Learning Episode 4:

SELECTED RESPONSE TEST TYPE:

THE MULTIPLE CHOICE
QUESTIONS (MCQ’s)

To have a meaningful and successful accomplishment in this FS episode, be sure

to read through the whole episode before participating and assisting in your FS2
Resource Teacher’s class (any class modality).
Notethatallinformationandtasksyouwillneedtodobeforeworkingonthisepisode.

At the end of this Learning Episode, I must be able to:

Identify the different types of selected response tests.

Determine the alignment of assessment type to the intended learning
outcomes
Constructmultiple choice items based on the basic test-making principles.

(BASICS OF TEST CONSTRUCTION)

Preparing test items

Two general types of exam questions useful for measuring student learning each
with there own sub-types:

1. Fixed-choice:(Selected-response)

2. Open-ended:(Constructed response)
Fixed-choice:

● Multiple-choice questions ask students to select the correct response from

one or more of the choices from a given list.
● True-false questions are typically used to measure student's ability to identify
whether statements of fact are correct.
● Matching questions consist of a column of keywords and a column of options,
and require students to match the options associated with a given
keyword(s).

Open-ended:

● Short answer questions direct students to supply the appropriate

words,numbers,or symbols to answer a question or complete a statement.
● Essay questions require students to demonstrate through writing his/her
ability to a)recall knowledge, b)organize this knowledge, and c)present the
knowledge in a logical,integrated answer.

THE MULTIPLE CHOICE QUESTION TEST TYPES/CONSTRUCTION

A Multiple-choice test questions consist of three parts:

1. the stem, which asks the question, poses a problem, or presents

an incomplete sentence;

2. the correct response;

3. and OTHER (usually 3 or 4) alternative responses which are incorrect,

these are often called"distractors."

SOME GUIDES/HINTS IN CONSTRUCTING MCQ's USING THE TAXONOMY

1. KNOWLEDGE/REMEMBERING

• This is defined as the remembering of previously learned material. This

is the lowest level of learning. These are the easiest types of MCQs to
create.

• Learning objectives at this level

⮚ Know common terms, Know specific facts

⮚ Know methods and procedures, Know basic concepts
⮚ Know principles

• Question verbs:define, list, state, identify, label name, who? When?

Where? What?

MCQ: Knowledge/Remembering
 1. What is the capital of the Philippines?

A. Manila City
B. Quezon City
C. Baguio City
D. Cebu City

Outcome:Identifies the meaning of term.

2. Which of the following terms used to refer Reliability?

A. consistency.
B. relevancy.
C. representativeness.
D. usefulness.

Outcome:Identifies the order of events.

3. What is the first step in constructing an Achievement Test?

A. Decide on test length.

B. Identify the intended learning outcomes.
C. Prepare a table of specifications.
D. Select the types to use.

2.COMPREHENSION/UNDERSTANDING

• This is defined as the ability to grasp the meaning of material. You can
have respondents do the following: Translate material from one form to
another, interpret material, estimate future trends.

• Learning objectives at this level

⮚ Understand facts and principles

⮚ Interpret Vlverbal material
⮚ Translate verbal material to mathematical formulae
⮚ Estimate future consequences applied in data

• Question verbs: Explain, predict, interpret, infer, summarize,

convert, translate, give example, account for, paraphrase?

MCQ:Comprehension/Understanding

1. Explain what is meant by the phrase''cogito ergo sum''?

A. I Know, therefore I am
B. I am, thereforenI know
C. I think,therefore I am
D. I am, therefore I think
 Outcome:Identifies an example of a term.

2. Which one of the following statements contains a specific determiner?

A. Asia is a continent.
B. Philippines was discovered in 1516.
C. Davao has some big industries.
D. Philippines population is increasing.

Outcome:Interprets the meaning of an idea

3. The statement that “test reliability is a necessary but not sufficient condition
of test validity”which means?

A. a reliable test will have a certain degree of validity.

B. a valid test will have a certain degree of reliability.
C. a reliable test may be completely invalid and a valid test
completely unreliable.

Outcome: Distinguishes between properly and improperly stated outcomes

4. Which one of the following learning outcomes is properly stated in terms

of student performance?

A. Develops an appreciation of the importance of testing.

B. Writes appropriate test questions.
C. Realizes the importance of validity.

3.APPLICATION/APPLYING

• This refers to the ability to use learning material in new and concrete
situations. Here you have to apply rules, methods, concepts,
principles,laws,and/or theories.

• Learning objectives at this level

⮚ Apply concepts and principles to new situations

⮚ Apply laws and theories to practical situations
⮚ Solve mathematical problems

• Question verbs: How could x be used as a toy? How would you show,
make use of, modify, demonstrate, solve, apply conditions?

MCQ:Application/Applying
 1. If you have P100 bills and you spend P200 on school supplies and P100 on
snacks, what % of the original amount of money do you have left?

A.24.5%
B.37.5%
C.62.5%
D.86.5%

Outcome:Tests for the application of previously acquired knowledge

(the various memory systems).

2. Which one of the following memory systems does a piano-tuner mainly use in
his occupation?

A. Echoic Memory
B. Short-term memory
C. Long-term memory
D. Mono-auditory memory

4.ANALYSIS/ANALYZING

• This refers to the ability to break down material into its component
parts so that its organizational structure may be understood.

• Learning objectives at this level

⮚ Recognize unstated assumptions

⮚ Recognize logical fallacies in reasoning
⮚ Distinguish between fact and inferences
⮚ Evaluate the relevancy of data

• Question verbs: Differentiate, compare/ contrast, distinguish x from y,

how does x affect or relate to y? why? how? What piece of x is
missing/needed?

MCQ:Analysis/Analyzing

1. Compared to laboratory settings,fieldsettings have more validity

and less validity.

A. internal,external
B. construct,content
C. external,internal
D. content,construct

Outcome:Recognizes unstated assumptions

Direction:Read the following comments a teacher made about testing. Then answer
the questions that follow by circling the letter of the best answer.

Students go to school to learn, not to take tests. In addition, tests cannot

be used to indicate a student‘s absolute level of learning. All tests can do is rank
students
in order of achievement, and this relative ranking is influenced by guessing,
bluffing, and the subjective opinions of the teacher doing the scoring.The
teacher-learning process would benefit if we did away with tests and depended
on student self-evaluation.

2. Which one of the following unstated assumptions is this teacher making?

A. Students go to school to learn.

B. Teachers use essay tests primarily.
C. Tests make no contribution to learning.
D. Tests do not indicate a student‘s absolute level of learning.

Outcome: Identifies the meaning of specific testing instruments.

3. Which one of the following types of test is this teacher primarily talking about?

A. Diagnostic Test.
B. Formative Test.
C. Pretest.
D. Summative Test.

5.EVALUATION/EVALUATING

• This is concerned with the ability to judge the value of material for a given
purpose.This is the highest level of learning.

• Learning objectives at this level

⮚ Judge the logical consistency of written material

⮚ Judge the value of a work
⮚ Judge the adequacy with whichnconclusions are supported by data

• Question verbs: Justify, appraise, evaluate, judge x according to given

criteria. Which option,would be better/preferable part y?

MCQ:Evaluation/Evaluating

1. Evaluate the strength of research design described below:

Dr. Jacky randomly assigns 100 students who have elected to be in her
study on pilot training. She controls for various confounding variables in
her study. She utilizes a pretest• posttest control group design.

A. Excellent, it has high internal and external validity

B. Great, it has high internal validity and moderate external validity
C. Good, it has moderate internal validity and moderate internal validity and
moderate external validity
D. Poor, it has low levels of both internal and external validity

Outcome: Analyze whether a word fits with the accepted definition of pragmatism.
 2. Directions: Read carefully through the paragraph below,and decide which of
the options A-D is correct.

The basic premise of pragmatism is that questions posed by speculative

metaphysical propositions can often be answered by determining what the
practical consequences of the acceptance of a particular metaphysical
proposition are in this life. Practical consequences are taken as the
criterion for assessing the relevance of all statements or ideas about truth,
norm and hope.

A. The word―acceptance should be replaced by ―rejection.

B. The word―often should be replaced by―only.
C. The word―speculative should be replaced by hypothetical.
D. The word―criterionbshould be replaced by―measure.

6.SYNTHESIS/CREATING

• This refers to the ability to put parts together to form a new whole. Put
elements together to form a coherent whole; reorganize into a new
pattern or structure.

• Learning objectives at this level

⮚ Write a well organized theme

⮚ Propose a plan for an experiment
⮚ Integrate learning from different areas into a plan for solving a problem
⮚ Formulates a new scheme for classifying objects

• Question verbs: Design, construct, develop, formulate, imagine,

create, change,write a short story and label the following elements:

MCQ:Synthesis/Creating

1. Change the below research scenario to make it a design that will allow you to
show cause and effect and be able to generalize to a larger population.

Dr.Jim is conducting a study looking at differences in sense of

belonging of first-year students. He is comparing two groups of
students: Learning community and Traditional students. Students
self-select into the above groups.

A. Use random assignment to groups

B. Use random selection of participants
C. BothA&B
 D. Noneof the above

Suggested questions can be used as stem in making MCQs at

different levels of taxonomy. (Featuring about Reading and Writing)

❖ REMEMBERING

1. Name all the characters in the story.

2. Write 6 facts from the story.
3. When does the story take place?
4. Where does the story take place?

❖ UNDERSTANDING

1. In your own words, tell what the story is about.

2. How did the main character feel at the beginning of the story?
3. How did the main character feel at the end of the story?
4. Think of a main event in the story. Why did it happen?

❖ APPLYING

1. Think of a situation that occurred to a person in your story and decide

whether you would have done the same thing as he did or something
different. Write what you might have done.
2. What would you do if you could go to the place where the main character lives?
3. What would the main character do if he came to your house to visit?
4. If you had to cook a meal for the characters in the story, what would you cook?

❖ ANALYZING

1. What part of the story was the funniest? Or the most exciting? Or the saddest?
2. Tell what things happened in the story that couldn’t have happened in real life?
3. Some things in the story were true,and some were only the opinions of
someone. List thenthings that were true.
4. What could you do that was just like what the person in the story did?

❖ EVALUATING

1. Was the main character in the story good or bad? Why?

2. Compare 2 characters in the story. Tell which one you think is better and why.
3. Which character in the story would you most like to spend the day with? Why?
4. Was this story worth the time it took to read? Why?

❖ CREATING

1. Rewrite the story from an animal’s point of view.

2. Make a poster, a mobile, a puppet, or a painting of the main characters in the
story.
 3. Write another ending to the story that is different from the one that the
author wrote.
4. Write a poem about the story.

https://facultyinnovate.utexas.edu/sites/default/files/writing-good-multiple-
choice-exams-fic-120116.pdf
https://gradehub.com/blog/using-multiple-choice-questions-using-blooms-taxonomy/
https://www.mcgill.ca/skillsets/files/skillsets/mcq_handout3.pdf

You are expected to observe in your subject assignment how MCT’s are
constructed and implemented by your respective CT in the teaching-learning process.

(Note to Student Teacher: As you participate and assist your CT in making the MCQ
for a summative test, please take note of what you are expected to give more
attention to as asked in the next step of the Learning Episode(NOTICE)
1. Assist your CT in the conduct of making the summative test particularly on
the construction of MCQs.
2. Offer your assistance to engage in the making of MCQs through your CT.

NOTICE
1. Take note of:
a. Alignment of the different learning behavior or domains with the
learning outcomes in constructing MCQs.
b. The distribution of the MCQ items against the given time allocation of
the topics in the subject
c. How the percentage allocation of the lower and higher order thinking
skills observed in the TOS for MCQs.
1. Did the distribution of the MCQ items are expected to measure the
learning competencies of students?
Yes, because all domains have the questions according to the topic that they
have been able to learn. The teacher believe that the questions can
measure their knowledge and as well as the ideas and the information that
they were able to learn in the class sessions.

2. Was the MCQ items constructed favorably or unfavorably in assessing

students performance?
It was assess favorably because not just the teacher but also the learners
will be able to identify of how were they able to understand the
lessons that has been given and discussed to them.

3. What would be the effect MCQ test items in the teaching-learning process
and performance students?
If a certain topics have its objectives and these objectives is achievable
through MCQ's then there we can identify the effect/s of MCQ test items
but then, there is also a possibility that learners can't really exert effort to
make and express their own ideas about certain item because they were
only to choose what they wanted to answer.

1. How would attainment of learning outcomes be measured if MCQs test

were not employed as one assessment tool?
Based in my own experience, if we wanted that a certain topic can be learned
and can be attained by our learners, we must have a certain objectives, a
point to point objectives that is attainable also. We have to make sure that
the objectives can be done depending on the assessment that we wanted
for them to do and so we can make sure that the students' learning
outcomes can be measured again only if our objectives are attainable and
achievable.
 Quiz MCQ test construction

1. Refer to the completed TOS of your summative test in the previous episodes:
A. Construct or make of atleast 2 MCQ test items in all the domains indicated
in the TOS
B. If possible,indicate the appropriate learning objective/outcome
ineachMCQtestbeingconstructedperdomain levels

Total
Tim
DOMAINS NumberOf
eSp
Evalu Testitems
TOPIC/UNIT ent
/ Remem Underst Applyi Analyz ating/
Fre bering and ng(3 ing(2 Creati
ACTU PERCE
que ( 10%) ing 0%) 0%) ng AL NT
ncy (20 (20%)
(HR %)
S)
(6-10) 5 10%
1. Pag- 3
5
unawa sa
teksto
2. Pagsulat 4 (1-5) 5 10%
5
3. Ang 4 (11-15) 5 10%
5
istandard
sa
mahusay
na sulatin
4. Proseso 5 (16-25) 10 20%
10
ng pagsulat
5. 5 (26- 10 20%
35)
Hakbang sa 10
pagsulat
6. 6 (36-50) 15 30%
15
Pangatnig
5 10 15 10 10
2 50 100
7
TOTAL
HOTS=20
LOTS=30 ITEMS
ITEMS(60%) (40%)

Remembering:
*Ayon kay ____________________ , "Lohika ang tunguhin ng pagsulat".
A. David Johnson. B. Mikee Olson. C. David Olson. D. John Wick

* Ang _________________ ay ang pinakaepektibong midyum sa paghahatid ng mensahe.

A. Pagsalita. B. Pag-ulat. C. Pagsulat. D. Pagkuwento
Objective: Malalaman ng mag-aaral ang pagpapakahulugan ng pagsulat

Understanding
*Sa bahaging ito ay naihahayag ang iba't ibang mahahalagang salita na nakapaloob sa isang sulatin.
A. Talasalitaan. B. Sanggunian. C. Istruktura ng Pangungusap D. Konsepto

* Sa bahaging ito ay tiyak ang paggamit sa mga salita na hindi nakapagdudulot ng kalituhan sa mambabasa.
A. Diin. B. Koherens. C. Kaisahan. D. Kalinawan
Objective: Matutukoy ang mga pamamaraan sa pagbuo ng epektibong sulatin at pag-unawa nito

Applying
* Pagsalungat : Ngunit, ______________ : upang
A. Pagpapatotoo. B. Layunin. C. Kongklusyon. D. Kondisyon

* Siya ay nag-aaral ng mabuti ______ siya ay laging nangunguna sa klase. Ang pangatnig na nararapat gamitin ay?
A. Kaya. B. Pero. C. Upang. D. Samakatuwid
Objective: Mailalapat at maiuugnay ang mga pangatnig na nabasa sa mga sitwasyon o pangyayari

Analyzing
*Mga bagay na dapat gawin sa pagsulat
I. Paghahanda ng balangkas II. Pag-aayos ng pagsusulatan
III. Pagsulat muli IV. Pagtitipon ng paksa
A. I at II. B. III at IV. C. II at IV. D. I at III.

* Si Juan ay nagrebisa ng kanyang akdang sinulat. Inipon niya lahat ng mga datos na kakailanganin niya para sa
artikulong kanyang isusulat. Tama ba ang kanyang ginawa?
A. Oo, dahil nararapat lamang ito kapag nagrerebisa
B. Oo upang mas magkalaman pa ang kanyang artikulo sa pamamagitan ng pagrebisa.
C. Mali, dahil ang pagtatanggal ng mga di kailangang ideya ang ginagawa sa pagrerebisa
D. Mali, dahil isinasagawa ang pag-iipon ng datos sa muling pagsulat nito.
Objective: Mai-uugnay ang mga proseso ng pagsulat sa sariling pamamaraan ng pagsulat.

Evaluating/Creating
* Tamang hakbang na ikukunsidera sa pagsulat.
A. Ihanda ang isipan at kamay. B. Tanungin ang sarili.
C. Nakagaganyak ang unang bahagi. D. Basahing muli pagkatapos ilimbag.

* Iayos sa tamang pagkakasunod-sunod ang mga pangungusap.

_____1. Proseso ng paghuhugis ng ideya tungo sa pagbuo ng pangungusap.
_____2. Pagtingin sa mga kamalian
_____3. Pagsulat muli sa sulating nagtataglay ng kawastuhan
_____4. Pagkuha at pagsasaayos ng mga nakalap na datos
A. 4-3-2-1. B. 4-1-2-3. C. 1-4-3-2. D. 1-4-2-3
Objective: Mailalarawan at makikilala ang gampanin ng tamang pagsunod sa mga hakbang pagsulat
 Compile activities, techniques
in constructing/making of MCQs by
your FS Resources Teacher in the

Add other activities/techniques that

you have researched on,e.g. MCQ
 OBSERVE

1. One thing that went well

in the constructing/
making MCQs is

The resources for making effective

questions to put in the exam was
available. So, its was lessen a little of burden.

2. One thing that did not go very well in the constructing/making MCQs is
The exam are really specific in which the ideas of the topics are not really disseminated to
 other domains. One topic to one domain only.

3. One good thing observed in construction MCQs assessment tool is

The MCQ makers we're able to make and finish in a long time and with hard a time
because every items that we put in, we have to still look for another informations to be
indicated to the choices. I realized that making a MCQ is a time consuming ang possibly a
source of stress.

4. One thing in constructing MCQs test format that needs improvement

based on what we have observed is
I think the distribution of items per topic to each domain should be improve.
It's really needed that every topics must have item/a in each of the
domains because it is an assessment, an evaluation of the learners so it
means that we needed them to showcase all their learning out of the
lessons to measure themselves.

REFLECT

a. The constructing/making MCQs went well because

The resources of making the MCQs are available such textbook for the topics and online
resources. It went well because of the collaboration in which we divided the items and
the domains that we wanted to make an item.

b. The constructing/makingMCQs didn't go well because

I can't even sure if the items that I have done is appropriate for the domain. I oftenly
asked myself if the desired item for the domain can really assess my learners so
totally I'm not really confident about the items that I have made.

ACT

To ensure that the process in the constructing/making MCQs serve its

purpose in order to help in the learning process, I will learn from other’s best
practice by researching on
How to make an effective and meaningful MCQs that can really evaluate and
enhance the knowledge of my learners. I want to research for more
understanding about the domains of how to make an appropriate item or
how it will be constructed.
 PLAN

To help improve constructing/making MCQs practices and implementation, I

plan to conduct an action research on
The MCQ or traditional assessment tools types. I want to identify of what are these types
that learners can easily understand on how to do it and also identify whether the learners are
performing better or being excellent in doing these types of assessment tools or types. I
want also to identify whether learners of different grade levels in high school have the same
preference in terms of answering these types.

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COMMENT/S

3. (50-51) 2.0(70-75)
Over-allScore Rating:(Baseontransmutation) 0 (52-57) 1.75(76-81)
2.
7
5
2. (58-63) 1.5(82-87)
5
2. (64-69) 1.25 (88-93)
2 1.0(94-100)
5