Matching

 Matching Questions

1. Question Type: · Matching

2. Define: · A test question format that allows students to connect a term, definition, idea or picture in one column to a term, definition, idea or picture in a second column. Characteristics  · By convention, the items in Column A, the ‘premises’, are numbered and the items in Column B, the ‘responses’ are labeled with capital letters



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3. Advantages and Disadvantages: · Allows the comparison of related ideas, concepts, or theories · Good for covering topics that would have repeating multiple choice questions · Relatively easy and qui ck to mark · Takes away bias from marking, especially bias due to poor writing skills · Easily administered to a large number of students || · Uses only knowledge (lowest) level questioning · Can be difficult to generate a sufficient number of plausible premises · Guessing could lead to overestimation of learning of a subject || Links, retrieved Jan. 11th, 2011 [] []
 * Advantages || Disadvantages ||
 * · Covers more content than multiple choice in one question

5. Tips on creating matching questions: · Use short responses · Use a maximum of 10 items on one page · Write clear direction, it is best if you give students the following three instructions: ü The basis for matching the items in the two lists ü The method to record the answers ü Whether a response in the second column may be used more than once · Make sure all the content on the test applies to one topic, try not to mix up dates with names · Make all answers plausible, otherwise the test loses some of its reliability · Try to avoid giving hints through your premises such as implying that an answer must be plural · Provide more responses than premises · Every premise should have only one correct response

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6. Examples: · Good Example Match the function of the organelle in the first column with its name in the second column. Use each answer only once. // This question assesses knowledge-level mastery of related information. All the information in this question is related to parts of the cell and their functions. Guessing is made less likely by the inclusion of two “distractors” in the second column. //
 * _ __1. Produces food for the plant cell, as well as the plant’s green colour__ || A. Mitochondria ||
 * _ 2. Produces energy for the cell. This is considered the powerhouse of the cell || B. Cytoplam ||
 * _ __3. Considered the brain of the cell, it helps to control the other organelles__ || C. Vacuole ||
 * _ 4. Acts like a storage unit for the cell, can hold water and dispose of waste || D. Chloroplast ||
 * || E. Nucleus ||

· Bad Example Match the description from Column A with its corresponding name in Column B organelles || B. Gravity || __including planets__ || C. Conductor || // In this case, the information in the matching question is not related in a clear way. While all of the items deal generally with Grade 8 Science, each statement addresses a different aspect of science. This question would be relatively easy to answer without actual knowledge of the content. In addition, there are an equal number of statements in both columns, making the question easier to solve by process of elimination. //
 * _ __1. The piece of the microscope you look through to see your specimen__ || A. Nucleus ||
 * _ 2. Considered the brain of the cell, it helps to control the other
 * _ __3. The means by which objects with mass attract one another,__
 * _ 4. A material that transmits heat, electrical, or other kinds of energy || D. Eyepiece ||

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7. Considerations for identified students: · Allow students more time for tests, assignments and exams · Read test aloud to students · Set up matching questions in smaller chunks, for example, instead of having 9 matching items, have three chunks of 3 matching questions so that students don’t get overwhelmed · If a student becomes overwhelmed during a test or gets a very poor mark, allow them a retest

Link , retrieved Jan. 11th, 2011 []