Myeshaena C.

Marcial BSED- English II

EDUC 107 TTH 7:30- 9:00
Activity No. 49
Inventory of Guidelines in Constructing Completion Item Format

1. Write items that clearly imply the type of response desired; for example, date, place, event, or a
person’s name (Reganit, Elicaym & Laguerta, 2010).

2. Use only one blank per item. More than one blank is confusing (Reganit et al, 2010).

3. Put the blank at the end of item if possible. This helps the reader easily grasp what the task requires.
If it is placed in the beginning, there is a large chance that the student will reread it (Reganit et al, 2010).

4. For easier scoring, have students place all answers in a single column. Students can be required to
write in a column since answers vary in length (Reganit et al, 2010)..

5. Avoid using statements taken directly from the book since it defeats meaningful learning, and they may
be ambiguous if taken out of context (Reganit et al, 2010).

6. Avoid specific determiners because they practically give clues (Reganit et al, 2010).

7. A direct question is preferred over an incomplete statement since less ambiguity and less confusion
arise (Reganit et al, 2010).

8. Structure an item so that the required response should be concise (Reganit et al, 2010).

9. Place the blank near the end of an incomplete sentence in the margin for a direct question (Reganit et
al, 2010).

10. For an incomplete statement type, restrict the number of blanks to one or at most two (Reganit et al,
2010).

11. Blanks provided for each item should be equal in length (Reganit et al, 2010).

12. Provide sufficient space for the answer (Reganit et al, 2010).

13. Avoid indefinite statements. Give students a reasonable basis for the desired responses (Calmorin,
2004).

14. Omit only key words or phrases rather than trivial details (Calmorin, 2004); do not eliminate so many
elements that the sense of the content is impaired (Kubiszyn & Borich, 2008).

15. Do not vary the length of blanks or use a dot for each letter of the correct word as this will give clues
(Calmorin, 2004).

16. Guard against the possibility that one item or part of the test may suggest the correct response to
another item (Calmorin, 2004).

Asaad, A. & Hailaya, W. (2004). Measurement and evaluation: concepts and principles (1st edition). Cebu,
Philippines: Rex Book Store, Inc.
Buendicho, F. (2013). Assessment of student learning 1. Sampaloc, Manila: Rex Book Store, Inc.
Calmorin, L. (2004). Measurement and evaluation (3rd edition). Mandaluyong, Philippines: National Bookstore
Kubiszyn, T. & Borich, G. (2007). Educational testing and measurement. Philippines: Zoom Printing, Inc.
Reganit, A. Elicay, R. & Laguerta, C. (2010). Assessment of student learning 1: cognitive learning. Quezon,
Philippines: C &E.
17. Whenever possible, avoid “a” or “an” before a blank as this may give a clue whether the desired
answer starts with a consonant or a vowel (Calmorin, 2004). You can also write it in the form of a(n)
(Asaad & Hailaya, 2004).

18. Structure your sentences in a way that avoids grammatical clues to the answer expected such as
using plural or singular words (Calmorin, 2004).

19. Allow one point for each blank correctly filled. Avoid fractional credits or unequal weighing of items in
a test (Calmorin, 2004).

20. Select items to which only one correct response is possible (Calmorin, 2004).

21. Arrange the items as far as possible so that the students’ responses are in a column at the right of
the sentence.

22. Scoring is more rapid if blanks are numbered, and more convenient for students as they can write
responses in the appropriate numbered blanks (Calmorin, 2004).

23. Make sure to prepare a scoring key written on a cop of the test which contains all possible correct
answers (Calmorin, 2004).

24. Limit the required response to a single word or phrase (Buendicho, 2013).

25. Delete words at the end of the statement after the student has been presented a clearly defined
problem (Buendicho, 2013).

26. The blanks should as much as possible be placed in the column that precedes the number of the
items (Asaad & Hailaya, 2004).

27. For a numerical answer, indicate the degree of precision expected (Asaad & Hailaya, 2004); indicate
the units in which it is to be expressed (Kubiszyn & Borich, 2008).

28. The language used in the statement must be precise and accurate in relation to the subject matter
being tested (Gabuyo, 2012).

29. The answer required must be factually correct (Gabuyo, 2012).

30. Word the statement such that the blank is near the end of the sentence rather than near the beginning
(Kubiszyn & Borich, 2008).

Asaad, A. & Hailaya, W. (2004). Measurement and evaluation: concepts and principles (1st edition). Cebu,
Philippines: Rex Book Store, Inc.
Buendicho, F. (2013). Assessment of student learning 1. Sampaloc, Manila: Rex Book Store, Inc.
Calmorin, L. (2004). Measurement and evaluation (3rd edition). Mandaluyong, Philippines: National Bookstore
Kubiszyn, T. & Borich, G. (2007). Educational testing and measurement. Philippines: Zoom Printing, Inc.
Reganit, A. Elicay, R. & Laguerta, C. (2010). Assessment of student learning 1: cognitive learning. Quezon,
Philippines: C &E.