SUGGESTIONS FOR WRITING MATCHING TEST ITEMS
1. Include whether or not a response
can be used more than once and
indicate where to write the answer.
2. Use only items
that share the same foundation of
information.
3. Avoid
grammatical or other clues to
the correct response.
4. The column of stimuli
on the left should set the question clearly.
TIPS FOR STUDENTS!
·
Read the directions
There are usually two lists that
need to be matched. Take a look at both lists to get a feel for the
relationship and build your confidence.
·
Use one list as a starting point and go through the second list to find a
match
This process organizes your thinking. It will also
speed your answers because you become familiar with the second list and will be
able to go straight to a match that you saw when looking through the lists a
previous time.
·
Move through the entire list before selecting a
match. If you make a match with the first likely answer, you may make an error,
because an answer later in the list may be more correct.
·
Cross off items on the second list when you are certain that you have a
match
This seems simplistic, but it helps you feel
confident and stay organized.
·
Do not guess until all absolute matches have been made
If you guess early in the process, you will likely eliminate an answer that
could be used correctly for a later choice
FOR
TEACHERS…….
·
Review your teaching objectives
to
make sure that a matching component is appropriate.
·
Keep matching items brief,
limiting the list of stimuli to 10-15.
·
When possible, reduce the amount of
reading time by
including only short phrases or single words in the response list.
Use
the more involved expressions in the stem
and
keep the responses
short and simple.
·
Arrange the list of responses in some systematic order
if possible (chronological, alphabetical).
·
Make sure that there are never multiple correct
responses for one stem (although
a response may be used as the correct answer for more than one stem).
·
Avoid breaking a set of items (stems and responses) over two pages.
(Students go nuts flipping pages.)
