Construction of

Objective Paper
and Pencil Tests
Identification, Enumeration, Analogy,
Interpretive Items

 An identification type of test item is one wherein an

unknown specimen is to be identified by name or other
criterion

IDENTIFIACTION

 The directions of the test should indicate clearly what has

to be identified like persons, instruments, dates, events,
steps in a process and formulas
Sufficient space has to be provided for the answer to each
item
The question should not be copied verbatim from the text
book

GUIDELINES

Directions: Determine the word or group of words being referred to in

each statement Write your answer on the blank provided before each
number
____________1. It is the ultimate energy source for nearly
all life on Earth
____________2. It is the environmental factor most directly
involved in phototropism

____________3. The type of nucleon that balances the

charge of electrons to give an atom a neutral state

EXAMPLES

___________ 4. It is the layer of Earths interior that contains over 60% of

the Earths mass and is composed of iron- and magnesium-rich silicates

__________ 5. It is the saltiest natural lake and is also the body of

water with the lowest elevation on the face of the earth

__________ 6. Number of time zones there are on Earth

EXAMPLES

_________ 7. It is the name for the new technology

whereby a glass fiber carries as much information as
hundreds of copper wires
_________8. It is the Earth's largest INVERTEBRATE
animal
_________ 9.The medical term given to the
inflammation of infection of the mucous membranes of
the nose
__________10. It is the creature that Galapagos Islands
has been named after

 An enumeration item is one wherein the student has to

list down parts/elements/components of a given concept
or topic

ENUMERATION

 The exact number of expected answers have to be

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

GUIDELINES

List down or enumerate what are asked for in each of the following
classifications or categories. Write your answers on the blank provided (in
any order)
Organ-systems of the human body (11)
1________________ 7_________________
2________________ 8_________________
3________________ 9_________________
4________________ 10_________________
5________________ 11_________________
6________________

EXAMPLES

Classification of Biological Kingdoms according to

Ruggiero et al. 2015 (7)
1___________
2___________
3___________
4___________
5___________
6___________
7___________

ANSWERS

 An analogy item consists of a pair of words, which are

related to each other (Calmorin 1994). This type of item
is often used in measuring the students skill in sensing
association between paired words of concepts

ANALOGY

 The pattern of relationship in the first pair of words must

be the same pattern in the second pair
Options must be related to the correct answer
The principle of parallelism has to be observed in writing
the options
More than three options have to be included in each
analogy item to lessen guessing
All items must be grammatically consistent

GUIDELINES

Study the relationship between the first 2 words and use this to find the missing
word that will give an analogous relationship with the 3rd word. Encircle the
correct answer fro the choices provided

EXAMPLES

 Choose the picture that would go in the empty box so that

the two bottom pictures are related in the same way as the
top two are related.

EXAMPLES

 The words in the bottom row are related in the same way as the
words in the top row. For each item, find the word that completes
the bottom row of words.

 Every one of the following questions consists of a related

pair of words, followed by five pairs of words. Choose the
pair that best represents a similar relationship to the one
expressed in the original pair of words.

 An interpretive test item is often used in testing higher

order cognitive behavior. This kind of test item may
involve analysis of maps, figures or charts or even
comprehension of written passages.

INTERPRETIVE

 The interpretive exercise must be related to the instruction

provided the students
The material to be presented to the students should be new
to the students but similar to what was presented during
instruction
Written passages should be as brief as possible. The
exercise should not be a test od general reading ability.
The students have to interpret, apply, analyze and
comprehend in order to answer a given question in the
exercise

GUIDELINES

Ability to Recognize Inferences

In interpreting written material, it is frequently necessary to draw inferences from the facts
given. The following exercise measures the extent to which students are able to recognize
warranted and unwarranted inferences drawn from a passage:
Directions: Assuming that the information below is true, it is possible to establish other facts
using the ones in this paragraph as a basis for reasoning. This is called drawing inferences.
Write the proper symbol in the space provided. Use only the information given in the
paragraph as a basis for your responses

T if the statement may be inferred as TRUE

F if the statement may be inferred as UNTRUE

N if no inference can be drawn about it from the paragraph

EXAMPLES

Paragraph A
By the close of the thirteenth century there were several famous universities established in
Europe, though of course they were very different from modern ones. One of the earliest to be
founded was one of the most widely known. This was the University of Bologna, where
students from all countries came who wished to have the best training in studying Roman
Law. Students especially interested in philosophy and theology went to the University of
Paris. Those who wished to study medicine went to the Universities of Montpellier or Salerno.
Questions on Paragraph A
___
___
___
___
___

1.
2.
3.
4.
5.

There were lawsuits between people occasionally in those days.

The professors were poorly paid.
In the Middle Ages people were not interested in getting education.
There were books in Europe at the time.
Most of the teaching in these medieval universities was very poor.

EXAMPLES

Ability to Recognize Warranted and Unwarranted

Generalizations
The ability to recognize the validity of generalizations is
of central importance in the interpretation of data. At
minimum, students should be able to determine which
conclusions the data support, which data refute, and
which data neither support nor refute. The use of truefalse format is shown here in the following example:

Percentage of population between the ages of 25 and 34 who have

completed secondary and higher education, by gender for large
industrialized countries: 1989

Directions:
The following statements refer to the data in the table above. Mark each statement
according to the following key.
Circle

S if the statement is supported by the data in the table.

R if the statement is refuted by the data in the table.
N if the statement is neither supported nor refuted by the data.

1. Across all seven countries, the percentage of men between the ages of 25 and 34 who
have completed their higher education is greater than the corresponding percentage of
woman.
S
R
N
2. College admissions policies give preferential treatment to male applicants over female
applicants.
S
R
N
3. When males and females are combined, the U.S. has the second-highest secondary
school completion percentage for young adults between the ages of 25 and
34.
S
R
N

Use of Pictorial Materials

Pictorial materials can serve two useful purposes in interpretive exercises. (1) They can help measure
a variety of learning outcomes similar to those already discussed simply by replacing the written or
tabular data with a pictorial presentation. This use is especially desirable with younger students and
when ideas can be more clearly conveyed in pictorial form. (2) Pictorial materials can also measure
the ability to interpret graphs, cartoons, maps, and other pictorial materials. In many school subjects,
these are important learning outcomes in their own right. The following example(s )illustrates the use
of pictorial materials:

Circle the letter that indicates the clock of choice.

What clock shows the time that school starts?
What clock shows the time closest to lunch time?
What clock shows half past the hour?

A B C D
A B C D
A B C D

Average number of days of school per year for 13-year-olds, by country. School year
1990-91. (From The Condition of Education, 1993. National Center for Education
Statistics.)

Directions: The following statements refer to the data in the chart above. Mark your
answer according to the following key.
Circle:

T if the data in the chart are sufficient to make the statement true.
F if the data in the chart are sufficient to make the statement false.
I - if the data in the chart are insufficient to determine whether
the statement is true or false.
1. The number of days per year of school is lower in the U.S. than in any other countries
shown
T
F
I
2. The average number of days of school is higher in the three Asian countries than in the
remaining six.
T
F
I
3. U. S. students spend fewer hours in school than do students from Japan.
T
F
I

THANK YOU!!!