Constructing Essay Test
CONSTRUCTING and SCORING ESSAY TESTS*
An essay test permits direct assessment of the attainment of numerous goals and objectives. An essay test demands less construction time per fixed unit of student time but a significant increase in labor in time and scoring.
GENERAL TYPES OF ESSAY ITEMS*
>EXTENDED RESPONSE ESSAY ITEM- is one that allows for an in-depth sampling of a student’s knowledge, thinking processes, and problem solving behavior related to a specific topic.
>RESTRICTED RESPONSE ESSAY ITEM- is one where the examinee is required to provide limited response based on a specified criterion for answering the question.
LEARNING OUTCOMES MEASURED EFFECTIVELY WITH ESSAY ITEMS*
>Essay questions are designed to provide the students the opportunity to answer questions in their own words. There are 12 complex learning outcomes that can be measured effectively
With essay items, these are the abilities to:
*Explain cause-effect relationships;
*Describe application of principles;
*Present relevant arguments;
*Formulate tenable hypothesis;
*State necessary assumptions;
*Describe the limitations of data;
*Explain methods and procedures;
*Produce, organize, and express ideas;
*Integrate learning in different areas;
*Create original forms; and
*Evaluate the worth of ideas.
CONTENT VS. EXPRESSION
Its is frequently claimed that essay item allows students to present his or her knowledge and understanding and to organize the material in a unique form and style. More often or not, factors like expression, grammar, spelling and the like are evaluated in reaction to content.
SPECIFIC TYPES OF ESSAY QUESTIONS
I. Recall
A. Simple Recall
B. Selective Recall
II. UNDERSTANDING
A. Comparison of two phenomena on a single designated basis
B. Comparison of two phenomena in general
C. Explanation of the use or exact meaning of a phrase or statement
D. Summary of a text or some portion of it
E. Statement of an artist’s purpose in the
An essay test permits direct assessment of the attainment of numerous goals and objectives. An essay test demands less construction time per fixed unit of student time but a significant increase in labor in time and scoring.
GENERAL TYPES OF ESSAY ITEMS*
>EXTENDED RESPONSE ESSAY ITEM- is one that allows for an in-depth sampling of a student’s knowledge, thinking processes, and problem solving behavior related to a specific topic.
>RESTRICTED RESPONSE ESSAY ITEM- is one where the examinee is required to provide limited response based on a specified criterion for answering the question.
LEARNING OUTCOMES MEASURED EFFECTIVELY WITH ESSAY ITEMS*
>Essay questions are designed to provide the students the opportunity to answer questions in their own words. There are 12 complex learning outcomes that can be measured effectively
With essay items, these are the abilities to:
*Explain cause-effect relationships;
*Describe application of principles;
*Present relevant arguments;
*Formulate tenable hypothesis;
*State necessary assumptions;
*Describe the limitations of data;
*Explain methods and procedures;
*Produce, organize, and express ideas;
*Integrate learning in different areas;
*Create original forms; and
*Evaluate the worth of ideas.
CONTENT VS. EXPRESSION
Its is frequently claimed that essay item allows students to present his or her knowledge and understanding and to organize the material in a unique form and style. More often or not, factors like expression, grammar, spelling and the like are evaluated in reaction to content.
SPECIFIC TYPES OF ESSAY QUESTIONS
I. Recall
A. Simple Recall
B. Selective Recall
II. UNDERSTANDING
A. Comparison of two phenomena on a single designated basis
B. Comparison of two phenomena in general
C. Explanation of the use or exact meaning of a phrase or statement
D. Summary of a text or some portion of it
E. Statement of an artist’s purpose in the