Constructing Open-Ended Items

What is one of the key factors required to ensure a standardized test?

If an examinee has a chance of 1 out of 3 for a lucky guess, what does this imply about the number of options presented?

What does the work-limit in a structured item test measure?

How would you classify the probability structure when given 3 choices for an answer?

In the context of testing, what does uniformity in scoring refer to?

What is the preferred form of questioning in item construction for objective scoring?

Which of the following options reflects a scoring guideline that avoids extraneous hints?

What type of question would most likely require a complex answer without a single correct response?

What is the main focus when developing rules for scoring open-ended items?

Which of the following criteria is used to assign points for acceptable answers about the similarity of a banana and a mango?

In scoring answers for a tricycle, what would earn the highest credit?

When constructing open-ended items, what should be avoided to ensure a single possible correct answer?

What represents a useful scoring guide for evaluating open-ended responses?

Constructing Open-Ended Items

Preferred question form: direct question rather than statement.
Design questions to yield one possible correct answer.
Aim for short, definite answers (single word, number, or symbol) to facilitate objective scoring.
Avoid extraneous hints to prevent clues about the correct answer.

Scoring Open-Ended Items

Standardized scoring requires developing rules that all scorers follow.
Create scoring guides that outline possible acceptable responses and points allocation.
Example responses and point allocation for “In what way are a banana and a mango alike?”:
- Two points for stating they are both fruits; both can be eaten.
- One point for attributes like being yellow or having seeds.
- No points for subjective answers or irrelevant characteristics.

Example of Scoring Guides

"What is a tricycle?" requires synonym or complete description for full points.
Scoring:
- Two points for a mode of transportation with three wheels.
- One point for simply stating it has three wheels.
- No points for subjective statements about ownership or fun value.

Motivation for Structured Items

Provide clear scoring rules for subjective questions such as "Why do we wash our clothes?".
Use quality specimens (e.g., handwriting, drawings) as references for scoring.

Anatomy of a Structured Item

Time-limits ensure standardized timing for all examinees on the same number of items.
Work-limits measure completion speed relative to the number of items completed.

Ensuring Objective Test Administration

Focus on standardized administration procedures and consistent scoring rules.
Conditions of the examinee must be controlled for accuracy.
Immediate and accurate recording of observations is critical.

Application of Probability in Choices

With two choices, the chance of guessing correctly is ½.
With three choices, the chance of a lucky guess is 1 out of 3, corresponding to a 2 out of 3 chance for an unlucky guess.
This probability principle applies to scoring by understanding guessing likelihoods.

This quiz focuses on the principles of constructing open-ended questions to ensure uniformity in scoring. It covers guidelines such as using direct question forms and limiting answers to short, definite responses. Test your understanding of effective question design for standardized assessments.