Names: Canatoy, Jocel B.

Year & Course: 2nd Year, BSED-Mathematics

Jumamil, Christine Joy Course Code: EDUC 107
Loar, Isiah James
A U T H O R S
Schedule: TTh 9:00AM-10:30AM
Type Oriondo Raagas Santos Adamos Calmorin Calderon Asaad Rico Gabuyo Buendicho Kubiszyn
of
Test
True 1. Avoid 1. A single 1. Do not 1. Write the 1. The test 1. Avoid 1. Write the 1. Avoid writing a 1. Base true- false 1. The desired
or specific statement is give a item so items the use items so very long items upon method of
False determine made, hint that the must be of precisely statement. statements that marking true
re. usually (inadvert answer arrange absolute that it can Eliminate are absolutely or false
consisting of ently)in options d in modifier be judged unnecessary true or false, should be
one the body are groups s such as unquestion word(s) in the without clearly
sentence. of the consisten of five all, ably as true statement (be qualifications or explained
Students are question. t with the to none, or false. concise). exceptions. before
asked to logic in facilitate no, students
indicate the scoring. always, begin the
whether the sentence. The never, test.
statement is groups nothing,
true or false. must be only,
separate alone,
d by two and the
singles like
space unless
and the they are
items a part of
within a a fact or
 group truth.
by a These
singles terms
space. tend to
make
the
stateme
nt false.
2. Avoid the
exact
2. Vague wording
2. Avoid a 2. Avoid 2. Focus on qualifier from the 2. Express the item 2. Construct
dispropor using the a single 2. In s such as book to 2. Avoid trivial statement as statements
tionate words fact or indicatin usually, minimize questions. simply as clearly that are
number of “always,” idea in g seldom, rote as possible. definitely
either true “never,” the item. respons much, memory. true or
or false “often” e, it little, definitely
satements and other must be few, false, without
. words simple small, additional
that tend as large, qualification.
to either possible and the If opinion is
always where a like used,
true or singles should attribute it to
alwys letter is be used some source.
false. enough only
to when
facilitate they are
 scoring, a part of
for a fact or
instance truth.
, T for These
True terms
and F usually
for False make
or X for the
True stateme
and O nt true.
for
False, 3. Construct
and the items
many carefully so
others. 3. The true that the
and reading
3. Avoid the 3. Avoid 3. Avoid false level is 3. Express a single 3. Use relatively
exact long long 3. The use stateme within the 3. It should contain idea in each test short
wording of sentence sentence of nts capacity of only one idea in item. statements
the s as these s. similar should students. each item except and eliminate
textbook. tend to stateme be equal for statement extraneous
be nts from in showing the material.
“true .” the number, relationship
Keep book equal in between cause
sentence must be length, and effect.
s short. avoided and
to arrange
minimiz d at
e rote random
memory to avoid
in any
studying clues. By
. random
means
that one
true
stateme
nt,
followed
by one
true
stateme
nt,
followed
by one
false
stateme
nt,
followed 4. The
by two number of
true true and
stateme false items
nts, etc. should be
equal.
 4. The
correct
respons
4. Avoid trick 4. Avoid es 4. Include enough 4. Keep true
statement 4. Avoid insignific 4. The should 4. It can be used for background and false
s. These trick ant or items not establishing cause information and statements at
areusually statemen trivial are follow a and effect qualifications so approximatel
statement ts with facts or carefully pattern, relationship. that the ability to y the same
s which some words. construc otherwis respond correctly length, and
appear to minor ted so e the to the item does be sure that
be true misleadin that the students not depend on there are
but which g word or languag may be some special, approximatel
are really spelling e is able to uncommon y equal
false anomaly within give the knowledge. numbers of
because of misplace the level right true and false
the petty d of the symbols items.
insertion phrases, students althoug
of some etc. A / h they
inconspicu wise examine do not
ous student es, know
word,phra who does hence, the real 5. Avoid tricky
se,or not know flowery answers statements
letter. the stateme . .
subject nts are
matter
 may avoided.
detect
this
strategy
and thus
get the
answer
correctly. 5. The
truth or
falsenes
5. Limit each 5. Avoid 5. Avoid s of a 5. Avoid using 5. Avoid lifting 5. Avoid using
statement qouting negative 5. Specific stateme opinion-based statements from double-
to the verbatim statemen determi nts statement, if it the text, lecture negative
exact from ts. ners like should cannot be avoided or other statements.
point to reference “all,” depend the statement materials so that They take
be tested. materials “always, upon should be memory alone, extra time
Do not use or ” the attributed to will not permit a decipher and
two or textbook “none,” main somebody. correct answer. are difficult
more s. This “never,” idea and to interpret.
stimuli to practice “not,” not
elicit one sends the “nothing upon
response, wrong ,” and any
as in the signal to “no” are minor
following the more element
partly students likely to : word,
true,partly that it is be false phrase,
false necessary and or
 statement to should clause.
. memoriz be
e the avoided.
textbook
word for
word
and,
thus,
acquisitio
n of
higher
level
thinking
skills is
not given
due
importan
ce. 6. Negative
6. If this statements
type is should be
6. Avoid used avoided.
double 6. Avoid 6. Avoid 6. Determi alone 7. True and 6. Avoid using 6. Avoid the
negatives. specific inadverte ners for a false negative or double 6. Avoid using following:
Such determin nt clues such as long statements negatives. negatively stated a)Verbal
statement ers or to the “may”, test, the should not Construct the item statements. clues,
s are give- answer. “some,” minimu have statement 7. Avoid the use of absolutes
especially away seldom, m specific positively. If this unfamiliar and
 bad since qualifiers. 7. Avoid ” number arrangeme cannot be vocabulary. complex
pupils well Students using sometim of items nts to avoid avoided, bold 8. Avoid the use of sentences.
versed in quickly vague es,” should predicting negative words or specific b) Broad
English learn that adjective “usually, be 50 as the pattern underlined it to determiners general
grammar strongly s and ” and suggeste of the call the attention which should statements
might con- worded adverbs. “often” d by answers. of the examinees. permit a test that are
clude that statemen are Bradfiel 8. Avoid using 7. Avoid specific wise but usually not
two ts are more d and specific determiner such unprepared true or
negatives more likely to Moredo determiner as “never,” examinee to false
equal an likely to be true, ck so s like all, “always,” “all,” respond without
affirmative be false thus, that the always, “none,” for they correctly. Specific further
,whereas than the chance never, tend to appear in determiners refer qualificatio
other true, for aforeme factor none, the statements to sweeping ns
pupils example, ntioned does not nothing that are false. terms like all, c)Terms
would statemen determi too because 8. Avoid specific always, none, denoting
interpret ts with ners seriously they are determiner such never, indefinite
such "never" must be restrict likely to be as “some,” impossible, degree
statement "no" "all" avoided the false. “sometimes,” and inevitable. (e.g. large,
s as or because reliabilit Moreover “may” they tend Statements long time,
emphatic "always." they y of a determiner to appear in the including such regularly),
negatives. Moderat give score. s like statements that terms are likely or
7. Avoid ely indirect Howeve sometimes, are true. to be false. On absolutes
ambiguou worded suggesti rit if is usually and 9. The number of the other hand, (e.g., never,
s statemen on to only a often true items must statements using only,
stetement ts are probabl quiz or a should also be the same with qualifying always):
s. An more e part of a be avoided the number of determiners such d) Placing
ambiguou likely to long test because as usually, items in a
 s be true answers. compos they are false items. sometimes, often systematic
statement than 7. Qualitati ed of more likely 10. Avoid are likely to be order (e.g.,
is one that false. ve several to be true. grammatical true. When TTFF, TFTF
may be Statemen terms. types, 9. Minimize clues that lead statements and so on);
true with ts that For the the use of to a correct require specific and
one are instance number qualitative answer as the determiners, e) Taking
interpreta moderate “few,” of true- terms like article (a, an, make sure they statements
tion,and ly “many,” false few, great, the). appear in both directly
false with worded “great,” items is many, 11. Avoid statement true and false from the
another use “freque not more, and directly taken items. text and
equally "many" nt,” and importa the like. from the textbook presenting
plausible "often" “large” nt 10. Prepa 12. Avoid arranging them out of
interpreta "sometim are consider re a key the statements in context
tion. es" vague ation. that a logical order
8. Avoid "generall an 7. Use the contains all such as (TTTTTT-
unfamiliar, y" indefinit true- correct FFFFF, TFTFTF,
figurative, "frequent e and false answers. TTFFTTFF).
or literary ly" or they type for 13. Directions
language.T "some" must be items should indicate
he usually avoided. not where or how the
experienc should be 8. Stateme amenabl students should
e of the avoided. nts e to mark their answer.
leamer e.g. which other
must be Executive are types.
considere s usually partly This
d. suffer right type is
9. Avoid long from and good for
 atatement hyperacid partly general
s,eapeciall ity. The wrong conditio
y those statemen must be ns.
involuing t tends to avoided. 8. Do not
com-plex be 9. Stateme use
sentence correct. nts must stateme
atructure. The word be nts that
10. Avoi "usually" strongly cannot
d leads to consider be
qualitative the ed that answere
language answer. they d by
wherever 7. With true represe true or
possible.Q or false nt either false by
uantitative questions true or yes or
lnnguage , avoid a false. no. A
conveys grossly 10. Am stateme
more dispropor biguous nt
exactly tionate and cannot
the number double be
meaning of either negative answere
intended. true or stateme d by
Expression false nts must true or
s such as statemen be false if it
"few", ts or avoided. is too
"many", even abstract
"large", patterns or too
“small", in the
“old", occurenc general.
“young","i e of true
mportant" and false.
, and 8. Avoid
“unimport double
ant" are negatives
vague and . This
Indefinite. makes
test item
unclear
and
definitely
will
confuse
the
student.
e.g. The
changes
that take
place in
early
childhoo
d are
NOT
Unchang
eable.
The test
 item
simply
means
"The
changes
in early
childhoo
d are
changeab
le".
Multi 1. The main 1. This 1. Do 1. Writ This test is 1. Us Stem 1. Make a test The Stem 1. The
ple stem of the format is not e an made up of e 1. All the item that is 1. When stem of
Choic test item used use item items op words practical or possible, the item
e Test may be extensively in unfa that which tio of the with real- state the should
constructed classroom mili pres consists of ns stem world stem as a clearly
in question tests. The ar ent three or tha shoul applications direct formula
form,comple multiple wor a more t d be to the question te a
tion form or choice item ds, singl plausible are releva students. rather than problem
direction traditionally ter e options in ord nt to 2. Use diagram as an . Include
form. 2. consists of a ms defi each item. era the or drawing incomplete as much
Questions stem that and nite The choice ble task. when asking statement. of the
should tap describes a phra pro is multiple wit It question 2. Present a items as
only one problem and ses. ble in the h a means about definite, possible
ability. 3. The a series of The m. sense that fixe statin application, explicit ,
main stem option, or abili 2. Kee student d g the analysis or singular keeping
should be alternatives, ty of p must or proble evaluation. question or the
clear. Avoid each the the choose the m 3. When ask to problem in respons
awkward representing item read only one sa succin interpret or the stem. e
stems. 4. The possible to ing correct or me ct and evaluate 3. Eliminate options
question answers to disc leve best option int clear about excessive as short
should not the stem. rimi l from the erv so qoutations verbiage or as
be trivial. Normally, nate with rest. al stude from irrelevant possible
There should one option is or in fro nts secondary information .
be a correct, with its stud m under sources like from the Howeve
consensus on the leve ents on stand published stem. r,
its answer. 5. remaining l of ’ e what books or 4. Include in include
Questions alternatives diffi abili ext is newspapers. the stem only the
'that tap only refered to as cult ty. re expec 4. Use tables, any words material
rote learning distracters. y 3. Thre me ted to figures, or that might needed
and memory sho e or to be charts when otherwise to make
should be uld mor the answe asking be repeater the
avoided. 6. ste e oth red. question to in each problem
Each m choi er, 2. Stem interpret. alternative. clear
question fro ces tha shoul 5. Use pictures 5. Use and
should have m mus t is, d be if possible negatively specific.
only one the t be fro meani when stated Be
answer, not subj prov m ngful students are questions concise-
severa! ect ided the by required to sparingly. don’t
possible ma in hig itself apply When used, add
answers. 7. tter eac hes and concepts and underline extrane
Alternatives rath h t shoul principles. and/ or ous
should be as er item de d 6. List the capitalize informa
closely than to gre contai choices/optio the negative tion.
related to fro mini e n the ns vertically
each other as m miz to proble not word. 2. Be sure
possible 8. the e the m. horizontally. 6. Make all that
Alternatives wor gue lo This 7. Avoid trivial alternative there is
should be ding ssin we shoul questions. plausible one and
arranged in of g. st d 8. Use only one and only
natural the 4. A de especi correct attractive to
order. 9. que unif gre ally be answer or the less
Alternatives stio orm e. obser best answer knowledgea
should be n. num 2. Wh ved format. ble or
arranged 2. Do ber en when 9. Use three to skillful
according to not of the the five options student.
length: from use choi exa stem to discourage 7. Make the
shortest to mod ces mi uses guessing. alternative
longest or ifier in ne an 10. Be sure that grammatical
longest to s eac e is incom distracters ly parallel
shortest. 10. that h giv plete are plausible with each
Alternatives are item en state and effective. other and
should have vag mus a ment 11. Increase the consistent
grammatical ue t be cha forma similarity of with the
parallelism. and use nce t. the options stem.
11. who d. to 3. The to increase 8. Make the
Arrangement se 5. The sel stem the difficulty alternative
of correct mea choi ect shoul of the item. mutually
answers ning ces an d use 12. Do not use exclusive.
should not s sho op a “none of the 9. When
follow any can uld tio questi above” possible,
pattern. be n on options when present
 diffe num tha with asking for a alternatives
r bere t only best answer in some
fro d or exp one 13. Avoid using logical
m lette res correc “all of the order.
one red ses t or above” 10. Be sure
pers so do clearly options. It is there is only
on that ubt best usually the one correct
to only or answe correct or best
the the un r. answer and response to
next num cer Ambig makes the the item.
such ber tai uity item too easy 11. Make
as: or nty sets in for the alternative
muc lette , when examinee approximat
h, r the the with partial ely equal in
ofte can op stem knowledge. length.
n, be tio allows 12. Avoid
usu enci n for irrelevant
ally, rcle exp more clues, such
etc. d, res than as
3. Avoi sha sin one grammatical
d ded, g best structure,
com or do answe well- known
plex wri ubt r. verbal
or tten or Stude associations
awk on un nts or
war the cer will connections
d blan tai likely between
wor k nty base stem and
d prov sho their answer.
arra ided uld answe 13. Use at least
nge . be r on four
men 6. All pla perso alternatives
ts. choi ced nal for each
Also ces in experi item to
, mus the ence lower the
avoi t be mi instea probability
d gra ddl d of of getting
use mm e on the item
of atic or facts. correct by
neg ally cen guessing.
ativ cons ter Distracters 14. Randomly
es in iste of 1. All distribute
the nt. the distra the correct
ste 7. If op cted responses
m the pos shoul among the
as choi ing d alternative
this ces rea appea position
may are cti r throughout
add figur ons plausi the test
unn es, . ble to having
eces they uninfo approximat
sary sho rmed ely the
com uld test same
pre be takers proportion
 hen arra . This of the
sion nge is the alternatives
diffi d in key to a, b, c, d,
culti eith makin and e as the
es. er g the correct
4. Do asce item response.
not ndin discri
use g or minati
neg desc ng
ativ endi and
es ng theref
or ord ore
dou er valid.
ble 8. The The
neg choi validit
ativ ces y of
es sho the
as uld item
such be suffer
stat rela s
eme ted when
nts in there
tend som is a
to e distra
be way cter
conf or that is
usin sho obvio
g. It uld usly
is belo correc
best ng t as
to to option
use the D or
sim sam obvio
pler e usly
sent grou wrong
enc p. as
es 9. Avoi option
rath d B in
er usin the
than g follow
sent the ing
enc artic item.
es les 2. Rando
that “a” mly
wou or assign
ld “an” correc
req as t
uire the answe
exp last r to
ertis wor altern
e in d ative
gra prio positi
mm r to on.
atic the
 al listi 3. Avoid
cons ng using
truc of “All of
tion. the the
5. Eac resp above
h ons ” or “
item es. None
ste 10. Avoi of the
m da above
sho regu ” as
uld lar distra
be seq cted.
as uen
shor ce
t as of
poss the
ible; corr
othe ect
rwis ans
e wer
you in
risk all
testi item
ng s
mor and
e Pre
for pare
 read ans
ing wer
and key
com that
pre incl
hen ude
sion s all
skill acce
s. ptab
6. Dist le
ract ans
ers wer
sho s.
uld
be
equ
ally
plau
sible
and
attr
acti
ve.

7. All
mul
tiple
 choi
ce
opti
ons
sho
uld
be
gra
mm
atic
ally
cons
iste
nt
with
the
ste
m.
8. The
leng
th,
expl
icitn
ess,
or
degr
ee
 of
tech
nical
ity
of
alte
rna
tive
s
sho
uld
not
be
the
dete
rmi
nant
s of
the
corr
ectn
ess
of
the
ans
wer.
9. Avoi
 d
ste
ms
that
reve
al
the
ans
wer
to
anot
her
item
.
10. Avoi
d
alte
rna
tive
s
that
are
syn
ony
ms
with
othe
 rs or
thos
e
that
incl
ude
or
over
lap
othe
rs.
11. Avoi
d
pres
enti
ng
seq
uen
ced
item
s in
the
sam
e
ord
er
as in
 the
text.
12. Avoi
d
use
of
assu
med
qual
ifier
s
that
man
y
exa
min
ees
may
not
be
awa
re
of.
13. Avoi
d
use
of
unn
eces
sary
wor
ds
or
phra
ses
whi
ch
are
not
rele
vant
to
the
pro
ble
m at
han
d
(unl
ess
such
disc
rimi
nati
ng
abili
ty is
the
pri
mar
y
inte
nt
of
the
eval
uati
on).
The
item
's
valu
e is
par
ticul
arly
dam
age
d if
the
unn
eces
sary
mat
erial
is
desi
gne
d to
distr
act
or
misl
ead.
Suc
h
item
s
test
the
stud
ent'
s
read
ing
com
pre
hen
 sion
rath
er
than
kno
wle
dge
of
the
subj
ect
ma
tter.
14. Avoi
d
use
of
non-
rele
vant
sour
ces
of
diffi
cult
y
such
 as
req
uirin
g a
com
plex
calc
ulati
ons
whe
n
only
kno
wle
dge
of
prin
cipl
e is
bein
g
test
ed.
15. Pack
the
que
stio
 n in
the
ste
m.
16. Use
the
"No
ne
of
the
abo
ve"
opti
on
only
whe
n
the
key
ed
ans
wer
is
tota
lly
corr
ect.
Wh
en
choi
ce
of
the
"bes
t"
resp
ons
e is
inte
nde
d,
"no
ne
of
the
abo
ve"
is
not
appr
opri
ate,
sinc
e
 the
impl
icati
on
has
alre
ady
bee
n
mad
e
that
the
corr
ect
resp
ons
e
may
be
par
tiall
y
inac
cura
te.
17. Not
e
that
use
of
"all
of
the
abo
ve"
may
allo
w
cred
it
for
par
tial
kno
wle
dge.
In a
mul
tiple
opti
on
item
,
(allo
win
g
only
one
opti
on
choi
ce)
if a
stud
ent
only
kne
w
that
two
(2)
opti
ons
wer
e
corr
ect,
he
coul
d
 then
ded
uce
the
corr
ectn
ess
of
"all
of
the
abo
ve."
This
assu
mes
you
are
allo
wed
only
one
corr
ect
choi
ce.
18. Bett
er
still
use
"no
ne
of
the
abo
ve"
and
"all
of
the
abo
ve"
spar
ingl
y
but
best
not
to
use
the
m at
all.
19. Havi
ng
com
pou
nd
resp
ons
e
choi
ces
may
pur
pos
efull
y
incr
ease
diffi
cult
y of
an
item
.
The
diffi
cult
y in
a
mul
tiple
choi
ce
item
may
be
cont
rolle
d by
vary
ing
the
hom
oge
neit
y or
degr
ee
of
simil
arity
of
resp
ons
es.
The
mor
e
hom
oge
neo
us,
the
mor
e
diffi
cult
the
item
bec
aus
e
they
all
look
like
the
corr
ect
ans
wer.
Match 1. Be careful 1. Matching 1. Mat 1. Incl This type 1. Th 1. Keep 1. The 1. Include 1. Keep
ing about what test items ch ude consists of ere the descriptions directions both the
Type material in occur in hom only two sho list of and options which list of
Test put into the clusters oge hom columns in uld premi must be clearly state descripti
question composed of neo oge which be se and short and the basis for ons and
column and a list of us nou proper tw the homogeneou matching the list
what is put premises, a not s pairing o list of s. the stimuli of
into the list of hete mat relationshi col option 2. The with the optices
option responses, roge erial p of two um s descriptions responses. fairly
column. 2. and neo s in things is ns, homo must be Explain short
Include only directions for us eac strictly wri genou written at whether or and
homogenous matching the item h observed. tte s or the left side not a homoge
material in two. In many s. mat For n belon and marked response nous-
each clusters the The chin instance, sid ging it with can be used they
matching Do distinction item g Column A e to a Column A more than should
not mix such between s to item is to be by categ and the once and both fit
dissimuar premises and mat . matched sid ory. options must indicate on the
items as responses is ch 2. Use with e, 2. Keep be written at where to same
persons and simply in the mus larg Column B. the the the right side write the page.
plaees in a names given t be er sti premi and marked answer. Title the
single to them. The hom or mu se it with 2. Use only lists to
exercise. 3. two lists can oge sma lus alway Column B to homogenou ensure
Be sure that be neo ller col s in save time for s material in homoge
the students interchanged us. num um the the matching neity
fully without If ber n first examinees. items. and
understand difficulty. you of or colum 3. There should 3. Arrange the arrange
the bases on wan resp qu n and be more list of the
which t ons esti the options that responses descripti
matching is your es on option descriptions to some ons and
to be done. stud than col s in or indicate in systematic options
4. Put items ents the um the the order if in some
on the left to item n secon directions possible- logical
and number mat s sho d that each chronologic order. If
them,put ch and uld colum option may al, this is
options on auth allo be n. used more alphabetical impossi
the right and ors w wri 3. Keep than once to . ble
designate with the tte the decrease the 4. Avoid you’ve
them by thei resp n lists in chance of grammatical probabl
letters.Item r ons to the guessing. or other y
numbers run liter es the two 4. Matching clues to the includin
consecutively ary to left colum directions correct g too
throughout wor be sid ns should response. wide a
the test,but ks, use e unequ specify the variety
option letters in d an al in basis for in the
begin inew one mor d numb matching. exercise
with each colu e the er. Failure to . Try
matching mn than res 4. Tests indicate how two or
exercise. 5. will onc po directi matches more
Arrange be e. nse on should be exercise
items and auth 3. The col alway marked can s.
options in ors item um s greatly 2. Make
systematic and colu n descri increase the sure
order.If the in mn to be the time that all
list consists the mus the basis consumed by the
of dates,put seco t be rig for the teacher options
them in nd plac ht. match in scoring. are
chronological colu ed Th ing 5. Avoid too plausibl
order.Option mn at ere 5. Keep many correct e
words may mus the sho the answers. distract
be t be left uld numb 6. When using ors for
alphabetized liter and be er of names, each
to make it ary the a premi always descripti
easier for the wor resp sho se not include the ons to
student to ks. ons rt more complete ensure
locate the Don e bla than name (first homoge
desired 't colu nk eight name and neity of
response. 6. inse mn bef as surname) to lists.
Place all the rt at ore shown avoid 3. The list
items and nati the eac in the ambiguities. of
options for onal righ h two 7. Use numbers descripti
amatching ity t. sti sampl for the on
exereise on a for 4. The mu e descriptions should
single page, if inst item lus items. and capital contain
possible. anc colu qu 6. Ambig letters for the
Turning the e mn esti uous the options longer
page back with (Col on lists to avoid phrases
and forth in nam umn wh shoul confusions to or
search of es A) ere d be the students stateme
desired of sho to avoid that have a nts,
responses is auth uld wri ed. reading while
both ors. be te the
confusing That num the problem. options
and time- will bere sy 8. Arrange the consist
consuming. not d mb options into of short
7. Limit a be a and ol a phrases,
matching goo the of chronological words
exercise to d resp the order or or
not more item ons res alphabetical symbols
than 10-15 sinc e po order. .
items. Longer e it colu nse 9. The 4. Each
lists tend to is mn to descriptions descripti
be too obvi (Col wh and options on in
heterogeneo ousl umn ich must be the list
us and y B) the written in the should
therefore wro sho qu same page. be
afford clues ng. uld esti 10. A minimum number
for the test- 2. The be on of three ed (each
wise;they ste alph ref items and a is an
waste time; m abe ers maximum of item),
and if testing (lon tize in seven items and the
time is ger d to the for list of
brief,they in facil res elementary options
put too much cons itate po level and a should
premium on truc the nse maximum of be
the students' tion sele col seveteen identifie
clerical speed than ctio um items for d by
and accuracy. the n of n. secondary letter.
(Stanley,1964 opti the 2. Dir and tertiary 5. Include
). ons) corr ec levels. more
mus ect tio options
t be ans ns than
in wer. sho descripti
the All uld ons list,
first ans be it is
colu wer cle harder
mn s ar for
whil mus in student
e t be sta s to
the wri tin eliminat
opti tten g e
ons in wh options.
(usu lette at If the
ally rs ite option
shor only ms list is
ter) on in shorter,
mus the the some
t be spac res options
in e po must be
the prov nse used
seco ided , more
nd in col than
colu the um once.
mn. item n Always
3. The colu sho include
opti uld some
ons mn. be options
mus 5. Be ma that do
t be sure tch not
mor that ed match
e in eac wit any of
num h hin the
ber item the descripti
than has sti ons or
the corr mu some
ste esp lus that
ms ondi col match
to ng um more
prev pair n than
ent in an one, or
the the d both.
stud resp vic 6. In the
ent ons e definitio
fro e ver n,
m colu saa specify
arriv mn. nd the
ing 6. All wh basis for
at item at matchin
the s sy g and
ans mus mb whether
wer t ols options
by app of can be
mer ear the used
 e on res more
proc one po than
ess pag nse once.
of e to ite
elim avoi ms
inati d sho
on. turn uld
4. To ing be
help of wri
the pag tte
exa es in n
min the bef
ee proc ore
find ess the
the of sti
ans mat mu
wer chin lus
easi g ite
er, pair ms
arra s. to
nge 7. The wh
the max ich
opti imu the
ons m y
alph num cor
abe ber res
tical of po
 ly or item nd.
chro s is 3. Th
nolo 15. e
gical 8. Set res
ly, up a po
whi key nse
che that col
ver incl um
is ude n
appl s all sho
icabl acce uld
e. ptab co
5. Like le nta
any ans in
othe wer mo
r s. re
test, ite
the ms,
dire at
ctio lea
n of st
the tw
test o
mus mo
t be re,
give tha
n. n
The the
exa sti
min mu
ees lus
mus col
t um
kno n
w so
exac tha
tly t
wha the
t to pai
do. rin
g
of
ite
ms
ma
y
not
be
do
ne
by
the
pro
ces
s of
eli
mi
na
tio
n.
Thi
s is
to
avo
id
the
aut
om
atic
pai
rin
g
of
the
last
ite
ms
aft
er
all
the
 oth
ers
hav
e
be
en
pai
red
.
4. Onl
y
ite
ms
wit
h
the
sa
me
rel
ati
ons
hip
sho
uld
be
incl
ud
ed
in a
sin
gle
ma
tch
ing
seri
es
suc
h
as
wa
rs-
dat
es,
bo
ok-
aut
hor
s,
co
unt
ries
-
cap
ital
citi
es,
pos
itio
ns-
me
n,
etc
. If
the
re
are
diff
ere
nt
kin
ds
of
rel
ati
ons
hip
s,
pai
rin
g
ma
 y
be
do
ne
not
onl
y
by
kn
ow
led
ge
but
als
o
by
logi
cal
rel
ati
ons
hip
s.
5. Or
der
of
ite
ms
is
not
an
im
por
tan
t
co
nsi
der
ati
on
but
if
the
ite
ms
in
on
e
col
um
n
sho
uld
be
arr
an
ge
d
in
so
me
ord
er,
the
ite
ms
in
the
oth
er
col
um
n
sho
uld
be
arr
an
ge
d
ran
 do
ml
y.
6. Th
e
nu
mb
er
of
ite
ms
in
the
sti
mu
lus
col
um
n
sho
uld
be
ab
out
ten
.
Ma
kin
g
the
nu
mb
er
ver
y
mu
ch
lo
we
r
tha
n
ten
ma
y
tak
e
the
tes
t
too
sho
rt
an
d
eas
y
but
ma
kin
g
the
nu
mb
er
ver
y
mu
ch
hig
her
tha
n
ten
ma
kes
pai
rin
g
ver
y
 lab
ori
ous
.
Simpl 1. Avoid 1. For all 1. Avoi 6. Avoi This test is 1. Th 1. There 1. The item 10. Omit only
e indefinite practical d d one of the e shoul should significant
Recall atatements.A purposes the over liftin easiest to de d only require a words from
Test pupil has a completion muti g construct fini be single word the
right to know and short late sent among the tio one answer or statement.
the type of answer d enc objective n, correc brief and 11. Do not omit
response formats are sent es types des t definite so many
desired. 2. equivalent . enc dire where the cri respo statement. words from
Avoid Their most es ctly item pti nse to Do not use the
overmutilate significant like fro appears as on compl indefinite statement
d distinction is this m a direct or ete a statement that the
statements.If appearance . test the question, a exp state that allows intended
too many key A completion item boo stimulus lan ment. several meaning is
words are item consists . k. word or ati 2. The answers. lost.
left out,it is of a sentence Give 7. Mak phrase, or on blank 2. Be sure that 12. Avoid
impossible to containing eno e a specific of shoul the language grammatical
know what one or more ugh the direction. the d be used in the or other
meaning was plants where clue blan The ter placed statement is clues to the
intended. 3. the student to ks response m at the precise and correct
Omit key is expected the of requires ma end or accurate in response.
words and to identify stud unif the subject y towar relation to 13. Be sure
phrases,rath the word or ent. orm to recall be ds the the subject there is only
er than trivial short phrase 2. Avoi leng previously giv end of matter being one correct
details. 4. represented d th learned en the tested. response.
Avoid lifting by each ope to material by incom 3. Be sure to 14. Make the
statements blank . Chua n- prev and the me plete omit only blanks of
directly from lee any end ent answers ans state keywords; do equal
the text.This completion ed leng are usually of ments not eliminate length.
tests nothing item can be item th short a . so many 15. When
more than written as an . as a consisting phr 3. Avoid words so that possible,
rote equivalent Ther clue of either a ase provid the meaning delete
memory. 5. short answer e . word or a or ing of the item words at the
Make the item and vice sho 8. The phrase. inc uninte statement end of the
blanks of versa . uld blan om nded will not statement
uniform be k as ple clues change. after the
length.If the only muc te to the 4. Do not leave student has
blanks vary in one h as sta correc the blank at been
length the acce poss te t the presented a
pupil has a ptab ible me answe beginning or clearly
clue to the le is nt r. within the defined
length of the ans plac if it statements. problem.
correct wer. ed is It should be 16. Avoid lifting
answer. 6. This in not at the end of statements
Avoid item the ind the directly
grammatical is colu icat statement. from the
clues to the ope mn ed 5. Use direct test, lecture
correct n- that by question or other
answer. 7. end prec a rather than sources.
Try to choose ed, ede pic incomplete 17. Limit the
statements in hen the tur statement. It required
which there ce num e, should be at response to
is only one no bers dia the end of a single
correct goo of gra the word or
response for d the m statement. phrase.
the blanks. 8. test item or 6. Be sure
Arrange the item s. co indicate the
teat so that . 9. Stat mp units in
the answers 3. The e let which to be
are in a blan the e expressed
column at k item obj when the
the right of sho s so ect statement
the uld that . requires
sentences.If be the 2. Th numerical
the at ans e answer.
sentences the wer sta 7. Be sure that
contain more end is te the answer
than one or limit me the student
blank,scoring near ed nt is required to
will be faster the to a sho produce is
if the blanks end wor uld factually
are of d or be correct.
numbered the brie so 8. Avoid
and the pupil sent f phr grammatical
is directed to enc phra ase clues.
write his e. se. d 9. Do not use
response in The 10. For tha textbook
the que num t
correspondin stio eric the sentences.
gly n al re
numbered mus ans is
blank in the t wer, onl
answer first indi y
column at be cate on
the right. 9. aske the e
Avoid d degr res
unordered befo ee po
series within re of nse
an item.They an prec s.
are dif. ficult ans isio
to wer n
grade.Reques is exp
t that they be exp ecte
listed in ecte d.
unique order, d. 11. Wh
perhaps Like ene
alphabetical the ver
or numerical. mat the
10. Prepare a chin artic
scoring key g le
that contains type “a”
all of or
acceptable test, “an”
answers,Alth the is
ough it is ste wri
desirable to m tten
have only (wh imm
one “correct" ere edia
response for the tely
each blank,it que befo
is not always stio re a
possible.As a n is blan
rule,a pack k,
satisfactory ed) writ
scoring key mus e it
can be made t be in
by writingin in the
red all the the for
correct first m
answers in colu a(n).
each blank mn. 12. Allo
on an extra 4. Ask t
copy of the que one
test. 11. stio poin
Allow one n on t for
point for mor eac
each e h
correetly signi corr
filled fica ectl
blank,Avoid nt y
fractional item fille
credits or not d
unequal on blan
weighting of trivi k.
items based al 13. Pre
on difficulty ma pare
or tter. a
importance, Jose key
because Rizal that
complicating was cont
scoring bor ains
usually fails n on all
to improve June acce
reliability or 186 ptab
validity. 1. le
(Stanley,1964 Ther ans
). e wer
are s.
othe
r
mor
e
signi
fica
nt
item
s to
ask
othe
 r
than
spec
ific
birt
hdat
es.
5. The
leng
th
of
the
blan
ks
mus
t
not
sugg
est
the
ans
wer.
So
bett
er
to
mak
e
the
blan
ks
unif
orm
in
size.