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Completion-Type Test Overview and Guidelines

This document discusses completion-type tests, which involve filling in blanks in sentences. It defines completion tests as sentences with important words or phrases omitted. Examples are provided with blanks to fill. The advantages are that they are easy to construct, familiar to students, and limit guessing. However, they cannot measure higher-level objectives like application and analysis, and focus more on memory. Rules for construction include avoiding vagueness, omitting key but not trivial details, and preparing an answer key. Study guides should reflect on making completion tests assess higher-order thinking.

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John Rey Dumaguin
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2K views2 pages

Completion-Type Test Overview and Guidelines

This document discusses completion-type tests, which involve filling in blanks in sentences. It defines completion tests as sentences with important words or phrases omitted. Examples are provided with blanks to fill. The advantages are that they are easy to construct, familiar to students, and limit guessing. However, they cannot measure higher-level objectives like application and analysis, and focus more on memory. Rules for construction include avoiding vagueness, omitting key but not trivial details, and preparing an answer key. Study guides should reflect on making completion tests assess higher-order thinking.

Uploaded by

John Rey Dumaguin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
  • Completion Type Tests
  • Guidelines and Study Guides

Don Mariano Marcos Memorial State University Educ 105

Mid-La Union Campus Assessment of Learning I


College of Education Completion-Type Test
Bachelor of Secondary Education Lesson 17

Outcomes:

1. Describe the Completion-Type test.


2. State the rules in constructing Completion-Type tests.
3. Discuss the uses, advantages, and limitations of Completion-Type tests.
4. Construct Completion-Type tests correctly

Completion Type Test Items (Fill up the Blanks):

The completion test may be defined as a series of sentences in which certain important
words or phrases have been omitted and blanks submitted for the pupil to fill in.

A sentence may contain a simple blank, or it may contain two or more blanks. The
sentences in the test may be disconnected, or they may be organized into a paragraph.

Example 1:

1. There is more perspiration in the………….. season.

2. The……… is obtained by dividing the……….. by the M.A.

3. The first performance test of Intelligence was prepared by………….

Advantages:

1. Completion-type items are easy to construct.


2. Such type of items is popular and widely used. The pupils are quite familiar with such
items.
3. There is no scope of guess work and as such they are more reliable.
4. Such items can measure both knowledge and comprehension (understanding) of the
subject matter, while simple recall type items can measure the knowledge aspect
only.

Limitations:

1. Such items cannot measure higher levels of objective like application, analysis,
synthesis or evaluation.
2. Such items fail to test the reasoning power, power to explain, discriminate, illustrate
or estimate.
3. These questions are mostly based on memory.
1

/ a 2 Educ 105 – Assessment of Learning I


Don Mariano Marcos Memorial State University Educ 105
Mid-La Union Campus Assessment of Learning I
College of Education Completion-Type Test
Bachelor of Secondary Education Lesson 17

4. Scoring is a bit more laborious as the blanks are scattered here and there.

Rules and Suggestions for Construction:

1. Avoid vague statements and see that there is a definite answer to the item.
2. Omit the keywords and phrases. Don’t omit trivial details as in the item— “The first
battle of Panipath………… fought between Babur………. Ibrahim Lodi.”
3. Don’t omit too many keywords. This will make the question ambiguous and there
may be many possible answers.
4. Don’t omit a part of the sentence. A single word, a date, a number or at best of phrase
may be omitted.
5. Avoid giving gaps at the beginning of an item.
6. See that the items do not contain any clue—Ex. ‘Paper boats are made of……………. ‘.
7. Make the blanks of uniform length.
8. Avoid using statements directly from the text. It would encourage rote memory than
understanding.
9. Prepare a scoring key containing correct answers.
10. Each blank should be given equal credit (marks).

https://www.yourarticlelibrary.com/statistics-2/types-of-recall-type-test-simple-and-
completion-objective-test/92626

Study Guides:

Reflect on the lesson by asking yourself the following questions. You may not necessarily
answer them,

 How can Completion-Type tests be made into higher-order thinking tests?

/ a 2 Educ 105 – Assessment of Learning I

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