Session: Table of Specifications and Multiple Item Test Construction

Speaker: Teacher Glorely V. Caparida-Moratalla

POST-TEST
NAME:__________________________DEPARTMENT: _______________ DATE: ___________
SCORE: ______
MULTIPLE ITEM TEST: Read each question carefully. Choose the letter of the correct answer. Write the
LETTER ONLY on the space provided before each number.

_______ 1. Which part of a multiple item test contains a special information an item is based on?
A. Key C. Distractors
B. Stem D. Stimulus Material
_______ 2. What level of domain in Revised Bloom’s Taxonomy a student breaks down information into
component parts?
A. Apply C. Evaluate
B. Analyze D. Understand
_______ 3. Which is NOT a factor considered in assigning weights of competencies to be tested?
A. Time C. Skill
B. Content D. Mastery

Water is ___________________.
1) Colorless 3) needed by living things
2) A liquid 4) made up of oxygen and hydrogen

_______ 4. What makes the item above incorrect?

A. The item has all four options considered correct.
B. The item includes the problem in the options not in the stem.
C. The item uses numbered choices instead of lettered choices.
D. The item is an incomplete statement and not in a question form.

Carol lost her cool when she saw that her uniform was stained with crayons by her
younger brother.
What is the meaning of the idiom used in the sentence?
Whatfeverish
A. Was is the meaning of the underlined
C. idiom used in the sentence?
Got angry
B. Stayed relaxed D. Felt worried
A. Was feverish C. Got angry
B. Stayed relaxed D. Felt worried

_______ 5. What level of domain is the item above considered?

A. Analysis C. Evaluation
B. Application D. Understanding

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_______ 6. Why teachers need administer tests?
A. To assess teachers’ effectiveness and mastery of expected content standards
B. To evaluate teachers’ competence and skill in designing different test formats
C. To measure the comprehensive validity and reliability of the test items to matched the target
skill and student mastery
D. To test students’ understanding of course content, level of competency mastered and practical
application of the skill
_______ 7. Which potential advantage a multiple item test consistently assesses various levels of learning
outcomes?
A. Reliability C. Versatility
B. Validity D. Effectivity
_______ 8. What is the first step in making a test question?
A. Decide the test format and style to be utilized.
B. List all of the important competency or topics to tested.
C. Prepare a table of specifications along with the budget of work.
D. Construct questions based on the levels of the students to be tested.
_______ 9. Why is there a need for a Table of Specifications or TOS?
A. In order to help teachers, gain confidence in themselves constructing tests.
B. In order to provide teachers evidence that they are experts in making test items.
C. In order to allow teachers, construct test focuses on topics that are easy to make questions.
D. In order to create a balance examination consists of competencies that are of equal importance.
_______ 10. Which should a teacher consider in preparing a good test?
A. Skill in verbal expression
B. Mastery of subject matter
C. Knowledge of students to be tested
D. All of the above.