Changes for page Written Test - Open Answers
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... ... @@ -1,9 +1,16 @@ 1 +{{box cssClass="floatinginfobox" title="**Contents**"}} 2 +{{toc/}} 3 +{{/box}} 4 + 1 1 = Description = 2 2 3 - Openquestionsareallquestionsforwhich thereareno answeroptions.Thismeansthat thereis no influence from given answer options. In thewritten test,thequestionsare answeredinwriting.Openquestionscan beused toqueryinformationintextformornumericalinformation (e.g. numberof minutes).Openquestionscan beused,for example,iftheunderstanding of a situationistobeassessedorif the number ofansweroptions would betoolarge.7 +The multiple-choice test consists of questions where only one answer can be correct. In contrast, the multiple-response tests consists of questions where several answers can be correct. Neither craft skills nor creativity can be measured with either type of test. Nevertheless, it is not only possible to query factual knowledge. Unless otherwise stated, both test types are summarized below under the term "multiple-choice test". Following cognitive performance levels can be tested via multiple-choice tests: 4 4 5 -Case studies can be recorded as a sub-form of the written test (open answers). They can be used to simulate everyday working life and the tasks associated with it. The tasks to be solved address a problem common to the industry. Here, analytical and organizational competencies, such as the approach to a difficult problem, are tested. 6 -Case studies measure action orientation, entrepreneurial thinking and understanding of complexity. 9 +* Reproduction of stored knowledge 10 +* Reorganization: Learned knowledge is processed and arranged independently. 11 +* Transfer: Basic principles are transferred to new, similar tasks. 12 +* Problem-solving thinking: Tasks with new questions and aspects are solved. 13 + 7 7 8 8 ---- 9 9 ... ... @@ -11,19 +11,15 @@ 11 11 12 12 === Validity === 13 13 14 -Open questions are used to check knowledge or situational interpretation. The disadvantage is that it checks more the skill to express yourself on paper than it checks the real ability to perform in real life. It proves your know how to act, but not that you are able to act. Answers are checked against a checklist but need interpretation of skilled assessors. 15 -Open answers are most suitable in situations, where new information should be gained, where respondents should not be primed by the given response-possibilities or where holistic feedback is asked and given answers would significantly limit the informative value of the answer. 21 +The validity is not necessarily present. The main problem is the discrepancy between complex cognitive processes and simply ticking an answer. Multiple-Choice Tests can evaluate a competence to act if they require the quick assessment of different facets of a complex subject. 16 16 17 17 === Reliability === 18 18 19 -Tests can be intimidating for people who have had bad experiences with these types of tests in previous learning contexts. 20 -Research has shown that dissatisfied people give longer answers to express their dissatisfaction. Thus, the respondent's mood influences the length of the response, which limits reliability. 21 -Different field sizes for the answer to the same question affect reliability. 25 +The objectivity of Multiple-Choice Tests is significantly higher than for classic written exams. The reason for this is that the correction is independent of the correcting person and is often automated. In addition, well-formulated questions go hand in hand with high reliability. If the tests are carried out regularly and with a large number of test persons, they are particularly economical. 22 22 23 23 == Limitations == 24 24 25 -Since a high degree of formulation competence is required to answer open questions, a poor result cannot necessarily be inferred from an inadequate result. 26 -Open questions are not suitable for measuring practical skills. They are only of limited help when assessing social skills. 29 +Creativity or craft skills cannot be tested with multiple choice tests. 27 27 28 28 ---- 29 29 ... ... @@ -31,18 +31,15 @@ 31 31 32 32 == Tips == 33 33 34 -The questions should be clearly formulated. It must be clear to the candidate what form of answer is expected (e.g. bullet points, small essay, several details). 35 -With extensive case studies, it takes more time to analyze the text and answer the question. 36 -In order to reduce the chance of accidental hits and thus increase reliability, there should be several independent observation options for each requirement dimension. 37 +To reduce the possibility of scoring by gambling, the alternative answers should be of high quality. According to studies, three answer options are sufficient to make successful gambling unlikely. 37 37 38 38 == Traps == 39 39 40 - The fieldsizes for theresponseshouldbeadjustedaccordingtotheexpectedscope.Areasonableamountof time shouldbecalculatedto answer thequestion.41 +Disadvantages of too many alternative answers are a greater effort in the designing, risk of not plausible distractors (distractor = false answer option) and revealing of context hints for other tasks. Depending on the task, five or more answer options can also be useful. 41 41 42 42 == Scoring Tools == 43 43 44 -Correction keys can be in place (what the assessors want to see) in order to enable the assessment. 45 -To assess the case study, the assessor uses a model solution (chronologically based on the items in the case study) and an observation sheet (sorted by competencies). The answers given are compared with the model solution. In order to ensure the evaluation objectivity, especially creative answers do not receive additional points. If the required answer has not been given, the candidate can be asked per item. The ticks are then added and entered on an appropriate scale. Finally, the assessors compare the results of their observations with each other in order to record an overall result. 45 +A major advantage of Multiple-Choice / response tests (short: MC-tests) is that they can be evaluated easily. In addition, the quality of particular questions can be determined statistically. Bad formulated questions can be recognized as such. As already mentioned, only one answer can be correct for Multiple-Choice questions. If the right answer is marked, one point will be awarded. If a wrong answer or no answer is marked, no point will be awarded. The awarding of points can be different for Multiple-Response tests. Every correct marked answer scores one point (right answers marked, or false answers not marked). Every incorrect marked answer brings one minus point (right answers not marked or false answers marked). The difference determines the total score of the question. If the difference is negative, the score is 0 Points. 46 46 47 47 ---- 48 48 ... ... @@ -50,34 +50,37 @@ 50 50 51 51 == Information for Standard == 52 52 53 - The writtentestwithopen answeris difficulttostandardize. An evaluationoftheanswersbyseveral assessorscan increase the validityof the results.A markingguideshouldallowawidege of possible answerswithoutlosingtheprofessionalismofthe test.53 +For a high degree of standardization, the test sheets should be formulated in a clear and understandable way and used without modification. Language barriers should be taken into account. 54 54 55 55 == Development == 56 56 57 - Thequestionsshould bedesignedin such away thatit isnsparent what the scope ofthe answers should be.Thepredefinedtextfield can providethe candidate withinformation aboutthe scopeofthe answer. Thequestionsshould bederivedfrom theUNITsofthe competences to be measured.In theassessment,care shouldbeakennotto assesslinguisticexpression.57 +When preparing the test, high quality distractors should be chosen that are plausible without fooling the candidate. The test should be focused on the competencies to be measured and not just on smartness. A solution sheet gives the necessary information about the correct answers. 58 58 59 59 == Needs/Set-Up == 60 60 61 - Besidespenandpaper, a computercanalsobeusedtoanswerthequestions.61 +The test can be performed either with a pen and paper or electronically on a computer. 62 62 63 63 == Requirements for Assessors == 64 64 65 - Assessorsneedcomprehensiveskills toevaluatecomplextextswithoutbias. They mustbeabletoidentifycontentandprofessional skillsdespitealackofarticulation.Theassessment ofanswersrequiresin-depthprofessional expertise.65 +The design of the test requires a high level of technical expertise in order to develop useful distractors. For the evaluation of the test no special skills are required. 66 66 67 67 == Examples == 68 68 69 - Acasestudyispossiblein whichthe candidatedescribeshowhewouldreactinthe eventofan accidentatwork.69 +For example, a multiple choice test can be used to test knowledge about the use of special effects. 70 70 71 71 == In Combination with == 72 72 73 - Sincethetest doesnottestpracticalskills, it should be combined with Role Play orObservation, for example. The test canbe combined with a multiple choice test to test more factual knowledge.73 +Written Test - Open Answers 74 74 75 75 = References/Notes = 76 76 77 -* CEDEFOP (2016): Europäische Leitlinien für die Validierung nicht formalen und informellen Lernens. Luxemburg: Amt für Veröffentlichungen der Europäischen Union. 78 -* Eck, C. et al. (2016): Assessment-Center. Entwicklung und Anwendung – mit 57 AC-Aufgaben und Checklisten zum Downloaden und Bearbeiten im Internet. 3. Aufl. Berlin / Heidelberg: Springer. 79 -* Obermann, C. (2018): Assessment Center. Entwicklung, Durchführung, Trends. Mit neuen originalen AC-Übungen. 6., vollständig überarb. u. erw. Aufl. Wiesbaden: Springer Fachmedien. 80 -* Züll, G. (2015): Offene Fragen. Hannover: Leibniz-Institut für Sozialwissenschaften. Online: [[https:~~/~~/www.gesis.org/fileadmin/upload/SDMwiki/Archiv/Offene_Fragen_Zuell_012015_1.0.pdf>>https://www.gesis.org/fileadmin/upload/SDMwiki/Archiv/Offene_Fragen_Zuell_012015_1.0.pdf]]. 77 +* Baghaei, P. / Amrahi, N. (2011): The effects of the number of options on the psychometric characteristics of Multiple-Choice items. In: Psychological Test and Assessment Modeling. 53 (2), p. 192-211. 78 +* CTL Center for Teaching and Learning / Universität Wien (2015): Erstellen von schriftlichen, mündlichen und Multiple-Choice-Prüfungen. Online: [[https:~~/~~/ctl.univie.ac.at/fileadmin/user_upload/z_ctl/Qualitaet_von_Studien/Qualitaet_von_Pruefungen/170314_Erstellen_von_schriftlichen_muendlichen_MC_Pruefungen.pdf >>https://ctl.univie.ac.at/fileadmin/user_upload/z_ctl/Qualitaet_von_Studien/Qualitaet_von_Pruefungen/170314_Erstellen_von_schriftlichen_muendlichen_MC_Pruefungen.pdf]](last 25.05.2020). 79 +* Elsa / Leibniz Universität Hannover (n.d.): Erstellen und Bewerten von Multiple-Choice-Aufgaben. Online: [[https:~~/~~/www.zqs.uni-hannover.de/fileadmin/zqs/PDF/E-Learning/elsa_handreichung_zum_erstellen_und_bewerten_von_mc-fragen_2013.pdf >>https://www.zqs.uni-hannover.de/fileadmin/zqs/PDF/E-Learning/elsa_handreichung_zum_erstellen_und_bewerten_von_mc-fragen_2013.pdf]](last: 25.05.2020). 80 +* Kubinger, K. (2014): Gutachten zur Erstellung “gerichtsfester” Multiple-Choice-Prüfungsaufgaben. In: Psychologische Rundschau. 65 (3), p. 169-178. 81 +* Rodriguez, M. (2005): Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research. In: Educational Measurement. Issues and Practice. 24 (2), p. 3-13. 82 +* Universität Kassel (n.d.): Handreichung für Klausuren mit Aufgaben nach dem Antwort-Wahl-Verfahren (Single-Choice/Multiple-Choice). Online: [[http:~~/~~/www.uni-kassel.de/einrichtungen/fileadmin/datas/einrichtungen/scl/E-Klausuren/Handreichung_Antwort_Wahl_Aufgaben_final.pdf>>http://www.uni-kassel.de/einrichtungen/fileadmin/datas/einrichtungen/scl/E-Klausuren/Handreichung_Antwort_Wahl_Aufgaben_final.pdf]] (last: 25.05.2020). 83 +* Universität Zürich (n.d.): Hochschuldidaktik A – Z. Multiple-Choice-Prüfungen. Online: [[http:~~/~~/www.hochschuldidaktik.uzh.ch/dam/jcr:ffffffff-9a08-8cca-0000-00002cfe461f/A_Z_Multiple-Choice.pdf >>http://www.hochschuldidaktik.uzh.ch/dam/jcr:ffffffff-9a08-8cca-0000-00002cfe461f/A_Z_Multiple-Choice.pdf]](last: 02.06.2020). 81 81 82 82 == AT == 83 83