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IN THE NAME OF GOD TEST CONSTRUCTION WORKSHOP

IN THE NAME OF GOD TEST CONSTRUCTION WORKSHOP. J.KOOHPAYEHZADEH M.D , MPH Education development center Iran University of Medical Sciences. “ Tell me, I forget. Ask me, I remember. Involve me, I understand. ”. Why Test?. Testing is 50% of Teaching.

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IN THE NAME OF GOD TEST CONSTRUCTION WORKSHOP

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  1. IN THE NAME OF GODTEST CONSTRUCTION WORKSHOP J.KOOHPAYEHZADEH M.D , MPH Education development center Iran University of Medical Sciences TEST CONSTRUCTION Workshop

  2. “Tell me, I forget. Ask me, I remember. Involve me, I understand.” TEST CONSTRUCTION Workshop

  3. Why Test? Testing is 50% of Teaching TEST CONSTRUCTION Workshop

  4. Well defined educational objectives prerequsite for assessment Example for this session: At the end of this session participants will be able: • To named at list three differences between summative and formative assessment • To make a list of at least three written AM • To name the most effective AM to assess clinical skills • To describe the most effective AM to assess attitudes TEST CONSTRUCTION Workshop

  5. Evaluating Students:Tests ARE Not the Only Way! • Tests • Projects • Performance • Participation TEST CONSTRUCTION Workshop

  6. ارزيابي چگونه ؟ How چرا؟ Why چه موقع؟ When چه چيزي را؟What TEST CONSTRUCTION Workshop

  7. چه موقع ارزيابي كنيم؟When? در پايان آموزشSummative در طول آموزشFormative قبل از آموزشPre-test TEST CONSTRUCTION Workshop

  8. چرا ارزيابي مي‌كنيم؟WHY? • تشويق به يادگيري • آگاه نمودن دانشجو • آگاه نمودن مدرس • اصلاح فعاليتهاي يادگيري • انتخاب دانشجو • گواهي دادن • كسب آمادگي ارتقاء TEST CONSTRUCTION Workshop

  9. Why Evaluate Students? • To help students improve • To assess student learning • To determine if the teacher is teaching • Motivation tool • To communicate with others such as parents TEST CONSTRUCTION Workshop

  10. What? دانش مهارت نگرش TEST CONSTRUCTION Workshop

  11. 360 o Who Should Assess? • Faculty • Self • Peers • Tutors • Other team members • Standardized patients, patients • External and internal examiners • Public, society, … TEST CONSTRUCTION Workshop

  12. Where? Work Place Assessment Does Shows how Test Center/Skill Lab Knows how Examination Hall knows Examination Hall TEST CONSTRUCTION Workshop

  13. How to use assessment? • Summative: usually undertaken at the end of a training programme and determines whether the educational objectives have been successfully achieved. • With summative assessment the students usually receives a grade or a mark. Exam • Formative: This is testing that is part of developmental or ongoing teaching / learning process. It should include delivery of feedback to the student. TEST CONSTRUCTION Workshop

  14. Formative assesssment • Feedback • Feedback • Feedback • Feedback • Feedback TEST CONSTRUCTION Workshop

  15. THANK YOU ANY QUESTIONS? TEST CONSTRUCTION Workshop

  16. Stages of test development Conceptualization Construction Tryout Item analysis Revision TEST CONSTRUCTION Workshop

  17. Conceptualization An idea… TEST CONSTRUCTION Workshop

  18. Conceptualization • What will it measure? • What is the objective? • Is there a need? • Who will use it? • Etc… TEST CONSTRUCTION Workshop

  19. Test Construction Principles • Adequate provision should be made for evaluating all the teacher objectives of the instruction. • The test should reflect the approximate proportion of emphasis in the course. TEST CONSTRUCTION Workshop

  20. Preparing the test • The preliminary draft of the test should be prepared as early as possible. • As a rule the test should include more than one type of item. TEST CONSTRUCTION Workshop

  21. Preparing the test, continued • The content of the test should range from very easy to very difficult for the group being measured. • The items in the test should be arrangedin order of difficulty. • The items should be so phrased that the content rather than the form of the statement will determine the answer. TEST CONSTRUCTION Workshop

  22. Preparing the test, continued • A regular sequence in the pattern of response should be avoided. • The directions to the pupils should be as clear, complete and concise as possible. • One question should not provide the answer to another question. TEST CONSTRUCTION Workshop

  23. Item Analysis • Process of determining which items are “good” • Tools in item analysis • Item difficulty index • Item reliability index • Item validity index • Item discrimination index TEST CONSTRUCTION Workshop

  24. Characteristics of assessment Tools TEST CONSTRUCTION Workshop

  25. Reliability If an assessment is repeated with the same trainees, they should get the same results TEST CONSTRUCTION Workshop

  26. Validity • What is it? the degree to which a measurement instrument truly measures what it is intended to measure • Importance: • If the assessment test does not test what it is meant to test so the test is useless • Reliability is a pre-req for validity but not sufficient by itself TEST CONSTRUCTION Workshop

  27. Standardization • What is it? • All students are tested on the same test items, patients, tasks & according to the same criteria • Importance: • So that no one gets more easy or difficult questions (Fairness) TEST CONSTRUCTION Workshop

  28. Feasibility • What is it? • Importance TEST CONSTRUCTION Workshop

  29. Objectivity • What is it? • it is a level of agreement among independent assessors (experts) about the right answer to certain question • Importance • Decreases intra-rater and inter-rater bias TEST CONSTRUCTION Workshop

  30. اعتبار Validityميزان دقت يك وسيله اندازه‌گيري در اندازه‌گيري موضوع مورد نظرقابليت اطمينان Reliabilityميزان ثبات يك وسيله اندازه‌گيري در اندازه‌گيري يك متغييرعينيت Objectivityدرجه توافق بين قضاوتهاي مستقل تعدادي ممتحن خبره بر سر پاسخهاي خوب براي هر يك از اجزاي وسايل اندازه‌گيريعملي بودن Practicabilityسهولت كلي استفاده از يك آزمون هم براي سازنده آزمون و هم براي دانشجويان ويژگيهاي يك آزمون TEST CONSTRUCTION Workshop

  31. رابطه ميان روايي و پايايي Validity- Reliability+ validity+ reliability + • • • • • • • • • validity- Reliability- • • • TEST CONSTRUCTION Workshop

  32. جدول مشخصات آزمون(Table of specifications) يك جدول دوبعدي است: 1- بعد افقي:محتواي آموزشي مورد نظر 2- بعد عمودي :سطوح حيطه شناختي (دانش ، ادراك ، كاربرد، تجزيه و تحليل،..) TEST CONSTRUCTION Workshop

  33. TEST CONSTRUCTION Workshop

  34. جدول مشخصات آزمون TEST CONSTRUCTION Workshop

  35. تعداد ساعتهائي كه صرف تدريس يك موضوع شدهنسبت ساعتهاي تدريس براي هر موضوع(بخش)=تعداد كل ساعتهاي تدريس يك دوره (واحد درسي)درصد سئوالات هر بخش= 100* نسبت ساعتهاي تدريس هر موضوع • در صد سؤالات بخش يك 11%=100* 11/0=4=نسبت ساعتهاي تدريس حال آنچه • يك آزمون 50 سئوال از اين دوره درسي بايد تهيه شود تعداد سئوالات مربوط به بخش يك مي‌شود . • 11 100 • * 50 36 6 TEST CONSTRUCTION Workshop

  36. Thank you for your Time Any Questions or Comments? TEST CONSTRUCTION Workshop

  37. 1.كتبي (Written)عینی:MCQغیر عینی : Essay2.شفاهي (Oral)3. عملي(Practical)MSF OSCE DOPS Log Book Portfolio MiniCEX انواع آزمونها TEST CONSTRUCTION Workshop

  38. محدود پاسخ restricted تشريحي باز گسترده پاسخ extended كوتاه پاسخ كتبي صحيح-غلط بسته جور كردني چندگزينه‌اي What are assessment tools? انجام تكاليفAssignments TEST CONSTRUCTION Workshop

  39. انواع آزمونهاي تشريحي • گسترده پاسخ Extended response سطح تركيب و ارزشيابي • محدود پاسخ Restricted response سطوح فهميدن، كاربستن و تحليل TEST CONSTRUCTION Workshop

  40. انواع آزمونهاي كوتاه پاسخ براي سطوح پايين حيطه شناختي (حداكثر تا مرحله به كار بستن) • پرسشي • كامل كردني • تشخيصي (تداعي) TEST CONSTRUCTION Workshop

  41. انواع آزمونهاي عيني (objective) • صحيح- غلطTrue- False • جور كردني matching ‌ • چند گزينه‌اي Multiple- choice TEST CONSTRUCTION Workshop

  42. Action • Professionalism Eval Form • End-of-Rotation Eval • 360° Evals • Mini-CEX • Critical Incident Reports • Record Reviews • Decision Making • OSCE • SP Exam • Computer Simulated Patient • Reasoning • Oral Exam • Essay • MCQ • Awareness • Oral Exam • Essay • MCQ ASSESSMENT TOOLS Shows How Knows How Knows Action Decision Making Reasoning Awareness DOES Miller’s Pyramid Miller 1990 TEST CONSTRUCTION Workshop

  43. How to assess Knowledge, Skills, Attitudes TEST CONSTRUCTION Workshop

  44. نكاتي از تدوين آزمونهاي كتبي • سؤالات را به ترتيب ذيل قرار دهيد: 1- صحيح- غلط 2- جوركردني 3- چندگزينه‌اي 4- كوتاه پاسخ 5- تشريحي • سؤالات از ساده به دشوار مرتب شود. • سؤالات را به ترتيب سازمان اصلي مطالب به دنبال هم مرتب كنيد. TEST CONSTRUCTION Workshop

  45. MCQ گزينه يا پاسخ تنه اصلي پاسخانحرافي Destructor پاسخ درست Key TEST CONSTRUCTION Workshop

  46. انواع آزمونهاي چند گزينه‌اي • تنها گزينه درست • بهترين گزينه درست • منفي TEST CONSTRUCTION Workshop

  47. قوانين Millman در خصوص MCQ TEST CONSTRUCTION Workshop

  48. 21 قانون Millman در خصوصMCQ 1- پايه بايد مسائل اصلي و كميتها را در برگيرد. 2- هر Item بايد تا حد امكان كوتاه باشد ( ضمن حفظ وضوح جملات) 3- از ذكر سئوالات منفي در پايه حتي‌المقدور خودداري شود. در صورت انجام اين امر زير جمله منفي خط كشيده شود يا با حروف درشت نوشته شود. TEST CONSTRUCTION Workshop

  49. 21 قانون Millman در خصوصMCQ 4- پايه سئوال بايد بنحوي تنظيم شود كه بدون كمك گرفتن از ديگر موارد گزينه‌ها بيان كننده مسئله اصلي باشد. گزينه ها نيز بايد حتي‌المقدور مستقل از يكدگير باشد. 5- بهترين پاسخ بايد خواسته شود يا از عبارت بيشترين و اوليه استفاده شود. (در صورتيكه بيش از يك پاسخ نسبتاً صحيح داشته باشد) 6- در پايه سئوالاتي كه جاي خالي گذاشته مي‌باشد. قسمت حذف شده كه بايد پرشود حتي‌المقدور نبايد ابتداي جمله گذاشته شود. TEST CONSTRUCTION Workshop

  50. 21قانون Millman در خصوصMCQ 7- دشواري‌هاي زباني گزينه‌ها بايد پايين باشد. 8- با هر گزينه يك نقطه نظر را بايد مورد سئوال قرار داد. 9- حتي‌المقدور از تكرار كلمات در گزينه‌ها خودداري شود مگر توالي منطقي وجود داشته باشد. TEST CONSTRUCTION Workshop

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