EDU 025: Assessment of Learning 1

Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Construction of Written Tests: Guidelines, Materials:

Categories, Formats {List materials that students will
Lesson Objectives: need to complete this lesson.}
At the end of this module, you should have:
1. identified appropriate test format to measure learning References:
outcomes; and Assessment of Learning 1 by
Marilyn U. Balagtas
1. http://www.tojet.net/articles/v2i3
/232.pdf

Productivity Tip: Wake up at the same time each morning if you can, as this helps you start your
day on the right foot.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Classroom assessments are an integral part of learner’s learning. They do more than just measure
learning. They also inform the learners what needs to be learned and to what extent and how to
learn them. They also provide the parents some feedback about their children’s achievements of
the desired learning outcomes. The schools also benefit from classroom assessments because
learners’ test results can provide them evidence-based data that are useful for instructions;
planning and decision making. As such, it is important that assessment tasks or tests are
meaningful and further promote deep learning as well as fulfill the criteria and principles of test
construction.

There are many ways by which learners can demonstrate their knowledge and skills and show
evidence of their proficiencies at the end of a lesson, unit or subject. While authentic-performance
based assessments have been advocated as the better and more appropriate methods in
assessing learning outcomes, particularly as they assess higher-level thinking skills, traditional
written assessment methods such as multiple choice tests are also considered as appropriate and
efficient classroom assessment tools for some types of learning targets. This is especially true for
large classes and when test results are needed immediately for some educational reasons.
Traditional tests are also deemed reliable and exhibit excellent content and construct validity.

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 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

What tests should be used? How do you know they are appropriate?

2) Activity 1: What I Know Chart, part 1 (3 mins)

Write your answer to the questions on the “What I Know” Chart.

What I Know Questions: What I Learned (Activity 4)

1. What are the different
test formats?

2. What are the guidelines

in choosing appropriate
test formats?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Guidelines in choosing the appropriate test format
Ask the following important questions:
1. What are the objectives or desired learning outcomes of the lesson being assigned?
Deciding on what test format to use generally depends on your learning objectives or the
desired learning outcomes (DLOs) are statements of what learners are expected to do or
demonstrate as a result of engaging in the learning process.
2. What level of thinking is to be assessed (remembering, understanding, applying, analyzing, or
creating?) Does the cognitive level of the test questions match your instructional objectives or
DLOs?
The level of thinking to be assessed is also an important factor to consider when designing
your test, as this will guide you in choosing the appropriate test format. For example, if you
intend to assess how much your learners are able to identify important topics discussed in
class (remembering/ understanding), a selected-response format such as multiple choice
will be appropriate. However, if you need to assess how your students will be able to
explain and apply in another setting a concept or framework learned in class
(applying/analyzing), you may consider giving constructed-response test formats such as
essays.
It is important when constructing classroom assessment tools, all levels of cognitive
behaviors are represented from Remembering (R) , Understanding (U), Applying (Ap),

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 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Analyzing (An), Evaluating (E) and Creating (C) and taking into consideration the knowledge
dimensions Factual (F), Conceptual (C) , Procedural (P) and metacognition (M).
3. Is the test matched or aligned with the course’s DLOs and the course contents or learning
activities?
The assessment tasks should be aligned with the instructional activities and the DLOs. This
is important that you are clear about what DLOs are to be addressed by your test and what
course activities or tasks are to be implemented to achieve the DLOs.
For example, if you want to articulate and justify their stand on ethical decision-making and
social responsibility practices in business, then an essay test and class debate are
appropriate measures and tasks for this learning outcome. A multiple-choice test may be
used but only if you intend to assess the learners’ ability to recognize what is ethical versus
unethical decision-making practice. In the same manner, matching-type items may be
appropriate if you want to know whether your students can differentiate and match the
different approaches or terms to their definitions.
4. Are the items realistic to the students?
Test items should be meaningful and realistic to the learners. They should be relevant or
related to their everyday lives. The use of concepts, terminologies, or situations that have
not been discussed in the classroom or that they have never encountered, read about, or
heard, should be minimized if not avoided. THis is to prevent learners from making wild
guesses, which will undermine your measurement of what they have really learned from
the class.

Categories and formats of traditional tests

A. Select-response tests require learners to choose correct answers or best alternatives from
several choices. While they can cover a wide range of learning materials very efficiently and
measure a variety of learning outcomes, they are limited when assessing learning outcomes that
involve more complex and higher-level thinking skills.
a. Multiple choice test is the most commonly used format in formal assessment and
typically consists of of a stem (problem), one correct or best alternative (correct answer),
and three or more incorrect or inferior alternatives(distractors)
read more :
b. True-False or Alternative response test generally consists of a statement and deciding if
the statement is true (accurate/ correct) or false (inaccurate/ incorrect)
c. Matching type test consists of two sets of items to be matched with each other based on
a specified attribute.
B. Constructed-response tests require learners to supply answers to a given question or problem.

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 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
a. Short Answer Test consists of open-ended questions or incomplete sentences that
require learners to create an answer for each item, which is typically a single word or short
phrase.
i. Completion - it consists of incomplete statements that require the learners to fill in
blanks with the correct word or phrase
ii. Identification- it consists of statements that require the learners to identify or recall
terms or concepts, people, places, or events that are being described.
iii. Enumeration- it requires the learners to list down possible answers to the questions
b. Essay tests consist of problems or questions that require learners to compose or construct
written responses, usually lone ones with several paragraphs.
c. Problem-solving test consists of problems or questions that require learners to solve
problems in quantitative or non-quantitative settings using knowledge and skills in
mathematical concepts and procedures, and/or other higher-order thinking skills
(reasoning, analysis, critical thinking and skills)

Guideline in creating multiple choices test

1. Write items that reflect only one specific content and cognitive processing skills.
2. Do not lift and use statements form the textbook or other learning materials as test
questions
3. Keep the vocabulary simple and understandable based on the level of learners/ examinees
4. Edit and proofread the items for grammatical and spelling errors before administering
them to the learners/ examinees.

Faulty Good
Which of the following is the type of statistical Which of the following is an inferential
procedure used to test a hypothesis regarding statistical procedure used to test a
significant relationship between variables, hypothesis regarding significant differences
particularly in terms of the extent and direction between two qualitative variables?
of association? A. ANCOVA
A. ANCOVA B. ANOVA
B. ANOVA C. Chi-square
C. Correlation D. Mann-Whitney Test
D. t-test

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 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
B. Stem
1. Write the directions in the stem in a clear and understandable manner.
Faulty Good
Read each question The test consists of two parts. Part A is a reading comprehension test,
and indicate your and Part B is a grammar/language test. Each question is a multiple-
answer by shading choice test item with 5 options. You are to answer each question but
the circle will not be penalized for the wrong answer or for guessing. You can go
corresponding to your back and review your answers during the time allotted.
answer

2. Write stems that are consistent in form and structure. That is, present all items either in question
or in descriptive or declarative form.

Faulty
(1) Who was the Philippine President during
COVID 19?
(2) The first president of the Commonwealth
of the Philippines was ________________.
Good
(1) Who was the Philippine President
during COVID 19?
(2) Who was the first president of the
Commonwealth of the Philippines?

3. Word the stem positively and avoid double negatives, such as NOT and EXCEPT in a stem. If a negative
word is necessary, underline or capitalize the words for emphasis.

Faulty Good
Which of the following is not a measure of Which of the following is NOT a measure of
variability? variability?

4. Refrain from making the stem too wordy or containing too much information unless the problem or
question requires the facts presented to solve the problem

C. Options

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 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
1. Provide 3-5 options per item with one only being the correct answer or best alternative.
2. Write options that are parallel or similar in form and length to avoid giving clues about the correct
answer
3. Place options in logical order (alphabetically, shortest to longest)
4. Place correct responses randomly to avoid discernable patterns.
5. Use None of the above carefully and only when there is one absolutely correct answer such as in
spelling or in math.
6. Avoid all of the above as an option, especially if it is intended to be the correct answer.
7. Make all options realistic and reasonable

Guidelines in writing matching-type items

1. Clearly state directions the basis for matching the stimuli with the responses
Faulty: Match the following
Good: Column 1 is a list of Greek Gods, while Column 1 presents Roman Gods. Write the
letter of the Roman God that corresponds to the Greek Gods on the blank provided in
column 1
2. Ensure that the stimuli are longer and the responses are shorter
3. Include only topics that are related to one another and share the same foundation of information.
4. Make the response options short, homogeneous and arranged in logical order.
5. Include response options that are realistic and similar in length and grammatical form
6. Provide more response options than the number of stimuli

Guidelines in writing true or false statements/ items

1. Include statements that are completely true or completely false.
2. Use simple and easy to understand statements
3. Refrain from using negatives especially double negatives
4. Avoid the use of absolutes such as always and never.
5. Express a single idea in each test item.
6. Avoid the use of unfamiliar words or vocabulary.
7. Avoid lifting statements from the textbook and other learning materials.

Variations of True or False Items:

1. T-F Correction or Modified True-or-False Question. In this format, a statement is presented with a
key word or phrase that is underlined, and the learner has to supply the correct word or phrase.
example: Butterflies are mammals.
2. Yes-No Variation. In this format, learner has to choose yes or no rather than true or false
3. A-B Variation. In this format, the learner has to choose A or B rather than True or False

This document is the property of PHINMA EDUCATION

 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Guidelines in writing short answer test items

1. Omit only significant words from the statement
2. Do not omit too many words from the same statement such that the intended meaning is lost.
3. Avoid obvious clues to the correct response
4. Be sure that there is only one correct response
Faulty: The government should start using renewable energy sources for generating electricity
such as __________.
Good: The government should start using renewable sources of energy by using turbines called __.
5. Avoid grammatical clues to the correct response
Falty: The atomic particle with a negative charge is called an ___________.
Good: The atomic particle with a negative charge is called a(n) ___________.
6. If possible, put the blank at the end of the statement rather than at the beginning.

Guidelines for essay tests

1. Clearly define the intended learning outcome to be assessed by the essay test.
2. Refrain from using essay tests for intended learning outcomes that are better assessed by other
kinds of assessments.
3. Clearly define and situate the task within a problem situation as well as the type of thinking
required to answer the question or test.
4. Present tasks that are fair, reasonable and realistic to the students.
5. Be specific in the prompts about the time allotment and criteria for grading.

Types of essay tests:

1. Extended response-requires longer and complex responses
Example: How is COVID 19 different from other CoronaVirus Strains? Support your answer with
the details and information form the article provided.

2. Restricted-response- focused and restrained response

Example: Student teachers are preparing for their demonstration at their cooperating schools.
They need to know the teaching skills they learned throughout their college years.
A. Identify at least three actions that will improve their demonstration.
B. Explain how each action will improve the demonstration.

This document is the property of PHINMA EDUCATION

 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Guidelines for problem-solving test items
1. Identify and explain the problem clearly.
2. Be specific and clear of the type of response required from the students.
3. Specify in the directions the bases for grading students’ answers/ procedures.

Variations on the quantitative problem-solving items:

1. One-answer choice- This type of question contains four or five options and students are required
to choose the best answer
2. All possible answer choices- THis type of question has four or five options and students are
required to choose all of the options that are correct.
3. Type-in answer- This type of question does not provide options to choose from instead, the
learners are asked to supply the correct answer. The teacher should inform the learners at the
start how their answers will be rated.
For example, teachers may require just the correct answer or may require learners to present the
step-by-step procedures in coming up their answers. On the other hand, for non-mathematical
problem solving such as a case study, the teacher may present a rubric how their answers will be
rated.

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 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Checklist or Multiple Choice Items Yes No

1. Does the item reflect specific content and mental tasks?

2. Are statements from the textbook avoided?
3. Is the item stated in simple, clear language?
4. Is the item free from grammatical and spelling errors?
5 Are the directions in the stem clear?
6. Are double negatives avoided?
7. Does the item contain irrelevant information making it wordy?
8. Does the item contain more than 5 options?
9. Is the intended answer correct or clearly the best alternative?
10. Are the options parallel in the structure and equal in length to avoid clues?
11. Are the options written in logical order?
12. Are the answers for all items in the test placed randomly?
13. Is the none of the above option used sparingly?
14. Is all of the above option the as the right answer avoided?
15. Are the options plausible and homogenous?
Checklist for Matching type test Yes No
1. Do the directions clearly state the basis for matching the stimuli with the
responses?
2. Is the item free form grammatical or other clues to the correct response?
3. Are the stems longer and the respondes shorter?
4. Do the items share the same foundation of information?

This document is the property of PHINMA EDUCATION

 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

5. Are the answer choices short, homogenous and arranged logically?

6. Are the options reasonable and realistic?
7. Are the options similar in length and grammatical form?
8. Are there more response options than stems?
Checklist for True or False Items Yes No
1. Is the item completely true or completely false?
2. Is the item written in simple, easy to follow statements?
3. Are the negatives avoided?
4. Are the absolutes such as always and never used sparingly or not at all?
5. Do the items express only a single idea?
6. Is the use of unfamiliar vocabulary avoided?
7. Is the item or statement not lifted form the text, lecture or other materials?
Checklist for Fill-in-the-blank/ Short Response Yes No
1. Are significant words from the statement only the ones omitted?
2. Are only a few items omitted from the statement so that the intended meaning is
not lost?
3. Are obvious clues to the response avoided?
4. Is there only one correct response to the items?
5. Are grammatical clues to the correct response avoided?
6. Is the blank placed at the end of the statement rather than the beginning?
Checklist for Writing Essay questions Yes No

This document is the property of PHINMA EDUCATION

 EDU 025: Assessment of Learning 1
Module 7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
1. Is the item/topic best assessed by the essay test?

2. Is the essay question aligned with the desired learning outcomes?

3. Does the essay question contain a clear and delimited task?
4. Is the task presented to students realistic and reasonable?
5. Is the time allotment enough for each essay question?
6. Do the students know how many points the essay is?

DIRECTIONS FOR ACTIVITY:

1. Once done with the TOS, you must create an exam or pen-and-paper test that is aligned or patterned with
your TOS.
2. Follow the GUIDELINES in constructing a Multiple-Choice Type in the video discussion provided with the
name.
3. Include ANSWER KEY.
4. Download the Word File (EXAM TEMPLATE) and use it as your template in creating your exam. It depends
on you whether to include header or not.
5. Refer to the attached “RUBRICS (OVERALL)” file so that you would know what to do and how your work
will be scored.
6. Name your file with this format: EXAM_SECTION_YOUR NAME (Ex. EXAM_TCP8_ALFONSO, ROWEL).
7. Upload your completed task by attaching it here in our google classroom together with your TOS.

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