Transcript of Construction of Written Test

so our topic for this afternoon is all about construction of written test last time we discussed regarding how are we going to prepare uh a classroom assessment no uh first what we did is to do a table of specifications now on all assessments no particularly a Mastery or a quarterly assessment we need to make a table of specification before uh going into the construction of a written test so since you are true with the table of specification I assume that you have already earned some or learned something about how to do the table of specification and this time we will move on the construction of written test now so when we talk about constructing a written test uh this uh definitely will involve careful planning and considerations just to ensure the effectiveness in assessing the Knowledge and Skills of our students of the test takers so that is why um we need to ensure the test Effectiveness in assessing the Knowledge and Skills of our students so we have several considerations that will be taken into with doing such like constructing a written test by the way our significant learning objectives for this uh Topic in this lesson you are expected to identify the appropriate test format to measure learning outcomes and at the same time you are expected to apply the general guidelines in constructing test items for different formats now uh moving into classroom assessments so as what I have said a classroom assessment plays a very crucial role in teaching and learning process and that is why classroom assessment we are going to set no guidelines when we do Assessments in the classroom and uh you know uh classroom assessment to more than just measure of learning and that is why it is very important to have this in our classroom this would somehow inform the Learners what needs to be learned and to what extent and how to learn them they also provide the parents some feedback about their child's achievements of the desired learning outcomes and at the same time the schools also get to benefit from classroom assessments because Learners or the students test results can somehow provide the schools evidence-based data that are useful for instructional planning and decision making as such no it is very important that assessment task or tests are meaningful and further promote deep learning as well as fulfill the criteria and principles of test constructions and so there are many ways by which Learners can demonstrate their Knowledge and Skills and show evidence of their profession since at the end of every lessons that we have conducted in the classroom okay it could be in every lessons it every unit in every chapter or in every subjects while authentic or Performance Based assessments have been advocated as the better and more appropriate methods in assessing learning outcomes particularly as they assist high level thinking skills uh what else are written traditional written assessment methods such as the multiples choice test are also considered as appropriate and at the same time efficient classroom assessment tools for some types of learning targets say for example at this point of time since we are already going back to normal now the normal face-to-face classes no so the usual assessment methods that most teachers are doing is of course the multiple choice test so this is especially true for larger classes and when test results are needed immediately for some educational decisions traditional tests also deem react reliable and exhibit excellent content and construct validity so to learn and enhance our skills in developing good and effective test items for a particular test format we need or we need to go back and review our prior knowledge on different test formats how and when to use and when to choose a particular test format that is the most appropriate measure of the identified learning objectives and desired learning act terms for the subjects that we are teaching and how to construct good and effective items for each format so here are some reasons why classroom assessments are very important number one is what I have mentioned available in forming instructions the we all know assessments provide valuable information about students understanding and progress this will help teachers identify students strengths and weaknesses allowing them to tailor their instruction to meet individual needs and you know by regularly assisting students teachers can adjust their teaching strategies and at the same time provide Target or targeted intervention to support student learning second monitoring student progress so we all know assessments help track students progress over time and that is what teachers do most of the time during PTC or parent Teachers Conference the show of report cards as an Evidence of the student progress all over time to the parents and by collecting data on student performance teachers can identify no uh Trends and patterns and Gates the effectiveness of their instructional methods and this information enables them to make informed decisions about instructional adjustment uh pacing and remediations the third one is motivating students assessments can motivate students by setting clear expectations and goals so when students receive feedback on their performance regain a sense of achievement and understand areas that requires Improvement so well-designed assessment also promotes student engagement at the same time encourage students to take ownership of their learning the fourth one is guiding instructional planning so classroom assessments definitely will provide insight into our students understanding allowing teachers to plan Futures lessons effectively and by analyzing assessment results teachers can identify areas of misunderstanding or concepts that needs reinforcement and this will definitely helps them design instruction that addresses specific student needs and promotes deeper learning the fifth one is evaluating teaching Effectiveness evaluating teaching effectiveness assessment definitely is what I have mentioned okay assessments will help teachers evaluate the victimeness effectiveness of their instructional strategies and curriculum and by analyzing assessment data teachers can reflect on their teaching practices and make well-informed decisions about uh instructional modifications resource allocations and definitely professional development needs now and the sixth one is of course not fostering communication with parents and stakeholders assessments provide valuable information to share with parents and Guardians regarding their child's progress and areas of improvement there should be a regular communication with parents and teachers about assessment results because this will somehow promote a collaborative relationship between teachers and parents and enhancing the overall support and guidance which will be provided to our students the seventh is emitting educational standard we all know classroom assessments are essential for aligning instruction with the educational standards and learning objectives and by assisting students Knowledge and Skills teachers can ensure that their teaching is aligned with the required curriculum and that the students are progressing towards meeting academic standards so that's the um uh importance of classroom assessments these are vital tools for teachers to give students understanding inform instruction monitor progress motivate students guide planning evaluate teaching Effectiveness Foster communication with stakeholders most especially the parents and meet educational standards so with Blossom assessment this will provide us valuable insights into students learning and help create a supportive and effective learning environment so what are the guidelines or the general guidelines in choosing the appropriate test format you know not every test is universally valid for every type of learning outcome for example if an intended outcome for a researcher research method classes is to design and produce a research study relevant to one's field of study you cannot measure this outcome through a multiple choice or a matching type test so to guide us on choosing the appropriate test format and designing pair and appropriate yet challenging tests we should ask now these questions this important questions to come up with an appropriate test format and number one here is what are the objectives or the desired learning outcomes of the subject of the unit of the lessons being assessed you know in deciding on what test format to use generally depends on our learning objectives on our desired learning outcomes of the subject of the unit of the lesson the desired learning outcomes are statements of what Learners are expected to do or demonstrate as a result of engaging in the learning process it is suggested that uh uh we need to look into the previous topic no when we are constructing a written test we need to know first how to make a table of specification we need to review the our previous uh we need to review our previous lessons which is all about table of specifications that would be our basis on constructing a written test and of course no on how to set or write an instructional objectives or intended learning outcomes for the subjects the second question is what level of thinking is to be assessed we are referring now the cognitive level of tests questions I think you remember remembering understanding applying analyzing evaluating and creating now so that's the cognitive level of test question much with our instructional objectives the level of thinking to be assessed is also important factor to consider when designing test as you know this will guide us in choosing the appropriate test format for example if we intend to assess how much our Learners are able to identify important Concepts discuss in class definitely remembering or understanding level so a selected response format such as multiple choice tests would be appropriate however if we intend to assess our students on how they will be able to explain or apply in another setting about the concept or framework learn in class so take note of the cognitive level applying or analyzing level so we have to consider giving constructed response test formats like a saying so it is important that when constructing classroom assessment tools all levels of cognitive behaviors are represented from remembering understanding applying analyzing evaluating creating what else we have to take also into consideration knowledge dimension young factual conceptual procedural and metacognition so the third question that would somehow guide us in choosing appropriate test format is the tests much and aligned with the course decide learning outcomes and the course contents or learning activities the assessment task should be aligned with the instructional activities and the desired learning outcomes it is very important that we are clear about the dlos the learning outcomes the desired learning outcomes are to be addressed by our tests and what course activities or tasks are to be done or implemented to achieve the desired learning outcomes for example if we want our Learners to articulate and justify their strand on ethical decision making and social responsibility practices in business then the AC test or a class day no would be the appropriate measures and tasks for this learning outcome a multiple choice test maybe use but only if you intend to assess Learners ability to recognize what is ethical versus unethical decision making practice in the same manner matching type items may be appropriate if you want to know whether the students can differentiate and match the different approaches in terms uh to the definitions of the concepts the fourth question is are the test items realistic to the students are the test items realistic to the students would that be ethical for you to have a test which are not poor part of the discussion or not for part of the dlos or the learning competencies learning competencies that would be that is unethical you are assuming your students can go beyond what you are thinking of or you know so he ended up no so are the test items realistic to the students meaning test items should be meaningful should be realistic to the Learners this should be relevant or related to the everyday experiences they should be relevant or related told her everyday experiences so the use of Concepts terms or situations that have not been discussed in class or that they are never encouraged to read no encountered or heard about should be minimized should be avoided this is to prevent teachers I mean this is to prevent Learners from making wild guesses which will undermine your measurement of what they have really learned from the class so moving on we have the major categories and formats of traditional tests which are very very important uh in a face-to-face classes scenario and for the purposes of classroom assessment a traditional test fall into two categories we have the selected response type in which the Learners select the correct response from the given options and the second one is the constructed response type in which the Learners are asked to formulate their own answers the cognitive capabilities required to answer selected response items are different from those required by constructed response items regardless of content so specifically when we talk about reselected response test this will require Learners to choose the correct answer or best alternative from several choices while they can cover a wide range of learning learning materials very efficiently and measure a variety of learning outcomes they are limited now when accessing learning outcomes that involve more complex and higher thinking skills so uh selected response test include multiple choice tests no this is very common used format you know informal testing and typically consists of a stem problem the one correct or best alternative uh correct answer and three or more incorrect or inferior Alternatives or uh destructors so we have multiple choice tests we have true false or alternative response test for this test it is generally consists of statement and deciding if the statement is true or false whether a statement is an accurate or Inc inaccurate or correct or accurate or correct and of course matching type test it consists of test or two a set of items to be matched with each other base on a specified attributes in a constructed response there a test uh this type of test will requires learner to supply and certainly to a given questions or problem uh this includes a short answer test it consists of uh what we call this open-ended questions or incomplete sentences that requires Learners to create an answer for each item which is typically a single word or a single a short phrase and this includes completion type in completions type of desna where it consists of incomplete statement that requires a student to fill in the blanks with the correct word with the correct phrase and then identification where it consists of statement that requires the students or the Learners to identify or to recall the terms the concept the people the places the events the dates that are being described and enumeration it requires the Learners to list down all the possible answers to the questions and we have AC test essay now it consists problems or questions that requires Learners to compose or construct written responses usually long ones with several paragraphs sometimes there is a requirement you have to write 1000 or you explain in 1000 words explain in 500 Words so that's an essay test and of course problem solving test it consists of problems and questions that requires our students to solve problems in quantitative or non-quantitative settings using Knowledge and Skills in mathematical Concepts and procedures and or other higher ordering uh higher order cognitive skills for example reasoning analysis critical thinking skills so moving on with the guidelines in writing multiple choice test items so writing a multiple choice items requires Content Mastery requires our student Content Mastery writing skills and time okay only good and effective items should be included in that test you know poorly written test items could be confusing could be frustrating to our students and somehow yield test scores that are not appropriate to evaluate their learning and achievement and uh so when we do multiple choice test items we have to consider all these things now we have to use a clear and concise stem so when we say stem the stem is the inter introductory part of the questions that possess the problem or presents that present such scenario no so that's stem an introductory part of the questions that poses a problem that poses or that presents a scenario so it should be written in a way that clearly conveys the questions and avoid any unnecessary or confusing information so so write items that reflect only to one specific content or cognitive processing skills do not left or use students I mean use statements from the textbooks verbatim or other learning materials ask test questions whether we like it or not uh the way it somehow being constructed would be same as on the modules and the books but what would be good is do not just copy and paste that statement I mean it's better if you we're gonna paraphrase now so that we could be able to know if the student understand the specific concept the specific scenario keep the vocabulary simple and understandable based on the level of the Learners examiners huh and of course he did and for free the items for grammatical and spilling before administrate them to the students or learners so we have to ensure you know a single correct answer each question should have only one correct answer avoid including options that could be interpreted as correct or valid as they may confuse test takers and compromise the validity of the assessment the third one is make all options possible the distractors or the incorrect answer choices should be plausible and similar in length and grammatical structure to the correct answer this will help ensure the students are truly demonstrating their knowledge and not just simply guessing no based on the appearance of the questions and number four avoid using absolute terms what does it mean we have to be cautious with the use of absolute terms like always never only no these terms tend to make the correct answer more predictable which can make the questions less challenging and reduce its Effectiveness in assessing higher order thinking number five keep the options homogeneous we have to ensure that the options are similar in structure similar in length and grammar to avoid giving away the correct answer or might be creating bias so we have to make sure the correct answer is significantly different from the distractors another thing that we have to look into avoid cues or clues in the options somehow my question is so we have to avoid that one the options should not be provided or should not provide hence or accused that lead the test takers to the correct answer this should be independent of each other allowing students to select the correct answer based on their understanding of the content number seven we have to randomize the placement of the correct answer avoid consistently placing the correct answer in a particular position always in the first option or always in the longest option randomizing the order of the options help minimize the impact of guessing and encouraging students to engage with the content power of C so next is we have to use realistic scenarios and examples if applicable use realistic scenarios or examples in the stem to enhance the relevance and authenticity of the questions and this can help students connect the questions to real world context and apply their knowledge effectively and number nine review for clarity and correctness okay so before finalizing the multiple choice questions carefully review them for clarity for correctness and for grammatical accuracy we have to ensure that the question is an ambiguous and that there are no errors or inconsistences in the wording and number 10 we have to Pilot test the questions we have to conduct a pilot test with a small group of individuals to identify any potential issues such as confusing or poorly constructed questions this will allows us to refine to improve the questions before administering the desktop to a larger group so by following this guidelines you will be able to somehow create a well-constructed multiple choice questions that would effectively assess students knowledge and understanding so another thing I have already I have already uh okay keep options approximately the same length now I use a plausible distractors that means that we have to ensure that the incorrect answer choices are plausible and reflect common misconceptions or errors that students may make this requires a good understanding of students potential understanding another thing we have to include only one correct answer so that is why we need to review because there will be a Tendencies sometimes no that would create confusion so it's question should have a single and Ambiguously correct answer so at the same time avoid all of the above or none of the above options unless otherwise it is necessary and appropriate avoid negatively worded words negatively where the questions can be confusing and lead to misinterpretations if necessary clearly indicate the negative praising to minimize confusion and of course as what I have said a while ago use consistent grammar and formatting keep the structure and formatting of the stem and options consistent throughout the test and this helps students focus on the content rather than deciphering the wording this is some sample good multiple choice questions now uh we have here which of the following is an example of a renewable energy source all natural gas solar power nuclear power so in this sample questions option C or solar power is the correct answer as it aligns with the definition of a renewable energy source the other options a b and d are non-renewable sources and this question says students understanding of renewable energy and their ability to identify examples of renewable energy sources another sample a good multiple choice question which of the following is a characteristics of a chemical change in shape a b changing color change in state of matter change in position for letter d so for this question it assists students understanding of chemical changes by presenting for options that could potentially be observed during a change now and for these questions it is option C now a change in state of matter is the correct answer as it reflects a physical change rather than a chemical change now helping to differentiate between the two concepts the physical and the chemical change concept another sample good multiple choice question who is the author of the novel To Kill a Mockingbird Ernest Hemingway F Scott Fitzgerald Harper Lee and John Steinbeck so for this question okay it uh tests students knowledge on a specific literary works and its author so for this question the correct answer is option C no Harper Lee and the other options are well-known authors but they are not associated with the given novel making these questions effective in assessing knowledge of the specific book and author so another question sample questions which of the following is an example of an abiotic factor in an ecosystem plants animals sunlight fungi so for this question uh it assists students understanding of abiotic and biotic factors in an ecosystem so it is option C uh sunlight is uh the correct answer as it represents an abiotic factor which refers to a non-living components of an ecosystem and the other options are biotic factors living organisms in an ecosystem highlighting okay the distinctions another one is okay example which planet in solar system is known for its prominent Rings Mars Venus see Saturn D Jupiter these questions test students knowledge of the planets in our solar system and their distinctive features so the correct answer here is option C Saturn okay as it widely recognized for its prominent ring systems the other options are incorrect and it represents different planets making these questions effective and assessing knowledge of planetary characteristics the last sample question Here for a Good multiple choice question what is the main function of red blood cells a carrying oxygen B fighting infection C filtering waste products the producing hormones so for these questions it assesses students understanding yeah you're correct not too much this question assists students understanding of functions of different types of blood cells so the correct answer yes yeah you are correct carrying oxygen and that would be the correct answer as the red blood cells are primarily responsible for you know transporting oxygen to tissues and organs and the other option represents functions are associated with other types of blood cells helping to differentiate the correct answer so next next guidelines not to creating a matching type items so again for the matching type no test um it requires uh Learners or students to match a word or sentence or phrase in one column to a corresponding word sentence or phrase in another column so it is appropriate when we need to measure the learner's ability to identify the relationships or association between similar terms and uh matching type items is the best none they work best when the course content has many parallel Concepts while matching type tests format is generally used for simple recall of information you can find ways to make it applicable or useful in assessing higher level of thinking such as applying and analyzing so in this case again when we create a matching type items we have to uh again uh be familiar with the following guidelines now uh one of which we have to use Clear instruction use Clear instructions my Tendencies sometimes match the following the instructions that is not appropriate that is inappropriate so we have to use Clear instruction begin with concise and explicit instruction that clearly State how the matching should be done provide a clear format for students to follow so another one you have to ensure equal number of items in its column so maintain balance between the number of items in the left column and the number of options in the right column and this prevents students from reducing the answers based on an equal distribution and then another thing you have to avoid repetitions uh make sure its items in the left column matches with only one option in the right column so avoid duplicating options to maintain a one-on-one correspondence and of course skip options possible that means that we need to provide options in the right column that are realistic realistic matches for the items in the left column so this requires careful consideration of possible Association to challenge students understanding another thing and the last one is randomize the order of items randomize the order of the items in both the left and the right columns to ensure to eliminate any patterns that could give away the matches so say for example okay these are examples of a good matching type items uh look at the the instruction match the following literary device with their definitions this matching item assists students understanding on literary devices and the options in the right column are plausible matches for the devices listed in the left column and the item tests students knowledge regarding the definition of simile metaphor and personification so another items um good matching type items okay look at the instruction match the following scientist with their contribution I am with their contribution so the the the the instruction is very clear and this item test items uh will definitely look on the students knowledge about the important scientists and their contribution so the matches between scientists and their contributions are accurate and plausible requiring students to recall and connect a specific contribution to the corresponding scientist another example this matching items the the instruction match the following historical events with their dates so this matching item assists students challenge of regarding historical events and their contributions I mean under respective time period so the matches between events and dates are accurate and students need to recall the specific years associated with each event and another example now match the following geographical features with their descriptions so this test items uh look forward students understanding of geographical features and the options in the right column accurately describe the features in the left column requiring students to match the correct definition with the corresponding features and so another is Ayan uh look at the instruction on the line to the left of its country in column one write the letter of the country's capital presented in column two casilla in the letter oh supposedly this is supposedly a b c d e is Bangkok three is Jakarta DS Kuala Lumpur es Manila but uh in instructions reality so yeah so important questions so yeah very important now yeah good because reality in a matching type items by Titans nothing so the next one is on writing now guidelines on writing true or false questions so when we write a true false questions or items number one that we have to keep in mind that we have to keep statement concise and clear huh I we have to ensure that its statement is briefed that its statement is focused and easy to understand avoid using complex or completed sentences that would somehow confuse students and number two create statements that are mutually exclusive no each statement should be definitely true or false not rules with no room for ambiguity or multiple interpretations so avoid using statement that could be considered partially through or partially false or trolls so for number three cover the range of content so include a variety of topics or concepts in your true or false questions to assess a broad understanding of the subject matter and number four or bullet for avoid using absolute terms be cautious with the use of absolute terms multiple choice be cautious with the use of absolute terms such as always level all these terms can make statements more predictable and reduce the critical thinking required to determine their validity and number five randomize the order of the statements present the true or false statements in a random order to prevent any patterns that could nah [Music] Ayan so uh for the true or false questions correction or modified profiles true or false question where in this format the statement is presented as the keyword or phrase that is underlined and the learner or the student has to supply the correct word or phrase let's say for example multiple choice test is authentic the underlying word is authentic so uh if it is incorrect not correct the learner has to play Supply the correct word or phrase modified true or false question another variation is the yes no variation so in this format the learner has to choose yes or no rather than true or false nah means right yes if the statement is true write no if the statement is false that is yes no variations another one is a b variations in this format the learner has to choose a or b the letter A or B rather than the true or false all right a if the statement is true and like right B if the statement is false now that is a or b variations so of course no because true or false test items are prone to guessing as Learners as asked not to choose between two options Atmos care should be exercises in writing true or false items okay so Ayan so say for example in this case the Earth revolves around the Moon my uh Earth revolves around the Moon true or false so this question says students understanding of celestial motion so this statement is definitely the Moon so I test students knowledge of the Earth's orbit and the relationship between celestial bodies next okay the mitochondria are known as the PowerHouse of the cell thrower Falls through through this question tells students knowledge of Cell Biology the statement is true as the mitochondria are commonly referred to as the PowerHouse of the sun due to the rule and energy production procellular respiration respiration so it assesses students familiarity with cell structures and functions so another statement all mammals lay eggs through all falls okay this question is students understanding about mammalian reproduction so the statement is definitely false not as mammals are characterized by giving birth to live young and enabling extra and it challenges students knowledge of animal classification and reproductive strategies for number seven the Nile River is the longest river in the world true or false yes so this question tests students knowledge and World Geography this is true as the Nile Rivers while the record recognized as the longest river with a length of approximately 6650 kilometers or about 4130 miles so it assists students familiarity with major represents and their lengths next I mean the last statement the in a stands for deoxyribonucleic acid travel Falls through through yes this is his question this is students understanding of genetics and molecular biology so the statement is true as Dean is commonly referred to as by its full name they say ribena click asset a test students knowledge a basic genetic terminology and the structure of DNA so this true or false questions in the sample true or false questions I picked it because they cover different subject areas provide clear and concise statements and have definitive answer that requires knowledge and that requires understanding to the respect respective topics next is the guidelines of writing short answer test items okay so internet so number one uh writing uh short answer short uh answer test items so number one provide clear and Specific Instructions we have to clearly State now what is expected in response such as providing a concise answer a brief explanation or supporting evidence and this will help students understand the required format and the level of detail number two you have to use focused and precise questions that means that as teachers we need to craft questions that are clear that are specific avoiding ambiguity or multiple interpretations we have to ensure that questions from targeted a response rather than abroad or vague answer number three specify the desired response length so clearly indicate the expected length of the answer such as a single word a phrase a sentence or a brief paragraph so this helps students understand how much information to provide and prevents unnecessarily long or incomplete responses another thing avoid leading or biased questions you have to ensure that the question does not imply a particular answer or favor a specific perspective you have to keep questions neutral and unbiased to allow for objective assessment another thing that we have to keep in mind we have to be aware of possible alternative correct answers you have to anticipate different valid responses students might provide consider accepting alternative correct answer as long as they demonstrate that doesn't decide knowledge or understanding so number six bullet provide clear or relevant context now if necessary we have to include relevant context or background information to help students understand the questions and provide a well-informed response however keep the context concise to focus primarily on the main question and then number eight wallet pilot test the questions before using the shortest answer items in a formal assessment you have to conduct a pilot test with a small group of students to identify potential issues ambiguities are difficulties this will allow us teachers not to refine the questions and ensure their effectiveness so when we follow these guidelines we will be able to create well-constructed short answer test items that effectively assess students knowledge and understanding so say for example in this case no another thing that we have to keep in mind we have to Omit no only significant words from the statement so see for example we have a faulty question every atom has a central blank called a nucleus the good short answer test is every atom has a central core called a blank huh so in item one the word core is not significant word so the item is also prone to many and valid interpretations resulting to many possible answers so you have to Omit only significant words from the statement nah so then and other things that we have to bear in mind do not omit too many words from the statement such as or such that the intended meaning is lost so we have here sample statement show it answer test items which is faulty blank is to Spain as the blank is to United States and as blank is to Germany this is a faulty statement so make it as good as like Madrid is to Spain as the blank is to France so uh the item number one the faulty statement is prone to many and valid answers uh for example the student may answer the question based on the capital of this country and based on what continent they are located however in item 2 item two is okay preferred because it is more specific and it requires only one correct answer so what else avoid obvious cues to the correct answer say for example in this case Ferdinand Marcos declared martial law in 1972 who was the president during this the period so the answer is already in the question so we have to rewrite that one the president during martial law years was blank okay so next is the guidelines in writing essay now uh we all know the teachers generally choose an employee AC test however other forms of assessment because AC tests require Learners to create a response rather than to Simply select a response from among Alternatives and their preferred form of assessment when teachers want to ensure measure Learners higher order thinking skills not particularly in their ability to reason analyze synthesize and evaluate so they also assist Learners writing abilities and they are the most appropriate for assessing Learners understanding regarding the subject matter content the ability to reason with their knowledge about the subject and problem solving and decision skills not because items are situations presented in the tests are authentic or close to real life experiences however online classes they're constructing their own reasoning okay based on their own knowledge they're based on their stock knowledge okay and then another thing we have to clearly Define the intended learning outcomes to be assessed in the AC test refrain from using AC test for intended learning outcomes that are better assessed by other kinds of assessment and clearly Define and situate the tasks within the problem situation as well as the type of thinking required to answer the test and of course no uh present present tasks that are fair reasonable and realistic to students huh and uh be specific in the plants about time allotment and criteria for grading the response so the last is the guidelines in problem solving items so when we are doing uh problem solving test items the you have to keep if to keep in mind that this particular test items are used to measure learner's ability to solve problems that require quantitative knowledge and competencies and our critical thinking skills and these items present a problem situation or task that will require Learners to demonstrate or to work on procedures to come up with the correct Solutions so full or partial credit can be assigned to the answers depending on the answers or solution that is being required or presented so of course there will be variations also of the quantitative problem solving items so my runtime one answer choice and this type of questions contain four or five options and the students are required to choose the best answer so another variations is the all possible answer choices this type of questions has four or five options students are required to choose all the options that are correct and type in answer this is another variation of problem solving test item type in answer in this type of questions this type of question does not provide options to choose from instead the Learners are asked to supply the correct answer so the teacher should inform the Learners at the start of how their answers will be rated for example the teacher may require just the correct answer or may require Learners to present the step-by-step procedures in coming up their answers so on the other hand for non-mathematical problem solving such as case study the teacher may present a rubric of how their answers will be written so what else so these are examples of problem solving items now uh yeah and this is a sample of faulty problem solving items a construction worker needs to determine the volume of a rectangular prism the length of the five at the length is five centimeter the width is 10 centimeter and the height is 12 centimeter calculate the volume so this problem solving item is faulty considered faulty because it does not provide any clear instructions on the formula or method to be used for calculating the volume of a rectangular prism so in this case it assumes that the students knows the formula and the correct procedure for calculating volume and without explicit instruction this may lead to confusion and inconsistent responses on how on how to uh calculate the volume of a rectangular prism and then you are just trying to look into uh and to look into how they solve this particular problem you want them to know uh if there's exactly uh if they still exactly remembering the formula on the volume of rectangular reason so that would be okay but if it is not okay if you are trying to um you are trying to uh to conduct this uh test to students so that's who do not know about the calculation the volume of rectangular prism you need to provide the formula that is why this is considered as a faulty uh problem solving item this problem solving item is considered as good because it provides a clear problem scenario and specific instruction on what needs to be calculated now very specific a company wants to ship a cylindrical package with a radius of 7 centimeter and a height of 15 of 15 centimeter calculate the volume of the package and determine if it will fit in the shipping box with a dimension of 20 centimeter by 20 centimeter by 30 centimeter so it also includes relevant dimensions and ask the students to determine if the package will fit in the shipping box no adding an additional element of problem solving so in this item in this question it assesses the student's understanding of volume calculation and their ability to apply it in a real world context so that's all I hope you have learned something for me this evening so which is all about construction a written test so that's all thank you good evening thank you sir thank you bye [Music] foreign