Name: Alpuerto, Kaileen Dale L.

Course & Year: BSED – III Social Studies

1. What is Testing? (5 pts)

 Testing is a formal and systematic procedures for gathering information. It is a

tool comprised of a set of questions administered during a fixed period of time
under comparable conditions for all students. It is an instrument used to measure
a construct and make decisions, and used to measure the learning progress of a
student which is formative in purpose, or comprehensive covering a more
extended time frame which is summative.
2. What are tests? (5pts)

 The most dominant form of Assessment

 Traditional Assessments
 Provide valuable information about a student learning and their progress.
 An objective way of measuring a student’s knowledge of the subject matter.
3. What are the Types of Tests according to purpose and construct to be measured
(enumerate the examples and their definitions) (30 pts)
 Mode of Response
 Oral Test – answers are spoken, it can be measured through oral communication
 Written Test – activities wherein students either select or provide a response to a
prompt. Ex. True/False, Multiple Choice, Matching, Short answer, Essay,
Completion, and Identification
 Performance Test – activities where students demonstrate their skills or ability to
perform specific actions.
 Ease of Quantification Response
 Objective Test – can be corrected and quantified easily, the answer can be
readily compared. Ex: True/False, Multiple Choice Identification, Completion, and
Matching Items.
 Subjective Test – test question may have more than one answer, this include
restricted and extended response Essays.
 Mode of Administration
 Individual Test - administered to one person at a time to gather extensive
information of each student’s cognitive functioning. It measures student’s ability
to process and perform specific tasks.
 Group Test – administered to a group of examinees simultaneously. Students are
assessed on all items of the test.
  Test Constructor
 Standardized Test – prepared by specialists, who are versed in the principles of
assessment. It serves as indicator of instructional effectiveness of the school’s
performance.
 Non-standardized Test – usually administered to one or a few classes to
measure subject or course achievement. Scores are not subjected to any
statistical procedure to determine reliability.
 Mode of Interpreting Result

 Non-referenced Test – evaluative instruments that measure a student’s

performance in relation to the performance of a group of the same test. Teacher
made survey test and interest inventories.
 Criterion-referenced Test – usually administered to one or a few classes to
measure subject or course achievement. Scores are not subjected to any
statistical procedure to determine reliability.
 Nature of Answer
 Personality Test – measures one’s personality and behavioral style. It determines
personality strengths and weaknesses of the students
 Achievement Test – measures students’ learning as a result of instruction and
training experiences. Administered after the instruction.
 Aptitude Test – determine student’s potential to learn and do new tasks. It
administered prior to instruction.
4. Examples of Written Tests (5pts)
The examples of Written Tests are the following:

 True/False
 Multiple Choice
 Matching Items
 Short Answer
 Essay
 Completion and Identification

5. Examples of Objective Tests (5pts)

The examples of Objective Tests

 True/False
 Multiple Choice
 Identification
 Completion and Matching Items
6. The Important Steps in Planning for a Test (with the descriptions) (20pts)

 Identify test objectives/lesson outcomes

 A teacher must cover the various levels of Bloom’s taxonomy
 Consist of a statement of what is to be achieved preferably by the
students
 Deciding on the types of objectives test to be prepared
 Test guide the kind of objectives tests that will be designed and
constructed.
 For instance, the first 4 levels belong to Multiple-Choice type of test
 For application and judgement, we may opt to give an Essay or modified
Essay.
 This is the principle of constructive Essay.
 Preparing Table of Specifications (TOS)
 In preparing the table of specification you can find their level of bloom’s
taxonomy consist of recalling, understanding, applying, analyzing,
evaluating, and creating.
 Constructing the draft items
 The actual construction of the test items follows the Table of specification
(TOS)
 Better to create more items and choose what is included in the final draft
of the test.
 Try-out and validation
 Test draft is tried out to a group of pupils or students
 The purpose is to determine
a. Item characteristics through item analysis
b. Characteristics of the test validity, reliability, and practicality
7. Example of Identifying Objectives (10 pts)

 We want to construct a test on the topic “Subject-Verb agreement in English”,

The following are typical objectives:

o Knowledge/Remembering. Be able to identify the approved form of a verb

to used given the subject of a sentence.
o Comprehension/Understanding. Be able to determine the appropriate form
of a verb to be used given the subject of a sentence.
o Application/Applying. Be able to write sentences observing rules on
subject-verb agreement.
 o Analysis/Analyzing. Be able to break down a given sentence into its
subject and predicate.
o Evaluation/Evaluating. The students must be able to evaluate or not a
sentence observe rules on subject verb agreement.

8. Describe the following: (25pts)

a. True/False Test
 Judge whether a factual statement is either true or false. It is assessing
surface level knowledge, but can be crafted to assess higher order thinking. It
also assesses more content areas in an exam. They are also east and quick
to mark, have a higher probability of guessing the right answer in True/False
responses, offer little insight into why students may answer incorrectly,
necessarily absolute; it can be difficult to write questions that are
unambiguously true or false.

b. Multiple Choice Test

 Design questions that focus on higher levels of cognition as defined by
Bloom’s taxonomy. Options must present analysis of a problem, or evaluation
of alternatives focused on higher-order thinking and thus test students’ ability
to do such thinking. It designs problems that require multi-logical thinking,
designing alternatives that require a high level of discrimination can also
contribute to multiple choice that test higher-order thinking.

c. Matching Type Test

 Measure the student’s ability to connect words, complete sentences, or pair
words with their definition consists of two columns, including one with
definition or phrase, and another with a word, number, or symbol.

d. Completion and Short Answer Test

 Require learners to construct a response to a question or directive. It sub-
types differ in terms of the structure of the response needed to answer the
item. There are two variants are completion type (also known as Gap-Filling)
and short answer type.

e. Essay Test
 Assessment technique that requires students to thoroughly responds or
prompt, developing organizing, and writing an original composition, test to
assess students’ abilities to contrast a logical, cohesive and persuasive
 writing piece. It requires the pupil to plan his own answer and to explain it in
his own words. Pupil exercises considerable freedom to select, organize and
present his ideas, and provide a better indication of pupil’s real achievement
in learning.

9. Two types of Table of Specifications. (5 pts)

 One-way table of specification

 Two-way table of specification