall

Question 25

what are some criteria for multiple-choice questions?

Answer 25

• Place as much of the item in the stem to avoid repetition
• 3 options for younger kids, 4 or 5 for older
• Make options plausible but only 1 correct
• Use various levels of difficulty
• Ensure some questions are knowledge-based and others are applied, comprehension or analytically based.
• May use a vignette and attach a number of MC items that are related to it

Question 26

what are short answer responses?

Answer 26

o Short question or leave a blank

o Doesn’t rely on recognition

Question 27

what do essays measure?

Answer 27

Measure capacity to organise, relate, communicate

Question 28

what do essays encourage?

Answer 28

Encourage learning at deeper level

Question 29

how can essays be used?

Answer 29

Can be used by verbally skilled as a bluff or the question is not answered

Question 30

what are essays open to?

Answer 30

May be open to subjective marking

Question 31

what are involved inadministrating?

Answer 31

• Individual or group
• Pencil and paper
• Test booklets
• Computers
• Answer sheets
• Test directions/instructions

Question 32

what are the characteristics of oral testing?

Answer 32

Subject specific (e.g., French) and arguably subjective, anxiety provoking for many

Question 33

what is oral testing less likely to attract?

Answer 33

cheating

Question 34

what can oral testing tap onto?

Answer 34

Can tap responses at higher intellectual level & in those who do not read and write well (e.g., young children)

Question 35

why evidences that written Moderate and oral testing measure diffierent things?

Answer 35

Moderate correlations between oral and written evidence so they tap something different

Question 36

what do oral and written tests need?

Answer 36

firm criteria

Question 37

what are performance tests sometimes called

Answer 37

authentic assessment

Question 38

what re examples of performance testing?

Answer 38

Playing the instrument, making the table or letter-rack, plumb bob, cake, acting, singing, painting, pruning, tree lopping, speaking another language, portfolios, the scale you are creating to some extent