ICEBREAKER!

• Before we discuss , lets play TWO TRUTHS AND 1 Lie

Mechanics
I will choice 4 persons and introduce themselves by stating two truths and 1
lie about themselves.
It could be hobbies, interest, or past experience.
e.G . Avoid using my favorite color is …..
The group has to guess which statement is the lie by chatting A, B, or C on
the chatbox.
I will choice 1 person who did not participate or get right randomly. He/she
will show a bit talent to us.
 Development of Classroom
Assessment Tools

By: Rejesh Melad & Michael Noveno

 Objectives
After the end of discussion, students will be able to;

- describe the advantages and disadvantages of the

different format of test item
- highlight when to use and how to use the different
format of test item
- write their own on each format of test item w/
accordance on guidelines.
 Matching Format
• Provides a way for learners to connect a word,
sentence or phrase in one column to corresponding
word, sentence or phrase in a second column
• Measures the ability to identify relationship between
set of similar items, each of which has two
components, such as words and their definitions,
symbols and their meanings etc
Parts of Matching type
Premises – column for which a match is right
Responses – column from which to chose the
match
 When to use Matching Test
The matching test is effective when you need to measure the ability of
learner to identify the relationship and associations between similar items ,
each of which has two components such as;

• Terms and Definitions • Scenarios and Responses

• Objects or Pictures and • Principles and Scenarios to
Labels which apply
• Symbols and Proper Names
• Cause and Effects
 Advantages and Disadvantages

Advantages Drawbacks
• Best “the amount of course material covered • Ill-suited for gauging the learners’ higher
to the amount of time spent to construct the understanding (analysis and synthesis
questions” ratio. levels).
• Allow for great flexibility and accuracy in • Answering matching questions is time-
counting the learners’ scores. consuming for learners.
• Give an objective assessment of the learners’
• Introducing too many options can make it
knowledge.
so that the question tests the ability to
• At their most useful when used in areas
search first, relevant knowledge second.
mostly dealing with facts.
• Least chance of guessing the correct answer
compared to other question types.
 Construction Guidelines

1) Two-part directions. Your clear directions at the start of each

question need two parts:
• how to make the match
• the basis for matching the response with the premise. You
can also include whether items can be re-used, but often
pre-built templates don’t allow for this.
Example for exercise above: Drag each career name in Column
B to the best definition in Column A. No items may be used
more than once.
 Construction Guidelines

2. Parallel content. Within one matching test item, use a common

approach, such as all terms and definitions or all principles and the
scenarios to which they apply.

3. Plausible answers. All responses in Column B should be plausible

answers to the premises in Column A. Otherwise, the test loses some of
its reliability because some answers will be “give-aways.”

4. Clueless. Ensure your premises don’t include hints through grammar

(like implying the answer must be plural) or hints from word choice (like
using the term itself in a definition).
 Construction Guidelines

5. Unequal responses. In an ideal world, you should present more

responses than premises, so the remaining responses don’t work as
hints to the correct answer. This is not often possible when using a
template.
6. Limited premises. Due to the capacity limitations of working memory,
avoid a long list of premises in the first column. A number that I’ve come
across is to keep the list down to six items. Even less might be better,
depending on the characteristics of your audience.
7. One correct answer. Every premise should have only one correct
response. Obvious, but triple-check to make sure each response can
only work for one premise.
 Construction Guidelines

What would you suggest to improve the test below?

Directions: On the line to the left of each
statement write the letter of the philosopher
Directions: Match the following in order to the correct from the right hand column that the statement
response. describes. Use each philosopher once.
____1) Plato insisted that the government was
____2) Machiavellie wrote about achieving political unity in ____1) Though government was a science
____3) Hobbes argued that human nature made absolute requiring experts.
monarchy ____2) Described methods of achieving political
____4) Marx was a German philosopher economist who
unity.
founded ____3) Founded communism
____4) Believed that the human nature made
absolute monarchy desirable and inevitable.
A. Prince A. Hobbes
B. Desirable and inevitable B. Marx
C. A science requiring experts, C. Machiavellie
D. Organized along industrial lines D. Durkheim
E. Communism E. Plato
 Fill-in-the-Blank Questions

• Common type of question due to their ease of

creation and usefulness in classes across the
curriculum. They are considered an objective
question because there is only one possible answer
that is correct.
 Fill-in-the-Blank Questions

• Common type of question due to their ease of

creation and usefulness in classes across the
curriculum. They are considered an objective
question because there is only one possible answer
that is correct.
 ADVANTAGES & DISADVANTAGES

ADVANTAGES DISADVANTAGES
• high reliability, • they are harder to score,
• numerous possible correct answers may
• easier to write, and exist,
• limits guessing. • what is being measured is hard to define,
• takes more time for students to complete
them, and
• they are not communicative.
 EXAMPLES OF F&B QUESTIONS
• Math teachers use these questions when they want the student to provide
the answer without showing their work. Example: -12 7 = _____.
• Science and Social Studies teachers can use these questions to easily
assess whether students have learned basic concepts. Example: The
atomic number of Oxygen is _____.
• Language Arts teachers can use these questions to identify quotes,
characters, and other basic concepts. Example: I am the Canterbury Tales
pilgrim who was married five times. _____.
• Foreign language teachers find these types of questions useful because
they allow the teacher to judge not only the student's understanding of a
particular word but also how it should be written. Example: Francis
_________ working in the workplace throughout the previous two years..
 Constructing Excellent Fill-In-The-Blank Questions

1. Omit only significant words from the statement.

Undesirable: Every atom has _____ called a nucleus.
Desirable: Every atom has a central core called a(n) ________
2. Do not omit so many words from the statement that the intended
meaning is lost.
Undesirable: The ______ were to Egypt. as the ________ were to
Persia and as _____ were to the early tribes of Israel.
Desirable: The Pharaohs were to Egypt as the _____ were to Persia and
as ____ were tp the early tribes of Israel.
 Constructing Excellent Fill-In-The-Blank Questions

3. Avoid obvious clues to the correct response.

Undesirable: Most of the US’ libratries are organized according to the
______ decimal system.

Desirable: Which organizational system is used by most of US’

libraries.________
4. Be sure there is only one correct response.
Undesirable: Trees which shed their leaves annually are _____
Desirable: Trees which shed their leaves annually are called ______
 Constructing Excellent Fill-In-The-Blank Questions

5. Avoid grammatical clues to the correct response.

Undesirable: A subatomic particle with a negative electric charge is called an
_______.
Desirable: A subatomic particle with a negative electric charge is called a(n)
_______.

6. If possible, put the blank at the end of a statement rather than at the beginning.
Undesirable: _______ is the measure of central tendency that is most affected
by extremely high or low scores.
Desirable: The measure of central tendency that is most affected by extremely
high or low scores is the ______.
Limitations of Fill-In-The-Blank Questions

1. They are poor for measuring complex learning tasks. Instead,

they are typically used for general knowledge questions on the
lowest levels of Bloom's Taxonomy.
2. They must be written very specifically and carefully (as with all
items).
3. A word bank can provide accurate information just as well as
an assessment without a word bank.
4. Students who are poor spellers might experience problems. It
is important for you to decide if that spelling is going to count
against the student and if so for how many points.
 SHORT ANSWER QUESTIONS

SAQs are questions that can be answered in a

few short words or phrases. Typically, these
questions contain words such as "list" or name"
suggesting that the answer consists of a series
of short responses.
 SAQ’s Features

• usually take less than five minutes to read and answer,

many take less than a minute
• Permit larger sampling of content
• Tend towards greater objectivity in scoring
• More reliable and valid than essay questions
• Answer is supplied by the pupil; not pre-selected in
objective questions
• Precise and specific as to the scope of length of answers
 Classification of SAQ

Extended Answer Insert and Completion

• Include questions which • -where pupils is required to
require pupils to write brief add one or two words to
description, draw a map, complete statement
make a list, perform correctly
calculation, translate a
sentence
 EXAMPLE of SAQ
Extended Answer
1) Describe briefly two factors which contributed to the
outbreak of the FIRST WORLD WAR. Do not write more
than thirty words about each factor. (5 points)
2) a) List FOUR clinical features of migraine. (2 marks)
b) List TWO prophylactic medications for migraine. (2
marks)
 EXAMPLE
Insert and Completion
• Complete the paragraph .Fill in the missing letters in the
underlined words to complete the paragraph.

I (1) d ______t that a UFO caused the tunguska explosion. In my

opinion, UFOs are just a (2) h______x . People talk about these
(3) l_____s to get attention . Maybe some people really see (4)
w_____d lights in the sky, but we have no (5) e______e that the
lights come from space . Besides, why do UFOs always visit
places with very few people? I think there´s a good (6) c______e
that scientist may find the real explanation for the tunguska
explosion soon.
 Guidelines for Writing SAQ
Here are some additional guidelines for writing good short answer questions:
1. Word the question so that a clear, meaningful problem is presented. 2. Structure the problem
so that the range of acceptable responses is limited to a single correct answer or a narrow set of
definite, clear-cut, and explicit answers. If you don't do this, be prepared to accept any answer
that could be correct in your broadly defined situation.
3. Generally, use direct questions rather than incomplete sentences.
4. Focus on eliciting key words or ideas only. Do not use these questions for random peripheral
vocabulary or ideas. Also, don't use short answer when you really want an essay.
5. Avoid using statements taken directly from textbooks, reference manuals, or other
documents with one or two words omitted (swiss cheese). Use paraphrased vocabulary and
grammatical structures that are independent of the context and textbook expressions of the
source document.
6. Avoid using excessive blanks in any single item.
 Strategies
7. Avoid providing extraneous clues - see the section on multiple choice for examples.

8. When using computational problems, specify the unity and degree of precision that should
be used in expressing the answer.
 Does the question follow the short-answer question (SAQ) format?

Is the question an SAQ and not an essay?

Verbs such as “explain,” “outline,” “define” and “compare” tend to lead to
essays, whereas “list” and “name” lead to SAQs.
Does the question specify the number of statements/ideas required in the
answer?
Does the question ask for a standard answer rather than an opinion?
Is the mark allocation clear to the candidate?
Are questions/sub-questions independent of each other?
Has the question been simply stated so that there is no benefit to breaking the
question into a series of simpler questions?
Can the question be interpreted in only one way?
How to Improve Writing SAQ
 ESSAY
• Classified as non-objective tests, allow for the
assessment of high order thinking skills.
• Require students to organize their thought on a
subject matter in coherent sentences in order to
inform an audience.
 ADVANTAGE & DISADVANTAGE OF ESSAY

ADVANTAGES DISADVANTAGES
1. Students less likely to guess 1. Can limit amount of
2. Easy to construct material tested, therefore
3. Stimulates more study has decreased validity
4. Allows students to 2. Subjective, potentially
demonstrate ability to unreliable scoring
organize, knowledge, express
3. Time consuming to score
opinion.
 Abilities measured by essay
• Comparisons bet two things • Application of rules, laws, and
• Development and defense of an principle to new situations
opinion • Criticisms of adequacy, relevance, or
• Cause and effect correctness of a concept, idea or
• Explanations of Meanings information
• Summarizing of information in a • Formulation of new questions and
designated area problems
• Analysis • Reorganization of facts
• Knowledge of relationships • Discrimination between objects,
• Illustrations of rules, principles, concepts or events
procedures and applications • Inferential Thinking
 Student Skills Required for Essay Tests

• The ability to select appropriate material from the

information learned in order to best answer the question.
• The ability to organize that material in an effective
manner.
• The ability to show how ideas relate and interact in a
specific context.
• The ability to write effectively in both sentences and
paragraphs.
 RULES FOR CONSTRUCTING ESSAY
• Rule 1: Phrase the direction in such way that students are
guided on the key concepts to be included.
• Example: Write an essay on the topic: “Plant Photosynthesis”
using the following keywords and phrases: chlorophyll, sunlight,
water, carbon dioxide, oxygen, by-product, stomata.
• Note that the students are properly guided in terms of the
keywords that the teacher is looking for in this essay
examination. An essay such as the one given below will get a
score of zero (0). Why?
RULE 2 -Inform the students on the criteria to be used for grading their
essays.
• Write an essay on the topic: “Plant Photosynthesis” using the
keyword indicated. You will be graded according to the following
criteria:
a. Coherence
b. Accuracy of statement
c. Use of keywords
d. Clarity
e. Extra points for innovative presentation of ideas
Rule 3: Put a limit on the essay test
• Establish reasonable time and page limits for each
essay question to help the student complete the
question.
• Rule 4: Decide on your essay grading
system prior to getting the essay of your
students.
• When writing essay item, simultaneously develop a
scoring guide or rubric to ensure that each question
clearly targets the designated learning objectives.
• Rule 5: Evaluate all of the students’ answers to
one question before proceeding to the next question.
Scoring and grading essay tests question by question,
rather than student by student, makes it possible to
maintain a more uniform standard for judging the
answers to each question. This procedure also helps
offset the halo effect in grading.
• Rule 6: Evaluate answers to essay questions
without knowing the identity of the writer.
This is another attempt to control personal bias
during scoring. Answers to essay questions should be
evaluated in terms of what is written, not in terms of
what is known about the writers from other contacts
with them.
• Rule 7: Whenever possible, have two or more persons grade each
answer.
• Obtaining two or more independent ratings becomes especially vital
where the results are to be used for important and irreversible
decisions, such as in the selection of students for further training or
for special awards.
• Some teachers use cumulative criteria i.e. adding the weights given to
each criterion, as basis for grading while others use the reverse. In the
latter method, each student begins with a score of 100. Points are
then deducted every time a teacher encounters a mistake or when a
criterion is missed by the student in his essay.
Additional Techniques
UNDESIRABLE: Discuss Karl MARX’s philosophy.

Desirable: Compare Marx/ Dietzche in their analysis of

the underlying problem of their day in the 19th century
European Society.
 Reference
• https://elearningindustry.com/matching-test-items-getting-right
• http://theelearningcoach.com/elearning_design/writing-matching-test-it
ems
/
• https://
www.thoughtco.com/creating-effective-fill-in-the-blank-questions-8438
• https://coerll.utexas.edu/methods/modules/assessment/02/fib.php
• https://
macpeds.com/documents/GuidelinesforDevelopmentSAQRoyalCollege.p
df
• https://bdeduarticle.com/guideline-for-constructing-effective-test-items/