Categories and Formats of Traditional Tests

As cited by Balagtas, M. (2015), traditional tests fall into two general classifications:
1. Selected-response type, require learners to choose the correct answer from several choices. Selected-
Response Tests include:
a. Multiple Choice Test - it is the most commonly used format in formal testing and typically consists
of a stem (problem), one correct or best alternative (correct answer), and three or more incorrect
alternatives (distractors)
b. True-False or Alternate Response Test - it generally consists of a statement and deciding if the
statement is true (accurate/correct) or false (inaccurate/incorrect)
c. Matching-Type Test - it consists of two sets of items to be matched with each other based on a
specified attribute.

2. Constructed-response type - it requires learners to supply answers to a given question or problem.

a. Short Answer Test - it consists off open-ended questions or incomplete sentences that require
learners to write the correct answer which may consist of a single word or a short phrase. This
includes the following sub-types:
a.1 Completion - it consists of incomplete statements that require the learners to fill in the
blanks with the correct word or phrase.
a.2 Identification - it consists of statements that summon the learners to identify or recall the
terms/concepts, people, places or events being described.
a.3 Enumeration - It directs the learners to list down all possible answers to the question.
b. Essay Test - it consists of problems/questions that require learners to compose or construct
written responses, usually long ones with several paragraphs.
c. Problem-Solving Test - It consists of problems/questions that require learners to solve problems in
quantitative or qualitative settings using knowledge and skills in mathematical concepts and
procedures, and/or other higher-order cognitive skills.

FIGURE 1. Types of Objective tests

General Guidelines in Choosing Appropriate Test Format

How can you design fair, yet challenging tests that accurately gauge student learning? To guide you
on choosing the appropriate test format, you should ask the following questions:
1. What are the objectives or desired learning outcomes lesson/unit?
2. What level of thinking is to be assessed (i.e., remembering, understanding, applying, analyzing,
evaluating or creating)?
3. Is the test matched or aligned with the course’s desired learning outcomes and the course contents
or learning activities?
4. Are the tests realistic to the students?

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Test Item Formulation
True-False Test
True or false items are used to measure learners’ ability to identify whether a statement or
proposition is correct/true or incorrect/false. A learner who knows nothing of the content of the test would
have 50% chance of getting the correct answer by sheer guess work. A modified true-false test can offset
the effect of guessing by requiring learners to explain their answer and to disregard a correct answer if the
explanation is incorrect.
Here are some rules of thumb in constructing true-false items as cited by Balagtas, et al (2020),
Santos, et al (2007) and de Guzman et al (2015):
1. Include items that are completely true or completely false.
Faulty: The presidential system of government, where the president is only the head of state or
government, is adopted by the United States, Chile, Panama and South Korea.
Good: The presidential system, where the president is only the head of state or government, is Chile.
2. Avoid lifting statements from the textbook and other learning materials.
3. Use single idea in each test item.
Faulty: The true-false item, which is favored by learners, is often referred to as an alternative-response
item.
Improved: The true-false item is also called an alternative-response item.
4. Refrain from using negatives, especially double negatives.
Faulty: There is nothing illegal about buying goods through the internet.
Good: It is legal to buy things or goods through the internet.
5. Avoid using absolutes such as “always” and “never.”
Faulty: The news and information posted on the CNN website is always accurate.
Good: The news and information posted on the CNN website is usually accurate.
6. Avoid the use of unfamiliar words or vocabulary.

Multiple Choice Items

The most versatile type of test since it can take several forms such as completion, questions and
direct form. Writing multiple choice items requires content mastery, writing skills, and time. Only good and
effective items should be included in the test. Poorly-written test-items could be confusing and frustrating
to learners. Each item in a multiple choice test consists of 2 parts: a) the stem, and b) the options. In the set
of options or alternatives, there is a “correct” or “best” option while the others are considered “distracters”.
The following are the general guidelines in writing good multiple choice items.
1. Do not lift and use statements from the textbooks or other learning materials.
2. Keep the vocabulary simple and understandable based on the level of learners/examinees.
3. A direct question is preferred over an incomplete sentence.
Faulty : Cement is ordinarily produced by _____________.
Good : How is cement ordinarily produced?
4. Word the stem positively and avoid double negatives, such as NOT and EXCEPT in a stem. If a negative
word is necessary, underline or capitalize the words for emphasis
Faulty: Which of the following is not a measure of variability?
Good: Which of the following is NOT a measure of variability?
5. Write the stem as clearly described question or task.
Faulty: Validity refers to
a. the consistency of test scores
b. the inference made on the basis of the test scores
c. measurement error as determined by standard deviation
d. the stability of test scores
Good: The inference made on the basis of the test scores refers to
a. Reliability
b. Validity
c. Stability
d. Measurement error

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6. Avoid the use of unnecessary words or phrases which are not relevant to the problem at hand.
Faulty: While ironing his formal polo shirt Darwin burned his hand accidentally on the hot iron. This
was due to a transfer of heat because….
Good: Which of the following ways of heat transfer explains why Darwin’s hand was burned after he
touched a hot iron?
7. Write the distracters to be plausible yet clearly wrong.
Faulty : Which of the following is the largest city in the United States?
a. Michigan
b. London
c. New York
d. Berlin
Good : Which of the following is the largest city in the United States?
a. Los Angeles
b. Chicago
c. New York
d. Miami
8, Write options that are parallel or similar in form and length to avoid giving clues about the correct
answer.
9. Place options in logical order (e.g. alphabetical, shortest to longest)
10. Place correct response randomly to avoid a discernible pattern of correct answers.
11. Use none of the above carefully and only when there one absolutely correct answer.
12. Avoid all of the above option, especially if it is intended to be the correct answer.

Short Answer Test Items

A short answer test item requires the learner to answer a question or to finish an incomplete
statement by filling in the blank with the correct word or phrase.
The following are some guidelines in writing good fill in the blank or completion test items.
1. Omit just the appropriate word from the sentence
Faulty: Every atom has a central _____________called a nucleus.
Good: Every atom has a central core called a(n)______________.
2. Avoid having too many blanks in a statement.
Faulty: The __________ is the answer in _____.
Better: The product is the answer in _________.
3. Be sure that there is only one correct response.
Faulty: A four-sided polygon is called _______________.
Good: A quadrilateral with four equal sided is called ______________.
4. Avoid grammatical clues to the response.
Faulty: A group of islands surrounded by waters is called an _______________
Good: A group of islands surrounded by waters is called a(n) _______________
5. Put the blank at the end of a statement rather than at the beginning.
Faulty: __________________is support system that helps a learner accomplish tasks
Good: A support system that helps a learner accomplish tasks is called __________.

Matching Type Items

The matching test item format requires learners to match a word, sentence or phrase in one column
to a corresponding word, sentence or phrase in second. Column. It is most appropriate when you need to
measure the learner’s ability to identify the relationship or association between similar items. However, it
is not suited for gauging the learners’ higher understanding (analysis and synthesis levels). It can only be
used to assess homogeneous knowledge.
The following are some guidelines in writing good and effective matching type tests:
1. Include homogenous premises and responses in a single matching exercise
2. Clearly indicate in the directions the basis for matching where answers should be written, and if
responses or answer choices can be used more than once.

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3. Keep the list relatively short. The ideal number of items is 5 to 10, and a maximum of 15.
4. Arrange premises and responses with maximum clarity. It is desirable to use longer statements as
premises and numbered at the left of the page. The shorter responses are placed at the right and each
identified with letters.
5. Have more responses or answer choices than premises. This will reduce guessing and using the process
of elimination in choosing the correct answer.
6. Place all the premises and responses on a single page
Faulty:
Directions: Match the following.
Food A. Primary reinforcer
Psychoanalysis B. Sigmund Freud
B.F. Skinner C. Operant conditioning
Standard deviation D. Measure of variability
Schizophrenia E. Hallucinations
Good:
Directions: Match the theories in Column I with their advocates in Column II. Write the letter of the correct
answer.
Column I Column II
___ 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 . Karn Horney
F. Sigmund Freud

Essay Test
Essay test is the preferred method of evaluation when teachers want to measure learners’ higher
order thinking skills particularly their ability to reason, interpret, analyze, synthesize, and evaluate.

Types of Essay Items

Extended response type -requires much longer and complex responses
Restricted response type - the learners are free to organize and expound on their ideas.

Santos, et al (2007) and Balagtas et al 92019) present the following rules of thumb in constructing good
essay questions:
1. Clearly define the intended learning outcomes to be assessed by the essay test.
2. Refrain from using essay test for intended learning outcomes that are better assessed by other kind
of assessment.
3. Phrase the direction in such a way that students are guided on the key concepts to be included.
Example: Write an essay on the topic: “Plant Photosynthesis” using the following key words and
phrases: chlorophyll, sunlight, water, carbon dioxide, oxygen, by-product, stomata.
4. Note that the learners are properly guided in terms of the keywords that the teacher is looking for
in this essay test.
5. Inform the students on the rubrics to be used for grading their essays. This rule allows the learners
to focus on relevant and substantive materials rather than on peripheral and unnecessary facts and
bits of information.
6. Present tasks that are fair, reasonable and realistic to students
7. Be specific in the prompts about the time allotment.

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