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Steps in Developing a Classroom Assessment 10. Increase similarity of the options.

Test 11. Do not use “none of the above” when asking


1. Examine the instructional objectives of the for the best answer
topics previously discussed. 12. Avoid using “all of the above” options
2. Make a table of specifications (TOS)
3. Construct the test items. Guidelines for Construction of Stem
4. Assemble the test items 1. The stem should be written in question form or
5. Check the assembled test items completion form.
6. Write directions 2. Do not leave blank at the beginning or middle
7. Make the answer key. of the stem (for completion form)
8. Analyze and improve the test items. 3. The stem should pose the problem completely
4. The stem should be clear and concise.
Table of Specifications 5. Avoid excessive and meaningless use of
It is chart or table that details the content and level of words.
cognitive domain assessed on a test as well as the 6. State the stem in positive form. Avoid using
types and emphases of test items. (Gareis and Grant, negative phrase like “not” and “except”.
2008) 7. Avoid grammatical clues.

Construction of TOS Guidelines for Construction of Options


1. Selecting the learning outcomes to be 1. There should be one correct answer or
measured. best answer in each item.
2. Make an outline of the subject matter to be 2. List options in vertical order not horizontal
covered in the test. order beneath the stem.
3. Decide on the number of items per subtopic. 3. Arrange the options in logical order and
4. Make the TOS. use capital letters.
5. Construct the test items. 4. No overlapping options; keep it
independent.
Guidelines for Construction of Test Items 5. All options must be homogeneous in
1. Begin writing items far enough in advance so content.
that you will have time to revise them. 6. As much as possible the length of the
2. Match items to the intended outcomes at options must be the same or equal.
appropriate level of difficulty 7. Avoid using the phrase “all of the above”,
3. Be sure each item deals with important aspect “none of the above” and “ I don’t know ”.
of the content area.
4. Be sure the problem posed is clear and Guidelines for Construction of Distracters
unambiguous. 1. The distracters should be plausible and equally
5. Be sure that the item is independent with all popular to all examinees.
other items. 2. Avoid using ineffective distracters.
6. Be sure the item has one or best answer on 3. Each distracter should be chosen by at least
which experts would agree. 5% of the examinees but not more than the
7. Prevent unintended clues to an answer in the key answer.
statement or question. 4. Revise distracters that are over-attractive.
8. Avoid replication of the textbook in writing test
items Advantages of Multiple-Choice Test
9. Avoid trick or catch questions in an  Measures learning outcomes from
achievement test remembering to creating.
10. Try to write items that require higher-order  Scoring is highly objective, easy and reliable.
thinking skills.  Scores are more reliable than subjective type
of test.
Guidelines for Construction of Multiple-choice  Measures broad sample of content within a
1. Make a test that is practical short span of time.
2. Use diagram or drawing when asking question  Item analysis can reveal the difficulty of an
about application, analysis or evaluation. item and can discriminate the good and poor
3. When ask to interpret or evaluate about performing students.
quotations, present actual quotations from
secondary sources. Disadvantages of Multiple-Choice Test
4. Use tables, figures or charts when asking to  Time consuming to construct a good item
interpret and pictures when students are  Difficult to find effective and plausible
required to apply concepts and principles. distracters.
5. List the choices/options vertically NOT  Scores can be influenced by the reading ability
horizontally of the examinees.
6. Avoid trivial questions  In some cases, there is more than one
7. Use only one correct answer or best answer justifiable correct answer.
format  Ineffective in assessing the problem solving
8. Use three to five options to discourage skills of the students.
guessing.  Not applicable when assessing the student’s
9. Be sure that distracters are plausible and
ability to organize and express ideas.
effective.
Guidelines for Construction of Matching Type Advantages of True-or-False Test
1. The options and descriptions must be short  It covers a lot of content in a short span of time
and homogeneous.  It is easier to prepare compared to multiple-
2. The descriptions must be written at the left side choice and matching type of test
and marked with Column A and the options  It is easier to score because it can be scored
must be written at the right side and marked objectively compared to test that depends on
with Column B. the judgment of the rater/s.
3. There should be more options than  It is useful when there are two alternatives only
descriptions or indicate in the directions that  The score is more reliable than essay test.
each option may be used more than once.
4. Matching directions should specify the basis Disadvantages of True-or-False Test
for matching  Limited to only to level of thinking skills such as
5. Avoid too many correct answers knowledge and comprehension or recognition
6. When using name, always include the or recall information
complete name.
 High probability of guessing the correct
7. Use numbers for the descriptions and capital
answer.
letters for the options
8. Arrange the options in a chronological or
Guidelines for Construction of Completion/Short
alphabetical order.
Answer Test
9. The descriptions and options must be written in
1. The item should require a single answer or
one page
brief and definite statement.
10. A minimum of three and a maximum of seven
2. Be sure that language used in the statement is
items for elementary and a maximum of
precise and accurate in relation to the subject
seventeen items for secondary and tertiary
matter being tested.
levels.
3. Be sure to omit only key words.
4. Do not leave blank at the beginning or within
Advantages of Matching Type
the statement.
 It is simpler to construct than multiple-choice 5. Use direct question rather than incomplete
type of test. statement.
 It reduces the effect of guessing compared to 6. Be sure to indicate units in which to be
multiple-choice or true-or-false type of tests. expressed when the statement requires
 It is appropriate to assess the association numerical answer.
between facts 7. Be sure that the answer the student is required
 Provides easy, accurate, efficient, objective to produce is factually correct.
and reliable scores 8. Avoid grammatical clues
 More content can be covered in the given set 9. Do not select textbook sentences.
of test.
Advantages of Completion/Short Answer Test
Disadvantages of Matching Type  It covers a broad range of topics in a short
 It measures only simple recall or memorization span of time
of information  It is easier to prepare and less time consuming
 It is difficult to construct due to problems in compared to multiple choice and matching type
selecting descriptions and options of test.
 It assesses only low level of cognitive domain  It can assess effectively the lower level of
such as knowledge and comprehension Bloom’s taxonomy
 It reduces the possibility of guessing the
Guidelines for Construction of True-or-False Test correct answer
1. Avoid writing very long statement
2. Avoid trivial questions Disadvantages of Completion/Short Answer Test
3. It should contain only one idea in each item  It is only appropriate for questions that can be
except for statement showing cause and effect. answered with short responses
4. Avoid opinion-based statement  There is difficulty in scoring when questions
5. Avoid using negative or double negative. are not prepared properly and clearly.
6. Avoid specific determiner such as never,  It can assess only knowledge, comprehension
always, all and none for they tend to appear and application in Bloom’s taxonomy of
in the statements that are false. cognitive domain
7. Avoid specific determiner such as some,
 It is not adaptable in measuring complex
sometimes and may for they tend to appear in
learning outcomes
the statements that are true.
 Scoring is tedious and time consuming.
8. Avoid grammatical clues.
9. Avoid statement directly taken from the book.
Essay
10. Avoid arranging the statements in patterned
It consists of few number of questions wherein the
order (TTTTTT, FFFFFF, TFTFTF)
examinee is expected to demonstrate ability to recall
11. Directions should indicate where and how the
factual knowledge, organize knowledge and present
students should mark their answers.
knowledge in logical and integrated answer.
Advantages of Extended Response Essay:
 Demonstrate learning outcomes at synthesis Suggestions for Grading Essay Test
and evaluation levels  Decide on the policy for dealing with incorrect,
 Provides more freedom to give responses to irrelevant or illegal responses.
the question and provide creative integration of  Keep the scores of previously read items out of
ideas sight
 The student’s identity should remain
Disadvantages of Extended Response Essay: anonymous while his/her paper is being
 More difficult to construct graded
 Scoring is time consuming  Read and evaluate each student’s answer to
the same question before grading the next
Advantages of Restricted Response Essay: question.
 It is easier to prepare questions  Provide students with general grading criteria
 It is easier to score  Use analytic or holistic scoring
 It is more directly related to specific learning  Answer the test question yourself by writing the
outcomes ideal answer.
 Write your comments on their papers.
Disadvantages of Restricted Response Essay:
 It provides little opportunity for students to
organize ideas, to integrate materials and to
develop new patterns
 It measures learning outcomes at
comprehension, application and analysis levels

Guidelines for Construction of Essay Test


1. Construct essay question to measure complex
learning outcomes and relate to the outcomes
to be measured.
2. Formulate essay questions that present a clear
task to be performed.
3. An item should be stated precisely and it must
clearly focus on the desired answer.
4. All students should be required to answer the
same question
5. Number of points and time spent in answering
the question must be indicated in each item
6. Specify the number of words, paragraphs or
the number of sentences for the answer.
7. The scoring system must be discussed or
presented to the students.

Advantages of Essay Test


 It is easier to prepare and less time
consuming.
 It measures HOTS
 It allows students’ freedom to express
individuality in answering the question
 The students have a chance to express their
own ideas.
 It reduces guessing answer
 It presents more realistic task
 It emphasizes on integration and application of
ideas

Disadvantages of Essay Test


 It cannot provide an objective measure of the
achievement of the students
 It needs so much time to grade and prepare
scoring criteria
 The scores are usually not reliable
 It measures limited amount of objectives and
contents
 Low variation in scores
 It encourages bluffing

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