Bài giảng môn Phương pháp kiểm tra và đánh giá học tập: Chapter 3 - Phan Thị Thu Nga

Bài giảng môn Phương pháp kiểm tra và đánh giá học tập: Chapter 3 presents about objective testing. This chapter include contents as: Subjective and objective testing, objective tests, general principles of multiple choice items, important guidelines of multiple choice items, components of multiple choice items.

Chapter 3:

Objective testing

| Subjective & Objective testing eee©

Ill General principles of multiple choice item® @ @ @

IV Important guidelines of multiple choice iors

V Components of multiple choice items

l Subjective & Objective testing

Subjective & Objective terms the scorin methods

v All tests subjectively constructed by the test writer

Y Objective tests: only one correct answer

+ scored mechanically by computer

+ responsible for testing a large number

of candidates

v Reading, vocabulary & grammar objectiv methods

v Writing & speaking > subjective methods

v Objective tests > requiring more careful

preparation

v Pro Duong Thieu Tong:

+ reliability of obj tests: test writers

+ reliability of subj tests: test markers

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Some criticism

(1) Obj tests: simpler to answer than subj tests + the degree of difficulty determined by the test constructors

+ no indication that all objective tests - easy

+ carefully selected and constructed & rewritten where necessary

+ setting the pass-mark or the cutting - off point depending on the testers subjective judgment

or on a particular external situation

+ pre-tested before being administrated on a

wider basis

(2) the multiple choice type encourages

guessing

+ four or five alternatives for each item >

sufficient to reduce the possibility of guessing

+ In reality, candidates rarely make wild guess;

most base their guessing on partial knowledge

Prof Duong Thieu Tong seoe

x_ |f Sts don't prepare well for the test & the |tésts

are difficult> unable to make guess

long tests> unable to guess correctly

reliability: OS candidates guess easily

reliability: high Sts’ guessing (+ score}

educational experts in the modern time:

prevention of guessing & correction for

guessing

v Obj tests: gram., voc.& phonology

x A poor objective test: poor written items, irrelevant areas or skills (as they are

testable), not communicative skills

Y Objective tests cannot

- test students’ ability to communicate

- evaluate their actual performance

v Agood classroom test: objective &

Subjective items

lil General principles of

multiple choice items

v One of the most widely useful types of items

v The most time-consuming item to construct

Y Not testing language as communication

v A useful means of teaching & testing various learning situation (esp gram & vocabulary not ability to use the language)

Y Measuring Sts’ ability to recognize correct

grammatical forms~> helping both T &Ss to identify areas of difficulty

The number of options

- public tests: 5 options

- classroom tests (esp grammar) : 4 options

- vocabulary & reading : 5 options

The number of opftions^ varying

- the level of difficulty

- the language areas being tested

- the purpose of the test

Multiple choice items

- long enough} reliable assessment

- short enough7 practicable

IV Important guidelines

of multiple choice items

(1) Each item: only one absolutely correct

answer

(2) Only one feature at a time: being tested (3) Each option: grammatically correct when

placed in the stem.

(4) a grammar item not contain other

grammatical features as difficult as th

area being tested, and a vocabulary

item not contain more difficult semantic features in the stem than the area being

tested

(5) Items: as brief and as clear as

possible

(6) Items: arranged in rough order of

increasing difficulty

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V Components of multiple choice items

1 The stem

2 The correct option

3 The distractors

1 The stem

v the primary purpose: to present the problem clearly and concisely

v The forms (i) incomplete sentence, (ii) a complete statement; & (ili) a question

v the stem: those words or phrases which would

have otherwise to be repeated in each option

v the stem allowing the number of choices

2 The correct option

(a) avoid confusing students by having a different number of correct options for each item

(bo) the correct option: approximately the same

length as the distractors

3 The distractors

Y Each distractor must be:

- attractive & plausible

- grammatically correct when standing by itself

vx _ Plausible distractors best based on:

(d) acontrastive analysis between L1 & L2