3. 1. QUESTIONNAIRE
2. OPINIONNAIRE/ATTITUDE SCALE
3. TEST

4.  A technique for obtaining information from subjects.
 A series of question ask to individuals to obtain
statistically useful information about a given topic.

5.  relativelly economical
 has the same question for all subject
 can ensure anonimity

6. Requirements
Determine the type of information
Limit responses
Figure out who, what, when and where you're going to
distribute your questionnaire.
Straigh forward& clear
Quantity
State introduction& purpose
Simple, short & in a page
Double check
Profesional, easy read, & understandable

7. A. Decision about question content
B. Decision about question wording
C. Decision about form of response to the question
D. Decision about the place of the question in the
sequence

8. Types
Closed-ended
Open- ended
Contingency
Matrix
No option answer/predefined
categories are suggested.
A question that is answered only if
respondent gives a particular
response to a previous question.
identical response are assignned
to multipe questions.
Respondents’ answers are limited
to a fixed set of responses.

9.  Provide for marking a yes or no, a short response, or checking an
item from a list of suggested responses.
 Why did you choose your graduate work at this University?
Rank:
a. Advice of friend.
b. Scholarship aid.
c. Reputation of University.
d. other

10.  Completely unstructured, free response in the
respondent’s own word, no clues are given.
 Why did you choose your graduate work at this
University?
Answer :
___________________________________
___________________________________
___________________________________

11. Differences
Closed-Ended
a. highly structured
b. Generate frequencies of response
c. Amenable to statistical treatment &analysis
d. More focus
e. To the point
Open- ended
a. Unstructured
b. Suit for complex issue
c. respondents can explore more their thoughts
d. Not limited of pre-set categories
e. Lead to irrelevant & redudant information
chracteristics

12. • Who are interviewed and their
background /experiences.
Factual
(Demographic)
• What they do, or did in the
past.
Behavioural
• Attitudes, opinions, beliefs,
interests, and values.
Attitudinal

13. 1. Significant topic
2. Single source question
3. Short, simple and understandable
4. Attractive in appearance, neat arrangement and
clearly duplicated
5. clear and complete direction, simple and clear
questions, and single idea or concept
6. good psychological order and it proceeds general to
more specific responses
7. objective questions
8. easy to tabulate and interpret

14. The question of content validity
is: “Do the items sample a
significant aspect of the
purpose of the investigation?”
Clearly defined meaning in
questionnaires
Get help from colleagues or
experts from the field of
questions
The panel of experts can rate
the instrument to know how
effectively it samples significant
aspects of its purpose
Estimating the predictive
validity of a questionnaire by a
follow-up observation of
respondent behavior at the
present time or at some time in
the future
Validityand reliabilityof questionnaires

15.  The information form that attempts to measure the
attitude or belief of an individual.
 How people feel, or what they believe is their attitude. But
it’s difficult, if not impossible, to describe and measure
attitude. Researchers must depend upon what people say
are their beliefs and feelings. This is the area of opinion.
Through the use of questions, or by getting people’s
expressed reaction to statement, a sample of their opinions
is obtained.

16. 1. Thurstone Technique
( equal – appearing Interval Scales)
2. Likert Technique
( Summated Rating
Scale )

17.  The list of statement is given to the subjects, who are
asked to check the statements with which they agree.
The median value of the statements that they check
establishes their score, or quantifies their opinion

18. The second method, the Likert Method of Summated Ratings, which can be
carried out without the panel of judges, has yielded scores very similar to
those obtained by the Thrustone method. The coefisient correlation between
the two scales was reported as +.92 in one study. Since the Likert Scale takes
less time to construct, it offers an interesting possibility for the student of
opinion research.
The Likert scaling technique assigns a scale value to each of the five
responses. Thus, the instrument yields a total score for each respondent and a
discussion af each individual item, while possible, is not necessary.

19. a. Strongly agree 5
b. Agree 4
c. Undecided 3
d. Disagree 2
e. Strongly disagree 1
For statements opposing this point of view, the items are scores
In the opposite order:
Scale value
a. Strongly agree 1
b. Agree 2
c. Undecided 3
d. Disagree 4
e. Strongly disagree 5

20. 1. Heaven doesn’t exist as an actual place
or location
2. God sometimes sets aside natural law,
performing miracles
3. Hell does not exist
4. The devil exists as an actual person
5. God is a cosmic force, rather than an
actual person
6. There is a final day judgment for all
who have lived on the earth.
a b c d e
a b c d e
a b c d e
a b c d e
a b c d e
a b c d e

21. If the opinionnaire consisted of 30 statements or items,
the following score value would be revealing:
30 x 5 = 150 Most favorable response possible
30 x 3 = 90 A neutral attitude
30 x 1 = 30 Most unfavorable attitude
The scores for any individual would fall between 30 and 150; above
90, if opinions tended to be favorable,
below 90, if opinions tended to be unfavorable to the
the given point of view.

22. Definition :
a method of measuring a person’s ability,
knowledge, or performance in a given domain.

23. 1. ACHIEVEMENT TEST:
attempt to measure what an individual has learned –
his or her present level of performance. Most test
used in schools are achievement tests. Achievement
test scores are used in placing, advancing, or
retaining students at particular grade level.
Achievement tests scores used to evaluate the
influence of course study, teachers, teaching
methods, etc/

24. The proficiency test also measures what students have
learned, but the aim of the proficiency test is to
determine whether this language ability corresponds to
specific language requirements.
There are some samples of proficiency tests:
1. Placements test
The student proficient enough to enter
intermediate course or it is better to place him or her in
basic course.
2. The reading- knowledge tests for doctoral candidates
Example: Is the student able to read professional
literature in another language with a specific level of
accuracy?

25. The progress test measures how much the student has
learned a specific course of instruction. The tests that
the classroom teacher prepares for administration at
the end of a unit or the end of a semester are progress
tests.

26.  Multiple choice
 Arranging sentence
 Fill in the blank
 Matching
 True or false
 Short answer

27. 1. Design each item to measure a specific
objectives
2. State both stem and option as simply and
directly as possible
3. Make certain that intended answer is
clearly the only correct one
4. Use item indices to accept, discard, or
revise items.

28. 1. To develop the quality of test items through the
students’ answers for each item.
2. To find out whether the test items will be accepted,
discarded, or revised.

29. 1. IF (item facility or item difficulty)
2. ID (item discrimination and sometimes called item
differentiation)
3. Distractor
How to analyze?

30. IF (item facility)
 The extent to which an item is easy or difficult
for the proposed group of test-takers.
 Brown (2000) defines item facility as the
proportion of students who answered a
particular item correctly.
The proportion is shown in index of IF.

31. The formula used to get the item facility
The number of test-takers answering the item correctly
IF -----------------------------------------------------------------------------
The number of test-takers
e.g. if you have an item on which 13 out of 20 test-takers respond
correctly, your IF index is:
13 divided by 20 equals .65 (65%)

32. The Classification of IF Item
0.00—0.30 The item is difficult
0.31—0.70 The item is medium
0.71—1.00 The item is easy

33. The extent to which an item differentiates between high
and low ability test takers. An item on which high ability
students and low ability students score equally well
would have poor ID because it didn’t discriminate
between the two groups.

34. The formula for calculating ID is
High group # correct – low group # correct
---------------------------------------------------
½ x total of your two comparison groups

35. Item #23 # Correct # Incorrect
High-ability Ss (to 10) 7 3
Low-ability Ss (bottom 10) 2 8
Using the ID formula (7-2 = 5 ÷ 10= .50), you
would find that this item has an ID of .50, or a
moderate level.

36. 0.40—1.00 The item is accepted
0.30—0.39The item is accepted but it needs revising
0.20—0.29The item must be revised
0.19—0.00The item is discarded
(Safari; 2005: 27)

37. The functions of ID are:
 To increase the quality of an item of test through the empirical
data. Based on the index of the ID, each item will be found out to
be good, be revised, or be discarded.
 To find out how far each item can detect and distinguish the
students’ ability, that is students who understand or do not
understand the material taught by the teachers.

38.  Is one more important measure of multiple choice
item’s value in a test, and one that is related to Item
Discrimination (ID)
 The pattern is obtained by calculating the number of
test-takers who choose the option of test item or who
do not choose any options. The distribution pattern
will show whether or not the distractor works well.

39. Example:
Choices A B C D E
High-ability Ss (10) 0 1 7 0 2
Low-ability Ss (10) 3 5 2 0 0
Note: C is the correct response

40. The characteristics of distractor is:
 the distractors should be brief and as homogeneous as
possible,
 the distractors should be plausible,
 use at least 3 distractors to reduce the chance of guessing
the correct answer,
 avoid distractors that provide clues,
 the distractors should embody misconceptions, partly
correct answers and common errors of fact or reasoning.

41. Clear Instruction
 What to do  Appropriate response
 Time allowance  How many items to attempt
Example:
Test consists of 20 questions. Read each question carefully.
In the button beside each answer, check the letter that
indicates the correct answer for each question. 20
minutes are given to complete the test.

42.  It will determine how ready, motivated, and capable a
student might be.
 The best time is between 11 a.m. to 1 p.m.
 Time allowance should be told to the students.
 One should consider the level of difficulty in setting
out the time allowance.

43.  Figure out the objectives and determining the weight
of each item.
Percent of
Total Grade
Possible Total
Correct
Listening 30% 20 items @ 1.5 points each = 30
Grammar 40% 20 items @ 2 points each = 40
Reading 30% 20 items @ 1.5 points each = 30
Total 100