Libon Community College

Libon, Albay

Module No.7 (Assessment of Learning 1)

Objectives:
1. Define teacher-made test
2. Give and explain the features and uses of teacher-made test
3. Identify the steps in constructing teacher-made test
4. Discuss the guidelines for constructing test items
Content: Teacher-Made Test
Time Required: 3 hours
PRE-TEST: Read each item carefully and choose the correct answer. Write letter only on your
study notebook.

1. A plan prepared by a classroom teacher as basis for writing test items is called

A. Table of contents C. test analysis

B. Test plan D. table of specification

2. The first step in teaching and evaluation is the determination of

A. instructional devices C. instructional procedure

B. instructional objectives D. instructional activities

3. Which verb describes learning outcomes at the application level

A. interpret C. demonstrate
B. summarize D. differentiate

4. The verbs compose, formulate, devise and summarize can be categorized at the
____________ level

A. Knowledge C. analysis
B. Application D. synthesis

5. Teacher Robert will construct a periodic exam for his Algebra subject. Which of the
following should be considered first?

A. Prepare a table of specification C. Study the content of his discussed lessons

B. Go back to his instructional objectives D. Identify the format of the test item
6. In the parlance of test development, what does TOS mean?

A. Table of Skewness C. Table of Species

B. Table of Specifics D. Table of Specification

7. Which of the following test format does NOT belong to the group?

A. Short answer C. True or False

B. Multiple Choice D. Matching Type

8. __________________ is an example of vegetable.

The question above is an example of a poorly constructed test items. What makes
the test item poor?

A. It is a very easy test item C. It is not a significant test item

B. It is a short question D. The blank at the beginning of the sentence

9. A short quiz conducted by Teacher Jeff to get feedback on how much the students
learned but will not be used for grading purposes is classified as a_____________

A. Diagnostic assessment C. Summative assessment

B. Placement assessment D. Formative assessment

10. A major basis for evaluating the progress or performance of the learners in the
classroom.

A. Standardized Test C. Placement Test

B. Teacher-Made Test D. Aptitude Test

GOOD LUCK!
Welcome to Module 7.
In this module presents topic on teacher-made test, the features and uses, the steps
in constructing teacher-made test and the general guidelines in constructing teacher-made test
ACTIVITY 1.
In your own words, define a teacher-made test and give an example. Write your answer
in your study notebook.
Teacher-made test are normally prepared and administered for testing class-room
achievement of students, evaluating the method of teaching adopted by the teacher and other
curricular program of the school. It is one of the most valuable instrument in the hands of the
teacher to solve his purpose. It is the major basis for evaluating the progress or performance of
the students in the classroom. The teacher therefore, had an obligation to provide their
students with best evaluation.
ACTIVITY 2.
Explain in two (2) or three (3) sentences the features and uses of teacher-made test given
below.

Features of Teacher-Made Tests:

1. The items of the tests are arranged in order of difficulty.

2. These are prepared by the teachers which can be used for prognosis and

diagnosis purposes.

3. The test covers the whole content area and includes a large number of items.

4. The preparation of the items conforms to the blueprint.

5. Test construction is not a single man’s business, rather it is a co-operative

endeavor.

6. A teacher-made test does not cover all the steps of a standardized test.

7. Teacher-made tests may also be employed as a tool for formative evaluation.

8. Preparation and administration of these tests are economical.

9. The test is developed by the teacher to ascertain the student’s achievement and

proficiency in a given subject.

10. Teacher-made tests are least used for research purposes.

11. They do not have norms whereas providing norms is quite essential for

standardized tests.
Uses of Teacher-Made Tests:

1. To help a teacher to know whether the class in normal, average, above average or

below average.

2. To help him in formulating new strategies for teaching and learning.

3. A teacher-made test may be used as a full-fledged achievement test which covers the

entire course of a subject.

4. To measure students’ academic achievement in a given course.

5. To assess how far specified instructional objectives have been achieved.

6. To know the efficacy of learning experiences.

7. To diagnose students learning difficulties and to suggest necessary remedial measures.

8. To certify, classify or grade the students on the basis of resulting scores.

9. Skillfully prepared teacher-made tests can serve the purpose of standardized test.

10. Teacher-made tests can help a teacher to render guidance and counseling.

11. Good teacher-made tests can be exchanged among neighbouring schools.

12. These tests can be used as a tool for formative, diagnostic and summative evaluation.

13. To assess pupils’ growth in different areas.

Steps in Constructing Teacher-Made Test

1. Planning the Test.
In planning the test the following should be observed: the objectives of the subjects,
the purpose for which the test is administered, the availability of facilities and
equipment, the nature of the test, the provision for review and the length of the test.

2. Preparing the Test.

The process of writing good test items is not simple-it requires time and effort. It also
requires certain skills and proficiencies on the part of the writer. Therefore, a test writer
must master the subject matter he/she teaches, must understand his test, must be
skillful in verbal expression and most of all familiar with various types of tests.

3. Reproducing the Test.

In reproducing test, the duplicating machine and who will facilitate in typing and
mimeographing be considered.
4. Administering the Test.
Test should be administered in an environment familiar to the students, sitting
arrangements is observed, corrections are made before the start of the test, distribution
and collection of papers are planned, and time should be written on the board. One
more important thing to remember is, do not allow every testee to leave the room
except for personal necessity.

5. Scoring the Test.

The best procedure in scoring objective test is to give one point credit for each correct
answer. In Case of a test with only two or three options to each item, the correction
formula should be applied. Example: for two option, score equals right minus wrong
(S=R-W). For three options, score equals right minus one-half wrong (S=R-1/2 W or S=R-
W/2). Correction formula is not applied to four or more options. If correction formula is
employed students should be informed beforehand.

6. Evaluating the Test.

The test is evaluated as to the quality of the student’s responses and the quality of the
test itself. Index difficulty and discrimination index of the test item is considered. Fifty
(50) percent difficulty is better. Item of 100 percent and zero (0) percent answered by
the students are valueless in a test of general achievement.

7. Interpreting Test Results.

Standardized achievement tests are interpreted based on norm tables. Table of norm
are not applicable to teacher-made test.

General Guidelines for Constructing Test Items

To help teachers improve the quality of test items to write, the following are to be
considered:
1. Begin writing items far enough or in advance so that you will have time to
revise them.
2. Match item to intended outcomes at appropriate level of difficulty to provide
valid measure of instructional objectives. Limit the question to the skill being
assessed.
3. Be sure each item deals with an important aspect of the content area and not
with trivia.
4. Be sure the problem posed is clear and unambiguous.
5. Be sure that the item is independent with all other items. The answer to one
item should not be required as a condition in answering the next item. A hint
to one answer should not be embedded to another item.
6. Be sure the item has one or best answer on which experts would agree.
 7. Prevent unintended clues to an answer in the statement or question.
Grammatical inconsistencies such as a or an give clues to the correct answer
to those students who are not well prepared for the test.
8. Avoid replication of the textbook in writing test items; do not quote directly
from the textual materials. You are usually not interested in how well students
memorize the text. Besides, taken out of context, direct quotes from the text
are often ambiguous.
9. Avoid trick or catch questions in an achievement test. Do not waste time
testing how well the students can interpret your intentions.
10. Try to write items that require higher-order thinking skills.

Determining the Number of the Test Items

Considering the following average time constructing the number of test items. The
length of time and the type of item used are also factors to be considered in determining the
number of items to be constructed in an achievement test. These guidelines will be very
important in determining appropriate assessment.

Assessment Format Average time to Answer

True-False 30 seconds
Multiple-choice 60 seconds
Multiple-choice with higher level learning 90 seconds
objectives
Short Answer 120 seconds
Completion 60 seconds
Matching 30 seconds per response
Short Essay 10-15 minutes
Extended Essay 30 minutes
Visual Image 30 seconds

Guidelines in Assembling the Test Items

1. Group the test items with similar format.
All items in similar format must be grouped so that the students will not be confused.
2. Arrange test items from easy to difficult.
The test items must be arrange from easy to difficult so that the students will answer
the first few items correctly and build confidence at the start of the test.
3. Space the test items for easy reading.
4. Keep items and option in the same page
5. Place the illustrations near the description
6. Check the answer key.
7. Decide where to record the answer.
POST-TEST: Read each item carefully and choose the correct answer. Write letter only on your
study notebook.

1. Teacher Angie will construct a periodic exam for his Algebra subject. Which of the
following should be considered first?

C. Prepare a table of specification C. Study the content of his discussed lessons

D. Go back to his instructional objectives D. Identify the format of the test item

2. A short quiz conducted by Teacher Fe to get feedback on how much the students
learned but will not be used for grading purposes is classified as a_____________

C. Diagnostic assessment C. Summative assessment

D. Placement assessment D. Formative assessment

3. A plan prepared by a classroom teacher as basis for writing test items is called

C. Table of contents C. test analysis

D. Test plan D. table of specification

4. The first step in teaching and evaluation is the determination of

C. instructional devices C. instructional procedure

D. instructional objectives D. instructional activities

5. Which verb describes learning outcomes at the application level

C. interpret C. demonstrate
D. summarize D. differentiate

6. A major basis for evaluating the progress or performance of the learners in the
classroom.

C. Standardized Test C. Placement Test

D. Teacher-Made Test D. Aptitude Test

7. The verbs compose, formulate, devise and summarize can be categorized at the
____________ level

C. Knowledge C. analysis
D. Application D. synthesis
8. In the parlance of test development, what does TOS mean?

C. Table of Skewness C. Table of Species

D. Table of Specifics D. Table of Specification

9. Which of the following test format does NOT belong to the group?

C. Short answer C. True or False

D. Multiple Choice D. Matching Type

10. __________________ is an example of vegetable.

The question above is an example of a poorly constructed test items. What makes
the test item poor?

C. It is a very easy test item C. It is not a significant test item

D. It is a short question D. The blank at the beginning of the sentence

Congratulations!