constructing and scoring essay test3
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CONSTRUCTING
SCORING ESSAY
TEST AND
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GENERAL TYPES OF AN ESSAY
TESTEXTENDED RESPONSE ESSAY ITEM - is one
that allow for an in-depth sampling of students
knowledge, thinking processes, and problem-
solving behavior relative to a specific fact.
RESTRICTED RESPONSE ESSAT ITEM ± is
one where the examinee is required to provide
limited response based on a specified criterion
for answering the question.
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LEARNING OUTCOMESMEASURED EFFECTIVELY WITH
ESSAY ITEMS
According to Gronlund and Linn (1990), there
are 12 complex learning outcomes that can
be measured effectively with essay items.
These are the abilities to:
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Explain cause- effects relationships
Describe application of principles;
Present relevant arguments;
Formulate tenable hypotheses;
State necessary assumptions;
Describe the limitations of data;
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Explain method and procedures;
Produce, organize and express ideas;
Integrate learning in different areas; Create original forms; and
Evaluate the worth of ideas.
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CONTENT VERSUS EXPRESSION
- it is frequent claimed that essay item allowsthe students to present his/her knowledge andunderstanding. More often or not, factors like
expression, grammar, spelling and the like areevaluated in relation to content. If the teacher has attempted to develop students¶ skills inexpression, and if these learning outcomes areincluded in the table of specifications,
assessment of such skills is just right andvalid.
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SPECIFIC TYPES OF ESSAY
QUESTIONSI. RECALL
A. SIMPLE RECALL
1. What is the chemical formula for sodium
bicarbonate?
2. Who wrote the novel, ³The Last of theMohicans?´
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B. SELECTIVE RECALL- in which a basis foe
evaluation or judgment is suggested
1. Who among the Greek philosophersaffected your thinking as a student?
2. Which method of recycling is the most
appropriate to use at home?
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II. UNDERSTANDING
a. Comparison of two phenomena on a singledesignated basis.
1. Compare 19TH century and present-day
Filipino writers with respect to their involvement and societal affairs.
b. Comparison of the phenomena in general
2. Compare the Philippine Revolution of 1896with that people¶s of the Philippine Revolutionof 1985.
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c. Explanation of the use or extract meaning of aphrase or statement.
1.The legal system of the Mesopotamians
was anchored on the principle of an eye for an
eye, tooth far a tooth. What does this principlemean?
d. Summary of text or some portion on it.
1. What is the central idea of communism as
an economic system?E. Statement of an artist¶s purpose in the selection
or organization of material.
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1. Why did Hemingway describe in detail theepisode in which Gordon, lying wounded, engages
the oncoming enemy?
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III. APPLICATIONS
It should be clearly understood that whether
or not a question requires applicationsdepend on the preliminary educational
experience.
IV. CAUSE/EFFECTS
1. Why did Fascism prevail in Germany andItaly but not in Great Britain and France?
2. Why does frequent dependence in penicillinfor treatment of minor ailment results in itsreduced effectiveness against major innovationof body tissues by infectious bacteria?
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III. ANALYSIS
1. Why does Hamlet torn by conflicting desire?
2. Why was the Propaganda Movement a
successful failure?
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C. STATEMENT OF RELATIONSHIP
1. A researcher reported that the teachingstyles correlates with students¶ achievement
about 0.75. What does this correlation mean?
D. ILLUSTRATION/ EXAMPLES OF
PRINCIPLES
1. Identify three examples of the uses of the
hammer in a typical Filipino home.
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V. APPLICATIONS OF RULES/PRINCIPLES IN
SPCIFIED SITUATIONS
1. Would you weigh more/less in the moon?
Why or why not?
VI. REORGANIZATION OF FACTS
1.Some radical Filipino historians assert that
the Filipino revolution against Spain was from thetop not from below. Using the same observation,
what conclusion is possible?
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G. JUDGMENT
a. Decision for/ against
1. Should members of the Communist
Party of the Philippines be allowed to teachin college or universities? Why or why not?
2. Nature is more influential than the
environment in shaping an individual¶spersonality. Prove or disprove this
statement.
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b. Discussion1. Trace the events that led to the downfall of
the dictatorial regime of Ferdinand Marcos.
c. Criticism, adequacy, correctness or
relevance of correctness1. Former president Joseph Estrada was
convicted for the case of plunder by the Sandigang
Bayan. Comment on the adequacy of the evidence
used b the said tribunal reaching the decision onthe cased filed against the chief executive of the
country.
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d. Formulation of new questions
1. What should be the focus of researches of
education TO explain the incidence of failureamong students with high intelligence quotient?
2. What question should parents ask their
children in order to determine the reasons why that join fraternities and sororities?
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EXAMPLES OF ESSAY QUESTION
BASED IN BLOOM¶S TAXANOMY
OF COGNITIVE OBJECTIVES
A. KNOWLEDGE
Explain why Egypt came to be calledthe gift of the Nile.
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B. COMPREHENSION
What is meant when a person says, ³I had just
crossed the bridge.
C. APPLICATION
Give at least three examples of how the law of
supply operates in our economy today?
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D. ANALYSIS
Explain the causes and effects of the People¶s
Power Revolution on the political and the social life
of the Filipino people.
E. SYNTHESIS
Describe the origin and the significance of thecelebration of Christmas the world over.
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SOURCES OF DIFFICULTIES IN THE USE OF
ESSAY TEST
There are four (4) sources of difficulty that arelikely encountered by teachers in the use of
essay test (Greenberg et al, 1996) and they are
enumerated are as follows:
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1. QUESTION CONSTRUCTION
2. READER RELIABILITY
3. INSTRUMENT RELIABILITY
4.IN
STRUM
ENT V
AL
IDITY
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GUIDELINES FOR CONSTRUCTING,
EVALUATIONS AND USING ESSAY
TEST
1. Limit the problem that the question
possesses so that it will have a clear or definite
meaning to most students.
2. Use simple words which will convey clear
meaning to the students.
3. Prepare enough questions to sample the
material of the subject area broadly, within a
reasonable idea and writing.
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4. Use the essay question for purposes itbest serves, like organization, handling
complicated ideas and writing.
5.P
repare questions which requireconsiderable thought, but which can be
answered in relatively words.
6. Determine in advance how much weight
will be accorded each of the various
elements expected in a complete answer.
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7. Without knowledge of the student¶s name, score
for each question for all students.
8. Require all students to answer all questions onthe test. Write questions about the materials
immediately relevant to the subject.
9. Make a gross judgment of the relative
excellence of answer as a first step in grading.
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10. Make a gross judgment of the relativeexcellence of answer as a first step in
grading.
11. Word a question as simple as possible inorder to make the task clear.
12. Do not judge papers on the basis of
external factors unless they have beenclearly stipulated.
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SCORING ESSAY TEST
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A. METHODS IN SCORING ESSAYTESTS
1. It is critical that the teacher prepare, in
advance a detailed ideal answer.
2. Student papers should be scored
anonymously and that all answers to a given item
be scored one at a time, rather than grading eachtotal separately.
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B. DISTRACTORS IN SCORING
ESSAY TEST
Handwriting
Style
Grammar
Knowledge of the students
Neatness
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C. TWO WAYS OF SCORING ESSAY
TEST
HOLISTIC SCORING- In this type, a total
score is assigned in each essay items based
the teacher¶s general impression or over-allassessment.
ANALYTIC SCORING- In this type, the essay
is scored in terms of each components
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D. GUIDELINES IN SCORING ESSAY
TEST TO AVOID SUBJECTIVTY
1. Decide what factors constitute a good
answer before administering an essayquestion.
2. Explain these factors in the test item..
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3. Read all the answers to a single essay question
before reading other questions
4. Reread essay answers a second time after
initial scoring
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P
resented by:GLINOGA, IZAROSE
ECHEVARIA, RHEA
TAGUINOD, JESUSA
TOMINES, ARTURITO