Loriejane S.

Jose
Activity

WRITE ONE (1) WORD THAT COULD RELATE THE

ILLUSTRATIONS TO YOUR TESTING EXPERIENCE
IN THE CLASSROOM.

DEPARTMENT OF EDUCATION 2
Topics:
• Purposes/Uses of Tests
• Suggestions for Writing
Test Items
 TEST
An instrument designed to
measure any quality, ability, skill,
or knowledge. It comprised of
items in the area it is designed to
measure.
Purposes/Uses
of Tests
 Purposes/Uses of Tests
Instructional Uses of Tests
• grouping learners for instruction within a class
• identifying learners who need corrective and
enrichment experiences
• measuring class progress for any given period
• assigning grades/marks
• guiding activities for specific learners (the slow,
average, fast)
 Purposes/Uses of Tests
Guidance Uses of Tests
• assisting learners to set educational and vocational goals
• improving teacher, counselor and parents’ understanding of
children with problems
• preparing information/data to guide conferences with
parents about their children
• determining interests in types of occupations not previously
considered or known by the students
• predicting success in future educational or vocational
endeavor
 Purposes/Uses of Tests
Administrative Uses of Tests
• determining emphasis to be given to the different learning
areas in the curriculum
• measuring the school progress from year to year
• determining how well students are attaining worthwhile
educational goals
• determining appropriateness of the school curriculum for
students of different levels of ability
• developing adequate basis for pupil promotion or retention
Classification of
Test According
to Format
Classification of Test According to Format
1. Standardized Tests - tests that have been carefully
constructed by experts in the light of accepted
objectives.
– Ability Tests - combine verbal and numerical ability, reasoning and
computations. Ex.: OLSAT – Otis Lennon Standardized Ability Test
– Aptitude Tests - tests which measure potential in a specific field or area;
predict the degree to which an individual will succeed in any given area
such art, music, mechanical task or academic studies. Ex.: DAT –
Differential Aptitude Test
Classification of Test According to Format
2. Teacher-Made Tests - tests constructed by classroom
teacher which measure and appraise student progress
in terms of specific classroom/instructional objectives.
Classification of Test According to Format
Objective Type – answers are in the form of a single
word or phrase or symbol
1. Limited Response Type – requires the student to
select the answer from a given number of
alternatives or choices.
2. Free Response Type or Supply Test- requires the
student to supply or give the correct answer.
Classification of Test According to Format
Structured-Response Format
• Multiple-Choice
• Alternate-Response
• Matching Type
Classification of Test According to Format
Free Response Type or Supply Test
• Short Answer – uses a direct question that can be
answered by a word, phrase, number, or symbol.
• Completion Test – consists of an incomplete
statement that can also be answered by a word,
phrase, number, or symbol.
Classification of Test According to Format

Essay Type- Essay questions provide freedom of

response that is needed to adequately assess students’
ability to formulate, organize, integrate and evaluate
ideas and information or apply knowledge and skills.
Classification of Test According to Format
1. Restricted Essay – limits both the content and the
response. Content is usually restricted by the scope of
the topic to be discussed.
2. Extended Essay – allows the students to select any
factual information that they think is pertinent to
organize their answers in accordance with their best
judgment and to integrate and evaluate ideas which
they think appropriate.
Suggestions for
Constructing
Test Item Types
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
1. Selected Response Items
1.1 Alternative Response Items
• Avoid broad general statements if they are to be judged
true or false.
• Avoid trivial statements.
• Avoid the use of negative statements; especially
double negatives.
• Avoid long, complex statements
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
1. Selected Response Items
1.1 Alternative Response Items
• Avoid including 2 ideas in a statement unless it is about
cause-effect.
• If opinion is being used, attribute to some source
unless fact or opinion is being measured.
• True statements and false statements should be equal
in length.
• The number of true and false statements should be
approximately equal.
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
1. Selected Response Items
1.2 Matching Exercises
• Use only homogeneous material in a single matching
exercise.
• Use an equal amount of responses and premises. Instruct
examinees that responses may be used once, more than
once, or not at all.
• Keep the list of items to match brief and place the shorter
responses on the right.
• Arrange the list of responses in logical order.
• Indicate the basis of matching the premises and responses.
• Place all the items on the same page.
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
1. Selected Response Items
1.3 Multiple-Choice Items
• The item stem should be meaningful by itself
• The item stem should include as much of the item as
possible.
• A negative statement should be used only for significant
learning outcomes.
• Alternative should be grammatically consistent with the
item stem.
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
1. Selected Response Items
1.3 Multiple-Choice Items
• An item should contain only one correct or clearly best
answer.
• Item should contain some novelty but not too much.
• All distracters should be plausible.
• Avoid verbal association between the stem and the
correct answer.
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
1. Selected Response Items
1.3 Multiple-Choice Items
• Keep the length of the alternatives about the same.
• The answer should appear in each position about equally and
randomly.
• “None of the above” and all of the above” should be used sparingly.
• Use multiple-choice type only when appropriate.
• Break any of these rules when you have a good reason for doing so.
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
2. Constructed Response Items
2.1 Short – Answer Items
• The answer should be brief and definite.
• Do not take statements from books verbatim.
• A direct question is generally more acceptable than a
completion sentence.
• Blanks for answers should be equal in length.
• Do not use too many blanks.
SUGGESTIONS FOR CONSTRUCTING TEST ITEM TYPES
2. Constructed Response Items
2.2 Essay Items
• Question or tasks should ask examinee to demonstrate basic
knowledge.
• Ask questions that are determinate, in the sense that experts could
agree that one answer is better than another.
• Define the task as completely and specifically as possible.
• In general, give preference to specific questions that can be answered
more briefly.
• Avoid giving optional questions unless there are special circumstances.
• Test the question by writing an ideal answer to it.
SCORING AN ESSAY EXAMINATION

• Brush up on the answers before scoring.

• Quickly read through the papers on the basis of your
opinion of their worthiness and sort them into five
groups:
-Very superior papers
-Superior papers
-Average
-Inferior
-Very inferior (Sims, 1980)
SCORING AN ESSAY EXAMINATION

• Read the responses at the same time.

• Re-read the papers in each group and shift any that
you feel have been misplaced.
• Avoid looking at the names of the papers you are
scoring.
 Find the Error

1. If the pressure of a certain amount of gas is held

constant, what will happen if its volume is increased?
(A) The temperature of the gas will increase.
(B) The temperature of the gas will decrease.
(C) The temperature of the gas will remain the same.
(D) The temperature of the gas will fluctuate a
constant rate.
 Revised Item

1. If you increase the volume of a certain amount of

gas while holding its pressure constant, which of the
following will happen to its temperature?
(A) Increase
(B) Decrease
(C) Remain the same
(D) Fluctuate at a constant rate
 Find the Error
2. Suppose you are a mathematics teacher who want to determine
whether or not your teaching of the topic on algebra had a significant
effect on your students. You decide to analyze their scores from a test
they took before the instruction and their scores from another exam after
the instruction. Which of the following is appropriate to use in this
situation?
(A) Correlational analysis
(B) t-test for dependent samples
(C) Measures of variability
(D) Measures of central tendencies
 Revised Item
2. When analyzing your students’ pretest and posttest scores
to determine if your teaching has a significant effect on their
learning, which of the following is appropriate to use?
(A) Correlational analysis
(B) t-test for dependent samples
(C) Measures of variability
(D) Measures of central tendencies
 Find the Error

3. A word used to describe a noun is called an

(A)adjective
(B)conjunction
(C)pronoun
(D)verb
 Revised Item

3. A word used to describe a noun is called

(A)a conjunction
(B)an adjective
(C)a pronoun
(D)a verb
“The quality of assessors is critical to
the quality of the assessment result.”
– Pearl Zhu
 Prepared by:
Loriejane S. Jose
Stages in Test
Construction
 STAGES IN TEST CONSTRUCTION
• Planning the test
- Determine the objectives
- Preparing the table of specification
- Selecting the appropriate item format
- Writing the test items
- Editing the test items
 STAGES IN TEST CONSTRUCTION
• Trying out the test
- Administering the first try out- then item analysis
- Administering the second tryout- then test analysis
- Preparing the final form of the test
• Establishing test validity (truthfulness - Does the
test measure what it supposed to measure?)
• Establishing test reliability (consistency - Are the
test results dependable?)
• Interpreting the score
 A SAMPLE TABLE OF SPECIFICATION (TOS)
Objectives Recall Understand Analyze Apply Evaluate Create Totals
No.of items No.of items No.of items No.of items No.of items No.of items No.of items
Areas
% % % % % % %
Area 1 10 4% 10 4% 5 2% 5 2% 10 4% 10 4% 50 20%
Area 2 10 4% 10 4% 5 2% 5 2% 10 4% 10 4% 50 20%
Area 3 10 4% 10 4% 5 2% 5 2% 10 4% 10 4% 50 20%
Area 4 10 4% 10 4% 5 2% 5 2% 10 4% 10 4% 50 20%
Area 5 10 4% 10 4% 5 2% 5 2% 10 4% 10 4% 50 20%
Totals 50 20% 50 20% 25 10% 25 10% 50 20% 50 20% 250 100%