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The ART of Q and Test Cons
The ART of Q and Test Cons
Q U ES TIO N IN G A N D
TES T C O N S TR U C TIO N
DARIUS P.
October 24-26, 2016
TOLENTINO
ACTIVITY
ANSWERS X MIND TO
START
QUESTION THINKING
S
ANSWERS
X MIND
TO
THINK
QUESTION
S
D id you know that
Teachers ask up to two questions every minute, up to
400 in a day, around 70,000 a year, or two to three
million in the course of a career
Questioning accounts for up to a third of all teaching
time, second only to the time devoted to explanation
Most questions are answered in less than a second.
That's the average time teachers allow between
posing a question and accepting an answer, throwing
it to someone else, or answering it themselves
Research has found, however, that increasing the
wait time improves the number and quality of the
responses - three seconds for a lower-order question
and more than 10 seconds for a higher-order
question
Q uestioning w as the only
defensive form ofteaching
-Socrates
Active
Good and Critical
Questioni independ Thinkers
ng ent
learners
Socratic questioning
* evaluates: Learning,
teaching, school, educational
programs, curriculum, etc.
= Number of items
Questions like:
What is
Where is
When did
Who were the .
What is the definition of
Com prehension -explaining the
m eaning ofinform ation.
Questions like:
How would you classify living things?
How would you compare contrast ?
What facts or ideas show .?
Which statement support . ?
Which is the best answer?
What is the main idea of the selection?
Application using learned know ledge
in new situation or to solve a reallife
problem .
How would you use?
What approach would you use to solve
the problem?
What would result if ?
What element would you choose to
change ?
Instead of burning the dry leaves, what
would you do to make it useful for
plants?
Analyzing breaking dow n a w hole
into com ponent parts
How is __________ related to ____?
What motive is there?
What evidence can you find ..?
What is the function of ?
What ideas justify the ..?
What conclusions can you draw ?
Evaluating m aking judgm ents about
the m erits ofideas,m aterials or
phenom enon based on criteria.
1. Stem
2. Alternatives/options
3. Key
4. Distracters
5. Stimulus Materials
William is invited to a birthday party
and the debutant told him the party
will surely end at 12 midnight.
Without a second thought, he joined
the group while his mother is worriedly
waiting in the house
__1. What do you think will
happen next?
a.His mother will join the party.
b.William will bring his classmates to
their house.
c.His mother will send foods and gifts
to the debutant.
d.His mother will get angry and
punish him when he arrives.
Strengths of M ultiple choice test
1. Learning outcomes
from simple to complex
can be measured.
2. Highly structured and
clear tasks are
provided.
3. A broad sample of
Strengths of M ultiple choice
test
4. Incorrect alternatives
provide diagnostic
information.
5. Scores are less
influenced by guessing
than true-false items.
6. Scoring is easy,
Lim itations of M ultiple C hoice
Test
1. Constructing good
items is time
consuming.
2. It is frequently
difficult to find
plausible distracters.
3 Form s ofM ultiple Choice Test
1. Stem-and-option
variety.
Best Answer Variety
Correct Answer Variety
Negative or Exception
Variety
Incomplete
FO R M S of M ultiple
C hoice
2. Setting-and-Option Va
riety
> It uses stimulus
materials.
> The responses to this
type of test are
dependent upon a setting
or foundation of some
FO R M S O F M U LTIP LE C H O IC E