![]() ![]() paint a houseĨ Writing Test Items What should test items do? Intellectual & Verbal Information paper & pencil Attitudinal state a preference or choose an option Psychomotor performance quantified on checklist subordinate skills tested in paper-and-pencil formatĪpproach # 1 mastery defined as level of performance normally expected from the best learners arbitrary (norm-referenced) Approach # 2 defined in statistical terms, beyond mere chance mastery varies with critical nature of task example: nuclear work Vs. Used during the design process and may be eventually modified to measure only terminal objectives Helps identify ineffective instructional segments 3. Assesses all the objectives, focusing on terminal objectives 2. May be discarded in final version of instruction. Used during formative evaluation process. Helps determine appropriateness of required entry skills. Consists of items that: measure entry behavior skills test skills to be taught draw from skills below the entry behavior line 2. Designed to measure explicit behavioral objectives Used to evaluate: learner performance effectiveness of the instructionĪlso called objective-referenced Refers directly to explicit “criterion” or specified performance “Criterion-Referenced Test” must: match test item and performance objective stipulate degree of mastery of the skill ![]()
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