Module Content and Activities

Criterion test items measure the learner’s mastery of the targeted objectives. Since the purpose of this kind of test is primarily to determine whether the student has met the performance standard or criterion for the module and not to give him a grade, the test is called a “criterion test.” (Russell, 1974, p. 54)

It’s Your Turn!

Step 1: One test item is written for each objective so once the objectives are complete, write one post-test item for each objective since the post-test is given after the instruction is complete and measures whether the student has mastered the targeted learning objective.

Step 2: Write parallel items, that is items that measure the same objective as your post-test, for use within the module.

Step 3: Write parallel items for the Pre-test, which is the test given before instruction, since it measures the degree of comprehension of the objectives or the terminal behaviour before the student begins the module. (Russell, 1974, p. 67)

Parallel test items within the module use a different situation or set of information to avoid rote memorization by the student but the Pre-test and post-test items can be identical.

It’s Your Turn!

What is the order in which James Russell, author of Modular Instruction: A guide to the Design, Selection, Utilization and Evaluation of Modular Materials, recommends for preparing criterion test items for a module?

1. Write the Pre-test, then the items for use within the module, followed by the post-test items.
2. Write the items for use within the module, then the Pre-test items, followed by the post-test items.
3. Write the post-test, then the items for use within the module, followed by the Pre-test items.
4. Write the Pre-test items, then the post-test, followed by the items for use within the module.

Feedback

The key is to use a variety of question formats. Questions can be selected response criterion test items like:

1. true-false
2. multiple-choice
3. matching

With these kinds of questions, the student must meet a certain standard or level of acceptable performance in order to move on. This could take the form of a percentage (e.g. obtain a score of 90%), the number of correct answers (must have 4/5 correct answers) or the number of mistakes allowed (one mistake allowed). It could be a mark from A – E (where E would be a fail) or just a “P” to pass.

The questions can also be constructed response criterion test items:

1. completion
2. short answer
3. actual performance
4. essay

With these kinds of questions, it is best to provide a model response like we have with the majority of the online feedback we have provided you.

Questionnaires or surveys can also be used to measure a change in opinion or attitude for your attitudinal objectives. For example, you might use the following example to measure a change in the confidence level of your students when solving problems:

“I (do / do not) feel more confident in solving problems.”

 

It’s Your Turn!

Match the question format to the criterion test item. Use each question format only once and place only one question format in each blank.

Feedback

There are two types of Pre-tests:

Type A Pre-tests measure the prerequisite behaviour to determine if the students know what they need to know before beginning the module.

Type A Pre-tests are a diagnostic device: by completing the Pre-test, the learner has a preview of what is to come and can have feedback about what he or she already knows in order to make decisions about entering into the module. For instance, learners can:

1. skip the module (the Pre-test shows they have already mastered the objectives) and move on to another module;
2. do the entire module if they have not mastered the objectives;
3. only do the parts of the module where they had not mastered the objectives.

Type B Pre-tests help to determine how effective the instruction has been by comparing the results from the post-test with the Pre-test results.

For example, if the objective stated that the learner would be able to list three reasons for writing learning objectives and all but 2 of the 27 students were able to do so on the post-test while none were able to list those reasons on the Pre-test, the activities in the module would be considered effective in helping learners achieve this objective.

If, however, the majority of students do not perform substantially better on the post-test than on the Pre-test, this usually indicates a need to revise the module. The pre/post-test comparisons help isolate the problem areas so that the necessary revisions can be made.

Let’s see this in action!

Two test subjects, Test Subject A and Test Subject B, have completed your module. Below are the results from their pre- and post-tests. Looking at this pre/post-test comparison table, please answer the following two questions:

Pre/Post-test Comparison Table

i) Looking at the results for each item separately, how would you characterize the modules’ effectiveness for item #3?

j) In general, was the module effective with these two subjects?

Further Reflection and Application

Step 1: Using the same objective you created in the “Objectives” module (or the one we have provided below), construct a criterion test item for it.

Sample Objective: Without any references, be able to draw a diagram of the systematic design of modular instruction exactly as it appears in the online module on modular teaching.

Step 2: Answer the following true-false question.

The criterion test item you created measures the learner’s mastery of the objective.

The key to constructing criterion test items is to use a variety of question formats as we have done in this module.