Selecting and Constructing Test Items and Tasks

Learning Outcome

At the end of the lesson, students are expected to:

 Select and construct appropriate test items and tasks for classroom assessment.


Overview

The present section now brings you to answer the second question, “How do I test?” How
do I operationalize assessment of the learning outcomes intended for a period of study? It
now introduces you to a useful menu of test types that are appropriate to gauge the
learning outcomes proposed by the curriculum standards, how to select them and how to
construct them.

CATEGORIZING TEST TYPES

The chart below lists several test types familiar to you.

TEST
TYPES

Perform
Supply Selectio
ance
Type n Type
Type

Essay- Essay- Simulated

Compl Short
Restrict Extend
Binary Multiple Matchi Paper- Identifi Performan
Work
etion Answer Choice Choice ng Pencil cation ce Sample
ed ed

Figure 1. Tree Chart of Test Types

RELATING TEST TYPES WITH LEVELS OF LEARNING OUTCOMES

A. Measuring Knowledge and Simple Understanding

Knowledge, as it appears in cognitive taxonomies (Bloom, 1956; Anderson & Krathwol, 2004)
as the simplest and lowest level, is categorized further into what thinking process is involved
in learning.

McMillan (2007) refers to the latter two as simple understanding requiring comprehension of
“concepts, ideas, and generalizations” known as declarative knowledge and application
of skills and procedures learned in new situations, referred to as procedural knowledge.

Notes Assessment in Learning 1

 Table 1. Levels of Declarative and Procedural Knowledge

Level Declarative Procedural

Remembers, restates, defines, Remembers, restates, defines,
identifies, recognizes, names, identifies, recognizes, names,
Knowledge reproduces, or selects specific facts, reproduces, or selects correct
concepts, principles, rules, or procedure, steps, skills, or
theories. strategies.
Converts, translates, distinguishes, Converts, translates,
explains, provides examples, distinguishes, explains, provides
Simple Understanding: summarizes, interprets, infers or examples, summarizes,
Comprehension predicts in own words, essential interprets, infers or predicts in
meanings of concepts and own words, correct procedure,
principles. steps, skills, and strategies.
Uses existing knowledge of Uses existing knowledge of
concepts, principles, and theories, correct procedures, steps, skills,
Simple Understanding: in new situations, to solve problems, or strategies, in new situation, to
Application interpret information and construct solve problems, interpret
responses information, and construct
responses.

The examples below will differentiate declarative and procedural knowledge as simple
understanding involving comprehension and application.

Declarative Knowledge Procedural Knowledge

Is able to state the Law of Supply and Demand. Is able to compute the area of a rectangle.

Comprehension Comprehension
Is able to explain the Law of Supply and Is able to compare the size of two given lots in
Demand. terms of area.

Application Application
Is able to explain the rising prices of vegetables Is able to determine the number of 1 × 1 tiles
during summer time. needed to cover a 50 ft × 100 ft hall.

Table 2. Categories of Lower-Order Thinking Skills and Sample Generic Questions

Low-Level Thinking Skills Examples of Generic Questions

Knowledge of terminologies What is a __________?
Knowledge of specific facts When did __________ happen?
Knowledge of conventions Where are __________ usually found?

Notes Assessment in Learning 1

Knowledge of trends and sequences Name the stages in __________.
Which __________ does not belong with the
Knowledge of classifications and categories others?
By what criterion will you use to judge
Knowledge of criteria
__________?
When __________ increases, what happens to
Knowledge of methods, principles, techniques
__________?
What do you mean by the expression
Comprehension
__________?
Simple interpretations What makes __________ interesting?
Use the data above to find the __________.
Solving numerical problems

Manipulating symbols equations Show that __________ equals __________.

B. Measuring Deep Understanding

Table 3 shows how to align the cognitive levels to learning outcomes with sample behaviors
for each level.

 Knowledge and simple understanding involve the first three cognitive levels, i.e.
remembering, comprehending and applying.
 Deep understanding requires the three higher cognitive levels, i.e. analyzing,
evaluating and creating.

Table 3. Alignment of Learning Outcomes and Cognitive Levels

Knowledge-Understanding Continuum
Knowledge Simple Understanding Deep Understanding

Cognitive Levels/Levels of Learning Outcome

Level 1: Remembering Level 2: Comprehending Level 4: Analyzing
 Recall  Interpret  Organize
 Recognize  Exemplify  Distinguish
 Name  Classify  Outline
 Describe  Compare  Transform
 Explain  Diagnose
 Infer  Deconstruct

Level 3: Applying Level 5: Evaluating

 Solve  Critique
 Apply  Assess
 Modify  Defend
 Demonstrate  Justify

Notes Assessment in Learning 1

  Employ  Appraise
 Calculate  Measure
 Generate

Level 6: Creating
 Plan
 Generate
 Produce
 Design
 Construct
 Compose

Table 4 illustrates the relationship between learning outcomes and test types.

Table 4. Alignment of Learning Outcomes to Test Types

Knowledge-Understanding Continuum
Knowledge Simple Understanding Deep Understanding

Cognitive Levels/Levels of Learning Outcome

Level 1: Remembering Level 2: Comprehending Level 4: Analyzing
 Recall  Interpret  Organize
 Recognize  Exemplify  Distinguish
 Name  Classify  Outline
 Describe  Compare  Transform
 Explain  Diagnose
 Infer  Deconstruct
Level 3: Applying Level 5: Evaluating
 Solve  Critique
 Apply  Assess
 Modify  Defend
 Demonstrate  Justify
 Employ  Appraise
 Calculate  Measure
 Generate
Level 6: Creating
 Plan
 Generate
 Produce
 Design
 Construct
 Compose

Supply Type Supply Type Supply Type

Completion Completion Essay-Restrictive
Short-Answer Short-Answer Essay-Extended

Notes Assessment in Learning 1

 Selection Type
Selection Type Selection Type Multiple Choice
Binary Choice Binary Choice Interpretive Items
Multiple Choice Multiple Choice
Performance Tasks
Matching Type
Written
Work Sample
Simulation and project

Study the examples in the two boxes.

Box 1. Constructed-Response Type (Short Answer Item & Extended Essay)

Lower-Order: According to the article you just read, what factors contribute to climate change?
(This is a short answer supply type for a simple comprehension question since it is based on a
specific reading material. Without citing the source for the response, it could also be a simple
recall question.)
Higher-Order: Write an article on how the government and the community can work together to mitigate
the factors causing environmental damage?
(This is likewise a supply type but since it requires a higher-order thinking at the “creating” level,
it will call for an extended-essay item. Deeper understanding is necessary to demonstrate this
outcome as it involves synthesis of previous information and observation derived from multiple
sources.

Box 2. Selected-Response Type (Multiple Choice)

Lower-Order: According to the article you just read, what contributes powerfully to climate change?
A. Volcanic eruption
B. Population explosion
C. Forest denudation
D. Caron emission
(The correct option is based on a specific material which calls for simple comprehension.)
Higher-Order: Which of the following factors which affect climate change can be controlled by man?
A. Strong earthquake
B. Volcanic eruption
C. Melting of glaciers
D. Carbon dioxide emission
(Selection of the correct option requires analysis of the alternatives given. First, it calls for
identifying those factors affecting climate change and later analyzing whether man can
control it or not. Just being able to do one skill will not be adequate to select the correct
option.)

Miller, Linn & Gronlund (2009) presents categories of thought questions for deep
understanding and sample item stems in Table 5.

Table 5. Complex Thinking Skills

Types of Thought Questions Sample Item Stems
Describe the similarities and differences between …
Comparing
Compare the following two methods for …

Notes Assessment in Learning 1

 What are major causes of …?
Relating cause and effect
What would be the most likely effects of …?
Which of the following alternatives would you favor, and
why?
Justifying Explain why you agree or disagree with the following
statement.
State the main points included in …
Summarizing
Briefly summarize the contents of …
Formulate several generalizations from the following data …
State a set of principles that can explain the following events
Generalizing …

In light of the facts presented, what is most likely to happen

when …
Inferring How would Senator X be likely to react to the following issue?

Why did the candle go out shortly after it was covered by the
jar?
Explaining Explain what the President meant when he said, “The bucks
stops with me.”
Write a letter to the principal to get approval for a class field
trip to the state capital.
Persuading Why the student newspaper should be allowed to decide
what should be printed without prior approval from teachers?

Group the following items according to …

Classifying
What do the following items have in common?
List as many ways as you can think of for …
Creating
Make up a story describing what would happen if …
Using the principle of … as a guide, describe how you would
Applying a principle solve the following problem situation.
Describe a situation that illustrates the principles of …

Angelo & Cross (1993) have extensively designed classroom assessment tasks (CATs) for
college level that are performance-based type in nature. Some examples given in Table 6
were taken from their inventory.

Notes Assessment in Learning 1

 Table 6. Examples of Performance Assessment Tasks for Advanced Level

Thinking Skill Performance Task

1. Analytic memos – writing a one or two-page analysis of a specific
problem or issue.
2. Pros and Cons Grid – making a list of pros and cons of a decision
Analyze made.
3. Content, Form, and Function Outline – analyzing the what, how,
and why of the particular message of an advertisement or
commercial.

1. Muddiest Point – identifying what students find least clear in a

lesson, story, demonstration.
2. Misconception Check – assessing students’ prior beliefs that can
Evaluate
hinder learning.
3. Empty Outline – recalling and organizing the important points of
a lecture or reading.
1. Application Cards – designing an application of a learned
scientific principle or procedure in real world.
2. Directed Paraphrasing – translating what has been learned in
Create
one’s own words or form for a specific audience.
3. Paper or Project Prospectus – writing a first structure draft of a
paper or project.

For further discussion on performance assessment, go to these links:

Performance-based assessment and learning. https://www.youtube.com/watch?v=yYcGO1Izs-U
Creating effective performance assessment. https://www.youtube.com/watch?v=uqiq17i_p9I
Performance assessment – classroom vignette. https://www.youtube.com/watch?v=-r1yTJHS74w

CONSTRUCTING OBJECTIVE SUPPLY TYPE OF ITEMS

1. Completion Type

An item structure consists of a stimulus which defines the question or problem, and a
response which defines what is to be provided or constructed by the learner.

Table 7. COMPLETION TYPE Item Structure

Response
Stimulus
Single word or two, numeral,
Incomplete statement with a blank(s)
symbol, or phrase
Illustrative Items Expected Response

a. A four-sided polygon is called a Quadrilateral

__________.

Notes Assessment in Learning 1

b. The novel, Noli Me Tangere, Spanish
was written by Dr. Jose Rizal
during the __________ colonial
period.

45
c. A book trader sells books 30%
more than what he pays for
them. For a book sold for 𝑃150,
his profit is __________ pesos.

Gap-Filling is another term for this variant as the student fills several gaps in a discourse
depending on the target outcome.

ILO: Provide synonyms for target words in a paragraph.

Directions: Give a word that has the same meaning as the word inside the parenthesis.

More than a few people may confuse fine dining with _______________ (costly) dining in
restaurants. Well-trained _______________ (cooks) at the top of their profession can make
their good _______________ (name) in these places. Who the cooks are bring
_______________ (honor) to these restaurants.

Experts in test development agree on some helpful guidelines in the construction of

Completion Items (Kubiszyn and Borich, 2010; McMillan, 2007; Nitko, 2001; Popham, 2011).

a. There should only be one correct response to complete a statement.

A quadrilateral with four equal sides is called _______________.

b. The blank should be placed at the end or towards the end of the incomplete statement.

Poor: During the _______________ period, Dr. Jose Rizal wrote the novel, Noli Me
Tangere.

c. Avoid providing unintended clues to the correct answer.

2. Short Answer Items

Instead of supplying words to complete statements, relatively short answers are

constructed as direct answers to questions.

Notes Assessment in Learning 1

 Table 8. Short Answer Item Structure

Stimulus Response
An interrogative statement Short phrases or
(direct question) statement
Illustrative Items Expected Response

a. What is a four-sided polygon Quadrilateral

called?

b. During what period was Noli Me

Tangere written by Dr. Jose Rizal?
Spanish
c. How much does a book trader
gain for a book he sells for 𝑃150 if
he gets 30% more than what he
pays for it? 45

Writing short-answer items similarly follow the guidelines in writing completion items. Here are
those given by McMillan (2007, pp. 170-171) and they are quite self-explanatory.

1. State the item so that only one answer is correct.

2. State the item so that the required answer is brief.

3. Do not use questions verbatim from textbooks and other instructional materials.

4. Designate units required for the answer.

Example:
Poor: How much does the food caterer charge? _______________
Improved: How much does the food caterer charge per head? ___________

5. State the item succinctly with words students understand.

Example:

Poor: As viewed by creatures from the earth, when does the blood moon appear
in the evening?
Improved: When does a blood moon appear?

The two supply types, completion and short answer items, share common points:

 Appropriate for assessing learning outcomes involving knowledge and simple

understanding.

Notes Assessment in Learning 1

  Capable of assessing both declarative and procedural knowledge.
 Both are easy and simple to construct.
 Both are objectively scored since a key to correction can be prepared in advance.
 Both need ample number of items to assess a learning outcome. A single completion
or short-answer item is not sufficient to test mastery of a competency.

For further discussion on constructed-response test items, go to these links:

Creating effective constructed-response items. https://www.youtube.com/watch?v=0mzY1x6J5uI
Objective test items. http://egyankosh.ac.in/bitstream/123456789/7308/1/Unit-12.pdf
Performance assessment – classroom vignette. https://www.youtube.com/watch?v=-r1yTJHS74w

CONSTRUCTING NON-OBJECTIVE SUPPLY TYPE

Essay Type

There are two variations of essay items: restricted-response and extended-response.

Table 9. Essay Item Structure

Stimulus Response
a. Incomplete statement with a Single word or two, numeral, symbol or
blank(s) phrase

b. A directive (instructions) Set of related statements, discourse, or

paragraph
Types of Essay Items
A. Restricted-Response Type. The question or directive given suggests a specification in
constructing the response. It can be in terms of limited coverage of content, specified
length of response, expected form of response, or definite perspective or mindset to be
used.
Illustrative Items Description of Expected Response
1. (Restricted content) Tourism spot to be described should be
What is a famous tourism spot in one found in Luzon. Outside of Luzon will
the island of Luzon and why is it not be considered.
popular?
2. (Restricted length)
On a half sheet of paper, describe Length of discourse should not exceed
the benefits that could be derived half sheet of a writing pad.
from Samahang Kabataan as an
organization.

Notes Assessment in Learning 1

3. (Restricted form)
Prepare a 2-tier outline of an Response should be organized in a two-
advocacy plan for community tier outline form.
involvement in waste reduction
and disposal.
4. (Restricted perspective)
Describe the origin of man Response is acceptable when the
according to the theory of explanation adheres to the theory of
evolution. evolution. Explanations based on other
theories will not be considered.

B. Extended-Response Type. The question or directive does not suggest any form of
restriction in the construction of the response. The students are free to organize and
expound on their ideas freely.
Sample Items Description of Expected Response
1. Explain how the prevailing socio- Student is free to focus on any socio-
economic issues affect the lives of economic issue and choose which
the people in our country today. aspect of the people’s lives he wants to
describe.

2. What evidences of climate Students vary in their choice of evidence

change do you now observe and and in their approach to address them.
what ways can man mitigate their
negative effects?
3. Are you in favor of constitutional Students clearly express their arguments
change to institute political in support of the side they take.
reforms? Support your answer.

Suggestions for constructing essay questions are given by Miller, Linn & Gronlund (2009, p.
243):

1. Restrict the use of essay questions to those learning outcomes that cannot be measured
satisfactorily by objective items.

2. Construct questions that will call forth the skills specified in the learning standards.

3. Phrase the question so that the student’s task is clearly defined.

Example:
Poor: Why is copper a good material?
Improved: Explain the property of copper that makes it good for making cooking
pans.

4. Indicate an approximate time limit for each question.

5. Avoid the use of optional questions.

Notes Assessment in Learning 1

 For further discussion on constructing non-objective supply type of tests, go to these links:
Essential skills for college teaching. https://www.ltrr.arizona.edu/~katie/kt/COLLEGE-
TEACHING/College-Teaching-pubs/Constructing%20Tests.pdf
Performance assessment – classroom vignette. https://www.youtube.com/watch?v=-r1yTJHS74w

The use of a scoring guide called rubrics, can significantly reduce subjectivity and more or
less help in “objectifying” scoring of a non-objective type of item.

If the relevant criteria are singled out and focused separately to show the learner’s profile
across these different dimensions or attributes, analytic scoring is applied.

Table 10. Analytic Scoring

Very Moderately Fairly Needs

Exemplary Satisfactory
Criterion Satisfactory Satisfactory Satisfactory Improvement
(6 points) (4 points)
(5 points) (3 points) (2 points) (1 point)

Organization
Clarity of
Message
Creativity
Total
Overall
Rating

For judging a specific writing genre like an argument, the rubric shown in Table 11 can be
adapted for analytical scoring.

Table 11. Rubric for Analytic Scoring

Very Moderately Fairly Needs

Exemplary Satisfactory
Criterion Satisfactory Satisfactory Satisfactory Improvement
(6 points) (4 points)
(5 points) (3 points) (2 points) (1 point)

Facts and
opinions clearly
distinguished

Credibility of
source
Relevance of
materials used

Use of logic

Notes Assessment in Learning 1

 Total

Overall Rating

When the attributes are considered together to arrive at an overall judgment or impression,
holistic scoring is in use.

Task: Design a plan for an experiment showing the effect of amount of water on
plant growth.
Scoring Criterion: Completeness of Plan
Rubric:

Label Description
Outstanding All parts of the plan especially the procedure are
concisely and very satisfactorily described.

Very Good All parts are given and satisfactorily described.

Good All parts are given but with minimal description.
Fair All parts are given but without description.
Needs Improvement Parts are incomplete and without description.

For further discussion on rubrics for scoring, go to this link:

Rubrics for assessment. https://www.youtube.com/watch?v=b4shMaSel00

There are suggestions also given by Miller, Linn & Gronlund (2009, p. 254) to improve the
reliability of scoring responses to essay questions:

1. Prepare an outline of the expected answer in advance.

2. Use the scoring rubric that is most appropriate.
3. Decide how to handle factors that are irrelevant to the learning outcomes being
measured.
4. Evaluate all responses to one question before going on to the next one.
5. When possible, evaluate the answers without looking at the student’s name.
6. If especially important decisions are to be based on the results, obtain two or more
independent ratings.

CONSTRUCTING SELECTED-RESPONSE TYPES

There are three sub-types of the selected-response format depending on the number of
given options:

a. Alternate form or binary choice provides only two options;

b. Multiple-choice type offers 3 to 5 options or solutions to a problem; and

Notes Assessment in Learning 1

 c. Matching type gives a set of problems or premises and a set of options which will be
appropriately paired.

1. Binary Choice or Alternate Form

Table 12 shows the varieties of structure using the alternate form as suggested by Nitko
(2001, p. 136).

Table 12. Varieties of Binary Choice

Sample/Suggested Response
Variety Stimulus
Format
The planets of the Solar System
True – False Statement or proposition
revolve around the sun. T F
Do the planets of the Solar
System revolve around the
Yes – No Direct question
sun?
Y N
A computation, an equation,
Right – Wrong Factors of 18 are 2, 3, 6, 9. R W
or statement
Proposition which will be The biggest planet in the Solar
Correction
corrected if incorrect System is the Earth. R W

Correction: Jupiter
Corona virus is easily
transmitted because:
A multiple-choice stem is 1. It is air-borne. T F
Multiple True – False given with statements to be 2. It is transmitted through
judged as true or false body liquids. T F
3. Both children and adults
can be affected. T F

1. Are weather systems

independent of each
Direct questions that requires other? Y N
Yes – No with Explanation explanation for a negative (If student replies a NO,
response he/she explains the
answer.)

There are suggestions given to construct good binary choice items (McMillan, 2007, Musial,
et. al, 2009) in order to avoid guessing:

Notes Assessment in Learning 1

1. Write the item so that the answer options Poor:
are consistent with the logic in the Four and 6 are factors of 24. Yes No
sentence.
Good:
(Align your options with the logic of your Four and 6 are factors of 24. Correct Incorrect
proposition, e.g. if after truth or
falsehood, better not use yes-no or
agree/disagree options).

2. Focus on a single fact or idea in the item. Poor:

T F Right to suffrage is given to citizens in a
(Adding more than one idea in the democratic country in order to enjoy economic
statement can make the item gains.
ambiguous. One idea may be correct
and the other one, incorrect.) Good:
T F Citizens in a democratic society have the
right of suffrage.

3. Avoid long sentences. Poor:

T F Criterion-referenced tests are interpreted
(Unnecessarily long and wordy based on a standard that determines whether
statements obscure the significant idea.) students have reached an acceptable level or
not.

Good:
T F Standards are used to interpret criterion-
referenced tests.

4. Avoid insignificant or trivial facts or Poor:

words. T F Legumes, beans, and nuts should be
avoided by people who are suffering from gout
(Students commit errors not because whether inherited or not from their parents.
they do not know but due to
unnecessary facts.) Good:
T F Legumes, beans, and nuts should be
avoided by people with gout.

5. Avoid negative statements. Poor:

T F All European nations are not in favor of
(Statements with not or no are confusing joining the European Union.
to young readers.)
Good:
T F All European nations are in favor of joining
the European Union.

Notes Assessment in Learning 1

 6. Avoid inadvertent clues to the answer. Poor:
T F Essay tests are never easy to score.
(Items using such words as never,
always, all the time, all, etc. are most of Good:
the time false and are recognized by T F Essay tests are difficult to score.
test-wise students.)

7. Avoid using vague adjectives and Poor:

adverbs. T F People from cold countries typically drink
wine every day.
(Students interpret differently such
adjectives and adverbs as typically, Good:
usually, occasionally, quite, etc. It often T F People from cold countries are fond of
becomes a test of vocabulary when drinking wine.
done.)

2. Multiple Choice Items

Another selected-response item format is the multiple-choice. The wide choice for this
format in classroom testing is mainly due to its versatility to assess various levels of
understanding from knowledge and simple understanding to deep understanding.

Table 13. Multiple-Choice Item Structure

Stimulus Response
STEM –

a. An interrogative statement or Option to be selected is the correct

direct question that ends in a answer or best answer.
question mark
Letter or numeral of the selected
b. Incomplete statement option or the chosen distracter.

OPTIONS – 3 to 5 plausible alternatives

from which to select the correct option.

Notes Assessment in Learning 1

Illustrative Items

1. Direct-question form (best answer version)

What form of government is ruled by a Prime Minister?

a. Monarchy c. Presidential
b. Parliamentary d. Federal

2. Incomplete-statement form (correct answer version)

Among the Asian countries, one which has a government with three branches is
_______________.
a. Japan c. Philippines
b. China d. Thailand

Test experts agree on a set of guidelines to achieve this purpose (McMillan, 2007; Miller, Linn
& Gronlund, 2009; Popham, 2011).

Stem

1. All the words of the stem should be relevant to the task.

2. Stem should be meaningful by itself and should fully contain the problem.
Poor: The constitution is _______________.
Good: What does the constitution of an organization provide?
(Direct-question format)
The constitution of an organization provides _______________. (Incomplete-
statement format)

3. The stem should use a question with only one correct or clearly best answer.

Poor:
Which product of Thailand makes it economically stable?
A. Rice
B. Dried fruits
C. Dairy products
D. Ready-to-wear

Good:
Which agricultural product of Thailand is most productive for export?
A. Rice
B. Fish
C. Fruits
D. Vegetables

Notes Assessment in Learning 1

Distracters

1. All distracters should appear plausible to uninformed test takers.

Poor:
What is matter?
A. Everything that surrounds us.
B. All things bright and beautiful.
C. Things we see and hear.
D. Anything that occupies space and has mass.

Quite interesting are the guidelines given by Miller, Linn & Gronlund (2009, p. 212) in making
distracters plausible. See Table 14.

Table 14. Ways to Make Distracters Plausible

1. Use the students’ most common errors. 6. Use distracters that are homogeneous
and similar in content to the correct
2. Use important-sounding-words (e.g. option (e.g. all are inventors)
significant, accurate) that are relevant
to the item stem. But do not overdo it! 7. Use distracters that are parallel in form
and grammatically consistent with the
3. Use words that have verbal associations item stem.
with the item stem (e.g. politician,
political)
8. Make the distracters similar to the
correct answer in length, vocabulary,
4. Use textbook language or other
sentence structure, and complexity of
phraseology that has the appearance
thought.
of truth.

5. Use incorrect answers that are likely to CAUTION: Distracters should distract the
result from student misunderstanding or uninformed, but they should not result in trick
carelessness (e.g. forgets to convert feet questions that mislead knowledgeable
to yards). students (do not insert ‘not’ in a correct answer
to make a distracter).

2. Randomly assign correct answers to alternative positions.

3. Avoid using “All-of-the-above” or “None-of-the-above” as distracters.

3. Matching Items

It consists of two parallel lists of words or phrases the students are tasked to pair. The first
list which is to be matched is referred to as premises while the other list from which to
choose its match based on a kind of association is the options.

Notes Assessment in Learning 1

 Table 15. Matching Type Item Structure
List of Premises List of Responses
Homogeneous alternatives or
Words or phrases to be matched or
options from which to select what
associated with an appropriate word.
will match the premise.
Illustrative Item 1

The first column describes events associated with Philippine presidents while the second
column gives their names. In the space provided, write the letter of the president that
matches the description.
Column A Column B

_____1. First president of the Republic a. Ramon Magsaysay

_____2. Declared martial law during b. Corazon Aquino
his term c. Gloria Macapagal-Arroyo
_____3. First president to resign from d. Manuel L. Quezon
office e. Fidel C. Ramos
_____4. First woman president f. Emilio Aguinaldo
_____5. Died in an airplane crash g. Joseph Ejercito Estrada
_____6. A uniformed man elected into h. Manuel A. Roxas
office i. Ferdinand Marcos
Illustrative Item 2 (for advanced level)

Column A contains theoretical postulations of how the universe came about. Match each
one with the name of the theory given in Column B. indicate the appropriate letter to the
left of the number in Column A.

Column A Column B

_____1. Large-scale features of the a. Dark matter theory

universe do not change over b. Density wave theory
time. c. Superdense theory
_____2. About 90% of the matter in the d. Infinite worlds’ theory
universe does not interact with e. Galactic rotation theory
radiation. f. Inflationary universe theory
_____3. The spiral arms in galaxies g. Planetisimal theory
cannot be permanent h. Ptolemaic theory
condensations of matter. i. Steady-state theory
_____4. The planets describe closed
orbits about the Earth.
_____5. Planets were formed from small
solid bodies caused by eruptions
of stars.

Notes Assessment in Learning 1

The two illustrative items exemplify the guidelines in constructing matching items (Kubiszyn
& Borich, 2010):

1. Keep the list of premises and the list of options homogeneous or belonging to a category.
2. Keep the premises always in the first column and the options in the second column.
3. Keep the lists in the two columns unequal in number.
4. Test directions always describe the basis for matching.
5. Keep the number of premises not more than eight (8) as shown in the two sample items.
6. Ambiguous lists should be avoided.

It can be seen that matching type as a test format is used quite appropriately in assessing
knowledge outcomes particularly for recall of terminologies, classifications, and
remembering facts, concepts, principles, formulae, and associations.

For further discussion on selected-response test items, go to these links:

Selected response test items. https://www.youtube.com/watch?v=Hnc0swrRX6A
Best practices selected response items. https://www.youtube.com/watch?v=tJ-H2ie_WXg

Source: De Guzman, E. & Adamos, J. (2015). Assessment of Learning 1. Adriana Publishing Company:
Quezon City

Notes Assessment in Learning 1