Develop a competency specification for an aviation-related topic and produce a set of test items to assess it. Justify the items you have chosen in terms of item validity and reliability. Please read all the steps below BEFORE you select your topic; marks are awarded for completing each step.
|Length:||Up to 3,000 words, excluding test items|
|Directions:||1. From your chosen topic, identify a task. Construct a competency specification for that task. Specify at least:
· one performance
· two abilities (more if necessary to ensure the competency specification is complete).
· a task context
2. Choose two abilities. These should be quite narrow, as your test items will need to represent the whole ability that you specify.
3. Write test items for each ability. At least one set of test items must be targeted at the ‘use’ or ‘find’ level of Merrill’s model (or equivalent).
a) Write a set of ORIGINAL test items that can be used to measure the first ability. All the test items for this ability should be of the same type (e.g., all multiple choice or all short answer).
b) Write a set of ORIGINAL test items to measure the second ability. All the test items for this ability should be of the same type (e.g., all multiple choice or all short answer) BUT should be of a different type to that used for the first ability.
4. Follow the rules of item construction. Justify why you have chosen the item type you have for each ability.
5. For each set of items, you should include model answers and show mark allocation. Justify your mark allocation.
6. Write a brief justification that addresses the issue of validity.
7. Try the test items out with a sample of at least ten “students” (some friends or colleagues) and obtain a measure of reliability for your items. It is very important to select a topic that can be ‘tested’ on your available candidates. It is very difficult to test aircraft engineering questions on candidates who know nothing about the topic!
8. Discuss the validity and reliability of your items (if you identify individual ‘problem’ items as part of your reliability measure, these should be described).
9. Use a report-style format. It may be difficult to fit the individual tasks into ‘Method’ and ‘Results’ sections, so as long as you include an Introduction, Discussion and Conclusion, the presentation format of the tasks themselves is up to you. I strongly encourage you to use headings to help with the structure. An abstract is not required for this assignment.
10. Use the literature to justify the choices you make and discuss the final test items/reliability. A reference list (in APA format) is required.
Please note that if you submit this assignment late, you may not receive your mark or feedback before the exam.
Constructing good test items can take a long time. As well as writing a set of test items, you will need to try them out with a sample of at least ten people, so allow plenty of time to do this.
For this assignment, you should use a report-style format. Usually, a report would
include an Abstract, Introduction, Method, Results, Discussion, and Conclusion. However, in this assignment, it may be difficult to fit the individual tasks into ‘Method’ and ‘Results’ sections, so as long as you include an Introduction, Discussion and Conclusion, the presentation format of the tasks themselves is up to you. I strongly encourage you to use headings to help with the structure. An abstract is not required for this assignment.
You DO need to use the literature to justify the choices you make and discuss the final test items/reliability, and therefore a reference list (in APA format) is required.
Note that you need to think well ahead on this assignment – you are asked to test the items with ten ‘students’ and to measure the reliability – so think about how you might best do this before you start writing you items. You will need to consider the actual knowledge level of your ‘students’ (if you are not using aviation students, you will need to think about how well your candidates will be able to answer your questions, and perhaps adjust them accordingly). If you plan to use split-half reliability measures, think about the number of test items and allocation of marks that would be ideal for this.
If you do find that your test items dont work as well as they could have, all is not lost – clearly describe the problems, what you would do next time, and explain why.
Finally, I have attached a document that includes some aviation written test items. These questions are samples, kindly supplied by ASPEQ Assessment Specialists. Note that although the document includes instructions to candidates, and is headed ‘Examination’ it is NOT a ‘sample exam’, but a collection of sample questions. I recommend that you have a look through this document and consider how the questions have been written to test various processing levels. One of the difficulties in writing test items is in writing objective items that do more than measure at the ‘remember’ level; this document may give you some ideas for writing Assignment
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