exam criteria

8/13/2019 Exam Criteria

1/15

EDP 3501

TESTING AND ASSESSMENT IN EDUCATION

Exam Criteria


2/15

TRUE OR FALSE


3/15

The statements should be absolutely

true or false without exceptions.

Bad GoodPluto is a planet. ( ) Pluto new name is Plutoid. ( )

As given in the example, we used to believe Pluto is one of the planets in oursolar system, but recent discovery said ,Pluto is not a planet, but only a dwarf

planet and is called Plutoid.

So, in a Bad example, an advance student can simply state that Pluto is not a

planet and simply answer FALSE to the statement. But, many text book, still

stating that Pluto is the 9thplanet, and many students having that thought in

their minds.

Teacher should double or triple check the statements before continue using it as

a test item. We cannot underestimate students knowledge on lots of things.


4/15

Express only single idea in each

statement.

Bad Good

Cat is a mammal while snake is a reptile . ( ) Snake is a reptile. ( )

The reason behind this , is to help the student makingtheir choice correctly.

Having more than one ideas will confuse the student.

If the teacher thinks , both ideas are important, then

splitting them into 2 different statements are better.


5/15

Randomize the sequence of the

statements.

Bad Good

1.T

2.T

3.T

4.T5.F

6.F

7.F

8.F

1.T

2.T

3.F

4.T5.F

6.F

7.T

8.F

Randomizing the sequence of thestatements will avoid the studentmaking easy guess.

It will also make the statementslook reliable and valid.


6/15

Do not use negative statements.

Bad Good

Rainbow do not has seven colours. Rainbow has nine colours.

Negative statements will often confused the students.

Students tend to answer FALSE to negative statements.

If negatives are necessary, they should be emphasized with

underlined , bolded, CAPITALIZED or italicized.


7/15

Do not use unfamiliar words.

Bad Good

Elephant is gargantuan . Elephant is huge.

The main objective of using True/False items is to test thestudents comprehension on certain topic. It is rarely used totest on vocabulary.

The teacher should focus more on idea and structure other

than vocabulary.


8/15

References

http://artswork.asu.edu/teachers/assessment/testing/tf.php

http://ets.tlt.psu.edu/learningdesign/effective

_questions/T-F https://www.utexas.edu/academic/ctl/assess

ment/iar/students/plan/method/exams-

truefalse.php


9/15

MATCHING-TEST ITEMS


10/15

Premiseis acted like a stimuli and Responseis

the answer of that stimuli.

A premiselist on the left and a

responselift on the right.


11/15

Create more responses than premises

It will prevent the students to answer through

the process of elimination and guessing.

It will generates students critical thinking skill.

1. ______ A person who carries and delivers mail as a

profession.

2. ______A person who cuts men's hair and shaves or

trims beards as an occupation.

3. ______A person who fits and repairs the pipes.

A. Barber

B. Carpenter

C. Plumber

D. Postman

E. Sailor


12/15

Place longer material in the Premise.

It will reduce the amount of reading time and the students canconcentrate on finding the answers.

Margin setting and the layout will look nicer and easy to set.

Because it is well-organized, students can easily locate thematches.

1. ______ A person who carries and delivers mail as a

profession.

2. ______A person who cuts men's hair and shaves or

trims beards as an occupation.

3. ______A person who fits and repairs the pipes.

A. Barber

B. Carpenter

C. Plumber

D. Postman

E. Sailor

K h i d


13/15

Keep the question to one page and on

the same page.

Always keep both columns on the same page so that

students don't have to flip back and forth.


14/15

Provide directions and the instruction should be

very clear.

Let students know the basis on which items are to be

matched, where to write answers, and whether a

response may be used more than once.


15/15

exam criteria

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