EDU 332
Interpretive Exercise (IE)
Complex achievements include those learning outcomes based
on higher mental processes
Understanding
Thinking skills
Problem solving skills
AMONG many other complex higher order thinking levels
Nature of IE
Stimuli (the form of test) may be in many different forms e.g.
written materials, tables, charts, graphs, maps, pictures
Related test-items are usually in the form of multiple choice or
true-false (based on common set of stimuli)
Forms and Uses of IE
Introductory material are presented allowing measurement of complex learning
outcomes such as ability to recognize:
Inferences pg. 220
Drawing inferences from facts given
Warranted or unwarranted generalizations pg. 221
Recognizing validity of generalizations e.g. students much be able to determine which
conclusions data support, refute or neither support nor refute (data can be in form of
maps, charts, graphs, pictures etc…)
Assumptions pg. 222
Identifying unstated assumptions
Relevance of information pg. 222
Ability to apply principles pg. 223
Use of pictorial materials pg. 223
Replace the written date with a pictorial one
Measures child’s ability to interpret graphs, cartoons, maps etc…as important learning
outcomes
Advantages & Limitations of IE
Advantages:
Introductory material makes it possible to measure learning
outcomes using different/various means of material e.g.
pictures, graphs, charts etc…
Allows to measure complex learning outcomes with single
objective item
Related test-items allows for greater depth and breadth to be
obtained in measurement of achievement skills
Minimising influence of irrelevant factual information (you
work off the information you are provided with in
introductory material)
More structured and defined than performance tasks
Advantages & Limitations of IE
Limitations:
Difficulty of construction e.g. finding some pertinent
information from an article, magazine requires re-working to
fit instructional outcomes
The inter-dependence between the introductory material and
test items (time-consuming)
Heavy demand on reading skills, especially if introductory
material is written
Two short-comings as to problem solving
Can student integrate these skills in real-life?
Given the selection items, confinement to learning outcomes at
recognition level as opposed to writing a complex essay, assessing
student’s ability to communicate information, creating a work of
art etc…
Suggestions for Constructing IE
Select introductory material (IM) that is relevant to the objectives
of the course
IM provides common basis for test items (crucial)
Don’t make it too easy or too difficult – base it on learning
outcomes
Select introductory material that is appropriate to the students’
curricular experience and reading level
Type of IM should be familiar to students
Select introductory material that is new to students
If it is the same, then you are not really measuring anything more
than rote memory
Too much novelty is also not advised – strike a balance
Suggestions for Constructing IE
Select introductory material that is brief but meaningful
In trying to be brief, do not omit elements that are crucial to interpretive skills
being measured
Revise introductory material for clarity, conciseness, and greater interpretive
value
Material should be modified to be used effectively
Remember, IM and construction of test items tend to be an interdependent
procedure
Construct test items that require analysis and interpretation of
introductory material
Two errors most commonly made in constructing interpretive exercises
are
Including questions that can be answered directly from the IM
Including questions that can be answered correctly without reading the IM
Emphasis on certain skills should be determined by learning outcomes
being measured
Suggestions for Constructing IE
Make number of test items roughly proportional to length of the
introductory material
Don’t have a huge section to be read (IM) and have only 1 or 2 questions to
answer – make it proportional
In constructing test items for IE’s, observe all pertinent suggestions for
constructing objective items
Need to develop multiple-choice, true-false items based on suggestions
accordingly
Key-type test items should have homogeneous and mutually exclusive
categories
All categories in any key should be homogeneous – concerned with similar
types of judgment e.g. pg. 231
In constructing key-type test items, develop standard key categories
where applicable
Try to make the key-type items more general to be reused with different content
e.g. pg. 233
Final comment on IE
We can say that IE’s are more objective types of tests
given the nature of the test-items (multiple-choice and
true-false)
The advantages and limitations of IE’s highlight this very
point
