Week 6 Lecture 5 Some Practical Steps to Test Construction Brown, p. 48-65. Lecture’s objectives E xplore the four remaining questions mentioned on page 42. Focus on equipping students with the tools they need to create classroom oriented tests.
Week 6Lecture 5
Some Practical Steps to Test Construction
Brown, p. 48-65
2.Drawing up test specifications:
Test specifications for the classroom use can be a simple and practical outline of your test.
Unlike standardized tests in which specifications are much more formal and detailed , your specifications will simply comprise:
Outline of the test
Skills to be included.
(Your unit test must take no more than 30 minutes which will be divided equally in time among all skills. If you have a small class you can have the speaking test in the preceding period).
c) Item types and tasks. ( there are a number of modes of eliciting responses and of responding on tests of any kind).
Let us discuss figure 3.1 (p,51) and the table (p, 52)
One more test spec that needs to be included is a plan for scoring and assigning relative weight to each section and each item within. This issue will be addressed later..
3. Devising Test Tasks:
You try to draft test items to provide a sense of authenticity and interest.
Could you discuss the factors that you should consider when you devise your test items? (p, 53).
Read in pairs the questions mentioned on page, 54 about revising your draft and choose one to discuss it’s importance.
Practicality and reliability are the two principles that support multiple choice format. Their predetermined correct responses and time saving scoring procedures might help teachers save time in grading the test, but what about the time they spend in designing such items.
- Do you agree that multiple-choice items are considered to be the simplest to construct and have no weaknesses?(p, 55)
- Discuss the terminology of writing multiple- choice items.(p,56)
Design each item to measure a specific objective. Discuss the provided example on pages 56 and 57.
2. State both stem and options as simply and directly as possible.
( Do not make the multiple-choice items too wordy, get directly to the point, remove needless redundancy from your options). P,57
3. Make certain that the intended answer is clearly the only correct one. P,58
The appropriate selection and arrangement of suitable multiple-choice items on a test can be best accomplished by measuring items against three indices:
Item facility (or item difficulty)
It is the extent to which an item is easy or difficult for the proposed group of test-takers. IF simply reflects the percentage of students answering the item correctly.(p.59)
2. Item discrimination (item differentiation)
It is the extent to which an item differentiates between high and low ability test-takers. By using the ID formula you can judge if the items discriminate between the two groups or not.(p,59)
3. Distractor efficiency
It is related to item discrimination. The efficiency of distractors is the extent to which:
“Iure” a sufficient number of test-takers, especially low ability ones.
Those responses are somewhat evenly distributed across all distractors.
Your scoring plan reflects the relative weight that you place on each section and items in each section. (p, 61-62)
Assigning grades to student performance on the test would be by giving “A” for 90-100 percent, “B” for 80-89 percent, and so on.
How can you assign letter grades to the test,? (p,62)
Consider the forms in which you will offer feedback to your students, feedback that you want to become beneficial washback.
Consider the options on page 63 that you might choose to return the test to the students with.
In this chapter, guidelines and tools were provided to enable you to address the five questions posed at the outset:
How to determine the purpose or criterion of the test?
How to state objectives?
How to design specifications?
How to select and arrange test tasks including evaluating those tasks?
How to ensure appropriate washback to the student?