Development of Instruments Flashcards
Identify the term: measuring tool to comprehend one’s cognitive traits
Test
Identify the term: a device to gather information needed for evaluation
Test
Identify the term: set of questions or exercises to evaluate students’ skills and knowledge
Test
Identify the term: determine if the set objectives for a course are achieved
Test
Identify the term: determine if the set objectives for a course are achieved
Test
Identify the term: determine the academic progress of the students
Test
Identify the term: can reveal the problem or difficulty areas of the students
Test
Identify the term: used to predict outcomes
Test
Enumerate the steps in constructing a test
- Determine the purpose of the test
- Identify the learning outcomes to be measured in terms of specific, observable behavior
- Outline the topics to be measured
- Prepare a table of specifications as a basis for preparing a test
- Determine the type of test
- Determine the length of the test
Identify the term: two-way design to outline the content coverage of a test
TOS
Identify the term: consists of the abilities to be developed or the process objectives and the topics to be covered or the content areas in a test
TOS
Identify the term: contains the numbers of test items in each of the content areas and process objectives
TOS
Identify the term: process objectives are the behavioral objectives of the cognitive domains
TOS
Framework of the test is based on the _____
Cognitive behaviors in the Bloom’s taxonomy
Enumerate the purpose of TOS
- Guide for teachers to translate their instructional objectives, the cognitive level of instruction, and the adequacy of the test to be assessed
- Guide to the item construction on the relative importance of each component and each level of the cognitive domain
- Improves the validity of the teachers’ evaluation based on a given assessment
- Useful for teachers to support their proficient judgment in creating a test
- Provides a framework for organizing information
Identify the step in constructing a TOS: professional decision of the teacher based on the learning outcomes, time allocation, and importance of testing
Determine the desired number of items
Identify the step in constructing a TOS: determine the most essential topics of the course
List the topics with corresponding allocation of time
Identify the step in constructing a TOS: area emphasizes during teaching should have more items
List the topics with corresponding allocation of time
Identify the step in constructing a TOS: area with the longest time consumed during teaching should have more items
Determine the length of time spent in teaching for each essential topic
Identify the step in constructing a TOS: distribution of the number of items in each cell is based on the emphasis and the importance of the topics discussed
Determine the total number of items per topic
Identify the step in constructing a TOS: weights may vary depending on the learning outcomes to be assessed
Determine the percentage allocation per domain
T/F: there should be no minor knowledge (too basic) in the TOS
F
T/F: there should be synthesis and evaluation (too complete)
T
Identify the guideline for developing different types of items: item should directly correspond to the intended behavioral outcome/objective
Objective-item correspondence
Identify the guideline for developing different types of items: correct responses to an item constitute sufficient evidence for the intended behavior outcome
Item sufficiency
Identify the guideline for developing different types of items: an item should communicate with the test takers
Item must be free from ambiguity as possible
Identify the guideline for developing different types of items: the test developer and test taker must have the same interpretation of the item
Items must be free from ambiguity as possible
Identify the guideline for developing different types of items: should be balanced by including items from all the levels of continuum
Item difficulty
Identify the guideline for developing different types of items: measurement of higher-order outcomes or the ability to apply principles
Item novelty
Identify the guideline for developing different types of items: write items to measure what students know and not an item that is unfamiliar to the students or topic that was not previously encountered
Item novelty
_____ can ensure balanced in time in answering the achievement test
Distribution of time for each type
Estimated time for simple true or false questions
15-30s
Estimated time for true or false questions where false answers should have provided answers
30-45s
Estimated time for 5-item matching exercise
45-60s
Estimated time for 7-item matching exercise
60-90s
Estimated time for 4-response; knowledge level question
30s
Estimated time for 4-response; application-level question
60s
Estimated time for any type of test which require problem solving, analyzing, synthesizing information, evaluating to a question
+30-60s
Estimated time for short-answer test
30-45s
Estimated time for essay test (compare an contrast)
60s
Enumerate the factors to consider in formulating questions
Heterogeneity or homogeneity of the students
Performance standards
Learning objectives
Ability of students
The allocation of percentages/items is depending on the previous _____ and _____
standards and experiences
Identify the type of achievement test: declarative sentence statement
True or false
Identify the type of achievement test: assesses the students the essential outcomes in a simple and direct means
True or false
Identify the type of achievement test: measures the extent of the students depending on the correctness of the statement
True or false
Identify the type of achievement test: limited to two answers
True or false
Identify the type of achievement test: easily prepared and cover a wide range of topics
True or false
Identify the type of achievement test: difficult to construct questions
True or false
All, never, absolutely, none signal _____ (true or false) statements
False
May, perhaps, sometimes, could signal _____ (true or false)
True
Identify the type of achievement test: a factual statement
Multiple choice
Identify the type of achievement test: most highly regarded and widely used
Multiple choice
Identify the type of achievement test: form of objective-test item and withstood the test of time
Multiple choice
Identify the type of achievement test: provides a stem that may be a question or an incomplete statement
Multiple choice
Identify the type of achievement test: consists of four or five alternative responses
Multiple choice
Identify the type of achievement test: modification of multiple choice
Matching type
Identify the type of achievement test: usually limited to factual information
Matching type
Identify the type of achievement test: may motivate students to cross-reference and integrate their knowledge to determine relations among the list
Matching type
Identify the type of achievement test: composed of two sets of terms, events, phrases, definitions, statements, etc.
Matching type
The first set of names in matching type question is the _____
Premises
The second set of names in matching type question is the _____
Reponses
T/F: the two sets of names in matching type question cannot be interchanged
F
Identify the type of achievement test: form of descriptive, explanatory, discussion, comparison, illustrative, and criticism, etc.
Essay
Identify the type of achievement test: appropriate in measuring the student’s ability to analyze, synthesize, or evaluate
Essay
Identify the type of achievement test: measures understanding of the topic through organizing thoughts, critical thinking, creativeness, and originality
Essay
Identify the type of achievement test: Assess higher-order thinking skills
Essay
Identify the type of achievement test: Subjective type of test
Essay
T/F: in essay type of question, it is easier to design but points allocation may vary
T
Identify the term: tool that reflects the expectations of an instructor for a task done
Rubrics
Identify the term: provides a feedback mechanism on the performance of a certain task, assignment, or group project
Rubrics
Identify the term: identifies the strengths and weaknesses of the course topics
Rubrics
Identify the term: varies for every activity or task to be accomplished
Rubrics
T/F: a good rubric does not have to be designed with care and precision, as long as the quality is ensured
F
Enumerate the steps to create a rubric
- Identify the task and define the goals
- Determine the criteria or dimensions of quality
- Identify the performance level of mastery
- Writer descriptors for each level
Identify the steps in creating a rubric: figure out the task to be done and the expected learning outcomes
Identify the task and define the goals
Identify the steps in creating a rubric: define the characteristics of the highest level of performance for each criterion
Determine the criteria of dimensions of quality
Identify the steps in creating a rubric: allocate points in each level of mastery
Identify the performance level or levels of mastery
Identify the steps in creating a rubric: supply the description for each category at a particular performance level
Write descriptors for each level
Identify the term: does not separate the parts of the activity to be evaluated
Holistic/global rubrics
Identify the term: a global description is made without specifying the components of the process
Holistic/global rubrics
Identify the steps in creating a rubric: clearly details the indicators of each activity and specifies the evaluation criteria according to the level of performance of the student
Analytical rubrics
