finals - E-EDUC215 (module 6) Flashcards
is a systematic procedure for measuring an individual’s behavior (Brown, 1991 Garcia, 2013).
test
has to be developed following specific guidelines.
test
is a formal and systematic way of gathering information about the learners’ behavior, usually through paper-and-pencil procedure (Airasian, 1989 Garcia, 2013).
test
Through ____ , teachers can measure students’ acquisition of knowledge, skills and values in any learning area in the curriculum; however, there are certain limitations in their use.
testing
School administrators utilize test results for:
- making decisions regarding the promotion or retention of students;
- improvement or enrichment of the curriculum; and,
- conduct of staff development programs for teachers.
Supervisors use test results in:
- discovering learning areas needing special attention;
- identifying teachers’ weaknesses; and,
- identifying learning competencies
Teachers use test results to:
- gather information about the effectiveness of instruction
- give feedback to students about their progress
- assign grades
Types of tests as to ease of quantification of response:
- Objective Test
- Subjective Test
It is a paper and pencil test wherein students’ answers can be compared and quantified to a yield numerical score. It requires convergent or specific response.
objective test
It is a paper and pencil test which is not easily quantified as students are given the freedom to write their answers to a question, such as an essay. The answer to this type of test is divergent.
subjective test
Types of tests as to test constructor:
- Standardized Test
- Non-standardized Test
It is a test prepared by an expert or specialist. Questions are administered to students with the same directions and time limits.
standardized test
Results in this kind of test are scored following a detailed procedure based on the manual and interpreted based on specified norms or standards.
standardized test
It is one prepared by teachers for use in the classroom, with no established norms for scoring and interpretation of results. It is constructed by a classroom teacher to meet a particular need.
non-standardized test
Types of tests as to how answer will be indicated:
- Supply Test
- Objective Test
It is a type of test that requires the examinee to supply an answer such as essay test item or completion or short answer test item.
supply test
It is a type of test that requires the examinees to select an answer from a given option such as multiple choice test, matching type of test, or true/false test.
objective test
Items which require the students to give a word, short phrase, number or symbol response. This can be:
Question variety
Completion variety
Association variety
Short answer type
items which require the students to associate an incomplete statement with a word or phrase recalled from memory on the blank provided
Completion or Fill-in-the Blank
an incomplete drawing is presented which the student has to complete
Completion Drawing type
similar to the completion item except that some words or phrases have to be changed to make the sentence correct
Correction Type
a brief description is presented and the student has to name or recognize what it is
Identification Type
the student has to list down parts or elements/components of a given concept/topic
Enumeration Type
consists of a pair of words which are related to each other
Analogy Type
test in which the names of parts of a diagram, map, drawing or picture are presented
Labeling Type
Consist of statement or a proposition that a student must judge and mark judgement only two possible answers to the question. It requires skill so as to avoid triviality (unimportant, insignificant items) seems easy to construct
Alternate Response
basically an efficient arrangement of a set of multiple-choice items with all stems, called premises, having the same set of possible alternative answers ( 2 columns)
Matching Type
Criticisms of MT
- Use of rote memorization – assessment of memorized factual information
- Thoughtful teachers, use MT to assess students’ comprehension of concepts, principles, or schemes for classifying objects, ideas or events – can assess higher level abilities
testing of sequencing and ordering such as:
Sequencing/Arrangement Type
contains a question, problem or unfinished sentence followed by several alternative responses or options only one of the alternative responses is the correct answer, the others are distractors or foils (David Miller, Linn & Gronlund, 2009)
Multiple Choice Type
the most versatile type of test item available. The problem can be stated as a direct question or incomplete statement most widely used form of the test item because of versatility
Multiple Choice Type
used to assess a greater variety of learning targets that other formats of response-choice
Multiple Choice Type
does not require students to write out and elaborate answer and thus minimize opportunity for less knowledgeable student to “bluff” or “dress up” their answers
Multiple Choice Type
- focuses on reading and thinking
- students have less chance to guess the correct answer
Multiple Choice Type
The distractor a student chose may give diagnostic insight into difficulties the student is experiencing
Multiple Choice Type
- Students do not create or express their own ideas or solutions.
- Poorly written items can be superficial, trivial, and limited to factual knowledge.
Multiple Choice Type
- time consuming to write
- If not carefully written, questions can sometimes have more than one defensible correct answer.
Multiple Choice Type
ask students to compose their responses, and are scored with a judgment of the quality of those responses.
Subjective (Essay) test
consists of questions to which students answered/ respond in one or more sentences to a specific question or problem
Subjective (Essay) test
assesses the student’s ability to produce, integrate, and express ideas, and allow the student to be original, and creative.
Subjective (Essay) test
