A Review of Item Writing Methods for Criterion-Referenced Tests in the Cognitive Domain.

Autor/inn/en	Roid, Gale; Haladyna, Tom
Titel	A Review of Item Writing Methods for Criterion-Referenced Tests in the Cognitive Domain.
Quelle	(1978), (42 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Behavioral Objectives; Cognitive Objectives; Cognitive Tests; Computer Programs; Concept Formation; Course Content; Criterion Referenced Tests; Guidelines; Language Patterns; State of the Art Reviews; Test Construction; Test Items + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitives Lernziel; Kognitiver Fähigkeitstest; Computer program; Computer programme; Computerprogramm; Concept learning; Begriffsbildung; Kursprogramm; Richtlinien; Sprachmodell; Sprachstruktur; Entwicklungsstand; Testaufbau; Test content; Testaufgabe
Abstract	Item writing methods for criterion referenced tests in the cognitive domain are reviewed. The methods are classified on a continuum from informal-subjective to automated-objective. Examples of approaches to improving instructional objectives are given. Domain-based tests are derived from content specifications and five approaches are described: (1) item forms; (2) linguistic-based approaches; (3) facet theory; (4) concept-based testing; and (5) computer-based methods. Rules which govern item construction and which specify the structure, format, and some of the wording are called item forms. Linguistic-based items are based on directions to the item writer on how to rearrange segments of the instruction to obtain a certain item type. Facet theory is viewed as a way to develop a population of items representing the domain of instruction. Concept-based testing is used to test a student's understanding of a concept by checking for generalization to new examples and discrimination of non-examples. Computer systems for creating domain-based criterion referenced tests are available. Areas for improvement are described as the definition of domains and creation of item-writing algorithms, both at the conceptual and factual levels. Bibliographic citations are appended. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC