- Consist of declarative statements that the students is
asked to mark correct or incorrect C H A R A C T E R I S T I C S O F T R U E – FA L S E Q U E S T I O N S :
Used to measure ability to identify whether
statements of facts, principles, generalizations,
relationships, or evaluative statements are correct.
Can be factual or can be a thought question that
requires reasoning.
Can be used in most disciplines.
Used to quickly poll a class as an introduction to a
discussion or determine knowledge of topic.
USES OF TRUE – FALSE ITEMS :
Measure the ability to identify the correctness
of statements of fact, definition of terms, statement of principles, and the like. Measure the student ability to distinguish fact from opinion. Measure the student ability to recognize CAUSE and EFFECT relationship. Measure some simple logic. A D VA N TA G E S O F T R U E – FA L S E ITEMS :
Time-efficient administration and
scoring: Easy to write. Easy to score. Scoring is objective. More information is sampled from a great deal of content. Effective when assessing misconceptions, cause-effect relations. D I S A D VA N TA G E S O F T R U E – FA L S E I T E M S :
Measures only low level of learning -
remembering and understanding. Need a larger number of items to distinguish stronger and weaker knowledge levels. Students have a 50 percent chance of being correct, just by chance. May be perceived as an unfair judgment of learning. Encourages guessing since there are only two alternatives. IDEAL TRUE – FALSE QUESTIONS:
Use simple, direct language in declarative
sentences Present the correct part of the statement first, and vary the truth or falsity of the second part if the statement expresses a relationship (cause, effect--if, then)
Statements must be absolute without
qualification, subject to the true/false dichotomy without exceptions
Every part of a true sentence must be "true"
If any one part of the sentence is false, the whole sentence is false despite many other true statements. Paraphrase, and do not directly quote, course content to avoid burdening students with detailed verbal analyses, maintain focus on differentiating, as well as avoid copyright issues
Include background, qualifications, and
context as necessary: "According to...., ...."
In developing a question with a qualifier,
negative or absolute word, substitute or experiment with variations to find the best phrase and assessment W H AT TO AV O I D I N M A K I N G T R U E – FA L S E QUESTIONS:
Unfamiliar vocabulary and concepts.
Long strings of statements. * Despite the theoretical experimental difficulties or determining the p H value of a sol’n. It is possible to determine whether a sol’n is acidic be the red color formed on the litmus paper when it is inserted into the sol’n. (POOR) * Litmus paper turns red in an acidic sol’n.( BETTER) Ambiguous or vague statements *A nickel is larger than a dime. (TRUE if we are pertaining to diameter, FALSE if we are pertaining monetary value.) The use of negative statements, especially double negatives * A person who apologizes sincerely is never unforgiven. Broad general statements. Avoid trivial statements . Absolute words restrict possibilities. Avoid including two ideas in one statement, unless cause – effect relationship are being measured. HOW TO DEVELOP A TRUE – FALSE QUESTIONS:
Write out essential content statements
Make true and false statements equal in length Group questions by content Build up to difficulty (encourage with simpler questions first) Randomize sequences of T/F responses (Avoid a discernable pattern) Vary the quantity of true/false statements from test to test (Recognizing that "true" is marked more often in guessing, and that assessing false statements tends to be more challenging) https://www.slideshare.net/doone26/alternativeresponse- test http://personal.psu.edu/bxb11/QuizQuestions/QuizQuestio ns7.html https://www.studygs.net/teaching/tsttak2a.htm