overall curriculum opportunities are assessed in assesment"for" learning true/false
Answers
Answer:
True/false items are not usually recommended for summative assessment – that is, assessment which contributes to the student’s result in the module/unit of competency. This is because for each question there is a 50/50 chance of getting the answer right (or wrong!). However, the more questions there are in a test, the less effect there will be for factors such as guessing.
True/false items are useful for formative assessment and for practice, giving students and the teacher the opportunity to see how much they know and understand without the pressures of knowing that their answers will contribute to their final result.
The advantage of True/False items is that they are easy to construct and can be updated regularly.True/False questions can be used to cover a large amount of subject information is a very short time .
Use True/False items to:
• measure lower level outcomes or performance criteria
• identify facts, definitions of terms and statements of principle.
Bear in mind that there are some topic areas where absolute true or absolute false statements cannot be made. These types of topics do not lend themselves to True/False questions.
Writing True/False items.
Important points are:
ensure the statement is absolutely true or false
don't be overly concerned about the overall proportion of true and false answers
use false answers to reinforce misconceptions and true answers for correct ideas
ensure that the item is appropriate to the skills and knowledge being assessed
use words with precise meaning to reduce ambiguity in a question
avoid using words such as ‘only’, ‘all’, ‘always’, ‘alone, ‘no’, ‘none’ and ‘never’
Also:
• Avoid using broad, general statements.
Most broad generalisations are false unless qualified, and the use of qualifiers provides clues to the answer.
• Avoid using negative words and double negatives.
Not only does this apply to words such as ‘not’, ‘never’, and ‘none’, but also to prefixes and suffixes with a negative meaning. Such phrases may cause a learner to miss an item because they have not understood it.
• Keep True and False items approximately equal in length
Avoid giving clues to the correct answer by not giving in to the natural tendency to make true statements longer. To eliminate this problem, lengthen the false statement by using qualifying phrases similar to those found in true statements.
• Avoid long and complex sentences
Keep language and sentence structure as concise as possible and avoid using unfamiliar terms.
• Avoid using two ideas in the one statement.
It is undesirable to use statements involving two or more points when all are not true or all are not false unless “cause and effect” relationships are being measured.
Explanation:
i think it will help u