A Technique for Measuring the Ability to Evaluate Objective Test Items
| Autor: | J. R. Gerberich |
|---|---|
| Rok vydání: | 1933 |
| Předmět: | |
| Zdroj: | The Journal of Educational Research. 27:46-50 |
| ISSN: | 1940-0675 0022-0671 |
| DOI: | 10.1080/00220671.1933.10880373 |
| Popis: | This report presents an experimental development of a test technique for measuring the ability to evaluate objective test items. Courses deal ing with the new-type classroom test should be designed not only to equip the student with a knowledge of the principles underlying the construc tion of objective test items but also to develop a critical attitude in the evaluation of such items. It is probable that more emphasis is usually placed upon factual knowledge in measuring the outcomes of such courses than upon the more intangible outcomes which are dependent upon but which do not necessarily accompany factual knowledge. A special mimeographed examination, consisting of fifty true-false and eighteen multiple-response items, was given to the writer's 1931 summer session class in i ' Construction and Validation of Objective Tests ' ' at the end of the unit dealing with item construction and evaluation. The class consisted of forty junior, senior, and graduate students, with the last group making up approximately half of the total enrollment. No time limit was set for the test except that imposed by the fifty-five-minute class period. The usual types of true-false and multiple-response items were utilized differently in this test than in the usual objective examination. The stu dent was asked to evaluate objective items from the standpoint of a teacher contemplating their use in a classroom test. Subject matter from geography, literature, educational measurement, and several other sources was employed in the items to be evaluated. The subject matter chosen was of such an elementary nature that each student evaluating the test elements was almost certain to possess adequate factual knowledge for their interpretation. Furthermore, as the directions for the test pointed out, the truth or falsity of the items (from the standpoint of the pupil who might encounter them in the usual test situation) mattered little, except as a possible supplementary basis for the student's evaluation of a few items. |
| Databáze: | OpenAIRE |
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