Once again, one of the most common test items that is being implemented by teachers in assessing the learning of their students is matching test items. In relation to multiple choice, matching test items are easier to do than multiple choice. So sometimes, when teachers do an examination, it is not purely multiple choice, but there are parts of the examination.
Part 1, Part 2, Part 3. Pinakakaman sa lahat, ang Part 1 ay multiple choice, and then Part 2 is matching test items, Part 3 is binary or true or false. Ganun ang sequence nun. So, ano nga ba yung mga isinasaalang-alang natin pag tayo ay nagsusulat ng matching test items?
Alright. Now, in this slide, you can see an example of a matching test item. And what is the anatomy of a matching test item?
Well, how do we call the column A and the column B? Now, may terms tayong tinatawag pa, ginagamit para tawagin ang column A at column B, no? Ang column A ay tinatawag nating problem or stem. We call it the stem or the problem.
Now, while column B is called the responses, okay? We call this as the responses. Now, in other books, column A is also called stimuli, okay?
It's also called stimuli. So, we have... Here are the problems, the stem or the stimuli, and on the column B are the responses. Now, why can't we have responses first instead of stem or problem?
Let's remember that in educational psychology, one of the techniques of learning is conditioning. And Ivan Pavlov, B.F. Skinner, and Edward D. Thorndike have emphasized the technique of stimulus response. Of stimulus response. That before you could elicit response from your students, there must be a certain stimulus that is presented to them.
Ibig sabihin nun, dapat meron kang present na stimulus sa bata para meron siyang i-respond sa'yo. Alimbawa, may tanong ka muna bago siya sumagot. Kasi hindi pwedeng may sagot siya bago ang tanong mo.
So it's always stimulus first and then the response. This is what we follow in test construction. Kaya nga, minsan sinasabi natin na ang objective... testing, objective type of testing, is actually grounded on the behavioristic school of thought of education, okay? Because it's guided by the stimulus response theory, okay?
So, we can't respond first before the stimulus. So, in the matching test item, we present first to the students the problem at hand, the STEM, before the responses or the options that they can choose from, okay? Minsan, mga teachers, ginagawa, binabaligtad yan.
If you will review some of the test papers that you have compiled for the past years until now, you will encounter at some point na merong naglalagay sa column A na mas maiiksi yung words, tapos yung pagpipilian sa column B, napakahaba. So column A mo yung words, yung pinagpipilian talaga, yung column B naman, yung mga sentence. tenses na mahaba, yun yung mga stems or problems. So binabaligtad.
Okay? Hindi tama yung ganun. It's always the shortest words.
I repeat, no? The shortest words could be a short phrase, sentence, or word should be in column A. And then the longest parts are in column I mean, the shortest words are in column B and the longest parts are in column A.
Okay? So that is how we write or we identify the parts. of a matching test item.
Okay? Now, what are the rules that we have to understand whenever we are writing matching test items? Number one, include directions which clearly state the basis for matching the stimuli with the responses.
What does this mean? What this means, guys, you have to specify your instructions or your directions. Sometimes students get confused and they ask the teacher, Ma'am, how are we going to answer this?
Are we going to draw a line? from column A to column B? Or should we write the letter of our answer before the number in column A? So, para ma-minimize natin ang mga ganitong confusion at para hindi mo nasagutin yung mga estudyante mo at hindi ka na mamroblema sa gagawin nila, you have to clearly specify it in the directions or in the instruction of your before-the-test items. Okay?
So, for example, directions match the following. The question is, how? How will we match it?
But we can revise that by saying, on the line to the left of each identifying location and characteristics in column 1, write the letter of the country in column 2 that is best defined. So, it's more specific, it's clearer what students should do. Now, you may argue with me, Sir, is it still appropriate to draw a line from column A to column B for high school learners and college learners?
The answer to that is no. No way. Why? Because you're old.
Why does a teacher draw a line from column A to column B? At that age, pupils have to learn their motor skills. Pupils have to practice their motor skills. So...
nag-drawing ng linya para ma-practice nila yung straight line, mga ganun bagay. Because they are still on the stage where they develop their motor skills, their writing skills. But in your case, hindi na.
Hindi na. Minsan, trinitrick pa ang mga teachers pag gumagamit ng linya. It seems like they are drawing a line that is heading to several responses para tama nila yung item na yun, which is not true. correct. Okay?
Which is not correct. So we have to think of this. We have to specify how our students will match the stimuli to the responses. Second link.
Ito. Isa ito sa hindi inoobserve ng mga teachers. Use only items that share the same foundation of information. Siguro, one of the examinations you have taken at may matching type dun, mapapansin nyo na yung ibang teachers. Halong-halo yung stems or problems.
Halong-halo sina. Halimbawa, may taong tinatanong, may lugar na tinatanong, may event na tinatanong. Mga ganun bagay. Okay?
Pero in matching test items, you have to observe that the test items should follow the same problem or the same foundation of information. Pwede naman kasi na matching test item part one. events lang ang tatanungin mo. Part two, tao lang ang tatanungin mo. Part three, date lang ang itatanung mo.
Hindi yung pare-parehas o iba-iba ang andun sa test item na yun. Yun yung lagi natin tatandaan din. Hindi ito masyadong inoobserve ng mga teachers because they don't want to encode so much in their test papers, but it is the right thing to do.
We have to organize and we have to classify the problems that we are eliciting. thing or we want to ask from our students. So say for example, in PE, in arts, kung ang tinatanong mo ay elements of art, elements of art lang. Huwag kang maghahalo ng tao kung sino nagpinta ng ganito, kung anong ginawa niyang art piece, mga ganun bagay. You could always do part 1, part 2, and part 3. As you can see in this example, this on the left is an undesirable example and this is on the right is a desirable example.
How does it become a desirable example? If you can see here, Water, discovered radium. So, ang daming mong tinatanong.
Diverse. So, gem chloride, Fermi, tao yun. Ammonia, 1942 date. Water, theory, tao, 1957. So, what is nice or what is the revised version of these? Kung elements or compounds ang tinatanong mo, elements and compounds lang.
Huwag mong pag-aluhaluin. Okay? Sabi ko nga, you could always have part 1, part 2, and part 3. Okay? The third thing that you have to understand is that you have to avoid grammatical or other clues to correct responses. Remember, when you're writing a test, you are establishing validity of the test item.
Ibig sabihin nun, matatama o tama yung sagot ng bata. Hindi dahil sa alam niya. Pero dahil nagbigay ka ng clue.
That's not true. That's not right. That's not the right thing to do because that will not make your test valid because you did not measure what you want to measure from your students. Okay? Because you gave the answers to them instantly and then you'll conclude na, ah, magagaling yung studyante ko.
Ah, tama yung strategy ko. Well, are your inferences valid? If that's the case, well, it is not. Okay?
It is not. Because, you know, nagbigay ka nga ng clue sa mga bata. Okay?
So, anong ibig sabihin yung grammatical or other clues? Ito kasi parang... nagbibigay ka ng ng ng ideya sa bata kung anong tamang sagot. Because of the way you write the sentence.
Because of the way you constructed the sentence. For example, look at this undesirable matching test item. Look, Plato insisted that government was A, the prince.
Desirable and inevitable. So, kung babasahin mo ito, makukuha mo yung tamang sagot eh. Kasi, halangan naman the government was the prince, diba? So, hindi siya a hindi siya akma, hindi siya nagko-continue dun sa sentence. So it seems like you are testing, completing the sentence already and not matching test item.
So dun tayo nagkakatano. We have to eliminate the possibility that we could give clues to our students by simply... having our problems or stems re-tent in a way that it could give them clues. Ito yung desirable naman.
You can see at the bottom, the desirable version of these matching test items. Nakikita nyo ba? Kung tao ang tatanungin mo, tao lang.
Mas maganda kasi, kasi bakit may tatanung pa yung the brings, desirable and inevitable. These are insignificant information. So you have to look at the statements, you have to look at the idea. or the principle you want to ask from your students, and identify the main idea. Yun yung ilalagay mo sa responses.
What is more important for them to recall, to understand, to put into knowledge, yun yung ilalagay mo sa responses. Number four, the column of stimuli on the left should set the question clearly. This is what I'm telling you. Dapat, pag nabasa ng bata yung column A, alam niya na kung anong isasagot niya.
Alam niya kung anong tinatanong mo. clear yung problem. Kasi, halimbawa, itong undesirable test item na ito, look, city dwellers, hunter-gatherers, pastoral nomads, you see, ano kang city dwellers na ito? Anong tinatanong mo?
Are you asking for something? What is the problem? So, there's no problem being presented to you.
So, the students will have a vague and blurry mindset pag sasagutin nila ito dahil hindi nila alam kung ano bang tinatanong mo. So, you have to clearly specify. kung ano nga bang tinatanong mo. So, alimbawa, itong desirable na ito. Number one, live in areas of high population density.
So, you're asking for how they call the people or a group of people who lives in areas on high population density. Or move from one place to another. Move from one place to another with grazing animals and till land for cash crops. So, this is a revised version of this undesirable test item.
So, again, okay, you have to, as much as... We want to elicit correct responses from our students, and we have to do our part in presenting the problem to them clearly and specifically. So aside from those reminders, these are also some other points that are important for you to remember.
Number one, before you construct that matching test item, you have to review the teaching objectives. Well, in all cases, in all types of tests, you have to review the teaching objectives. You have to make sure that the objectives are clear.
are aligned to the material, that are aligned to the test item. So, kung tinatanong mo kung ang objective mo ay identify the elements of art, then you have to make sure that what you are asking from your students are the elements of art. Keep matching items brief. Huwag masyadong mahaba.
Huwag masyadong mahaba. Make it brief, yung naiintindihan ng mga estudyante mo. At I recommend it, John. ay 10 to 15 lang per matching test item. Now, ilang responses kaya ang dapat nating iligay?
Is it okay na sumobra ka sa responses? The answer there is yes. Tama yun.
That's a good practice para ma-stimulate yung pag-iisip ng mga bata. Meron ka paring distractor na sinasabi, na tinatawag. Okay? So, alimbawa, kung 10 items ang stimuli mo, o yung problem, or stem mo, ito ka dapat na meron kang 11 or 12. responses.
Okay? 11 or 12 responses. Pero kung 20 responses na yan, mali na yun.
Okay? That's not right. Okay? Hindi pwedeng ganun.
I heard a story from one of my students na 7 items yung stem or problem, tapos yung responses niya, A to O. Diba? That's insane. That's stupid. Okay?
Don't do that. Now, when possible, reduce the amount of reading time because yun nga, keep the matching items brief lamang. Okay? Use the more involved expressions in the stem and keep the responses short and simple.
Arrange the list of responses in some systematic order. So ganito yan. Para ma-minimize yung pattern, kasi sabi nga nung isa sa inyo, may pattern yung matching test item niya.
Para ma-minimize natin yung ganyan, we have to arrange the responses alphabetically or chronologically. Kung words ang responses mo, from A to Z or from Z to A. Okay?
Understand that. From A to Z or from Z to A. Pag years naman, chronological.
From the earliest year to the lowest year. Sa chronological order. Ganun tayo mag-arrange ng responses. Hindi yung makukuha tayo ng pattern.
Yung bang pangalan ko, inalagay ko dyan. Tapos yung pangalan ko, yung magiging sagot. Para ma-figure out ng bata yung tamang sagot.
You're not testing them your name. You have certain objectives to test. Now there is, make sure that there are never multiple correct responses. This is advisable. Although there are instances kung kailan yung responses pwede isang response, it could be good for two or three stems or problems.
But what is advisable is we have to have one response to one problem only. So that the child won't get hurt. Okay? One response to one problem only.
Okay? And last but not least, avoid breaking the set of items. Ibig sabihin, sa isang page mo lang dapat makikita yung matching test. Hindi pwedeng may page one ka, matching test, tapos yung ibang responses andun sa page two.
That is not a good practice kasi maguguluhan yung bata because they will flip the pages. Okay? They will flip the pages and they will have the tendency to... to forget that these words or responses are present in this. So, at one page, the student should see the stem and the responses.
Okay? So, you have to think about that when you're writing your multiple choice test items. Now, matching type test items.
Now, this is not the type of matching test that we have. We have variations. What are these variations?
We have what we call keyless or masterless example. And we have what we call a ranking example. Now, what is a key list or master list? Well, it's matching type still because you will choose A, B, or C. So here, you have three responses.
But under each responses, it has specific characteristics. For example, this is sodium. This is its atomic mass, its atomic number, its electronic configuration, and so on and so forth. Chlorine, then hydrogen. And that was...
Dito pipiliin mo yung tamang sagot from A to C. Ilalagay mo dito before the number. For example, which of the above elements is the largest atomic wave?
Diba? Parang siyang multiple choice. Pero multiple choice kasi isa lang ang isang set of options to one question.
Okay? So this is an example of a key list or master list. Another variation is ranking.
So ranking means you rank the statement from the most frequent. or the most earliest event to the latest event. So from 1 to 8. For example, this.
So your responses here are the numbers 1 to 8. So those are some examples of matching type and the things that you have to, or reminders or rules that you have to follow when you're writing your matching test items.