EDUC 202 - CHAPTER 3

DIFFERENT FORMATS OF CLASSROOM ASSESSMENT TOOLS

Presented by: Coronel, Jamaicah and Mallari, Mark Nelson

Selection Type or Objective Type Test Items

selection type items require students to select the correct response from several options. This is
also known as objective test item. Selection type items can be classified as: multiple choices,
matching types, true or false; or interpretative exercises.

Kinds of Objective Type Test

a. Multiple choices

A multiple-choice test is used to measure knowledge outcomes and other types of learning
outcomes such as comprehension and applications. It is the most commonly used format in
measuring student achievements at different levels of learning.

Multiple choice item consists of three parts: the stem, the keyed option and the incorrect options
or alternatives.

• The stem represents the problem or question usually expressed in completion form or
question form.
• The keyed option is the correct answer.
• The incorrect options or alternatives also called distracters of foil.

General Guidelines in Constracting Multiple Choice Test

1. Make a test item that is practical or with real-world applications to the students.
2. Use diagram or drawing when asking question about application, analysis and
evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotations from
secondary sources like published books or newspapers.
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.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the item.
12. Do not use “none of the above” options when asking for a 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 or completion form. Research showed that it is
more advisable to use question form.
2. Do not leave blank at the middle of the stem when using completion form of a multiple-
choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the stem.
6. State the stem in positive form. Avoid using the negative phrase like “not “ or “except.”
Underline or capitalize the negative words if it can not be avoided.
7. Avoid grammatical clues in the correct answer.

Guidelines in Constructing Options

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

2. List options in vertical order not a 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 independent.
5. All options must be homogenous in content to increase the difficulty of an time.
6. As much as possible the length of the options must be the same 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 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 of Multiple Choices Items:

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 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 describe 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 kind of question is a comprehension level type because the students are required to
describe the scores that are normally distributed. The correct answer is option B.

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 type because the students are required to apply the
formula and solve for the variance. The correct answer is option C.

4. Analysis Level

What is the statistical test used when you test the mean difference between pre-test
and post-test?
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 kind of question is a analysis level type because the students are required to distinguish
which type of test is used. The correct answer is option B.

B. Matching Type Test

Matching type item consists of two columns. Column A contains the descriptions and must be
placed at the left side while Column B contains the options and placed at the right side. The
examinees are asked to match the options that are associated with the descriptions.

Guidelines in Constracting Matching Type of Test

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

2. The descriptions must be written at the left side and marked it with Column A and the
options must be written at the right side and marked it with Column B to save time for the
examinees.
 3. There should be more options than descriptions or indicate in the di- rections that each
option may be used more than once to decrease the chance of guessing.
4. Matching directions should specify the basis for matching. Failure to indicate how
matches should be marked can greatly increase the time consumed by the teacher in
scoring.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first name and surname) to
avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the options to avoid confusions
to the students that have a reading problem.
8. Arrange the options into a alphabetical or chronological order.
9. The descriptions and options must be written in the same page.
10. A minimum of three items and a maximum of seven items for elementary level and a
maximum of seventeen items for secondary and tertiary levels.

C. True or False

Another format of an objective type of test is the true or false type of test items. In this type of
test, the examinees determine whether the statement presented is true or false.

True or false test item is an example of a "force-choice test" because there are on two possible
choices in this type of test. The students are required to choose the answer true or false in
recognition to a correct statement or incorrect statement.

Guidelines in Constracting True or False

1. Avoid writing a very long statement. Eliminate unnecessary word(s) in statement (be
concise).
2. Avoid trivial questions.
3. It should contain only one idea in each item except for statement show- ing the
relationship between cause and effect.
4. It can be used for establishing cause and effect relationship.
5. Avoid using opinion-based statement, if it cannot be avoided the state- ment should be
attributed to somebody.
6. Avoid using negative or double negatives. Construct the statement positively. If this
cannot be avoided, bold negative words or underlined it to call the attention of the
examinees.
7. Avoid specific determiner such as “never,” “always,” “all,” “none,” for they tend to appear
in the statements that are false.
8. Avoid specific determiner such as “some,” “sometimes,” and “may” they tend to appear
in the statementsthat are false.
9. The number of true items must be the same with the number of false items.
10. Avoid grammmatical clues that lead to a correct answer such as the artic (a, an, the).
11. Avoid statement directly taken from the textbook.
 12. Avoid arranging the statements in a logical order such as (TTTTT, FFFFF, TFTFTF,
TTFFTTFF).
13. Directions should indicate where or how the students should make their answer.

Supply Type or Subjective Type of Test Items

Supply type items require students to create and supply their own answer o perform a certain
task to show mastery of knowledge or skills. It is also known as con structed response test.
Supply type items or constructed response tests are classified as
1. short answer or completion type
2. essay type items (restricted response or extended response)

Another way of assessing the performance of the students is by using the perfo mance-based
assessment and portfolio assessment which are categorized under construct ed response test.
Let us discuss the details of the selection type and supply type test items in this section while
the performance-based assessment and portfolio assessment will be discussed in the
succeeding chapters.

Subjective test it equines the student to organize and present an original answer (essay test nt
periom sask to show mastery of learning (performance-base-assessment and portfolio
assessment) or supply a word or phrase to answer a certain question (completion or short
answer type of test).

Essay test is a form of subjective type of test. Essay test measures complex cognitive skills or
processes. This type of test has no one specific answer per student. It is usually scored on an
opinion basis, although there will be certain facts and understanding expected in the answer.
There are two kinds of essay items: extended response essays and restricted response essays.

Kinds of Subjective Type Test Items

Subjective Type of Test is another test format where the student supplies answer rather than
select the correct answer. In this section, we shall consider the completion re item or short
answer test and essay type item.

a. Completion Type or Short Answer Test

Completion or Short Answer Type is an alternative form of assessment because the examinee
needs to supply or create the appropriate word(s), symbol(s) or number(s) to answer the
question or complete a statement rather than selecting the answer from the given options.
There are two ways of constructing completion type or short answer type of test: question form
or complete the statement form.

Guidelines in Constructing Completion Type or Short Answer Test

1. The item should require a single word answer or brief and definite statement. Do not use
indefinite statement that allows several answers.
2. Be sure that the language used in the statement is precise and accurate in relation to the
subject matter being tested.
3. Be sure to omit only key words; do not eliminate so many words so that the meaning of
the item statement will not change.
 4. Do not leave the blank at the beginning or within the statement. It should be at the end of
the statement.
5. Use direct question rather than incomplete statement. The statement should pose the
problem to the examinee.
6. Be sure to indicate the units in which to be expressed when the statement requires
numerical answer.
7. Be sure that the answer the student is required to produce is factually correct.
8. Avoid grammatical clues.
9. Do not select textbook sentences.

b. Essay Items

It is appropriate when assessing students' ability to organize and present their original ideas. It
consists of a few number of questions wherein the examinee is expected to demonstrate the
ability to real factual knowledge; organize his knowledge; and present his knowledge in logical
and integrated answer.

Types of Essay Items

There are two types of essay items: extended response essay and restricted response essay.

b.1. Extended Response Essays

An essay test that allows the students to determine the length and complexity of the response is
called extended response essay item (Kubiszyn and Borich, 2007). It is very useful in assessing
the synthesis and evaluation skills of the students. When the objective is to determine whether
the students can organize ideas, integrate and express ideas, evaluate information in
knowledge, it is best to use extended response essay test.
Using extended response essay item has advantages and disadvan-tages.

b.2. Restricted Response Essays

An essay item that places strict limits on both content and the response given by the students is
called restricted response essay item. In this type of essay the content is usually restricted by
the scope of the topic to be discussed and the limitations on the form of the response is
indicated in the question.

Guidelines in Constructing Essay Test Items

1. Construct essay question used to measure complex learning outcomes only.

2. Essay questions should relate directly to the learning outcomes to be measured.
3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely and it must clearly focus on the desired answer.
5. All students should be required to answer the same question.
6. Number of points and time spent in answering the question must be indicated in each
item.
7. Specify the number of words, paragraphs or the number of sentences for the answer.
8. The scoring system must be discussed or presented to the students.

Suggestions for Grading Essay Test

Zimmaro (2003) suggested different guidelines in scoring an essay type.
These guidelines are very important in the performance of the students to avoid or lessen the
subjectivity of the scoring.

1. Decide on a policy for dealing with incorrect, irrelevant or illegal re-sponses.

2. Keep scores of the previously read items out of sight.
3. The student's identity should remain anonymous while his/ her paper is being graded.
4. Read and evaluate each student's answer to the same question before grading the next
question.
Provide students with general grading criteria by which they will be evaluated prior to the
examination.
5. Use analytic scoring or holistic scoring.
6. Answer the test question yourself by writing the ideal answer to it so that you can
develop the scoring criteria from your answer.
7. Write your comments on their papers.