Different Types Of Test Items

 Different Types Of Test Items

Written tests are the most widely used of all evaluation tools. Hence a science teacher should master the skills of constructing test items. Construction of test items calls for mastery of the subject matter and techniques of constructing each type of test item. A constructor should take the following precautions while framing test items.

• The items should cover, as far as possible, the whole range of topics prescribed in the syllabus.
• No item or part of the item should be set which is outside the syllabus.
• More items should be set to test higher objectives. For this purpose items should be in the context of new situations.
• Items should provide clear direction to the students regarding the scope and length of responses.
• The language of the items should be simple and within the easy grasp of students.

A written test is composed of a number of items or questions. Items differ on the basis of the type of responses demanded for. There are items in which responses are free while in certain others responses are fixed. 

• In free response test item, the respondent has enough freedom to respond in his own way. 
• In fixed response item respondent does not have this freedom, the response being controlled by the constructor. 

Generally three types of test items are commonly used. They are - 

• objective type, 
• short answer type and 
• essay type.

Objective Type Test Items

An objective type test item is one in which the response will be objective. The responses are made fixed and hence the freedom of the respondent to deviate subjectively is restricted. R.L. Ebel and D.A. Frisbie (1985) define an objective test as "one that can be provided with a simple predetermined test of correct answers so that objective opinion or judgment in the scoring procedure is eliminated." Objective type test item can be broadly classified into two. They are:

• Supply type (Recall type)
• Selection type (Recognition type)

For supply type test items the respondents have to supply the response where as for the selection type they have to select the responses from among the given responses. 

Usually five different forms of objective type items are in vogue. They are :

Five different forms of objective type items 

1. Simple recall type 
2. Completion type
3. True-false type
4. Multiple choice type
5. Matching type

Of these, simple recall and completion type items are supply type and the remaining three belong to the selection type.

Simple Recall Type Test Items

This test requires the respondent to recall a response to a direct question. The typical response should be short preferably a word, a number or a small phrase. It eliminates the chance of guessing.

Completion Type Test Items

A completion type item consists of a series of sentences in which certain words are omitted and replaced by blanks. The respondents are expected to fill in the blanks with a word or a number or at the most a phrase. The probability of guess work is completely eliminated.

True False Items (Alternate Response Type)

These are items which admit only two possible responses of which one is correct. A.J. Nikto (1983) defines. "A true-false item consists of a statement or proposition which the examinee must judge and mark as either true or false". The respondent is asked to read a statement and indicate in some specific manner suggested, whether it is true or false, right or wrong, correct or incorrect, agree or disagree, yes or no.

Multiple choice Test Items (Changing Alternative Type)

These are items presenting four or more responses in which one is either correct or definitely better than the others. The examinee has to find this out and record this in the manner required in the paper. Here the chance of guess work is minimised. Mul-tiple choice item consists of two parts. The first part of the item is called STEM - presented in the form of a direct question or incomplete statements. The second part of the item is called Options or Alternatives or Responses, usually four or five in number. Among the options one is the keyed response and others are called distractors or misleads or foils. The stem gives data for the selection of the keyed response. The respondent has to read the stem and options and to select the correct or best alternative.

Matching Type Test Items

This is a modified version of the multiple choice test item. In fact matching type is an economised form of combining a number of multiple choice items in the same question a condensation of several multiple choice items. It consists of two parallel columns, with each phrase, word, or number or symbol in one column (usually the first) being matched to a word, phrase or sentence in the other column. The items in the column for which a match is sought are called Premises or stem and items in the column from which selection is made is called responses or options. The respondent is required to make some sort of association between each premise and each response in the two columns.

Short Answer Type Test Items

A question requiring three value points at the most may be defined as a short answer question. The term value points indicates a point to be given credit in the expected answer. Thus the length of the answer expected from a short answer question becomes very short. This diminishes subjectivity. In this way, it is an improvement upon essay type questions. Such questions are of great help in having a wide coverage of content and each item can be set to test a definite objective. Because of these reasons, a fair proportion of such questions should be included in a test.

Essay Type Test Items

This is the age-old, traditional type of questions, so well known and so frequently used in our country. An essay-type test item is a free response test item. The examinee is free to give the answer of a question as he likes. This is a type of question calling for a rather long answer covering a number of points and a variety of objectives. This is the type which can help in evaluating complex skills and other similar behavioural patterns. The essay type is the only means to evaluate pupils' ability to express facts in an organised manner, to assimilate and organise subject matter, to reason logically, to invite individual opinions and criticism.

Evaluation

 Evaluation is the process of assigning value to something. This is possible only on the basis of specific pre-determined goals. Therefore, evaluation in education warrants the determination of specific educational goals. From the point of view of the class room teacher, instructional objectives act as the basis of evaluation. This means that educational evaluation is possible only if the instructional objectives are determined earlier. Evaluation based on pre-determined objectives is called objective-based evaluation.

a. Functions of Evaluation

1. Evaluation enhances the quality of teaching: Through evaluation, teachers are able to find out how far they have been successful in achieving the objectives of education they had in mind. In other words they are able to assess the degree to which they have succeeded in their teaching. This assessment leading to value judgement enables them to adopt appropriate instructional strategies and thus ensure realisation of the anticipated educational objectives.

2. Evaluation helps in clarifying the objectives: Evaluation is based on objectives. Through this objective based evaluation the teacher gets a deeper insight into the various aspects of the topics to be taught. In the objective based approach each learning aspect has to be translated into operational behavioural terms. This analysis makes the objectives also transparent.

3. Evaluation motivates learners: The students try to learn the topics well because they know that their learning will be continuously evaluated. The tests used for evaluation are constructed on the basis of the syllabus in that subject. Hence, a student tries to learn the subject thoroughly well so that he can succeed at the various stages of evaluation.

4. Guidance can be given on the basis of evaluation: Evaluation makes the individual differences clear. Specific difficulties also will be identified and diagnosed. Hence, it is of great utility in giving educational guidance. On the basis of the measurement of abilities also the child can be given educational and vocational guidance.

5. Evaluation can help in bringing changes in the curriculum: The world is progressing at quite a rapid pace these days. The new investigations in the field of education are presenting new principles and strategies before us. These are indicative of the fact that the curriculum cannot remain static. It should always go on changing. Educational evaluation provides us the direction for bringing about such changes. 

b. Purpose of Evaluation

1. It helps for promotion, classification, selection and certification.

2. It helps to assign proper marks or grades for placement of students.

3. It motivate students for better learning.

4. It diagnose strengths and weaknesses of students.

5. To locate areas where remedial measures are needed.

6. It judges effectiveness of instruction.

7. It helps in determining as to how far the learning objectives could be achieved.

8. It determines the rates of progress of students.

9. It predicts the success of students in future.

10. It helps in selecting the students for admission in different subjects and different levels.

c. Types of Evaluation - Formative and Summative

1. Formative Evaluation: While teaching, the content to be taught is presented in the form of small teaching points with a view to facilitate easy assimilation. At the end of each of such item, students have to be evaluated with respect to the anticipated objectives. Thus, weaknesses, if any, should be diagnosed and remediated. This procedure will ensure mastery of the subject in terms of realisation of educational objectives. As this function of evaluation is developmental in nature, it may be said to be formative evaluation. Formative evaluation provides immediate feedback leading to diagnosis and remediation and the resulting reinforcement and motivation. The instructional process thus becomes dynamic and effective through continuous formative evaluation. The emphasis is on the realisation of pre-determined objectives.

2. Summative Evaluation: As the term indicates, summative evaluation is done at the end of something attempted. It may be conducted at the end of a unit, after it is successfully completed as evidenced by formative evaluation. Or, it may be at the end of a term and cover a number of learning units. Annual examination also may be said to be summative in nature. The result of summative evaluation will give a general picture of the level of attainment, again in terms of broader instructional objectives anticipated. This also will help to reinforce teachers and pupils alike and will make instruction more effective. In addition to these functions it may aim at placement, prediction, etc. of the learners, as in the case of an annual examination or a competitive test.

Though formative and summative evaluation differ in their nature and function both may be considered complementary to each other.

d. General Approaches to Evaluation

Education aims at the all-round development of a pupil and not merely at imparting knowledge to him. It is, therefore, necessary that the teachers and educators should be equipped, not only with the contents of the subject and dynamic methods of teaching but also with specific and appropriate learning objectives and appropriate testing devices required for evaluating the effects of the learning in terms of the anticipated objectives. There are different approaches used for class-room evaluation.

The present system of instruction is based on pre-determined objectives. The teacher has to assess how far the objectives have been achieved. In order to assess the degree of realisation of the objectives by the learner, the teacher has to conduct a test which is known as an achievement test. Why a particular learner could not achieve the objectives, can also be determined in terms of gaps, difficulties, etc. A test meant for that purpose is a diagnostic test. The future prospects of success of a student in any selected area can be predicted by giving a test designed for the purpose. Such a test is known as a prognostic test.

Paradigm Shift _ Outcome Based Instruction

 Outcome Based Instruction

Outcome-based instruction (OBI) has revolutionized education by shifting the focus from what teachers teach to what students actually learn. This paradigm shift has led to significant changes in how we define learning objectives, assess student progress, and ultimately, measure educational success.

From Learning Objectives to Learning Outcomes

Traditional education often focused on learning objectives, which were often broad and teacher-centered. OBI, on the other hand, emphasizes learning outcomes, which are specific, measurable, achievable, relevant, and time-bound (SMART). These outcomes clearly articulate the knowledge, skills, and abilities students are expected to demonstrate upon completion of a learning experience.

The use of action verbs in defining learning outcomes is crucial. Action verbs describe observable and measurable behaviors, allowing teachers to assess student learning more effectively. For example, instead of a vague objective like "understand the concept of fractions," a learning outcome might be "be able to add and subtract fractions with like denominators." This clear and specific outcome makes it easier for both teachers and students to understand what is expected and how success will be measured.

From Evaluation to Assessment

Traditional evaluation often focused solely on measuring student scores through tests and exams. OBI advocates for a more comprehensive approach to assessment, which not only measures student achievement but also examines the learning process itself. This involves using a variety of assessment methods, including formative, summative, and self-assessment techniques.

• Formative Assessment: This type of assessment is ongoing and provides feedback to both teachers and students during the learning process. It helps identify areas where students are struggling and allows teachers to adjust their instruction accordingly. Examples of formative assessment include classroom discussions, quizzes, and student self-reflection.

• Summative Assessment: This type of assessment occurs at the end of a unit or course and measures overall student learning. It is often used to assign grades and evaluate the effectiveness of instruction. Examples of summative assessment include final exams, projects, and presentations.

• Self-Assessment: This type of assessment encourages students to reflect on their own learning and identify their strengths and weaknesses. It helps students develop metacognitive skills and take ownership of their learning. Examples of self-assessment include journal writing, self-evaluation rubrics, and peer feedback.

By incorporating these three dimensions of assessment, OBI provides a more holistic and nuanced understanding of student learning. It moves beyond simply measuring scores to examining the learning process, providing feedback, and implementing remedial measures to ensure successful outcomes for all students.

Benefits of Outcome-Based Instruction

OBI offers several benefits for both students and teachers:

• Increased student engagement: When students understand what is expected of them and how their learning will be assessed, they are more likely to be engaged and motivated.

• Improved student learning: By focusing on specific, measurable outcomes, OBI helps students develop a deeper understanding of the material and acquire the skills they need to succeed.

• More effective teaching: OBI provides teachers with valuable feedback on their instruction, allowing them to make adjustments and improve their teaching practices.

• Greater accountability: OBI holds both teachers and students accountable for learning outcomes, ensuring that all students have the opportunity to succeed.

Conclusion

Outcome-based instruction represents a significant paradigm shift in education, moving away from a teacher-centered approach to a student-centered approach. By focusing on learning outcomes, utilizing diverse assessment methods, and emphasizing continuous feedback and improvement, OBI empowers students to take ownership of their learning and achieve their full potential.

OBJECTIVE BASED INSTRUCTION

 What is objective based instruction?

An instructional objective is a specific and immediate goal attainable as a result of Instruction.

The instruction which is aimed to attain the pre-determined objectives is known as objective based instruction,

Advantages of objective based Instruction

1. It gives direction to the teachers and helps them to take wise decisions.

2. It helps the curriculum planners to decide in advance, the matter to be included In the curriculum and the scope to be envisaged regarding it's transactions.

3. Objectives aid in evaluation which in turn helps in refining objectives.

4. The effort of the teacher is made more specific and concrete.

5. It makes instruction-out put oriented and hence helps to maximize the output of learning, normally development of desirable changes.

Thus the process of instruction helps to achieve certain immediate goals which leads the learner nearer to the ultimate goal of education. These objectives are attainable as a result of classroom teaching,

Objectives serves as a foundation for meaningful and effective teaching. The teacher knows what his pupil will do or how they will behave after the classroom instruction is over. Thus the objectives makes teaching goal oriented and purposeful. This is called objective based approach to instruction.

Teacher should clearly define his objectives

Appropriate learning experience must be provided for attaining the objectives

Degree of realization of objective can be evaluated in terms of behavioural change produced. ie evaluation of learning objectives gained from learning activities as part of instruction.

Thus the objective serves as the basis for planning learning activities resulting in learning experience as well as for evaluating the quality of learning achieved.

Education is an objective oriented triangular process.

The interrelationship of the three may be represented as

• Learning experience (L) is based on objective (O)
• Objectives (O)  get clarified by learning experience (L)
• Evaluation (E) is based on objectives (O)
• Objectives (O) get clarified by evaluation (E) (Attainment)
• Evaluation (E) gives evidence on learning experience (L) (effectiveness of learning)
• Learning experience (L) gives hint to the nature of situation for evaluation (E) 

Resource Unit

 What's included in a resource unit?

A well-developed resource unit can contain a variety of elements, such as:

• Objectives: Clear learning goals that students are expected to achieve.
• Content: Information, concepts, and skills related to the topic.
• Learning Activities: A range of engaging activities like discussions, experiments, projects, and games.
• Teaching Methods: Strategies and approaches to deliver the content effectively.
• Assessment Tools: Ways to evaluate student learning, such as quizzes, tests, and assignments.
• Materials and Resources: Textbooks, articles, websites, videos, and other resources that support the topic.

Why are resource units important?

• Organization: Resource units provide a structured framework for teaching a topic, ensuring that all essential elements are included.
• Flexibility: Teachers can select and adapt the materials and activities to suit their students' needs and learning styles.
• Efficiency: Resource units save time and effort by providing a collection of pre-planned resources.
• Consistency: They help ensure that all students receive a consistent and comprehensive learning experience.
• Collaboration: Resource units can be shared among teachers, promoting collaboration and improving teaching practices.

Steps in the preparation of a Resource unit

1. Title

2. Introduction - Briefly indicate the social, scientific and pedagogical significance of the unit. 

3. General Objectives - Briefly indicate the learning outcome which are expected by learning the curricular materials in the unit. Objectives are stated in terms of behavioral dimension. 

4. Content Analysis - This is the most important step which determines the quality of the Resource unit. Content is analyzed in depth and elaboration and presented in the form of a series of paragraphs.

5. Activities - General and specific methods of teaching, as well as activities of various kinds meant for teachers and pupils are decided. Activities like experimentation, demonstration, project, collection, group work, field trips, discussion, etc. are described explicitly to be of help to the teacher. Activities for the complete treatment of the unit are to be described.

6. Teaching material and sources - Materials for teacher's use and pupils' use are mentioned and listed. Audio visual materials for teaching, their sources and preparation as well as use are described, suggestions regarding reading materials for teachers and pupils are to be be made.

7. Evaluation Procedures - The evaluation procedures suitable for the unit have to be described. This may include sample tests, classroom evaluation techniques, methods of evaluating pupils work. viz projects, experiments, collection, improvisation, discussion, etc.

8. Editing.

UNIT PLANNING

 UNIT PLANNING

Unit planning came into existence as a rebellion against treating learning of everyday as an isolated segment. Unit planning is a middle stage between Year planning and Lesson planning.

• What is a Unit?

A unit is a large segment of subject matter having a common fabric of knowledge. A unit is not just blocks cut out of the total subject matter. On the other hand it is meaningful whole taken out from the curriculum, which can be effectively dealt with for realization of a set of anticipated objectives.

According to Preston, over-viewed unit Is "as large a block of related subject matter as can be by the learner".

Hoover defines unit as "the teaching unit is a group of related concepts from which a given set of instructional and educational experiences desired. Unit normally range for 3 to 6 weeks long".

A unit is an organization of experiences and information around some problem that might help the pupil in integrating his learning. A well planned unit integrates a well knit set of related learning materials as well as many type of learning activities to be taken for their effective transaction. A unit in fact is a 'compound' of lessons and not a 'mixture' of lessons.

•  Characteristics of good Unit plan

1. The content should have close relationship that makes the unit a compact whole.

ii. Aims should be clear and well defined.

iii. It should provide activities for students.

iv. It should cater to the needs, interest and capabilities of students.

v. It has to be a complete integrated whole in its organization.

vi. Flexibility to provide for individual differences.

vii. Provision for evaluation and follow up activities.

viii. Teaching aids to be used are very specific.

ix. Provides correlation to life and other subjects.

x. Provides for projects, field trips, etc.

xi. Can be completed within the time limit.

Unit planning improves structurization of the course content and gives well planned direction for the teaching-learning process, thereby making teaching more meaningful and goal oriented. It encourages scientific planning and presentation by the teacher as against the stereotyped text book methodology. 

• Advantages of Unit Planning

1. It provides a basic course structure around which specific class activities can be organized.

2. It enables the teacher to integrate the basic concepts and related areas into various teaching experiences.

3. It provides an opportunity to the teacher to keep a balance between various dimensions of the prescribed courses.

4. It enables the teacher to break away from traditional textbook teaching.

5. It establishes the general as well as specific aims of teaching.

6. It helps to develop a democratic atmosphere in the class where students and teacher jointly work together.

7. Develops interests in students for further learning.

8. It is economical in terms of time.

9. It helps to develop skills in students in a systematic manner.

10. It helps cater to the need, nature and aptitude of the students.

IV. Steps in Unit Planning

• While planning a unit, the following aspects should be considered:

1. Content analysis or Content over view (the what of the unit)

The course content is analyzed into terms, facts, concepts, principles, process, laws. generalization, etc. This helps the teacher himself in achieving subject competency and in increasing his self confidence.

ii. Objectives and specification (the why of the unit)

By going through the analyzed content, the teacher should Identify general and specific objectives of the unit.

III. Learning activities (the How of the unit)

The teacher decides suitable activities that may be provided for students, for providing objective-based learning experiences. Keeping in mind individual differences, the psychology of learning, the content, objectives and suitable learning activities can be planned. This also include the specific teaching strategies and aids.

iv. Testing Procedures (the How far and How good of the unit)

This involves the choice of suitable evaluation tools and the techniques through which the teacher can evaluate pupil achievement in terms of realization of objectives.

Key Take aways:

• Unit Planning as a Framework: It provides a structured approach to teaching, moving beyond isolated lessons and creating a more holistic learning experience.   
• Focus on Meaningful Learning: Units are designed around "meaningful wholes" of subject matter, encouraging deeper understanding and connections.
• Student-Centered Approach: Good unit plans consider student needs, interests, and learning styles, promoting active engagement and individualization.
• Integration and Coherence: Units emphasize the interconnectedness of concepts within a subject and across different disciplines.
• Improved Teaching and Learning: Unit planning benefits both teachers and students by providing a clear framework, fostering deeper understanding, and enhancing the overall learning experience.

Potential Enhancements:

• Technology Integration: Incorporating technology tools (e.g., educational software, online resources, interactive simulations) can enhance student engagement and provide diverse learning opportunities.   
• Differentiation Strategies: More specific examples of differentiation strategies within units could be included (e.g., tiered assignments, flexible grouping, learning centers).
• Assessment for Learning: Emphasize formative assessment techniques (e.g., observations, peer feedback, self-assessment) that provide ongoing feedback and inform instruction.   
• Real-World Connections: Explicitly connect unit content to real-world applications and contemporary issues to increase student motivation and relevance.   
• Collaboration and Communication: Encourage collaboration among teachers to share best practices, develop common units, and create a more cohesive learning experience across grade levels.
  
  

Why Year Planning