የፈተና ጥያቄዎች ቅደም ተከተል… According to Mehrens and Lehmann (1984), the arrangement of examination items from simple to complex in Bloom's taxonomy order is as follows:
1St. True or False
2nd. Matching Items
3rd. Supply (Short Answer or Completion Items)
4th. Multiple Choice
5th. Essay Types
ከቀላል ጥያቄዎች መጀመር በብዙ ምክንያቶች ተመራጭ እንደሆነ የዘርፉ ባለሙያዎች ይመክራሉ፡፡፡
Reference:
Mehrens, W. A., & Lehmann, I. J. (1984). _Measurement and evaluation in education and psychology_ (4th ed.). Holt, Rinehart, and Winston.
Here are the general guidelines for constructing test items, incorporating the use of a Table of Specifications (TOS) to ensure alignment with learning objectives and content coverage.
### General Guidelines for Constructing Test Items
1. Align with Learning Objectives: Ensure that each test item aligns with the learning objectives and goals of the course. Use a Table of Specifications (TOS) to map out the content areas and cognitive levels being assessed.
- Example: If the objective is to assess knowledge of historical events, the TOS should include key dates, figures, and events, and the test items should reflect these areas.
2. Use Clear and Concise Language: Avoid complex sentences and jargon to ensure that the test items are easy to understand.
- Example: "What is the capital of France?" instead of "Identify the principal city of the French Republic."
3. Avoid Ambiguity: Ensure that each test item has a clear and definitive answer to avoid confusion.
- Example: "Water boils at 100 degrees Celsius." (True) vs. "Water boils at a high temperature." (Ambiguous)
4. Provide Clear Instructions: Clearly explain how to answer each type of test item to ensure students understand the task.
- Example: "Match each country in Column A with its capital in Column B."
5. Use a Variety of Item Types: Incorporate different types of test items (e.g., multiple choice, short answer, essay) to assess a range of skills and knowledge.
- Example: Use multiple choice for factual recall and essay questions for critical thinking.
6. Avoid Bias and Stereotyping: Ensure that test items are free from cultural, gender, or socioeconomic bias.
- Example: Avoid using culturally specific references that may not be familiar to all students.
7. Review and Revise: Regularly review and revise test items to ensure they remain relevant and accurate.
- Example: Update test items to reflect current events or changes in the curriculum.
### True or False Items
1. Keep Statements Simple and Clear: Avoid complex sentences and jargon. The statement should be easy to understand.
- Example: "The Earth revolves around the Sun." (True)
2. Avoid Double Negatives: Double negatives can confuse students and make the statement harder to understand.
- Example: "It is not uncommon for the Earth to not revolve around the Sun." (Confusing)
3. Ensure Statements are Definitively True or False: Avoid statements that could be interpreted in multiple ways.
- Example: "The Earth is the center of the universe." (False)
4. Avoid Absolute Terms: Words like "always," "never," "all," and "none" can often make a statement false.
- Example: "The Earth always revolves around the Sun in a perfect circle." (False)
5. Balance the Number of True and False Statements: Try to have an equal number of true and false items to avoid patterns.
- Example: If you have 10 questions, aim for 5 true and 5 false.
6. Avoid Trivial Content: Ensure the statements are meaningful and relevant to the subject matter.
- Example: "The Earth is round." (True, but too obvious)
7. Use Positive Statements: Positive statements are generally easier to understand than negative ones.
- Example: "The Earth revolves around the Sun." (True) vs. "The Earth does not revolve around the Moon." (True, but less clear)
### Matching Items
1. Use Homogeneous Material: Ensure that the items in each column are related to the same topic to avoid confusion.
- Example: Match the country with its capital.
- Column A: France, Japan, Brazil
- Column B: Tokyo, Paris, Brasília
1St. True or False
2nd. Matching Items
3rd. Supply (Short Answer or Completion Items)
4th. Multiple Choice
5th. Essay Types
ከቀላል ጥያቄዎች መጀመር በብዙ ምክንያቶች ተመራጭ እንደሆነ የዘርፉ ባለሙያዎች ይመክራሉ፡፡፡
Reference:
Mehrens, W. A., & Lehmann, I. J. (1984). _Measurement and evaluation in education and psychology_ (4th ed.). Holt, Rinehart, and Winston.
Here are the general guidelines for constructing test items, incorporating the use of a Table of Specifications (TOS) to ensure alignment with learning objectives and content coverage.
### General Guidelines for Constructing Test Items
1. Align with Learning Objectives: Ensure that each test item aligns with the learning objectives and goals of the course. Use a Table of Specifications (TOS) to map out the content areas and cognitive levels being assessed.
- Example: If the objective is to assess knowledge of historical events, the TOS should include key dates, figures, and events, and the test items should reflect these areas.
2. Use Clear and Concise Language: Avoid complex sentences and jargon to ensure that the test items are easy to understand.
- Example: "What is the capital of France?" instead of "Identify the principal city of the French Republic."
3. Avoid Ambiguity: Ensure that each test item has a clear and definitive answer to avoid confusion.
- Example: "Water boils at 100 degrees Celsius." (True) vs. "Water boils at a high temperature." (Ambiguous)
4. Provide Clear Instructions: Clearly explain how to answer each type of test item to ensure students understand the task.
- Example: "Match each country in Column A with its capital in Column B."
5. Use a Variety of Item Types: Incorporate different types of test items (e.g., multiple choice, short answer, essay) to assess a range of skills and knowledge.
- Example: Use multiple choice for factual recall and essay questions for critical thinking.
6. Avoid Bias and Stereotyping: Ensure that test items are free from cultural, gender, or socioeconomic bias.
- Example: Avoid using culturally specific references that may not be familiar to all students.
7. Review and Revise: Regularly review and revise test items to ensure they remain relevant and accurate.
- Example: Update test items to reflect current events or changes in the curriculum.
### True or False Items
1. Keep Statements Simple and Clear: Avoid complex sentences and jargon. The statement should be easy to understand.
- Example: "The Earth revolves around the Sun." (True)
2. Avoid Double Negatives: Double negatives can confuse students and make the statement harder to understand.
- Example: "It is not uncommon for the Earth to not revolve around the Sun." (Confusing)
3. Ensure Statements are Definitively True or False: Avoid statements that could be interpreted in multiple ways.
- Example: "The Earth is the center of the universe." (False)
4. Avoid Absolute Terms: Words like "always," "never," "all," and "none" can often make a statement false.
- Example: "The Earth always revolves around the Sun in a perfect circle." (False)
5. Balance the Number of True and False Statements: Try to have an equal number of true and false items to avoid patterns.
- Example: If you have 10 questions, aim for 5 true and 5 false.
6. Avoid Trivial Content: Ensure the statements are meaningful and relevant to the subject matter.
- Example: "The Earth is round." (True, but too obvious)
7. Use Positive Statements: Positive statements are generally easier to understand than negative ones.
- Example: "The Earth revolves around the Sun." (True) vs. "The Earth does not revolve around the Moon." (True, but less clear)
### Matching Items
1. Use Homogeneous Material: Ensure that the items in each column are related to the same topic to avoid confusion.
- Example: Match the country with its capital.
- Column A: France, Japan, Brazil
- Column B: Tokyo, Paris, Brasília