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Gronlund Sample Test

This document provides a 15-item multiple choice test on test construction principles. Test-takers are asked to rate each item as "good" or "bad" based on their knowledge of multiple choice test construction rules. The test covers topics like using tables of specifications, writing effective stems and alternatives, measuring different cognitive levels, and choosing appropriate reference materials for test development. An answer key is provided at the end to indicate the correct response for each item.

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Jennifer Magango
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1K views3 pages

Gronlund Sample Test

This document provides a 15-item multiple choice test on test construction principles. Test-takers are asked to rate each item as "good" or "bad" based on their knowledge of multiple choice test construction rules. The test covers topics like using tables of specifications, writing effective stems and alternatives, measuring different cognitive levels, and choosing appropriate reference materials for test development. An answer key is provided at the end to indicate the correct response for each item.

Uploaded by

Jennifer Magango
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: _________________________________(Optional) Position: _____________________

School: _________________________________ Subject Taught: _______________


Years of teaching: _____________

Test Construction of Multiple Choice Test

Directions:
The following test items follows a multiple-choice test type. Alternatives with asterisk (*) are the
correct answers.
Read and analyze each item, then, rate each as GOOD or BAD based from your knowledge of the rules
in test construction for a multiple-choice test.
Result of this test will be confidential and will not be used as basis for your work performance.

______1. What is the main advantage of using a table of specifications when preparing an achievement test?
A. It reduces the amount of time required.
B. It improves the sampling of content.*
C. It makes the construction of test questions easier.
D. It increases the objectivity of the test.

_____ 2. The paucity of plausible, but incorrect, statements that can be related to a central idea poses a
problem when constructing which one of the following types of test questions?
A. Short-answer.
B. True-false.
C. Multiple-choice.*
D. Essay.

_____ 3. In objective testing, the term objective:


A. refers to the method of identifying the learning outcomes.
B. refers to the method of selecting the test content.
C. refers to the method of presenting the problem.
D. refers to the method of scoring the answers.*

_____4. Instructional objectives are most useful for test-construction purposes when they are stated in terms
of:
A. course content.
B. student behaviour.*
C. teacher behaviour.
D. learning activities.

_____ 5. Which one of the following is not a category of the cognitive domain in Bloom’s Taxonomy?
A. Comprehension
B. Application
C. Analysis
D. Identification *
_____6. Which one of the following is not a desirable practice when preparing MCQs?
A. Starting the stem in positive form.
B. Using a stem that could function as a short-answer question.
C. Underlining certain words in the stem for emphasis.
D. Shortening the stem by lengthening the alternatives. *

_____ 7. The recall of factual information can be measured best with a:


A. enumeration question.
B. multiple-choice question.
C. identification question.*
D. essay question.

______8. Why should negative terms be avoided in the stem of a MCQ?


A. They may be overlooked.*
B. The stem tends to be longer.
C. The construction of alternatives is more difficult.
D. The scoring is more difficult.

_____9. Which one of the following would you consult first to locate research articles on
achievement testing?
A. Journal of Educational Psychology
B. Journal of Educational Measurement
C. Journal of Consulting Psychology
D. Review of Educational Research*

_____ 10. Lack of attention to learning outcomes during test preparation:


A. lowers the technical quality of the test questions.
B. makes the construction of test questions more difficult.
C. results in the greater use of essay questions.
D. lessens the relevance of the test to the instructional program*

______ 11. Which one of the following is the most important characteristic of achievement-test results?
A. Consistency.
B. Reliability.
C. Relevance.*
D. Objectivity.

______ 12. A table of specifications:


A. indicates how a test will be used to improve learning.
B. provides a more balanced sampling of content.*
C. arranges the instructional objectives in order of their importance.
D. specifies the method of scoring to be used on a test.

______13. Obtaining a dependable ranking of students is of major concern when using:


A. norm-referenced summative tests.*
B. teacher-made diagnostic tests.
C. mastery achievement tests.
D. criterion-referenced formative tests.
_____ 14. One advantage of MCQs over essay questions is that they:
A. provide for the measurement of more complex learning outcomes.
B. place greater emphasis on the recall of factual information.
C. require less time for test preparation and scoring.
D. provide for a more extensive sampling of course content.*

_____ 15. Which one of the following is a category of the cognitive domain in Bloom’s Taxonomy?
A. Critical thinking.
B. Scientific thinking.
C. Reasoning ability.
D. None of the above.*

Gronlund, N. E. 1977. Constructing Achievement Tests. Englewood, Prentice-Hall Inc.

Answer Key: 1. Good, 2. Bad, 3. Bad, 4. Good, 5. Good, 6. Bad, 7. Bad, 8. Bad, 9. Bad, 10. Good, 11. Bad, 12. Bad, 13. Good, 14. Good, 15. Bad

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