Day 2 - MCQs

MCQs:
Pathway to N T
E
Improve M S
S
Localized E
S
:MARDIE A. ACOTANZA, EdD
S
District Supervisor
Payao District A
Objectives:
Terminal:
The participants are expected
to enliven their understanding and
skills on the preparation of well-
constructed multiple choice
questions aligned with the table of
specification and levels of thinking.
Objectives:
• Describe the Do’s and Don’ts of
multiple choice questions;
• Recognize the characteristics of
well constructed multiple choice
questions;
• Explain the use and importance of
table of specification;
Objectives:
• Prepare table of specifications;
• Construct multiple choice test
questions aligned with the table of
specifications;
• create questions that address the
different levels of Bloom’s
Taxonomy;
Objectives:
• Show appreciation on the
importance of well-constructed
test questions
Priming Activity: Strength or
Weakness?
Directions:
Tell whether the statement is a
strength or weakness of a multiple
choice question. Write S if the
statement is a strength and W if it
is its weakness.
1. Achievement of learning outcomes from
simple to complex can be assessed.
2. Constructing good items is time
consuming
3. Incorrect alternatives provide diagnostic
information.
4. Scores can be influenced by reading
ability.
5. Highly structured and clear tasks
are provided.
6. Can be ineffective for assessing
some types of problem solving and
the ability to organize and express
ideas.
7. Can cover a lot of material very
efficiently
8. Often focus on testing factual
information and fails to test higher
levels of cognitive thinking.
9. Avoids the absolute judgments
found in True-False tests.
10. They place a high degree of
dependence the instructor’s writing
ability.
Activity: Do it To Me One More
Time
Directions:
Using the provided MELC formulate
one multiple choice question
following the Revised Bloom’s
Taxonomy. Make sure to identify
the level of question.
Time
Araling Panlipunan:
Nasusuri ang dahilan,

pangyayari
at epekto ng unang Yugto ng
Kolonyalismo (NC)
Time
Edukasyon sa Pagpapakatao:
Napatutunayan na ang isip at
kilos-loob ay ginagamit para
lamang sa paghahanap ng
katotohanan at sa
paglilingkod/pagmamahal (EsP10MP-Ib-
1.3)
Time
MAPEH:
Explains the attire and
accessories of selected cultural
communities in the country in
terms of colors and shapes.
(A4EL-IIb)
Time
MTB-MLE:
Gives another title for literary
or informational text.
(MT3LC-IIIg-2.6 )
Time
EPP/TLE:
Classify the types of appropriate
cleaning tools and equipment
based on their uses
(TLE_HECK7/8UT- 0a-1.2 )
Analysis:
1. How did you find the activity?
2. How did you arrive at your
answers?
3. What were your necessary
preparations before you can write a
well constructed multiple choice
question?
“… the greater your experience in their
construction, the longer it takes per
[multiple-choice] item to construct a
reasonably fair, accurate, and inclusive
question.”
- Wilbert J. McKeachie
Abstraction:
1. The Do’s and
Don’ts of writing
MCQs
2. Revised Bloom’s
Taxonomy
3. Table of
Specification
Writing Multiple Choice
Questions
Strengths and Limitations
of MCQs – Zimmaro, 2004:11
Achievements of
learning outcomes
from simple to
complex can be
assessed.
Highly structured and
clear tasks are
provided.
A broad sample of
achievement can be
assessed.
of MCQs – Zimmaro, 2004:11)
Incorrect alternatives
provide diagnostic
information.
Scores are less
influenced by guessing
than true-false items.
Scores are more
reliable than
subjectively scored
items (e.g. essays).
Scoring is easy,
objective, and reliable.
Item analysis can reveal how
difficult each item was and
how well it discriminated
between the strong and
weaker students in the class.
Achievement can be
compared from class to class
and year to year
 Achievement can be
compared from class to class
and year to year
Can cover a lot of material
very efficiently (about one
item per minute of testing
time for straightforward
questions).
 Items can be written so that
students must discriminate
among options that vary in
degree of correctness.
 Avoids the absolute
judgments found in True-
False tests.
Constructing good
items is time
consuming.
It is frequently difficult
to find plausible
distractors.
Can be ineffective for

assessing some types
of problem solving and
the ability to organize
and express ideas.
Real-world problem
solving differs – a
different process is
involved in proposing a
solution versus selecting
a solution from a set of
alternatives.
Scores can be influenced by
reading ability.
There is a lack of feedback
on individual thought
processes – it is difficult to
determine why individual
students selected incorrect
responses.
Students can sometimes
read more into the question
than was intended.
Often focus on testing
factual information and fails
to test higher levels of
cognitive thinking.
of MCQs – Zimmaro, 2004:11)
Sometimes there is more
than one defensible
“correct” answer.
They place a high
degree of dependence
the instructor’s writing
ability.
Does not provide an

assessment of writing
ability.
May encourage
guessing.
Parts of Multiple Choice
Question – Bull & Mckenna, 2002
A traditional multiple choice

question (or item) is one in which a
learner chooses one answer from a
number of choices supplied.
A multiple choice question consists

of a:
Format:
•stem – the text of the question
•complete question
•options – the choices provided after the stem
(these includes the key and the distractors)
•incomplete question
•the key – the correct answer in the list of options
•Distracters – the incorrect answers in the list of
options
Stimulus Material
This is a special information on which
an item is based. It can be in the form of a
paragraph, a picture, a chart, a table, etc.
Some examples of do’s and
don’ts ( )
Bull & Mckenna, 2002, Kehoe, 1995, Zimmaro, 2004
• Begin writing items well ahead

of time when they will be used
– this allows time for revision
and peer review
don’ts ( )
• Before writing the stem, identify the single

idea to be tested by that item. This should
be about an important aspect of the content
area and not with trivia. In general, the
stem should not pose more than one
problem, although the solution to that
problem may require more than one step.
don’ts ( )
• Be sure that each item is

independent of all other items
(i.e. a hint to an answer should
not be unintentionally
embedded in another item).
don’ts ( )
• Design each item/question so

that it can be answered by 60-
65% of the student cohort
(Zimmaro, 2004:15)
Writing the Stems
1. Present a single, definite

statement or direct question
to be completed or answered
by one of the several given
choices
Writing the Stems
A. Original stem B. Improved stem

Polysaccharide What do polysaccharides of the plant
a.are made up of thousands of cell wall mainly synthesize?
smaller units called A.endoplasmic reticulum
monosaccharides B.cytosol
b.are NOT found in the aloe vera C.plasma membrane
leaf
D.Golgi complex
c.are created during photosynthesis
d.can be described by the chemical
formula: CHHOH
Writing the Stems
2. Avoid unnecessary and

irrelevant materials in the
stem. It should be clear and
unambiguous
Writing the Stems

Paul Muldoon, an Irish What poetic genre Paul Madison uses in
postmodern poet who uses “Why Brownie Left”?
experimental and playful A.sonnet
language, uses which poetic B.elegy
genre in "Why Brownlee Left"? C.narrative poem
a.sonnet D.dramatic monologue
b.elegy E.haiku
c.narrative poem
d.dramatic monologue
e.haiku
Writing the Stems
3. Use clear, straightforward

language in the stem of the
item.
Writing the Stems

As the level of fertility approaches its What will a major decline in fertility
nadir, what is the most likely likely to produce in a developing nation?
ramification for the citizenry of a
developing nation? A.decrease in the workforce
participation rate of women
a.a decrease in the workforce B.dispersing effect on population
participation rate of women concentration
b.a dispersing effect on population C.downward trend in the youth
concentration dependency ratio
c.a downward trend in the youth D.broader base in the population
dependency ratio pyramid
d.a broader base in the population E.increased infant mortality rate
pyramid
e.an increased infant mortality rate
Writing the Stems
4. Use negatives sparingly in the

stem. If negatives must be used,
capitalize, underscore, embolden
or otherwise highlight them.
Negatives include ‘except’, ‘only’
Writing the Stems

Which one of the following Which one of the following is
is not a symptom of a symptom of osteoporosis?
osteoporosis?
A.decreased bone density
a.decreased bone density B.raised body temperature
b.frequent bone fractures C.hair loss
c.raised body temperature D.painful joints
d.lower back pain
Writing the Stems
5. Put as much of the question

in the stem as possible,
rather than duplicating
material in each of the
options.
Writing the Stems

What have theorists of pluralism asserted? What does maintenance of
democracy require that theorists of
a.The maintenance of democracy requires a
large middle class. pluralism asserted?
b.The maintenance of democracy requires
autonomous centres of contervailing A.a large middle class
power. B.autonomous centres of
c.The maintenance of democracy requires
the existence of a multiplicity of religious
contervailing power
groups. C.existence of a multiplicity of
d.The maintenance of democracy requires a religious groups
predominantly urban population. D.a predominantly urban population
e.The maintenance of democracy requires E.separation of governmental
the separation of governmental powers.
powers
Writing the Stems
6. Avoid irrelevant clues to the
correct option in the stem.
Grammatical construction, for example, may lead
students to reject options which are
grammatically incorrect as the stem is stated.
Perhaps more common and subtle, though, is
the problem of common elements in the stem
and in the answer.
Writing the Stems
Consider the following item:

What led to the formation of the States’ Rights
Party?
A.The level of federal taxation
B.The demand of states for the right to make their
own laws
C.The industrialization of the South
D.The corruption of federal legislators on the issue
of state taxation
Writing Distractors
(Zimmaro D. 2004, Bull & Mckenna, 2002, Kehoe, 1995, Nitko, 2001, Parkes)
Distractors are strategically designed to

attract examinees who haven’t completely
mastered the content and skills.
This isn't tricky or deceptive or unfair. It
is because the goal of testing is to find out
who has learned the content and can apply
skills and who has not, perhaps along a
continuum between the two.
Writing Distractors
(Zimmaro D. 2004, Bull & Mckenna, 2002, Kehoe, 1995, Nitko, 2001, Parkes)
Learners who mastered

the material should recognize
the key (correct answer) and
those who haven’t should not.
(Parkes)
1. Decide on how many distractors to
write
• Nitko (2001) stressed that there is no magic

number that you should use.
• Owen & Freeman (1987) suggest that three

choices are sufficient. Clearly, the higher the
number of distracters, the less likely it is for
the correct answer to be chosen through
guessing (provided all alternatives are of
equal difficulty)
• Bull & Mckenna,(2002) emphasize that
be satisfied with three or four well
constructed options.
• Generally, the minimal improvement to

the item due to that hard-to-come-by
fifth option is not worth the effort to
construct it (Kehoe, 1995).
2. Follow these hints to avoid test validity
problems
1.Try to write items in which there is

one and only one correct or clearly
is the best answer and one on
which experts would agree.
2. Be sure wrong answer choices
(distractors) are at least
plausible.
For example, a distractor can be correct but

does not answer the question. However,
the distractor must not be so close to the
correct answer that it confuses students
who really do know the answer.
3. Incorporate common student
misunderstandings or errors
in distractors.
3. The position of the correct

answer should vary randomly
from item to item.
5. Avoid overlapping alternatives
Original Revised
1. What age period is 1. What age period is
thumb-sucking likely to thumb-sucking likely to
produce the greatest produce the greatest
psychological trauma? psychological trauma?
A. Infancy A.From birth to 2 years old
B. Preschool period B.From 2 years to 5 years
C. Before adolescence old
D. During adolescence C.From 5 years to 12 years
old
E. After adolescence
D.From 12 years to 20 years

old
6.The length of the response
options should be about the
same within each item
(preferably short).
7. There should be no
grammatical cluse to the
correct answer
Original Revised
1. Albert Einstein was a: 1. Who was Albert
Einstein?
A. Anthropologist.
B. Astronomer. A. An anthropologist.
C. Chemist. B. An Astronomer.
D. Mathematician C. A chemist
D. A mathematician
8. Avoid excessive use of negatives
and/or double negatives and words
such as ‘always’, ‘never’, and ‘all’.
9. Avoid the use of ‘All of the above’,

‘both a. and e. above,’ and ‘None of
the above’ in the response
alternatives, when students are asked
to choose the best answer.
Reviewing the MCQs:
Guidelines (Cohen and Wollack, 2000)
1. Consider the item as a whole and

whether
 it measures knowledge or a skill component
which is worthwhile and appropriate for the
examinees who will be tested
 there is a markedly better way to test what this
item tests
 it is of the appropriate level of difficulty for the
examinees who will be tested.
Reviewing the MCQs:
2. Consider the stem whether it
 presents a clearly defined problem

or task to the examinee
 contains unnecessary information
 could be worded more simply,
clearly or concisely.
Reviewing the MCQs:
3. Consider the alternative and

whether
 they are parallel in structure
 they fit logically and grammatically with the stem
 they could be worded more simply, clearly or
concisely
 any are so inclusive that they logically eliminate
another more restricted option from being a
possible answer.
Reviewing the MCQs:
4. Consider the key and whether it

 is the best answer among the set of options for
the item
 actually answers the question posed in the
stem
 is too obvious relative to the other alternatives
(i.e., should be shortened, lengthened, given
greater numbers of details, made less
concrete).
Reviewing the MCQs:
5. Consider the distractor and

whether
 there is any way you could justify one or more as an
acceptable correct answer
 they are plausible enough to be attractive to
examinees who are misinformed or ill-prepared
 any one calls attention to the key (e.g., no distractor
should merely state the reverse of the key or
resemble the key very closely unless another pair of
choices is similarly parallel or involves opposites).
Learners’ rule of thumb
(test-wise strategies)
a. Pick the longest answer

• make sure the longest answer is only correct a
part of the time
• try to make options equal length
b. When in doubt pick ‘c’
• make sure the correct answer choice letter
varies
c. Never pick an answer which uses the word
‘always’ or ‘never’ in it
• make sure this option is correct part of the time or
avoid using always and never in the option
choices
d. If there are two answers which express
opposites, pick one or the other and ignore
other alternatives
• sometimes offer opposites when neither is
correct or offer two pairs of opposites
e. If in doubt, guess
• use five alternatives instead of three or four to
reduce guessing
f. Pick the scientific-sounding answer

• use scientific sounding jargon in wrong
answers
g. Don’t pick an answer which is too simple or
obvious
• sometimes make the simple, obvious answer the
correct one
h. Pick a word which you remember was related
to the topic
• when creating the distractors use terminology from
the same area of the text as the right answer, but
in distractors use those words incorrectly so the
wrong answers are definitely wrong
Important Reminder:
When writing multiple-
choice test items, the
stimulus material, the
stem and all the
alternatives must be on
the same page.
Revised Bloom’s Taxonomy
What is REVISED BLOOM’S
TAXONOMY?
The Revised Bloom’s Taxonomy
provides the measurement tool for
thinking. The changes in RBT
occur in three broad categories:
• Terminologies
• Structure
• Emphasis
A. Visual Comparison of Two Taxonomies
(Terminology Changes)
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
1956 2001
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Changes in Terms
• Noun to Verb
• Thinking is an active process

therefore verbs are more accurate
• Knowledge is a product of thinking
and was inappropriate to describe a
category of thinking and was replaced
with the word remembering
Changes in Terms
• Comprehension became
understanding and synthesis
was renamed creating in order
to better reflect the nature of
the thinking described by each
category.
Level One : Remembering
The learner is able to recall, restate and
remember learned information.
– Recognizing
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding
Can you recall information?

Remembering cont’
• List
• Memorize
• Listen
• Relate • Group Recall or
• Show
• Locate
• Choose recognition of
• Distinguish • specific
Recite information
• Give example
• Reproduce • Review
• Quote • Quote
• Repeat
• Label • Record
• Recall • Match Products include:
• Know • Quiz
• Group • Select • Label
• Read • • Definition • List
•
Underline
Write
• Outline • Cite • Fact • Workbook
• Sort • Worksheet • Reproduction
• Test •Vocabulary
Classroom Roles for
Remembering
Teacher roles Student roles
• Directs • Responds
• Tells • Absorbs
• Shows • Remembers
• Examines • Recognizes
• Questions • Memorizes
• Evaluates • Defines
• Describes
• Retells
• Passive recipient
Remembering: Engagement
Activities and Products
• Make a story map showing the main events
of the story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• What characters were in the story?
• Make a chart showing…
• Make an acrostic poem about…
• Recite a poem you have learnt.
REMEMBERING (Knowledge)
(Shallow processing: drawing our
factual answers, testing recall and
recognition)
• The learner is able to recall,

restate and remember
information.
• When did ________________happen?
• How would you explain ___________?
• How would you describe __________?
• Can you recall _______________?
• Can you select _______________?
• Can you list three ______________?
• Who was ______________?
Sample Questions for
Remembering
• What is _________________?
• Where is ________________?
• How did it happen ____________?
• Why did __________________?
• When did ________________?
• How would you show ________________?
• Who were the main _________________?
• Which one _________________?
• How is ____________________?
• Questions starting with what,
where, when, why and how
whose answers could be
retrieved, recognized and
recalled from the text or on the
lines of the text read, fall under
remembering.
Level Two: Understanding
The learner grasps the meaning of information by
interpreting and translating what has been
learned.
– Interpreting
– Exemplifying
– Summarizing
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining
Can you explain ideas or concepts?

Classroom Roles for
Understanding
• Explains
• Demonstrates
• Describes
• Listens
• Outlines
• Questions • Restates
• Compares • Translates
• Contrasts • Demonstrates
• Examines • Interprets
• Active participant
Understanding cont’
• Restate • Describe
• Identify • Report Understanding
• Discuss
• Recognize of given
• Retell information
• Review
• Research
• Observe
• Annotate
• Outline
• Translate
• Give examples of • Account for Products include:
• Paraphrase • Interpret • Recitation • Example
• Reorganize • Give main • Summary • Quiz
• Associate idea • Collection • List
• Estimate • Explanation • Label
• Define • Show and tell • Outline
Understanding: Engagement
• Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to someone else
• Explain why the character solved the problem in this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Make a colouring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.
UNDERSTANDING
(Comprehension)
(translating, interpreting and extrapolating)
• The learner grasps the meaning

of information by interpreting and
extrapolating what has been
learned.
Sample Questions for
Understanding
• State in your own words…

• Which are facts? Opinions?
• What does this means…?
• Is this the same as…?
• Giving an example
• Select the best definition
Questions with what, where, why
and how questions answers could be
taken between the lines of the text
through organizing, comparing,
translating, interpreting, extrapolating,
classifying, summarizing and stating
main ideas fall under understanding.
• Condense this paragraph…
• What would happen if…?
• What part doesn’t fit?
• How would compare? Contrast?
• What is the main idea of…?
• How would summarized…?
Level Three : Applying
The learner makes use of information in a context
different from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
Applying cont’
• Translate • Paint
• Manipulate • Change Using strategies,
• Exhibit • Compute concepts, principles
and theories in new
• Illustrate • Sequence situations
• Calculate • Show
• Interpret • Solve
• Make • Collect
• Practice • Demonstrate Products include:
• Apply • Dramatize • Photograph • Presentation
• Operate • Construct • Illustration • Interview
• Interview • Use • Simulation • Performance
• Adapt • Sculpture • Diary
• Draw • Demonstration • Journal
Classroom Roles for Applying
• • Solves problems
Shows
• Demonstrates use of
• Facilitates knowledge
• Observes • Calculates
• Evaluates • Compiles
• Organizes • Completes
• Questions • Illustrates
• Constructs
• Active recipient
Applying: Engagement Activities
and Products
• Construct a model to demonstrate how it looks or works
• Practise a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
• Continue the story…
APPLYING
(Knowing when to apply, why to apply and
recognizing patterns of transfer to situation
that are new, unfamiliar or have a new slant
for students)
The learner make use of the

acquired knowledge, facts,
techniques and rules in a
different way.
Sample Questions for Applying
• How would you organize ________ to
show _______?
• How would you show your understanding
of _________?
• What facts would you select to show
what__________?
• What elements would you change
__________?
• What other way would you plan to
________?
• What questions would you ask in an
interview with _________?
• How would you apply what you learned
to develop ________?
• How would you solve ________ using
what you have learned?
Level Four: Analyzing
The learner breaks learned information into its parts to best
understand that information.
– Comparing
– Organizing
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating

Can you break information into parts to explore
understandings and relationships?
Analyzing cont’
• Distinguish • Compare
• Question • Contrast
• Appraise • Survey Breaking
• Experiment • Detect information down
• Inspect • into its component
Group
• Examine elements
• • Order
Probe
• Separate • Sequence
• Inquire • Test
• Arrange • Debate
• Investigate • Analyze Products include:
• Sift • Diagram • Graph • Survey
• Research • Relate
• Calculate • Spreadsheet • Database
• Dissect
• Criticize • Categorize • Checklist • Mobile
• Discriminate • Chart • Abstract
• Outline • Report
Classroom Roles for Analyzing
• Discusses
• Probes • Uncovers
• Guides • Argues
• Debates
• Observes • Thinks deeply
• Evaluates • Tests
• Acts as a resource • Examines
• Questions
• Questions • Calculates
• Organizes • Investigates
• Dissects • Inquires
Analyzing: Engagement Activities
and Products
• Use a Venn Diagram to show how two topics are the same and different
• Design a questionnaire to gather information.
• Survey classmates to find out what they think about a particular topic. Analyse
the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the book
• Create a sociogram from the narrative
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a role play about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to support a view.
• Review a work of art in terms of form, color and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which breakfast cereal to
purchase
ANALYZING
(breaking down into parts, forms)
The learner breaks learned

information into its parts
determining how the parts relate
to interrelate to one another to an
overall structure or purpose
through differentiating, organizing
and attributing.
Sample Questions for Analyzing
• Which statement is relevant?
• What is the conclusion?
• What does the author believe? Assume?
• Make a distinction between _______
• What ideas justify the conclusion?
• Which is the least essential statement?
• What literacy form is used?
Level Five : Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesizing
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring
Can you justify a decision or course of action?
Evaluating cont’
• Judge • Choose
• Rate
• Validate
• Conclude Judging the value of
• Predict • Deduce ideas, materials and
• Assess • Debate methods by
• Score • Justify developing and
• Revise • applying standards
Recommend and criteria.
• Infer •
•
Discriminate
Determine
• Prioritize • Appraise
• Tell why • Value
• Compare • Probe Products include:
• Evaluate • Argue • Debate • Investigation
• Defend • Decide
• • Panel • Verdict
Select •
• Measure
Criticize
• Report • Conclusion
• Rank
• Reject • Evaluation •Persuasive
speech
Evaluating: Engagement
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important. Convince
others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Complete a PMI on…
• Evaluate the character’s actions in the story
Classroom Roles for Evaluating
• Judges
• Clarifies • Disputes
• Accepts • Compares
• Guides • Critiques
• Questions
• Argues
• Assesses
• Decides
• Selects
• Justifies
Sample Questions for Evaluating
• What fallacies, consistencies,
inconsistencies appear ________?
• Which is more important _________?
• Do you agree ______________?
• What information would you use _______?
• Do you agree with the ______________?
• How would you evaluate __________?
EVALUATING
(according to some set of criteria
and state why)
The learner makes

decisions based on in-depth
reflection, criticism and
assessment through checking
and critiquing.
Level Six : Creating
The learner creates new ideas and information
using what has been previously learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making
Can you generate new products, ideas, or ways
of viewing things?
Creating cont’
• Compose
• Assemble • Formulate
• Organize • Improve Putting together ideas
• Invent or elements to develop
• Compile • Act a original idea or
• Forecast engage in creative
•
• Predict thinking.
Devise
• Propose • Produce
• Construct
• Plan • Blend
• Prepare • Set up Products include:
• Develop • Film • Song
• Originate • Devise
• Imagine • Story • Newspaper
•
• Concoct
Generate • Project • Media product
• Compile • Plan • Advertisement
• New game • Painting
Classroom Roles for Creating
• Facilitates • Designs
• • Formulates
Extends
• Plans
• Reflects
• Takes risks
• Analyses • Modifies
• Evaluates • Creates
• Proposes
CREATING
(combining statement into a pattern not
clearly there before)
The learner creates new ideas and

information using what have been
previously learned.
Creating: Engagement Activities
and Products
• Use the SCAMPER strategy to invent a new type of sports shoe
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.
Sample Questions for Creating
• Can you design a ______________?

• What possible solution to ________?
• How many ways can you ________?
• Can you create a proposal which
would _________?
B. STRUCTURAL CHANGES
Bloom’s original cognitive taxonomy
was a one-dimensional form consisting of
Factual, Conceptual and Procedural – but
these were never fully understood for use
by the teachers because most of what
educators were given in training consisted
of a simple chart with the listing of levels
and related accompanying verbs.
LEVELS OF LEARNING
Knowledge/Comprehension
Arrange Explain Match Report
Cite Express Name Restate
Classify Give Order Review
Convert Examples Outline Specify
Copy Identify Recall Summarize
Define Indicate Recite Tell
Describe Label Record Translate
Discuss List Relate Underline
Distinguish Locate Reproduce
LEVELS OF LEARNING
Application
Apply Draft Infer Produce
Assemble Dramatize Interpret Relate
Calculate Draw Modify Schedule
Change Employ Operate Select
Choose Estimate Practice Show
Compute Explain Predict Sketch
Defend Illustrate Prepare Use
Demonstrate
Discover
LEVELS OF LEARNING
Problem Solving
Analyze Criticize Inspect Question
Appraise Debate Interpret Rate
Argue Defend Judge Relate
Arrange Differentiate Justify Recognize
Assemble Discriminate Manage Score
Assess Distinguish Modify Select
Categorize Estimate Organize Solve
Compare Evaluate Plan Support
Compose Examine Predict Test
Conclude Formulate Prepare Value
Construct Illustrate Propose Write
Create Infer
The Revised Bloom’s Taxonomy takes the
form of Two-dimensional table. The Knowledge
Dimension or the kind of knowledge to be
learned and second is the Cognitive Process
Dimension or the process used to learn.
The The Cognitive Process Dimensions

Knowledge Remember Understand- Applying Analyzing Evaluating Creating
Dimensions -ing ing
Factual
Conceptual
Procedural
Metacog-
nitive
• Factual Knowledge
– refers to the essential facts,
terminology, details or
elements student must know
or be familiar with in order to
solve a problem in it.
• Conceptual Knowledge
– is knowledge of classification,
principles, generalizations,
theories, models or structure
pertinent to a particular
disciplinary area.
• Procedural Knowledge
– refers to information or knowledge
that helps students to do something
specific to a discipline subject, area of
study. It also refers to methods of
inquiry, very specific or finite skills,
algorithms, techniques and particulars
• Meta-cognitive Knowledge
– is a strategic or reflective
knowledge about how to go
solving problems, cognitive
tasks to include contextual and
conditional knowledge and
knowledge of self.
C. CHANGE IN EMPHASIS
Emphasis is the third and final
category of changes. It is placed
upon its use as a more “authentic
tool for curriculum planning,
instructional delivery and
assessment”.
• More authentic tool for curriculum
planning, instructional delivery and
assessment.
• Aimed at a broader audience
• Easily applied to all levels of schooling
• The revision emphasizes explanation
and description of subcategories
BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging

Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining

Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
“The new century has brought us
the Revised Bloom’s Taxonomy
which is really new and improved.
Try it out; the author thinks
you will like it better
than a cake”.
Table of Specification
A table of specifications is a miniature
view of the test. It is a helpful tool that is
used by the teacher to build a test.
It is often presented in the form of a
two-dimensional grid with content areas
represented along one dimension and the
educational outcomes/skills along the
other.
The first step for writing any exam
is to have a blueprint ( table of
specifications ).
Blueprinting is the planning of

the test against the learning
objectives of a course or
competencies.
It is a guide used for creating a
balanced examination and consists
of a list of the competencies and
topics (with specified weight for
each) that should be tested on an
examination.
• Enables the teacher to prepare a
test containing a representative
sample of student knowledge in
each of the area tested
• Allows the teacher to construct a
test which focuses on the areas
and weights of the different
areas/ topics based on
importance
• Provides teacher with evidence
that a test has content validity ,
that it covers what should be
covered
Factors to be considered in
assigning weights to the various
areas of content
1. time (number of days/weeks

taught)
2. Importance of the content/skill
3. emphasis given to the
content/skill
No No
% R U Ap An E C
Competencies Of Of
days items
Item Placement
TOTAL
Aligning test questions
with the table of
specifications
Listen carefully as your teacher reads the poem .Then answer items 1- 2
____ 1 . What sound does Dad’s car make ? ( Remembering )

A. honk – honk B. broom C. beep- beep D. screech
_____2. What is the sound device used in the poem ? ( Analysing )

A. Alliteration C. onomatopoeia
B. assonance D. consonance
Morning Rush
( By Chervel )

Kriiing… goes the alarm clock
As I hear the crowing of a cock
I need to get up from my sleep
Before Dad’s car sounds beep- beep.

I hear the kettle whistles,
Mom’s chicken adobo that sizzles
The table’s ready for my breakfast
I need to eat fast or be late for class.

Carol lost her cool when she saw that her new uniform
was stained with crayons by her baby brother.
What is the meaning of the underlined idiom?(Understanding)
A. felt feverish C. got angry

B. stayed relaxed D. surprised
___ 6. Sheila always __________ in the essay writing
competitions. ( Applying )
What verb will complete the meaning of the sentence
above?
A. win B. wins C. won D. will win
100 2 2
When she returned to the nest , Mother Owl found

8. one of her children dead. The other children told her
that the monkey had killed it. All day and all night ,
she sat on her tree .
How do you describe the tone of the text ? ( Understanding)
A. exciting B. festive C. gloomy D. hopeful
Application:
Table of
specification
Well-
constructed
multiple choice
questions
Workshop 1
• Prepare a table of specification for a ten –item
Written Work in your subject area.
• Ar. Pan – Competencies from first quarter
• EsP – Competencies from second quarter
• MAPEH – Competencies from third quarter
• EPP/TLE – Competencies from fourth quarter

• MTB-MLE - Competencies from second quarter
Workshop 2
Construct test questions congruent
to the table of specifications you
have prepared. Keep in mind the
principles of test construction that
we earlier discussed.
Be ready to present your output after an hour

“The imagination is the golden
pathway to everywhere.”
- Terence McKenna
“If an assessment asks
learners to evaluate and
create but our instruction
asks only that they
remember and
comprehend, then we’ve
taken a wrong direction .”
- Learn, Teach, Lead
Remember
Constructing a good test takes
time. Teachers have the obligation
to provide their students with the
best evaluation because tests play
an essential role in the life of the
students, parents , teachers and
other educators .
– Mehrens , 1973
References:
Bull, J. & McKenna, C. (2002). Computer Assisted Assessment Centre. Retrieved 8 February 2009
from http://www.caacentre.ac.uk/resources/objective_tests/index.shtml
Brown, G. & Pendlebury, M. (1992). Assessing Active Learning. Sheffield: CVCP, USDU.
Cohen, A., & Wollack, J. (2000). Handbook on test development: Helpful tips for creating
reliable and valid classroom tests. Madison, WI: University of Wisconsin, Center for Placement
Testing. Retrieved 13 October, 2003 from
http://testing.wisc.edu/Handbook%20on%20Test%20Construction.pdf
Dewey, R. A. (1998, January 20). Writing multiple choice items which require comprehension.
Retrieved November 3, 2003 from http://www.psywww.com/selfquiz/aboutq.htm
Kehoe, J. (1995) Writing multiple-choice test items. Practical Assessment, Research & Evaluation,
4(9). Retrieved July 29, 2008 from http://PAREonline.net/getvn.asp?v=4&n=9
Nitko, A. J. (2001). Educational assessment of students. (3rd Ed.). Columbus, OH: Merrill Prentice
Hall.
Owen, S. & Freeman, R. (1987). What's wrong with three option multiple items? In Educational &
Psychological Measurement (47), 513-22.
Parkes, J. Multiple Choice Test. Retrieved 20 September 2005 from
http://www.flaguide.org/cat/mutiplechoicetest/multiple_choice_test7.php
Zimmaro D. (2004). Writing Good Multiple-Choice Exams, Measurement and Evaluation Center:
University of Texas, Austin
References:
• Fives and Barnes . ( 2013 ) Classroom test construction: the
power of table of specifications ( retrieved July 30, 2018 )from
https://pareonline.net/pdf/v18n3.pdf
• Osterlind , 1989 .retrieved August 2,
2018.link.springer.com/content/pdf /10.1007
• https://learning.knoji.com/effective-teaching-general-principles-i
n-test-construction
• www.specialconnections.ku.edu/?q...test-construction/teacher../
table_of_specification...
• www.slideshare.net/sirarnelPHhistory
• Video clip /You tube-
https://www.youtube.com/watch?v=5io85UM2l50

Day 2 - MCQs

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MCQs:

Nasusuri ang dahilan,

Can be ineffective for

Does not provide an

A traditional multiple choice

A multiple choice question consists

• Begin writing items well ahead

• Before writing the stem, identify the single

• Be sure that each item is

• Design each item/question so

1. Present a single, definite

2. Avoid unnecessary and

3. Use clear, straightforward

4. Use negatives sparingly in the

5. Put as much of the question

Consider the following item:

Distractors are strategically designed to

Learners who mastered

• Nitko (2001) stressed that there is no magic

• Owen & Freeman (1987) suggest that three

• Generally, the minimal improvement to

1.Try to write items in which there is

For example, a distractor can be correct but

3. The position of the correct

9. Avoid the use of ‘All of the above’,

1. Consider the item as a whole and

2. Consider the stem whether it

 presents a clearly defined problem

3. Consider the alternative and

4. Consider the key and whether it

5. Consider the distractor and

a. Pick the longest answer

f. Pick the scientific-sounding answer

• Thinking is an active process

• The learner is able to recall,

Can you explain ideas or concepts?

• The learner grasps the meaning

• State in your own words…

The learner make use of the

The learner breaks learned

The learner makes

The learner creates new ideas and

• Can you design a ______________?

The The Cognitive Process Dimensions

Blueprinting is the planning of

1. time (number of days/weeks

____ 1 . What sound does Dad’s car make ? ( Remembering )

_____2. What is the sound device used in the poem ? ( Analysing )

A. felt feverish C. got angry

When she returned to the nest , Mother Owl found

• EsP – Competencies from second quarter

• MAPEH – Competencies from third quarter

• EPP/TLE – Competencies from fourth quarter

Be ready to present your output after an hour

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