Assembling and Reproducing Final Form
By :
Joko Supriyanto
After the first
test, tasks may be re-ordered to take account of their difficulty. Usually the
easiest questions are presented first. This is to encourage candidates to
proceed through the test and to ensure that the weaker candidates do not become
discouraged before providing adequate evidence of their achievements and
skills. Minor changes to items may have to be made for layout reasons (for
example, to keep all of an item on one page of the test, or to avoid obvious patterns in the list of correct answers). Items representing a
single cell within a test specification should vary in item content and
difficulty. The position of the correct option in multiple-choice items (A, B,
C, D or E) should also vary and each position should be used to a similar
extent. Some questions may have minor changes to wording, others may be
replaced. The final test should be
consistent with the test blueprint. The item review procedures described
above are repeated (particularly important where stimulus material must be
associated with more than one question) and each reviewer should work
independently through the proposed test and provide a ‘correct’ answer for each
question. This enables the test constructor’s (new) list of correct answers to
be checked.
1.1. General Rules for Test
Assembly
The following are general rules,
intended as guidelines for assembling test forms. When reviewing a test prior
to administering, verify that the test conforms with the following test construction
guidelines.
Test Construction Rules for
Multiple-Choice Tests.
1.
Set the number
of items so that at least 95 percent of the examinees can answer all items.
2.
The correct
choice should appear about an equal number of times in each response position.
3.
Do not use any
pattern of correct responses, e.g., ABCDE, etc.
.
4.
Directions to
examinees should be written on the test to indicate whether guessing is permitted
or not.
Test Construction Rules for Essay
Tests.
1.
All examinees
must take the same items. Do not give them a chance to choose which items they
want to answer. Meaningful comparisons normally can be made only if all
examinees take the same test.
1.2.Grading Essay Tests
Because of their subjective nature,
essay exams are difficult to grade. The following guidelines are helpful for
grading essay exams in a consistent and meaningful way.
1.
Construct a
model answer for each item and award a point for each essential element of the
model answer. This should help minimize the subjective effects of grading.
2.
Essay items
must be graded anonymously if at all possible in order to reduce the
subjectivity of the graders. That is, graders should not be informed as to the
identity of the examinees whose papers they are grading.
3.
Grade a single
essay item at a time. This helps the grader maintain a single set of criteria
for awarding points to the response. In addition, it tends to reduce the
influence of the examinee's previous performance on other items.
4.
Unless it is a
test of language mechanics, do not take off credit for poor handwriting,
spelling errors, poor grammar, failure to punctuate properly, etc.
5.
Ideally, there
should be two graders for each item. Any disagreements between these two
graders must be resolved by a third grader. Normally, this third grader is the
head grader or course instructor.
2.
Reproducing the
test
As the test are reading to reproduce, there
are many things should be the test maker’s concern then. Here they are:
a. When the test is typed for reproduction,
the items should be spaced on the page so that they are easy for students to
read and for instructor to score.
b. If multiple choice items are used, the
alternative should be listed underneath the stem.
c. All of the parts of an item should be on
the same page.
d. For interpretative exercises, it may be
necessary to place the introductory material on a facing page, or on a separate
sheet to be handed out with the test.
e. If the answer to be marked on the test
itself, provision should be made for recording the answers on the left side of
the page to simplify the scoring.
f. If separate answer sheets are to be used
and the test is to be administered to more than one group of students, it is
usually necessary to warn the students not to make any marks on the booklets.
.
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g. For better preparation, it is also
suggested to make more copies of the
test than are needed as an anticipation because some students will
ignore your warning.
h. Regardless of reproduction used, the master
copy should be checked carefully for item arrangement, legibility, accuracy, of
detail in drawings, and freedom from typographical errors.
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