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Matching - Type Test Is Similar To The Multiple - Choice Test. in This Kind of

This document discusses the matching type test format. It provides objectives, definitions, checklists, pointers and advantages/disadvantages for writing matching type test items. The objectives are to enumerate and explain different points in writing matching tests and recognize well and poorly written ones. A matching test associates items from one column with choices in another column. The checklist provides 10 factors for writing good matching items such as clear instructions, homogeneous lists of similar length arranged systematically. Pointers include using short responses, more options than items, and arranging lists alphabetically. Advantages are simple construction/scoring while disadvantages include emphasizing memorization and limited options in commercial answer sheets.

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Jhessa May Canuel
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
775 views

Matching - Type Test Is Similar To The Multiple - Choice Test. in This Kind of

This document discusses the matching type test format. It provides objectives, definitions, checklists, pointers and advantages/disadvantages for writing matching type test items. The objectives are to enumerate and explain different points in writing matching tests and recognize well and poorly written ones. A matching test associates items from one column with choices in another column. The checklist provides 10 factors for writing good matching items such as clear instructions, homogeneous lists of similar length arranged systematically. Pointers include using short responses, more options than items, and arranging lists alphabetically. Advantages are simple construction/scoring while disadvantages include emphasizing memorization and limited options in commercial answer sheets.

Uploaded by

Jhessa May Canuel
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 2 1

MODULE II

Lesson 9. Matching Type Test

Objectives At the end of this lesson, the students are expected to:

 Enumerate and Explain the Different Points in Writing Matching Test Items.
 Recognize and Differentiate A Poorly Written Matching Type Test and a Well
– Written Matching Type Test Based on the Checklist.

Ice Breaker : 1. Present a video on Matching Type Test.

2.
Discussion
2.

Definition of Terms

Matching – type test is similar to the multiple – choice test. In this kind of
test, the examinee associates an item in one column with a choice in the
second column (Reganit, etal., 2010).

Checklist for Writing Matching – Type Test

According to Reganit et.al (2010), below is the checklist for Writing Matching –
Type Test:
Factors Yes
1. Have you given the student clear, explicit instruction? /
2. Are the response and premise lists both homogenous? /
3. Is one list shorter than the other? /
4. Are both lists between 5 to 15 entries? /
5. Are the premises longer and more complex? Are the responses
/
simple and short?
6. Are the responses arranged in a systematic order? /
7. Are both lists relatively free of clues? /
8. Do both lists appear on the same page? /

Pointers on Writing Matching – Type Tests


According to Reganit et.al (2010), below is the pointers for Writing Matching –
Type Test:
1. If possible, the response list should consist of short phrases, single
words, or numbers.
2. Use homogenous options and items.
3. Have more options than the given items. Initially, a matching – item test
decreases the students’ tendencies to guess but as the students progress
in answering the test, the guessing tendencies increase. This can be
avoided by increasing the options.

Name of Professor: Ava Clare Marie O. Robles, Ph.D. Subject: Assessment in Learning 1 (CPE 105)
Module 2 2

4. Arrange the options and items alphabetically, numerically, or


magnitudinally. This is one way to help the examinees since they can
maximize their time by not searching for the correct answers, especially
if there are many options.
5. Limit the number items within each set. Ideally, the minimum is five
items and the maximum is ten per set.
6. Place the shorter responses in column B. This time – saving practice
allows the students to read the longer items first in column A and then
search quickly through the shorter options to locate the correct
alternative.
7. Provide complete directions. Directions should stipulate whether options
can be used only once or more than once. They should also instruct the
students on how to respond. The instructions should also clarify what
columns A and B are about.
8. Place the list of options on the same page as the list of items. Time is
wasted if students have to flip pages to search through all options to
locate the correct ones. Additionally, some students may overlook that
there are still some options on the next page.
9. Avoid specific determiners and trivial information that can help the
students find the correct response without any effort on their part. The
use of “none of the above” as an option is recommended if it is the only
correct answer.
10. Clearly explain the basis on which the match is to be made.

Advantages of Matching – Type Test


1. The Matching – Type test is simple to construct and score. It is well
suited in measuring associations. Like a multiple – choice test, it
presents the student with questions and alternatives.
2. It reduces the effects of guessing, although the chance of guessing
increases as the student progresses in answering items. This, however,
is easily remedied by adding more options.

Disadvantages of Matching – Type Test


1. It tends to ask students to associate trivial information. Unfortunately,
most matching – type tests emphasize memorization, although it is
impossible to construct items that measure more complex cognitive
skills.
2. In case of commercial answer sheets, matching items can accommodate
no more than five options.

Reference:
1. Reganit, Arnulfo , Elicay, Ronaldo, & Laguerta, Cresencia (2010). Assessment of Student Learning 1
(Cognitive Learning). C & E Publishing, Inc.

Prepared by:
Jhessa May M. Canuel

Name of Professor: Ava Clare Marie O. Robles, Ph.D. Subject: Assessment in Learning 1 (CPE 105)

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