Assessment on the quality of mathematics test questionnaires
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Academic Paper from the year 2017 in the subject Education - Educational Tests & Measurements, grade: 12, La Salle University, course: Ph.D. in Educational Management, language: English, abstract: The main objective of this study is to assess the quality of the periodical test questionnaires in Mathematics as basis in conducting an in-service training on test construction. Results show that the respondents agree that they have constructed test that focuses on the most important content and behaviors and that the items are clear and concise, with simple, declarative sentence structures; that th...
Academic Paper from the year 2017 in the subject Education - Educational Tests & Measurements, grade: 12, La Salle University, course: Ph.D. in Educational Management, language: English, abstract: The main objective of this study is to assess the quality of the periodical test questionnaires in Mathematics as basis in conducting an in-service training on test construction. Results show that the respondents agree that they have constructed test that focuses on the most important content and behaviors and that the items are clear and concise, with simple, declarative sentence structures; that there are enough items that best measure the important content and behaviors. They are undecided in terms of the appropriateness of the language level, sentence structure, and vocabulary are considered in constructing assessment items as well as in the grouping of the items by same format (true-false, multiple choice, essay) or by content or topical area; undecided on constantly reviewing the test after a "cooling off" period to check relevance of the test, and preparing and providing students ahead with information on the test directions and about the test's purpose, time allowed, procedures for responding to items and recording answers, and scoring/grading criteria. Generally, the respondents are undecided in terms of the validity and reliability of the test that they have constructed. The respondents strongly agree that the test they have constructed has only one correct answer in each item and that they have made the options in the test as short as possible, that the sytem only includes the information needed to make the problem clear and specific; that each item have at least three incorrect options which serve as distractors and the correct response are written with no irrelevant clues and that the distractors are written to be plausible yet clearly wrong and that the options "all of the above," "none of the above," or other special distractors are avoided. They are undecided in terms of the negative statements are not avoided and that alternatives are used as the correct answer about the same number of times in the test.
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