At the end of this lesson, you are expected to demonstrate the

following knowledge, skills, and understanding:

Cognitive: Know the significance of the varied assessment tools (it’s

various types, advantages and disadvantages, characteristics, and
most especially the principles of constructing a test).

Psychomotor: Make the appropriate assessment tool in evaluating

the students.

Affective: Apply and make into practice what we’ve learned in this
lesson as educators in the future.
B. Planning Test and
Constructing a Table
of Specification (TOS)
It is a table that helps to ensure that the teacher does not over
look details considered essential to a good test.

This table also ensures that learning has taken place across the
range of:

A. Content covered in the class.

B. The cognitive process considered by teacher as important.

Purpose of Table Of Specification:

-Achievement Domains

-Fair and Representative Sample of

Questions

-Content Validity
Two formats of Table Of
Specification

-One way TOS

-Two way TOS

EXAMPLE OF ONE WAY TABLE OF SPECIFICATION
OBJECTIVES NO. OF HOURS NO. OF ITEMS ITEM NO.
OR DAYS

1. Know the
different kinds of 2 8 1-8 FORMULA:
notes.. •Number of items to be
included for each
2.Give the value of content or objective
each note. 2 8 9-16 depends on the number
of days or hours spent
3.Identify the in teaching that
different clefs. 3 12 17-28 particular content or
4. Locate the do in objective.
different clefs. 4 16 29-44
•No. of items =(total no.
5.Interpret the of items divided by
rhythmic pattern. 4 16 45-60 total no. of days or
hours) x (No. of days or
TOTAL 15 60 hours the content was
taught)
What we need to know in making a two way Table
of Specification?

1. How many days did the teacher taught the lesson.

2. How many test items did the teacher want to give
the students.

In the example:
The teacher would like to give a 30 item test which
was taught for 10 days.
Divide the number of items to the total number of
days that the teacher has spent.
The ratio will be multiplied to the number of days
spent for teaching the topic.
What we need to have in making a two way
Table of Specification?

1. Objectives- are brief statements that describe

what students will be expected to learn by the
end of school year, course, unit, lesson, project
or class period.

2. Number of day/s spent each objectives

3.Categories of skill- what domain to measure

4. Total of items

5.Percentage
 OBJECTIVES NO. OF CATEGORIES OF TOTAL PERCENTA
DAYS SKILLS (# of test GE
SPENT items)

KNOWLEDGE COMPUTATION APPLICATION

1.Discriminate a subtraction sign
from an addition sign. 1 3 3 10%
(1,2,3)
2. Identify parts of subtraction
sentence. 1 3 3 10%
(4,5,6)
3.Correctly solve single digit
subtraction problem. 3 9 9 30%
(7,8,9,10,11,12,1
3,14,15)
4.Multiply one digit. 6
2 (16,17,18,19,20,21) 6 20%

5.Multiply two digit number by

another two digit number. 3 9 9 30%
(22,23,24,25,26,
27,28,29,30)

TOTAL 10 30 100%
Test
Ø A test is one form of assessment and
refers to procedures used to measure a
learners’ learning at a specific point in
time and often involves collecting
information in numerical form.
 MULTIPLE CHOICE TEST

Ø Can be used to test factual recall, levels of

understanding, and ability to apply learning
(analyzing and evaluating).

Ø Multiple choice (MC), objective response, or

multiple choice questions (MCQ) is a form of an
objective assessment in which respondents are
asked to select only correct answers from the
choices offered as a list.
 MULTIPLE CHOICE TEST

Stems Alternatives

Questions/Problems Correct
Distractors
Answers
Example:
Designing Multiple Choice Test

General strategies

Designing stems

Designing alternatives
Ø Write questions throughout the term.
ØInstruct students to select the “best
answer” rather than the “correct answer”.
ØUse familiar language.
ØAvoid giving verbal association clues
from the stem in the key.
ØAvoid trick questions.
ØAvoid negative wording.
Example:
The University of Waterloo does NOT
have a building of this name?

a. B.C. Matthews Hall

b. Carl A. Pollock Hall
c. I.L Neilson Hall
d. Douglas Wright Engineering
Building
Ø Express the full problem in the stem.
Ø Put all relevant material in the stem.
Ø Eliminate excessive wording and
irrelevant information from the stem.
Example:
A number of books have been published about the
University of Waterloo. These books fall into
various genres such as photographic histories,
biographies of prominent people involved with the
University, and accounts of the hi stor y of
individual departments. Among them was a book
whose author is known as “ Simon the Troll”. What
is the title of this book?

a. Dreaming in Technicolor
b. Water Under the Bridge
c. Of Mud and Dreams
d. Images of Waterloo
Example:

What is the title of the book about

Waterloo written by “Simon the Troll”?

a. Dreaming in Technicolor
b. Water Under the Bridge
c. Of Mud and Dreams
d. Images of Waterloo
Ø Limit the number of alternatives.
Ø Make sure there is only one best answer.
Ø Make the distractors appealing and plausible.
Ø Make choices grammatically consistent with the
stem.
Ø Place the choices in some meaningful order.
Ø Randomly distribute the correct response.
ØAvoid using “all of the above”.
Ø Avoid using “none of the above”.
Ø Refrain from using words such always, never, all,
or none.
Ø Avoid overlapping choices.
Example:

Waterloo Counseling Services

provides workshops about:

a. cooking skills
b. Hockey refereeing
c. study skills
d. Fire safety and prevention
Example:

During what period was James

Downey the president of Waterloo?

a. 1990 – 1996
b. 1991 – 1997
c. 1992 – 1998
d. 1993 – 1999
D. CONSTRUCTING A
TRUE-FALSE TEST

By:
Diamae M. Kadusale
 CONSTRUCTING A
TEST-FALSE TEST
Binomial-choice tests are tests that have only
two (2) options such as true or false, right or
wrong, good or better and so on. A student
who knows nothing of the content of the
examination would have 50°i chance of
getting the correct answer by sheer guess
work.
 Here are some rules of thumb in
constructing true-false items.
Rule 1: Do not give a hint (inadvertently) in the body of the question.
Example:
The Philippines gained its independence in 1898 and therefore celebrated its
centennial year in 2000.

Rule 2: Avoid using the words “always”, “never” “often” and other
adverbs that tend to be either always true or always false.
Example:
Christmas always falls on a Sunday because it is a Sabbath day.
Rule 3: Avoid long sentences as these tend to be “true”. Keep sentences short.
Example:
Tests need to be valid, reliable and useful, although, it would require a great
amount of time and effort to ensure that tests possess these test characteristics.

Rule 4. Avoid trick statements with some minor misleading word or spelling
anomaly, misplaced phrases, etc. A wise student who does not know the
subject matter may detect this strategy and thus get the answer correctly.
Example:
True or False. The Principle of our school is Mr. Albert P. Panadero
Rule 5: Avoid quoting verbatim from reference materials or
textbooks.

Rule 6. Avoid specific determiners or give-away qualifiers.

Rule 7. With true or false questions, avoid a grossly

disproportionate number of either true or false statements or
even patterns in the occurrence of true and false statements.
 F. SUPPLY TYPE OR
CONSTRUCTED – RESPONSE TYPE

qCOMPLETION TYPE OF TEST

- GUIDELINES IN THE FORMULATION
OF A COMPLETION TYPE OF TEST

qESSAYS
- TYPES OF ESSAYS

EMPAS, ALJIE ANN R.

 SUPPLY TYPE OR
CONSTRUCTED – RESPONSE
TYPE
q This type requires students to create
and supply their own answer or
perform a certain task to show
mastery of knowledge or skills. It is
also known as constructed response
test.

EMPAS, ALJIE ANN R.

 qCOMPLETION TYPE OF TEST
- The item structure in this type of test
consists of a stimulus that defines the
question or problem, and a response
that defines what is to be provided or
constructed by the learner.

EMPAS, ALJIE ANN R.

 q GUIDELINES IN THE
FORMULATION OF A
COMPLETION TYPE OF TEST
1. There should only be one correct
response to complete a statement.
2. The blank should be placed at the end or
towards the end of the incomplete
statement.
3. Avoid providing unintended clues to the
correct answer.

EMPAS, ALJIE ANN R.

 qESSAYS

- Is written piece that is designed to

present an idea, propose an argument,
express the emotion or intimate debate.
- Example of Essay topic ( Noise Pollution,
Health, Corruption, Environmental
Pollution and many more.

EMPAS, ALJIE ANN R.

 TYPES OF ESSAYS
1. Restricted Response – question usually limits
both the content and the response. The content
s usually restricted by the scope, of the topic to
be discussed, limitations on the form of
response are generally indicated in the question.
Examples:
Write the life sketch of mahatma Gandhi in
100 words?
State any five definitions of education?

EMPAS, ALJIE ANN R.

 2. Extended Response – has no restriction is
placed in the students as to the point he will
discuss and the type of organization he will use.

Examples:
Global warming is the next key to disaster.
Explain
Do children need to go school? Support your
answer.

EMPAS, ALJIE ANN R.

Disha M. (2021). Objective Type Test: Meaning, Merits and Limitations | Statistics.
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(2021). Objective Tests. Retrieved October 11, 2021, from

https://info.lse.ac.uk/staff/divisions/Eden-Centre/Assessment-Toolkit/Assessment-
methods/Objective-tests
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https://www.youtube.com/watch?v=6NaPvWNW41s

(2020, September 4). WHAT IS A TABLE OF SPECIFICATIONS? | TOS | EDUCATION.

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https://www.youtube.com/watch?v=bGmeMWTy5PA&t=62s

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