Module 9

ASSESSMENT OF LEARNING I

This module is a continuation of Module 7 which is Development of Assessment Tools.

Learning Objectives:
 Discuss the different format of assessment tools;
 Determine the advantages and disadvantages of the different format of test
item;
 Identify the different rules in constructing matching type test, completion
test, true or false test; and
 Construct matching type test, completion test, true or false test.
In the previous module we discussed about the development of a Multiple Choice Test,
now, we will tackle the other objective type test. Let us start with the –

MATCHING TYPE TEST.

Matching type item consist of two columns. Column A contains the descriptions
and must be placed at the left side while Column B contains the options and placed at
the right side. The test takers are asked to match the options that are associated with
the description (s).
Here are the guidelines in Constructing Matching Type of Test:
1. The description and options must be short and homogeneous.
2. The descriptions must be written at the left side and marked it with Column A
and the options must be written at the right side and marked it with Column B to
save time for the students.
3. There should be more option than descriptions or indicate in the directions that
in each option may be used more than once to decrease the chance of guessing.
4. Matching directions should specify the basis for matching. Failure to indicate
how matches should be marked can greatly increase the time consumed by the
teacher in scoring.
5. There should be only one correct answer.
6. When using names, always include the complete name (first name and surname)
to avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the options to avoid
confusions to the students that have a reading problem.
8. Arrange the options into chronological order or alphabet order.
9. The descriptions and options must be written in the same page.
10. A minimum of three and a maximum of seven items for elementary and
maximum of seventeen items for secondary and tertiary levels.
 Example of Matching Type Test:

Directions. Match the function of the part of computer in Column A with its name in
Column B. Write the letter of your choice before the number.

Column A Column B

_______1. Stores information waiting to be used A. Central Processing Unit

_______ 2. Considered as the brain of the computer B. Hard Drive
_______ 3. Hand-held used to move the cursor C. Hardware
_______ 4. An example of an output device D. Mass Storage Device
_______ 5. Stores permanent information in the computer E. Mouse
_______ 6. Physical aspect of the computer F. Monitor
_______ 7. Used to display the output G. Processor
_______ 8. The instruction fed into the computer H. Printer
_______ 9. Pre-loaded data I. Random Access Memory
_______ 10. Permits a computer to store large amount of J. Read Only Memory
Data K. Software
L. Universal Serial Bus
Advantages of Matching Type Test:

1. It is simpler to construct than a multiple-choice type of test.

2. It reduces the effect of guessing compared to the multiple –choice and true or
false test.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.

Disadvantages of Matching Type Test:

1. It measures only simple recall or memorization of information.

2. It is difficult to construct due to problems in selecting the descriptions and
options.
3. It assesses only low level of cognitive domain such as knowledge and
comprehension.

TRUE OR FALSE TEST

Another format of an objective type of test is the true or false type of test items.
In this type of test, the examinees determine whether the statement presented is true or
false. True or false test item is an example of a “force-choice test” because there are only
two possible choices in the type of test. The students are required to choose the answer
true or false in recognition to a correct statement or incorrect statement.
True or false type of test is appropriate in assessing the behavioral objectives
such as “identify”, “select” or “recognize”. It is also suited to assess the knowledge and
comprehension level in cognitive domain. This type of test is appropriate when there
are only two plausible alternatives or distracters.
Here is the Guidelines in constructing True or False test.

 Be concise. Avoid writing a very long statement. Eliminate unnecessary

word(s) in the statement.
 Avoid trivial question.
 It should contain only one idea in each item except for statement showing the
relationship between cause and effect.
 It can be used for establishing cause and effect relationship.
 Avoid using opinion-based statement, if it cannot be avoided the statement
should be attributed to somebody.
 Avoid using negative or double negatives. Construct the statement positively.
If this cannot be avoided, bold negative words or underlined it to call the
attention of the test takers.
 Avoid specific determiner such as “never”, “always”, “all”, “none”, for they
tend to appear in the statements that are false.
 A void specific determiner such as “some”, “sometimes”, and “may” they tend
to appear in the statement that are true.
 The number of true items must be the same with the number of false items.
 Avoid grammatical clues that lead to a correct answer such as the article (a,
an, the).
 Avoid statement directly taken from the textbook.
 Avoid arranging the statement in a logical order such as ( TTTTTTTT,FFFFF,
TFTFTF, TTFFTTFF).
 Directions should indicate where or how the students should mark their
answers.

Advantages of a True or False Test:

1. It covers a lot of content in a shot span of time.
2. It is easier to prepare compared to a multiple-choice and matching type of
test.
3. It is easier to score because it can be scored objectively compared to a test
that depends on the judgment of the rater (s).
4. It is useful when there are two alternatives only.
5. The score is more reliable that essay test.

Disadvantages of a True or False test:

1. Limited only to low level of thinking skills such as knowledge and
comprehension or recognition or recall information.
2. High probability of guessing the correct answer (50% ) compared to multiple
choice which consist of four options (25%).

Supply Type or Subjective Type of Test Items

Supply type items require students to create and supply their own answer or
perform a certain task to show mastery of knowledge and skills. It is also known as
constructed response test. Supply type items or constructed response tests are
classified as:
a. Short answer or completion type
b. Essay type items (restricted response or extended response)
 Another way of assessing the performance of the students is by using the
performance-based assessment and portfolio assessment which are categorized
under constructed response test. Let use discuss the details of the selection type
and supply type test items.

Subjective test item requires the students to organize and present an

original answer (essay test) and perform task to show mastery of learning
(performance –based assessment and portfolio assessment) or supply a word or
phrase to answer a certain question (completion or short answer type of test).

Essay test is a form of subjective type of test. Essay test measures complex
cognitive skills or processes. This type of test has no one specific answer per
student. It is usually scored on an opinion basis, although there will be certain
facts and understanding expected in the answer. There are two kinds of essay
items: extended response essay and restricted response essay.

Kinds of Subjective Type of test Items

Subjective Type of Test is another test format where the student supplies
answer rather that select the correct answer. We shall consider the completion
type item or short answer test and essay type item.

The teacher must present and discuss the criteria used in assessing the
answer of the students in advance to help them prepare for the test.

a. Completion Type or Short Answer Test

This is an alternative form of assessment because the examinee needs to

supply or create the appropriate word/s , symbol/s or number/s to
answer the question or complete a statement rather than selecting the
answer from the given options. There are two ways of constructing
completion type or short answer type of test: question form or complete
the statement form.

Ex.
Question Form:

 Which test item measures the greatest variety of

learning outcomes?
Completion Form:

 The test item that measures the greatest variety of

learning outcomes is called _________________.
Activities:
1. Select a topic/content, construct a 15-item Matching Type Test.
2. Construct a 10 – item True or False Test Using Krathwolh’s 2001 Revised cognitive
domain. ( You can choose your own topic/LC).
a. Remembering (3)
b. Understanding (2)
c. Applying (1)
d. Analyzing (1)
e. Evaluating (1)
f. Creating (1)
3. Construct a 10 – item Completion or short answer Test Using Krathwolh’s 2001 Revised
cognitive domain. ( You can choose your own topic/LC).
g. Remembering (3)
h. Understanding (2)
i. Applying (1)
j. Analyzing (1)
k. Evaluating (1)
l. Creating (1)
4. Critiquing a Matching Items
Given below is a sample matching type test. Study it very well and write at least five (5)
problems /observations you see in this sample.

Directions. Match Column A with Column B.

Column A Column B

1. water lily a. flower

2. narra b. tree
3. bamboo c. vine
4. mango d. ornamental
5. orchid
6. yellow bell
7. fortune plant
8. banana plant
9. grass
10. gardenia
Observations:
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
5.Give an item type that could appropriately measure each of the given instructional outcomes?
Instructional Outcome Item Type
1. Remembering the interesting features of all
the planets in the Solar System _____________
2. Applying the correct procedure in planting herbs _____________
3. Making judgement on the characters of the story _____________
4. Comparing the characteristics of monocots and
Dicots _____________
5. Classifying the different kinds of soil _____________