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close this bookEducational Handbook for Health Personnel (WHO; 1998; 392 pages)
View the documentObjectives of the Handbook
View the documentPreface
View the documentAcknowledgements
View the documentFor whom is this Educational Handbook intended?
View the documentHow to use the Handbook
View the documentIdentification of your needs as an educator
View the documentList of educational objectives
View the documentTheoretical background that will help you reach the educational objectives of the workshop
View the documentRecapitulative table of exercises proposed in the Handbook
open this folder and view contentsChapter 1: Priority health problems and educational objectives
open this folder and view contentsChapter 2: Evaluation planning
open this folder and view contentsChapter 3: The teaching-learning concept and programme construction
close this folderChapter 4: Test and measurement techniques
View the documentWhy evaluate?
View the documentGuidelines for evaluating a health personnel training programme - summary description
View the documentPoints to consider in assessing the extent to which programme changes foster closer relationships between schools for health personnel and the wider society
View the documentGuidelines for evaluating general and intermediate educational objectives
View the documentEvaluation of learning materials
View the documentEvaluation of human resources1
View the documentMonitoring the process of implementation of the programme1
View the documentEvaluation by students of programmes, teaching techniques and teachers1
open this folder and view contentsEvaluation of students' level of performance
View the documentStages of assessment
View the documentTest construction specification table (for intellectual skills)
View the documentRelative and absolute criteria tests
View the documentSteps in item analysis (relative criteria tests)
View the documentChapter 5: How to organize an educational workshop
View the documentChapter 6: Index and glossary
View the documentChapter 7: Bibliography
View the documentBack Cover
 

Test construction specification table (for intellectual skills)

4.70

Content areas

Number of test items in relation to type of competence measured by test

 

Recall of facts

Interpretation of data

Problem solving

n

%

Objective 1

6

3

1

10

20

Objective 2

8

2

0

10

20

Objective 3

12

6

2

20

40

Objective “n”

4

4

2

10

20

No. of items

30

15

5

50

/

%

60

30

10

/

100

EXERCISE

4.71

Complete this specification table, making a qualitative analysis of the exercises proposed in this guide: for each exercise, decide which is the level tested - Level 1: Recall of facts; Level 2: Interpretation of data; Level 3: Problem solving; (reread page 1.51). Then calculate the percentage share of each level in the total. Check your results on the next page.

Objective

Description of exercise

Competence measured

   

Recall of facts

Interpretation of data

Problem solving

n

%

2, 3

Identifying priority community health needs

         

5

Defining the main functions of health personnel

         

6

Identifying professional activities

         

22, 26

Analysis of the relevance of a programme

         

7

Identifying components of a professional task

         

8

Selecting active verbs relating to a task

         

10

Identifying the elements of a task

         

10

Identifying the elements of an educational objective

         

8

Drawing up specific educational objectives

         

9

Drawing up enabling educational objectives

         

10

Critical analysis of an educational objective

         

1 to 11

Evaluation of knowledge about educational objectives

         

19

Statement of educational decisions

         

14

Distinguishing between formative and certifying evaluation

         

15, 16, 18

Selecting a method of evaluation

         

17, 18

Comparing several methods of evaluation

         

19

Graphic representation of an evaluation system

         

20

Identifying obstacles to and strategies for applying an evaluation system

         

12 to 20

Evaluation of knowledge about evaluation planning

         

21

Describing learning situations

         

28

Describing the teacher/tutor's functions

         

25

Selecting a teaching method

         

25

Comparing several teaching methods

         

29

Constructing an organizational chart for programme implementation

         

29

Identifying obstacles to and strategies for introducing a new programme

         

21 to 29

Evaluation of knowledge about programme construction

         

32

Listing advantages and limitations of evaluation by students

         

33

Drawing up a practical test or project test

         

33

Constructing an attitude table

         

34

Preparing an essay question

         

35

Preparing short open-answer questions

         

35

Preparing multiple-choice questions

         

36

Preparing a programmed test

         

36

Completing a specification table for a test

         

39

Calculating the acceptable level of performance (ALP) for an MCQ test

         

40

Calculating the difficulty index and discrimination index for a question

         

30 to 40

Evaluation of knowledge about test and measurement techniques

         

Number of questions

           

%

           

EXERCISE

4.72

Check your answers to the exercise on the preceding page.

Your percentages should be about equal (within 10%) to those given below. Broadly, you should have found about 20% of the questions/tests at level 1 (recall of facts) and 80% at levels 2 or 3. At least that is what the author of this Handbook believes.

Objective

Description of exercise
For the exercises marked with an asterisk, you will find answer checklists in the Handbook (for page numbers, see p. 15)

Competence measured

   

Recall of facts

Interpretation of data

Problem solving

n

%

2, 3

Identifying priority community health needs

-

2

-

2

 

5

Defining the main functions of health personnel

-

-

1

1

 

6

Identifying professional activities

-

1

2

3

 

22, 26

Analysis of the relevance of a programme

-

1

-

1

 

7

Identifying components of a professional task*

-

19

-

19

 

8

Selecting active verbs relating to a task

-

1

-

1

 

10

Identifying the elements of a task*

-

1

-

1

 

10

Identifying the elements of an educational objective*

-

12

-

12

 

8

Drawing up specific educational objectives

-

-

3

3

 

9

Drawing lip enabling educational objectives

-

-

2

2

 

10

Critical analysis of an educational objective

-

5

-

5

 

1 to 11

Evaluation of knowledge about educational objectives*

7

13

-

20

32,4

19

Statement of educational decisions

-

-

1

1

 

14

Distinguishing between formative and certifying evaluation*

-

13

-

13

 

15, 16, 18

Selecting a method of evaluation

-

5

-

5

 

17, 18

Comparing several methods of evaluation

-

-

3

3

 

19

Graphic representation of an evaluation system

-

-

1

1

 

20

Identifying obstacles to and strategies for applying an evaluation system

-

-

1

1

 

12 to 20

Evaluation of knowledge about evaluation planning

12

-

-

12

16,6

21

Describing learning situations

-

-

1

1

 

28

Describing the teacher/tutor's functions

-

-

14

14

 

25

Selecting a teaching method

-

-

12

12

 

25

Comparing several teaching methods

-

-

12

12

 

29

Constructing an organizational chart for programme implementation*

-

-

1

1

 

29

Identifying obstacles to and strategies for introducing a new programme

-

-

1

1

 

21 to 29

Evaluation of knowledge about programme construction*

8

11

1

20

28,5

32

Listing advantages and limitations of evaluation by students

-

-

1

1

 

33

Drawing up a practical test or project test

-

-

2

2

 

33

Constructing an attitude table

-

-

1

1

 

34

Preparing an essay question

-

-

1

1

 

35

Preparing short open-answer questions

-

-

6

6

 

35

Preparing multiple-choice questions

-

5

5

10

 

36

Preparing a programmed test

-

-

1

1

 

36

Completing a specification table for a test*

-

1

-

1

 

39

Calculating the acceptable level of performance (ALP) for an MCQ test

-

1

-

1

 

40

Calculating the difficulty index and discrimination index for a question*

-

5

-

5

 

30 to 40

Evaluation of knowledge about test and measurement techniques*

12

8

-

20

22,7

Number of questions

 

39
18,2

104
47,7

73
34,1

216

/

%

 

20

80

100

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