PED 6

SELECTING AND CONSTRUCTING

TEST ITEMS AND TASKS

Gloria, Sergio
Jaen, Vivian E
Gabionza, Nelly B.
 CATEGORIZING TEST TYPES

SUPPLY
TYPES
COMPLETION STATEMENT TYPES
A type of test in which the participant is usually required to supply a missing
phrase, a word or letter in a written text.

Example:
A five-sided polygon is called____. Noli Me Tangere was written by Dr. Jose Rizal
during the______ colonial period.

SHORT ANSWER TEST TYPES

Typically the student is being asked to reply with a word, phrase, name, or sentence,
rather than a more extended response.

Example:
DIRECT QUESTION- Who is the the current Prime Minister of Canada?
ESSAY RESTRICTED
In this type of essay, a directive or a question given suggest a specification
in constructing the response. Can be in terms of specified of length of response.

Example:
What is the famous spot for tourism in Visayas and why it is popular?

EXTENDED ESSAY
In this type of essay the directive or question does not suggest any form of
restriction in the response construction. The students are free to organize and
expound on their ides freely.

Example:
hat climate change evidences do you now observe and what ways ca man alleviate their
bad effects.
PAPER AND PENCIL TEST
Is one of the most common and systematic way both gathering information about the learners’ behavior
and performance.

IDENTIFICATION
An objective type of test in a form of completion test which is defined, described, and explained or
indicated by a picture, diagram or a concrete object.

SIMULATED PERFORMANCE TEST

is used by organization as a way of evaluating candidates for via job position. The basic premise of
performance simulation test is to observe the candidate perform the actual job in a controlled environment.

WORK SAMPLE TEST

require applicants to perform task or work activities that mirror the task employees perform on the job
 review of curricular frameworks of educational systems across various countries
shows common integral domains that govern their communication and performance standard
in different subject areas Basic in all Knowledge. Skills and Processes, Understanding,
Product, Affect ( i.e. attitude and values)

Measuring Knowledge and Simple Understanding Knowledge

as it appears in cognitive taxonomies ( Bloom 1956 Anderson and Krathwol,2004) as
the simplest and lowest level is category further into what thinking process is involved in
learning , Knowledge involves remembering or recalling specific facts, symbols, details,
elements, of events and principles to aquire new knowledge. The revision of Bloom’s
Taxonomy ( Anderson and Krathwol, 2004 recognizing how remembering can be viewed not
only as being able to recall also as being necessary in learning interrelationships among basic
elements and in learning methacognition strategies and procedure.
 TABLE 8.2 LEVELS OF DECLARATIVE AND PROCEDURAL KNOWLEDGE

LEVEL DECLARATIVE PROCEDURAL

Knowledge Remembers, restate, defines, identifies, recogniz Remembers, restates, defines, recognizes, name, reproduces, or 
e, names, reproduces, or selecting specific facts,  select, concept, procedure, steps, skills, strategies.
concepts, principles, rules, or theories
Simple Understanding Comprehens Convert, translates, distinguishes, explains, provi Converts, translates, distinguishes, explains, provides, examples,
ion de, examples, summarizes, interprets, infers, or   summarizes, interpre tes, infer or predicts in own words correct 
predicts, in own words, essential meaning of conc procedure, steps and strategies.
epts and principles

Uses existing knowledge, correct procedures, strategies, to solve
Uses existing knowledge of concepts, principles, a  problem interpret information, construct responses
nd theories, in new situatios, to solve problems, i
nterpret information, and construct responses.

Simple Understanding Application
Miller, Linn & Gronlund (2009) presents categories of thought questions for deep
understanding sample item stems.
Types of Thought Questions Sample Item Stems
Comparing Describe the similarities and differences between….
Compare the following two methods for…
Relating cause and effect What are major causes of…?
What would be the most likely effects of..?
Justifying Which of the following alternatives would you favor, and why?
Explain why you agree or disagree with the following statement.
Summarizing State the main points included in…
Briefly summarize the contents of….
Generalizing Formulate several generalizations from the following data…
State a set of principles that can explain the following events..
Inferring In light of the facts presented, what is the most likely to happen when..
Explaining Why did the candle go out shortly after it was covered by the jar?
Persuading Write a letter to the principal to get approval for a class field trip to the state capital

Classifying Group the following items according to….

What do the following items have in common…
Creating List as many ways as you can think for…
Make up a story describing what would happen if….
Applying a principle Describe the situation that illustrates the principle of….
Performance tasks
- It is also a test type as in the case of letter writing, producing a plan and story writing, likewise assess
high-level learning outcomes involving complex thought processes, e.g. analyzing, evaluating and creating.

Thinking Skills Performance Task

Analyze 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 made
3. Content, form and Function outline – Analyzing the what, how and why of the
particular message of an advertisement, or commercial

Evaluate 1. Muddiest point – identifying what students find least clear in a lesson, story,
demonstration
2. Misconception Check – assessing students prior beliefs that can hinder learning
3. Empty outline – recalling and organizing the important points of a lecture or reading

Create 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 one’s own words or
form for a specific audience
3. Paper or Project Prospectus – writing a first structure draft of a paper
 CONSTRUCTING OBJECTIVE
1. Completion Type
SUPPLY TYPE OF ITEMS
it is an item structure consist of a stimulus which defines the question or problem and a response which
defines what is to provided or Constructed by the learner.

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

Illustrative Items Expected response

a. A four-sided polygon is called a ________. Quadrilateral

b. The novel, Noli Me Tangere, was written by Dr.
Jose Rizal during the ________ colonial period Spanish
c. A book trader sells books 30% more than what he
pays for them. For a book sold for 150 pesos, his
profit is _________ pesos. 45
 Gap filling - it 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.

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

- this contributes to efficiency in scoring since a key to correction can easily be prepared in a
advance when there is only one expected response.

example: 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
- this will provide the reader appropriate and adequate context before s/he gets to and
the blank and consequently avoids being perplexed.
example: During the ________ period, Dr. Jose Rizal wrote the novel, Noli Me Tangere.

c. Avoid providing unintended clues to the correct answer

- the validity of a student score is jeopardized when s/he answers correctly an item without
really knowing what correct response is.

2. Short Answer Items

- Instead of supplying words to complete statements, relatively short answers are construct as
direct answers to questions.
 Table 8.9 Short Item Structure
Stimulus Response
An interrogative statement Short phrases or statement
(direct question)

Illustrative Items Expected response

a. What is a four-sided Quadrilateral

polygon called?

b. During what period was Noli Me Spanish

Tangere written by Dr. Jose
Rizal?

c. How much does a book trader 45

gain for a book he sells for P150
if he gets 30% more than what
he pays for it?
Guidelines in writing completion items given by
McMillan (2007) and they are quite self explanatory
items:
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?______
(This could be answered in different ways like cost per head, per dish, per plate, or as full package)

Improved: How much does the food caterer charge per head?_____
5. State the item succinctly with words students understand. Validity of
classroom-based test is at risk when students cannot answer correctly.

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?

CONSTRUCTING

NON-OBJECTIVE
SUPPLY TYPE
ESSAY TYPE
belongs to supply category
Fullyconstructed by the students.
Involved higher thinking skills.
2 VARIATIONS OF ESSAY ITEMS

1. Restricted-response Type
 limited coverage content
 specified length of response
 definite perspective or mind-set to be used

2. Extended-response Type
 students are free to organize and expound
on their ideas freely.
Restricted-response Type Extended-response Type
Illustrative Items Sample Items
1. (Restricted content) 1. Explain how the prevailing socio-
What is the famous tourism spot economic issues affect the lives of the
in the island of Luzon and why is people in our country today.
it popular?

2. (Restricted Length) 2. What evidence of climate change

On a half sheet of paper, describe do you know now observe and what
the benefits that could be derived ways can man mitigate their negative
from Samahang Kabataan as an effects?
Organization.

3. (Restricted Perspective) 3. Are you in facvor of constitutional

Describe the origin of man change to the institute political
according to the theory of reforms? Support your answer.
evolution.
 Suggestions for Essay Questions
(Miller, Linn & Gronlund 2009)
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 questions so that the student’s task is clearly defined.
4. Indicate an approximate time limit for each questions.
5. Avoid the use of optional questions.
 Analytic Scoring
Criterion Exemplary Very Satisfactorily Moderately Fairly Needs
(6pts) Satisfactorily (4pts) Satisfactorily Satisfactorily Improvement
(5pts) (3pts) (2pts) (1pts)

Organization

Clarity of
Message

Creativity

Total

Overall Rating
 Rubric for Analytic Scoring
Criterion Exemplary Very Satisfactorily Moderately Fairly Needs
(6pts) Satisfactorily (4pts) Satisfactorily Satisfactorily Improvement
(5pts) (3pts) (2pts) (1pts)

Facts and
opinions
clearly
distinguised

Credibility of
source
Relevance of
materials used

Use of Logic

Total

Overall Rating
Understanding their score,

Label Description

Outsanding 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 descriptions.

Fair All parts are given but without description.

Needs Improvement Parts are incomplete and without description.

Improve reliability of scoring responses to essay questions
(Miller, Linn & Gronlund)

• Prepare an outline of the expected answer

in advance.

• Use the scoring rubric that is most

appropriate.

• Decide how to handle factors that are

irrelevant to the learning outcomes being
measured.
Improve reliability of scoring responses to essay questions
(Miller, Linn & Gronlund)

• Evaluate all responses to one questions

before going on to the next one.

• When possible evaluate the answers

without looking at the student’s name.

• If especially important decisions are to

based on the results, obtain two or more
independent ratings.
THANK YOU!