DE LA SALLE JOHN BOSCO COLLEGE

Mangagoy, Bislig City

COLLEGE OF TEACHER EDUCATION
Module Number 4

Module Description Assessment in Learning 1

Duration 8 hours

Week Number 4

Date February 20 – 24, 2023

Topic:
1. Different Formats of Classroom Assessment Tools
➢ Selection Type or Objective Test Items
➢ Kinds of Objective Type Test
▪ Multiple-choice Test
▪ General Guidelines in Constructing Multiple-choice Test
▪ Guidelines in Constructing the Stem
▪ Guidelines in Constructing Options
▪ Guidelines in Constructing the Distracters
▪ Examples of Multiple-choice Items
▪ Advantages of Multiple-choice Test
▪ Disadvantages of Multiple-choice Test
➢ Matching Type Test
▪ Guidelines in Constructing Matching Type Test
▪ Example of Matching Type Test
▪ Advantages of Matching Type Test
▪ Disadvantages of Matching Type Test
➢ True or False Type
▪ Guidelines in Constructing True or False Test
▪ Example of True or False Test
▪ Advantages of a True or False Test
▪ Disadvantages of a True or False Test
➢ Supply Type or Subjective Type of Test Items
➢ Kinds of Subjective Type Test Items
➢ Completion Type or Short Answer Test
▪ Guidelines in Constructing Completion Type or Short Answer Test ▪
Example of Completion Type or Short Answer Test
▪ Advantages of a Completion Type or Short Answer Test
▪ Disadvantages of a Completion Type or Short Answer Test
 Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

➢ Essay Items
▪ Types of Essay Items
▪ Guidelines in Constructing Essay Test Items
▪ Example of Essay Test Item
▪ Advantages of Essay Test
▪ Disadvantages of Essay Test
▪ Suggestions for Grading Essay Test
▪ Checklist for Evaluating Essay Questions
2. Chapter Exercises

Objectives:
1. Discuss the different format of assessment tools;
2. Determine the advantages and disadvantages of the different format of test item; 3. Identify
the different rules in constructing multiple-choice test, matching type test, completion test,
true or false test; and
4. Construct multiple-choice test, matching type test, completion test, and true or false test.

DISCUSSION

DIFFERENT FORMATS OF CLASSROOM ASSESSMENT TOOLS

– There are different types of assessing the performance of students. We have objective test,
subjective test, performance based assessment, oral questioning, portfolio assessment, self
assessment and checklist. Each of this has their own function and use. Type of assessment tools
should always be appropriate with the objectives of the lesson.
– There are two general types of test item to use in achievement test using paper and pencil test. It is
classified as selection-type items and supply type items.

Selection Type or Objective Test Items

– Selection type items require students to select the correct response from several options. This is
also known as objective test item. Selection type items can be classified as: multiple-choice;
matching type; true or false; or interpretative exercises.
 Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

Kinds of Objective Type Test

– In this section, we shall discuss the different format of objective type of test items and the general
guidelines in constructing multiple-choice type of test, guidelines in constructing the stem, options
and distracters, advantages and disadvantages of multiple choice, guidelines in constructing
matching type of test, advantages and disadvantages of matching type of test, guidelines in
constructing true or false and completion types of test, advantages and disadvantages of true or
false and interpretative exercises.

a. Multiple-choice Test
– A multiple-choice test is used to measure knowledge outcomes and other types of learning
outcomes such as comprehension and applications. It is the most commonly used format in
measuring student achievements at different levels of learning.
– Multiple-choice item consists of three parts: the stem, the keyed option and the incorrect options or
alternatives. The stem represents the problem or question usually expressed in completion form
or question form. The keyed option is the correct answer. The incorrect options or alternatives also
called distracters or foil.

General Guidelines in Constructing Multiple-choice Test

1. Make a test item that is practical or with real-world applications to the students. 2. Use diagram
or drawing when asking question about application, analysis or evaluation. 3. When ask to
interpret or evaluate about quotations, present actual quotations from secondary sources like
published books or newspapers.
4. Use tables, figures, or charts when asking question to interpret.
5. Use pictures if possible when students are required to apply concepts and principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that disasters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the item.
12. Do not use “none of the above” options when asking for a best answer.
13. Avoid using “all of the above” options. It is usually the correct answer and makes the item too
easy for the examinee with partial knowledge.

Guidelines in Constructing the Stem

1. The stem should be written in question form or completion form. Research showed that is more
advisable to use question form.
 Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

2. Do not leave the blank at the beginning or at the middle of the stem when using completion
form of a multiple-choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the stem.
6. State the stem in positive form. Avoid using the negative phrase like “not” or “except”. Underline
or capitalize the negative words if it cannot be avoided. Example: which of the following does
not belong to the group? Or which of the following does NOT belong to the group.
7. Avoid grammatical clues in the correct answer.

Guidelines in Constructing Options

1. There should be one correct or best answer in each item.
2. List options in vertical order not a horizontal order beneath the stem.
3. Arrange the options in logical order and use capital letters to indicate each option such as A, B,
C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to increase the difficulty of an item.
6. As much as possible the length of the options must be the same or equal. 7.
Avoid using the phrase “all of the above”.
8. Avoid using the phrase “none of the above” or “I don’t know”.

Guidelines in Constructing the Distracters

1. The distracters should be plausible.
2. The distracters should be equally popular to all examinees.
3. Avoid using ineffective distracters. Replace distracter(s) that are not effective to the examinees.
4. Each distracter should be chosen by at least 5% of the examinees but not more than the key
answer.
5. Revise distracter(s) that are over attractive to the teachers. They might be ambiguous to the
examinees.

Examples of Multiple-choice Items

1. Knowledge Level
The most stable measure(s) of central tendency is the
_________________. A. Mean
B. Mean and Median
 Cecilia A. Paulinio
Instructor
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION
C. Median
D. Mode

This kind of question is a knowledge level type because the students are required only to recall the
properties of the mean. The correct answer is option A.

2. Comprehensive Level
Which of the following statements describes normal
distribution? A. The mean is greater than the median.
B. The mean median and mode are equal.
C. The scores are more concentrated at the other part of the
distribution. D. Most of the scores are high.

This kind of question is a comprehension level type because the students are required to describe
the scores that are normally distributed. The correct answer is option B.

3. Application Level
What is the standard deviation of the following scores of 10 students
in mathematics quiz, 10, 13, 16, 16, 17, 19, 20, 20, 25?
A. 3.90
B. 3.95
C. 4.20
D. 4.25

This kind of question is an application level because the students are asked to apply the formula
and solve for the variance. The correct answer is option C.

4. Analysis Level
What is the statistical test used when you test the mean difference between
pre test and post-test?
A. Analysis of variance
B. T-test
C. Correlation
D. Regression analysis
 This kind of question is an example of analysis level type because students are required to
distinguish which type of test is used. The correct answer is option B.

Advantages of Multiple-choice Test

1. Measures learning outcomes from the knowledge to evaluate level.
2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.

Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

4. Measures broad samples of content within a short span of time.

5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate the good and poor
performing students.

Disadvantages of Multiple-choice Test

1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influenced by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and express ideas.

b. Matching Type Test

– Matching type item consists of two columns. Column A contains the descriptions and must be
placed at the left side while Column B contains the options and placed at the right side. The
examinees are asked to match the options that are associated with the description(s).

Guidelines in Constructing Matching Type of Test

1. The descriptions and options must be short and homogeneous.
2. The descriptions must be written at the left side and marked it with Column A and the options must
be written at the right side and marked it with Column B to save time for the examinees. 3. There
should be more options than descriptions or indicate in the directions that each option may be used
more than one to decrease the chance of guessing.
4. Matching directions should specify the basis for matching. Failure to indicate how matches should
be marked can greatly increase the time consumed by the teacher in scoring.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first name and surname) to avoid
 ambiguities.
7. Use numbers for the descriptions and capital letters for the options to avoid confusions to the
students that have a reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10. A minimum of three items and maximum of seven items for elementary level and a maximum of
seventeen items for secondary and tertiary levels.

Example of Matching Type Test

Cecilia A.
Paulinio
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r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

Direction: match the function of the part of computer in Column A with its name in Column B. write the
letter of your choice before the number.

Column A Column B
______ 1. Stores information waiting to be used A. Central Processing Unit ______ 2.
Considered as the brain of the computer B. Hard Drive
______ 3. Hand-held device used to move the cursor C. Hardware
______ 4. An example of an output device D. Mass Storage Device ______ 5. Stores
permanent information in the computer E. Mouse
______ 6. Physical aspect of the computer F. Monitor
______ 7. Used to display the output G. Processor
______ 8. The instruction fed into the computer H. Printer
______ 9. Pre-load data I. Random Access Memory ______ 10. Permits a computer to store
large amount of data J. Read Only Memory K. Software
L. Universal Serial Bus

Advantages of Matching Type of Test

1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and true or false type of tests.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objectives, and reliable test scores.
5. More content can be covered in the given set of test.

Disadvantages of Matching Type Test

1. It measures only simple recall or memorization of information.
2. It is difficult to construct due to problems in selecting the descriptions and options. 3.
 It assesses only low level of cognitive domain such as knowledge and comprehension.

c. True or False Type

– Another format of an objective type of test is the true or false type of test items. In this type of test,
the examinees determine whether the statement presented is true or false. True or false test item
is an example of a “force-choice test” because there are only two possible choices in this type of
test. The students are required to choose the answer true or false in recognition to a correct
statement or incorrect statement.
– True or false type of test is appropriate in assessing the behavioral objectives such as “identify”,
“select”, or “recognize”. It is also suited to assess the knowledge and comprehension level in

Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

cognitive domain. This type of test is appropriate when there are only two plausible alternatives
or distracters.

Guidelines in Constructing True or False Test

1. Avoid writing a very long statement. Eliminate unnecessary word(s) in the statement (be concise).
2. Avoid trivial questions.
3. It should contain only one idea in each item except for statement showing the relationship between
cause and effect.
4. It can be used for establishing cause and effect relationship.
5. Avoid using opinion-based statement, if it cannot be avoided the statement should be attributed to
somebody.
6. Avoid using negative or double negatives. Construct the statement positively. If this cannot be
avoided, bold negative words or underlined it to call the attention of the examinees. 7. Avoid specific
determiner such as “never”, “always”, “all”, “none” for they tend to appear in the statements that are
false.
8. Avoid specific determiner such as “some”, “sometimes”, and “may” they tend to appear in the
statements that are true.
9. The number of true items must be same with the number of false items.
10. Avoid grammatical clues that lead to a correct answer such as the article (a, an,
the). 11. Avoid statement directly taken from the textbook.
12. Avoid arranging the stamens in a logical order such as (TTTTTTFFFFF, TFTFTF,
TTFFTTFF). 13. Directions should indicate where or how the students should mark their
answer.

Examples of True or False Type of Test

 Direction: write your answer before the number in each item. Write T if the statement is true and F if
the statement is false.
T F 1. Test constructor should never phrase a test item in the negative.
T F 2. Photosynthesis is the process by which leaves make a plant’s food.
T F 3. The equation .
T F 4. All parasites are animals.
T F 5. A statement of opinion may be used in a true or false test items.

Advantages of a True or False Test

1. It covers a lot of content in a short span of time.
2. It is easier to prepare compared to multiple-choice and matching type of test. 3. It is easier to score
because it can be scored objectively compared to a test that depends on the judgment of the rater(s).
4. It is useful when there are two alternatives only.

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Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

5. The score is more reliable than essay test.

Disadvantages of a True or False Test

1. Limited only to low level of thinking skills such as knowledge and comprehension, or recognition or
recall information.
2. High probability of guessing the correct answer (50%) compared multiple-choice which consists of
four options (25%).

Supply Type or Subjective Type of Test Items

– Supply type items require 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. Supply type
items or constructed response tests are classified as;
a. Short answer or completion type
b. Essay type items (restricted response or extended response)
– Another way of assessing the performance of the students is by using the performance-based
assessment and portfolio assessment which are categorized under constructed response test. Let
us discuss the details of the selection type and supply type test items. In this section while the
performance-based assessment and portfolio assessment will be discussed in the succeeding
chapters.
– Subjective test item requires the student to organize and present an original answer (essay test) and
perform task to show mastery of learning (performance-based assessment and portfolio
assessment) or supply a word or phrase to answer a certain question (completion or short answer
type of test).
– Essay test is a form of subjective type of test. Essay test measures complex cognitive skills or
processes. This type of test has no one specific answer per student. It is usually scored on an
opinion basis, although there will be certain facts and understanding expected in the answer.
There are two kinds of essay items: extended response essays and restricted response essays.

Kinds of Subjective Type Test Items

– Subjective Type of Test is another test format where the student supplies answer rather than select
the correct answer. In this section, we shall consider the completion type item or short answer test
and essay type item. There are two types of essay items according to the length of the answer:
extended response essay and restricted response essay.
– The teacher must present and discuss the criteria used in assessing the answer of the students in
advance to help them prepare for the test.

a. Completion Type or Short Answer Test

Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

– Completion or Short Answer Type is an alternative form of assessment because the examinee
needs to supply or create the appropriate word(s), symbol(s) or number(s) to answer the
question or complete a statement rather than selecting the answer from the given options. There
are two ways of constructing completion type or short answer type of test: question form or
complete the statement form.

Guidelines in Constructing Completion Type or Short Answer Test

1. The item should require a single word answer or brief and definite statement. Do not use
indefinite statement that allows several answers.
2. Be sure that the language used in the statement is precise and accurate in relation to the subject
matter being tested.
3. Be sure to omit only key words; do not eliminate so many words so that the meaning of the item
statement will not change.
4. Do not leave the blank at the beginning or within the statement. It should be at the end of the
statement.
5. Use direct question rather than incomplete statement. The statement should pose the problem
to the examinee.
6. Be sure to indicate the units in which to be expressed when the statement requires numerical
answer.
7. Be sure that the answer the student is required to produce is factually correct.
8. Avoid grammatical clues.
 9. Do not select textbook sentences.

Examples of Completion and Short Answer

Direction: write your answer before the number in each item. Write the word(s), phrase, or symbol(s) to
complete the statement.
Question Form Completion Form

Essay Item 1. Which supply type item is used to Essay Item 1. Supply type item used to measure
measure the ability to organize and integrate the ability to organize and integrate material is
material? called _____________.

Distracters 2. What are the incorrect options in a Distracters 2. The incorrect options in a multiple
multiple-choice item called? choice test item are called ___________________.

Pentagon 3. What do you call a polygon that has Pentagon 3. A polygon with five sides is called
five sides? _____________.

Evaluation 4. What is the most complex level in the Evaluation 4. The most complex level in the

Cecilia A. Paulinio
Instructor
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION
Bloom’s taxonomy of cognitive domain? Bloom’s taxonomy of cognitive domain is called
__________.
Multiple-choice Test Item 5. Which test item
measures the greatest variety of learning Multiple-choice Test Item 5. The test item
outcomes? measures the greatest variety of learning
outcomes is called __________.

Advantages of a Completion or Short Answer Test

1. It covers a broad range of topic in a short span of time.
2. It is easier to prepare and less time consuming compared to multiple choice and matching type of
test.
3. It can assess effectively the lower level of Bloom’s Taxonomy. It can assess recall of information,
rather than recognition.
4. It reduces the possibility of guessing the correct answer because it requires recall compared to true
or false items and multiple-choice items.
5. It covers greater amount of contents than matching type test.

Disadvantages of a Completion or Short Answer Test

1. It is only appropriate for questions that can be answered with short responses. 2. There is a
difficulty in scoring when the questions are not prepared properly and clearly. The question should
 be clearly stated so that the answer of the student is clear.
3. It can assess only knowledge, comprehension and application levels in Bloom’s taxonomy of
cognitive domain.
4. It is not adaptable in measuring complex learning outcomes.
5. Scoring is tedious and time consuming.

b. Essay Items
– It is appropriate when assessing students’ ability to organize and present their original ideas. It
consists of a few numbers of questions wherein the examinee is expected to demonstrate the
ability to recall factual knowledge; organize his knowledge; and present his knowledge in logical
and integrated answer.

Types of Essay Items

– There are two types of essay items: extended response essay and restricted response essay.
b.1. Extended Response Essays
An essay test that allows the students to determine the length and complexity of the
response is called extended response essay item (Kubiszyn and Borich, 2007). It is very
useful in assessing the synthesis and evaluation skills of students. When the objective is to

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Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

determine whether the students can organize ideas, integrate and express ideas, evaluate
information in knowledge, it is best to use extended response essay test.
Using extended response essay item has advantages and disadvantages. Advantages
are: demonstrate learning outcomes at the synthesis and evaluation levels; evaluate the
answers with sufficient reliability to provide useful measures of learning; provides more
freedom to give responses to the question and provide creative integration of ideas.
Disadvantages are: more difficult to construct extended response essay questions; scoring
is time consuming than restricted response essay.

Examples of Extended Response Essay Questions:

1. Present and describe the modern theory of evolution and discuss how it is supported by
evidence from the areas of (a) comparative anatomy, (b) population genetics. 2. From the
statement, “Wealthy politicians cannot offer fair representation to all the people.” What do
you think is the reasoning of the statement? Explain your answer.

b.2. Restricted Response Essays

An essay item that places strict limits on both content and the response given by the
students is called restricted response essay item. In this type of essay the content is usually
restricted by the scope of the topic to be discussed and the limitations on the form of the
 response is indicated in the question.
When there is a restriction on the form and scope of the answer of the students in an
essay test, there can be advantages and disadvantages. The advantages are: it is easier to
prepare questions; it is easier to score; and it is more directly related to the specific
learning outcomes. The disadvantages are: it provides little opportunity for the students to
demonstrate their abilities to organize ideas, to integrate materials, and to develop new
patterns of answers; it measures learning outcomes at comprehension, application and
analysis levels only.

Example of Restricted Response Essay Questions:

1. List the major facts and opinions in the first state of the nation address (SONA) of Pres.
Benigno Cojuangco Aquino, Jr. limit your answer to one page only. The score will
depend on the content, organization and accuracy of your answer.
2. Point out the strengths and weaknesses of a multiple-choice type of test. Limit your
answer to five strengths and five weaknesses. Explain each answer in not more than
two sentences.

Guidelines in Constructing Essay Test Items

1. Construct essay question used to measure complex learning outcomes only.

Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

2. Essay questions should relate directly to the learning outcomes to be measured.

3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely and it must clearly focus on the desired answer.
5. All students should be required to answer the same question.
6. Number of points and time spent in answering the question must be indicated in each
item.
7. Specify the number of words, paragraphs or the number of sentences for the answer.
8. The scoring system must be discussed or presented to the students.

Example of Essay Test Item

1. Choose a leader you admire most and explain why you admire him or her. 2. Pick
controversial issue in the Aquino administration. Discuss the issue and suggest a solution.
3. If you were the principal of a certain school, describe how would you demonstrate your
leadership ability inside and outside of the school.
4. Describe the differences between Norm-referenced assessment and Criterion referenced
assessment.
5. Do you agree or disagree with the statement, “Education comes not from books but from
 practical experience”. Support your position.

Types of Complex Outcomes and Related Terms for Writing Essay Questions
Outcomes Sample Verbs Sample Questions

Comparing Compare, classify, describe, Describe the similarities and

distinguish between, explain, differences between Philippine
outline, summarize educational system and the
Singaporian educational system.

Interpreting Convert, draw, estimates, illustrate, Summarize briefly the content of

interpret, restate, summarize, the second SONA of President
translate Benigno C. Aquino, Jr.

Inferring Derive, draw, estimate, extend, Using the facts presented, what is
predict, propose, relate most likely to happen when…..?

Applying Arrange, compute, describe, Solve the solution set of the

illustrate, relate, summarize, solve equation x²+5x-24=0 using
factoring method.

Analyzing Break down, describe, List and describe the characteristics of

differentiate, divide, list, outline a good assessment instrument.

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Instructor
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION
Creating Compose, design, draw, formulate, Formulate a hypothesis about the
list, present, make up problem “Mathematics attitude
and competency levels of the
education students of U.E.”

Synthesizing Arrange, combine, construct, Design a scoring guide in

design, relate, group evaluating portfolio assessment.

Generalizing Construct, develop, explain, Explain the function of assessment

formulate, make, state of learning.

Evaluating Appraise, criticize, defend, Describe the strengths and

describe, evaluate, explain, judge, weaknesses of using performance-
rate, write based assessment in evaluating the
performance of the students.
 Advantages of Essay Test
1. It is easier to prepare and less time consuming compared to other paper pencil tests. 2. It
measures higher-order thinking skills (analysis, synthesis and evaluation). 3. It allows
students’ freedom to express individuality in answering the given question. 4. The students
have a chance to express their own ideas in order to plan their own answer.
5. It reduces guessing answer compared to any of the objective type of test.
6. It presents more realistic task to the students.
7. It emphasizes on the integration and application of ideas.

Disadvantages of Essay Test

1. It cannot provide an objective measure of achievement of the students.
2. It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most especially without scoring criteria.
4. It measures limited amount of contents and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.

Suggestions for Grading Essay Test

– Zimmaro (2003) suggested different guidelines in scoring an essay type. These guidelines are very
important in the performance of the students to avoid or lessen the subjectivity of the scoring. 1.
Decide on a policy for dealing with incorrect, irrelevant or illegal responses. 2. Keep scores of the
previously read items out of sight.

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Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
Mangagoy, Bislig City
COLLEGE OF TEACHER EDUCATION

3. The student’s identity should remain anonymous while his/her paper is being graded. 4.
Read and evaluate each student’s answer to the same question before grading the next
question.
5. Provide students with general grading criteria by which they will be evaluated prior to
the examination.
6. Use analytic scoring or holistic scoring.
7. Answer the test question yourself by writing the ideal answer to it so that you can
develop the scoring criteria from your answer.
8. Write your comments on their papers.

Checklist for Evaluating Essay Questions

Yes No

The test item is appropriate for measuring the intended learning outcomes.
 The test item task matches with the learning task to be measured.

The questions constructed measure complex learning outcomes.

It is stated in the questions what is being measured and how the answers are
to be evaluated.

The terminology used clarifies and limits the task.

All students are required to answer the same question.

There is a established time limit to answer each question.

Provisions for scoring answers are given (criteria for evaluating answers).

CHAPTER EXERCISES

Answer the following questions completely.

1. What are the different formats of objective type of test items?
2. Present and discuss the general guidelines in constructing test items.
3. What are the different guidelines in constructing multiple-choice type of test? Stem? Option?
Distracters?
4. Discuss the different rules in writing matching type test items.
5. Discuss the advantages of using multiple-choice type of test over matching type, true or false and
completion, or short answer type of test.
6. What are the different guidelines in writing true or false type of test?

Cecilia A.
Paulinio
Instructo
r
DE LA SALLE JOHN BOSCO COLLEGE
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COLLEGE OF TEACHER EDUCATION

7. Construct a multiple-choice test using Krathwolh’s 2001 revised cognitive domain.

a. Remembering
b. Understanding
c. Applying
d. Analyzing
e. Evaluating
f. Creating
8. Construct a true or false test using Krathwolh’s 2001 revised cognitive domain.
a. Remembering
b. Understanding
c. Applying
 d. Analyzing
e. Evaluating
f. Creating
9. Construct a completion or short answer test using Krathwolh’s 2001 revised cognitive domain.
a. Remembering
b. Understanding
c. Applying
d. Analyzing
e. Evaluating
f. Creating
10. What are the advantages of a subjective or essay type of test over objective type of test? 11.
Differentiate extended response essay test items from restricted response essay test items. 12.
Discuss the limitations of essay test items in terms of scoring the quality of the responses from the
students.
13. When it is appropriate to give an essay test?
14. Identify the different guidelines in rating essay test items.
15. Construct an essay test using Krathwolh’s 2001 revised cognitive
domain. a. Remembering
b. Understanding
c. Applying
d. Analyzing
e. Evaluating
f. Creating

Cecilia A.
Paulinio
Instructo
r