The Effects of Item and Examinee Sampling in the Analysis and Selection of Objective Test Items

1986 ◽  
Vol 6 (1) ◽  
pp. 71-77
Author(s):  
G.M. Seddon ◽  
R.M.H. Hind
2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Vanya Ivanova ◽  
◽  
Gergana Petkova

Idioms are metaphorical expressions that cannot be translated literally. They are widely used in English because they make everyday speech more interesting and entertaining for native speakers. It is assumed that there are about twenty-five thousand idiomatic expressions in English and one of the most common thematic areas for idioms is colour. Idiomatic expressions are a fun way to enhance the vocabulary and cultural knowledge of learners of English. However, mastering these expressions cause difficulties for students not only because their meaning is not deductible from the meanings of the words comprising it, but also due to the different meaning of colours in the cultures around the world. For instance, purple is usually connected with aristocracy, affluence, and piousness across the globe but in Thailand and Brazil it is the colour of bereavement. In this article we have described an approach to check the acquisition of idiomatic expressions and facilitate their long-term retention by using online practice tests. These tests are designed by the teacher and taken by students on their personal computers or mobile phones at their own convenience. Furthermore, specifically developed criteria for test construction are listed together with typical test questions based on them. Examples of test items are presented to illustrate the process of test creation. Finally, an appendix of a selection of the most widely used idiomatic expressions with colours is compiled.


1971 ◽  
Vol 20 (3) ◽  
pp. 255???257 ◽  
Author(s):  
Eugene E. Levitt ◽  
Bernard Lubin ◽  
Kathryn N. DeWitt

2008 ◽  
Vol 14 (3) ◽  
pp. 388-401 ◽  
Author(s):  
Aleksandras Krylovas ◽  
Natalja Kosareva

In this paper a mathematical model for obtaining probability distribution of the knowledge testing results is proposed. Differences and similarities of this model and Item Response Theory (IRT) logistic model are discussed. Probability distributions of 10 items test results for low, middle and high ability populations selecting characteristic functions of the various difficulty items combinations are obtained. Entropy function values for these items combinations are counted. These results enable to formulate recomendations for test items selection for various testing groups according to their attainment level. Method of selection of a suitable item characteristic function based on the Kolmogorov compatibility test, is proposed. This method is illustrated by applying it to a discreet mathematics test item. Santrauka Straipsnyje pasiūlytas matematinis modelis žinių tikrinimo rezultatų tikimybiniam skirstiniui gauti. Aptarti šio modelio ir užduočių sprendimo teorijos (IRT) logistinio modelio skirtumai ir panašumai. Išnagrinėti 10 klausimų testo rezultatų tikimybiniai skirstiniai silpnai, vidutinei ir stipriai testuojamųjų populiacijoms parenkant įvairias testo klausimų sunkumo funkcijų kombinacijas. Apskaičiuotos entropijos funkcijos reikšmės. Gauti rezultatai leidžia formuluoti rekomendacijas testo klausimams parinkti skirtingoms testuojamųjų grupėms pagal jų žinių lygį. Pasiūlytas tinkamiausios klausimo charakteristinės funkcijos parinkimo būdas, grindžiamas Kolmogorovo kriterijumi. Ši procedūra iliustruojama taikant ją konkrečiam diskrečiosios matematikos testo klausimui.


2008 ◽  
Vol 48 ◽  
Author(s):  
Aleksandras Krylovas ◽  
Natalja Kosareva

There is a mathematical model for obtaining test responses probability distribution proposed. This enables to formulate recomendations for selection of test items for different groups of tested population accordingto their attainment level.


Sign in / Sign up

Export Citation Format

Share Document