Constructing a Test We now know what makes a good

Transcript:Constructing a Test We now know what makes a good:
Constructing a Test We now know what makes a good question: Valid- it tests the thing it sets out to test Reliable- it delivers consistent results for students of similar ability Clear - Direct and concise- the question uses the simplest language appropriate to the task and is direct in what it wants the student to do - Unambiguous marking guide- the marking guide makes it easy for the teacher to see what should be credited and what should not. Restricted 1 Constructing a Test Discussion: What makes a good test? Think about: How it relates to the unit The level of difficulty The range of questions The combination of questions The experience of the student taking the test Restricted 2 Constructing a Test Restricted 3 Things to consider when planning a test Does it test the whole unit? Check the test against the assessment criteria for the unit. Is the test balanced? The number of questions or marks should reflect the weighting of the learning objectives. Is the test at an appropriate level of difficulty? There should be a range of question difficulty, including competences from the lower, medium and higher bands. Does the demand of the questions increase through the test? Start with the most accessible questions and finish with the most demanding. Constructing a Test Restricted 4 Things to consider when planning a test Are there a range of question formats? Try to avoid having a run of questions with the same format. Are the questions distinct? Every question should assess something unique within the unit and should not give away the answer to another question. Do the questions address any of the generic competencies? For example do they require critical or problem solving skills? Constructing a Test Restricted Task: Planning your own test 1. Review the questions you have written so far using the criteria we have just discussed: What learning objectives have you not yet covered? What question formats have you not yet tried? What competences have you not yet addressed (Lower, medium and higher)? 2. Make a note of any gaps that need to be filled to produce a good test of the unit. 3. Plan the test- minimum of ten questions. What have you got already? What questions are needed to fill gaps? What order should the questions come in? Which questions will you not include? 4. Start writing the questions. 5 Constructing