of 24
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
8/8/2019 PAPER Assesment
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?
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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,
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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
b AlBr3 e. Potassium oxide
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
b AlBr3 e. Potassium 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
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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
8/8/2019 PAPER Assesment
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.
8/8/2019 PAPER Assesment
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.