PAPER Assesment

8/8/2019 PAPER Assesment

1/24

1

PAPER

WRITING SELECTION ITEMS

True False, Matching, and Interpretive Exercise

by:

Esa Kurnia Sari (08303241027)

Fitria Susilowati (08303241031)

CHEMISTRY EDUCATION DEPARTMENT

SCHOOL OF SCIENCE AND MATHEMATICS EDUCATION

YOGYAKARTA STATE UNIVERSITY

2010


2/24

2

CHAPTER I

INTRODUCTION

A. BackgroundAssessment is used as a broad category that includes all of the methods used

to determine the extent to which students are achieving the intended learning

competences of instruction including both testing and performance assessment. In

the second chapter weve already known about major types of assessment methods,

they are selected-response tests, supply-response tests, restricted performance

assessments, and extended performance assessments.

A multiple-choice item presents a problem or question in the stem of the itemand requires the examinee to select the best answer or option. The options consist

of a most-correct answer and one or more distracters or foils. Consider the

following example.

Multiple-choice item provide the most generally useful format for measuring

achievement at various levels of learning. Thus, when selection-type items are to

be used, an effective procedure is to start each item as multiple-choice item and

switch to another item type only when the learning outcome and content make it

desirable to do so. For example, when there are only two possible alternatives, a

shift can be made to a true false item, when there are a number of similar factors

to be related, a shift can be made to a matching item ; and when items are to

measure analysis, interpretation, and other complex outcome, a shift can be made

to the interpretive exercise. This procedure makes it possible to use the special

strengths of multiple-choice item and use the other selection type items more

appropriately.

B. ProblemsTo make the teaching learning process run well and succeed there are some

important things which have to be considered. Here, were going to discuss about:

1. What are the characteristic of writing selection items?2. How are the uses of writing selection items?


3/24

3

3. What are the strengths and limitations of each item type?4. How to construct writing selection items that are well stated, relevant to

important learning outcomes, and free of defects?

C. PurposesBased on the problems above, the purposes of this discussion are to:

1. Mention and describe the characteristic of each item type.2. Describe the uses of writing selection items3. Describe the strengths and limitations of each item type.4. Construct each item type that are well stated, relevant to important learning

outcomes, and free of defects.


4/24

4

CHAPTER II

NATURE OF STUDENT ASSESSMENT

A. The characteristic of each item type1. TRUE-FALSE

The true false items is appropriate when there are only two possible

alternatives. The basic format is simply a declarative statement that the student

must judge as true or false. Such variations are usually given the more general

name of alternative-response items. In any event, this item type is characterized

by the fact only two responses are possible.

ExampleT *F NaOH is a non electrolyte solution

*T F Atoms are composed of electrons, protons, and neutrons

In the example given, for instance, the words supply-type would be

underline. The key parts of true statement, of course, must also be underline.

This format is useful for replacing multiple choice items that have more

one correct answer. This is avoided with the cluster-type item because it makes

each alternative a separate scoring unit of one point. In the example, the student

must record whether each term does or does not indicate observable student

performance. Whenever there are only two possible responses, the true-false

item, or some adaptation of it, is likely to provide the most effective measure.

This is a good illustration of the procedure discussed earlier that is, starting

with measurement will result.

2. Matching ItemsThe matching item is a variation of multiple choice form and is appropriate

when it provides a more compact and efficient means of measuring the same

achievement. Its consist of a list premises and a list of the responses to be

related to the premises. A matching item consists of two columns: one column

of stems or problems to be answered, and another column of responses from

which the answers are to be chosen. Traditionally, the column of stems is placed

on the left and the column of responses is placed on the right. It is consist of


5/24

5

two lists of words, phrases, or images (often referred to as stems and responses).

Students review the list of stems and match each with a word, phrase, or image

from the list of responses. An example is given below.

Key The formula of molecule The name of moleculec NaH a. Magnesium nitridef KCl b. Aluminium bromide

g CaCl2 c. Sodium hydroxide

a Mg3N2 d. Calcium oxide

b AlBr3 e. Potassium oxide

e K2O f. Potassium chlorideg.Calcium chlorideh.Magnesium oxide

3. The interpretive exerciseThe interpretive exercise uses both multiple-choice and alternative-

response items to measure a variety of complex learning outcomes. Complex

learning outcomes can frequently be more effectively measured by basing a

series of test items on a common selection of introductory material. This may be

a paragraph, a table, a chart, a graph, a map, or a picture. The test items that

follow the introductory material mat be designed to call forth any type of

intellectual ability or skill that can be measured objectively. This type of

exercise is commonly called an interpretative exercise and both multiple choice

items and alternative-response items are widely used to measure interpretation

of the introductory material.


6/24

6

1. What aboutthe pi tureabove?a. T i illatib. The fractionation processc. Thereflux processd. Theheating process

2. What fraction of the column fractionation at the top that has 0-500C?a. Solar

b. Asphaltc. Gasd. Candle

. What fractionofthecolumn fractionationatthebottomthathas >1 50C?a. Gasb. Asphaltc. Solard. kerosin

B. Describe the uses of writi selection items1.

True-false item

True false itemsaret picall used tomeasured theabilit to identify whether

statementof factarecorrect. Thissetitems providesanevenbettermeasureof

the ability to distinguishbetween performance and nonperformance terms

than would the single answer multiple-choice item. It is used primarily to

0-50C

>1

50C


7/24

7

measure knowledge of specific facts, although there are some notable

exception.

2. The matching itemThe conversion to matching item illustrated is probably the most

defensible use of this item type. All too frequently, matching items consist of a

disparate collection of premises, each of which has only one or two plausible

answer. This can be avoided by starting with multiple-choice items and

switching to the format only when it provides a more compact and efficient

means of measuring the same achievement. In our example, we could have also

expanded the item by adding other similar premises and responses.

3. The interpretive exerciseThe interpretive exercise uses both multiple-choice and alternative-

response items to measure a variety of complex learning outcomes. The

introductory material used in an interpretive exercise must be relevant to the

outcomes to be measured, new to examinee, at the proper reading level, and as

brief as possible.

C. Describing the strengths and limitations of each item type.Writing selection items are not a best test item. They have advantages and

limitations just as any other type of test item. Teachers need to be aware of these

characteristics in order to use multiple-choice items effectively.

1. True false itemsStrengths

a) The items is useful for outcome where there are only two possible alternative( e.g., fact or opinion, valid or invalid)

b) Less demand is placed on reading ability than in multiple choice items.c) A relatively large number of items can be answered in a typical testing period.d) Complexs outcomes can be measured when used with interpretive exercise.e) Scoring is easy, objective, and reliable.

Limitations

a) It is difficult to write items beyond the knowledge level that are free fromambiguity.


8/24

8

b) Making an item false provide no evidence that the student knows what iscorrect.

c) No diagnostic information is provided by the incorrect answer.d)

Score are influence by guessing than with any other item type.

2. Matching itemsStrengths

a) A compact and efficient form is provided where the same set of responses fit aseries of item stems (i.e., premises)

b) Reading and response time is short.c) This item type is easily constructed if converted from multiple-choice items

having a common set alternative.d) Scoring is easy, objective, and reliable.

Limitations

a) This item type is largely restricted to simple knowledge outcomes based onassociation.

b) It is to difficult to construct items that contain a sufficient number ofhomogeneous responses.

c) Susceptibility to irrelevant clues is greater then in other item types.

3. The Interpretive ExerciseStrengths

a) An efficient means of measuring the interpretation of information in variousforms (e.g., written, charts, graphs, maps, pictures) is provided.

b) More meaningful complex learning outcomes can be measured than with thesingle-item format

c) The use of introductory material provides a common basics for respondingd) Scoring easy, objective, and reliable

Limitations

a) It is difficult to construct effective itemsb) Written: material is highly dependent on reading skillc) This item type is highly subject to extraneous clues


9/24

9

d) It is ineffective in measuring the ability to originate, organize, and express ideas

D. The Guidelines Of Each Item Type1.

True false item

a) Include only one central idea in each statement.The main point of the item should be in a prominent position in the statement.

The true-false decision should not depend on some subordinate point or trivial

detail. The use of several ideas in each statement should generally be avoided

because these tend to be confusing and the answer is more apt to be influence

by reading ability than the intended outcome.

b) Keep the statement short and use simply vocabulary and sentence structure.A short, simple statement will increase the likelihood that the point of the itemis clear. All students should be able to grasp what the statement is saying.

Passing or falling the item should depend solely on whether a student has

achieved the necessary knowledge.

c) Word the statement so precisely that it can unequivocally be judged true orfalse.

True statement should be true under all circumstances and yet free of qualifiers

(may, possible and so on), which might provide clues. This requires the use

precise words and the avoidance of such vague terms as seldom, frequently,

and often. The same care, of course, must also be given to false statements so

that is not too readily apparent from differences in wording. At first glance, this

seems like a simple rule to follow but it causes frequent problem.

d) Use negative statement sparingly and avoid double negative.The no and/or not in negative statement are frequently overlooked and they

are read as positive statement. Thus, negative statement should be used only

when the learning outcomes requires it (e.g., in avoiding a harmful practice),

and then the negative words should be emphasize by underlining or y use of

capital letters.

e) Statement of opinion should be attributed to some source unless useddistinguish facts from opinion.


10/24

10

A statement of opinion is not true or false be itself, and it is poor instructional

practice to the students responds to it as it were factual statement. Obviously,

the only way students could many such item correctly would be to agree with

the opinion of the item write. It is much more defensible to attribute the item tosome source, such as an individual or organization. It then becomes a measure

of how well the student knows the beliefs of values of that individual or

organization.

f) When cause-effect relationships are being measured, use only truepropositions.

The items can be used to measure the ability to identify cause effect

relationship and this is an important aspect of understanding. When used for

this purpose, both proportions should be true and only the relationship judgedtrue or false.

g) Avoid extraneous clues to the answer.There are a number of specific determiners that provide verbal clues to the truth

or falsity of an item. Statements that include such absolute as always,

never, all, none, and only tend to be false; statement with qualifiers

such as usually, may, and sometimes tend to be true. Either these verbal

clues must be eliminated from statement, or their use must be balanced between

true items and false items.

h) Base items on introductory materials to measure more complex learningoutcomes.

True false or alternative response items are frequently used in interpreting

written materials, table, graph, maps, or picture. The use of introductory

material makes it possible to measure various types of complex learning

outcomes. These item types will be illustrated in the section on interpretive

exercise later in this chapter.

2. Matching itemsa) Include only homogeneous material in each matching item. From the

example, we included only types of test items and their characteristic. Similar,

an item might include only authors their works, inventors and their inventions,


11/24

11

scientists and their discoveries, or historical events and their dates. This

homogeneous is necessary if all responses are to serve as plausible alternative.

b) Keep the lists of items and place the brief responses in the right. A short list ofitems (say less than 10) will save reading time, make it easier for the student tolocate the answer, and increase the likelihood that the responses will be

homogeneous and plausible. Placing the brief responses on the right also saves

reading time.

c) Use a large, or smaller, number of responses than premises, and permit theresponses to be used more than once.Both an uneven match and the possibility

of using each response more than once produce the guessing factor. As we note

earlier, proper use of the matching form requires that all responses be plausible

alternative for each promise. This, of course, dictates that each response beeligible for use more than once.

d) Place the responses in alphabetical or numerical order. This will makeselection of the responses easier and avoid possible clues due to placement.

e) S pecify in the direction the basis for matching, and indicate that eachresponse may be used once, more than once, or not at all. This will clarify the

task for student and prevent any misunderstanding. Take care, however, not to

make the direction too long and involved. The previous example illustrates

adequate detail for direction.

f) Put all of the matching item on the same page. This will prevent the distractionof flipping pages back and forth, and prevent student from overlooking

responses on another page.

3. Interpretive exercisea) Select introductory material that is relevant to the learning outcomes to be

measured.

The introductory material may take many forms written material, table, chart,

graph, map, picture, or cartoon. In some cases the interpretation of the

introductory material is an important learning outcome in its own right, as in the

interpretation of the weather map or the interpretation of a line graph. Here

the nature of the introductory material is clearly prescribed by the intended


12/24

12

outcome. In the other cases, however, the introductory material simply provides

the means for measuring other important outcomes. The ability to distinguish

between valid and invalid conclusions for example, may be measured with

different types of introductory material. In this instance we should select thetype or material that provides the most direct measure of the learning outcome,

is familiar to the examinees, and place the least demand on reading ability. For

young children this means pictorial materials should typically be favored.

b) Select introductory material that is new to the examinees.Although the form of the material should be familiar to the examinees, the

specific content used in an exercise should be new to them. Thus, if they asked

to identify relationships shown in a graph, the type of graph should be familiar

but the specific data in the graph must be new. If the data were the same as that presented in the classroom or described in the textbook, the exercise would

measure nothing more than the simple recall information. To measure complex

outcomes, some novelty is necessary. How much depends on the specific nature

of the intended outcome.

In some cases it is possible to locate introductory material that is new to the

examinees by reviewing sources that are not readily available to them. Then it is

simply a matter of adapting the material for testing purposes. In other cases it is

necessary to prepare completely new material (i.e., write a paragraph, construct

a graph, make a map, or draw a picture). In either case further revision will

probably be needed when the dependent test items are being prepared. The

process is essentially a circular one, with the writing of items requiring same

changes in the introductory material and changes there providing ideas for new

items. In carrying out this process of adapting and revising the material, be

careful not to introduce so much novelty that the exercise no longer provides a

valid measure of the intended learning outcome.

c) Keep the introductory materialbrief and readable.It is inefficient for both test maker and the test taker to use extended

introductory material is in written form, excessively long selections will also

create problems for individuals with inadequate reading skills. Ideally it should

be a brief, concise selection that contains enough ideas for several relevant test


13/24

13

items. Material of this type can frequently be obtained from summaries, digest,

and other condensed forms of written material. In some cases picture or

diagrams may provide the most concise summary of the material. As noted

earlier we should always favor the type of material that places the least demandon reading ability.

d) Construct test items that call forth the type of performance specified in thelearning outcome. To adequately measure the intended interpretation of the

introductory material requires careful phrasing of the question and special

attention to two important cautions. First, the answer to an item should not be

given directly in the material since some mental proceed beyond recognition of

a stated fact is required in measures of intellectual skills. Second, is should not

be possible to answer the question without the introductory material. If an itemcan be answered on he basis of general knowledge, it is not measuring ability to

interpret the material in the exercise. A good check on this type error is to cover

the introductory material and attempt to answer the questions without it.

e) Follow the rules of effective item writing that pertain to the type of objectiveitem used. All the rules for constructing the various types of objective test items

discussed in the last two chapters are applicable to the construction of items

used in interpretative exercise. Even greater care must be taken to avoid

extraneous clues, however, since items in interpretive exercise seem especially

prone to such clues and they tend to be more difficult to detect in these items. If

the introductory material includes illustrations, for example special attention

should be directed to such things as the size, shape and position of the objects as

possible extraneous clues. These are frequently overlooked by the test maker

who is concentrating on the intricacies of the mental response required, but not

by the unprepared student who is frantically searching for any solution to the

problem.

The greatest help in constructing interpretative exercises is to review a wide

range of sample exercises that use different types of introductory material and

different forms of dependent test items. For locating illustrative exercises, see

the list of references at the end of the chapter.


14/24

14

E. Construct each item type that are well stated1.True false item

a. Include only one central idea in each statementIndicator : Distinguish an electrolyte and non electrolyte solutionExample

Poor: T *F

Better: *T F

Better: T *F

The poor example must be marked false because NaOH is an electrolyte

solution although NaOH is also known as caustic soda. Thats why the use of

several ideas in each statement should generally be avoided because these tendto be confusing the student. Such subordinate points are easily overlooked when

reading the item. If the point is important, it should be included as the main idea

in a separate item.

b. Keep the statement short and use simple vocabulary and sentenceIndicator : Determining and conceiving the basic particles of an atom

Example

Poor: *T F

Better: *T F

Long, involved statements like the poor version tend to contaminate the

achievement measure with a measure reading comprehension. A basic rule of

item writing is to focus the intended function of the item and remove irrelevant

influences. A short, simple statement will increase the likelihood that the point

of the item is clear. All students should be able to grasp what the statement is

saying.

c. Word the statement so precisely that it can be unequivocally be judgedtrue or false

NaOH, which is a non electrolyte solution,is also

known as caustic soda

NaOH is also known as caustic soda

Atoms, which is a small, positively charged nucleus

surrounded by electrons that travel in circular orbits

around the nucleus, are composed of electrons,

protons, and neutrons

Atoms are composed of electrons, protons, and

neutrons.

NaOH is a non electrolyte solution


15/24

15

Indicator : Identify the natural elements (noble gases, halogen, alkali, earth

alkali, aluminium,boron, carbon, oksigen and nitrogen groups)

Example

Poor: T *FBetter: *T F

The poor version of this item must be marked false because it is not true

under all condition. In fact, fluoride has two phase (liquid and gas) in different

temperature. However, the poor version would not be a good item use in a tes t

because it requires students to mark a very important principle of measurement

false.

d. Use negative statements sparingly and avoid double negativesIndicator : Determine the molecule shape based on Valence Shell Electron Pair

Repulsion (VSEPR) theory

Example

Poor : *T F

Better : *T F

The double negative in the poor version introduce sufficient ambiguity to

cause the item to be measure of reading comprehension. The better version

clearly states the same in positive form.

e. Statement of opinion shouldbe attributed to some source unless useddistinguish facts from opinion.

Indicator : Conceiving the Bohrs atomic theory

Example

Poor : *T F

Better : *T F

Statements of opinion should be attributed to some source unless used to

distinguish facts from opinion. In some case, it is useful to use a series of

Flouride always has brown yellowish (russet)

In gas phase, flouride has brown yellowish

(russet) colour

Because the dipole moment of two oxygen atoms in

molecules of CO2 not offset each other, thus, the

molecules ofCO2 is never non-polar overall

Because the dipole moment of two oxygen atoms in

molecules of CO2 offset each other, thus, the

molecules ofCO2 is non-polar

The electron could only "jump" and "fall" to

precise energy levels by absorbing or emitting the

Bohr believe that the electron could only "jump"

and "fall" to precise energy levels by absorbing or

emitting the energy


16/24

16

opinion statement that pertain to the same individual or organization. This

permits a more comprehensive measure of how well the student understands a

belief or value system.

f. A

void extraneous clues to the answerIndicator : Using Aufbaus Principle, Hunds Rule and Paulis Exclusion to

write the electron configuration and orbital diagram.

Example

Poor : *T F

Better : T *F

The length and complexity of the statement might also provide a clue. True

statements tend to be longer and more complex than false ones because of their

need for qualifiers. Thus, a special effort should be made to equalize true and

false statement in these respect.

2. Matchinga) Include only homogeneous material in each matching item.

Indicator: stoikiometri

Poor

Key The Laws The inventors

(d)

(c)

(a)

(b)

(e)

1. The law of conservation of mass2. The law of definite proportions and the elements3. The law of partial pressures4. The pressure volume law5. The structure of benzene

a. Dalton

b. Boyle

c. Proust

d. Lavoisier

e. Kekule

Better

Key The Laws The inventors

Formation of the ion involves loss of two electrons

from 4s orbital, thus, the resultant configuration of

10 electrons in 3d orbital does not have unpaired

electrons make Zn2+

as diamagnetism

Dispositive zinc exhibits paramagnetism due to loss

of two electrons from 3d-orbital of neutral atom.


17/24

17

(d)

(c)

(a)

(b)(e)

The law of conservation of mass

The law of definite proportions and the elements

The law of partial pressures

The pressure volume lawThe law of combining volume

a. Dalton

b. Boyle

c. Proust

d. Lavoisier

e. Avogadro

This homogeneous is necessary if all responses are to serve as plausible

alternative.

b) Keep the lists of items and place the brief responses in the right. Indicator : To group the kinds of colloid according the phase (solid, liquid, or

gas) of the dispersed substance and the medium of dispersion.

Poor

Key Column A Column B

c A gas may be dispersed in a liquid a. A solid foamd A liquid may be dispersed in a gas b.A solid aerosola A gas may be dispersed in a solid c. A foam

b A solid may be dispersed in a gas d.An aerosole A solid may be dispersed in a liquid e. A solf A liquid may be dispersed in a another liquid f. An emulsion

Better

Key

c A gas may be dispersed in a liquid a. A solid foamd A liquid may be dispersed in a gas b. A solid aerosola A gas may be dispersed in a solid c. A foam

b A solid may be dispersed in a gas d. An aerosole A solid may be dispersed in a liquid e. A solf A liquid may be dispersed in a another liquid f. An emulsion

A short list of items (say less than 10) will save reading time, make it easier for

the student to locate the answer, and increase the likelihood that the responses

will be homogeneous and plausible. Placing the brief responses on the right also

saves reading time.


18/24

18

c) Use a large, or smaller, number of responses than premises, and permit theresponses to be used more than once.

Indicator : writing the name of biner molecule.

PoorKey The formula of molecule The name of molecule

c NaH a.Magnesium nitridef KCl b. Aluminium bromide

d CaCl2 c. Sodium hydroxide

a Mg3N2 d. Calcium chloride


e K2O i.Potassium chlorideBetterKey The formula of molecule The name of molecule

c NaH a.Magnesium nitridef KCl b. Aluminium bromide

g CaCl2 c. Sodium hydroxide

a Mg3N2 d. Calcium oxide


e K2O f. Potassium chlorideg. Calcium chlorideh. Magnesium oxide

From the example, use a large responses reduce the guessing factor. As we note

earlier, proper use of the matching form requires that all responses be plausible

alternative for each premise.

d) Place the responses in alphabetical or numerical order.Indicator : writing the name of polyatomic molecule


19/24

19

Poor

The formula of molecule The name of molecule

KOH Sodium sianide

CaSO4 Magnesium hydroxideAl2(SO4)3 Potassium hydroxide

NaCN Alumunium sulfate

Mg(OH)2 Potassium oxide

Calcium sulfate

Better

Key The formula of molecule The name of molecule

c KOH a. Sodium sianidef CaSO4 b.Magnesium hydroxided Al2(SO4)3 c. Potassium hydroxidea NaCN d.Alumunium sulfate

b Mg(OH)2 e. Potassium oxidef. Calcium sulfate

The responses that are placed in alphabetical/numerical order make selection of

the responses easier and avoid possible clues due to placement.

e) S pecify in the direction the basis for matching, and indicate that eachresponse may be used once, more than once, or not at all.

Indicator : To group the properties of colloids and its application in daily life

Poor

Column A Column B

b Light of car/motorcycle at the haze night a. Protector colloida The production of ice cream b.Tyndall effectd The process of separation metabolism from

blood by kidney

c. Brownian motion

b Light of projector in the cinema d.Dialysise The forming of delta at river estuary e. Coagulationa Ink and paint


20/24

20

Better

Direction : column A contains a list of example from the properties of colloid.

On the line of each statement, write the letter of the properties in column B that

be fits statement. Each response in column B may be used once, more than onceor not at all.

Column A Column B

b Light of car/motorcycle at the haze night a. Protector colloida The production of ice cream b.Tyndale effectd The process of separation metabolism from

blood by kidney

c. Brown moved

b Light of projector in the cinema d.Dialysise The forming of delta at river estuary e.coagulationa Ink and paint

This will clarify the task for student and prevent any misunderstanding. Take

care, however, not to make the direction too long and involved. The previous

example illustrates adequate detail for direction.

f) Put all of the matching item on the same page. Indicator : writing the name of polyatomic molecule

Poor:

Key The formula of molecule

c KOH

d Al2(SO4)3

a NaCN

b Mg(OH)2

The name of molecule

a. Sodium sianideb.Magnesium hydroxidec. Potassium hydroxided.Alumunium sulfatee. Potassium oxide


21/24

21

Better:

Key The formula of molecule The name of molecule

c KOH a. Sodium sianided Al2(SO4)3 b.

Potassium hydroxide

a NaCN c. Alumunium sulfate b Mg(OH)2 d. Potassium oxide

e. Calcium sulfateThe premise and responses are placed on the same page, this will prevent

distraction of flipping page back and forth and prevent student from

overlooking responses on another page.

3.Interpretive Exercisea. Select introductory material that is relevant to the learning outcomes to be

measured.

b. Select introductory material that is new to the examinees.c. Keep the introductory materialbrief and readable.d. Construct test items that call forth the type of performance specified in the

learning outcome

e. Follow the rules of effective item writing that pertain to the type ofobjective item used.

2. Whats about the picture above?e. The distillation processf. The fractionation process


22/24

22

g. The reflux processh. The heating process

3. What fraction of the column fractionation at the top that has 0-50 0C?a. Solarg. Asphalth. Gasi. Candle

4. What fraction of the column fractionation at the bottom that has >1350C?e. Gasf. Asphaltg. Solarh. kerosin


23/24

23

CHAPTER III

CONCLUSION

Based on the discussion above we can conclude that:1. The types of writing selection items are true false item, matching item, and

interpretive exercise.

2. The true false or alternative-response items is appropriate when there are onlytwo possible alternatives. It is used primarily to measure knowledge of specific

facts, although there are some notable exception. Each true-false statement

should contain only one central idea, be concisely stated, be free of clues and

irrelevant sources of difficulty, and have an answer on which experts would

agree. Modification of true-false item are especially useful for measuring theability to distinguish-between fact and opinion and identify cause-effect

relations.

3. The matching item is a variation of multiple choice form and is appropriatewhen it provides a more compact and efficient means of measuring the same

achievement. Its consist of a list premises and a list of the responses to be

related to the premises. A good matching item is based on homogeneous

material, contains a brief list of premises and an uneven number of responses

(more or less) that can be used more than once, and has the brief responses in

the right-hand column. The direction for a matching item should indicate the

basis for matching and that each responses can be used more than once.

4. The interpretive exercise uses both multiple-choice and alternative-responseitems to measure a variety of complex learning outcomes. The introductory

material used in an interpretive exercise must be relevant to the outcomes to be

measured, new to examinee, at the proper reading level, and as brief as possible.

The test items used in an interpretive exercise should call for intended type of

interpretation, and the answer to the items should be dependent on the

introductory material. It should be in harmony with the rules for constructing

that item type.


24/24

REFERENCE

Colhan, Louis. 1976. Educational Research in Classroom and Schools : A Manualof

Materials

and Met

hods

. London : University ofBradfordCros, D., Maurin, M., Amouroux, R., Chastrette, M., Leber, J. & Fayol, M. (1986).

Conceptions of first-year university students of the constituents of matter and

the notions of acids and bases. European JournalofScienceEducation, 8(3),

305- 313.

R.L Thorndike and E.P Hagen. 1977. MeasurementandEvaluationinPsichology and

Education. America : John Wiley and sons inc.

Documents

PAPER Assesment