EDU431 Assignment 3 Solution and Discussion

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Test Development and Evaluation (EDU 431)

Assignment 2 (Fall 2019)
Total Marks: 20
(Topic 55-113)
Late assignment will not be accepted.
• If the file is corrupt or problematic, it will be awarded zero.
• Plagiarism will never be tolerated. Plagiarism occurs when a student uses work done by someone else as if it was his or her own; however, taking the ideas from different sources and expressing them in your own words will be encouraged.
• No assignment will be accepted via e-mail.
• The file should be in Word document form, the font color should be preferably black and font size should be 12 Times New Roman.

Q1: Develop five extended response questions keeping in view the guideline for developing these questions. (2 * 5 = 10 marks)

Note: you have to select any one subject of elementary/secondary level to answer question 1. Mention the subject and topic you have selected in the start of your answer.
Guidelines for constructing extended response essay type items

1. Frame questions so that the examinee’s task is explicitly defined.
2. Specify the value and an approximate time limit for each question.
3. Prepare a tentative scoring key in advance of considering examinee responses.
4. Make prior decisions regarding treatment of such factors as spelling and punctuation.

Q2. Differentiate between Classical Test Theory and Item response Theory of item analysis. (2*5 = 10 marks)

[zareen]

@zareen said in EDU431 Assignment 3 Solution and Discussion:

Differentiate between Classical Test Theory and Item response Theory of item analysis

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[zareen]

@zareen said in EDU431 Assignment 3 Solution and Discussion:

Q1: Develop five extended response questions keeping in view the guideline for developing these questions. (2 * 5 = 10 marks)

I. Choosing Between Objective and Subjective Test Items
There are two general categories of test items:
(1) objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement; and
(2) subjective or essay items which permit the student to organize and present an original answer. Objective items include multiple-choice, true-false, matching and completion, while subjective items include short-answer essay, extended-response essay, problem solving and performance test items. For some instructional purposes one or the other item types may prove more efficient and appropriate. To begin out discussion of the relative merits of each type of test item, test your knowledge of these two item types by answering the following questions.

Test Item Quiz (circle the correct answer)

1. Essay exams are easier to construct than are objective exams. T F ?
2. Essay exams require more thorough student preparation and study time than objective exams. T F ?
3. Essay exams require writing skills where objective exams do not. T F ?
4. Essay exams teach a person how to write. T F ?
5. Essay exams are more subjective in nature than are objective exams. T F ?

[zareen]

@zareen said in EDU431 Assignment 3 Solution and Discussion:

Specify the value and an approximate time limit for each question.

Specifying the relative point value and the approximate time limit helps students allocate their time in answering several essay questions because the directions clarify the relative merit of each essay question. Without such guidelines students may feel at a loss as to how much time to spend on a question. When deciding how much time should be spent on a question, keep the slower students and students with certain disabilities in mind. Also make sure that students can be realistically expected to provide an adequate answer in the given and/or the suggested time.

[zareen]

@zareen said in EDU431 Assignment 3 Solution and Discussion:

Frame questions so that the examinee’s task is explicitly defined.

Matching Items
44. Use only homogenous subject matter.
45. Do not have the same number of items and options.
46. Arrange the list of responses in a logical order.
47. Keep the list of items brief.
48. Always place the entire task on the same page.

True-False Items
49. Avoid statements that are too general
50. Do not use negatives or double negatives.
51. Do not use long, complex sentences.
52. Do not include more than one idea.
53. If you are using an opinion, indicate the source.
54. True-false statements should be the same length.
55. Include the same number of true-false statements.
56. Do not use specific qualifiers such as: always, never, all, none, usually, sometimes, occasionally, may, or could.

Essay Questions
57. Frame questions so that the examinee’s task is explicitly defined.
58. Specify the value and an approximate time limit for each question.
59. Employ a larger number of questions that require relatively short answers rather than only a few questions that require long answers.
60. Do not employ optional questions.
61. Verify a question’s quality by writing a trial response to the question.
62. Prepare a tentative scoring key in advance of considering examinee responses.
63. Score all answers to one question before scoring the next question.
64. Make prior decisions regarding treatment of such factors as spelling and punctuation.
65. Evaluate essay responses anonymously.

Oral Examinations
66. Prepare a list of questions that will be used with all students.
67. Have at least two people evaluate the student.
68. Video/audio tape responses. Short-Answer Items
69. A direct question is generally preferable to an incomplete sentence.
70. Structure an item so that the required response is concise.
71. For incomplete-statement types, restrict the number of blanks to one, or at most, two.
72. Place the blank near the end of an incomplete sentence or in the margin for a direct question.
73. Blanks for answers should be equal in length.
74. Provide sufficient answer space.