Assessment Item Types: SAC, TF, Matching

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Assessment Item TypesSA/C, TF, Matching
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Assessment Item Types

• Objective Assessments
• Performance Assessments

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Objective Assessments

• Highly structured
• Require examinee to supply a word or two or to
  select the correct answer from a list of
  alternatives
• Generally, there is only one correct answer
• Scoring is typically dichotomous

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Performance Assessments

• Examinee required to select, organize, and
  present the answer (i.e. essay)
• Examinee required to use equipment, make
  observations, develop hypothesis, build
  something, or perform for an audience.
• Usually no single answer or best response.
• Scoring requires expert judgment

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Which do I use?

• There is no conflict between the two types.
• Type used depends on the learning objectives.
• The law of the instrument

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Objective Assessments

• Two Categories
• Supply type
• Short answer
• Completion
• Selection type
• True-false or alternative response
• Matching
• Multiple choice

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Short Answer/Completion
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Short Answer/Completion

• Best suited to knowledge level objectives
• Presented in the form of a question or an
  incomplete statement
• What is the name of the man who invented the
  steamboat?
• The name of the man who invented the steamboat
  is __________

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Short Answer/Completion

• Advantages
• Easy to construct
• Students must supply the answer (i.e. recall
  memory), thus reducing measurement error due to
  guessing.

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Short Answer/Completion

• Disadvantages
• Unsuitable for measuring complex learning
• Difficulty in scoring
• Level of specificity
• Where was George Washington born?
• Spelling

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Short Answer/Completion

• Suggestions for Development
• Word the item so the required answer is both
  brief and specific.
• An animal that eats the flesh of other animals is
  _______
• An animal that eats the flesh of other animals is
  classified as _______

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Short Answer/Completion

• Suggestions for Development
• Do not take statements directly from the
  textbooks to use as a basis for short-answer
  items.
• Chlorine is a _________
• Chlorine belongs to a group of elements that
  combine with metals to form salts. It is
  therefore classified as a _______

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Short Answer/Completion

• Suggestions for Development
• A direct question is generally more desirable
  than an incomplete statement.
• John Glenn made his first orbital flight around
  the earth in _______
• When did John Glenn make his first orbital flight
  around the earth? _______
• In what year did John Glenn make his first
  orbital flight around the earth? _______

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Short Answer/Completion

• Suggestions for Development
• If the answer is to be expressed in numerical
  units, indicate the type of answer required.
• If oranges weigh 5 2/3 oz. each, how much will a
  dozen oranges weigh? _______
• If oranges weigh 5 2/3 oz. each, how much will a
  dozen oranges weigh? ____ lb. ____ oz.

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Short Answer/Completion

• Suggestions for Development
• On completion items, do not use too many blanks
  or let the blanks provide clues.
• ____ animals that are born ___ and ___ their
  young are called _______
• Warm-blooded animals that are born alive and
  suckle their young are called _______
• The legislative branches of the U.S. government
  are the ______ and the ____ __ _______

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TRUE/FALSE AND MATCHING ITEMS
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T/F

• Best suited to knowledge level objectives.
• Presented in the form of a statement.
• T F The earth is a planet.

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T/F

• Advantages
• Efficient
• Can assess a lot of material in a short time
• Ease of construction (yea, right).

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T/F

• Disadvantages
• Unsuitable for measuring beyond knowledge level
  learning.
• Measurement error due to guessing.
• Response sets (i.e. a consistent tendency to
  follow a pattern in responding to items).

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T/F

• Suggestions for Development
• Avoid broad general statements if they are to be
  judged true or false.
• The president of the United States is elected to
  that office.

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T/F

• Suggestions for Development
• Avoid trivial statements
• Harry S. Truman was the 33rd president of the
  United States

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T/F

• Suggestions for Development
• Avoid the use of negative statements, especially
  double negatives.
• None of the steps in the experiment was
  unnecessary
• All of the steps in the experiment were
  necessary

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T/F

• Suggestions for Development
• Avoid long, complex sentences.
• Despite the theoretical and experimental
  difficulties of determining exact pH value of a
  solution, it is possible to determine whether a
  solution is an acid by the red color formed on
  litmus paper when it is inserted into the
  solution.
• Litmus paper turns red in an acid solution.

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T/F

• Suggestions for Development
• Avoid including two ideas in one statement. (AKA
  double barreled questions).
• A worm cannot see because it has simple eyes.
• Whales are mammals because they are large.

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T/F

• Suggestions for Development
• Avoid using opinion that is not attributed to
  some source, unless the ability to measure
  opinion is being specifically measured.
• Adequate medical care can be best provided
  through socialized medicine.
• The AMA favors socialized medicine as the best
  means of providing adequate medical care.

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T/F

• Suggestions for Development
• Try to keep all items similar in length, i.e.
  dont let a long statement be true and short ones
  false.
• Try to have approximately the same number of true
  and false items.

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Matching

• Composed of a premise (i.e. event, function,
  definition) and a response (i.e. date, part,
  term).
• Examinee is to match the response to the
  appropriate premise.

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Matching

• Advantages
• Compact
• Can assess a lot of material in a short time
• Ease of construction (yea, right).

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Matching

• Disadvantages
• Unsuitable for measuring beyond knowledge level
  learning.
• Measurement error due to guessing and irrelevant
  clues.
• Difficulty in finding homogenous material.

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Matching

• Suggestions for Development
• Use only homogenous material in a single matching
  exercise
• Invented telephone A. Washington
• Discovered America B. John Glenn
• First to orbit earth C. Columbus
• First president of U.S. D. Alexander Bell

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Matching

• Suggestions for Development
• Include an unequal number of responses and
  premises, and instruct the examinee that the
  responses may be used once, more than once, or
  not at all.
• Keep the list of items to be matched brief, and
  place the shorter responses on the right.
• Indicate in the directions the basis for matching
  the responses and premises.

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Matching

• Suggestions for Development
• Arrange the list of responses in logical order.
  Place words in alphabetical order and numbers in
  sequence.
• Place all of the items for one matching exercise
  on the same page.

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Your Assignment

• Three short-answer/completion
• Three T/F
• Five matching.