Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 3 Hrs. WK NO. 9-10 IM NO. 8

I. UNIT 2: TEST CONSTRUCTION

II. LESSON TITLE: PRINCIPLES OF TEST CONSTRUCTION

III. LESSON OVERVIEW

Test construction should not to be taken for granted. It should be well thought of. It should be
planned with due consideration of the principles underlying it.

If tests are haphazardly done, results may not be valid. It may not give the needed data for sound
judgment.

Hence, the teachers should be reminded of the principles in order to continually construct tests
that measure what is supposed to be measured to arrive at appropriate ratings/grades of students.

IV. DESIRED LEARNING OUTCOMES

Given different testing situations, the students must be able to:

3.1 determine the right principles to apply in test construction
3.2 delineate which steps to take based on the kind of test to make

V. LESSON CONTENT

PRINCIPLES OF TEST CONSTRUCTION

Test Construction. Decision as to item format should be governed by such factors as:
1) the purpose of the test
2) the time available to prepare and score the test
3) the number of pupils to be tested
4) the physical facilities available for reproducing the test
5) the teacher’s skills in writing the different types of test

Four Main Steps Involved in the Test Construction

(for standardized tests)

I. Planning the Test - careful planning must precede construction if it is to be successful.

1. Adequate provision should be made for evaluating all-important outcomes of instruction (pertains
to precise statement of instructional objectives).

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

2. The test should reflect the appropriate proportion of emphasis each received in the actual teaching
of the course (use TOS which indicates the objectives; the amount of emphasis each has received;
the teaching emphasis from the 3 domains.)
3. The nature of the test must reflect its purpose.

4. The nature of the test must reflect the conditions under which it will be administered.

II. Preparing the Test

1. Begin the preliminary draft of the test as soon as possible

2. The test may include more than one type of item.

3. Most of the items in the final test should be of approximately 50% difficult.

4. It is usually desirable to include more items in the first draft of the test than it will be needed in
the final form.

5. After some time has elapsed, the test should be subjected to critical revision.

6. The items should be phrased so that the content rather than the form of the statement will
determine the answer.

7. All items of a particular type should be placed together in the tests.

8. The items of a particular type in the test should be arranged in ascending order of difficulty.

9. A regular sequence in the pattern of correct response should be avoided.

10. Provision should be made for a convenient written record of the pupils’ responses.

11. The directions to the pupil should be as clear, complete and concise as possible.

III. Trying out the Test

1. Every reasonable precaution should be taken to ensure excellent testing conditions.

2. The time allowance for the test should be generous.

3. The scoring procedure should be fairly simple.

4. Before the actual scoring begins, prepare answer keys and scoring rules.

IV. Evaluating the Test

1. The difficulty of the test is a rough indication of its adequacy.

2. Individual items in the test should discriminate between pupils who rank high and those who
rank low on the test as a whole.

3. It is good practice to have the items interpreted and criticized by persons who have taken the
test.

4. Whenever possible, the result on the test should be checked against an outside criterion.

5. It is sometime desirable to estimate the reliability of the test.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220)
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

Basic Steps in Classroom Testing

(for informal tests)
1. Determining the purpose of testing
2. Developing the test specification
3. Selecting appropriate item types
4. Preparing test items
5. Assembling the test
6. Administering the test
7. Appraising the test
8. Using the results
=> GOAL: Improved Learning and Instruction

I. The Purpose of Classroom Teaching

4 Basic Types of Classroom Testing

1. Placement Evaluation (pre assessment) helps to determine student placement or categorization

before instruction begins; it is an evaluation of pupil entry performance in a sequence of instruction.

2. Formative Evaluation monitors progress during the learning process; it is an evaluation of pupil
learning progress in instruction. It focuses on small, comparatively independent units of instruction
and a narrow range of objectives.

3. Diagnostic Evaluation attempts to discover the causes of students’ learning problems; it is necessary
for detailed, remedial treatment; it is evaluation of pupil learning difficulties during instruction.

4. Summative Evaluation is an evaluation that takes place at the end of an instructional unit or course. It
is designed to determine the extent to which the instructional objectives have been achieved and is
used primarily to certify or grade students.

II. Developing the Test Specification

All the intended outcomes of instruction should be considered when planning the test.

III. Selection of Appropriate Item Types

Two General Categories of Classroom Tests
1. Objective Type – highly structured and requires the examinees to supply a word or two, or to select
the correct answer from among a limited number of alternatives.

2 Types of Objective Type

1. Supply type – requires the pupil to recall and supply the answer.
e.g. identification, completion.
2. Selection type – to recognize and select the answer from a given alternative.
e.g. true or false, matching type, multiple choice.

2. Essay Questions – permit the examinees to select, organize, and present the answer in essay form.

2 Types of Essay Question

1. Extended Response type – examinees are given almost complete freedom in making their
responses; permits them to decide which they think are pertinent; to select own method of
organization; to write as much as necessary to provide a comprehensive answer.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220)
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

2. Restricted Response type – limitations are placed on the nature, length of organization of
response.

IV. Preparing Relevant Test Items

5 Considerations

1. The match of the items to intended outcomes

2. Representativeness of the sample of items
3. Proper item difficulty
4. Elimination of irrelevant barriers of the answer
5. Avoidance of unintended clues to the answer

Note: For steps 5-8 of Classroom Testing, separate lessons will be presented.

VI. LEARNING ACTIVITIES

Question and Answer for interaction before the lesson. Q & A would be posted in the fb group or
any LMS used.

VII. EVALUATION

Online quiz

VIII. REFERENCES

Teaching Guide in Assessment in Learning 1

Other references indicated in the Course Outline

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
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