Folder T: Steps in Constructing Classroom Test

Part A
Steps in Constructing Classroom Test

1.Determine Objectves;
2.List down the topics covered;
3.Prepare Table of Specification;
4.Select appropriate type/format of test (either objective or subjective test);
5.Write test items;
6.Sequencing the test items; From easy up to difficult level;
7.Write directions/instructions;
8.Prepare answer sheet.

What is Table of Specification (TOS)

Table of Specification or TOS is the teacher's blueprint in constructing a test for classroom
use. There are 2 reasons why TOS is valuable to teachers:

I.It helps teachers decide on what to include and leave out in a test;

II. t helps them determine how much weight to give for each topic covered and and objective
to be tested.

2 Types of TOS:

1.One-way TOS= consists of levels of cognitive only

2.Two-way TOS= consists of Topics+ Items per topic

Part B
Steps in preparing TOS:

1. List down the topics;

Topics
Topic 1: Noun and Its Kinds
Topic 2: Pronoun and Its Kinds or Types
Topic 3: Types of Verb
Topic 4: Adverb
Topic 5: Comparison of Adjective
2. determine the objectives to be assessed;

Topics OBJECTIVES

-Include Cognitive in its levels: 1.Knowledge

2.Understanding 3.Application 4. Analysis 5. Evaluation
6. Synthesis
Topic 1: Noun and Its Kinds Objectives:

1. to define noun;

2.

so on.
Topic 2: Pronoun and Its Kinds or Types

Objectives:

1.

2.

so on.
Topic 3: Types of Verb

Objectives:

1.

2.

so on.
Topic 4: Adverb

Objectives:

1.

2.

so on.
 Topic 5: Comparison of Adjective

Objectives:

1.

2.

so on.

3. specify the no. of days/ hours spent for teaching in a particular topic;

Topics OBJECTIVES Hours Spent per topic

-Include Cognitive in its levels:

1.Knowledge 2.Understanding
3.Application 4. Analysis 5. Evaluation 6.
Synthesis
Topic 1: Noun and Its Kinds Objectives: 2 hrs.

1.

2.

so on.

Topic 2: Pronoun and Its Kinds or Objectives: 3 hrs.

Types
1.

2.

so on.

Topic 3: Types of Verb Objectives: 2 hrs.

1.

2.

3
 so on.

Topic 4: Adverb Objectives: 1 hr

1.

2.

so on.

Topic 5: Comparison of Adjective Objectives: 2 hrs.

1.

2.

so on.

Total No. of Hours: 10 hrs. (Topics 1-5)

4. determine percentage allocation for test items for each of the topics covered.
Formula:
No. of days or hours/ Total no. of days or hours (100)=___ %

Model:

Topic 1: 2 hrs.

2/10 (100)= 20%

5. Determine the no. of items to construct for each topic.

Model:

Teacher Grace decided to prepare a 40-item test on the Unit, 'Parts of Speech'. How
many items should she write for the topic mentioned above?

a) 8 items
b)10 items

c)12 items

d)15 items

Answer: _________ ?

Solution:

Total no. of items x % =

40 Items x 0. 20 (20 %)= 8 items

Matrix A1

Topics OBJECTIVES Hours Spent per topic No. of Items

-Include Cognitive in its levels:

1.Knowledge 2.Understanding
3.Application 4. Analysis 5.
Evaluation 6. Synthesis
Topic 1: Noun and Its Kinds Objectives: 2 hrs. 8

1.

2.

so on.

Topic 2: Pronoun and Its Kinds Objectives: 3 hrs.

or Types
1.

2.

so on.

Topic 3: Types of Verb Objectives: 4 hrs.

 1.

2.

so on.

Topic 4: Adverb Objectives: 3 hrs

1.

2.

so on.

Topic 5: Comparison of Adjective Objectives: 2 hrs.

1.

2.

so on.

Total no. of Hours: 14 hours

Total no. of items: 40

Deepen:

Teacher B will prepare a 60-item test in Research for daily Life 1. How many items are to be
constructed in each topic? Fill out the matrix below.

Time Cognitive Domain

Allocated % of Number
ILOs
Topics Covered Teaching of Test
Remember Understand Apply Analyze Evaluate Create Covered
Time Items
(hours)
Part I: Principles of 3
 Research
Part II: Selecting a Topic 3

Part III: Referencing and 4

Note-taking Skills
10 100% 60
Total

Note: Please review these steps.

General Guidelines in Writing the Test Items

1.Avoid wording that is ambiguous and confusing;

2.Use appropriate vocabulary and sentence structure;

3.Keep questions short and to the point;

4.Write items that have one correct answer;

5.Do not provide clues to the asnswer.

Criteria for Preparing Test Directions

Test Directions are VERY IMPORTANT in any written test as the inability of the test takers to
understand them affects the validity of the test. Thus, directions should be complete, clear,
and concise.

1.assume that the examinees and the examiner know nothing at all about the objective test.

2.In writing direction, use a clear and succinct style. Be as explicit as possible but AVOID long
drawn-out explaation.

3.Emphasize the more important directions and key activities through te use of underlining,
italics, or different types, size or style.

4.Field or pretest the directions with a sample of both examinees and examiners to identify
possible misunderstandings and inconsistencies and gather suggestions for improvement.

5.Keep directions for different forms, subsections or booklets as uniform as possible.

6.Where necessary or helpful, give practice items before each regular section. this is very
important when testing young children or those unfamiliar with the objective tests or separate
answer sheets.