TEACHER EDUCATION

“Completion Test”

In Partial Fulfilment of the Course Requirements in

PrEd 146n – Assessment in Learning 1

Prepared by:

NAME OF STUDENTS
Christian Juscel B. Radin
Niña Jane E. Luceñara
Leah S. Bañez
Nimfa M. Caindoy

Submitted to:
Jerome T. Matunog
Instructor
 1st Semester, AY 2023-2024
I. Objective(s)

At the end of this lesson, students will be able to:

• Complete the information asked about Completion Test

• Supply the missing words to determine the advantages and disadvantages in

using Completion Test

• Recall the Guidelines in Constructing a Completion Test

II. Introduction

Completion test is a particular type of assessment designed to assess a

person's knowledge, understanding, or proficiency in a specific subject or field. In a
completion test, test-takers are given incomplete statements, sentences, or
questions; it is their task to fill in the blanks to complete the statement or sentence.
It can take various forms, depending on their intended purpose. For instance, in a
fill-in-the-blank test, test-takers must complete sentences or paragraphs that
have missing words or phrases. Completion examinations in mathematics could ask
you to solve equations or fill in the missing numbers in a sequence. These
assessments provide information about a person's capacity to retain knowledge,
apply knowledge, and complete activities effectively within a specific context,
making them useful tools for educators and assessors.

III. Body

A. Definition

Completion test is a type of test in which the participant is usually

required to supply a missing phrase, word, or letter in a written text.
Completion questions require a student to complete a statement that is
missing one or more key elements (words, phrases, numbers, etc.). Similar to
matching and true/false, completion questions are considered better for
 assessing lower levels of cognition and are best to check whether key facts
have been memorized. The uses of sentence completion tests include
personality analysis, clinical applications, attitude assessment, achievement
motivation, and measurement of other constructs. They are used in several
disciplines, including psychology, management, education, and marketing. The
completion item requires the student to answer a question or to finish an
incomplete statement by filling in a blank with the correct word or phrase.

B. Advantages and Disadvantages

Completion items have several advantages. They:

•can provide a wide sampling of content.
•can efficiently measure lower levels of cognitive ability.
•can minimize guessing as compared to multiple-choice or true-false items.
•can usually provide an objective measure of student achievement or ability.

Completion items also have several limitations. They:

•are difficult to construct so that the desired response is clearly indicated.
•have difficulty measuring learning objectives requiring more than simple
recall of information.
•can often include more irrelevant clues than do other item types.
•are more time-consuming to score when compared to multiple-choice or
truefalse items.
•are more difficult to score since more than one answer may have to be
considered correct if the item was not properly prepared.

C. Guidelines in Construction

1. Give the student a reasonable basis for the responses desired. Avoid
indefinite statements.

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

 a. Whenever possible avoid a and an immediately before the blank.
b. Do not indicate of the expected answer by varying the length of blanks.
c. Avoid lifting statements directly from the book.
d. Omit only key words or phrases rather than trivial details.
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 answer expected.

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 as far as possible so that the students responses are in
a column at the right of the sentences
d. Scoring is more rapid if the blanks are numbered and the student is directed
to write his response in the appropriate numbered blanks.
e. Prepare a key for scoring by writing on a copy of the test all acceptable
answer.

D. Examples

•Omit only significant words from the statement.

Undesirable: Every atom has a central (core) called a nucleus.

Desirable: Every atom has a central core called a(n) (nucleus).

•Do not omit so many words from the statement that the intended meaning is
lost.

Undesirable: The were to Egypt as the were to Persia and as were to the early
tribes of Israel.
 Desirable: The Pharaohs were to Egypt as the were to Persia and as were to
the early tribes of Israel.

•Avoid grammatical or other clues to the correct response.

Undesirable: Most of the United States’ libraries are organized according to

the (Dewey) decimal system.
Desirable: Which organizational system is used by most of the United States’
libraries? (Dewey decimal)
•Be sure there is only one correct response.

Undesirable: Trees which shed their leaves annually

are (seed-bearing, common).
Desirable: Trees which shed their leaves annually are called (deciduous).

•Make the blanks of equal length.

Undesirable: In Greek mythology, Vulcan was the son of (Jupiter) _ and (Juno).
Desirable: In Greek mythology, Vulcan was the son of (Jupiter) and (Juno).

•When possible, delete words at the end of the statement after the student
has been presented with a clearly defined problem.

Undesirable: (122.5) is the molecular weight of KClO3.

Desirable: The molecular weight of KClO3 is (122.5).

•Avoid lifting statements directly from the text, lecture, or other sources.
Limit the required response to a single word or phrase.

E. Summary

Completion questions require a student to complete a statement that is missing

one or more key elements (words, phrases, numbers, etc.). Similar to matching and
true/false, completion questions are considered better for assessing lower levels of
cognition and are best to check whether key facts have been memorized. However,
unlike these other question types, completion questions rely more heavily on recall
than recognition. Thus, compared to forced-choice question types (e.g., multiple
choice, true/false), the potential for guessing the correct answer is reduced.
However, scoring completion items is difficult to automate, and thus marking can be
time consuming relative to some question types. The purpose of this test is" to
present data relevant to the construction of a test which is specific in nature; and
to determine the relationship that exists between this and similar tests.

F. References

APA Dictionary of Psychology. (n.d.). https://dictionary.apa.org/completion-test

Besangre, V. a. P. B. R. S. A. (2015, September 29). VII. Development of classroom

assessment; completion type. Rachelbesangre.
https://rachelbesangre.wordpress.com/2015/09/29/vii-development-of-
classroomassessment-completion-type/?fbclid=IwAR0NsSuF-
iTYdiGrWmPuaom32ATk51_z0oa2hpLh4JjTLQ2U1ShN1WK_Uo

Completion type of test. (n.d.). PPT.

https://www.slideshare.net/ubariel/completiontype-of-test-
198608491?fbclid=IwAR2tIhJVWqxXNvJkU9GmCRIOUYbQ-
PCJl66g2zaUfPs3Yfsn8i_mDMeylmE

G. Quiz

1.) Completion test requires the student to answer a question or to ____ an

incomplete statement with words or phrases.

2.) In suggestions for writing completion test items, it says there to ______only
significant words from the statement.

3.) ____ lifting statements directly from the text, lecture, or other sources.
4.) Avoid giving the students ____ clues to the desired response.

5.) Omit only key words or phrases rather than ____ details.

6.) ____ is more rapid if the blanks are numbered and the student is directed to
write the answer in the appropriate numbered blanks.

7.) Give the students a ____ basis for the responses desired.
8.) Unlike these other question types, _______ rely more heavily on recall than
recognition.

9.) Completion questions are considered better for assessing lower levels of
cognition and are best to check whether key ____ have been memorized.

10.) Scoring completion items is difficult to ____, thus marking can be time
consuming relative to some question types.