Professional Documents
Culture Documents
Principles of Test Construction
Principles of Test Construction
Principles of Test Construction
CONSTRUCTION
What is testing?
Encourage improvement
Remember
“The evaluation of pupils’
progress is a major aspect of
the teacher’s job.“
Evaluating Educational Outcomes
(Oriondo & Antonio)
The Purpose of Testing
To provide a record for assigning
grades.
To provide a learning experience for
students.
To motivate students to learn.
To serve as a guide for further study.
The Purpose of Testing
To assess how well students are
achieving the stated goals of the lesson.
To provide the instructor with an
opportunity to reinforce the stated
objectives and highlight what is
important for students to remember.
Characteristics of Good Tests
Validity – the extent to which the
test measures what it intends to
measure
Reliability – the consistency with
which a test measures what it is
supposed to measure
Usability – the test can be
administered with ease, clarity
and uniformity
Other Things to Consider
Scorability – easy to score
Interpretability – test results can
be properly interpreted and is a
major basis in making sound
educational decisions
Economical – the test can be
reused without compromising the
validity and reliability
“To be able to prepare a good
test, one has to have a
mastery of the subject
matter, knowledge of the
pupils to be tested, skill in
verbal expression and the
use of the different test
format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
5 Most Commonly used
Test Format
1. Multiple Choice
2. True or False
3. Matching Type
4. Fill-in the blanks (Sentence Completion)
5. Essay
Source: Turn-out of Test Questions in SSI (2003-2007)
General Steps in Test Construction
DRAFT
OUTLINE
ORDER
SUBMISSION
OUTLINE:
– the unit learning objectives or
– the unit content or major
concepts to be covered by the
test
(Premise)
What to Look for on
Matching Type Tests
• The list of responses should be
relatively short.
• Response options should be arranged
alphabetically or numerically.
• Directions clearly indicate the basis
for matching.
– Can responses be used more than once?
– Where will you place your answer?
– Can students infer relationships or are
they based on real world logic?
What to Look for on
Matching Type Tests
• Position of matches should be varied.
Avoid using patterns.
• The choices of each matching set
should be on one page
• There are more responses than
premises in a single set if responses
cannot be used more than once.
What to Look for on
Matching Type Tests
• The premises are homogeneous as well
as the responses and are grouped as
one item.
– Example:
• Set A: Provinces in Region I
• Set B: Provinces in CAR
• If responses can be used more than
once, it should be proportional to the
number of premises (3:5 or 4:10)
Examples:
Directions: Match the following.
1. Food A. Primary reinforcer
2. Psychoanalysis B. Sigmund Freud
3. B.F. Skinner C. Operant conditioning
4. Standard deviation D. Measure of
variability
5. Schizophrenia E. Hallucinations
Examples:
Better: (Use homogenous material in matching items, and if
responses are not to be used more than once, include more
responses than stimuli.)
Match the theories in Column A with their proponents in Column B.
Write the letter of the correct answer.
Column A Column B
___ 1. Psychodynamic Theory A. Albert Bandura
___ 2. Trait Theory B. B.F. Skinner
___ 3. Behaviorism C. Carl Rogers
___ 4. Humanism D. Gordon Allport
___ 5. Social Learning Theory E. Karn Horney
F. Raymond Cattell
G. Sigmund Freud
Activity:
Better:
1. The product is the answers in _________.
Examples:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ______.
Better:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ____ grams.
Activity: