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Leslia Bass-Bowman January 23, 2013 EDU697: Capstone: A project Approach

Creating an Effective Test Instrument(Revised). Leslia Bass-Bowman January 23, 2013 EDU697: Capstone: A project Approach. Test Goals. Decide if goals need a test to be met. Ensure that the test will certify learners knowledge. Tests should also motivate learning.

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Leslia Bass-Bowman January 23, 2013 EDU697: Capstone: A project Approach

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  1. Creating an Effective Test Instrument(Revised) Leslia Bass-BowmanJanuary 23, 2013EDU697: Capstone: A project Approach

  2. Test Goals • Decide if goals need a test to be met. • Ensure that the test will certify learners knowledge. • Tests should also motivate learning. • Tests would be given on the computer. • Test goals should include measures of the progress of learners and helping learners measure their own progress.

  3. Test Objectives • Discriminating Task • Test Activity • Learning to use the computer • Resources

  4. Test Questions • Subjective Testing • A subjective test is evaluated by giving an opinion. It can be compared with an objective test, which has right or wrong answers and so can be marked objectively. Subjective tests are more challenging and expensive to prepare, administer and evaluate correctly, but they can be more valid. • Objective Testing • Objective tests require a user to choose or provide a response to a question whose correct answer is predetermined. Such a question might require a student to : select a solution from a set of choices; (MCQ, true-false, matching) identify an object or position (graphical hotspot); or supply brief numeric or text responses (text input).

  5. Types of Test Questions • True/False • Pick-One • Pick-Multiple • Fill-in-the-Blanks • Matching-List • Sequence

  6. Question Sequencing • Make questions independent and ensure that one question does not answer the other • Ask multiple questions about one scenario • Vary the difficulty so that no one completely fails • Allow easy navigation which allows users to skip back and forth among the questions

  7. Significant Feedback • Report Test Scores Simply • Via e-mail/paper • Examples • Congratulations, you have mastered this assignment. • Sorry, you did not master this assignment. • You scored an 85; the passing score is a 75.

  8. Feedback • Provide complete information • Examples: • You have selected the correct answer. • Red(incorrect) or green(correct) flag • An explanation to that shows them that the answer the test taker selected was incorrect.

  9. Feedback • Gently correct wrong answers; do not embarrass the learner • Use a neutral term such as incorrect • Avoid weak feedback messages • Give feedback at the right time such as after each question, or after the test is complete

  10. Results Processing • Monitor results • Make tests fair to all learners • Test you tests • Test early and often • Set the right passing score • Solicit feedback from learners • Avoid trick questions

  11. References Horton, W. (2006). E-learning by design. Pheiffer. Retrieved January 21, 2012 from http://webbooksmanager.com/e-Learning-by Design/p184312 McAllister, D., Guidice,R. M. (2012). This is only a test: A machine- graded improvement to the multiple-choice and true-false examination. Teaching in Higher Education, 17(2), 193-207. Witschonke, C. (2007). Creating your own alternative texts for the classroom: How film has put to rest an age-old student question. Social Studies Review, 47(1), 70-74.

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