ASSESSMENT IN LEARNING 1

CONSTRUCTED
RESPONSE
ASSESSMENT IN LEARNING 1

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ASSESSMENT IN LEARNING 1

Sentence Completion / Fill-in the Blanks

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ASSESSMENT IN LEARNING 1

What to Look for on Sentence Completion Tests

• Only significant words are omitted.
• When omitting words, enough clues are left so that the student who
knows the correct answer can supply the correct response.
• Ensure that grammatical clues are avoided.
• Blanks are at the end of the statement.
• The length of the responses are limited to single words or short
phrases.
• Questions are not lifted as verbatim quotes from text.

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ASSESSMENT IN LEARNING 1

Examples:
1. An animal with six legs is called _________.
The item is so indefinite.It can be completed with answers such as bee,
mosquito or any other insect

Better:
1. Animals with six legs are called ___________.

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ASSESSMENT IN LEARNING 1

Examples:
1.The __________ is ________.
Too many key words are omitted. Lines are not in equal length.

Better:
1. 3B x 2B, the product is _________.

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ASSESSMENT IN LEARNING 1

Examples:
1. If a mango weights 250 grams, 10 mangoes would weight ______.

There are two possible answers – 250 grams and .25 kilos.

Better:
1. If a mango weighs 250 grams, 10 mangoes would weigh ____ grams.

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ASSESSMENT IN LEARNING 1

Essay / Short Answer Test

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ASSESSMENT IN LEARNING 1

Types of Essay Items:

Extended response type
• The test may be answered by the examinee in whatever manner he
wants
• Example: Do you think teachers should be allowed to work abroad as
domestic helpers? Explain your answer.

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ASSESSMENT IN LEARNING 1

Types of Essay Items:

Restricted response type
• The test limits the examinees response may be answered by the
examinee’s responses in terms of length, content, style or
organization.
• Example: Give and explain three reasons why the government should or
should not allow teachers to work abroad as domestic helpers.

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ASSESSMENT IN LEARNING 1

What to Look for on

Essay Tests
• The task is clearly defined. The students are given an idea on
the scope and direction you intended for the answer to take.
The question starts with a description of the required behavior
to put them in the correct mind frame.
• E.g. “Compare” or “Analyze”

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ASSESSMENT IN LEARNING 1

What to Look for on

Essay Tests
• The questions are written in the linguistic level appropriate to
the students.
• Questions require a student to demonstrate command of
background information, not simply repeating information.
• Questions regarding a student’s opinion on a certain issue
should focus not on the opinion but on the way it is presented
and argued.
• A larger number of shorter, more specific questions are better,
than, one or two longer questions.

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ASSESSMENT IN LEARNING 1

Proposed Criteria in Grading Essay Test

• Ideas (20%)
• Weight of Evidence Presented (40%)
• Correct Usage (20%)
• Logical Conclusions drawn from the evidence (20%)
• (RUBRIC)

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ASSESSMENT IN LEARNING 1

Example:
What is wrong with this question?
• Describe asthma?
Better: (Clearly explain what is expected of the student.)
Describe asthma. Include in your answer :
a. the pathophysiologic features of asthma
b. the clinical manifestations associated with an asthma episode
c. the management of an asthma episode. (10 points)

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ASSESSMENT IN LEARNING 1

Example:
What is wrong with this question?
Who is better, Rizal or Bonifacio?
Better: ( The students are given an idea on the scope and
direction you intended for the answer to take.)
Compare and contrast the method used by Rizal and Bonifacio in
promoting nationalism. (5 points)

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ASSESSMENT IN LEARNING 1

Other types of Test Questions

• Restricted Response Test (RRT)
Test takers are not given choices as possible answers. Items ask
for a specific answer to each questions.
• Example:
• Who discovered the Philippines?
• Enumerate the four elements of the state?

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ASSESSMENT IN LEARNING 1

Chronological Sequencing Test (CST)

• Test takers are asked to arrange items in a systematic or
logical order.
• Arrange the presidents according to their term of office.
____2_ Fidel Ramos
___3__ Joseph Estrada
____1_ Corazon Aquino
____4_ Gloria Macapagal - Arroyo

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ASSESSMENT IN LEARNING 1

Principles in constructing CST

• Items should be homogenous and are related to each other.
• There should not be more than 5 items in each set.
• Do not number the items. This confuses the students.
• All items to be arranged should be in the same page.
• Directions should be clearly stated and that each set should be
labeled about their relevance.

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ASSESSMENT IN LEARNING 1

What is wrong in this test question?

Arrange the following events in their chronological order.
1. Bataan Surrenders
2. The Japanese attacks the US fleet in Pearl Harbor, Hawaii.
3. Hitler invades Poland
4. The US declares war with Japan.
5. Gen. MacArthur escapes to Australia.

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ASSESSMENT IN LEARNING 1

Better:
21-25.) War in the Pacific
Arrange the following events in chronological order. Write the numbers
1-5 on the blanks provided.

___ USAFEE forces in Bataan surrender to the Japanese.

___ Japanese forces attacks the US fleet in Pearl Harbor, Hawaii.
___ Japan breaks diplomatic ties with the US.
___ The US declares war with Japan.
___ Gen. MacArthur escapes to Australia from Corregidor.

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ASSESSMENT IN LEARNING 1

Proposed Arrangement of Test Items

• True or False
• Multiple Choice
• Matching Type
• Sentence Completion
• Others (RRT/Analogy/CST)
• Essay

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ASSESSMENT IN LEARNING 1

ASSIGNMENT WEEK 11
1. Prepare two essay questions based on your field of
specialization.
a.) extended response type
b.) restrictive response type.
2. Three sentence completion questions
3. Two Chronological Sequencing Test (CST)
4. Two Restricted Response Test (RRT)

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Things to Remember:
• Making a good test takes time
• Teachers have the obligation to provide their
students with the best evaluation
• Tests play an essential role in the life of the
students, parents, teachers and other
educators
• Break any of the rules when you have a
good reason for doing so! (emphasis mine)

(Mehrens, 1973)
POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY