Title: Chapter 6: Completion and ShortAnswer Items
1Chapter 6 Completion and Short-Answer Items
- Part II How to Develop, Administrate, and Score
Written Tests
2Skills to Learn From This Chapter
- Identify the advantages and limitations of
short-answer items. - Identify qualities desired in short-answer items.
- Evaluate short-answer items for these qualities.
3What is the difference?
- The Italian artist who painted the ceiling of the
Sistine Chapel is ___________ . - Which Italian artist painted the ceiling of the
Sistine Chapel? - Answer Michelangelo
4True or False
- Short-answer questions can measure procedural
knowledge. T F - It is time consuming to create a short-answer
items scoring plan. T F - It is relatively easy to construct short-answer
items. T F
5Advantages of Short-answer Items
- Short-answer items are easy to construct.
- Short-answer items require the student to supply
the answer. - Much short answer can be included in a test.
6True or False
- One can design short-answer items to measure
knowledge of concept. T F - It is easy to create a score plan for
short-answer item therefore, the short-answer
items are not likely to be scored erroneously. T
F
7Limitations of Short-answer Items
- Short-answer items are generally limited to
measuring recall of information - Short-answer items are more likely to be scored
erroneously than are the objectively scored
formats. - 6.1 Apply What You Are Learning (page 65)
8Identify Qualities Desired in Short-answer Items
- Does this item measure the specified skill?
- Can you use the short-answer items to measure
procedural knowledge? Why? - Is the level of reading skill required by this
item below the students ability? - How would you explain this quality for
short-answer items to a Cohort-I student?
9Identify Qualities Desired in Short-answer Items
- Can this item be answered using one or two words
or a short sentence? - Why bother with one or two words or a short
sentence with the short-answer items? - Will only a single or very homogeneous set of
responses provide a correct response to the
items? - What is your comment on I designed the
short-answer items and I know what the right
answers are. It will be students mistake if they
fail to supply or supply the wrong answers.
10Identify Qualities Desired in Short-answer Items
- 6.2 Apply What You Are Learning (page 66)
11Identify Qualities Desired in Short-answer Items
- Does the item use grammatical structure and
vocabulary difference from that contained in the
source of instruction? - Whats wrong with selecting important sentences
from a textbook or other source and replace a key
word with a blank? - Does the format of the item (and the test in
general) allow for efficient scoring - What can you do to make the scoring more
efficient?
12Identify Qualities Desired in Short-answer Items
- If the item requires a numerical response, does
the question state the unit of measurement to
used in the answer? - What particular attention do you need to pay if
the answers involve numbers? - Does the blank represent a key word?
- What will be the best choice for the blank?
- 6.3 Apply What You Are Learning (page 67)
13Identify Qualities Desired in Short-answer Items
- Are blanks placed at or near the end of the item?
- Why does the position of the blank matter?
- Is the number of blanks sufficiently limited?
- What could happen if too many blanks are designed
in a short-answer item? - Is the physical length of each blank the same?
- I need to provide more space to the last blank
because it needs a longer word. T F
14Practice Applying These Desired Qualities to
Short-answer Items (pages68-69).
In-class Exercise Design 2 completion items and
2 short-answer items, based on the content of
Chapter 6