Albacio assessment to Ebas’ test paper.

GUIDELINE FOR SELF- AND PEER-ASSESSMENT OF

Teacher-Made Tests

GUIDEPOINT QUESTIONS YES NO

Instructions
Have you written a general instruction? /
Are the following elements present in ALL the instructions:
 Part /
 Item Format (name of the test) /
 Content/Objective /
 What you are asking your students to do /
 Where the students will write their answers /
 Time required /
 Scoring /
 Total number of points /
 Positively-stated reminders /
 Examples /
Are the instructions written concisely (complete but brief)? /

Layout
Does the test paper have the following essential components:
 Heading /
 Subject and Grade Level /
 Examination Period /
 Page Number /
 Margins (about 1 in or 2.54 cm) /
 Name of Teacher who prepared the examination /
Are the items arranged with sufficient space in between (i.e., /
leave one space every after 5 items for one-line questions like
alternate response; leave one space every after item for
multiple-choice questions)?
Is the font style appropriate for examinees (i.e., “a” and “g”)? /
Is the font size readable (i.e., at least 14 pts for primary grades; 12 /
pts for higher grade levels)
Are the blanks situated at the right side of the paper? /

jlsmontemayor/guidelines for self and peer assessment Page 1 of 5

jlsmontemayor/guidelines for self and peer assessment Page 1 of 5
 Alternate Response Test
Does the item contain a single proposition or idea? /
Is the type of answer logically consistent with the statement? /
Are the statements stated simply? /
Is the item stated positively? /
Is the length of true and false statements about the same? /
Do the correct responses have a pattern? /
Are unequivocal (i.e., NOT opinionated) terms used? /
Does the item try to trick students? /
Is trivial knowledge or minor detail (e.g., spelling, middle initial) /
being tested?
Are about half the items answered correctly with same response? /
Are there more TRUE than FALSE items? /
Are negative terms emphasized (i.e., capitalized, bold face, /
underscored, or italicized)?
Is the answer for Item No. 1 TRUE? /
Are there no determiners or quantifiers (e.g., only, some, all, /
never, always) in any of the items?
Are items different from the language used in textbooks, /
instructional materials, or other reference materials?
Are words spelled correctly? /
Are items grammatically correct? /

Multiple-Choice Test
Is the stem stated as clearly, directly, and simply as possible? /
Is the problem self-contained in the stem? Can examinees /
answer the question even without the choices?
Is the stem stated concisely? Does it require minimal reading /
time?
Is the stem stated positively? NOTE: Negatively stated items may /
be used sparingly for lessons that teach students what they
should do and what they should not do (health, safety in the
laboratory, values education).
Are negative terms (e.g., least, not, except) emphasized (i.e., /
capitalized, bold face, underscored, or italicized)?
Are options phrased positively? /
Is there only one correct answer? /
Are all the alternatives parallel with respect to grammatical /
structure, length, and complexity? Are irrelevant clues avoided?
Are the options shorter than the stem? /
Are there no repeated terms in the options? /

jlsmontemayor/guidelines for self and peer assessment Page 2 of 5

Are complex options avoided? /
Example: A. I and II
B. II and III
C. I, II and III
D. II, III, and IV
Are options arranged logically? /
For options composed of a word, alphabetically arranged; number, from
least to most in value; date, from past to recent; phrase, shortest to
longest; developmental phase, order.

Are items mutually exclusive or independent (i.e., no /

overlapping)?
Are the distractors plausible to students who do not know the /
correct answer?
Are correct answers spread equally among all the choices? That /
is, number of items with correct answers of A, B, C, or D is the
same.
Are options arranged vertically? /

Are the options free from statements such as ALL OF THE ABOVE /
or NONE OF THE ABOVE?
Are items different from the language used in textbooks, /
instructional materials, or other reference materials?
Are words spelled correctly? /

Are items grammatically correct? /

Matching Test
Is it clear how and where students place their answers? /

Is it clear that each response may be used once, more than /

once, or not at all?
Are items included homogeneous (e.g., all names, all numbers, /
all places)?
Are there more responses than questions? NOTE: For primary /
grades, number of questions may be equal to the number of
options.
Are the responses logically ordered? /
or options composed of a word, alphabetically arranged; number, from
least to most in value; date, from past to recent; phrase, shortest to
longest; developmental phase, order.

Are grammatical clues avoided? /

Is there only one feasible answer for each premise? /

Are premises and responses on the same page? /

Is the test composed of 5 to 10 or up to 15 items only? /

Are items different from the language used in textbooks, /

instructional materials, or other reference materials?
Are words spelled correctly? /
Are items grammatically correct? /

Simple Recall Items (Identification, Completion, Short-Answer)

Is verbatim language from instructional materials avoided? /
Is a single, brief answer required? /
Is the blank at the end of the sentence? /
Is the length of each blank the same? /
Is the precision of a numerical answer specified? /
Is it worded to avoid verbal clues to the right answer (e.g., articles /
a/an)?
Are omitted information significant? /
Is verbatim language from instructional materials avoided? /
Are words spelled correctly? /
Are items grammatically correct? /

Labeling
Is the picture to be labeled clear?
Are blanks provided where students will write their answers?
Are numbers arranged logically (i.e., top to bottom or left to right,
depending on the object to be labeled)?
Do arrowheads point to the part of the object to be labeled?
Are lines horizontal or vertical? Are diagonal lines avoided?
Is there a maximum of 10 parts to be labeled?

Problem Solving
Does the problem require higher order thinking skill (i.e., applying,
analyzing, evaluating, and/or creating)?
Does the item require as little reading time as possible?
Is it clear what the students are asked to do?
If a situation is cited, is it novel?
Do students understand how their work will be scored?
Is space provided where students will show their solutions and
answers?
Are words spelled correctly?
Are items grammatically correct?
Essay
Is essay the best way to assess the content of the item? /

Is the essay question aligned with the objective? /

Is the essay question relatively short? /

Does the essay question contain a clear and delimited task? /

Does the essay question contain a specific problem situation? /

Is the question worded and structured in such a way that it will be /

clear to the students what they are expected to do?
If there is a problem situation included in the essay question, is it a
novel situation?
Do students know how many points the essay is worth? /

Do students know how their essays will be scored? /

Have you avoided the use of optional questions (e.g., “from the /
three questions given, choose one question to answer.”)?
Have you written a model answer or an outline of major points /
that should be included in the answer? Is the model answer
aligned with the intended learning outcome and essay question?
Did you have a person knowledgeable in the subject critically /
review the essay item for clarity and for alignment with the
intended learning outcome and the model answer?
Are words spelled correctly? /

Are items grammatically correct? /