1. Matching questions are useful for testing the relationship between similar sets of items by having students match items in one column to the other. They should have more responses than premises and only allow each response to be used once.
2. Identification tests are used to recall and clearly define key facts, terms, people, places, and events. They provide students with statements missing words to fill in the blanks. Guidelines include giving students a reasonable basis for responses without clues and arranging items so they can be scored efficiently.
3. The document provides information on matching questions and identification tests as assessment tools, including their purposes, structures, guidelines, and examples.
1. Matching questions are useful for testing the relationship between similar sets of items by having students match items in one column to the other. They should have more responses than premises and only allow each response to be used once.
2. Identification tests are used to recall and clearly define key facts, terms, people, places, and events. They provide students with statements missing words to fill in the blanks. Guidelines include giving students a reasonable basis for responses without clues and arranging items so they can be scored efficiently.
3. The document provides information on matching questions and identification tests as assessment tools, including their purposes, structures, guidelines, and examples.
1. Matching questions are useful for testing the relationship between similar sets of items by having students match items in one column to the other. They should have more responses than premises and only allow each response to be used once.
2. Identification tests are used to recall and clearly define key facts, terms, people, places, and events. They provide students with statements missing words to fill in the blanks. Guidelines include giving students a reasonable basis for responses without clues and arranging items so they can be scored efficiently.
3. The document provides information on matching questions and identification tests as assessment tools, including their purposes, structures, guidelines, and examples.
(words and their definitions, symbols and their meanings, problems and solutions, dates and events, people and their accomplishments, cause and effects and more) An objective test that consist of two sets which are connected and to be matched with each other. Two parts:
1. Premises – referred to the first column.
2. Responses – referred to the answers in the
second column. 1. Check your objectives to make sure this type of question is appropriate. 2. Give clear directions or instructions. 3. Use numbers to identify items in column A, capital letters to identify response in column B or vice versa. 4. Include more responses than premises or allow responses to be used more than once or vice versa. 5. Arrange items in column B in logical order or vice versa. 6. Put the items with more words in column A.
7. Keep the two sets of items homogeneous.
8. Avoid using pattern in the correct answers.
Matching Type: Match the column A to the column B. Write the letters of the correct answer on the space provided.
__1. Gave Jose Rizal the A. Jose P. Laurel
title “Tagalog Christ”. __2. Sponsored the bill and B. Claro M. Recto started delivering speeches for the proposed Rizal Bill. C. Miguel D. Unamuno Matching questions are useful for a set of similar items. Have more responses than premises. Allow responses to be used only once Shorter items go in column B and the longer one goes in column A. It is a type of an examination which can be scored objectively. It usually demands a short answer which is as specific as possible and most often used to test (remembering) key facts and terms. IDENTIFICATION TEST expected to clearly identify or define ("who or what, when, where, and historical significance") of each item. A recall type of examination. A form of a Restricted Response Test. 1.Give the student a reasonable basis for the responses desired. Avoid indefinite statements. • Avoid over mutilated statements. ex. The ________ is a _________ of a ________. General Guidelines: 2. Avoid giving the student unwarranted clues to the desired response. • Avoid lifting statements directly from the book. • Omit only words or phrases rather than trivial details. • Whenever possible, avoid “a” or “an immediately before a blank. General Guidelines: • Do not indicate the expected answer by varying the length of blanks or by using a dot for each letter in the correct word. • Guard against the possibility that one item or part of the test may suggest the correct response to another item. • Avoid giving grammatical clues to the answer expected. General Guidelines: 3. Arrange the test so as to facilitate scoring. • Allow one point for each blank correctly filled. Avoid fractional credits or unequal weighing of items in a test. • Select the items to which only one correct response is possible. General Guidelines: • Arrange the items as far as possible so that the students’ responses are in a column at the right of the sentences. • Scoring is more rapid if the blanks are numbered and the student is directed to write his response in the appropriate numbered blanks. • Prepare a key for scoring by writing on a copy of the test all acceptable answers. Driection: Identify the following statements below. Write your answers on the space provided before the number. _______________ 1. Fraternal organization which strives for moral betterment. _______________ 2. it is a term that proliferated in the Spanish Philippines to refer to people of pure Chinese descent. Thanks for listening!