Multiple Choice Test Blue Print … Research Paper
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¶ … Security Prior to the Test
Exam security is crucial to help avoid things like cheating from happening while students take the test. Therefore, it is important that the questions are kept away from view with only the instructor having access until the day of the test. This prevents anyone from having early access and getting either a means of figuring out the answers, or worse, obtaining the answer key and then memorizing the answers. By providing the exam only on the schedule date and time and instructing not to open exam material until told to do so, this erases any chances of cheating before the exam. Another aspect of exam security is to not allow anyone to take exam materials outside of the testing room during or after the exam. Each student must hand in the same amount of pages he or she was given at the time he or she began taking the exam.
When it comes to students copying each other, two volunteers or teaching assistants can be placed on either side of the room. They will be there to check to see if anyone is making any odd movements that may signal cheating. Cellphones and other electrical devices will be kept in the student's backpacks and placed at the front of the classroom where they will pick them up after. Students will also be told before taking the exam that any markings shown on the hands and arms will be examined at the end of the classroom. Students tend to write answers on their skin in order to cheat.
Volunteers will also be instructed to check for any humming, odd blinking, and students looking around the room. These can be signals telling of what answers may be correct for a question. Once testing is over, all materials are counted, put in a sealed envelopes and sent directly to be graded. There is no chance for the material to be taken or altered during this process.
State how items will be arranged and formatted on the test with your rationale
The items on the test will be arranged in a vertical manner with the question first in bold and the answers below each question in plain text after instructions. The answers will be labeled alphabetically and the questions numerically (Osterlind, 1998). Since it is a multiple choice test and there are 50 questions, each question will have after it, a "(This question is ." From there, there will be instructions below this stating circle the correct answer. There will be additional labels for each set of test items, briefly describing the topic and providing additional clarity.
The rationale behind the arrangement is so students can differentiate clearly which are the questions and which are the given answers. The instructions are put into each question to help remind students to circle the correct answer. Sometimes students feel nervous when taking the test and seeing the instructions on each answer may help them avoid making errors. Putting what each question is worth reminds the students again what value each question has. The vertical positioning makes it easier to have students see things clearly without creating any confusion. The additional labels per each set of test items allows the student taking the test to acknowledge which topic or subject to focus on for the next set of questions.
Provide sample directions to the learner for each set of test items
Some sample directions are as follows. There will be five sets of test items, each set containing 10 questions for a total of 50 questions. They will go by topic. They are:
Electrolyte Imbalance- Choose the answer that best fits the question.
Bowel Diversion- Select the best answer for each question in this section.
Patient Care- Select the best answer for each question in this section.
Range of Motion Exercises- Select the best answer for each question in this section.
Thromboembolic Complications- Select the best answer for each question in this section.
Identify strategies to prevent any form of academic dishonesty
There are various ways to prevent academic dishonesty. The best way is to avoid any form of academic dishonesty completely. However, most students wanting to cheat will most likely cheat unless they are given alternatives. The first strategy to prevent academic dishonesty is to develop a good relationship with the instructor in regards to knowing what to expect on the exam, when to take notes in class, and getting any help or extra explanations for assignments.
By students communicating with the instructor on a regular basis, that student know what to expect on the day of an exam and can study, being prepared to take on the test without needing to cheat. Another important strategy is staying organized. So many people often cite busy schedules with regards to not being able to study. Keeping organized helps someone study effectively and efficiently, minimizing effort and time (Bosek & Savage, 2007).
Speaking of time, managing time is essential. Having a schedule of when to study and do homework assignments and sticking to that schedule can really lift the burden of test taking because tasks can be completed under manageable chunks of time. A student will be able to learn the curriculum without having to strain and remember everything at the last minute. The final strategy involves study groups or hiring a tutor.
Sometimes some topics are very difficult to understand right away. A study group or tutor can give the student the extra time or motivation needed to learn properly all of the course material. This can then translate to an easier time when taking a test because the student will have the means with which to understand all the test items. Managing time, keeping organized, developing a communicative relationship with the instructor, and joining a study group or hiring a tutor are just some options a student has to avoid potential incidents of academic dishonesty.
Describe the procedure on how you will score the exam
The procedure for grading the exam will be simple. Each question is worth 2 points. There are 50 questions for a total of 100 possible points. Since it is a multiple choice exam with 4 answers per question, each correct answer circled will be worth 2 points. Incorrect answers will be worth 0 points. Although scoring seems easy, there needs to be taken into account random guessing. This is an important and often overlooked aspect to scoring the exam, especially when it comes to multiple choice.
According to a 1977 article by Reid, an instructor cannot score multiple-choice questions on the basis of basic scoring systems such as S1 = R, meaning R is the amount of correct answers. This is because it creates a rising bias in the scores of students that do worse as a consequence of guessing. To adjust for students guessing, the conventional formula is S2 = R-W/(n-1). W accounts for the number of wrong answers. n accounts for the number of choices for each question. There is a problem with this formula however. This is because S2 is based on an improbable postulation that on each question either the student guess randomly or knows the right answer.
If one were to score based on a more realistic postulation, than another alternative scoring formula is thus derived. "S4 = [nR + (n-1)Q - Q2/R]/2(n-1), where Q is the number of questions. Compared to S4, the conventional formula (S2) has a downward bias for Q/n<
Verify the appropriate time allotted to the learners for completing the test.
Each question cannot be given too much time or too little time. Too much time and the learner may spend that time attempting to cheat or devise some way of guessing the answers correctly. Too little time and the learner may simply guess the answers because he or she does not have enough time to go through them. Since multiple choice answer tests do not involve much reading nor do they too much writing things out in order to solve the answer, each question will receive one minute per question for a total of 50 minutes plus an additional 10 minutes to read the instructions and check answers.
The additional 10 minutes are given as a means of making sure the answers were circled properly, no answers were left unanswered, and students could have enough time ask any questions should there be any confusion. 60 minutes is usually the amount of time allotted for a classroom session. It is a reasonable amount of time given the amount of questions. It… [END OF PREVIEW]
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