CHAPTER 5: DISTINGUISHING AND CONSTRUCTING VARIOUS PAPER-AND-

PENCIL TESTS

Lesson 3: Constructing Paper-and-Pencil Tests

3.1 Planning a Test and Construction of Table of Specification (TOS)

Important steps of planning for a test:

1. Identifying test objectives/learning outcomes
2. Deciding on the type of objective test to be prepared
3. Preparing a Table of Specification (TOS)
4. Constructing the draft test items
5. Try - out and validation

Identifying Test Objectives

 A test which is to be comprehensive must cover the various levels of Bloom‘s
taxonomy. Example: We want to construct a test on the topic: Subject-Verb
Agreement in Grade VI class.

The following are typical learning objectives:

1. Knowledge/Remembering: The students must be able to identify the subject and
the verb in the given sentences.
2. Comprehension/Understanding: The students must be able to determine the
appropriate form of the verb to be used given the subject of a sentence.
3. Application/Applying: The students must be able to write sentences following
the rules on subject-verb agreement.
4. Analysis/Analyzing: The students must be able to break down a given sentence
into its subject and predicate.
5. Evaluation/Evaluating: The students must be able to judge whether or not a
sentence observes rules on subject-verb agreement
6. 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 objectives/outcomes. Thus, this is the
principle of constructive alignment. For instance, you may construct multiple
choice type of test for the first four levels of competencies and you may opt to give
an essay test for evaluation and synthesis levels.

Preparing a Table of Specifications (TOS)

 A Table of Specification (TOS) is a test map that guides the teacher in
constructing a test. The TOS ensures a balance between easy and difficult test
items or a percentage of lower-level thinking skills and high-order thinking skills.
A prototype table is shown below:

Source: DepEd Automated Forms (2014)

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, if there are five items in the remembering/recalling to be included in the final
test form, then at least 10 remembering items should be included in the draft.

The subsequent test try-out and item analysis will mostly likely eliminate many of the constructed
items in the draft (either they are too difficult or too easy or non-discriminatory). However, try-out is
not done ideally due to the lack of time in the preparation or planning phase.

Item analysis and try-out.

 The test draft is 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, its validity, reliability and practicality.

3.2 Types of Paper-and-Pencil Tests

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 through a modified true/false test. Essays are easier to construct than
the other types of objective test, but the difficulty in scoring essay examinations is possible. Thus,
a scoring rubric will help teachers in the actual practice of scoring.

3.3 Constructing Selected-Response Type

True-False Tests
 Binomial choice or alternate response tests are tests that have two options such as true or
false; right or wrong, yes, no good or better; check or cross-out, and so on.
 A modified true-false test can better offset the effect of guessing by requiring students to
explain their answers.

Guidelines for constructing Alternate-Response Test

 Rule 1: Do not give an unintentional hint in the body of the question. o Rule 2: Avoid using
the words ―always‖, ―never‖, ―often‖, and other words that tend to be either always true
or always false.
 Rule 3: Avoid long sentences as these tend to be ―true‖. Keep sentences short.
 Rule 4: Avoid trick statements with some minor misleading word or misspelling, misplaced
phrases, etc. A wise student who does not know the subject matter may detect this strategy
and thus get the correct answer.
 Rule 5: Avoid quoting/copying verbatim from the textbooks or reference materials. This
practice conveys a wrong signal to the students that it is necessary to memorize the
textbook word for word and acquisition of high order thinking skills are not given due
importance.
 Rule 6: Avoid specific determiners or qualifiers.
 Rule 7: Avoid disproportionate number of items either true or false statements or avoid
creating patterns in the answers.
 Rule 8: Avoid double negatives. This makes test item unclear and confusing. Example: The
changes that take place in early childhood are NOT unchangeable. Instead, the changes in
early childhood are changeable.
Multiple-Choice Tests.
 It offers the students with more than two options per item to choose from.
 Each item in a multiple-choice test consists of two parts (a) the stem (b) the options. In a
set of options, there is correct or best option while the others are considered ―distracters.
 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.
 The multiple-choice type of test allows the teacher to test higher order thinking skills even if
the options are clearly stated.

Guidelines for constructing multiple-choice items:

 Rule 1: Do not use unfamiliar words, terms and phrases.
 Rule 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.
 Rule 3: Avoid complex or awkward word arrangements. Also, avoid the use of negatives in
the stem as this may add unnecessary comprehension difficulties.
 Rule 4: Do not use double negatives as such statements tend to be confusing. Example:
What does the statement ―Development patterns acquired during the formative years are
NOT unchangeable‖ implies? A B C D; instead ―What does the statement ―Development
patterns acquired during the formative years are changeable‖.
 Rule 5: Each item stem should be as short as possible, otherwise, you risk testing more for
reading and comprehension skills.
 Rule 6: Distracters should be equally plausible and attractive.
 Rule 7: All multiple-choice options should be grammatically consistent with the stem.
 Rule 8: The length, explicitness or degree of technicality of alternatives should not be the
determinants of the correctness of the answer.
 Rule 9: Avoid stems that reveal the answer to another item.
 Rule 10: Avoid alternatives that are synonymous with others or those that overlap others.
 Rule 11: Avoid presenting sequenced items in the same order as in the text.
 Rule 12: Avoid use of assumed qualifiers that many examinees may not be aware of.
 Rule 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).
 Rule 14: Avoid use of irrelevant sources of difficulty such as requiring a complex calculation
when only knowledge of a principle is being tested.
 Rule 15: Pack the question in the stem. Avoid giving stem which has no question. Example:
The Roman empire_______.
a) Had no central government
b) Had no definite territory
c) Had no heroes
d) Had no common religion
 Rule 16: Use only the “none of the above” option 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 the correct response maybe partially
inaccurate.
 Rule 17: Note that use o ―all of the above‖ may allow credit for partial knowledge. In a
multiple option item, (allowing only one option) if a student only knew that two options were
correct, he could then deduce the correctness of ―all of the above‖. This assumes you are
allowed only one correct choice.
 Rule 18: Best not to use ―none of the above‖ and all of the above‖; but it can still be used
sparingly.
  Rule 19: The difficulty in multiple choice items may be controlled by varying the
homogeneity or degree of similarity of responses. The more homogeneous, the more
difficult the item because all options look like the correct answer of the situations.

Matching Type.
 The matching type items may be considered modified multiple choice types 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

 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 column 1 will be authors and in column 2 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.
 The stem (longer in construction than the options) must be in the first column
while the options (usually shorter) must be in second column. o The options must
be more in numbers than the stems to prevent the student from arriving at the
answer by mere process of elimination.
 To help the examinee find the answer easier, arrange the options alphabetically or
chronologically, whichever is applicable.
 Like any other test, the direction of the test must be given. The examinee must
know exactly what to do.

3.4 Constructing Supply-Type or Constructed-Response Type

Another useful tool/device for testing lower order thinking skill is the supply-type of
tests. It consists of a stem and a blank where the students would write the correct
answer. This test would only allow one and only one correct answer. Thus, it only
measures student’s recall of knowledge.

Completion-type of test.
 It is possible to construct supply type of tests that will test higher order thinking.
Example: Supply the following by writing 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 is 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 root 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/Fill-in-the-blank type
 Avoid ―over- injured sentences‖ like this test item. Give enough clue to the
students. For instance: The ____ produced by the _____ is used by the green
____ to change the ____ and _____ into____. This process is called ____.
 Avoid open-ended item. There should be only one acceptable answer. Example:
Edgar Allan Poe wrote _____.
 The blank should be at the end or near the end of the sentence. The question
must be asked first before an answer is expected.
 Ask the question on more significant item not on trivial matter.
 The length of the blanks must not suggest the answer. So better to make the
blanks uniform in size.

Essays.
 Essays are 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 explanations in order to inform the reader. Essays can be used to
measure attainment of a variety of objectives:

 Comparing. Describe the similarities and differences between…

 Relating cause and effect. What are the major causes of…
 Justifying. Explain why you agree or disagree with the following statements…
 Summarizing. Briefly summarize the contents of…
 Generalizing. Formulate set of principles that can explain the following data…
 Inferring. How would Senator X be most likely to react about the PhilHealth
anomaly during the CoViD-19 pandemic crisis?
 Classifying. What do the following items have in common? Explain.
 Applying. How would you apply the principles of assessment to arrive a valid and
reliable test…
 Analyzing. Describe the fallacies of argument in the following…
 Evaluating. Using the criteria of the scoring rubric, evaluate the following…
 Creating. Design a plan to prove that…

Restricted essay referred as short focused response.

Example:
 Write at least “3 reasons to compare and contrast two techniques”.

Non-restricted/Extended Essay.
 It can be much longer and complex than short responses, but students are
encouraged to remain focused and organized.

Guidelines in the Formulation and Scoring of Essay Tests.

 Phrase the direction in such a way that students are guided on the key concepts
to be included. Specify how the students should respond.
 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.
 Example: Write an essay on the topic _____. You will be graded according to the
criteria: (a) coherence (b) accuracy of statements (c) use of keywords (d) clarity
(e) extra points for innovative presentation of ideas. Or you can download and
create scoring rubric for essay writing.
 Put time limit on the essay test.
 Decide on your essay grading system prior to getting the essays of your students.
 Evaluate all of the students ‘answers to one question before proceeding to the
next question. This procedure will also help offset the halo effect in grading the
essays. Each answer is judged on its own merits when it is read and compared
with other answers to same questions than when it is read and compared with
other answers by the same student.
 Evaluate answers to essay questions without knowing the identity of the
writer/student. This is an attempt to control personal bias during scoring.
 Whenever possible, have to 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).
 Do not provide optional questions. It is difficult to construct questions of equal
difficulty and so teacher cannot have valid comparison of student’s achievement.
 Provide information about the value/weight of the question and how it will be
scored.
 Emphasize higher level thinking skills.