ARRANGEMENT OF

TEST ITEMS
C

Selection of the Most

Appropriate Test Items
The process of relating the test items as directly
as possible to the specific outcomes gives an
assurance that the test is a valid measure of
instructional objectives.

Short-answer

Alternative-Response Type

Matching Type

Multiple-Choice

Essay

Measure recall or specific facts but is less

appropriate for measuring understanding,
application, interpretation and other
complex learning outcomes
Most useful in determining truth or falsity
of a statement, distinguishing between
fact or opinion but is less adequate for
measuring the more complex learning
outcomes
Restricted and limited only for the items
that call for the identification of simple
relationships and the ability to classify
things into categories
Most generally adaptable type of test
items; however, it is also restricted in
measuring the more complex outcomes
Measure the ability to organize data, the
ability to present original ideas and for
some types of problem-solving situations

The Comparative Advantages

of Objective and Essay Tests:
Objective Tests

Learning Outcomes
Measured

Essay Test

- Efficient for measuring

knowledge of facts

- Inefficient for measuring

knowledge of facts

- Some types can also

measure understanding,
thinking skills and other
complex outcomes

- Can measure understanding,

thinking skills, and other
complex learning outcomes

- Appropriate for measuring

- Inappropriate for measuring
ability to select and organize
ability to select and organize
ideas, writing abilities, and
ideas, writing ability and
problem-solving skills
some types of problemrequiring originality
solving skills

Preparation of
questions

- A relatively large number of

questions needed for a test

- Only few questions are

needed for a test

- Preparation is difficult and

time consuming

- Preparation is more
relatively easy

Sampling of course
content

- Provides extensive sampling

of course content, because
of the large number of
questions that can be
included in the test

- Sampling of course content is

usually limited, because of the
small number of questions that
can be included in the test

Control of pupils
responses

- Complete structuring of task

limits pupil to type of
response called for

- Freedom to respond in own

words enables bluffing and
writing skill to influence the
score

- Prevents bluffing and avoids

influence of writing skill,
however, are subjected to
guessing

- However, guessing is
minimized

Scoring

- Objective scoring that is

quick, easy and consistent

- Subjective scoring that is

slow, difficult and
inconsistent

Influence of learning

- Usually encourages pupil to

develop a comprehensive
knowledge of specific facts
and the ability to make fine
discriminations among them

- Encourages pupils to
concentrate on larger units
of subject matter, with
special emphasis on the
ability to organize, integrate
and express ideas
effectively

- Can encourage development

- May encourage poor rating
of understanding, thinking
skills and other complex
habits
outcomes if properly
constructed

Reliability

- High reliability is possible

and is typically obtained
with well-constructed tests

- Reliability is typically low,

primarily because of
inconsistent scoring

Assembling the Classroom

Tests
Test should be written or prepared or selected
several days before they are to be used. As
the items are being reviewed and edited, the
teacher can review them for some defects.

1. Record Constructed Test

Items

- Each test item can be written separately on an index card

- Desirable for item analysis later
- Provides flexibility needed in preparing a test for use

As the items are being reviewed and edited, items can be

eliminated, added or revised with very little difficulty. It is
also easy to arrange items by simply sorting the cards.

2. Review Test Items

Defects can always be expected in a classroom test.
Such defects can easily detected by:
(a) reviewing the items after they have been set aside
for a few days
(b) asking a fellow teacher to review and criticize the
items

In reviewing test items, the following

questions may be used:
1. Is the item format appropriate for the learning outcome to be
measured?
2. Is the aspect of knowledge, understanding or thinking skills called
forth by the item In harmony with the specific learning outcomes and
subject matter content being measured?
3. Is the point of the item clear?
4. Is the item free from excessive verbiage?

5. Is the item of appropriate difficulty?

6. Does the item have an answer that would be agreed
upon by the experts?
7. Is the item free from technical errors and irrelevant
clues?
8. Is the item free from race, ethnic and sex bias?

The final test items can be checked using the

following questions:
1. Do the test items measure a representative sample of the learning
outcomes and course content included in the test plan?
2. Is there an adequate number of test items for each interpretation to be
made?
3. Are the test items as a whole appropriate in difficulty for the purpose of
the test and for the learners for whom the test is intended?
4. Are the test items free from overlapping so that the information in one
does not provide a clue to the answer in the other?

ARRANGEMENT OF
TEST ITEMS
C

Here are some pointers in the

arrangement of test items:
1.Consider the following factors in the
arrangement:
(a)Type of items used
(b)The learning outcomes measured
(c)The difficulty of items
(d)Subject matter measured

2. Items should be arranged in section type so that few sets

of direction be made. It will also be easier for the test taker

because the same mental set is retained throughout the
section. Scoring is also easy.
Example:
Test
Test
Test
Test
Test
Test

I Simple Recall
II Alternative-Response
III Multiple Choice
IV Matching Type
V Interpretive Test
VI Essay Questions

3. Test items in each section should be

arranged in the order of difficulty. Easy items
first and more difficult items near the end of
the section.
4. . Group the items according to the learning
outcomes measured.

In summary, we should
consider:
a.Form section of item type
b.Group the items within each section by the
learning outcomes measured
c.Arrange both the sections and the items
within the section in an ascending order or
difficulty.

Preparing the Test Direction

Whether the test is oral, written or both, the directions are vital
part of test and should include at least the following points:
1. Purpose of the test
2. Time allowed for answering
3. Basis for answering
4. Procedure for recording the answers
5. What to do about guessing

Examples:
1. Directions: True or False: Read each of the following
statement. If the statement is true, encircle the T. If the
statement is false, circle the F.
2. Directions: Matching-Type: On the line to the left of each US
space event in Column A, write the letter of the astronaut in
Column B who achieved the honor. Each name in Column B
may be used once, more than once or not at all.
3. Directions: Multiple-Choice: Read each item carefully and
circle the letter of the option which you consider as correct
answer.

REPRODUCTION
OF THE TEST
C

1. Space and arrange the items, so they can be read, answered and
scored with the least amount of difficult.
2. Do not cram too many test items on a page. This is poor economy.
3. For multiple choice items, alternatives should be listed in vertical
column beneath the stem of item. Items should not be split with
the parts of the item on two difficult pages
4. Within interpretative exercises, the introductory material can be
placed on separate sheet.
5. Test items should not be split with parts of the item on two different
pages.

6. Unless a separate answer sheet is used, the space for

answering should preferably to the left.
7. Test items should be numbered consecutively throughout of
the test.
8. Duplication of the classroom test can be done by
mimeograph or Riso.
9. Proof read the test before it is administered.
10. Answer keys should be prepared during proof reading or
before final copies are made.

Administering and Scoring

Classroom Tests
Two important considerations in the administration and
scoring of classroom tests:
1.Provide optimum conditions for obtaining the
learners responses.
2.Select the convenient and accurate procedures for
scoring the results.