The stem of a multiple-choice item should be meaningful, providing a clear and specific question or problem for the test-taker to address. This clarity helps in accurately assessing their knowledge.
Performance tests require individuals to solve problems or construct patterns using concrete materials. These tests evaluate practical skills and abilities through hands-on tasks.
A discrimination value greater than 0.4 indicates that the item effectively distinguishes between high and low performers, making it a good measure of ability.
Objective type questions are advantageous because they are easy to mark and score, providing clear right or wrong answers and reducing grading time and potential bias.
Multiple choice questions provide more reliable marking due to their objective nature and ease of scoring. They have clear correct answers, reducing subjectivity in the evaluation process.
Norm-referenced tests compare individuals against each other to rank or classify their performance relative to peers. This comparison helps in understanding relative standing and performance.
The main purpose of evaluation is to assess and form judgments about the quality or effectiveness of educational processes or outcomes, rather than just assigning scores or measuring achievement.
Maximum performance tests are designed to assess a person's highest level of ability in specific areas. They evaluate how well individuals perform when their full potential is utilized.
Aims are broader, overarching goals that provide general direction and purpose in education. They are more comprehensive compared to specific objectives, which are more detailed and focused.