Objective test items 1 • • • • • • 2 • • • • •
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Briefly discuss the mistakes made by evaluators when phrasing true-false items. The use of statement that is neither true nor false. Use of long statements that are confusing. The use of double barreled items. Items are ordered systematically which encourages learners to guess correctly. The use of opinionated items which makes it difficult to answer. The use of multiple defensible answers. Briefly discuss the mistakes made by evaluators when phrasing matching items. Equal number of description and options. More than one correct response. The list is ordered such that the longer description is in the right hand column instead of left hand column. The list is not homogeneous. The list is ambiguous which becomes difficult to classify as it has double meanings. Briefly discuss the mistakes made by evaluators when phrasing multiple- choice items. Writing grammatically incorrect statements. Writing opinionated items. Multiple defensible answers. Options not arranged in alphabetical or chronological order. Use of the stem clue which guides the test taker to the correct answer. Meaningless items which fail to present a problem or focus on the item. Briefly discuss the mistakes made by evaluators when phrasing completion items. The use of more than one blank per item which is confusing and time consuming. The use of multiple defensible answers. The use of indefinite statements. Briefly discuss approaches that can be followed when phrasing higher level multiple-choice items.
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The use of pictorial, Graphical, or Tabular Stimuli which require student to think at the application level.
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Use analogies that demonstrate relationship among terms. Require the application of previously learned principles in a new form testing whether the students understand the implication of a procedure. Objectives must measure comprehension , application, analysis, synthesis, or evaluation to ensure items are at a higher level.