Assessment Tools

Assessment Tools
“
The assessment tools of teacher-made
tests are divided into (1) objective tests and
(2) essay tests.
2
Objective Tests
1
Two main types of obejctive tests.
1 Recall type 2 Recognition Type

Alternative
Simple Recall Rearrangement
Response
Completion Multiple Choice Analogy
Matching Type Identification

Recall Type
4
a. Simple-recall Type
This type of test is the easiest to construct among the objective
type of tests because the item appears as a direct question, a
sentence, word, or phrase or even a specific direction
The response requires the examinee to recall previously learned
lessons and the answer are usually short consisting of either a word
or phrase
This test is applicable in Mathematics and Natural Sciences
subjects like Biology, Chemistry, and Physics where the stimulus
appears in a form of a problem that requires computation.
5
Rules and Suggestions for the Construction of Simple-recall Type
1. This test items must be so worded that the response is brief as possible,
preferably a single word, number, symbol, or a brief phrase. This objectifies
and facilitates scoring
2. The direct question is preferable than the statement form. It is easier to

phrase and more natural to the examinees
3. The blanks for their responses must be in a column preferably at the right
column of the items. This arrangement facilitates scoring and is more
convenient to the examinees because they do not have to turn their neck to
go back to the left column to write their answer before the item. It is
6
Rules and Suggestions for the Construction of Simple-recall Type
Obsolete, though, this arrangement has been practiced for more than a
century. The right column response arrangement is more convenient
because the examinees write their response directly to the right column.
4. The question must be so worded that there is only one correct response.
Whenever this is impossible, all acceptable answers must be included in the
scoring
5. Make a minimum use of textbook language in wording the question.

Unfamiliar phrasing reduces the possibility of correct responses that
represent more meaningless verbal associations
7
Sample Test Items of Simple-Recall:
Convert the following:
1. 5 meters to centimeters. 1. 500 cm
2. 7 liters to milliliters. 2. 7 ml
3. 8 grams to milligrams. 3. 8 000 mg
4. 32 degrees Fahrenheit to degree Centigrade. 4. 0 degree C
5. 9 kilowatts to watts 5. 9 000 w
6. 18 000 grams to kilograms. 6. 18 kg

7. 900 centimeters to meters. 7. 9 m
8
Completion Test
This test consists of a series of items that requires the examinee

to fill the blank with the missing word of phrase to complete a
statement.
a test item may contain one or more blanks
this type of test is also called Fill in the blank
9
Rules and Suggestions for the Construction of Completion Test
1. Give the student a reasonable basis for the responses desired. Avoid
indefinite statements.
Example: Jose Rizal was born in _______________.
This statement is indefinite or vague because the response is either date
or place of birth.
*Avoid over mutilated statements.
Example: The _______ is obtained by dividing the _____ by the _______

The previous example is confusing because it does not indicate whether
the statement refers to Statistics or to a Mathematical procedure
10
2. Avoid giving the examinee unwarranted clues to the desired response.
There are several ways in which clues are often carelessly given. The
following suggestions may help prevent common errors in constructing
completion test.
a. Avoid lifting statements directly from the book.
b. Omit only key words or phrases rather than trivial details
c. Whenever possible avoid “a” or “an” before a blank. These articles
give a clue of whether a response start with a consonant or a
vowel
11
2. Avoid giving the examinee unwarranted clues to the desired response.
There are several ways in which clues are often carelessly given. The
following suggestions may help prevent common errors in constructing
completion test.
d. Do not indicate the expected response by varying the length of blank
or by using a dot for each letter in the correct answer
e. Guard against the possibility that one item or part of the test may
suggest the correct response to another item
f. Avoid giving grammatical clues to the expected answer.
12
3. Arrange the test so as to facilitate scoring.
a. Allow one point for each blank correctly filled. Avoid fractional credits
or unequal weighing of items in a test
b. Select the items to which only one correct response is possible.
c. Arrange the items in a way that the examinees’ responses are in the
right column of the sentence.
13
3. Arrange the test so as to facilitate scoring.
d. Scoring is more rapid if the blanks are numbered and the examinee is
directed to write in the appropriate number blanks
e. Prepare a scoring key by writing on another sheet of test paper all

acceptable answer.
14
Illustration
1. The father of educational measurement is

1. Thorndike
___________.
2. The country noted as first leader of 2. France
abnormal psychology is ___________.
3. Intelligence quotient is obtained by 3. Mental Age

dividing the ___________ by the
chronological age.
4. The country wherein first psychological 4. Germany

laboratory was established is
___________. 15
Illustration
5. The Philippine national hero is

5. Jose Rizal
___________.
6. The Philippine national fish is 6. Milkfish
___________.
7. The Philippine national flower is 7. Sampaguita

___________.
8. The Philippine national fruit is 8. Mango

___________.
16
Recognition Type
17
Alternative Responses
This test consists of a series of items where it admits only one

correct response for each item from two or three constant options to be
chosen. This type is commonly used in classroom testing, particularly,
the two-constant alternative type, namely, true-false type or yes-no
type
Other types of constant alternative-response tests are: three
constant alternative type, i.e., true-false, doubtful; and constant
alternative with correction, i.e., modified true-false type
18
Suggestions for the Construction of True-False Test
1 The test items must be arranged in groups of five to facilitate scoring.

The groups must be separated by two single spaces and the items
within a group by a single space.
In indicating response, it must be as simple as possible where single

2 letter is enough to facilitate scoring, for instance, T for True and F for
False, or X for True and O for False. It would be better if responses be
placed in one column at the right margin to facilitate scoring.
19
3. The use of similar statements from the book must be avoided to

minimize rote memory in studying
The items must be carefully constructed so that the language is

4. within the level of the examinees, hence, flowery statements should
be avoided.
Specific determiners like “all,” “always,” “none,” “never,” “not,”

5. “nothing,” and “no” are more likely to be false and should be avoided
20
Determiners such as “may,” “some,” “seldom,” “sometimes,” “usually,”

and “often” are more likely to be true, hence, the said determiners
6. must be avoided because they give indirect suggestion to probable
answers.
Qualitative terms like “few,” “many,” “great,” “frequent,” and “large,”

7. are vague and indefinite and they must be avoided
21
8. Statements which are partly right and partly wrong must be avoided.
Statements must be strong considered that they represent either true

9. or false.
Ambiguous and double negative statements must be avoided.

10.
22
Direction: Write X if the statement is true, and 0, if false. Write your answer at
the right column blank. Consider your answers carefully; this is a right minus
wrong test.
1. Valid test is always valid. 1. X
2. Reliable test is always valid. 2. O
3. Validity is veracity of response. 3. X
4. Reliability means the degree to which 4. O

the test measures what is intended to
measure.
5. Construct validity is commonly used in 5. O
achievement test.
23
Multiple-choice Test
This test is made up of items which consists of three or more
plausible options for each item. The choices are multiple so that the
examinees may choose only one correct or best option for each item.
The multiple-choice is regarded as one of the best test forms in
testing outcomes. This test form is most valuable and widely used in
standardized test due to its flexibility and objectivity in terms of scoring.
For teacher-made test it is applicable in testing the vocabulary,
reading comprehension, relationship. Interpretation of graphs, formulate
tables, and in drawing of inferences from a set of data.
24
Suggestions for the Construction of Multiple-Choice Test
1. Statements borrowed from the textbook or reference book must be

avoided. Use unfamiliar phrasing to test the comprehension of
students
All options must be plausible with each other to let the students
2. attract the distractors or incorrect responses where only those with
high intellectual level can get the correct answer.
3. All options must be grammatically consistent. For instance, if the

stem is singular, the options are also singular
25
4. Articles “a” and “an” are avoided as last word in an incomplete

sentence. These articles give students clues that the probable answer
starts with a consonant or vowel.
Four or more options must be included in each item to minimize

5. guessing.
The order of correct answer in all items must be randomly arranged

6. rather than following a regular pattern
26
7. A uniform number of options must be used in all items. For instance,

if there are four options in Item 1, the rest of the items must also have
four options
The correct option must be of the same length with the distractors or
8. wrong answers.
Homogeneity of the options must be increased in order for the

9. examinee to choose the correct option by using logical elimination
27
10. The simplest method of indicating a response must be used to

facilitate scoring. For instance, the options in each item are numbered
or lettered. Hence, the choice is either a number or a letter.
28
Kinds of
Multiple-Choice
Test
29
Stem-and-option variety
This variety is most commonly used in classroom
1
testing, board examination, civil service examination,
and many others. The stem serves as the problem
and followed by four or more plausible options in
which examinees choose the best option or correct
answer
Sample Test Item of Stem-and-Options Variety
Direction: Below is a stem which is followed by options a to d. Choose the

correct option and write only the letter of your answer at the right column blank.
1. Which method of reliability below is the Kuder-Richardson 1.

Formula 20 applicable?
a. Spit-half
b. Internal consistency
c. Test-retest
d. Parallel-forms
31

2. The method of reliability in which the test is administered 2.

twice to group of learners as pilot sample but are not
respondents/subjects of the study is:
a. Internal consistency
b. Parallel-forms
c. Split-half
d. Test-retest
32

3. The statistical tool used to determine the reliability of 3.

split-half method is:
a. Spearman-Brown Formula
b. Spearman rho formula
c. Kuder-Richardson Formula 20
d. Pearson-Product-Moment Correlation Coefficient
33

4. Method of testing the reliability of test in which the 4.

examinees answered both the odd and even items:
a. Parallel-forms
b. Test-retest
c. Split-half
d. Internal consistency
34

5. The statistical tool used to determine the reliability of 5.

parallel-forms is:
a. Kuder-Richardson Formula 20
b. Spearman rho
c. Spearman-Brown Formula
d. Pearson-Product-Moment Correlation Coefficient
35
Setting-and-options variety
The optional responses to this type of multiple-choice
2
test is dependent upon a setting or foundation of
some sort. A setting can be a form of sentence,
paragraph, graph, equation, picture or some forms of
representation.
Sample Test Item of Setting-and-Options Variety (Sentence)
Direction: Study the sentences carefully. Choose the correct answer from the
options a, b, c, and d. Write the letter only as your answer at the right column
blank.
Melaur drinks milk everyday before going to school
1. Melaur in the sentence is: 1.

a. Verb
b. Pronoun
c. Noun
d. Adverb
37
Sample Test Item of Setting-and-Options Variety
blank.
2. Drink in the sentence is: 2.

a. Verb
b. Pronoun
c. Noun
d. Adverb
38
blank.
3. Before in the sentence is: 3.

a. adverb
b. Pronoun
c. Noun
d. Adjective
39
blank.
4. Everyday in the sentence is: 4.

a. Adverb
b. Conjunction
c. Adjective
d. Verb
40
blank.
5. Milk in the sentence is: 5.

a. Adverb
b. Noun
c. Pronoun
d. Verb
41
blank.
6. School in the sentence is: 6.

a. Noun
b. Verb
c. Pronoun
d. Adverb
42
blank.
7. To in the sentence is: 7.

a. Conjunction
b. Pronoun
c. Preposition
d. Adverb
43
Sample Test Item of Setting-and-Options Variety (Graphs)
44
Direction: Study the graph on daily fruit sales of Joyce. Choose the correct
answer from options a, b, c, and d. Write the letter only as your answer at the
right column blank.
1. The highest fruit sale is: 1.

a. Banana c. Lanzones
b. Mangoes d. Apple
2. How much is the lowest fruit sale is: 2.

a. P500 c. P400
b. P600 d. P450
45
right column blank.
3. How much is the highest fruit sale is: 3.

a. P900 c. P1,000
b. P800 d. P950
4. What fruit has the lowest sales? 4.

a. Lanzones c. Banana
b. Durian d. Mangoes
46
right column blank.
5. How much is the total daily fruit sales in all? 5.

a. P4,000 c. P3,700
b. P3,500 d. P3,900
47
Sample Test Item of Setting-and-Options Variety (Equation)
Direction: Study the following equation carefully and pick out one correct
answer from the options a, b, c, and d. Write the letter only as your answer at
the right column blank.
5 x 7 = 35
1. The equation is 1.
a. addition c. subtraction
b. multiplication d. division
48
5 x 7 = 35
2. The product is 2.
a. 5 c. 7
b. x d. 35
3. The multiplier is 3.
a. 35 c. 7
b. 5 d. =
49
5 x 7 = 35
4. The factors are 4.

a. 5 and 7 c. 7 and 35
b. 5 and 35 d. x and =
5. The multiplicand is 5.
a. 5 c. 35
b. 7 d. x
50
Group-term variety
This variety consists of group of words or terms in
3
which one does not belong to the group.
Sample Test Items of Group-Term Variety
Direction: Choose the word which does not belong to the group. Write the letter
only as your answer at the right column blank.
1. Which of the following does not belong to the group? 1.

a. Mean c. Quartile
b. Mode d. Median

a. mean deviation c. variance
b. range d. mean
52

a. Median c. Quartile
b. Decile d. Percentile
4. Which does not belong to the group? 4.

a. Standard deviation c. Range
b. Mode d. Variance
53

a. t-test c. z-test
b. F-test d. SD-test
54
Structured-response variety
This variety makes use of structured response which
4
are commonly used in natural science classroom
testing. For instance, directly, indirectly, and no way.
This is to test how good the examinees in
determining statements which are related to each
other.
Sample Test Items of Structured-Response Variety
Direction: Each item below consists of two right sentences. They are separated
by two bars//. Mark letter d with an X if the first sentence directly causes the
second sentence. Mark letter i with an X if the first sentence indirectly causes
the second sentence. Mark letter n with an X if the first sentence has no way
causes the second sentence
1. The mango is green.// 1. d i n

It is sour.
2. The fisherman catches fish.// 2. d i n

The fish jumps into water.
56
second sentence. Mark letter I with an X if the second sentence indirectly causes
the second sentence. Mark letter n with an X if the second sentence has no way
3. The birds fly in the sky.// 3. d i n

They swim into water.
4. Mother split the fish.// 4. d i n

The fish was cultured in the fishpond.
57
second sentence. Mark letter I with an X if the second sentence indirectly causes
the second sentence. Mark letter n with an X if the second sentence has no way
5. Milkfish bones were pressure-cooked.// 5. d i n

They were made into burger.
58
Contained-options variety
This variety is designed to identify errors in a word,
5
phrase, or sentence in a paragraph.
Sample Test Items of Contained-Options Variety
Direction: Each sentence below consists of four underlined words or phrases

labeled a, b, c, and d. Choose the word or phrase that makes the sentence
incorrect. Choose the letter e if the sentence has no error. Write the letter only of
your answer at the right column blank.
1. Rice and fish are staple food for Filipinos. No error 1.

a b c d e
2. Fifty pesos allowance a day are not enough. No error 2.

a b c d e
60

3. Joyce can cope up in studying her lessons. No error 3.

a b c d e
4. For the meantime, you work on your project. No error 4.

a b c d e
because your teacher is busy.
61

5. Lenny and Lily are identical twins. No error 5.

a b e
They are both studious and courteous.
c d
62
c. Matching Type
⊳ Consists of two columns in which proper pairing relationship of two things is

strictly observed. For instance, Column A is to be matched with Column B.
⊳ In balanced matching type, the number of items are equal to the number of
options. For example, there are 15 items in Column A or item column, Column B or
option column should also have 15 items.
⊳ In unbalanced matching type, there is unequal number of items and number of

options. There are less number of items than number options. For instance, if there
are 10 items in Column A or item column, there should be more than 10 items in
Column B or option column.
63
Suggestions for the Construction of Matching Type
1. Using heterogeneous materials must be avoided. Only homogeneous

materials are used. For example in item 1, the answer is date, hence,
all the answers must be dates. If dates are used, use only dates. No
combination of dates and events, persons and dates, terms and
persons and the like.
Unbalanced matching type is preferable wherein there are more

2. options than item to minimize the guessing factor.
64
3. Each category must be grammatically consistent.
All options including distractors or wrong responses are plausible or

4.
closely related with each other.
The item column or Column A must be placed at the left and option
5. column or Column B must be placed at the right
65
6. Option column must be arranged in alphabetical order, if dates in

chronological order, to facilitate the selection of correct answer. To
facilitate the examinees not to read all options. If the examinee
knows the answer starts with letter S and it is located at letter j, the
examinee reads the options at the last portion where S is located. He
does not read all the options from letters a to i.
There must be only one correct response in each item

7.
66
Sample Test Items of Matching Type
Direction: Match Column A with Column B. Write the letter only as your at the right column blank.
COLUMN A COLUMN B
1. 5+4 a. 2 1. h
2. 3+9 b. 3 2. K
3. 7+3 c. 4 3. I
4. 4+4 d. 5 4. ____________
5. 2+3 e. 6 5. ____________
6. 2+2 f. 7 6. ____________
7. 3+4 g. 8 7. ____________
8. 1+1 h. 9 8. ____________
9. 6+5 i. 10 9. ____________
10. 2+1 j. 11 10. ___________
k. 12 67
d. Rearrangement Type
Rearrangement type consists of

multiple-option item where it
requires a chronological, logical or
rank order.
68
Sample Test Item of Rearrangement Type
Direction: Below are sentences. Arrange them in order. Choose the letter only and write
your answer at the right column
1. a. dabcef b. dcabfe c. dabcef d. dbacfe 1. _______
a. They hired a bus in going to Boracay

b. They left at 6:00 o’clock in the morning in Iloilo City
c. They stayed overnight in Boracay
d. One day, the teacher education students of Saint Paul University Iloilo had
an educational tour at the Boracay Beach Resort
e. They arrived in Boracay at 10:00 A.M.
f. The following day, they went home.
69
e. Analogy
Analogy is a type of test which is made up of items

consisting of a pair of words related to each other. It is
designed to measure the ability of the examinee to
observe the relationship of the first word to the second
word.
70
e. Analogy
15 kinds of relationship of analogy test. These are as follows

1. Purpose 9. Place
2. Cause and Effect 10. Degree
3. Part-Whole 11. Characteristics
4. Part-part 12. Sequence
5. Action to Object 13. Grammatical
6. Object to Action 14. Numerical
7. Synonym 15. Association
8. Antonym
71
1. Purpose Relationship
1.1 SHOE is to SHOELACE as DOOR is to

a. threshold c. transom
b. key d. hinge
1.2. TASTE is to TONGUE as TOUCH is to

a. finger c. feel
b. skin d. feet
72
2. Cause and Effect Relationship
73
3. Part-Whole Relationship
SLICE is to LOAF as ISLAND is to

a. archipelago c. land
b. peninsula d. ocean
74
4. Part-Part Relationship
HAND is to ELBOW as FEET is to

a. leg c. muscle
b. toe d. knee
75
5. Action to Object Relationship
OBEY is to CHILDREN as COMMAND is to

a. teachers c. parents
b. principals d. armies
76
6. Object to Action Relationship
EGG is to BOIL as POTATO is to

a. hash c. slice
b. mash d. slash
77
7. Synonym Relationship
DIG: ESCAVATE : KILL:_______

a. slay c. avenge
b. convict d. try
78
8. Antonym Relationship
FLY: SPIDER : MOUSE:_______

a. rodent c. animal
b. rat d. cat
79
9. Place Relationship
WATER: AQUEDUCT : BLOOD:_______

a. corpuscle c. vein
b. body d. plasma
80
10. Degree Relationship
POSSIBLE: PROBABLE : HOPE:_______

a. resent c. prove
b. expect d. deceive
81
11. Characteristics Relationship
RICH: WEALTH : WISE:_______

a. knowledge c. divulge
b. save d. teach
82
12. Sequence Relationship
SUNDAY: TUESDAY : THURSDAY:_______

a. Wednesday c. Monday
b. Friday d. Saturday
83
13. Grammatical Relationship
ANGRY: ANGRILY : BEAUTY:_______

a. pretty c. nice
b. beautifully d. beauty
84
14. Numerical Relationship
024: 135 : 6810:_______

a. 111317 c. 111315
b. 111517 d. 111519
85
14. Numerical Relationship
123: 579 : 678:_______

a. 101112 c. 101314
b. 101113 d. 101214
86
15. Association Relationship
BULLET: LEAD : MESSAGE:_______

a. information c. command
b. barber d. cartridge
87
15. Association Relationship
ROMANCE: HEART : RIBBON:_______

a. horse c. baloney
b. lace d. gift
88
Suggestions for the Construction of Analogy Type of Test
1. The relationship of the first pair of words is equal to the relationship

of the second.
Distractors or incorrect responses must be plausible or closely related

2.
to the correct answer to attract the examinees to the incorrect
response. The process of obtaining the correct answer is by logical
elimination
3. All options must be constructed in parallel language
89
Suggestions for the Construction of Analogy Type of Test
4. All options must be grammatically consistent.
Four or more options in each item must be included to minimize

5. guessing using three options, correction formula (Right minus
one-half Wrong or R-W/2) is applied.
6. Only homogeneous relationship must be included in each item. For

instance, if sequence relationship is used in the first pair, the second
pair is also in sequence relationship.
90
Essay Test
Essay tests are assessment tools which consist of

specific question or problem wherein the examinees
respond in one or more sentences. It is widely
considered to measure students ability to think and
express their ideas critically within a certain period of
time
91
Suggestions in Constructing Essay Test
1. Essay test must be planned in advanced by the teacher to have

effective results.
Major aspects of the lesson must be framed in preparing the
2. questions of essay test, hence, careful and even distribution of the
lessons must be observed.
After the test has been planned and questions have been written
3.
tentatively, precautions on the causes of unreliability must be taken.
92
Suggestions in Constructing Essay Test
4. In assembling the questions into its final form, the teacher must be
careful that questions are phrased clearly so that the scope of the
question is clear to the students.
Time limit on the coverage of each question must be considered to

5. give students adequate time to answer.
93
Methods in Constructing Essay Test
1. Selection Recall
Illustration
Name five countries of the world who have been members of the
United Nation.
94
2. Evaluating Recall
Illustration
Name five government agencies in the Philippines which have great

influence on research and development of the country.
95
3. Comparison of Two Things (Specific)
Illustration
Compare Conventional Assessment from Authentic Assessment.

Compare Norm-Referenced Measure from Criterion-Referenced
Measure
Compare Formative Assessment from Summative Assessment.
96
4. Comparison of Two Things (General)
Illustration
Compare computer education in the Philippines with that in Korea.

Compare nursing education in the Philippines with that in United
States
97
5. Decision (For or Against)
Illustration
In your own opinion, which is better, essay or objective examination?

Why? .
Which can you do better, oral or written examination? Why?
98
6. Cause or Effects
Illustration
Why is Research given more emphasis than Instruction and

Extension functions?
Why is Special Education given more stress than any other subjects in
the curriculum?
99
7. Explanation of the Use of Exact Meaning
Illustration
What does the passage “Time is gold” mean?
What do you mean by this passage, “Strike while the iron is still hot.”?
What is the meaning of this passage, “He died without seeing the
dawn.”?
100
8. Summary of a Test or Article Read
Illustration
In a paragraph or two, summarize the advantages and disadvantages

of objective examination.
101
9. Analysis
Illustration
What are the qualities of Gerald Anderson which make you

understand why Filipinos admire him?
102
10. Statement of Relationship
Illustration
Why is knowledge in Computer helpful in studying Statistics?
Why is knowledge in Fish Processing helpful in studying Hotel and

Restaurant Management?
103
11. Illustrations and Examples of Principles in Science
Illustration
From your own experience, give five examples that Science is used in
your daily life?
104
12. Classification
Illustration
To what class does Kappaphycus belong in the plant kingdom?
To what class does Sargassum belong in the plant kingdom?
105
13. Application of Rules or Principles to New Situations
Illustration
Why is objective type of test commonly used in PRC examinations?
106
14. Discussion
Illustration
Discuss briefly the rules in constructing matching type of

examination.
107
15. Statement of Aim
Illustration
State the rules in constructing analogy test.
108
16. Criticism
Illustration
What is wrong on the statement “Constant practice makes perfect.”?.
109
17. Outline
Illustration
Outline the rules in constructing multiple-choice test.
110
18. Reorganization of Facts
Illustration
Describe the experimental approach based on the book, class

discussion and actual practice.
111

Assessment Tools

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment Tools

Uploaded by

Copyright:

Available Formats

Assessment Tools

1 Recall type 2 Recognition Type

Completion Multiple Choice Analogy

Matching Type Identification

2. The direct question is preferable than the statement form. It is easier to

5. Make a minimum use of textbook language in wording the question.

5. 9 kilowatts to watts 5. 9 000 w

6. 18 000 grams to kilograms. 6. 18 kg

This test consists of a series of items that requires the examinee

Example: The _______ is obtained by dividing the _____ by the _______

2. Avoid giving the examinee unwarranted clues to the desired response.

2. Avoid giving the examinee unwarranted clues to the desired response.

3. Arrange the test so as to facilitate scoring.

b. Select the items to which only one correct response is possible.

3. Arrange the test so as to facilitate scoring.

e. Prepare a scoring key by writing on another sheet of test paper all

1. The father of educational measurement is

3. Intelligence quotient is obtained by 3. Mental Age

4. The country wherein ﬁrst psychological 4. Germany

5. The Philippine national hero is

7. The Philippine national ﬂower is 7. Sampaguita

8. The Philippine national fruit is 8. Mango

This test consists of a series of items where it admits only one

1 The test items must be arranged in groups of ﬁve to facilitate scoring.

In indicating response, it must be as simple as possible where single

3. The use of similar statements from the book must be avoided to

The items must be carefully constructed so that the language is

Speciﬁc determiners like “all,” “always,” “none,” “never,” “not,”

Determiners such as “may,” “some,” “seldom,” “sometimes,” “usually,”

Qualitative terms like “few,” “many,” “great,” “frequent,” and “large,”

Statements must be strong considered that they represent either true

Ambiguous and double negative statements must be avoided.

1. Valid test is always valid. 1. X

2. Reliable test is always valid. 2. O

3. Validity is veracity of response. 3. X

4. Reliability means the degree to which 4. O

1. Statements borrowed from the textbook or reference book must be

3. All options must be grammatically consistent. For instance, if the

4. Articles “a” and “an” are avoided as last word in an incomplete

Four or more options must be included in each item to minimize

The order of correct answer in all items must be randomly arranged

7. A uniform number of options must be used in all items. For instance,

Homogeneity of the options must be increased in order for the

10. The simplest method of indicating a response must be used to

Direction: Below is a stem which is followed by options a to d. Choose the

1. Which method of reliability below is the Kuder-Richardson 1.

Direction: Below is a stem which is followed by options a to d. Choose the

2. The method of reliability in which the test is administered 2.

Direction: Below is a stem which is followed by options a to d. Choose the

3. The statistical tool used to determine the reliability of 3.

Direction: Below is a stem which is followed by options a to d. Choose the

4. Method of testing the reliability of test in which the 4.

Direction: Below is a stem which is followed by options a to d. Choose the

5. The statistical tool used to determine the reliability of 5.

1. Melaur in the sentence is: 1.

2. Drink in the sentence is: 2.

3. Before in the sentence is: 3.

4. Everyday in the sentence is: 4.

5. Milk in the sentence is: 5.

6. School in the sentence is: 6.

7. To in the sentence is: 7.

1. The highest fruit sale is: 1.

2. How much is the lowest fruit sale is: 2.

Example: The _____ is obtained by dividing the _ by the _____