1. Course Code: 8602 (Educational Assessment and Evaluation)
Dr. Muhammad Jamil
PhD (Education)
Cell # 03004255912
Day 3
Unit 4: Types of Tests
Unit 5: Reliability of the Assessment Tools
2. • Selection type Items
• Supply type Items
• Tips for Writing these items
• Reliability & Validity (Difference)
Today’s session will cover the following
aspects
3. Why different types of Test items necessary to be
used in Tests?
(Your previous knowledge)
4. Selection type Items (Objective Type)
• Multiple Choice Questions
• True/False Questions
• Matching Items
• Completion Items
Supply type Items (Subjective Type)
• Short Answers
• Essay
Types of Test Items
6. Multiple Choice Questions (MCQs)
Three Parts
1. The Question/Stem (body of the question)
2. The Correct Answer (the key of the question)
3. Incorrect Alternatives (distracters)
Multiple Choice Questions Good for: Application, Synthesis, Analysis, and Evaluation levels
RULES FOR WRITING MULTIPLE-CHOICE QUESTIONS
• Use Plausible Distracters (wrong-response options) Use Simple Language
• Use a Question Format
• Emphasize Higher-Level Thinking
• Keep Option Lengths Similar
• Balance the Placement of the Correct Answer
• Be Grammatically Correct
• Avoid Clues to the Correct Answer
• Avoid Negative Questions
• Use Only One Correct Option
• Give Clear Instructions
• Use Only a Single, Clearly-Defined Problem
• Avoid “All the Above” Option or “None of the Above”
The capital city of Pakistan is
A. Paris.
B. Lisbon.
C. Islamabad.
D. Rome.
7. True/ False Questions
Whether a statement is true or false
True/ False Questions Good for: Knowledge, Understanding & Concepts with two responses
Tips for writing True/False Questions
• Avoid double negatives
• Avoid long/complex sentences
• Use only one central idea in each item
• Use exact quantitative language
• Don't lift items straight from the book
• Make more false than true (60/40)
• Construct definitely true or definitely false items
Allama Iqbal is the founder of Pakistan. T/F
8. Matching Items
• Consist of Two Parallel Columns.
• Left termed (premises) on the right, (responses)
Matching Items Good for: Knowledge and Comprehension
Tips for writing True/False Questions
• Keep both columns short
• Surety of responses for all premises
• Left column longer, right shorter (phrases, words, and symbols)
• Description in numbered and options identified by letter
• More options of responses than descriptions
• Put all items on a single page
• Logical order in responses
(chronological, alphabetical, etc.)
9. Completion Items
Student fills in one or more blanks in a statement.
Example: The capital city of Pakistan is -----------------
Completion Items Good for
Knowledge, Comprehension and higher level Outcomes
Tips for writing Completion Items
• Avoid incomplete statements
• Statement should poses a problem
• Use of clear and accurate language
• Don’t use Senseless statements
10. Supply Type Items (Short Answers)
• To assess Level of generalized knowledge of a subject
Short Answers Good for: Application, synthesis, analysis, and evaluation levels
Tips for writing Short Answer Items
• Use direct questions, not an incomplete statement.
• Don't use more than 2 blanks within an item.
• Arrange blanks to make scoring easy.
• Try to phrase question so there is only one answer
possible.
Who was the first President of the Pakistan?
11. Restricted Response:
Describe Similarities and differences in the lives of people living in Islamabad and Faisalabad.
Extended Response:
Identify as many different ways to generate electricity in Pakistan as you can?
Tips for Writing Good Essay Items
• Provide reasonable time limits for thinking and writing.
• Avoid letting students to answer a choice of questions.
• Give definitive task to student-compare, analyze, evaluate, etc.
• Use checklist point system to score with a model answer.
• Score one question at a time-all at the same time.
Supply Type Items (Essay)
12. Which type of Test item is being used
now a days and Why?
13. RELIABILITY OF THE ASSESSMENT TOOLS
Course Code: 8602 (Educational Assessment and Evaluation)
Unit 5
15. Reliability
• Consistency of Test Results
• Degree a test consistently measures whatever it measures
• The degree to a test produces same results in same conditions
• Reliability is the consistency of observations
• The extent to which results are consistent over time
• Reliability is one of the most important elements of test quality
16.
17. Inter-Rater or Inter-Observer Reliability
• The degree to which different raters/observers give consistent
estimates of the same phenomenon
• Example:
If two teachers mark same test and the results are similar
18. • When a same Test is administered Twice and the results of both
administrations are Similar.
• Students may remember and may be mature after the first
administration creates a problem for test-retest reliability.
Test-Retest Reliability
19. What is the importance of Reliability
for Assessment and Evaluation?
