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MODULE 6A
DEVELOPMENT OF CLASSROOM ASSESSMENT

The quality of construction depends largely on the part of the classroom

teacher. Every classroom teacher is interested to know how far and wide he/she
can facilitate, orient and guide his/her students with the knowledge, ideas,
abilities, skills, and attitudes that he/she wishes to build up to achieve his/her
teaching objectives and make his/ her students responsive to the changing
needs of the society. He/She is in the best position to ascertain the strength and
weaknesses and the needs of his/her students, and the goals he/she wants to
achieve.
The classroom teacher usually gives the following types of test (item
formats) in the classroom: multiple choice, true or false, matching type,
completion, cloze, and essay.

A. MULTIPLE-CHOICE TEST

The multiple choice type of test is a form of assessment in which students

are asked to select the correct or best answer out of the choices from a list. In
this kind of test, an item consists of two parts: the stem and a set of options or
alternatives. It requires the students to select from the options that will make the
stem complete and correct. All incorrect or less appropriate responses are
called distracters or foils.

Oftentimes, multiple choice tests include a stimulus material where the

item or question is drawn. A stimulus material, or an introductory material, is
added information in the form of chart, graph, stanza of a poem, or a novel
pictorial.

The stem is the beginning part of the item that presents the item as a
problem to be solved, a question asked of the students, or an incomplete
statement to be completed. It can be presented in three ways: a direct question,
an incomplete statement or a mathematical equation. If it is an incomplete
statement, all the options and the last one ends with a period. For elementary
students, it is advisable to use a direct question.

Example of a Direct Question:

Who is the President of the Philippines after EDSA 1?

Example of an Incomplete Statement:

The President of the Philippines after EDSA 1 is
a. President Gloria Arroyo c. President Joseph Estrada
b. President Corazon Aquino d. President Fidel Ramos

A stem may also be presented in the form of a mathematical equation.

Example:
In the equation 2x ÷ 3 = 4, solve for x.
a.4 b.10 c. 0.5 d. 1.5 e. 8
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The given options are the possible answers that the examinees can
choose from, with the correct answer called key. The minimum number of
options is three while the maximum is five.

Advantages of the Multiple-Choice Test

1. It has great versatility in measuring objectives from the level of rote
memorization to the most complex level.
2. It often requires less time to administer than tests requiring written
responses.
3. Because this style of test does not require a teacher to interpret the
answers, test-takers are graded purely on the selection, thus creating a lower
likelihood of teacher bias on the results. Factors irrelevant to the assessed
materials, such as handwriting and clarity of presentation, do not come into play
in a multiple choice assessment.
4. Because student writing is minimized, the teacher can cover a
substantial amount of course material in a relatively short time.
5. Scoring is objective since little interpretation is needed to count the
number: of correct responses.
6. Teachers can construct options that require students to discriminate
among them. These items vary in the degree of correctness.
7. The effects of guessing are largely reduced since there are more
options
8. Items are more amenable to item analysis, and this can be used to
detect areas of student weaknesses, evidence of item ambiguity, item difficulty,
and the extent to which the item can measure individual differences.

Disadvantages of the Multiple-Choice Test

1. This type of test is more time consuming in terms of looking for options
that are plausible.
2. Multiple-choice tests are ambiguous. Failing to interpret the question as
the test maker intended can result in an incorrect response, even if the
test taker’s response is potentially valid. The term multiple guess has
been used to describe this scenario because test-takers may attempt to
guess, rather than determine the correct answer.
3. In a multiple choice test, a student is incapable of answering a particular
question can simply select a random answer and still have a chance of
receiving a mark for it. It is a common practice for students with no time
left to give all the remaining questions random answers in the hope that
they will get at least some of them right.
4. Test-naïve students complain of more than one defensible correct answer

Suggestions for Writing Multiple Choice Test

1. The stem should introduce what is expected of the examinee. The

essence of the problem should be in the stem. A poor stem leaves the
students dealing with four possible answers, hence making the examinees
anxious as what to do.
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2. Avoid repetition of words in the options. The stem should be written so that
the key words are incorporated in the stem and will not have to be repeated
in each option. This will save reading time on the part of the student.

3. When the incomplete statement format is used, the options should come
at the end of the statement.

4. Avoid specific determiners. Multiple choice test items should not contains
clues on what the correct answer is. One clue is option length, the longest
option is usually the right one.

5. Use vocabulary suited to the maturity of the students.

Poor example:
The foremost contribution of Magellan to civilization is that he was the first
person to a. circumnavigate the world c. land on
American soil
b. discover the Atlantic Ocean d. look for the fountain of
youth

Improved:
Magellan was the first person to
a. go around the world c. land on American soil
b. discover the Atlantic Ocean d. look for the fountain of
youth

Although most students understand what Magellan had done, very few will
understand the words foremost, civilization, and circumnavigate.

6. Stems and options should be stated positively, whenever possible.

Elementary pupils find negatives confusing. For older students, a negative in
either the stem or option, but not both, is permissible. If the word “not” is used in
the stem, it should be underlined to ascertain that it is not overlooked.

7. options should be plausible and homogeneous. It is useless to include

distracters that no examinees will choose.
8. Items should have a defensible correct or best option. To avoid this
pitfall, the teacher should examine each option to make sure it is either the most
defensible or clearly the wrong one. It is important to justify the reason for
incorrect options as it is to be able to defend the correct one.
9. Avoid items that measure opinions. All opinions are equally defensible.
10. Vary the placement of correct options.
11. Avoid overlapping options. A multiple choice test should have one
correct option. Avoid having options like:
A. lady B. lass C. woman D. girl
12. Use “none of the above” as an option only if there is an absolute right
answer.
13. Avoid asking students for trivial information, like middle initials, specific
dates or years, spelling among others from the option.
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14. Whenever possible, arrange options in a logical order of magnitude,

temporal sequence, an so on.
15. The stem should be clear and grammatically correct and should
contain elements common in each option. Multiple choice tests should obey the
Standard English rules of punctuation and grammar.
16. Use four or five options.

Types of Multiple-Choice Test

Multiple choice tests can be categorized into the following.

1. Stimulus Material-Stem-Options
The papers, of course, had been full of tragedy-glaring headlines,
sandwiched biographies of every member of the household and usual familiar
tag about the police having no clue. Nothing was spared. The war was
momentarily inactive and the newspapers seized with the avidity on this crime in
fashionable life: “The Mysterious Affair at Styles” was the topic of the moment.

Why are the newspapers making The Mysterious Affair at Styles their lead
story?
a. They are bored with regular news.
b. The Cavendishes were fashionable.
c. The war is over.

How would one describe the newspapers’ coverage of the crime?

a. silly b. humorous c. thorough

2. Stem-Options
Example:
Which of the following serves as an example of formative
evaluation?
a. diagnostic test b. entrance test c. periodical test d. short quizzes

3. Negative Stem
Example:
The following are examples of an adjective EXCEPT
a. albeit b. august c. gargantuan d. titanic

4. Best Answer
Example:
Since there is no clear-cut or well defined polices on observing
privacy in all instances, the teacher is simply required to be
a. anonymous b. carefree c. secretive d.
sensitive

5. Contained Options
Example:
Identify the error in the sentence.
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My parents was in Manila to assist my sister enroll in College. No error

a b c d e

6. Correct Answer
Example:
What is the summer capital city of the Philippines?
a. Baguio City b. Cebu City c. Davao City d. Olongapo City

7. Group Options
Example:
Write—
A if the item is a simple sentence. D. if the item is a phrase
B if the item is a compound sentence. E. if the item is a
clause
C if the item is a complex sentence.

8. Morse Variety
Example:
Write—
A. if W affects X but X affects Y but Y affects Z.
B if W does not affect X but X does not affect Y but Y does not
affect Z.
C if W affects X but X does not affect Y but Y affects Z.
D if W does not affect X but X affects Y and Y does not affect Z.

CHECKLIST FOR WRITING MULTIPLE-CHOICE ITEMS

Factors Yes
1. Are the item and the main problem in the stem clearly 
presented?
2. Has the item been cast so that there is no repetition of 
key words or phrases for each option?
3. Do the options come at the end of the stem? 
4. Have the responses been arranged in some 
systematic fashion, such as alphabetically or by the
length of the options?
5. Are all distracters plausible? 
6. Have all irrelevant clues been avoided? 
7. Are the correct answers randomly assigned 
throughout the test with the approximately equal
frequency?
8. Is there only one correct or best answer? 
9. Has “all of the above” been avoided? 
10. Has the “none of the above” been used sparingly or 
only when appropriate?
11. Have the overlapping options been avoided? 
12. Have negative statements been avoided? If used, 
has the negative been underlined or written in capital
letters?
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BINARY ITEM TEST (TRUE OR FALSE TEST)

This type of test requires the examinee to recognize and mark an item as
true or false. Other possible options are agree or disagree, yes or no, valid or
invalid, fact or opinion, and cause or effect.

Advantages of the True or False Test

1. Item Sampling
Because true or false test/items and answers tend to be short, teachers
can examine students on more materials than they can with any other type of
test. The true or false (T-F) test can help ensure an adequate sample of
items when a great deal of subject matter must be covered.

2. Ease of Construction
Teachers can construct items of this type by lifting statements from the
book and the rewording some of them to make false items. However, this
must be avoided since items may become ambiguous. The said practice,
although take less time to construct, likewise promotes rote memorization.

3. Ease of Scoring
Scoring is relatively mechanical as the student has to only agree or
disagree with the item. The difficulty lies in the penmanship of the student as
some would write “T” in longhand and be read or appear as “F”. This can be
remedied by requiring students to write in print, write the full word, or shade
a circle correspondingly.

Disadvantages of the True or False Test

1. Emphasis on Rote Memorization
Modern educational practices tend to lessen the emphasis on rote
memorization except in gaining pre-requisite knowledge for more complex
skills. It is better for the students to apply for the particular skills after just
having attained them. For example, how a student can apply the rules of
multiplication is better than multiplication per se. The increasing complexity of
life demands comprehension, analysis, synthesis, application, and
evaluation, from a student. If examinations only test the skills of
memorization, students may oversimplify questions that require complex
answers. It demands that the teacher be creative when casting T-F tests in
such a way that more complex objectives can be measured.

2. Dependence on Absolute Judgment

The T-F test presumes a dichotomous world, where things are either a
falsity or truth and the possibility of intermediate values are not easily
admitted. Although most facts are not entirely true or false and still require
qualification, it is unfair to ask the students to guess at the teachers’ criteria
for the evaluation of the truth or falsity of any statement.
3. Likelihood of Guessing
This type of test allows a high degree of guessing. Statistically, an
examinee has always the chance of obtaining 50% correct answers.
Students uncertain of their answer can always guess and hope to answer
correctly.
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Pointers on Writing True or False Items

1. Construct items that measure important objectives. Requiring students to
respond to new situations is one way to increase the thought-content of T-
F tests.
2. Avoid using specific determiners. Specific determiners give clues to
correct answers. These include sweeping generalizations like always,
never, all and impossible.
3. Avoid using trick questions.
4. Limit each statements to the point that is being tested. Avoid equivocal
items.
5. Avoid excess use of negative words and phrases.
6. Approximately half of the statements should be false. Because it is easier
to construct true item, teachers inadvertently include more statements that
are true. The chance of getting correct answers b guessing is higher since
students who are in doubt would tend to mark the item as true.
7. Avoid qualitative terms like best, some, many, and several.

Modification of True or False Tests

Corrections for Guessing

Students can be penalized for guessing since guessing does not reflect
learning or true performance. Arguments in favor of corrections for guessing
include, among others, the following:
a. Equate the scores of students with those who guess the work more carefully
under restricted time limits, some students may work rapidly and guess on
items, while some may work more slowly and deliberately.
b. Discourage students from guessing, thus facilitating learning. On moral
grounds, guessing is tantamount to becoming dishonest and unjust since
students who guess take advantage of he nature of T-F tests and multiple-
choice tests. On pedagogical grounds, chance scores may reinforce
guessing, so students may get some items right even without studying.
c. Improve the extent to which tests are capable of predicting criteria. Corrected
scores correlate highly with the criteria of scoring than incorrectness.

Arguments Against Corrections for Guessing

1. Students may be discouraged from attempting to answer even through they
have some information.
2. Students who make errors whether they guessed or not can be penalized.
3. The corrections for guessing are laborious to use.
4. The differences in scores may still go unnoticed even if the test items are
increased.

Reducing the Effects of Guessing Using Other Ways

1. Encourage the students to guess. If the students are told that scores will be
corrected for guessing, some may not attempt to answer some items they
doubt, but those who still set to gamble will continue guessing. To equalize
the scores of the students, encourage them to guess, even though guessing
is wrong on moral and pedagogical grounds.
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2. Increase the number of items. It is recommended that a T-F test should

contain 3 to 4 times more items than multiple-choice-tests to make them
equivalent in accuracy. Consequently, the time limit should be decreased.
3. Have the student revise false statements. Requiring the students to mark
false items and have them corrected is one way of reducing guessing.
4. Confidence weighting. Aside from marking each statement as T or F,
students can be asked to indicate the degree of their certainty in giving such
responses.

Types of True or False Tests

1. Simple True or False
Write TRUE if the statement is correct and FALSE if otherwise.
Example:
Baguio City is the summer capital of the Philippines.

2. Modified True or False

Write TRUE if the statement is valid and FALSE if otherwise. If the
statement is FALSE, underline the word(s) that make it wrong.
Example:
One calendar year has thirteen months.

3. True or False with Correction

Write TRUE if the statement is correct and FALSE if otherwise. If the
statement is false, rewrite or change the statement to make it right.
Example:
5x3=8 Answer: False 5 + 3 = 8 or 5x 3 = 15

4. Cluster True or False

Circle T if the statement is TRUE and F if it is FALSE.
Example:
Tests are productively used when
T F 1. It analyzes students’ learning.
T F 2. It allocates funds.
T F 3. It improves curriculum.

5. True or False with Options

Example:
Write A if only the first statement is TRUE.
B if only the second statement is TRUE.
C if both statements are TRUE.
D if both statements are FALSE.
(1) Recognition tests require the examinee to choose the right answer
from the given options. (2) An example of a recognition test is a
completion test.

6. Fact or Opinion
Example:
Identify if the statement is a FACT or an OPINION.
1. There are 12 months in a year.
2. During the month of March, it never rains.
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7. Identifying Inconsistencies in a Paragraph

Example:
Circle the word(s) in any part of the paragraphs that make(s) the
statement(s) wrong.

CHECKLIST FOR WRITING TRUE OR FALSE ITEMS

Factors Yes
1. Was each item expressed in clear, simple language 
2. Was lifting statements verbatim from the text avoided 
3. Have negative statements been avoided where 
possible
4. Have specific determiners such as all, may, and 
sometimes been avoided
5. Have trick questions been removed 
6. Is each item clearly true or false 
7. Is there approximately the same number of true and 
false items?
8. Have the items been edited? 

MATCHING-TYPE TEST

The matching type test is similar to multiple choice test. In this kind of test,
the examinee associates an item in one column with a choice in the second
column.

Advantages of the Matching-Type Test

1. The matching-type test is simple to construct and score. It is well-suited in

measuring associations/ Like multiple-choice test, it presents the students with
questions and alternatives.

2. It reduces the effect of guessing, although the chances of guessing increases

as the student progresses in answering items. This, however, is easily remedied
by adding more options.

Disadvantages of the Matching-Type Test

1. It tends to ask students to associate trivial information. Unfortunately,

most matching-type tests emphasize memorization.
2. In case of commercial answer sheets, matching items can
accommodate no more than five options.

Pointers on Writing Matching-Type Tests

1.If possible, the response should consist of short phrases, single words,
or numbers
2. Use homogeneous options and items.
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3. Have more options than the given items. Initially, a matching –item test
decreases the students’ tendencies to guess but as the students progress in
answering the test, the guessing tendencies increase. This can be avoided by
increasing the options.
4. Arrange the options and items alphabetically, numerically, or
magnitudinally. This is one way to help the examinees since they can maximize
their time by not searching for the correct answers, especially if there are many
options.
5. Limit the number of items within each set. Ideally, the minimum is five
items and the maximum is ten per set.
6. Place the shorter response in column B. This time-saving practice allows
the students to read the longer items first in column A and then search quickly
through the shorter options to locate the correct alternative.
7. Provide complete directions. Directions should stipulate whether options
can be used only once or more than once. They should also instruct the
students on how to respond. The instructions should also clarify what columns a
and B are about.
8. Place the list of options on the same page as the list of items. Time is
wasted if students have to flip pages to search through all options to locate the
correct ones. Additionally, some students may overlook that there are still some
options on the next page.
9. Avoid specific determiners and trivial information that can help the
students find the correct responses without any effort on their part.
10. Clearly explain the basis on which the match is to be made.

Types of Matching-Type Tests

1. Perfect Matching happens when an option is the only answer to one of the
items in column A.
Column A Column B
1. Albay a. Luneta Park
2. Bohol b. Mt. Mayon
3. Banaue c. Chocolate Hills
4. Pangasinan d. Rice Terraces
5. Manila e. Hundred Islands
f. Pagsanjan Falls
g. Malolos Church

2. Imperfect Matching happens when an option is the answer to more than one
item in the column.
Column A Column B
Tourist Destinations Provinces
1. Luneta Park a. Albay
2. Mines View Park b.Manila
3. Chocolate Hills c. Banaue
4. Camp John Hay d. Bohol
5. Intramuros e. Pangasinan
f. Baguio
g. Palawan

3.Sequencing Matching requires the examinees to arrange things.

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Arrange the steps on how to conduct historical research.

_____ 1. Reporting
_____ 2. Gathering of source materials
_____ 3. Problem formulation
_____ 4. Criticizing source materials
_____ 5. Interpreting historical data

4.Multiple Matching requires the examinees to match the items in column A to

B, then the answers from column B to Column C and further match answers
from column C to column D.

Match the provinces listed in Column A with their capital towns in Column
B and with the tourist spots that they are known for.

Column A Column B Column C

1. Bohol a. Tagaytay City I. Underground River

2. Camarines Sur b. Tagbilran City II. Taal Volcano
3. Batangas Complex c. Puerto Princesa III. Water Sports
4. Palawan d. Pili IV. Chocolate Hills
e. Batangas City V. Mayon Volcano

CHECKLIST FOR WRITING MATCHING-TYPE TEST

Factors Yes
1. Have you given the student clear, explicit instructions? 
2. Are the response and premise lists both homogenous? 
3. Is one list shorter than the other? 
4. Are both lists between 5 to 15 entries? 
5. Are the premises longer and more complex? Are the responses 
simple and short?
6. Are the responses arranged in the systematic order? 
7. Are both lists relatively free of clues? 
8. Do both lists appear on the same page? 

COMPLETION OR SHORT-ANSWER TEST

This format of testing requires the students to complete a sentence with
the correct word or phrase.

Advantages of the Completion Test

1. Construction of the completion test is a relatively easy. The low level of
complexity typically measures this type of test.
2. Guessing is eliminated. Because this test simply requires recall, it is not
possible for students to recognize correct options. Students with
incomplete information may recognize the correct answer from the
options of a multiple choice test but not in a completion test. Since
guessing is not an option, students may be unable to supply the correct
answer.
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3. Item sampling is improved. It takes less time to read and answer than
do multiple-choice tests; hence the teacher can give more items to
measure the students’ knowledge.

Disadvantages of the Completion Test

1. Completion tests are difficult to score.
2. They typically measure rote memory. They are usually restricted to
short words; items send to measure the recall of specific facts, names,
places, and events and rarely measure more complex sentence.

Pointers on Writing Completion and Short-Item Tests

1. Write items that clearly imply the type of response desired; for example,
date, place, event or person’s name.
2. Use only one blank at the end of the item if possible. More than one
blank is confusing.
3. Put the blank at the end of the item if possible. This helps the reader
easily grasp what the task requires. If the blank is placed at the
beginning, chances are the students has to read.
4. To facilitate scoring, have students place all the answers in a single
columns. Students can be required to write in a column since answers
vary length.
5. Avoid using statements taken directly from the book since it defeats
meaningful learning. Likewise, items directly lifted from books may
become ambiguous if taken out of context.
6. Avoid specific determiners. This practice gives students clues.
7. A direct question is generally preferred than an incomplete statement
less ambiguity and less confusion arise.
8. Structure an item so that the required response should be concise.
9. Place the blank near the end of an incomplete sentence in the margin
for a direct question.
10. For an incomplete statement type of items, restrict the number of
blanks to one or, at most, two.
11. Blanks provided for answers should be equal in length.
12. Provide sufficient space for the answer.

Types of Completion Tests

1. Identification Test
It refers to the process of summing up the results of tests, giving
them some meaning based on value judgments. _______________

2. Enumeration
List down the three branches of Philippine government.
1. __________________
2. __________________
3. __________________

3. Filling the Blanks

Bayang Magiliw Perlas ng ____________, Alab ng puso Sa
____________ mo’y buhay. ____________ hinirang Duyan ka ng
____________ Sa manlulupig ‘Di ka _____________
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4. Analogy
Father: Son, Mother: __________________

CLOZE TEST

Cloze or cloze deletion test is an exercise, test, or assessment consisting

of a portion of a text with certain words removed (cloze text) and the students
are asked to replace the missing words. The cloze test requires the ability to
understand context and vocabulary to be able to identify the correct words or
type of words that belong in the deleted passages of the text.
Words may be deleted from the text in question either mechanically (every
nth word) or selectively, depending on what aspect the test intends to give
emphasis to.

Example:
Today I went to the _________ and bought some milk and eggs. I knew it
was going to rain, but I forgot to take my _________, and
ended up getting wet on the way ___________.

There are three commonly known styles: word bank, partial words and a
multiple-choice version.

a.0Word0Bank
The examinee is presented with a chunk of text with entire words omitted
(left out). This passage could be fiction, non-fiction or less commonly used a
poem. Pupils need to fill each gap with the appropriate word, so the passage
makes grammatical sense. There will only ever be one correct answer for each
deleted word. Eliminating the words from the bank already chosen can really
help reduce the options and support selecting the right word. Another helpful
hint is to always read beyond the space to establish the context of the sentence.
Furthermore, rereading the sentence with the word inserted to check it makes
sense. This is also advisable when the whole exercise is finished, and you are
double checking your choices. Below is an example of this style:
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b.0Partial0Words
These are often seen as the trickiest cloze version. Students are required to
insert missing letters from particular words in a passage of text. Your child
needs to fill these in correctly to be awarded the mark. The reason these are
trickier is the child not only needs to know the missing word but also spell the
word accurately. If a child has a poor vocabulary, they will find these more
challenging. An example is shown below:
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c.0Multiple-Choice
As well as developing a strong vocabulary and spelling skills, cloze exercises
require students to think critically and analytically about a chunk of text. Pupils
need to consider the meaning as they are reading. This multiple-choice type
tests a sound knowledge of grammar and secure grasp of word groups. For
example, if a noun, adjective, verb or adverb is needed.

ESSAY TEST

This type of test differs from the completion test in degree rather than in
kind. Essays usually allow greater freedom of response to questions and require
more writing.

Advantages of Essay Tests

1. Essay give students freedom to respond within broad limits. Essay
examination allow students to express their ideas with relatively few
restraints.
2. Guessing is eliminated. Essays involve recall and there are no options
to select from. The student is expected to response rather than select
the proper response.
3. Essay items are practical for testing a small number of students.
However, as the number of students increases, the advantage of essay
test decrease.
4. Essay tests reduce assembling time. Less time is required for typing,
mimeographing, and assembling. If only a few questions are asked, the
teacher can just write them on the board.
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5. They can measure divergent thinking. Divergent thinking indicated by

unconventional, creative, relatively free responses. Because they allow
great freedom in answering, the opportunity to obtain unusual
responses is increased.

Disadvantages and Limitations of Essay Tests

1. Essays are difficult to score objectively because students have greater
freedom of expression. Also, long complex essays are more difficult to
score than shorter, limited ones.
2. Extended essays measure only limited aspect of student knowledge.
Because extended responses require time to write, only a few questions
can be given to students. Thus, essays tests sample limited content
and are not always a fair measure of what the student actually knows.
This problem is less serious when responses are limited and the
number of items are increased.
3. Essay questions are time-consuming for teachers and students.
Students often spend much time answering only one or two extended
essay questions which may severely limit sampling their knowledge.
Teachers, in the meantime, also devote much time reading lengthy
responses. However, if time limits are kept constant, objectivity is
improved by increasing the number of items than by allowing greater
freedom in responding to fewer items.
4. Essays eliminate guessing but not bluffing. Poorly prepared students
desperately attempt to get a passing grade by answering even if their
response are not related to the question asked.
5. Most essays require a little more than rote memory. In practice, very few
essays require originality and most emphasize lengthy enumeration of
memorized facts or trends.
6. Essay tests place a premium on writing. Students can read much more
rapidly than they can write. Much of the time allotted to answering an
essay question is devoted to the mechanics of writing and there is
relatively little time to think about content.

The Use of Essay Test to facilitate Learning

There are valid ideas for and against essay testing. Below are the
favorable comments:
1. Raises the quality of writing.
2. Teaches the students to organize and summarize assignments
rather than simply look for facts, dates and details expected in T-F or
multiple-choice tests.

Likewise there are arguments against essay tests.

1. Essay tests do not allow students to revise and rewrite their work
since time is limited.
2. The teacher’s over-attention to details can destroy the themes of
essays.

Pointers in Writing Essay Questions

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The difficulty in scoring essays rests on the teacher’s failure to

precisely specify what they want their students to do. Some teachers are
not sure of what they want, others know but they fail to communicate this
to students. In either case, the ambiguity of the essay questions and the
lack of scoring standards reduce the effectiveness of essay test. The
following suggestions should be useful in writing essay questions.
1. Specify limitations. Tell the students the length of the desired response
and the weight each question will be given when determining the
scores.
2. Structure the task. The instructions should clearly specify the task.
Most essay questions are so vague that the instructor’s intent is lost.
3. Make each item relatively short and increase the number of items. The
more items there are, the greater chance there is of sampling of
knowledge.
4. Give all the students the same essay questions if content is relevant.
Sometimes, teachers give the students the opportunity to deal with one
or two items from a set of essay questions.
5. Ask questions in a direct manner. Avoid deviousness and pedanticism
when framing questions.

Situations that Suggest the Use of Essay Questions

1. If the test objectives specify that students have to write, recall or supply
information, an essay examination may be necessary. Objectives that suggest
extended student response also suggest the use of essays.
2. When the class is small, the teacher can afford to spend more time
reading essay responses. Reading extended responses for large classes may
prove to be excessively time consuming.
3. If a test can be used only once, an essay examination may be more
convenient than a multiple-choice one.

ORAL QUESTION

Oral questioning provides immediate feedback to both pupils and teachers.

It is frequently used by the teacher in the classroom. Everyday, students are
asked questions by their teachers. Although the answers to these questions
may not be used by the teacher to help assign a final course grade, both
teachers and students can, if they wish, profitability use the results obtained to
improve the teaching-learning situation.
The oral question is the variation of the essay test. Although more
frequently used in the final examinations of college students than as a
measurement device for schoolchildren, it deserves brief mention because its
utility in the classroom, especially in the primary grades.
Both oral and essay examinations have some common advantages and
limitations:

Advantages
1. Both permit the examinee to determine how well the student can
synthesize and organize his/her ideas and express himself/herself.
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2. Both are not dependent as the multiple choice test, on the ability of the
pupil to recognize the correct answer; both require that the students
know and are able to supply the correct answer.
3. Both permit free responses by the students.

Limitations
1. Both provide for a variety of limited sampling content.
2. Both have lower rate reliability.

Developing Rubrics for Essay Test

Because essay responses are constructed by students, professional

judgment about their responses is necessary. Rather than relying on unstated
rules for making judgments, essay tests need to be accompanied by scoring
criteria or rubric. A rubric is a completed package for scoring. It has descriptions
with either numbers or verbal labels to summarize levels o proficiency.
A rubric is an evaluation tool for essay tests. It gives quantitative and
qualitative descriptions of the different qualities of essay responses. It can either
be holistic or analytic. Holistic rubrics give the overall traits of a response;
analytic rubrics describe the quality of the response in each criterion.

Setting Criteria
The following suggestion are helpful in developing rubrics for essay tests:
1. The descriptions must focus on the important aspects of an essay
response.
2. The type of rating (holistic or analytic) must match the purpose of the
assessment.
3. The descriptions of the criteria must be directly observable.
4. Ensure that the criteria are understood by the students, parents, and
others.
5. The characteristics and traits used in the scale should be clearly and
specifically defined.
6. Minimize errors in scoring. These errors may be generosity errors, central
tendency errors, and severity errors.
7. Make the scoring system feasible.

Prepared by
EDUARDO B. BASMAYOR
MT-II, Tiwi Agro-Industrial School
Tiwi, Albay