Assessment Item Types SAC TF Matching Assessment Item

Assessment Item Types: SA/C, TF, Matching

Assessment Item Types Objective Assessments n Performance Assessments n

Objective Assessments Highly structured n Require examinee to supply a word or two, or to select the correct answer from a list of alternatives n Generally, there is only one correct answer n Scoring is typically dichotomous n

Performance Assessments n n Examinee required to select, organize, and present the answer (i. e. essay) Examinee required to use equipment, make observations, develop hypothesis, build something, or perform for an audience. Usually no single answer or “best” response. Scoring is typically polytomous and requires expert judgment.

Which do I use? There is no conflict between the two types. n Type used depends on the learning objectives. n “The law of the instrument” n

Objective Assessments Two Categories n Supply type – Short answer – Completion n Selection type – True-false or alternative response – Matching – Multiple choice

Short Answer/Completion

Short Answer/Completion Best suited to knowledge level objectives n Presented in the form of a question or an incomplete statement: n What is the name of the man who invented the steamboat? The name of the man who invented the steamboat is _____

Short Answer/Completion n Advantages: – Easy to construct – Students must supply the answer (i. e. recall memory), thus reducing measurement error due to guessing.

Short Answer/Completion n Disadvantages – Unsuitable for measuring complex learning – Difficulty in scoring: n Level of specificity “Where was George Washington born? ” n Spelling

Short Answer/Completion n Suggestions for Development – Word the item so the required answer is both brief and specific. – An animal that eats the flesh of other animals is _______ – An animal that eats the flesh of other animals is classified as _______

Short Answer/Completion n Suggestions for Development – Do not take statements directly from the textbooks to use as a basis for shortanswer items. – Chlorine is a _____ – Chlorine belongs to a group of elements that combine with metals to form salts. It is therefore classified as a _______

Short Answer/Completion n Suggestions for Development – A direct question is generally more desirable than an incomplete statement. – John Glenn made his first orbital flight around the earth in _______ – When did John Glenn make his first orbital flight around the earth? _______ – In what year did John Glenn make his first orbital flight around the earth? _______

Short Answer/Completion n Suggestions for Development – If the answer is to be expressed in numerical units, indicate the type of answer required. – If oranges weigh 5 2/3 oz. each, how much will a dozen oranges weigh? _______ – If oranges weigh 5 2/3 oz. each, how much will a dozen oranges weigh? ____ lb. ____ oz.

Short Answer/Completion n Suggestions for Development – On completion items, do not use too many blanks or let the blanks provide clues. – ____ animals that are born ___ and ___ their young are called _______ – Warm-blooded animals that are born alive and suckle their young are called _______ – The legislative branches of the U. S. government are the ______ and the ____ __ _______

TRUE/FALSE AND MATCHING ITEMS

T/F Best suited to knowledge level objectives. n Presented in the form of a statement. n T F The earth is a planet.

T/F n Advantages: – Efficient – Can assess a lot of material in a short time – Ease of construction (yea, right).

T/F n Disadvantages – Unsuitable for measuring beyond knowledge level learning. – Measurement error due to guessing. – Response sets (i. e. a consistent tendency to follow a pattern in responding to items). – Specific Determiners (e. g. never, always)

T/F n Suggestions for Development – Avoid broad general statements if they are to be judged true or false. “The president of the United States is elected to that office. ”

T/F n Suggestions for Development – Avoid trivial statements “Harry S. Truman was the 33 rd president of the United States”

T/F n Suggestions for Development – Avoid the use of negative statements, especially double negatives. “None of the steps in the experiment was unnecessary” “All of the steps in the experiment were necessary”

T/F n Suggestions for Development – Avoid long, complex sentences. “Despite theoretical and experimental difficulties of determining exact p. H value of a solution, it is possible to determine whether a solution is an acid by the red color formed on litmus paper when it is inserted into the solution. ” “Litmus paper turns red in an acid solution. ”

T/F n Suggestions for Development – Avoid including two ideas in one statement. (AKA double barreled questions). “A worm cannot see because it has simple eyes. ” “Whales are mammals because they are large. ”

T/F n Suggestions for Development – Avoid using opinion that is not attributed to some source, unless the ability to measure opinion is being specifically measured. “Adequate medical care can be best provided through socialized medicine. ” “The AMA favors socialized medicine as the best means of providing adequate medical care. ”

T/F n Suggestions for Development – Try to keep all items similar in length, i. e. don’t let a long statement be true and short ones false. – Try to have approximately the same number of true and false items.

Matching Composed of a premise (i. e. event, function, definition) and a response (i. e. date, part, term). n Examinee is to match the response to the appropriate premise. n

Matching n Advantages: – Compact – Can assess a lot of material in a short time – Ease of construction (yea, right).

Matching n Disadvantages – Unsuitable for measuring beyond knowledge level learning. – Measurement error due to guessing and irrelevant clues. – Difficulty in finding homogenous material.

Matching n Suggestions for Development – Use only homogenous material in a single matching exercise 1. 2. 3. 4. Invented telephone Washington Discovered America First to orbit earth First president of U. S. Alexander Bell A. B. John Glenn C. Columbus D.

Matching n Suggestions for Development – Include an unequal number of responses and premises, and instruct the examinee that the responses may be used once, more than once, or not at all. – Keep the list of items to be matched brief, and place the shorter responses on the right. – Indicate in the directions the basis for matching the responses and premises.

Matching n Suggestions for Development – Arrange the list of responses in logical order. Place words in alphabetical order and numbers in sequence. – Place all of the items for one matching exercise on the same page.

Your Assignment Three short-answer/completion n Three T/F n Five matching. n