E-BSES412

Assessment and Evaluation in

Social Science

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Module 4
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Development of Classroom Assessment Tools

(Objective and Non-objective Test Formats)

Topic No. 2:
Guidelines in Constructing
Objective and Non-objective Tests

CRISTINA M. PADILLA
PFD Faculty

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 Abstraction (Lesson Proper and Learning Activities)

Guidelines in Constructing
Objective and Non-objective Test Items

Introduction

The most important aspect of student evaluation in most classrooms involves the tests teachers
make and administer to their students. (Gronlund & Linn, 1990 in Garcia, 2013). Teachers, therefore,
need to understand the different types of tests and their uses in the assessment and evaluation of
students’ learningas well as the accurate procedure on how to write effective objective and non-
objective test items.

Topic Outline
1. Guidelines in Writing Recognition or Selection Type (Objective Test)

1.1. Multiple Choice

1.2. Matching Type

1.3. Alternate Response

2. Guidelines in Writing Recall or Supply Tests (Objective Test)

2.1. Identification

2.2. Enumeration

2.3. Analogy

2.4. Completion or Fill-in-the-Blank

3. Guidelines in Writing Essay Test (Non-objective)

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 Guidelines in Constructing Objective Test Items (Gabuyo, 2012)
MULTIPLE-CHOICE TYPE

- Used to measure knowledge outcomes and other types of learning outcomes such a
comprehension and application.
- The most commonly used format in measuring student achievements at different levels of
learning
- Consists of three parts:
1. Stem – represents the problem or question usually expressed in completion form or
question form
2. Keyed option – the correct answer
3. Incorrect options or alternatives – also called distracters or foil

General Guidelines in Constructing Multiple-choice Type

1. Make a test item that is practical or with real-life applications to the students.
2. Use diagram or drawing when asking question about application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotations from secondary
sources like published books or newspaper.
4. Use tables, figures or charts when asking question to interpret.
5. Use pictures if possible when students are required to apply concepts and principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions. Word Bank
8. Use only one correct answer or best answer format. Trivial – of little value or
9. Use three to five options to discourage guessing. importance; unimportant
10. Be sure that distracters are plausible and effective. Plausible – usually means
11. Increase the similarity of the options to increase the difficulty of the item. “reasonable” or “believable”
12. Do not use “none of the above” option when asking for the best answer.
13. Avoid using “all of the above” options. It is usually the correct answer and makes the item too easy
for the examinee with partial knowledge.

Guidelines in Constructing the Stem

1. The stem should be written in question form or completion form. Research showed that it is more
advisable to use question form.
2. Do not leave the blank at the beginning or at the middle of the stem when using completion form.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words.
6. State the stem in positive form. Avoid using the negative phrase like “not’’ or “except.” Underline or
capitalize the negative words if it cannot be avoided. Example: Which of the following does not
belong to the group? or Which of the following does NOT belong to the group?
7. Avoid grammatical clues in the correct answer.

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Guidelines in Constructing Options

1. There should be one correct or best answer in each item.

2. List options in vertical order not in horizontal order beneath the stem.
3. Arrange the options in logical order and use capital letters to indicate each option such as A, B, C, D,
E.
4. No overlapping options; keep it indented.
5. All options must be homogenous in content to increase the difficulty of an item.
6. As much as possible the length of the options must be the same case or equal.
7. Avoid using the phrase “all of the above.”
8. Avoid using the phrase “none of the above” or “I don’t know”

Guidelines in Constructing the Distracters

1. The distracters should be plausible.

2. The distracters should be equally popular to all the examinees.
3. Avoid using ineffective distracters. Replace distracter(s) that are not effective to the examinees.
4. Each distracter should be chosen by at least 5% of the examinees but not more than the key answer.
5. Revise distracter(s) that are over attractive to the teachers. They might be ambiguous to the
examinees.

EXAMPLES:

1. Knowledge Level
The most stable measure(s) of central tendency is the __________
A. Mean
B. Mean and Median
C. Median
D. Mode
This kind of question is a knowledge level type because the students are required only to recall
the properties of the mean. The correct answer is option A.

2. Comprehension Level
Which of the following statements describes normal distribution?
A. The mean is greater than the median.
B. The mean median and mode are equal.
C. The scores are more concentrated at the other part of the distribution.
D. Most of the scores are high.
This question is comprehension level type because the students are required to describe the
scores that are normally distributed. The correct answer is B.

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3. Application Level
What is the standard deviation of the following scores of 10 students in mathematics quiz, 10, 13,
16, 16, 17, 19, 20, 20, 20, 25?
A. 3.90
B. 3.95
C. 4.20
D. 4.25
This kind of question is an application level because the students are asked to apply the formula
and solve the variance.

4. Analysis Level
What is the statistical test used when you test the mean difference between pre-test and post-test?
A. T-test
B. Correlation
C. Regression analysis
D. Analysis of variance
This kind of question is an example of analysis level because students are required to distinguish
which type of test is used. The correct answer I option A.

Advantages of Multiple-choice Test

1. Measures learning outcomes from the knowledge to evaluation level.

2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.
4. Measures broad samples of content within a short span of time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate the good and the poor
performing students.

Disadvantages of Multiple-choice Test

1. Time consuming to construct a good item.

2. Difficult to find effective and plausible distracters.
3. Scores can be influenced by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and express ideas.

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MATCHING TYPE

• Designed to measure students’ ability to single out pairs of matching phrases, words or other
related facts from separate lists.
• An efficient arrangement of a set of multiple-choice items with all stems(premises) having the
same set of possible alternative answers.
• Appropriate to measure:
• verbal associative knowledge
• knowledge of persons or objects and their basic characteristics

Guidelines in Constructing Matching Type

1. The descriptions and options must be short and homogeneous.

2. Descriptions (Left) Options (Right)
COLUMN A CLOUMN B
3. More options than descriptions
directions - each option may be used more
than once to decrease the chance of
guessing.
4. Specify the basis for matching the premises and
responses.
5. Whole matching exercise is found on ONE PAGE
ONLY. AVOID SPLITTING the exercise.
6. Avoid including too many premises on one matching
item.
7. Premises and responses should be in the same
general category or class (e.g. inventors-inventions; authors-literary work; objects-
characteristics)
8. Premises or responses composed of one or two words
should be arranged alphabetically.

Examples

Directions: Match column A with column B. You will be given one (POOR)
point for each correct match.
COLUMN A COLUMN B
___1. Execution of Rizal A. 1521
___2. Pseudonym of Ricarte B. 1896
___3. Hero of Tirad Pass C. Gregorio del Pilar
___4. Arrival of the Spaniards D. Spolarium
in the Philippines E. Vibora
___5. Masterpiece of Juan Luna

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Directions: Match column A with column B. You will be given one (GOOD) point for each correct match.
COLUMN A COLUMN B
___1. National Hero of the A. Emilio Aguinaldo
Philippines B. Andres Bonifacio
___2. Hero of Tirad Pass C. Gregorio del Pilar
___3. Brain of the Katipunan D. Marcelo H. del Pilar
___4. Brain of the Philippine E. Emilio Jacinto
Revolution F. Apolinario Mabini
___5. The Sublime Paralytic G. Jose Rizal

ALTERNATE-RESPONSE

• There are only two possible answers.

• May seem easy to construct
• Writing good alternate-response requires skills so as to avoid triviality
• Writing good true or false items is difficult as there are few assertions that are unambiguously
true or false.
• Sensitive to guessing

Guidelines

1. Avoid the use of negatives.

2. Avoid the use of unfamiliar or esoteric language.
3. Avoid trick items that appear to be true but are false because of an inconspicuous word or
phrase.
4. Use quantitative and precise rather than qualitative language where possible.
5. Don’t make true items longer than false items.
6. Refrain from creating a pattern of response.
7. Present a similar number of true and false statements.
8. Be sensitive to the use of specific determiners.
Always

All sweeping generalizations

Never associated with false items

None

Usually associated with true items

Generally

9. A statement must only have one central idea.

10. Avoid quoting exact statements from the textbook.

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Examples

Sample 1
The raison d’etre for capital punishment is retribution according to some peripatetic politician.
Improved
According to some politicians, the justification for the existence of capital punishment can be
traced to the biblical statement, “an eye for an eye, a tooth for a tooth.”

Sample 2
From time to time efforts have been made to explain the notion that there may be a cause-and-
effect relationship between arboreal life and primate anatomy.
Improved
There is a known relationship between primate anatomy and arboreal life.

Sample 3
Many people voted for Gloria Macapagal-Arroyo in the last presidential election.
Improved
Gloria Macapagal-Arroyo received more than 50% of the votes cast in the last presidential
election.

IDENTIFICATION

An unknown specimen is to be identified by name or other criterion

Guidelines

1. Directions – indicate clearly what has to be identified (persons, instruments, dates, events, steps
in a process and formulas)

2. Sufficient space has to be provided for the answer to each item.

3. The question should not be copied verbatim from the textbook.

Example

Directions: Following are phrase definitions of terms. Opposite each number, write the term defined.
______________ 1. Weight divided by volume.
______________ 2. Degree of hotness or coldness of a body
______________ 3. Changing speed of a moving body
______________ 4. Ratio of resistance to effort

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ENUMERATION

The student has to list down parts or elements/components of a given concept or topic.

Guidelines

1. The exact number of expected answers have to be specified.

2. Spaces for the writing of answers have to be provided and should be of the same length.

Example
Directions: List down or enumerate what are asked for in each of the following.
I. Underlying Causes of Worlds Wars I and II
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
II. Factors Affecting the Demand for a Product
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________

ANALOGY

• Consists of a pair of words, which are related to each other (Calmorin, 1994).
• Often used in measuring the student’s skill in sensing association between paired words or
concepts.

Examples

Black is to white, as peace is to _____________

A. Unity
B. Discord
C. Concord
D. Harmony
Bonifacio is for the Philippines, while _____________ is for the
United States of America
A. Lincoln
B. Madison
C. Jefferson
D. Washington

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COMPLETION ITEMS

1. Use only ONE BLANK in a completion form. (general rule)

2. The blank should be placed near or at the end of the sentence.

3. Give clear instructions indicating whether synonyms will be correct and whether spelling will be
a factor in scoring.

4. Be definite in the incomplete statement so that only one correct answer is possible.

5. Avoid using direct statements from the textbook with a word or two missing.

6. All blanks of all items should be of equal length and long enough to accommodate the longest
response.

Example
Directions: On your answer sheet, write the expression that completes each of the following sentences.

1. _____ is money earned from the use of money.

2. The Philippines is at the ________ and _______________ of_____________________.

Improved:

Directions: On your answer sheet, write the expression that completes each of the following sentences.

1. Money earned from the use of money is called ___________.

2. The Philippines is located in the continent of ___________.

Guidelines in Constructing Non-Objective Test Items

ESSAY
• ask students to compose their responses, and are scored with a judgment of the quality of
those responses.
• consists of questions to which students answered/ respond in one or more sentences to a
specific question or problem
• assesses the student’s ability to produce, integrate, and express ideas, and allow the student to
be original, and creative.

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Guidelines For Constructing Essay Questions (Kubiszyn & Borich, 2010)

1. Determine clearly what mental processes you want the student to use before writing the question
(refers to the Taxonomy of educational outcomes)

Example: POOR
Describe the solutions made by Mark and Anna in the Case study?
BETTER
Consider the Case study about Mark and Anna . Remember the part where they had to
solve the problems. Compare the solutions made by Mark and Anna. Which would you
have chosen and why?

2. Write the question to clearly and unambiguously define the task.

• POOR QUESTION:
Discuss the choices that Mark and Anna had to make in the Case Study.

• BETTER:
Mark and Anna had to make three decisions on their journey. Identify each of them and
indicate if you agree and disagree with any of these decisions and why? Organize your response
into 3 to 4 paragraphs and check your spelling.

3. Start essay questions with such words or phrases as compare, contrast, give reasons, predict, etc. Do
not begin which such words as what, who when, and list, because those words generally lead to a task
that requires only recall of information.

Examples:

• Who made the decision in the Case study?

• Compare and contrast the decisions made Mark and Anna?

4. A question dealing with a controversial issue should ask for and be evaluated in terms of the
presentation of evidence for a position rather than the position taken.

Example:

• Which do you think is better, Ana’s decision or Mark decision?

5. Establish reasonable time and/or page limits for each essay question to help the student complete
the question and to indicate the level of detail for the response you have in mind. Indicate such limit
orally and in the statement of the question.

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6. Use essay questions with content and objectives that cannot be measured by objective items.

7. Avoid using optional question/items.

• Require all students to answer the same questions.

• Allowing to select decreases the validity and decreases your basis of comparison among
students

• Principle of fairness is not followed.

Guidelines for Constructing Essay Questions (Oriondo, 1988)

1. Give adequate time and thought to the preparation of essay questions.

2. The question should be written so that it will elicit (draw out) the type of behavior you want to
measure.

3. A well-constructed essay question should establish a framework within which the student
operates.

4. Decide in advance what factors will be considered in evaluating an essay response.

5. Do not provide optional questions in an essay test

6. Use relatively large number of questions requiring short answers (about ½ page) rather than just
a few questions involving long answers (2-3 pages)

7. Don’t start essay questions with such words as “list, who, what, whether”

8. Adapt the length of the responses and the complexity of the question and answer to the
maturity of the student.

9. Use the novel type of question wherever feasible.

10. Prepare a scoring key.

Grading /Scoring Essay Questions (Oriondo, 1988; Nitko & Brookhart , 2011)

1. Check your scoring key against actual responses.

2. Be consistent in your grading. Use criteria/rubric.

3. Grade only one question at a time for all papers.

4. Grade the responses anonymously.

5. The mechanics of expression should be judged separately from what the student writes.

6. Try to score all responses to a particular question without interruption.

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 References

Gabuyo, Y. (2012). Assessment of Learning 1. Quezon City: Rex Bookstore.

Kubiszyn, T. and Borich (2010). Educational testing and measurement: classroom application and
practice. Hoboken, N.J. : Wiley.

He holds success in store for the upright. Proverbs 2:7

Live Jesus in our hearts, Forever!

End of Module
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