Constructing Achievement Tests, 2nd Edition by Norman E. Gronlund

By Norman E. Gronlund

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Extra resources for Constructing Achievement Tests, 2nd Edition

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2. New York: McGrawHill Book Company, 1971. Extended discussion of defining educational objectives. GRONLUND, N. , Stating Behauioral Objectiues for Classroom Instruction. , 1970. Brief Iiow-to-do-it book (58 pages) on preparing instructional objectives. ), Chaps. 2, 3, and 6. , 1976. Comprehensive treatment of instructional objectives and their role in planning tlie classroom test. HARROW, A. , A Taxonomy of the Psychomotor Domain. , 1972. Describes and illustrates a set of categories in tlie psycliomotor domain.

Detailed descriptions of the steps in test plarining. Constructing Objective Tests of Knowledge Objective test items can be used to measure a variety of knowledge outcornes. . T h e most gen,erally useful is the multiple-choice item . . but other item types also have a place. . Following simple but important rules for construction can improve the quality of objective test items. I n the last chapter, we stressed the importance of clearly defining the learning outcomes to be measured, of preparing a table of specifications, and of constructing test items that measure each learning outcome as directly as possible.

Shortening tlie stem by lengtliening tlie alternatives. Better: A11 of tlie following are desirable practices when preparing multiple-clioice items EXCEPT: A. stating the stem in positive form. B. using a stem tliat could furiction as a short-answer item. C. underlining certain words in the stem for emphasis. *D. shortening tlie stem by lengtliening tlie alternatives. The improved version of this item assures that the item's negative aspect will not be overlooked, and it furnishes the student with the proper mind-set just before he reads the alternatives.

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