TEST

CONSTRUCTION
The Art of Effective Evaluation
Coping with the K-12 Dilemma
Presented to the teachers of
Anawim Elementary School
August 21, 2021

Presented by:
Nikkolo Paulo Atabelo, LPT, MAEd
Resource Person
OUTLINE:

§ Introduction
§ Importance of Effective Evaluation
§ TOS
§ Preparing a Multiple Choice Test
§ Situational Judgment Tests (SJT)
§ Workshop
§ Wrap-up
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For every problem
“The evaluation of pupils’
progress is a major aspect of
the teacher’s job.“
Evaluating Educational Outcomes
(Oriondo & Antonio)
“The evaluation of pupils’
progress is a major aspect of
the teacher’s job.“
Evaluating Educational Outcomes
(Oriondo & Antonio)
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Our students were trained
to memorize information.
After they have memorized
facts, then what?
Old belief about teaching .....

Education is a process where the

notes of the teachers or the
contents in the books are
transfered to the notebooks of
the students, without
understanding them.
(Wiggins, 2009)
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What are tests for?

file.

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Inform learners and teachers of the strengths and

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weaknesses of the process
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Motivate learners to review or consolidate specific material

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Guide the planning/development of the ongoing teaching

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process
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Create a sense of accomplishment

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Determine if the objectives

have been achieved
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Encourage improvement
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Guidelines for Test Construction

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Encourage
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improvement!
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BARRIERS IN TEST CONSTRUCTION

Ms. Alanganin – confusing statements
Mr. Highfalutin – difficult vocabulary
Ms. Madaldal – excessive wordiness
Ms. Magulo – complex sentence structure
Ms. Malabo – unclear instructions
Mr. Pulpol – unclear illustrative materials
Ms. Foringer – linguistically bound words
Ms. Colonial Mentality – culturally bound words
Characteristics of Good Tests
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 Other Things to Consider
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Scorability – easy to score

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Interpretability – test results can

be properly interpreted and is a
major basis in making sound
educational decisions
Economical – the test can be
reused without compromising the
validity and reliability
“To be able to prepare a
GOOD TEST, one has to have
•a mastery of the subject
matter, knowledge of the
pupils to be tested, skill in
verbal expression and the
use of the different test
format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
General Steps in Test Construction
DRAFT
PRODUCE A
T.O.S.
ORDER

TEST ANALYZE

SUBMISSION
Table of Specifications (TOS)

A two way chart that relates the

learning outcomes to the course
content
It enables the teacher to prepare a test
containing a representative sample of
student behavior in each of the areas
tested.
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OMG!!! Diniscuss ba ‘to?

 •Creating
• Evaluation
•Evaluating
• Synthesis
•Analyzing
• Analysis
• Application
•Applying

• Comprehension •Understanding
• Knowledge •Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
 Higher Order Thinking Skills
Enrichment Activity
Creating Performance
(Transfer)
Enrichment Activity
Evaluating
(Values)
Cognitive
Analyzing
Process Engagement
Activity
Applying

Lower Order Thinking Skills

Developmental
Understanding Activity
Content
Remembering Motivation Activity
 Conditional
Metacognitive Knowledge
Contextual
Knowledge Knowledge
Procedural Methods of Inquiry,
finite skills,
Knowledge methods/strategies

Conceptual Classifications,
Principles, and
Knowledge Generalizations

Essential
Factual Knowledge Facts and
Roderick Motril Aguirre, 2016 Details
33
K-12 Philippine PERFORMANCE
Basic Education STANDARDS Metacognition
Standards

s
n cie
Procedural Knowledge
te
pe
m
Co
ng
ni

Conceptual Knowledge
ar
Le

CONTENT
STANDARDS Factual Knowledge Dimensions of
Roderick Motril Aguirre, 2016 Thinking 34
 QA
Activity 4:
Performance
QA
xt
nte
Co

Activity 3:
QA Conceptual & Procedural

QA Activity 2: Knowledge
Activity 1: Relevance/Context
Roderick Motril Aguirre, 2016 35
 Ask questions that facilitate the
comprehension of both the content
and language of the lesson/subject
matter.

COMPREHENSION PRODUCTION
Roderick Motril Aguirre, 2016 36
Maria, a young lady, went to the
market because she wanted to
buy a dozen eggs. She planned
to bake a cake for her mom. It
was her 60th birthday.
1. Who went to the market?
2. Why did Maria go to the market?
3. What will she do with the eggs?
4. What is the cake for?
5. How do you celebrate your birthday?
6. How do you celebrate your mother’s birthday?
37
Sample TOS
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KPU Paradox
what,
• Knowledge (Remembering) – answers the question
where and when? (ano, saan at kailan)
• Process (Application & Analysis) – answers the question
how? (paano)
• Understanding (Analysis) – answers the question why
?(bakit)
 THE LEVELS OF COGNITIVE
The levels are the guiding posts in
constructing test items. Regardless of
what type of teacher-made tests the
teacher will prepare, the items must
follow the pattern set for evaluation.
The following items are features of
levels with regards to the objectives
of the lessons.
1. KNOWLEDGE – includes those objectives that deal with
recall, recognize facts, terminology, etc.
Example: Sino ang kauna-unahang bayani ng
Pilipinas na nakipaglaban sa mga Kastila?

2. COMPREHENSION – includes some level of

understanding. It requires the learners to change
the form of communication to see the connection
or relations among parts of a communication
(interpretation) or draw a conclusion (inference).
Example: Bakit sa tabing dagat naninirahan ang mga
sinaunang Pilipino?
3. APPLICATION – it requires the pupils to use
previously acquired information in a setting other
than the one in which it was learned.
Example:Alin sa mga sumusunod ang uri ng
pamumuhay noong panahon ng Martial Law?
4. ANALYSIS – It requires the pupils to identyify the
logical errors (point out the prediction or
erroneous inference), differentiate among facts,
opinions, assumptions, hypothesis or
conclusions, dtraw relationships among ideas or
to compare and contrast.
Example: Alin sa mga sumusunod ang dapat
ginawa ng mga Pilipino upang makamit ang
inaasam na kalayaan laban sa mga Kastila?
5. SYNTHESIS – objectives at this level require the pupils
to [produce somthing unique or original. Test questions
at this level require the pupils to solve unfamiliar
problems or combine parts to form a unique or novel
whole.
Example: Bilang mag-aaral, paano ka makakatulong sa
pagpapanatili ng kalinisan n gating kapaligiran?
6. EVALUATION – Under this objective, the learners are
required to form judgments about the value of
methods, ideas, people or products that have a specific
purpose.
Example: Alin sa mga sumusunod ang higit na
mabisang paraan ng pagsugpo sa ipinagbabawal na
gamot?
KNOWLEDGE
Can students RECALL info?
• Key Questions
- Define
- Who
- Memorize
- What
- Label
- When
- Which one
- Where
- Name
- How
- List
- How much
- Reproduce
- Describe
- Recall
Synthesis Example
Tips in Preparing the Table
of Specifications (TOS)
Don’t make it overly detailed.
It's best to identify major ideas and skills
rather than specific details.
Use a cognitive taxonomy that is most
appropriate to your discipline.
Weigh the appropriateness of the distribution
of checks against the students' level, the
importance of the test, the amount of time
available.
General Rules in Writing Test
Questions
Number test questions continuously.
Keep your test question in each test group
uniform.
Make your layout presentable.
Do not put too many test questions in one
test group.
n T or F: 10 – 15 questions
n Multiple Choice: max. of 30 questions
n Matching type: 5 questions per test group
n Others: 5 – 10 questions
Some additional guidelines to consider
when writing items are described below:
1. Avoid humorous items. Classroom
testing is very important and humorous
items may cause students to either not
take the exam seriously, become
confused or anxious.
2. Items should measure one’s knowledge of
the item context not their level of interest.
3. Write items to measure what students
know, not what they do not know. (Cohen
& Wallack)
Multiple Choice Test
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What to Look for on
Multiple Choice Tests
When checking the stems for correctness:
Ensure that the stem asks a clear
question.
Reading level is appropriate to the
students
The stem is grammatically correct.
Negatively stated stems are
discouraged.
 Anatomy of a Perfect
Multiple Choice Tests
Example:
What is the effect of releasing a ball in
positive gravity?
a) It will fall “down.” correct
b) It will retain its mass. true but unrelated
c) It will rise. false but related
d) Its shape will change. false and unrelated
Multiple Choice Questions
1. Use negatively stated stems sparingly and
when using negatives such as NOT,
underline or bold the print.
2. Use none of the above and all of the above
sparingly, and when you do use them, don't
always make them the right answer.
3. Only one option should be correct or clearly
best.
Multiple Choice Questions:
4. All options should be homogenous and
nearly equal in length.
5. The stem (question) should contain only
one main idea.
6. Keep all options either singular or plural.
7. Have four or five responses per stem
(question).
Multiple Choice Questions:
7. When using incomplete statements place
the blank space at the end.
8. When possible organize the responses.
9. Reduce wordiness.
10. When writing distracters, think of incorrect
responses that students might make.
 Situational
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Judgment
Tests (SJT)
Situational Judgment Tests (SJT)
Is a type of test which presents realistic
scenarios similar to those that would be
encountered in real life. By using real life
scenarios, the idea is that students will
get a better understanding of how they
might operate in the given situation work
place.
(http://blog.careerbuilder.co.uk/2015/06/11/what-
you-need-to-know-about-situation-judgement-
tests/)
Situational judgment tests (SJT)
Situational judgment tests present
the test-taker with realistic, hypothetical
scenarios and ask the individual to
identify the most appropriate response or
to rank the responses in the order they
feel is most effective.
(https://en.wikipedia.org/wiki/Situational_judgeme
nt_test)
Why use SJTs?
Situational judgment test’s are
designed to clarify the difference
between average from superior response.
The most effective response will look at
the situation from various angles,
consider a wider range of action, and
take account the long-term consequences
of action. (Sharpley, 2010)
Formats in SJT questions
Ranking questions ask you to rank in
order your response to a situation.
Multiple choice questions ask you to
choose the most appropriate action or
decision to take in a given situation.
(http://www.foundationprogrammeguru.co.uk/the-
situational-judgement-test.html)
Things to remember in making SJT
Questions
Since SJT questions require learners to
identify the best or worst answer, the
stem should be presented in a manner in
which the test taker will choose the
correct answer by eliminating the
distractors.
Things to remember in making SJT
Questions
In making the choices, the correct
answer should always be the one that
actually solves the problem or answer the
question. Logically, the “correct” answers
need to be distinct from the other answer
options. Hence if two answer options
seem very similar, it would be very
difficult to identify the “distractor”.
(http://www.foundationprogrammeguru.co.uk/the-situational-
judgement-test.html)
Conceptual Framework

Concept Ideas

Situational
Judgemental
Test (SJT)

Answer
 Example:
Ang kalabisan ay dahilan upang
Kalabisan magkaroon ng pagbaba ng
(Surplus) presyo upang makamit ang
presyong ekwilibriyo.

Sa presyong 1,000, ang demand para

sa cellphone A ay 10,000. Ngunit ang
naprodyus na cellphone A ay 14,000.
Ano ang dapat gawin upang
magkaroon ng ekwilibriyo?
A. Bawasan ang supply
B. Bawasan ang demand Answer: D
C. Taasan ang presyo
D. Ibaba ang presyo
Knowledge:
Alin sa mga sumusunod ang
nagpapahiwatig na may kakapusan sa
bansa?
A. Kung mabilis ang paggawa ng produkto.
B. Kung sagana ang produkto sa pamilihan.
C. Kung may kaguluhan sa pulitika.
D. Kung limatado ang suplay ng kalakal sa
bansa.
Process:
• Sa papaanong paraan mo maitataguyod ang karapatan sa
tamang impormasyon?
A. Pag-aralan ang nakatatak sa etiketa ukol sa sangkap,
dami, at komposisyon ng produkto.
B. Palaging pumunta sa timbangang-bayan upang matiyak
na husto ang biniling produkto.
C. Pahalagahan ang kalidad at hindi ang tatak ng produkto
o serbisyong bibilhin.
D. Palagiang gumamit ng recycled na produkto upang
mapangalagaan ang kapaligiran.
Understanding:
• Maituturing na kagustuhan ang isang bagay kapag higit ito sa
batayang pangangailangan. Kailan maituturing na batayang
pangangailangan ang isang produkto o serbisyo?
A. Magagamit mo ito upang maging madali ang mahirap na
gawain.
B. Nagbibigay ito ng kasiyahan at kaginhawaan.
C. Hindi mabubuhay ang tao kapag wala ang mga ito.
D. Makabibili ka ng maraming bagay sa pamamagitan nito.
Understanding:
Nagsimula sa maliit na puhunan ang negosyo ni Mang
Cenon, hanggang ito ay lumaki at nagkaroon ng iba’t ibang
sangay sa Bulacan. Alin ang HINDI dahilan ng kanyang pag-
unlad?
A. Maayos ang kanyang pangangasiwa.
B. Marami siyang kabarkada at kaanak
C. Malawak ang kanyang kaalaman sa negosyo.
D. Mahusay siyang makitungo sa kanyang mga tauhan.
Things to Remember:
Making a good test takes time
Teachers have the obligation to
provide their students with the
best evaluation
Tests play an essential role in the
life of the students, parents,
teachers and other educators
Break any of the rules when
you have a good reason for
doing so! (emphasis mine)
(Mehrens, 1973)
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POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY
Nikkolo Paulo E. Atabelo
School Principal
Philippine Academy of Sakya Davao
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