AlternateChoice Items - PowerPoint PPT Presentation
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Title: AlternateChoice Items
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Alternate-Choice Items
- Chapter 9
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Four Skills to Learn From Ch 9
- Identify variations of alternate-choice items
- Identify the advantages and limitations of
alternate-choice items - Identify qualities desired in alternate-choice
items - Review alternate-choice items for these desired
qualities
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Comment on the following statements
- An alternate-choice item is very similar to
multiple-choice item. - AC items cant measure procedural knowledge.
- AC items wont work well with younger students.
- AC items are not limited to True or False
questions.
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Variations of Alternate-Choice Items
- Traditional True-False Items
- True-false Items Requiring Corrections
- What problems might arise when students are asked
to correct true-false items?
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Variations of Alternate-Choice Items
- 3. Embedded Alternate-Choice Items
- Can a single AC item be called as an embedded
item? - Multiple True-False Items
- What is the difference between a regular
multiple-choice item and a multiple true-false
item?
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Variations of Alternate-Choice Items
- Sequential True-false Items
- How could you define sequential true-false items
as AC items not MC items? - Focused Alternate-Choice Items
- What is special about thisAC item?
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Advantages of AC Items
- AC items allow a more adequate sampling of
content. - AC items are relatively easy to construct.
- Responses to AC items can be effectively scored.
- Responses to MC items are objectively scored
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Limitations of AC Items
- AC items are susceptible to guessing.
- AC items can be used only when dichotomous
answers represent sufficient response options. - Can anyone explain this limitation?
- 3. MC items usually must indirectly measure
targeted behaviors. - Can anyone explain this limitation?
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Identifying Qualities Desired in AC Items
- Does this item measure the specific skill?
- Lets evaluate the following AC item
- Performance objective
- Concept identify whether or not a word is a
noun. - A noun can be used as the subjective within a
sentence. T F
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Identifying Qualities Desired in AC Items
- 2. Is the level of reading skill required by this
item below the students ability? - 3. Is one of the two response options
unequivocally correct? - Comment on this
- Performance objective
- Concept identify whether or not a word is a
noun. - The word fire is a noun. T F
9.1 Apply What You Are Learning (page 109)
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Identifying Qualities Desired in AC Items
- 4. Does the item present a single proposition?
- 9.2 Apply What You Are Learning (page 110)
- 5. Is the item stated as simply as possible?
- What do you think of this statement
- If the time between lighting and thunder is 3
seconds, the lightning strike was not as far away
as one mile.
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Identifying Qualities Desired in AC Items
- 6. Are adjectives or adverbs emphasized when they
reverse or significantly alter the meaning of an
item? - When water changes from liquid to ice, its
density does not decrease. - Please rewrite the item by replacing the word
not.
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Identifying Qualities Desired in AC Items
- 7. Are adjectives and adverbs that imply an
indefinite degree excluded? - What cautions would give to your Cohort-I friends
when they use a lot of frequent, often, and
sometimes?
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Identifying Qualities Desired in MC Items
- 8. Are adjectives and adverbs with absolute
meanings avoided? - Why do we need to avoid adjectives and adverbs
with absolute meanings?
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Identifying Qualities Desired in MC Items
- 9. Is the incorrect response plausible?
- What do you think of these two statements
- Boat float because they are made out of material
weighs less than water. - Diesel engine have spark plugs.
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Practice Applying These Desired Qualities to AC
Items
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