KING’S COLLEGE OF MARBEL, INC.

ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT

MODULE 5: DISTINGUISHING AND CONSTRUCTING VARIOUS PAPER-AND-PENCIL TEST

Time Frame: 16 Hours

Learning Outcomes: At the end of this lesson, the students are expected to:
1. construct a Table of Specifications; and
2. construct paper-and-pencil tests in accordance with the guidelines in test construction.

ENGAGE

Welcome students! In the previous module, you were able to learn some important
principles about assessment, the importance of alignment in SLO, LA, and AT in the teaching-
learning process, the different methods, tools and tasks in assessment including portfolios and
rubrics, the different learning activities intended for MI and at the same time, you were able to
formulate your own performance task with much consideration on your field of specialization.
For this module, you will learn more on how to develop the “test blueprint” or the Table of
Specifications (TOS) and using that, it is expected that you can come up with different types of
paper-and-pencil test items. You will have an in-depth learning of the different guidelines in
making test questions. It is of great hope that you can develop skills in constructing test
questions in relation to the set learning outcomes/objectives that can be used in assessing your
future students. This will take some time but please have the patience and perseverance in
doing the final task for this particular chapter.

EXPLORE

ACTIVITY 1: Before Anything Else

A. Directions: Briefly answer the given questions below. Write your answer on the space
provided.

1. As a student, what do you think is the importance of having tests in learning a specific subject
area or discipline?
____________________________________________________________________________
____________________________________________________________________________

2. As a future educator, what do you think is the importance of giving tests in your area of
specialization?
____________________________________________________________________________
____________________________________________________________________________

3.a How would you define the term “blueprint”?

____________________________________________________________________________

3.b The initial step in building a house is to have a blueprint, what do you think would happen if
the blueprint is not available?
____________________________________________________________________________
____________________________________________________________________________

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BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT

3.c What do you think is the importance of test blueprint in formulating a multiple-choice type of
test and other type of tests?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

B. Directions: Give three (3) commonly used traditional or paper-and-pencil assessment

conducted by your teachers. Briefly describe each.
a. __________________________________________________________________________

b. __________________________________________________________________________

c. __________________________________________________________________________

EXPLAIN

INTRODUCTION

In this module, we are concerned with developing paper-and-pencil tests for assessing
the attainment of educational objectives based on Bloom's Taxonomy. Paper-and-pencil tests
can either be selected response or constructed-response types. Selected response type
includes (a) true-false items, (b) multiple-choice type items and (c) matching type. Constructed-
response type of test includes (a) enumeration, (b) completion and (c) essays. The construction
of valid test items begins with a Table of Specifications.

5.1 Planning a Test and Construction of Table of Specifications (TOS)

The important steps in planning for a test are:

 Identifying test objectives/lesson outcomes
 Deciding on the type of objective test to be prepared
 Preparing a Table of Specifications (TOS)
 Constructing the draft test items
 Try-out and validation

Identifying Test Objectives- An objective test, if it is to be comprehensive, must cover the

various levels of Bloom’s taxonomy. Each objective consist of a statement of what is to be
achieved preferably by the students.

Example. We want to construct a test on the topic:

"Subject-Verb Agreement in English” for a Grade V class. The following are typical objectives:

Knowledge/Remembering. The students must be able to identify the subject and the
verb in a given sentence.

Comprehension/Understanding. The students must be able to determine the

appropriate form of a Verb to be used given the subject of a sentence.
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BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT

Application/Applying. The students must be able to write sentences observing rules on

subject-verb agreement.
Analysis/Analyzing. The students must be able to break down a given sentence into its
subject and predicate.
Evaluation/Evaluating. The students must be able to evaluate whether or not a
sentence observes rules On subject-verb agreement.
Synthesis/Creating. The students must be able to formulate rules to be followed
regarding subject-verb agreement.
Deciding on the type of objective test. The test objectives guide the kind of objective
tests that will be designed and constructed by the teacher. This means aligning the test with the
lesson objective/outcome. For instance, for the first four (4) levels, we may want to construct a
multiple-choice type of test while for the last two (2) levels, we may opt to give an essay test or
a modified essay test. At all times, the test to be formulated must be aligned with the learning
outcome. This is the principle of constructive alignment.
Preparing a table of specifications (TOS). A Table of Specifications or TOS is a test map
(blueprint) that guides the teacher in constructing a test. The TOS ensures that there is balance
between items that test lower level thinking skills and those which test higher order thinking
skills (or alternatively, a balance between easy and difficult items) in the test. The simplest TOS
consists of five (5) columns: (a) level of objective to be tested, (6) statement of objective, (c)
item numbers where such an objective is being tested, (d) number of items and (e) percentage
out of the total items for that particular objective. A prototype table is shown below:
Table 6: TOS Prototype
Table of Specifications Prototype
Cognitive Level Objective Item Number No. of Items %
Remembering Identify subject- 1,3,5,7,9 5 14.29%
verb agreement
Understanding From appropriate 2,4,6,8,10 5 14.29%
sentences
Applying Write sentences 11,13,15,17,19 5 14.29%
observing rules on
subject-verb
agreement
Analyzing Determine subject 12,14,16,19,20 5 14.29%
and predicate
Evaluating Evaluate whether 21,22,23,24,25 5 14.29%
or not a sentence
observes rules on
subject-verb
agreement
Creating Formulate rules Part II 10 28.57%
on subject-verb
agreement
Total 35 100%

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BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT

In the Table of Specifications, we see that there are five items that deal with
remembering and these items are items 1,3,5,7,9. Similarly, from the same table we see that
five items represent analyzing, namely: 12, 14, 16, 18, 20. The first five levels of Revised
Bloom's taxonomy are equally represented in the test while creating (tested through essay) is
weighted equivalent to ten (10) points or double the weight given to any of the first five levels.
The Table of Specifications guides the teacher in formulating the test. As we can see, the TOS
also ensures that each of the objectives in the hierarchy of educational objectives is well
represented in the test. As such, the resulting test that will be constructed by the teacher will be
more or less comprehensive. Without the Table of Specifications, the tendency for the test
maker is to focus too much on facts and concepts at the Recall level. Constructing test items
based on a TOS ensures alignment of learning outcomes and assessment tasks. (See other
formats of TOS below and observe how they differ from the prototype.)
Table 7: Sample TOS for Math 10 (KCMI Format)

Learning Competencies

Item Placement
Understanding
Remembering

Percentage
Evaluating
Analyzing

Creating
The learner is able to:

TEST I: PATTERNS AND ARITHMETIC SEQUENCE

 generate patterns.*** M10AL-Ia-1 (A) 3 1-3

 illustrate an arithmetic sequence M10AL-Ib-1 20%
(A) 4-5
2

TEST II: ARITHMETIC MEANS AND SERIES

 determine arithmetic means and nth term of 3 6-8

an arithmetic sequence.*** M10AL-Ib-c-1 (A)
 find the sum of the terms of a given arithmetic
sequence.*** M10AL-Ic-2 (A)
 solve real-life problems involving arithmetic
sequence M10AL-If-2 (T) 2 9-10 24%

2 11-12
TEST III: GEOMETRIC SEQUENCE, MEANS AND
SERIES
 illustrate a geometric sequence M10AL-Id-1 2 13-14
(A)
 determine the nth term of a geometric 15-16
sequence (A) 2
 determine geometric means and sum of the
terms of a given finite or infinite geometric
sequence (A) 3 17-19
 solve real-life problems involving geometric 40%
sequence M10AL-If-2 (T)

2 20-21
TEST IV: HARMONIC AND FIBONACCI SEQUENCE

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BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT

 illustrate other types of sequences 2 22-23

 find the next few terms in Harmonic and 16%

Fibonacci Sequences 24-25
2
Total 6 16 3 25 100%

Table 8: TOS for Filipino (KPUP)

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Table 9: TOS for English

SKILLS

PLACEMENT
UNDERSTAND

PERCENTAGE
REMEBERING

EVALUATING
ANALYZING

CREATING
APPLYING

ITEMS
ING
Content

1. To identify the subject

and predicate in the
sentence. 1-5 16.67%

2. To identify different kinds

of sentences.
16.67%

6-10

3. To recognize the nouns

in the sentence.
11-15 16.67%

4. To identify Common
Nouns and Proper
Nouns.

16-20 16.67%

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BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT

5. To use correct Plural 21-25 16.67%

Nouns in the following
sentences.
6. Reading Comprehension

26-30 16.67%

Constructing the test items. The actual construction of the test items follows the TOS. As
a general rule, it is advised that the actual number of items to be constructed in the draft should
be double the desired number of items, For instance, t mere are five (5) recall level items to be
included in the final test form, then at least ten (10) recall level items should be included in the
draft .The subsequent test try-out and item analysis w most likely eliminate many of the
constructed items in the draft (either they are too difficult, too easy or non-discriminatory), hence
it will be necessary to construct more items than will actually be included in the final test form.
Most often, however, the try-out is not done due to lack of time.
Item analysis and try-out. The test draft 1s tried out to a group of pupils or students. The
purpose of this try-out is to determine the: (a) item characteristics through item analysis, and (b)
characteristics of the test itself-validity, reliability and practicality.

5.2 Types of Paper-and-Pencil Test

Development of paper-and-pencil tests requires careful planning and expertise in terms
of actual test construction. The more seasoned teachers can produce true-false items that can
test even higher order thinking skills and not just rote memory learning. Essays are easier to
construct than the other types of objective test, but the difficulty in scoring essay examinations
teachers from using this particular-form of examination in actual practice.

5.3. Constructing Selected-Response Type

5.3.1 True-False Test
Binomial-choice or alternate response tests are tests that have only two (2) options such
as true or false, right or wrong yes or no good or better, check (4) or cross out (6) and so on. A
student who knows nothing of the content of the examination would have 50% chance of getting
the correct answer by sheer guess work. Although correction-for-guessing formulas exist, is
best that the teacher ensures that a true-false item is able discriminate properly between those
who know and those who are just guessing- A modified true-false test can offset the effect of
guessing by requiring students to explain their answer disregard a correct answer if the
explanation is incorrect. Here some rules of thumb in constructing true-false items.

Guidelines for Constructing Alternate-Response Test

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Rule1 .Do not gives a hint (inadvertently) in the body of the question
Example. The Philippines gained its independence in 1898 and therefore celebrated its
centennial year in 2000 .

Obviously, the answer is FALSE because 100 years from 1898 is not 2000 but 1998.

Rule 2. Avoid using the words "always," "never, "often and other words that tend to be
either always true or always false.
Example: Christmas always falls on a Sunday because it is a Sabbath day.

Statements that use the word "always are almost always false. A test-wise student can
easily guess his way through a test like these and get high scores even it ne does not
know anything about the test.

Rule 3. Avoid long sentences as these tend to be "true”. Keep sentences short.
Example: Tests need to be valid, reliable and useful, although, it would require a great
amount of time and effort to ensure that tests possess these test characteristics.

Notice that the statement is true. However, we are also not sure which part of the
sentence is deemed true by the student. It is just fortunate that in this case, all parts of
the sentence are true and, hence, the entire sentence is true. The following example
illustrates what can go wrong in long sentences:
Example: Tests need to be valid, reliable and useful since it takes very little amount of
time, money and effort to construct tests with these characteristics.
The first part of the sentence is true but the second part is debatable and may, in fact, be
false. Thus, a "true” response is correct and, also, a "false" response is correct.
Rule 4. Avoid trick Statements win some minor misleading word or spelling anomaly,
misplaced phrases, etc. A wise student who does not know the subject matter may
detect this strategy and thus get the answer correctly.
The Raven was written by Edgar Allen Poe.
Allen is misspelled and the answer would be false!
This is an example of a tricky but utterly useless item.
Rule 5. Avoid quoting verbatim from reference materials or textbooks. This practice
sends the wrong signal to the students that if 1s necessary to memorize the textbook
word for word and, thus, acquisition of higher level thinking skills is not given due
importance.
Rule 6. Avoid specific determiners or give-away qualifiers. Students quickly learn that
strongly worded statements are more likely to be false than true, for example,
Statements with "never" "no” "all or "always." Moderately worded statements are more
likely to be true than false. Statements that are moderately worded use many often
sometimes generally frequently" O Some usually should be avoided. e.g. Executives
usually stuffer from hyperacidity. The statement tends to be correct. The word "usually"
leads to the answer
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Rule 7. With true or false questions, avoid a grossly disproportionate number of either
true or false statements or even patterns 1n the occurrence of true and false statements.
For ease of correction, teachers sometime create a pattern of True or False answers.
Students will sense it and may arrive at a correct answer not because he/she really
knows the answer but because he/she senses the pattern.

Rule 8. Avoid double negatives. This makes test item unclear and definitely will confuse
the student. E.g. The changes that take place in early childhood are NOT
Unchangeable. The test item simply means “The changes in early childhood are
changeable”

5.3.2 Multiple Choice Tests

The multiple choice type of test offers the student with more than two (2) options per
item to choose from. Each item in a multiple choice test consists of two parts: (a) the stem and
(b) the options. In the set of options, there is a "correct" or "best option while all the others are
considered "distracters." The distracters are chosen in such a way that they are attractive to
those who do not know the answer or who are guessing but at the same time, have no appeal to
those who actually know the answer. It is this feature of multiple choice type tests that allows
the teacher to test higher order thinking skills even if the options are clearly stated. As in true-
false items, there are certain rules of thumb to be followed in constructing multiple choice tests.
Guidelines for Constructing Multiple Choice Items
1) Do not use unfamiliar words, terms and phrases. The ability of the item to discriminate or
its level of difficulty should stem from the subject matter rather than from the wording of
the question.
Example: What would be the system reliability of a computer system whose slave and
peripherals are connected in parallel circuits and each one has a known time to
failure probability of 0.05?
A student completely unfamiliar with the terms "slave" and "peripherals may not be able
to answer correctly even if he knew the subject matter of reliability.
2) Do not use modifiers that are vague and whose meanings can differ from one person to
the next such as: much, often, usually, etc.

Example: Much of the process of photosynthesis takes place in the:

a. Bark
b. Leaf
c. Stem

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The qualifier "much is vague and could have been replaced by more specific qualifiers
like: “90% of the photosynthetic process" or some similar phrase that would be more precise. Be
quantitative.
3) Avoid complex or awkward word arrangements. Also, avoid use of negatives in the stem
as this may add unnecessary comprehension difficulties.

Example:

(Poor) As President of the Republic of the Philippines, Corazon Cojuangco Aquino would stand
next to which President of the Philippine Republic subsequent to the 1986 EDSA
Revolution?

(Better) Who was the President of the Philippines after Corazon C. Aquino?

4) Do not use negatives or double negatives as such statements tend to be confusing, it is

best to use simpler sentences rather than sentences that would require expertise in
grammatical construction.
Example:

(Poor) Which of the following will not cause inflation in the Philippine economy

(Better) Which of the following will cause inflation in the Philippine economy

Poor: What does the statement "Development patterns acquired during the formative years are
NOT Unchangeable" imply?
A.
B.
C.
D.

Better: What does the statement "Development patterns acquired during the Formative years
are changeable” imply?
A.
B.
C.
D.

5) Each item stem should be as short as possible; otherwise you risk testing more for
reading and comprehension skills

6) Distracters should be equally plausible and attractive.

Example:
The short story: May Day's Eve, was Written by which Filipino author?
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a. Jose Garcia Villa

b. Nick Joaquin
c. Genoveva Edrosa Matute
d. Robert Frost
e. Edgar Allan Poe
If distracters had all been Filipino authors, the value of the item would be greatly
increased. In this particular instance, only the first three carry the burden of the entire item since
the last two can be essentially disregarded by the students.

7) All multiple choice options should be grammatically consistent with the Stem.
Example:
As compared to the autos of the 1960s autos in the 1980s .

A. traveling slower C. to use less fuel

B. bigger interiors D. contain more safety measures

Option A, B and C are obviously wrong for the language smart because when added to
the stem the sentence is grammatically wrong. D is the only option which when connected to the
stem retains the grammatical accuracy of thee sentence, thus obviously is the correct answer.

8) The length, explicitness, or degree of technicality of alternatives should not be the

determinants of the correctness of the answer. The following is an example of this
rule:
Example:
If three angles of two triangles are congruent, then the triangles are:
a. congruent whenever one of the sides of the triangles are congruent
b. similar
c. equiangular and/therefore, munt also be congruent
d. equilateral if they are equiangular

The correct choice, "b," may be obvious from its length and explicitness alone. The other
choices arc log and tend to explain why they must be he correct choices forcing the students to
think that they are, in fact, not the correct answers!

9) Avoid stems that reveal the answer to another item.

Example:
a. Who will most strongly disagree with the progressivist who claims that the child should
be taught only that which interests him and if he is not interested, wait till the child
gets interested?
A. Essentialist C. Progressivist
B. Empiricist D. Rationalist

b. Which group will most strongly focus its teaching on the interest of the child?

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COLLEGE DEPARTMENT

A. Progressivist C. Perrenialist
B. Essentialist D. Reconstructionist

One may arrive at a correct answer (letter b) by looking at item a, that gives the answer
to “b”.
10) Avoid alternatives that are synonymous with others or those that include or overlap
others.
Example: What causes ice to transform from solid state to liquid state?

a. Change in temperature
b. Changes in pressure
c. Change in the chemical composition
d. Change in heat levels

The options "a and d” are essentially the same. Thus, a student who spots these
identical choices would right away narrow down the field of choices to a, b, and c. The last
distracter would play no significant role in increasing the value of the item. If this happens then
the item has two answer which is not acceptable.
11) Avoid presenting sequenced items in the same order as in the text.
12) Avoid use of assumed qualifiers that many examinees may not be aware of.
13) Avoid use of unnecessary words or phrases which are not relevant to the problem at
hand (unless such discriminating ability is the primary intent of the evaluation). The
item’s value is particularly damaged if the unnecessary material is designed to
distract or mislead. Such items test the student’s reading comprehension rather than
knowledge of the subject matter.
Example:

The side opposite the thirty degree angle in a right triangle is equal to half the length of
the hypotenuse. It the Sine of a 30-degree is 0.5 and its hypotenuse is 5, what is the
length of the side opposite the 30-degree angle?
a. 2.5
b. 3.5
c. 5.5
d. 1.5
The sine of a 30-degree angle is really quite unnecessary since the first sentence
already gives the method for finding the length of the side opposite the thirty-degree
angle. This is a case of a teacher who wants to make sure that no student in his class
gets the wrong answer!
14) Avoid use of non-relevant sources of difficulty such as requiring a complex
calculation when only knowledge of a principle is being tested.

Note in the previous example, knowledge of the sine of the 30-degree angle would have
led some students to use the sine formula for calculation even if a Simpler approach
would have sufficed.
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15) Pack the question in the stem. Here is an example of a question. Avoid it by all
means.
Example:
The Roman Empire .
a. had no central government
b. had no definite territory
c. had no heroes
d. had no common religion

16) Use the "None of the above” option only when the keyed answer is totally correct.
When choice of the "best” response is intended, "none of the above is not
appropriate, Since the implication has already been made that he correct response
may be partially inaccurate.
17) Note that use of all of the above may allow credit for partial knowledge. In a multiple
option item, (allowing only one option choice) if a student only knew that two (2)
options were correct, he could then deduce the correctness of all of the above. This
assumes you are allowed only one correct choice.

18) Better still use “none of the above” and “all of the above” sparingly but best not to
use them at all.
19) Having compound response choices may purposefully increase difficulty of an item.
The difficulty in a multiple choice item may be controlled by varying the homogeneity
or degree of similarity of responses. The more homogeneous, the more difficult the
item because they all look like the correct answer.
Example:
(Less Homogeneous)
Thailand is located in:

a. Southeast Asia
b. Eastern Europe
c. America
d. East Africa
e. Central America
(More Homogeneous)
Thailand is located next to:

a. Laos and Kampuchea

b. India and China
c. China and Malaya
d. Laos and China
e. India and Malaya

5.3.3 Matching Type

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The matching type items may be considered modified multiple choice type items where
the choices progressively reduce as one successfully matches the items on the left with the
items on the right.

Guidelines for Constructing Matching Type of Test

Here are some guidelines to observe in the formulation of good matching type of test.

1. Match homogeneous not heterogeneous items. The items to match must be

homogeneous. If you want your students to match authors with their literary works, in
one column will be authors and in the second column must be literary works. Don’t insert
nationality for instance with names of authors. That will not be a good item since it is
obviously wrong.

Example of homogeneous items. The items are all about the Filipino heroes, nothing
more.

Match the items in Column A with the items in Column B

Perfect Matching Type
Example: Match the items in Column A with the items in Column B
A B
1. First President of the Republic a. Magellan
2. National Hero b. Mabini
3. Discover the Philippines c. Rizal
4. Brain ng Katipunan d. Lapu-Lapu
5. The great painter e. Aguinaldo
6. Defended Limasawa island f. Juan Luna
g. Antonio Luna
2. The stem (loaner in construction than the options) must be in the first column while the
options (usually shorter) must be in the second column.
3. The option must be more in number than stems to prevent the student from arriving at
the answer by mere process of elimination.
4. To help the examinee find the answer easier, arrange the options alphabetically or
chronologically, whichever is applicable.
5. Like any other test, the direction of the test must be given. The examinees must know
exactly what to do.
Matching type items, unfortunately, often test lower order thinking skills (knowledge
level) and are unable to test higher order thinking skills such as application and judgment skills.
Another type of a matching type of test is the imperfect type

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Below is an example of an imperfect matching type of test. Imperfect because an

answer may be repeated and so like an unfaithful husband or wife can pair with one other than
his/her lawful wife, husband.
In Column 1 are works and writings in American literature and in Column 2 are their
authors. Write the letter of the author which corresponds to his work on the blank provided
before each author. In some cases, an answer may be repeated.

Imperfect Matching Type of Test

Column A Column B
1. The Alhambra a. Cooper
2. The Pioneers b. Dana
3. The Guardian Angel c. Emerson
4. Two Years before the Mast d. Holmes
5. Moby Dick e. Irving
6. The World in a Man of War f. James
7. The Last of the Mohicans g. Melville
8. The American Scholar h. Mark 1wains (Clemens)
9. The Autocrat of the Breakfast Table. i. Wharton
10. Tom Sawyer

If you intend to make use of this imperfect type of matching test, make sure you indicate
so in the "Direction to caution the students who usually think that an answer may not be
repeated.
5.4 Constructing Supply Type or Constructed-Response Type
Another useful device for testing lower order thinking skills15 the supply type of tests.
Like the multiple choice test, the items in this kind of test consist of a stem and a blank where
the students would write the correct answer.\
Example: The study of life and living organisms is called .

Supply type tests depend heavily on the way the stems are constructed. These tests
allow for one and only one answer and, hence, often test only the students’ recall of knowledge

5.4.1 Completion Type of Test

It is, however, possible to construct supply type of tests that will test higher order
thinking as the following example shows:

Example: Write an appropriate synonym for each of the following. Each blank
corresponds to a letter:
Metamorphose: _ _ _ _ _ _
Flourish: _ _ _ _
The appropriate synonym for the first is CHANGE with six (6) letters while the
appropriate synonym for the second is GROW with four (4) letters. Notice that these questions
require not only mere recall of words but also understanding of these words.
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Another example of a completion type of text that measures higher order -thinking skill is
given below:
Example: Write G if the item on the left is greater than the item on the right; L if the item
on the left is less than the item on the right; E if the item on the left equals the item on the right
and D if the relationship cannot be determined.
A B
1. Square root of 9 ------------- a.-3
2. Square of 25 ------------- b. 615
3. 36 inches ------------- c. 3 meters
4. 4 feet ------------- d. 48 inches
5. 1 kilogram ------------- e. 1 pound

Guidelines for the Formulation of a Completion Type of Test

The following guidelines can help you formulate a completion type of test, the hl-n-the
blank type.
1. Avoid over mutilated sentences like this test item. Give enough clue to the student.
The produced by the is used by the green to
change the and into . This process is called .

2. Avoid open-ended item. There should be only one acceptable answer. This item is open-
ended, hence no good test item.

Ernest Hemingway wrote .

3. The blank should be at the end or near the end or the sentence. The question must first
be asked before an answer is expected. Like the matching type of test, the stem (where
the question is packed) must be in the first column.
4. Ask question on more significant item not on trivial matter.
Jose Rizal was born on June , 1861.
There are other more significant items to ask other than specific birthdates.
5. The length of the blanks must not suggest the answer. So better to make the blanks
uniform in size.
A part of speech that names persons, places or things .
A word used to connect clauses or sentences or to coordinate words in the same clause
is called .
5.4.2 Essays
Essays, classified as non-objective tests, allow for the assessment of higher order
thinking skills. Such tests require students to organize their thoughts on a subject matter in
coherent sentences in order to inform an audience. In essay tests, students are required to write
one or more paragraphs on a specific topic.
Essay questions can be used to measure attainment of a variety of objectives.
1. Comparing
- Describe the similarities and differences between.
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- Compare the following methods for

2. Relating cause-and- effect
-What are the major causes of…?
-What would be the most likely effects of...?
3. Justifying
-Which of the following alternatives would you favor and why?
-Explain why you agree or disagree with the following statement.
4. Summarizing
-State the points included in…
-Briefly summarize the contents of...
5. Generalizing
-Formulate several valid generalizations from the following data.
-State a set of principles that can explain the following events.
6. Inferring
-In the light of the facts presented, what is most likely to happen when...?
-How would Senator X be most likely to react to the bomb explosion after the bar
examination last September?
7. Classifying
-Group the following items according to…
-What do the following items have in common?
8. Applying
-Using the principles of as guide, describe how you would solve the following
problem situation.
-Describe a situation that illustrates the principle of…
9. Analyzing
-Describe the reasoning errors in the following paragraphs.
-Last and describe the main characteristics of…
10. Evaluating
-Describe the strengths and weaknesses of the following...
-Using the criteria developed in class, write an evaluation of…
11. Creating
-Make up a story describing what would happen if...
-Design a plan to prove that…
-Write a well-organized report that shows…

5.4.2.1 Types of Essay

Restricted Essay
It is also referred to as short focused response. Examples are asking students to
write an example, list three reasons or "compare and contrast two techniques.
Sample Short Response Question
(10 Grade Reading)
How are the scrub jay and the mockingbird different?
Support your answer with details and information from the article.

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Non-restricted /Extended Essay

Extended responses can be much longer and complex than short responses, but
students are encouraged to remain focused and organized.
Sample Extended Response Question
(5P" Grade Science)

Robert is designing a demonstration to display at his school's Science fair; He will

show how changing the position of a fulcrum on lever changes the amount of force
needed to lift an object. To do this, Robert will use a piece of wood 1or a lever and a
block of wood to act as a fulcrum. He plans to move the fulcrum to different places
on the lever to see how its placement affects the force needed to lift an object.
Part-A Identify at least two other actions that would make Robert's demonstration
better
Part-B Explain why each action would improve the demonstration.
(Source: https:/tcit.ust.edu/assessment/constructed/construct.html)

Note that all these involve the higher-level skills mentioned in Bloom's Taxonomy.

Guidelines for the Formulation and Scoring of Essay Tests

Rule 1: Phrase the direction in such a way that students are guided on the key concepts
to be included. Specify how the students’ should respond.
Example
Using details and information from the article (Hundred Islands), Summarize the
main points of the article. For a complete and correct response, consider these points:
 Its history (10 pts.)
 Its interesting features (10 pts.)
 Why it is a landmark (5 pts.)

Non-example
Using details and information from the article (Hundred Islands) summarize the main
points of the article.
Source: https:/fcit.uSf.edu/assessment/constructed/constructb.html

Rule 2: Inform the students on the criteria to be used for grading their essays. This rule
allows the students to focus on relevant and substantive materials rather than
on peripheral and unnecessary facts and bits of information.

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Example: Write an essay on the topic: "Plant Photosynthesis” using the keywords
indicated. You will be graded according to the following criteria: (a) coherence,
(b) accuracy of statements, (c) use of keywords, (d) clarity and (e) extra points
for innovative presentation of ideas.
Rule 3: Put a time limit on the essay test.
Rule 4: Decide on your essay grading system prior to getting the essays of your
students.
Rule 5: Evaluate all of the students' answers to one question before proceeding to the
next question.
Scoring or grading essay tests question by question, rather than student by
student, makes it possible to maintain a more uniform standard for judging the
answers to each question. This procedure also helps offset the halo effect in
grading. When all of the answers on one paper are read together, the grader's
impression of the paper as a whole is apt to influence the grades he assigns to
the individual answers. Grading question by question, of course, prevents the
formation of this overall impression of a student's paper. Each answer is more
apt to be judged on its own merits when it is read and compared with other
answers to the same question, than when it is read and compared with other
answers by the same student.

Rule 6: Evaluate answers to essay questions without knowing the identity of the
writer .This is another attempt to control personal bias during scoring. Answers to
essay questions should be evaluated in terms of what is written, not in terms of
what is known about the writers from other contacts with them. The best way to
prevent our prior knowledge from influencing our judgment is to evaluate each
answer without knowing the identity of the writer. This can be done by having the
students write their names on the back of the paper or by using code numbers in
place of names

Rule 7: Whenever possible, have two or more persons grade each answer. The best
way to check on the reliability of the scoring of essay answers is to obtain two or
more independent judgments. Although this may not be a feasible practice for
routine classroom testing, it might be done periodically with a fellow teacher (one
who is equally competent in the area). Obtaining two or more independent ratings
becomes especially vital where the results are to be used for important and
irreversible decisions, Such as in the selection of students for further training or for
special awards. Here the pooled ratings of several competent persons may be
needed to attain level of reliability that is commensurate with the significance of
the decision being made.

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Some teachers use the cumulative criteria i.e. adding the weights given to each
criterion, as basis for grading while others use the reverse. In the latter method,
each student begins with a score of 100. Points are then deducted every time a
teacher encounters a mistake or when a criterion is missed by the student in his
essay.
Rule 8: Do not provide optional questions. It is difficult to construct questions of equal
difficulty and so teacher cannot have valid comparison of students' achievement.
Rule 9: Provide information about the value/weight of the question and how it will be
scored.
Rule 10: Emphasize higher level thinking skills.
Example:
Scientists have found that oceans can influence the temperature of nearby landmasses.
Coastal landmasses tend to have more moderate temperatures in summer and
winter than inland landmasses of the same latitude.
Non Example:

Considering the influence of ocean temperatures, explain why inland

temperatures vary in summer and winter to a greater degree than coastal
temperatures. List three coastal land masses.

ELABORATE

ACTIVITY 2: Writing Test Items

Directions: Write an item of your choice for each learning objective. Identify the item type you
have used. Just answer seven (7) items only.
Learning Objective Sample Item Item Type
1. Identify the
characters of the
story read

2. Add fractions with

similar denominators

3. Classify different
mammals

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4. Compare
characteristics of
reptiles and
amphibians
5. Name five
national symbols of
our country

6. Explain the use of

thermometer

7. Differentiate
tsunami from an
ocean surge

8. Find the perimeter

of a given area

9. Classify hand
tools according to
use

10. Determine the

volume of a given
container

ACTIVITY 3: Think Critically

Directions: Answer the given statements or questions that follow. Write your answer on the
space provided.
1. In what sense is a matching type test a variant of a multiple choice type of test? Justify your
answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. If you opted to summarize all the things discussed in a particular period or setting, what type
of test should you give? Justify your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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3. What do you think is the disadvantage of giving a multiple choice type of test during periodical
examinations?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE

ACTIVITY 4: Test Item Creator (Test Item Compilation)

Directions: Do the following tasks below.
1. Choose a topic on your field of specialization, preferably the one you have chosen in
Modules 3 and 4. (Use the MELCs or the 2016 Curriculum Guide – Focus on First Quarter
Only)
2. Construct the following type of tests (without TOS) but with Directions:
 10-item perfect and imperfect matching type of test
 10-item true-false test
 10-item completion type of test
 2-item essay test with analytic rubric
3.a Construct a Table of Specifications for 10-item multiple choice type of test across
multiple cognitive skills (Follow the KCMI Format)
3.b Construct a 10-item multiple choice type of test with four (4) choices.

Format for Item#2: Margin (1 inch –left, right, top and bottom) – Short Bondpaper
Arial-12 (Style and Size)
Typewritten
Format for Item#3: Same with Item#2
See example below.

Table 10: Test Item Format for #3

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King’s College of Marbel Inc. Subject :

Brgy. Morales, City Of Koronadal Teacher :
(BLANK) Department Date :
1st Evaluation Examination Score :

Name: ______________________________________________
TEST I: SEQUENCES AND PATTERNS (5 Points) ---- Title of the Topic and the Total Points
SPECIFIC OBJECTIVES: a) generate patterns.*** M10AL-Ia-1 (A) --- Should be anchored to the objectives or SLO in the TOS
b) illustrate an arithmetic sequence M10AL-Ib-1 (A)

DIRECTIONS: Carefully read the questions that follow and identify the correct answer.
Shade the letter of your answer on the given answer sheet. (1 Point each)

1. What mathematical expression best described the pattern 2, 4, 8, 16, 32,…?

a. an = 2 + n
b. an = 2n
c. an = 2n
d. an = 2/n

2. What is the nth term of the given sequence of number: 6, 11, 16, 21, …?
a. an = 5n
b. an = 5n + 1
c. an = 6n
d. an = 6n + 1

3. Patterns of numbers can be figured out by applying different mathematical operations, and usually the operation the
consistently occur defines it. What is the nth term of the sequence Given the sequence of numbers: 2, 4, 8, 14, 22, 32,...?
a. an = n2 + n + 1
b. an = n2 + n + 2
c. an = n2 – n + 1
d. an = n2 – n + 2

4. Which of the following is an example of arithmetic sequence?

a. 1, 4, 7, 11, 15
b. 2, 4, 8, 16, 32
c. 3, 6, 9, 12, 15
d. 4, 8, 16, 32, 64

5. What characteristic of an arithmetic sequence differ from other kinds of sequences?

a. It has a common difference.
b. It has a common ratio.
c. It has a constant pattern.
d. It has a constant sequence.

Closure:
In this module, you have learned how to construct the Table of Specifications and
different type of test items. You have also learned different guidelines that will aid you to come
up with good test items that can be used for the formative and summative assessments.
Remember, that these type of tests are some of the examples under the traditional
assessment or commonly known as the paper-and-pencil test. I do hope that you can improve
more on this particular skill – the skill in constructing good test items. Keep on learning, the
journey is still quite long.

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