ASSESSMENT

IN
LEARNING 1
 3.3 GUIDELINES FOR
CONSTRUCTING TEST ITEMS
AND THE DIFFERENT TYPES OF
TEST
REPORTED BY:
DOMILOM, REYLA
DANCIL, JULIE ANN
DE GUZMAN, JERALDENE
SAID, SALMA
SOLIS, ANNA RIZA
 TEST ITEMS can be designed in various
formats. A test whose items are designed in
different format tends to have more validity
and reliability than a test that is designed in a
single format.
 WHAT ARE THE MAJOR CATEGORIES AND
FORMATS OF TRADITIONAL TESTS?

Two general categories of traditional tests:

1. Selected-response tests- the learners select
the correct answer or response from the given
options.
2. Constructed-response tests- the learners
asked to formulate their own answers
 SELECTED RESPONSE TESTS
Multiple Choice Test- most commonly used format in
formal testing and typically consists of a stem(problem),
one correct or best alternative(correct answer), and three
or more incorrect or inferior alternatives(distractors).
 True or False or Alternative Response Test- it generally
consists of a statement and deciding if the statement is
true(accurate/correct) or false (inaccurate/incorrect).
 Matching-Type Test. It consists of two sets of items to be
matched with each other based on specified attribute.
CONSTRUCTED RESPONSE TESTS
 Short Answer Test- it consists of open-ended questions or
incomplete sentences that require learners to create an
answer for each item.
Completion- incomplete statements that requires the
learners to fill in the blanks with the correct word.
Identification- to identify or recall the terms/concepts,
people, places or events that are being described.
Enumeration- to list down all possible answers to the
question.
 CONSTRUCTED RESPONSE TESTS
 Essay test- consists of problems/questions that
require learners to compose or construct
written responses, usually long ones with
several paragraphs.
 Problem-Solving Test- it require learners to
solve problems in quantitative or non-
quantitative settings using knowledge and skills
in mathematical concepts and procedures.
 WHAT ARE THE GENERAL GUIDELINES IN
WRITING MULTIPLE-CHOICE TEST?

ADVANTAGES DISADVANTAGES
 Multiple choice tests  Its evaluate recognition
measure a variety of (choosing an answer rather
learning levels. than recall)
 They are easy to grade. They allow for guessing.
They are fairly difficult to
construct.
 1. MAKE THE CONTENT MEANINGFUL. DO
NOT TEST TRIVIAL OR UNIMPORTANT FACTS.
EXAMPLE 1: EXAMPLE 2:
POOR: Skinner developed BETTER: Skinner developed
programmed instruction in programmed instruction in
_______. _______.
A. 1953 A. 1930s
B. 1954 (CORRECT) B. 1940s
C. 1955 C. 1950s (CORRECT)
D. 1956 D. 1970s
 2. Make all alternatives plausible as correct responses. To
make sure your alternatives are plausible, define the class
of things to w/c all of the answer choices should belong.

EXAMPLE 1:
POOR: What is a claw hammer?
A. A woodworking tool(CORRECT)
B. A musical instrument
C. A gardening tool
D. A shoe repair tool
EXAMPLE 2:
BETTER: What is a claw hammer?
A. A woodworking tool(CORRECT)
B. A metalworking tool
C. An autobody tool
D. A sheet metal tool
 3. Reduce the length of the alternatives by moving as many
words as possible to the stem. The rationale is that
additional words in the alternatives have to be read four or
five times, in the stem only once.

EXAMPLE 1: EXAMPLE 2:
POOR: The mean is _______.
BETTER: The mean is a measure
A. A measure of the average(CORRECT) of the _______.
B. A measure of the midpoint
A. Average (CORRECT)
C. A measure of the most popular
score
B. Midpoint

D. A measure of the dispersion C. Most popular score

scores.
D. Dispersion scores.
 4. DO NOT MAKE THE CORRECT ANSWER
STAND OUT AS A RESULT OF ITS PHRASING
OR LENGTH.
EXAMPLE 1: EXAMPLE 1:

POOR: A narrow strip of land bordered BETTER : A narrow strip of land bordered
on both sides of water is called an____. on both sides by water is called a(n)____.

A. Isthmus (CORRECT) A. Isthmus (CORRECT)

B. Peninsula B. Peninsula

C. Bayou C. Bayou
D. Continent
D. Continent
 5. AVOID THE EXACT WORDING OF A
SOURCE MATERIAL. THIS PLACES TOO
MUCH EMPHASIS ON SIMPLE MEMORY
AND BARELY TESTS COGNITIVE
ACQUISITION AT THE KNOWLEDGE
LEVEL.
 6. THE LENGTH, EXPLICITNESS OR DEGREE
OF TECHNICALITY OF ALTERNATIVES
SHOULD NOT VARY WITH CORRECTNESS.
Example:
In Mediterranean region, cattle raising is handicapped by:
A. A hot climate
B. Lack of demand for beef
C. A lack of sufficient productive pasturage
D. High labor costs
Note: The correct choice, `C`, may be obvious from its length and explicitness
alone.
•GUIDELINES FOR
CONSTRUCTING
TRUE/FALSE ITEMS
 GUIDELINES FOR CONSTRUCTING TRUE/FALSE ITEMS

DISADVANTAGES:
Advantages:
 TRUE/FALSE ITEMS CAN ONLY
 True/false items are fairly TEST FOR FACTUAL
easy to write INFORMATION

 They are very easy to  THEY ALLOW FOR A HIGH

PROBABILITY(50%) OF GUESSING
grade
THE CORRECT ANSWER
 THEY LIMIT ASSESSMENTS TO
LOWER LEVELS OF
LEARNING(KNOWLEDGE AND
COMPREHENSION)
GUIDELINES FOR CONSTRUCTING TRUE/FALSE ITEMS

1. Be certain that the statement is entirely true

or entirely false.
2. Convey only one thought or idea in a
true/false statement.
3. Requires learners to write a short explanation
of why false answers are incorrect.
 GUIDELINES FOR CONSTRUCTING TRUE/FALSE ITEMS

Example:
Poor: Bloom`s cognitive taxonomy of objectives includes
six levels of objectives, the lowest being knowledge.
(True/false)
Better: Bloom`s cognitive taxonomy includes six levels of
objectives (true/false)
Knowledge is the lowest-level objective in bloom`s
cognitive taxonomy. (True/false)
GUIDELINES FOR CONSTRUCTING TRUE/FALSE ITEMS

4. Beware of detectable answer patterns. Students

can pick out patterns such as (TTTTFFFF) which
might be designed to make scoring easier.
5. Beware of words denoting indefinite degree. The
use of words like `more`, `less`, `important`,
`unimportant`, `large`, `small`, `recent`, `old`, `tall`,
`great` and so on, can easily lead to ambiguity.