KIMRAN C.

DE JESUS MARCH 05, 2020

BPED 2A

Guidelines Objective Test Types

A. Supply test type

1. Fill in the blanks

Keep them clear and simple
Ensure there is only one correct for the blank
Use the blank judiciously
Keep answers brief
Limit the number of blanks per question
Dont give clues to the correct response in the qiestion
Review it carefully
Revise,tighten, clarify
Only use fill-in-the-blank questions for testing major points, not specific details.
Indicate the units and degree of precision expected. For example, on a math question whose
answer is a number of decimal places, make sure that you say how many decimal places you want
the student to include.
Omit only keywords.
Avoid too many blanks in one item. It is best to only have one or two blanks for students to fill in
per question.
When possible, put blanks near the end of the item.
Do not provide clues by adjusting the length of the blank or the number of blanks.
Do not answer a question until you have read it all the way through.
Always do the easiest and most obvious questions first.
Pay attention to the language of the question (verb tense) as a clue
They must be written very specifically and carefully (as with all items).
Pay attention to a word bank (if one is provided) and use the process of elimination
Read through after each answer to make sure it sounds right.\

2. Completion Type
Write each item to tap into the content and kind of thinking in important learning outcomes.
Design items so that students must supply an important word or concept
Insert a blank where an answer is expected.
Avoid grammatical or other clues
The direction "Fill in the blanks" is usually sufficient, but the student should be informed about
how detailed the answer should be.
Do not use statements that are copied from the textbook or workbook, since this encourages
memorization.
Fill-in-items should be clearly worded to avoid unexpected responses.
The completion part should be near the end of the item.
 It is simpler and clearer to write the completion item as question than as a statement.
There should be only one possible correct answer.
The correct responses should not be part of a particular grammatical form, common expression,
or well-known saying. An item such as "Give me liberty or give me ___" is a famous American
revolutionary slogan which should be avoided."
Use one blank, or certainly no more than two, in any item, since more than two blanks lead to
confusion and ambiguity.
The required completion should be specific term (person, place, object or concept), since an item
requiring a more general phrase may elicit more subjective responses and be harder to score.
The direction "Fill in the blanks" is usually sufficient, but the student should be informed about
how detailed the answer should be.
Do not use statements that are copied from the textbook or workbook, since this encourages
memorization.
Fill-in-items should be clearly worded to avoid unexpected responses.
The completion part should be near the end of the item.
It is simpler and clearer to write the completion item as question than as a statement.
There should be only one possible correct answer.
The correct responses should not be part of a particular grammatical form, common expression,
or well-known saying.
Use one blank, or certainly no more than two, in any item, since more than two blanks lead to
confusion and ambiguity.
The required completion should be specific term (person, place, object or concept), since an item
requiring a more general phrase may elicit more subjective responses and be harder to score.

3. Identification Type
Give students a reasonable basis for the responses desired.
Avoid indefinite statements.
Avoid over mutilated statements.
Avoid giving the student unwarranted clues to the desired response.
Arrange the test so as to facilitate scoring
Select the items to which only one correct response is possible
Arrange the items as far as possible.
Scoring is more rapid If the blanks are numbered.
Prepare a key for scoring
Minimize questions
Write questions that are specific
Sufficient space has to be provided for the answer to each item.
The question should not be copied verbatim from the book.

4. Enumeration Type
The exact numbers of expected answers have to be specified.
Spaces for the writing of answers have to be provided and should be of the same length.

5. Definition of Terms
The directions should be brief and clear indicating the basis for matching items in column A with
items in column B.
 The entire matching question should appear on a single page. Running the question on two pages
is confusing and distracting for students.
Wording of items in column A should be shorter than those in column B. This permits students to
scan the test question quickly.
Column A should contain no more than 10 test items; 5 or 6 items are ideal.
Longer lists confuse students.
There should be more alternatives in column B than there are items in column A to prevent
answering the last one or two items by simple elimination. Column B should contain 6 or 7 items
if column A contains 5. A list of 10 items in column A should be accompanied by about 12 items
in column B.
Column A items should be numbered, as they will be graded as individual questions, and column
B items should be lettered.
Column A items should be presented in a logical order, say alphabetically or chronologically (but
not one that gives away the answer), so the student can scan them quickly in search for correct
answers.
Items in both columns should be similar in terms of content, form, grammar, and length.
Dissimilar alternatives in column B result in irrelevant clues that can be used to eliminate items
or guess answers by the test-wise student.
Negative statements (in either column) should be avoided.

6. Short Answer
Short Answer Questions are relatively fast to mark and can be marked by different assessors, as
long as the questions are set in such a way that all alternative answers can be considered by the
assessors.
Short Answer Questions are also relatively easy to set compared to many assessment methods.
Short Answer Questions can be used as part of a formative and summative assessment, as the
structure of short answer questions are very similar to examination questions, students are more
familiar with the practice and feel less anxious.
Unlike MCQs, there is no guessing on answers, students must supply an answer.
Short Answer Questions (SAQ) are only suitable for questions that can be answered with short
responses.
Short Answer Questions are typically used for assessing knowledge only, students may often
memorize Short Answer Questions with rote learning.
Accuracy of assessment may be influenced by handwriting/spelling skills
There can be time management issues when answering Short Answer Questions
How to design a good Short Answer Question?
Design short answer items which are appropriate assessment of the learning objective
Make sure the content of the short answer question measures knowledge appropriate to the
desired learning goal
Express the questions with clear wordings and language which are appropriate to the student
population
Ensure there is only one clearly correct answer in each question
Ensure that the item clearly specifies how the question should be answered (e.g. Student should
answer it briefly and concisely using a single word or short phrase? Is the question given a
specific number of blanks for students to answer?)
Consider whether the positioning of the item blank promote efficient scoring
Write the instructions clearly so as to specify the desired knowledge and specificity of response
Set the questions explicitly and precisely.
 Direct questions are better than those which require completing the sentences.
For numerical answers, let the students know if they will receive marks for showing partial work
(process based) or only the results (product based), also indicated the importance of the units.
Let the students know what your marking style is like, is bullet point format acceptable, or does it
have to be an essay format?
Prepare a structured marking sheet; allocate marks or part-marks for acceptable answer(s).
Be prepared to accept other equally acceptable answers, some of which you may not have
predicted.

B. Selective type

1. True or False

Each true-false item should test an important concept or piece of information, not just a specific
date or name. The knowledge being tested should be significant.
True-false statements should be completely true of false, without exception.
The intended correct answer should be clear only to a knowledgeable person.
Avoid specific determiners and absolute statements (never, only, none, or always) since they are
unintentional clues. Most important, do not use them in statements you want to be considered
true.
Avoid qualifying statements and words that involve judgment and interpretation (few, most, or
usually). Most important, do not use them in statements you want to be considered false.
Avoid negative statements and double negatives, since they confuse students and may cause
knowledgeable students to give the wrong answer.
Avoid double-barreled questions. Write questions that ask about a single idea.
Avoid using negative wording in false statements
Use approximately the same number of true and false questions
Arrange the true and false questions in a random order
Keep the lengths of the true and false questions about the same
Avoid writing long and complicated questions. Break them into simple sentences.
Avoid using absolute terms or superlatives such as always, never, largest, best, usually, generally,
etc.
Do not include irrelevant material (Kubiszyn & Borich, 2003)

2. Multiple Choices
The central issue or problem should be stated in the stem. It should be a singular statement, topic,
or problem.
In the stem, a direct question is preferable to an incomplete statement.
Include in the stem any words that might otherwise be repeated in the alternative responses. This
reduces wordiness in the alternatives and increases clarity in the stem.
Negative statements in the stem and alternatives should be avoided.
Use numbers to label stems and letters to label alternatives.
Avoid absolute terms (always, never or none), especially in the alternatives; a test-wise person
usually avoids answers that include them.
Avoid using items directly from the text or workbook, since this practice encourages
memorization.
Arrange alternatives in some logical order, for example, alphabetically or chronologically.
 Alternatives should be parallel in content, form length, and grammar. Avoid making the correct
alternative different from wrong alternatives: longer or shorter, more precisely stated, having a
part of speech others lack.
Correct responses should be in random order. Do not use one particular letter more often than
others or create a pattern for the placement of correct responses.
Alternative responses should be plausible to less knowledgeable students.
The alternatives "All of the above" and "None of the above" should be used sparingly, since the
test writer may fail to take into consideration all the nuances in the choices or the test taker may
see other nuances.

3. Matching Type
The directions should be brief and clear indicating the basis for matching items in column A with
items in column B.
The entire matching question should appear on a single page. Running the question on two pages
is confusing and distracting for students.
Wording of items in column A should be shorter than those in column B. This permits students to
scan the test question quickly.
Column A should contain no more than 10 test items; 5 or 6 items are ideal. Longer lists confuse
students.
There should be more alternatives in column B than there are items in column A to prevent
answering the last one or two items by simple elimination. Column B should contain 6 or 7 items
if column A contains 5. A list of 10 items in column A should be accompanied by about 12 items
in column B.
Column A items should be numbered, as they will be graded as individual questions, and column
B items should be lettered.
Column A items should be presented in a logical order, say alphabetically or chronologically (but
not one that gives away the answer), so the student can scan them quickly in search for correct
answers.
Items in both columns should be similar in terms of content, form, grammar, and length.
Dissimilar alternatives in column B result in irrelevant clues that can be used to eliminate items
or guess answers by the test-wise student.
Negative statements (in either column) should be avoided.

C. Special type

1. Essay
Set up a time schedule.
Read through the questions once.
Answers will come to mind immediately for some questions write down key words, listings, etc.
Now when they're fresh in mind.
Before attempting to answer a question, look at the directive words.
Your instructor may give you specific directions how to write your answer.
Outline the answer before writing.
Whether the teacher realizes it or not, he/she is greatly influenced by the compactness and clarity
of an organized answer.
Be sure to follow the directive words, and check your outline to see that it is logical.
Take time to write an introduction and summary.
 The introduction will consist of the main point to be made; the summary is simply a paraphrasing
of the introduction.
A neat bundle with a beginning and ending is very satisfying to the reader.
Be sure that your answer is direct and really answers the question.
Take time at the end to reread the paper.
Qualify answers when in doubt.

1.1 Extended
Formulate questions that will call forth the behavior specified in the learning outcomes.
Discuss the following comprehensively highlighting both claims and evidences.
State the questions clearly and precisely.
Make clear what information the answer should contain.
Indicate the approximate time limit for each question
Avoid the use of optimal questions.
Construct questions that will call forth the skills specifies in the learning standards.

1.2 Restricted
In not more than 5 sentences, answer the following questions briefly.
Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily
measured by objective items.
State the questions clearly and precisely.
Make clear what information the answer should contain.
Indicate the approximate time limit for each question
Avoid the use of optimal questions.
Construct questions that will call forth the skills specifies in the learning standards.