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61 Cards in this Set
- Front
- Back
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Single article, unit or part of a test |
Item |
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Smaller oral or written test |
Quiz |
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Set of questions for determining periodic knowledge |
Test |
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Set of questions in a broader scope |
Examination |
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Record of points of the number of items |
Score |
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Assignment of numbers to objects or events |
Measurement |
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Process by which information is obtained and is relative to some known objective |
Assessment |
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Process of obtaining information that will help make a judgment |
Evaluation |
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Making a judgment about the value or worth of students learning |
Evaluative learning |
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Measuring the extent of students learning and assigning of grade |
Evaluative learning |
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Decision making is based on observation, analysis and judgment |
Evaluative learning |
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Uses of evaluation |
Incentive to learning/motivation Feedback to students/teachers Modification of learning activities Selection of students Certification of competency |
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Measures the progress or gains made by the student; useful in monitoring and guiding the student |
Formative or Diagnostic Evaluation |
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Evaluation done during the period of instructions |
Formative or Diagnostic Evaluation |
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Use for placing the students in order of merit whether they should move up or be awarded a diploma |
Summative or Certifying Evaluation |
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Use for selection of students for admission to school or for scholarship |
Summative or Certifying Evaluation |
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Designed to protect the society by preventing incompetent individual from practicing a profession |
Summative or Certifying Evaluation |
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Measures what it is supposed to be measure where there should be no outside factor that would interfere |
Validity |
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Measures the subject matter |
Content validity |
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Predicts performance in another domain of situation |
Predictive validity |
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Refers to the consistency |
Reliability |
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Agree on what constitute a correct and good answer |
Objectivity |
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Depends upon the time required to construct an examination, administer and score it and interpret the results; overall simplicity of use |
Practicality |
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Content to be covered |
Coverage |
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Coverage is found in the: |
Blueprint Table of specification Grid |
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Coverage chart spells out the: |
Content (objectives) Levels to be tested (taxonomy) Weight in percentage No. of questions or items |
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Number of items depend on: |
Amount of materials Type of question Amount of time available |
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The ____ the sample of questions, the more ______ the test. |
Larger ; reliable |
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Rule of thumb for the length of time of the test according to McKeachie (1986, 1999) for TRUE OR FALSE |
1/2 min per true or false |
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Rule of thumb for the length of time of the test according to McKeachie (1986, 1999) for OBJECTIVE TYPE |
1 minute per objective type |
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Rule of thumb for the length of time of the test according to McKeachie (1986, 1999) for SHORT ANSWER (SENTENCE/S) |
2 minutes per short answer |
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Rule of thumb for the length of time of the test according to McKeachie (1986, 1999) for LIMITED ESSAY |
10 minutes |
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Rule of thumb for the length of time of the test according from the book |
1 minute per MCQ 3 fill in the blank type per minute 3 true or false per minute |
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The most widely used selection type item; versatile; can measure higher level of cognitive skill; wide sampling of content |
Multiple choice questions |
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May be in a form of question or incomplete statement |
Stem |
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In stem, avoid lifting statements _______ from textbooks. |
Verbatim |
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Can be complete sentences, phrases, or a single word; most popular format has 4 options |
Responses, alternatives, options, distracters |
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Options are from common __________. |
Errors or misconceptions |
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Options must be grammatically consistent with the _____. |
Stem |
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Numbered item on the left; longer and more complex |
Premises |
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Lettered item on the right; shorter and simple |
Responses |
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In matching type, have no less than __ and more than __ responses. |
5 ; 15 |
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It is where a question or a sentence is given and examinees supply the word/s to answer the question |
Supply type |
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Provides less opportunity to guess and there is a problem of partial correct answers |
Supply type |
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In supply type, a maximum of ___ equal length of blanks per time can be used. |
2 |
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Designed to test the ability to identify correctness of statements |
True or False |
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Lowest level of knowing knowledge and comprehension; 50/50 chance of guessing the correct answer |
True or false |
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Refers to objective test item, worth of the item, shows the level of difficulty, can be done computer or manually |
Item analysis |
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In item analysis, arrange the papers from highest to lowest. Get the top __% and bottom __%. |
27 ; 27 |
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Refers to the percentage of students who got the item correct |
Difficulty index (item difficulty) |
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Difficulty range |
0 to 1.00 |
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The higher the difficulty index, the ____ item. And the lower the difficulty index, the ____ item. |
Easier ; harder |
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Recommended difficulty index |
0.50 |
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Measures the effectiveness of a test separating high scorers from low scorers. |
Discrimination index (item discrimination) |
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Disrimination index range |
-1 to +1 |
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Excellent item |
0.35 and up |
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Good item |
0.25 to 0.34 |
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Need revisions |
0.15 to 0.24 |
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Discard the item |
Below 0.15 |
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H+L/N x 100 |
Difficulty index formula |
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2x(H-L) / N |
Discrimination index |
