CHARIS A. LEQUINA (BSED, 2-FIL.

A)

Chapter 5: Distinguishing and Constructing Various Paper-and-Pencil-Tests

Introduction:

 Focus on developing paper-and-pencil tests for assessing educational objectives based on Bloom's taxonomy.

 Tests can be either selected response (true-false, multiple-choice, matching) or constructed-response (enumeration,
completion, essays).

Learning Outcomes:

 Construct a Table of Specifications (TOS).

 Construct paper-and-pencil tests following test construction guidelines.

5.1 Planning a Test and Construction of TOS:

1. Identify test objectives/lesson outcomes.

2. Decide on the type of objective test to be prepared.

3. Prepare a Table of Specifications (TOS).

4. Construct draft test items.

5. Perform try-out and validation.

Paper-and-Pencil Test Types:

 Selected Response Type:

 True-false items.

 Multiple-choice type items.

 Matching type.

 Constructed-Response Type:

 Enumeration.

 Completion.

 Essays.

Key Steps in Test Construction:

1. Identify educational objectives.

2. Choose a test type based on objectives.

3. Develop a Table of Specifications (TOS).

4. Draft test items.

5. Conduct try-out and validation.

Identifying Test Objectives:
 An objective test should cover various levels of Bloom's taxonomy.
 Each objective statement should specify what students are expected to achieve.
 Example: Constructing a test on "Subject-Verb Agreement in English" for Grade V with objectives ranging
from Knowledge/Remembering to Synthesis/Creating.
 Example Objectives for "Subject-Verb Agreement" Test:
 Knowledge/Remembering: Identify subject and verb in a given sentence.
 Comprehension/Understanding: Determine appropriate verb form based on the sentence's subject.
 Application/Applying: Write sentences following subject-verb agreement rules.
 Analysis/Analyzing: Break down a sentence into subject and predicate.
 Evaluation/Evaluating: Assess if a sentence observes subject-verb agreement rules.
 Synthesis/Creating: Formulate rules for subject-verb agreement.
 Deciding on Test Type:
 Test objectives guide the choice of the test type.
 Align the test with the lesson objective or outcome.
 Multiple-choice tests for lower-level objectives, essay tests for application and judgment.
 Preparing a Table of Specifications (TOS):
 TOS is a test map guiding test construction.
 Ensures balance between items testing lower and higher-order thinking skills.
 Simple TOS with columns: Level, Statement of Objective, Item Numbers, Number of Items and
Percentage.
 Prototype TOS example with levels 1 to 6, corresponding objectives, item numbers, and percentages.
 Alignment and Constructive Alignment:
 Test formulation must align with the learning outcome.
 Principle of constructive alignment ensures coherence between objectives, teaching, and assessment.
 Test Items:
 Align test items with specific objectives.
 The example mentions that for the first four levels, a multiple-choice type of test may be suitable.
 For higher levels like application and judgment, an essay test or a modified essay test could be more
appropriate.

 Item Construction:

 Draft should have double the desired number of items.

 Example: If there are 5 recall level items for the final test, draft should have at least 10 recall level items.

 Subsequent try-out and item analysis eliminate items (too difficult, too easy, non-discriminatory).

 Construct more items than needed for the final test form.

 Try-Out Process:

 Purpose: Determine item characteristics (item analysis) and test characteristics (validity, reliability,
practicality).

 Involves administering the test draft to a group of pupils or students.

 Identifies difficulties, ease, and discriminatory power of items.

 Lack of Try-Out:

 Often not conducted due to time constraints.

 Item analysis and try-out help refine the test, but sometimes skipped due to time limitations.
  Mental Exercise:

 Construct a ToS (Test Specification) for the test grading period.

 Choose any subject and base ToS on the test quarter from the K to 12 Curriculum Guide.

 Guidelines for Rules:

 Mentioned guidelines for ruling out items.

 Consideration of guessing, disregard of some rules.

TABLE EXPLANATION:

 Focus on developing objective tests.

 Relates to Bloom's taxonomy and creating test items aligned with educational objectives.

 Objective Test for Grade V Class:

 Topic: Subject-Verb Agreement.

 Students must demonstrate different cognitive levels:

1. Recalling:

 Identify subject-verb (items 1,3,5,7,9).

2. Understanding:

 Form appropriate sentences observing rules (items 2,4,6,8,10).

3. Applying:

 Write sentences applying subject-verb agreement rules (items 11,13,15,17,19).

4. Analyzing:

 Determine subject and predicate, break predicate (items 12,15,18,21,23).

5. Evaluating:

 Evaluate sentences for adherence to subject-verb agreement rules (items 13,16,19,22,24).

6. Creating:

 Formulate rules on subject-verb agreement (Part II, 10pts).

 Table of Specifications (TOS) Prototype:

 Levels: Recalling, Understanding, Applying, Analyzing, Evaluating, Creating.

 Objectives and Item Numbers:

 Recalling (items 1,3,5,7,9) - 14.29%

 Understanding (items 2,4,6,8,10) - 14.29%

 Applying (items 11,13,15,17,19) - 14.29%

 Analyzing (items 12,15,18,21,23) - 14.29%

  Evaluating (items 13,16,19,22,24) - 14.29%

 Creating (Part II, 10pts) - 28.57%

 Total Items: 35

 Total Weight: 100%

 Table of Specifications Purpose:

 Guides the teacher in creating a balanced test aligned with educational objectives.

 Ensures representation of all levels of Bloom's taxonomy.

 Facilitates a comprehensive and aligned assessment.

 Knowledge and Analysis Representation:

 TOS shows equal representation of knowledge (items 1,3,5,7,9) and analysis (items 11,15,18,21,23).

 Synthesis (essay, Part II) has double the weight compared to other levels.

 Construction of Test Items:

 Construction follows the TOS.

 Advises against focusing excessively on Recall; ensures a comprehensive test.

 Alignment between learning outcomes and assessment tasks is maintained.