Q 5: Briefly describe the procedure for the development of multiple-choice test items assemble the test and prepare ten multiple-choice items from the subject of your choice.
Course: Educational Assessment and Evaluation
Course code 8602
Level: B.Ed Solved Assignment
Answer:
Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:
Versatility:
Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple-choice items. For example, they are not an effective way to test students’ ability to organize thoughts or articulate explanations or creative ideas.
Reliability:
Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple-choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague the scoring of essay questions.
Validity:
Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple-choice item much more quickly than an essay question, tests based on multiple-choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment. The key to taking advantage of these strengths, however, is the construction of good multiple-choice items.
A multiple-choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.
Constructing an Effective Stem
1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students’ ability to draw inferences from vague descriptions rather than serving as a more direct test of students’ achievement of the learning outcome.
2. The stem should not contain irrelevant material, which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989)
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