SAT Reasoning Test
TOEFL: Test of English as a Foreign Language
US Universities
High test reliability
Test bias reduction
· Teacher-student bias
· Language proficiency bias
o Reduces the advantage of native language speakers to foreign language speakers.
o Makes it impossible to waffle (blather, write nonsense, chatter or small talk)
Less time to administer
Ease of administration and electronic grading
Student’s do not receive credit for partial knowledge.
It is a tough task for the test maker to create meaningful questions that test critical thinking.
Guessing: by random 20% of the questions are answered correctly.
a) fractionalizations
b) rationalization
c) Electronic
d) Fusion
e) cultural diversity
a) are ambiguous
b) can never be tested
c) have been identified as invalid
d) are not relevant to international ePublishing
e) help to investigate potential problems of translation.
I only use the central material I presented in class. Hereby the material is posted on the www is a source we all share.
I reflect upon this material and ask myself how I can construct a good question.
To improve my test-making ability I used empirical computer analysis.
· For my large exams, I compute a statistical analysis that indicates the percentage of student is the upper quartile that answered the question correctly and the percentage of the lowest quartile.
· This helps me to learn making better questions.
Good question
Top 25% 95% correct
25%
25%
Bottom 25% 10% correct
Bad questions o not differentiate.
Top 25% 50% correct
25%
25%
Bottom 25% 50% correct
Terrible, counterproductive question.
Top 25% 40% correct
25%
25%
Bottom 25% 60% correct
Disclaimer: The documents linked to other sources on the WWW, others than http://www2.tltc.ttu.edu/Schneider2/ and its subdirectories, do not necessarily express the views of Texas Tech University, Université Paris X, or Dr. Schneider. @Copyright 2007 Dr. Andreas Schneider