know how of question bank development
TRANSCRIPT
![Page 1: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/1.jpg)
Question Bank Development: A Probe into its Theoretical and
Practical Connotation
Faculty Professional Development Programme (FPDP)
of UOU
Dr. Rajani Ranjan SinghSchool of Education
Uttarakhand Open University
![Page 2: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/2.jpg)
?
![Page 3: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/3.jpg)
Why we move to Question ?• Question is the index of cognitive Ignition and hence the
reflection of Personality as a whole.• It is the question which changes the way of perceiving the
world and consequently the course of your life.• "To make my contribution I must Ask Questions, Speak the
Truth, Think for Myself, and Care for My Soul,“• "It is better to be a human being dissatisfied than a pig
satisfied; better to be Socrates dissatisfied than a fool satisfied. And if the fool, or the pig, are of a different opinion, it is because they only know their own side of the question," says John Stuart Mill in Utilitarianism, Ch.2
• Question as catalyst begins the cognitive turbulance.
![Page 4: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/4.jpg)
Take a pause & Think
• Question development or item writing is a work of great contemplation which consists a good planning and better execution for sound and objective results concerning with the prognosis and diagnosis of the human potential. So, if you want to have objective result of measurement and evaluation regarding the abilities of an individual, then you must know the technicality of item engineering which is the vital part of test construction and its standardization.
![Page 5: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/5.jpg)
Assumption of Measurement, Assessment & Evaluation
• Whatever exists at all, exists in some amount E.L.Thorndike,1918.
It provides the criteria of measurement & assessment.
• Anything that exists in amount can be measured or assessed, Mc Call,1939.
That is why, Educational Achievement can be assessed.
![Page 6: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/6.jpg)
Glossary what to be understood before the session
• Educands’ Behaviour and their types Cognitive, Affective and Conative • Objectives and their types Educational and Instructional Objectives• Taxonomy of Instructional Objectives As Per B.S.Bloom Knowledge Understanding (Comprehension) Application Analysis Synthesis Evaluation
![Page 7: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/7.jpg)
Knowledge Dimension
• Factual– Discrete bits of information CONCRETE
• Conceptual– More complex, organized knowledge– Classifications, categories, principles
• Procedural– Steps to take, how to do something– Determining when to do what
• Meta-Cognitive– Personalize understanding for the user– Strategic and contextual ABSTRACT
![Page 8: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/8.jpg)
The Cognitive Process Domain
The KnowledgeDimension
Remember
Understand
Apply
Analyze
Evaluate
Create
Factual
Conceptual
Procedural
Meta Cognitive
![Page 9: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/9.jpg)
![Page 10: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/10.jpg)
How Might This Look?Map out
ObjectivesInstructional activities
Assessments Activities and tests should align in order to meet objectives
![Page 11: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/11.jpg)
Question and its relationship with Normal Probability Curve
Qu. Battle of Haldighati was fought between Mughals and ………….
![Page 12: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/12.jpg)
Question and its relationship with Normal Probability Curve
Qu. The name of the first president of India was……….
![Page 13: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/13.jpg)
Question and its relationship with Normal Probability Curve
Q. The first president of India belonged to…………….district of Bihar.
![Page 14: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/14.jpg)
Connotation of Question Bank
• Question Bank – A series of questions of different types, on the basis of which some information is sought.
• Question Development is a standardized procedure to measure quantitatively or qualitatively one or more than one aspect of traits, by means of sample of verbal or nonverbal behaviour.
• A question bank in the form of a test is an organized succession of stimuli designed to measure quantitatively or evaluate qualitatively of some mental processes, traits or characteristics.
![Page 15: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/15.jpg)
Types of Test
• Objective test and subjective test• Speed test and power test• Individual test and group test• CRT and NRT• Verbal, Nonverbal, and Performance test• Achievement, Personality, Aptitude, Attitude, and
Intelligence test• Diagnostic and Prognostic test• Formative test and summative test• Standardized and Teacher-made test
![Page 16: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/16.jpg)
Tool and Techniques of Educational Assessment
• The assessment process produces the data for cognitive, affective and psychomotor objectives. All techniques of assessment can be broadly classified into two categories: (a) Quantitative and (b) Qualitative
• (A) The Quantitative techniques are mainly used in educational assessment. These are highly reliable and valid They can be classified into three types (i) Oral (ii) Written and (iii) Practical.
• (B) The Qualitative techniques are used for continuous and comprehensive assessment. These techniques are subjective and less reliable, but they are used for assessing the affective objectives. These techniques are like cumulative records, anecdotal records, observation techniques and check list and rating scale.
![Page 17: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/17.jpg)
Tools of the Assessment of Educational Achievement
• Diagnostic Test- It aims at identification of academic strengths and weaknesses in a particular content area. It is also helpful in isolation of children with mental handicap as different from other normal children. In a way, diagnostic test is test for identification. It follows a normative models to make comparative evaluations of individuals.
• Norm -referenced Test- It is used to determine how much overall knowledge of some subject a particular pupil has achieved. The basic report for a norm referenced test is a count of the number of test questions that are answered correctly. The ‘norm’ in a norm referenced test is the achievement of some specific groups of students on the test. An excellence or deficiency of a particular student’s achievement in learning is judged by that student’s standing among those in the specified group.
![Page 18: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/18.jpg)
Tools of the Assessment of Educational Achievement
• Criterion- referenced Test- It is used to determine the certain specified objectives of instruction a particular pupil has attained. The ‘criterion’ in a criterion referenced test indicates the instructional objectives of a content. In contrast to NRT this approach is not concerned with comparison of individuals with a norm or standard. The point of reference is to an absolute standard within an individual rather than a population norm. In target populations, especially individuals with mental handicap, the individual differences are so great that group comparisons are futile. It is also classified as Domain and Objective referenced test as per the type of interpretations
![Page 19: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/19.jpg)
Connotation of an Item
• Item- an item is defined as “ a single question or task that is not often broken down into any smaller units.
• An arithmetical problem, manipulative task, a mechanical puzzle may be an item.
• Lowest common denominator of a test, which is scored is an item.
• Structural and functional unit of a test.
![Page 20: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/20.jpg)
General characteristics of an item
• Well phrased• Should measure the significant aspect of
the subject matter• Should not encourage the guesswork by
the subject• Easy in deciphering the intended idea• Incorporation of Independent items in the
test
![Page 21: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/21.jpg)
Technical characteristics of an item
• Incorporation of sufficient items to make the test reliable
• Moderate difficult• High discriminating power
![Page 22: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/22.jpg)
General Guidelines for Item Writing
• Clarity in writing items• Absence of nonfunctional words• Absence of irrelevant accuracies• Moderate difficulty value• Avoidance of the use of stereotyped words• Avoidance of clues• Interlocking or interdependent items
should not be there
![Page 23: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/23.jpg)
Item Analysis
• Item Analysis: A good question or item discriminates between high achiever and low achiever hence the filtration of items must be there while incorporating into question bank or in a test
To analyze constructed test item in terms of effectiveness of the distractors, difficulty index and discrimination index
To summarize the item analysis procedure in tabular form using the evaluation code
![Page 24: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/24.jpg)
Determine the Upper Group (U) and Lower group (L)
• Upper group is the 27% of the 50 test papers from the highest score, i.e., 14 test papers from the highest score
• Lower group is the 27% of the 50 test papers from the lowest score, i.e., 14 test papers from the lowest score
![Page 25: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/25.jpg)
Estimate Index of Difficulty
Idiff = (U + L)/ (Nu + NL) where
U and L are the number of correct responses in the upper and lower groups respectively Nu and NL are the number of test
papers from the upper and lower groups
![Page 26: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/26.jpg)
Index of Discrimination
• It might be positive• It might be negative• It might be zero• Formula of DI : Ru/Nu-Rl/Nl• Guessing formula :S=R-W/K-1
![Page 27: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/27.jpg)
Distractor Analysis
• Good distractor- More examinees of the lower group
• Poor distractor- More examinees of the higher group
• Correct response should have positive discrimination index
• Distractor should have negative discrimination index
![Page 28: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/28.jpg)
Determine the Index of Difficulty of an Item
Interpretation of Index of Difficulty (Ebel, 1965)
A test item is: If it has a difficulty index of:
Very Easy 0.91 and above
Easy 0.76 to 0.90
Optimum Difficulty 0.26 to 0.75
Difficult 0.11 to 0.25
Very Difficult 0.10 and below
![Page 29: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/29.jpg)
Evaluation Code for Item Analysis
Item Category is Fair
Options Acceptable
Discrimination level
High or Moderate
Difficulty level
Optimum or Easy or Difficult
Recommendation – Retain the test item
![Page 30: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/30.jpg)
Questions to Ask yourself in Designing a Test
• What objectives will (should) I be testing? • What types of items will be included in the
test? • How long will the test be in terms of time
and number of items?• How much will each objective be worth in
terms of weighting and number of items?
![Page 31: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/31.jpg)
Planning a Test
• First step: Outline learning objectives or major concepts to be covered by the test– Test should be representative of
objectives and material covered– Major student complaint: Tests don’t
fairly cover the material that was supposed to be canvassed on the test.
![Page 32: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/32.jpg)
Planning a Test
• Second Step: Create a test blueprint• Third Step: Create questions based on
blueprint– Match the question type with the appropriate
level of learning
• Fourth Step: For each check on the blueprint, jot down (might use 3x5 cards) 3-4 alternative question on ideas and item types which will get at the same objective
• Fifth Step: Organize questions and/or ideas by item types
![Page 33: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/33.jpg)
Planning a Test
• Sixth Step: Eliminate similar questions • Seventh Step: Walk away from this for a
couple of days• Eighth Step: Reread all of the items – try
doing this from the standpoint of a student
![Page 34: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/34.jpg)
Planning a Test
• Ninth Step: Organize questions logically• Tenth Step: Time yourself actually taking
the test and then multiply that by about 4 depending on the level of students
• Eleventh Step: Analyze the results (item analyses)
![Page 35: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/35.jpg)
Translating Course Objectives/Competencies into
Test Items • Syllabus
– Specification table- what was taught/weight areas to be tested
• Creating a Test Blueprint (see handout) – Blueprint- this is the test plan, i.e., which questions test
what concept– Plotting the objectives/competencies against some
hierarchy representing levels of cognitive difficulty or depth of processing
![Page 36: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/36.jpg)
Blue Print of a Question PaperObjectives
Knowledge Understanding
Application Total
Form of Ques
MC VSA SA MC VSA SA MC VSA SA
No.Syst.
1(1)
3(1) 4(2)
+ & - 2(1) 2(2)
2(2) 4(1) 10(6)
x 1(1) 1(1)
2(1) 2(2) 4(1) 10(6)
Div. 2(1) 1(1)
1(1) 4(2) 8(5)
Frac. 1(1)
2(1) 1(1) 4(3)
Measures
1(1)
3(1) 1(1) 1(1) 6(4)
Time 1(1) 2(1) 1(1) 4(3)
Geo 1(1)
1(1) 2(1) 4(3)
Sub Total
3(3)
3(2) 7(4) 5(5)
2(1) 8(4) 6(5) 4(4) 12(4)
50(32)
Total 50
![Page 37: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/37.jpg)
Design of a Question Paper
• Assigning weightage to objectives Objective (K+ U+A+A+S+E) with %age Marks• Assigning weightage to content areas Topics with Marks• Assigning weightage to different types of
Questions Type of Ques./No. of Ques./Marks allotted/Time• Assigning weightage to Difficulty Level Easy (20%)+Average (50%)+Difficult (25%)
![Page 38: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/38.jpg)
Question Arrangement on a Test
• Group by question type– Common instructions will save reading time
• Limit the number of times students have to change frame of reference
• Patterns on test must be logical– Arrange from a content standpoint – Keep similar concepts together
• Group by difficulty (easy to hard)
![Page 39: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/39.jpg)
Selecting the Right Type of evaluation
• How do you know what type of question to use and when?
• It depends on the skill you are testing.• Evaluation should always match as closely
as possible the actual activity you’re teaching.– Examples: Teaching Speech, should evaluate an
oral speech– If testing ability to write in Spanish, better give
an essay.– Testing reading –MC, TF – Wouldn’t use MC to test creative writing
![Page 40: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/40.jpg)
Question Types verses Cognitive Levels of Learning
KnowledgeComprehension
Application AnalysisSynthesis Evaluation
Multiple Choice (MC)True/False (TF)MatchingCompletion Short Answer
MCShort AnswerProblems EssayPerformance
MCShort AnswerEssay
![Page 41: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/41.jpg)
Constructing the Test
• Types of Test Questions: – Multiple-Choice Items– True-False Items – Matching Items– Fill-In, Completion or Short-Answer Items– Essay Questions
![Page 42: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/42.jpg)
Multiple Choice Items
• Advantages: – Extremely versatile-can measure the higher
level mental processes (application, analysis, synthesis and evaluation)
– A compromise between a short answer/essay and T/F item
– Can cover a wide range of content can be sampled by one test
• Disadvantages – Difficult to construct plausible alternative
responses
![Page 43: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/43.jpg)
Types of Multiple Choice Items
• Four Basic Types– Question Type – Incomplete Statement Type – Right Answer Type – Best Answer Type
• Which Type is Best? – Question Type vs. Incomplete Statement– Right Answer vs. Best Answer Type
![Page 44: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/44.jpg)
Multiple Choice Items
1. Writing the stem first: A. Be sure the stem asks a clear question B. Stems phrased as questions are usually easier
to write C. Stems should not contain a lot of irrelevant
info.D. Appropriate reading level/termsE. Be sure the stem is grammatically correctF. Avoid negatively stated stems
![Page 45: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/45.jpg)
Multiple Choice Items
• Writing the correct response – Use same terms/reading level– Avoid too many qualifiers – Assign a random position in the answer
sequence
• Read the stem and correct response together
• Generate the distractors/alternative responses
![Page 46: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/46.jpg)
Multiple Choice Items
• Other Tips for Constructing MC Items:– Items should have 3-4 alternatives. – Stem should present a single, clearly
formulated problem– Simple, understandable, exclude extraneous
words from both stem and alternatives – Include in the stem any word that are repeated
in each response – Avoid all of the above (can answer based on
partial information)– Avoid none of the above
![Page 47: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/47.jpg)
Multiple Choice Items
• Alternative responses/distractors should be plausible and as homogeneous as possible
• Response alternatives should not overlap– Two synonymous terms (arithmetic average/mean)
• Avoid double negatives– None of the following are part of the brain except which
one?
• Emphasize negative wording• Each item should be independent of other items
in the test– Information in the stem of one item should NOT help
answer another item.
![Page 48: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/48.jpg)
True-False Test Items
• Best suited for testing 3 kinds of info.: • Knowledge level learning • Understanding of misconceptions• When there are two logical responses
• Advantages: – Sample a large amount of learning per unit of
student testing time
• Disadvantages: – Tends to be very easy– 50-50 chance of guessing – Tends to be low in reliability
![Page 49: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/49.jpg)
Tips for Constructing True/False Items
– Tips for constructing True-False Items• Avoid double negatives• Avoid long or complex sentences• Specific determiners (always, never, only, etc.)
should be used with caution• Include only one central idea in each statement• Avoid emphasizing the trivial• Exact quantitative (two, three, four) language is
better than qualitative (some, few, many) • Avoid a pattern of answers
![Page 50: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/50.jpg)
Objective Test Item Analyses
• Evaluating the Effectiveness of Items..– Why?
• Scientific way to improve the quality of tests and test items
• Identify poorly written items which mislead students • Identify areas (competencies) of difficulty
– Item analyses provided info. on: • Item difficulty• Item discrimination • Effectiveness of alternatives in MC Tests
![Page 51: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/51.jpg)
Examples
• Match the following:Group A Group B1.Classical Cond. (a) B.F. Skinner 2.Operant Cond. (b) E.L. Thorndike3.Laws of Learning © R.L. Thorndike4.Father of correlation (d) I.P.Pavlov (e) Francis Galton 1. 2. 3. 4. 1. 2. 3. 4. (A) a b c d (B) d a b e © c d a b (D) b a c d
![Page 52: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/52.jpg)
Examples
Autonomous Investment is (A)Functionally related to interest rate(B)Functionally related to both income and
interest rate(C)Functionally related to income alone(D)Independent of income and interest rate
![Page 53: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/53.jpg)
Examples
• Write ‘Y’ for yes or ‘N’ for no as per your answer against the following statement:
1. Maulana Abul Kalam Azad was the first education minister of India ( )
• Fill in the blanks: 2. ………. of the Nov. is observed as Education Day in India.3. Education Day is celebrated on………..• Mark (T) for true or (F) for false for the following
statements:4. Teachers day and Education day, both the days are
related with Dr S.Radhakrisnan. ( )5. Plato’s original name was Aristocle ( )
![Page 54: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/54.jpg)
Examples
• Consider the following the following statements:The coefficient of correlation 1.Is not affected by a change of origin and scale2.Lies between -1 to +13.Is a relative measure of linear association
between two or more variablesWhich of the statements given above is/are
correct(a)1 only (b) 2 and 3 only (c) 1 and 3 only (d) 1,
2 and 3 only
![Page 55: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/55.jpg)
Examples
• What is the correct sequence of the Marxian stage theory of growth?
1. Slavery 2. Primitive Communism 3. Socialism4. Communism 5. Feudalism 6. CapitalismSelect the correct answer using the code given below :(a)1-2—3-4-5-6 (b) 2-1-5-6-3-4 © 1-2-5-6-3-4(d) 2-1-5-6-3-4
• Select the odd one from the following concepts:(a)Reliability, Validity, Norms, Measurement(--------------)(b)Growth, Motivation, Maturation, Development (--------)(c)Saturn, Mars, earth, Pluto ( ---------------)
![Page 56: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/56.jpg)
Examples
• Directions: The following item consists of two statements one labelled as ‘Assertion (A)’ and the other as ‘Reason ®’. You are to examine these two statements carefully and select the correct answer using the codes given below:
(a)Both A and R are individually true and R is the correct explanation of A
(b)Both A and R are individually true and R is not the correct explanation of A
(c)A is true but R is false (d)A is false but R is true1. Assertion (A) : Variance of X is always greater than the
standard deviation of X Reason ® : Variance is square of standard deviation
![Page 57: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/57.jpg)
Examples
• Analogy type item: There are two situations. The first situation is
complete and second is incomplete. It should be completed on the basis of first situation.
1.Socrates : Aristocle :: Aristotle : 2. Mansarovar: Premchand:: Saket : 3.Kolkata: Hooghly:: Hydearbad: Simple Recall Items:1.The term Blog has been derived from the
word………..2.The expanded form of the term ‘Wiki’ is……………..
![Page 58: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/58.jpg)
Short-Answer Items
• Two Types: (Question and Incomplete Statement)• Advantages:
– Easy to construct– Excellent format for measuring who, what, when, and
where info.– Guessing in minimized– Student must know the material- rather than simply
recognize the answer
• Disadvantages: – Grading can be time consuming– More than one answer can be correct
![Page 59: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/59.jpg)
Short Answer Items
• Tips for Constructing Short Answer Items – Better to supply the term and require a
definition– For numerical answers, indicate the degree of
precision expected and the units in which they are to be expressed.
– Use direct questions rather than incomplete statements
– Try to phrase items so that there is only one possible correct response
– When incomplete statements are used, do not use more than one blank within an item.
![Page 60: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/60.jpg)
Examples
1. Enumerate the five functions of measurement.
2. Write down the five examples of learning.3. Write any five features of Indifference Curve.4. Write five differences between language and
literature.5. Define term sonnet and differentiate with satire.6. Indicate the levels or scales of measurement.7. Enumerate the three technical charecteristics of
good measuring tool .8. What is the relationship between social work and
psychology?
![Page 61: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/61.jpg)
Essay Questions
Types of Essay Questions • Extended Response Question
– Great deal of latitude on how to respond to a question. – Example: Discuss essay and multiple-choice type tests.
• Restricted Response Question– More specific, easier to score, improved reliability and
validity– Example: Compare and contrast the relative advantages
of disadvantages of essay and multiple choice tests with respect to: reliability, validity, objectivity, & usability.
![Page 62: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/62.jpg)
Essay Items
• Advantages: – Measures higher learning levels (synthesis,
evaluation) and is easier to construct than an objective test item
– Students are less likely to answer an essay question by guessing
– Require superior study methods– Offer students an opportunity to demonstrate
their abilities to: • Organize knowledge• Express opinions• Foster creativity
![Page 63: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/63.jpg)
Essay Items
• May limit the sampling of material covered• Tends to reduce validity of the test
• Disadvantages– Subjective unreliable nature of scoring
• “halo effect” – good or bad student’s previous level of performance
• Written expression• Handwriting legibility• Grammatical and spelling errors
• Time Consuming
![Page 64: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/64.jpg)
Essay Questions
• Give students a clear idea of the scope & direction intended for the answer– Might help to start the question with the description of the
required behavior (e.g., compare, analyze)
• Appropriate language level for students • Construct questions that require students to
demonstrate a command of background info, but do not simply repeat that info.
• If question calls for an opinion, be sure that the emphasis is not on the opinion but on the way its presented or argued.
• Use a larger number of shorter, more specific questions rather than one or two longer questions so that more information can be assessed.
![Page 65: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/65.jpg)
Essay Questions
• You might – Give students a pair of sample answers to a question of
the type you will give on the test. – Sketch out a rubric (grading scheme) for each question
before reading the papers OR randomly select a few to read and make up the grading scheme based on those answers
– Give students a writing rubric – Detach identifying information and use code numbers
instead to avoid letting personality factors influence you. – After grading all the papers on one item, reread the first
few to make sure you maintained consistent standards – Be clear to student the extend to which factors other
than content (e.g., grammar, handwriting, etc.) will influence the grade.
![Page 66: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/66.jpg)
Essay Questions
• Tips for constructing Essay Questions – Provide reasonable time limits for each question
• “thinking and writing time”
– Avoid permitting students a choice of questions• Will not necessarily get a representative sample of
student achievement. Only be requiring all students to answer all questions can their achievement be compared
– A definite task should be put forth to the student• Critical words: compare, contrast, analyze, evaluate,
etc.
![Page 67: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/67.jpg)
Examples
• Distinguish between criterion-referenced test and norm-referenced test. Which type of test should be preferred in educational measurement and why?
• How can the process of “Management by Learning Objective’s be implemented in the classroom teaching? Discuss the statement with examples.
• Describe the forms of objectives type items and illustrate their forms with suitable examples.
![Page 68: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/68.jpg)
Scoring Essay Items
• Write an outline of the key points (use outline to design a rubric)
• Determine how many points are to be assigned to the question as a whole and to the various parts within it.
• If possible, score the test without knowledge of the student’s name – Face Sheet
• Score all of the answers to one question before proceeding to the next question – Consistent standard
![Page 69: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/69.jpg)
Questions?
![Page 70: Know how of question bank development](https://reader033.vdocuments.site/reader033/viewer/2022052821/5549d5c8b4c9051c778b501e/html5/thumbnails/70.jpg)
A lot of thanks for your
precious time and active
participation