Chapter 3

CHAPTER 3
DEVELOPMENT OF
CLASSROOM
ASSESSMENT TOOLS
KEY TERMS
• Clarity of the learning target

• Appropriateness of assessment tools
• Validity
• Reliability
• Fairness
• Objectivity
• Comprehensiveness
KEY TERMS
• Ease in scoring and administering
• Practicality and efficiency
• Table of specification
• Matching type of test
• Multiple –choice of test
• True or false test
• Completion test or short answer test
• Objective test
KEY TERMS
• Stem
• Distracters
• Key option
• Performance-based assessment
• Portfolio assessment
• Oral questioning
• Self-report
LEARNING OUTCOMES
LEARNING OUTCOMES
At the end of this chapter, the students should be able to:
1. Define the following terms: clarity of the learning

target, appropriateness of assessment tools, validity,
reliability, fairness, objectivity, comprehensiveness, ease
in scoring and administering, practicality and efficiency,
table of specification, matching type of test, multiple
choice of test, true or false test, completion test,
objective test, subjective test, stem, distracters, key
LEARNING OUTCOMES
2. Discuss the different principles of testing/assessing;
3. Identify the different qualities of assessment tools;
4. Identify the different steps in developing test
items;
5. Discuss the steps in developing table of
specification;
6. Construct a table of specification using the
different formats;
LEARNING OUTCOMES
7. Discuss the different format of assessment tools;
8. Determine the advantages and disadvantages of the
different format of test item;
9. Identify the different rules in constructing multiple-
choice test, matching type test, completion test, true
or false test; and
10. Construct multiple-choice test, matching type test,
completion test, true or false test.
INTRODUCTION
In the previous chapter, we have discussed the process of
developing instructional objectives. As discussed, the
instructional objectives must be specific, measurable and
observable. Teachers must develop test items that should
match with the instructional objectives appropriately and
accurately. In this section, we shall discuss the general
principles of testing, the different qualities of assessment
tools, steps in developing assessment tools, format of table of
specifications, and different types of classroom assessment
tools.
GENERAL PRINCIPLES OF
TESTING
GENERAL PRINCIPLES OF TESTING
Ebel and Frisbie (1999) as cited by Garcia (2008)

listed five basic principles that should guide
teachers in assessing the learning progress of the
students and in developing their own assessment
tools. These principles are discussed below.
1. Measure all instructional objectives. When a

teacher constructs test items to measure the
learning progress of the students, they should
match all the learning objectives posed during
instruction. That is why the first step in
constructing a test is for the teacher to go back
to the instructional objectives.
2. Cover all the learning tasks. The teacher
should construct a test that contains a wide
range of sampling of items. In this case, the
teacher can determine the educational
outcomes or abilities that the resulting scores
are representatives of the total performance
in the areas measured.
3. Use appropriate test items. The test

items constructed must be appropriate to
measure learning outcomes.
4. Make test valid and reliable. The teacher

must construct the test that is valid so that
it can measure from the students. The test is
reliable when the scores of the students
remain the same or consistent when the
teacher gives the same test for the second
time.
5. Use test to improve learning. The test

scores should be utilize by the teacher
properly to improve learning by discussing
the skills or competencies on the items that
have not been learned or mastered by the
learners.
PRINCIPLES OF HIGH
QUALITY ASSESSMENT
PRINCIPLES OF HIGH QUALITY ASSESSMENT
Assessing the performance of every student is a very critical

task for classroom teacher. It is very important that a
classroom teacher should prepare the assessment tool
appropriately. Teacher made-test are developed by a classroom
teacher to assess the learning progress of the students within
the classroom. It has weaknesses and strengths. The strengths
of a teacher-made test lie on its applicability and relevance in
the setting where they are utilized. Its weaknesses are the
limited time and resources for the teacher to utilize the test
and also some of the technicalities involved in the development
of the assessment tools.
Test constructors believed that every assessment

tool should process good qualities. Most literatures
consider the most common technical concepts in
assessment are the validity and reliability. For any
type of assessment, whether traditional or authentic,
it should be carefully developed so that it may serve
whatever purpose it is intended for and the test results
must be consistent with the type of assessment that
will be utilized.
In this section, we shall discuss the different terms

such as clarity of the learning target, appropriateness
of an assessment tool, fairness, objectivity,
comprehensiveness, and ease of scoring, and
administering. Once these qualities of a good test are
taken into consideration in developing an assessment
tool, the teacher will have accurate information about
the performance of each individual pupil or student.
CLARITY OF THE
LEARNING TARGET
CLARITY OF THE LEARNING TARGET
When a teacher plans for his classroom
instruction, the learning target should be clearly
stated and must be focused on student learning
objectives rather than teacher activity. The
learning outcomes must be Specific, Measurable,
Attainable, Realistic, and Time-bound (SMART)
as discussed in the previous chapter.
CLARITY OF THE LEARNING TARGET
The performance task of the students should
also be clearly presented so that they can
accurately demonstrate what they are supposed
to do and how the final product should be done.
The teacher should also discuss clearly with the
students the evaluation procedures, the criteria
to be used and the skills to be assessed in the
task.
APPROPRIATENESS OF
ASSESSMENT TOOL
APPROPRIATENESS OF ASSESSMENT TOOL
The type of test used should always match the

instructional objectives or learning outcomes of the
subject matter posed during the delivery of the
instruction. Teachers should be skilled in choosing and
developing assessment methods appropriate for
instructional decisions. The kinds of assessment tools
commonly used to assess the learning progress of the
students will be discussed in details in this chapter and
in the succeeding chapters.
1. Objectives Test. It is a type of test the requires

student to select the correct response from several
alternatives or to supply a word or short phrase to
answer a question or complete a statement. It
includes true-false, matching type, and multiple –
choice questions. The word objective refers to the
scoring, it indicates that there is only one correct
answer.
2. Subjective Test. It is a type of test that

permits the student to organize and present an
original answer. It includes either short answer
questions. This type of tests has no specific
answer. Hence, it is usually scored on an opinion
basis, although there will be certain facts and
understanding expected in the answer.
3.Performance Assessment.(Mueller,2010) is an
assessment in which students are asked to
perform real-world tasks that demonstrate
meaningful application of essential knowledge
and skills. It can appropriately measures
learning objectives which focus on the ability of
the students to demonstrate skills or knowledge
in real-life situations.
4. Portfolio Assessment. It is an assessment that is

based on the systematic, longitudinal collection of
student work created in response to specific, known
instructional objectives and evaluated in relation to
the same criterial (Ferenz, k, 2001 ). Portfolio is a
purposeful collection of students work that exhibits
the students efforts, progress and achievements in
one or more areas over a period of time. It measures
the growth and development of students.
5.Oral Questioning. This method is used to collect

assessment data by asking oral questions. The most
commonly used of all forms of assessment in class,
assuming that the learner hears and shares the use
opf common language with the teacher during
instruction. The ability of the students to
communicate orally is very relevant to this type of
assessment. This is also a form of formative
assessment.
6.Obesrvation Techniques. Another method of collecting assessment

data is through observation. The teacher will observe how students
carry out certain activities either observing the process or product.
There are two types of observation techniques: formal and informal
observations. Formal observations are planned in advance like when
the teacher assess oral report or presentation in class while informal
observation is done spontaneously, during instruction like observing
the working behavior of students while performing a laboratory
experiment in a biology class and the like. The behavior of students
involved in his performance during instruction is systematically
monitored, described, classified, and analyzed.
7.Self-Report. The response of the

students may be used to evaluate both
performance and attitude. Assessment
tools could include sentence
completion, Likert scales, checklist or
holistic scales.
Different Qualities of
Assessment Tools
Different Qualities of Assessment Tools
1. Validity refers to the

appropriateness of score-based
inferences; or decisions made based on
the students test results. The extent to
which a test measures what it is
supposed to measure.
2.Reliability refers to the consistency of

measurement; that is , how consistent test result or
other assessment result from one measurement to
another. We can say that a test is reliable when it
can be used to predict practically the same scores
when test administered twice to the same group of
students and with a reliability index of 0.61 above.
3.Fairness means the test item should

not have any biases. It should not be
offense to any examinee subgroup. A
test can only be good if it is fair to all
the examinees.
4.Objectivity refers to the agreement of two or

more raters or test administrators concerning the
score of a student. If the two raters who assess the
same student on the same test cannot agree on the
score, the test lacks objectivity and neither of the
score from the judges is valid. Lack of objectivity
reduces test validity in the same wy that the lack
of reliability influence validity .
5.Scorability means that the test should

be easy to score, direction for scoring
should be clearly stated in the instruction.
Provide the students an answer sheet and
the answer key for the one who will check
the test.
6.Adequacy means that the test should

contain a wide range of sampling of items
to determine the educational outcomes or
abilities so that the resulting scores are
representatives of the total performance
in the areas measured.
7.Administrability means that the test should

be administered uniformly to all students so
that the scores obtained will not vary due to
factors other than differences of the students
knowledge and skill. There should be a clear
provision for instruction for the students,
proctors and even the one who will check the
test or the test scorer.
8.Practicality and Efficiency refers to the

teachers familiarity with the methods used,
time required for the assessment,
complexity of the administration, ease of
scoring ,ease of interpretation of the test
result and the materials used must be at
the lowest cost.
STEPS IN DEVELOPING ASSESSMENT TOOLS
1. Examine the instructional objectives of the topics previously

discussed.
2. Make a table of specifications (TOS).
3. Construct the test items.
4. Assemble the test items.
5. Check the assembled test items.
6. Write directions.
7. Make the answer key.
8. Analyze and improve the test items.
EXAMINE THE INSTRUCTIONAL OBJECTIVES OF
THE TOPICS PREVIOUSLY DISCUSSED
The first step in developing an

achievement test is to examine and go
back to the instructional objectives so
that you can match with the test items to
be constructed.
MAKE A TABLE OF
SPECIFICATIONS (TOS)
MAKE A TABLE OF SPECIFICATIONS (TOS)
Table of Specification (TOS) is a chart or table that

details the content and level of cognitive level
assessed on a test as well as the types and emphases
of test items (Gareis and Grant, 2008). Table of
specification is very important in addressing the
validity and reliability of the test items. The validity
of the test means that the assessment can be used to
draw appropriate result from the assessment because
the assessment guarded against any systematic error.
MAKE A TABLE OF SPECIFICATIONS (TOS)
Table of specification provides the test constructor a

way to ensure that the assessment is based from the
intended learning outcomes. It is also a way of
ensuring that the number of questions on the test is
adequate to ensure dependable results that are not
likely caused by chance. It is also a useful guide in
constructing a test and in determining the type of test
items that you need to construct.
PREPARING A TABLE OF
SPECIFICATION
PREPARING A TABLE OF SPECIFICATION
Below are the suggested steps in

preparing a table of specification used by
the test constructor. Consider these steps
in making a two-way chart table of
specification.
a. Selecting the learning outcomes to be measured.

Identify the necessary instructional objectives needed
to answer the test items correctly. The lists of the
instructional objectives will include the learning
outcomes in the areas of knowledge, intellectual skills
or abilities, general skills, attitudes, interest, and
appreciation. Use Bloom’s taxonomy or Krathwolh’s
2001 revised taxonomy of cognitive domain as guide.
b. Make an outline of the subject matter

to be covered in the test. The length of
the test will depend on the areas
covered in its content and the time
needed to answer.
c. Decide on the number of items per subtopic. Use this formula

to determine the number of test items to be constructed for
each subtopic covered in the test so that the number of item in
each topic should be proportioned to the number of class
sessions.
number of class sessions x desired total number of items
Number of items=
total number of class session
d. Make the two-way chart as shown in the

format 2 and format 3 of a Table of Specification.
e. Construct the test items. A classroom teacher
should always follow the general principle of
constructing test items. The test items should
always correspond with the learning outcome so
that it serves what ever purpose it may have.
If properly prepared, a table of

specifications will help you limit the
coverage of the test and identify the
necessary skills or cognitive level required
to answer the test item correctly.
DIFFERENT FORMATS OF
TABLE OF SPECIFICATION
DIFFERENT FORMATS OF TABLE OF
SPECIFICATION
Gronlund (1990) lists several examples and format
on how a table of specifications should be prepared.
a. Format 1 of a Table of Specifications
The first format of a table of specification is
composed of the specific objectives, the cognitive
level, type of the test used, the item number and the
total points needed in each item. Below is the
template of the said format.
SPECIFICATION
Specific Cognitive Type of test Item Total Points

Objectives Level Number
Solve Application Multiple- 1 and 2 4 points

worded choice
problems in
consecutive
integers.
SPECIFICATION
Specific Objectives refer to the intended learning
outcomes stated as specific instructional objective covering a
particular test topic.
Cognitive Level pertains to the intellectual skill or ability
to correctly answer a test item using Bloom’s Taxonomy of
educational objectives. We sometimes refer to this as the
cognitive demand of a test item. Thus , entries in this column
could be “knowledge, comprehension, application, analysis,
synthesis and evaluation.”
SPECIFICATION
Type of Test Item identifies the type of

kind of test item belongs to. Examples of
entries in this column could be “multiple-
choice, true or false, or even essay”.
Item Number simply identifies the
question number as it appears in the test.
SPECIFICATION
Total Points summarize the score given to a particular
test.
Example on how to compute of test items in each topic.
Number of items for the topic: Synthetic division
Number of class session discussing the topic: 3
Desired number of items: 10
Total number of class sessions for the unit: 10
SPECIFICATION
number of class sessions x desired total number of items

Number of items=
total number of class session
3 x 10
Number of items= 3
30
Number of sessions= 3
Number of items for the topic synthetic division= 10

SPECIFICATION
b. Format 2 of Table of specification (one-way table of
specification)
Number of Class Cognitive level Test item
Contents sessions Number of Items Distribution
K-C A HOTS
1.Basic 1 2 1-2
Concepts
Fraction
2. Addition of 1 2 3-4
Fraction
3.Subtraction 1 2 5-6
SPECIFICATION
Number of Cognitive level Test item
Contents Class sessions Number of K-C A HOT Distribution
Items S
4.Multiplicatio 3 6 7-12
n and Division
of Fraction
5.Application/ 4 8 13-20
Problem
Solving
Total 10 20
SPECIFICATION
3. Format 3 of Table of Specification

(two-way table of specification)
SPECIFICATION
Content Class Krathwolh’s Cognitive Level
Sessions Remembering Understandi
ng
Applying Analyzing Evaluating Creating Total
Items
Item
Distribution
Concepts 1 2 1-2
Z-score 2 4 3-6
T-score 2 4 7-10
Stanine 3 6 11-16
Percentile 3 6 17-22
rank
Application 4 8 23-30
Total 15 30
SPECIFICATION
Note:
The number of item for each level will depend on the skills
the teacher wants to develop in his students. In the case of
tertiary level, the teacher must develop more higher-order
thinking skills(HOTS) questions.
for elementary and secondary levels, the guidelines in
constructing test will be as stipulated in the DepEd Order 33,
series 2004 must be followed. That is, factual information 60%,
moderately difficult or more advanced questions 30% and higher
order thinking skills 10% for distinguishing honor students.
CONSTRUCT THE TEST ITEMS
In this section, we shall discuss the different

format of objective type of test items, the steps
in developing objective and subjective test, the
advantages and its limitations. The different
guidelines of constructing different types of
objective and subjective test items will also be
discussed in this section.
GENERAL GUIDELINES
FOR CONSTRUCTING TEST
ITEMS
GENERAL GUIDELINES FOR CONSTRUCTING
TEST ITEMS
Kubiszyn and Borich (2007) suggested some general

guidelines for writing test items to help classroom
teachers improve the quality of test items to help
classroom teachers improve the quality of test items
to write.
1. Begin writing items far enough or in advance so

that you will have time to revise them.
TEST ITEMS
2. Match items to intended outcomes at appropriate

level of difficulty to provide valid measure of
instructional objectives. Limit the question to the skill
being assessed.
3. Be sure each item deals with an important aspect
of the content area and not with trivia.
4. Be sure the problem posed is clear and
unambiguous.
TEST ITEMS
5. Be sure that the item is independent with all other

items. The answer to one item should not be required
as a condition in answering the next item. A hint to
one answer should not be embedded to another item.
6. Be sure the item has one or best answer on which
experts would agree.
TEST ITEMS
7. Prevent unintended clues to an answer

in the statement or question. Grammatical
inconsistencies such as a or an give clues to
the correct answer to those students who
are not well prepared for the test.
TEST ITEMS
8. Avoid replication of the textbook in writing

test items; do not quote directly from the
textual materials. You are usually not interested
in how well students memorize the text. Besides,
taken out of context, direct quotes from the text
are often ambiguous.
TEST ITEMS
9. Avoid trick or catch questions in an

achievement test. Do not waste time testing
how well the students can interpret your
intentions.
10. Try to write items that require higher-order
thinking skills.
DETERMINING THE
NUMBER OF TEST ITEMS
DETERMINING THE NUMBER OF TEST ITEMS
Consider the following average time in

constructing the number of test items. The
length of time and the type of item used are also
factors to be considered in determining the
number of items to be constructed in an
achievement test. These guidelines will be very
important in determining appropriate assessment
for college students.
Assessment Format Average Time to Answer

True-false 30 seconds
Multiple-choice 60 seconds
Multiple-choice of higher 90 seconds
level learning objectives
Short answer 120 seconds
Completion 60 seconds
Matching 30 seconds per response
Short essay 10-15 minutes
Assessment Format Average Time to Answer

Extended essay 30 minutes
Visual image 30 seconds
CHECKLIST FOR
CONSTRUCTING TEST
ITEMS
CHECKLIST FOR CONSTRUCTING TEST ITEMS
Yes No
The item is appropriate to measure a learning objective.
The item format is the most effective means of
measuring the desired knowledge.
The item is clearly worded and can be easily understood
by the target student population.
The items of the same format are grouped together.
There are various item types included in the assessment.
CHECKLIST FOR CONSTRUCTING TEST ITEMS
Yes No
The students have enough time to answer all test items.
The test instructions are specific and clear.
The number of questions targeting each objective
matches the weight of importance of the objective.
The scoring guidelines are discussed clearly and
available to students.
ASSEMBLE THE TEST
ITEMS
ASSEMBLE THE TEST ITEMS
After constructing the test items following

the different principles of constructing test
items, the next step to consider is to
assemble the test items. There are two
steps in assembling the test: (1) packaging
the test; and (2) reproducing the test.
In assembling the test, consider the following guidelines:

a. Group all test items with similar format. All items in
similar format must be grouped so that the students
will not be confused.
b. Arrange test items from easy to difficult. The test
items must be arranged from easy to difficult so that
students will answer the first few items correctly and
build confidence at the start of the test.
c. Space the test items for easy reading.

d. Keep items and option in the same page.
e. Place the illustrations near the
description.
f. Check the answer key.
g. Decide where to record the answer.
WRITE DIRECTIONS
WRITE DIRECTIONS
Check the test directions for each item format

to be sure that it is clear for the students to
understand. The test direction should contain
the numbers of items to which they apply; how
to record their answers; the basis of which they
select answer; and the criteria for scoring
system.
CHECK THE ASSEMBLED
TEST ITEMS
CHECK THE ASSEMBLED TEST ITEMS
Before reproducing the test, it is very

important to proofread first the test items for
typographical and grammatical errors and make
necessary corrections if any. If possible, let
others examine the test to validate its content.
This can save time during the examination and
avoid destruction of the concentration of the
students.
MAKE THE ANSWER KEY
MAKE THE ANSWER KEY
Be sure to check your answer key so that the

correct answer follow a fairly random sequence.
Avoid answers such as TFTFTF, etc., TTTFFF for a
true or false type, and ABCDABCD patterns for
multiple-choice type. The number of true
answers must be equally the same with false
answers and also among the multiple-choice
options.
ANALYZE AND IMPROVE
THE TEST ITEMS
ANALYZE AND IMPROVE THE TEST ITEMS
Analyzing and improving the test items

should be done after checking, scoring and
recording the test. The details of this part
will be discussed in the succeeding chapter.
DIFFERENT FORMATS OF
CLASSROOM ASSESSSMENT
TOOLS
DIFFERENT FORMATS OF CLASSROOM
ASSESSSMENT TOOLS
There are different types of assessing the
performance of students. We have objective
test, subjective test, performance based
assessment, oral questioning, portfolio
assessment, self-assessment, self-assessment and
checklist. Each of this has their own function and
use. Type of assessment tools should always be
appropriate with the objectives of the lesson.
DIFFERENT FORMATS OF CLASSROOM
ASSESSSMENT TOOLS
There are two general types of test

item to use in achievement test using in
achievement test using paper and pencil
test. It is classified as selection-type
items and supply type items.
SELECTION TYPE OR
OBJECTIVE TEST ITEMS
SELECTION TYPE OR OBJECTIVE TEST ITEMS
Selection type items require students to select the

correct response from several options. This is also
known as objective test item. Selection type items
can be classified as: multiple-choice; matching type;
true or false; or interpretative exercises.
Objective test item requires only one correct
answer in each item.
KINDS OF OBJECTIVE
TYPE TEST
KINDS OF OBJECTIVE TYPE TEST
In this section, we shall discuss the different format

of objective type of test items and the general
guidelines in constructing the stem, option and
distracters, advantages and disadvantages of multiple
choice, guidelines in constructing matching type of
test, advantages and disadvantages of matching type
of test, guidelines constructing true or false and
completion types of test, advantages and
disadvantages of true or false and interpretative
exercise.
a. MULTIPLE-CHOICE TEST
A multiple-choice test used to measure
knowledge outcomes and other types of learning
outcomes such as comprehension and
applications. It is the most commonly used
format in measuring student achievements at
different levels of learning.
Multiple-choice item consist of three parts;

the stem, the keyed option and the incorrect
options or alternatives. The stem presents the
problem or question usually expressed in
completion form or question form. The keyed
option is the correct answer . The incorrect
option is alternatives also called distracters or
foil.
GENERAL GUIDELINES IN CONSTRUCTING MULTIPLE –

CHOICE TEST
1. Make a test item that is practical or with real- world
applications to the students
2. Use diagram or drawing when asking question about
application. Analysis or evaluation.
3. When ask to interpret or evaluate about quotations,
present actual quotations from secondary sources
like published books or newspapers.
4. Use tables, figures, or charts when asking

question to interpret.
5. Use pictures if possible when students are
required to apply concepts and principles.
6. List the choices/ options vertically not
horizontally.
7. Avoid trivial questions.

8. Use only one correct answer or best answer
format.
9. Use three to five options to discourage
guessing.
10. Be sure that distracters are plausible and
effective.
11. Increase the similarity of the options to increase

the difficulty of the item.
12. Do not use “none of the above “ options when
asking for best answer.
13. Avoid using “ all of the above “ options. It is
usually to correct answer and makes the item too
easy for examinee with partial knowledge.
GUIDELINES IN CONSTRUCTING THE STEM

1. The stem should be written in question form or
completion form . Research showed that is more
advisable to use question form.
2. Do not leave the blank at the beginning or at the
middle of the stem when using completion form of
a multiple – choice type of test.
3. The stem should pose the problem

completely.
4. The stem should be clear and concise
5. Avoid excessive and meaningless use
of words in the stem.
6. State the stem in positive form. Avoid using the

negative phrase like “ not “ or “ except “.
Underline or capitalized the negative words if it
cannot be avoided. Example; Which of the
following does not belong to the group? Or which
of the following does NOT belong to the group?
7. Avoid grammatical clues in the correct answer.
GUIDELINES IN CONSTRUCTING OPTIONS

1. There should be one correct or best answer in each
item.
2. List options in vertical order not a horizontal order
beneath the stem.
3. Arrange the options in logical order and use capital
letters to indicate each option such as A, B, C, D, E.
4. No overlapping options; keep it

independent.
5. All options must be homogenous in content
to increase the difficulty of an item.
6. As much as possible the length of the
options must be the same or equal.
7. Avoid using the phrase “all of the

above”.
8. Avoid using the phrase “none of the
above” or “I don’t know”.
GUIDELINES IN CONSTRUCTING THE DISTRACTERS

1.The distracters should be plausible.
2.The distracters should be equally popular to all
examinees.
3.Avoid using ineffective distracters. Replace
distracter(s) that are not effective to the
examinees.
4. Each distracter should be chosen by at least

5% of the examinees but not more than the key
answer.
5. Revise distracter(s) that are over attractive
to the teachers. They might be ambiguous to the
examinees.
Examples of Multiple-choice Items

1. Knowledge Level
The most stable measure(s) of central tendency is
the __________________.
A.Mean
B.Mean and Median
C.Median
D.Mode
This kind of question is a knowledge

level type because the students are
required only to recall the properties of
the mean. The correct answer is option
A.
2. Comprehension Level
Which of the following statements describes
normal distribution?
A.The mean is greater than the median.
B.The mean median and mode are equal.
C.The scores are more concentrated at the other
part of the distribution.
D.Most of the scores are high.
This kind of question is a

comprehension level type because the
students are required to describe the
scores that are normally distributed.
The correct answer is option B.
3. Application Level
What is the standard deviation of the following scores of
10 students in mathematics quiz, 10, 13, 16, 16, 17, 19, 20,
20, 20, 25?
A.3.90
B.3.95
C.4.20
D.4.25
This kind of question is an application

level because the students are asked to
apply the formula and solve for the
variance . The correct answer is option
C.
4. Analysis Level
What is the statistical test used when you test the
mean difference between pre-test and post-test?
A.Analysis of variance
B.T-test
C.Correlation
D.Regression analysis
This kind of question is an example

of analysis level type because
students are required to distinguish
which type of test is used. The
correct answer is option B.
ADAVANTAGES OF MULTPLE-CHOICE TEST

1.Measures learning outcomes from the
knowledge to evaluation level.
2.Scoring is highly objective, easy and
reliable.
3.Scores are more reliable than subjective
type of test.
4.Measures broad samples of content within a

short span of time.
5.Distracters can provide diagnostic
information.
6.Item analysis can reveal the difficulty of an
item and can discriminate the good and poor
performing students.
DISADVANTAGES OF MULTIPLE-CHOICE TEST

1.Time consuming to construct a good item.
2.Difficult to find effective and plausible
distracters.
3.Scores can be influenced by the reading
ability of the examinees.
4.In some cases, there is more than one

justifiable correct answer.
5.Ineffective in assessing the problem
solving skills of the students.
6.Not applicable when assessing the
students ability to organize and express
ideas.
b. MATCHING TYPE TEST

Matching type item consists of two columns.
Column A contains the descriptions and must be
placed at the left side while column B contains
the options and placed at the right side. The
examinees are asked to match the options that
are associated with the description(s).
GUIDELINES IN CONSTRUCTING MATCHING TYPE

TEST
1. The descriptions and options must be short and
homogeneous.
2. The description must be written at the left side
and marked it with Column A and the options must
be written at the right side and marked it with
Column B. to save time for the examinees.
3. There should be more options than description or

indicate in the directions that each option may be
used more than once to decrease the chance of
guessing.
4. Matching directions should specify the basis for
matching. Failure to indicate how matches should be
marked can greatly increase the time consumed by the
teacher in scoring.
5.Avoid too many correct answers.

6.When using names, always include the
complete name (first name and surname) to
avoid ambiguities.
7.Use numbers for the descriptions and capital
letter for the options to avoid confusions to
the students that have a reading problem.
8. Arrange the options into a chronological

order or alphabetical order.
9. The description and options must be written
in the same page.
10. A minimum of three items and a maximum of
seven times for elementary level and a maximum
of seventeen items for secondary and tertiary
levels.
ADVANTAGES OF MATCHING TYPE TEST
1. It is simpler to construct than a multiple-choice

type of test.
2. It reduces the effect of guessing compared to the
multiple-choice and true or false of tests.
3.It is appropriate to assess the association

between facts.
4.Provides easy, accurate, efficient, objective
and reliable test scores.
5.More content can be covered in the given set
of test.
DISADVANTAGES OF MATCHING TYPE TEST
1. Measures only simple recall or memorization of

information.
2. It is difficult to construct due to problems in
selecting the descriptions and options.
3. It assesses only low level of cognitive domain such as
knowledge and comprehension.
c. TRUE OR FALSE TYPE

Another format of an objective type of test is the true or
false type of test items. In this type of test, the examinees
determine whether the statement presented is true or false.
True or false test item is an example of a “force-choice test”
because there are only two possible choices in this type of
test. The students are required to choose the answer true or
false in recognition to a correct statement or incorrect
statement.
True or false type of test is appropriate in

assessing the behavioral objectives such as
“identify”, “select, or “recognize”. It is also
suited to assess the knowledge and
comprehension level in cognitive domain.
This type of test is appropriate when there
are only two plausible alternatives or
distracters.
GUIDELINES IN CONSTRUCTING TRUE OR FALSE TEST
1. Avoid writing a very long statement. Eliminate

unnecessary word(s) in the statement (be concise).
2. Avoid trivial questions
3. It should contain only one idea in each item except
for statement showing the relationship between
cause and effect.
4. It can be used for establishing cause and effect

relationship.
5. Avoid using opinion-based statement, if it cannot be
avoided the statement should be attributed to
somebody.
6. Avoid using negative or double negatives. Construct
the statement positively. If this cannot be avoided,
bold negative words or underlined it to call the
attention of the examinees.
7. Avoid specific determiner such as “never”, “always”,

“all”, “none” for they tend to appear in the statements
that are false.
8. Avoid specific determiner such as “some”,
“sometimes”, and “may” they tend to appear in the
statements that are true.
9. The number of true items must be the same with the
number of false items.
10. Avoid grammatical clues that lead to a correct

answer such as the article (a,an,the).
11. Avoid statement directly taken from the
textbook.
12. Avoid arranging the statements in a logical
order such as (TTTTFFFF, TFTFTF, TTFFTTFF).
13. Directions should indicate where or how the
students should mark their answer.
ADVANTAGES OF TRUE OR FALSE TEST
1.It covers a lot of content in a short span of

time.
2.It is easier to prepare compared to multiple-
choice and matching type of test.
3. It is easier to score because it can be

scored objectively compared to a test that
depends on the judgement of the rater(s).
4. It is useful when there are two
alternatives only.
5. The score is more reliable than essay test.
DISADVANTAGES OF A TRUE OR FALSE TEST
1.Limited only to low level of thinking skills such as

knowledge and comprehension, or recognition or recall
information.
2. High probability of guessing the correct answer (50%)
compared to multiple-choice which consist of four
options(25%).
SUPPLY TYPE OR
SUBJECTIVE TYPE OF
TEST ITEMS
SUPPLY TYPE OR SUBJECTIVE TYPE OF TEST
ITEMS
Supply type items require students to

create and supply their own answer or
perform a certain task to show mastery of
knowledge or skills. It also known as
constructed response test. Supply type
items or constructed response tests are
classified as:
ITEMS
a.Short answer or completion

type
b.Essay type answer (restricted
response or extended
response)
ITEMS
Another way of assessing the performance of the

students is by using the performance-based
assessment and portfolio assessment which are
categorized under constructed response test. Lest us
discus the details of the selection type and supply type
test items in this section while the performance-based
assessment and portfolio assessment will be discussed
in the succeeding chapter.
ITEMS
Subjective test item requires the student
to recognize and present an original answer
(essay test) and perform task to show
mastery of learning (performance-based
assessment and portfolio assessment) or
supply a word or phrase to answer a certain
question (completion or short answer type
of test).
ITEMS
Essay test is a form of subjective type of test.
Essay test measures complex cognitive skills or
process. This type of test has no one specific
answer per student. It is usually scored on an
opinion basis, although there will be certain and
under standing expected in the answer. There are
two kinds of essay items: extended response essay
and restricted response essays.
ITEMS
KINDS OF SUBJECTIVE TYPE TEST ITEMS
Subjective Type of test is another test format where
the student supplies answer rather than selected the
correct answer. In this section, we shall consider the
completion type item or short answer test and essay
type item. There are two types of essay items according
to the length of the answer: extended response essay
and restricted response essay.
ITEMS
The teacher must present and

discuss the criteria used in assessing
the answer of the students in
advance to help them prepare for
the test.
ITEMS
a. COMPLETION TYPE OR SHORT ANSWER TEST
Completion or short answer type is an alternative
form of assessment because the examinee needs to
supply or create the appropriate word(s), symbol(s) or
number(s)to answer the question or complete a
statement rather than selecting the answer from the
given options. There are two ways of constructing
completion type or short answer type of test: question
form or complete the statement form.
ITEMS
GUIDELINES IN CONSTRUCTING COMPLETION TYPE OF SHORT ANSWER
TEST
1. The item should require a single word answer or brief and definite
statement. Do not use indefinite statement that allows several
answers.
2. Be sure that the language used in the statement is precise and
accurate in relation to the subject matter being tested.
3. Be sure to omit only key words; do not eliminate so many words so
that the meaning of the item statement will not change.
4. Do not leave the blank at the beginning or within the statement. It
should be at the end of the statement.
ITEMS
5. Use direct question rather than incomplete statement. The
statement should pose the problem to the examinee.
6. Be sure indicate the units in which to be expressed when
the statement requires numerical answer.
7. Be sure that the answer student is required to produce is
factually correct.
8. Avoid grammatical clues.
9. Do not select textbook sentence .
ITEMS
Examples of completion and short answer

Direction: write your answer before the
number in each item, write the word(s),
phrase, or symbol(s) to complete the
statement.
ITEMS
Question form Completion form
Essay item 1. which Essay item 1.supply type

supply type item is used item used to measure the
to measure the ability to ability to organize and
organize and integrate integrate material is
material? called________.
ITEMS

Essay 2. what are the Essay 2. the
incorrect options in a incorrect options in
multiple-choice item multiple-choice test
called? item are called_____.
ITEMS

Pentagon 3. what do Pentagon 3. A
you call a polygon polygon with five
that has five sides? sides is called _____.
ITEMS

Evaluation 4. what is Evaluation 4. the most
the most complex level complex level in the
in the bloom’s bloom’s taxonomy of
taxonomy of cognitive cognitive domain is
domain? called _____________.
ITEMS

Multiple-choice test Multiple-choice test
item 5. which test item item 5. the test item
measures the greatest that measures the
variety of learning greatest variety of
outcomes? learning outcomes is
called_______.
ITEMS
ADVANTAGES OF A COMPLETION OR SHORT ANSWER

TEST
1. It covers a broad range of topic in a short span of

time.
2. It s easier to prepare and less time consuming
compared to multiple choice and matching type of
test.
ITEMS
3. It can assess effectively the lower level of Bloom’s

Taxonomy. It can assess recall of information,
rather than recognition.
4. It reduces the possibility of guessing the correct
answer because it requires recall compared to true
or false items and multiple-choice items.
5. It covers greater amount of contents than matching
type test.
ITEMS
DISADVANTAGES OF A COMPLETION OR SHORT ANSWER

TEST
1. It is only appropriate for questions that can be

answered with short responses.
2. There is difficulty in scoring when the questions are
not prepared properly and clearly. The question
should be clearly stated so that the answer of the
student is clear.
ITEMS
3. It can assess only knowledge,

comprehension and application levels in
Bloom’s Taxonomy of cognitive domain.
4. It is not adaptable n measuring complex
learning outcomes.
5. Scoring is tedious and time consuming.
ITEMS
b. ESSAY ITEMS
It is appropriate when assessing students’
ability to recognize and present their original
ideas. It consists of a few number of questions
wherein the examinee is expected to
demonstrate the ability to recall factual
knowledge; organize his knowledge; and present
his knowledge in logical and integrated answer.
ITEMS
Type of Essay Items
There are two types of essay items: extended

response essay and restricted response essay.
ITEMS
b.1. Extended Response Essay
An essay test that allows he student to determine the

length and complexity of the response is called extended
response essay item (Kubiszyn and Borich, 2007). It is very
useful in assessing the synthesis and evaluation skills of the
students. When the objective is to determine whether the
students can organize ideas, integrate and express ideas,
evaluate information in knowledge, it is best to use extended
response essay test.
ITEMS
Using extended response essay item has advantages
and disadvantages. Advantages are: demonstrate
learning outcomes at the synthesis and evaluation
levels; evaluate the answers with sufficient reliability
to provide useful measures of learning; provides more
freedom to give responses to the question and provide
creative integration of ideas. Disadvantage are: more
difficult to construct extended response essay
questions; scoring is time consuming than restricted
response essay.
ITEMS
EXAMPLE OF EXTENDED RESPONSE ESSAY

QUESTION;
1. Present and describe the modern theory of

evaluation and discuss how it is supported by
evidence from the areas of (a) comparative
autonomy, (b) population genetics.
ITEMS
2. From the statement ,” Wealthy

politicians cannot offer fair representation
to all the people “. What do you think is the
reasoning of the statement? Explain your
answer.
ITEMS
b.2. Restricted Response Essays
An essay item that place strict limits on both
content and the response given by the student is
called restricted response essay item. In this type
of essay the content is usually restricted by the
scope of the topic to be discussed and the
limitations on the form of the response is
indicated in the question.
ITEMS
When there is a restriction on the form and scope of the
answer of the students in an essay test, there can be
advantages and disadvantages. The advantages are: it is easier
to prepare question; it is easier to score; and it is more
directly related to the specific learning outcomes. The
disadvantages are: it provides little opportunity for the
students to demonstrate their abilities to recognize ideas, to
integrate materials, and to develop new patterns of answers;
it measure learning outcomes at comprehension, application
and analysis levels only.
ITEMS
Example of Restricted Response Essay Question:

1. List the major facts and opinions in the first
state of the nation address (SONA) of pres.
Benigno Cojuangco Aquino, Jr . Limit your answer
to one page only. The score will help depend on
the content, recognition and accuracy of your
answer.
ITEMS
2. Point out the strength and weaknesses

of a multiple-choice type of test. Limit
your answer to five strengths and five
weaknesses. Explain each answer in not
more than two sentences.
ITEMS
Guidelines in Constructing Essay Test Items
1. Construct essay question used to measure complex learning
outcomes only.
2. Essay question should related directly to the learning
outcomes to be measured.
3. Formulate essay question that present a clear task to be
performed.
4. An item should be stated precisely and it must clearly focus
on the desired answer.
ITEMS
5. All student should be required to answer the same

question.
6. Number of points and item spent in answering the
question must be indicated in each item.
7. Specify the number of word, paragraphs or the
number of sentences for the answer.
8. The scoring system must be discussed or presented
to the students.
ITEMS
Example of Essay Test Item

1.Choice a leader you admire most and
explain why you admire him or her.
2.Pick a controversial issue in the Aquino
administration. Discuss the issue and
suggest a solution.
ITEMS
3. If you were the principal of a certain schools,

describe how would you demonstrate your leadership
ability inside and outside of the school.
4. Describe the differences between Norm-referenced
assessment and Criterion-referenced assessment.
5. Do you agree or disagree with the statement,”
Education comes not from books but from practical
experience.” support your position.
ITEMS
TYPES OF COMPLEX OUTCOMES AND RELATED
TERMS FOR WRITING ESSAY QUESTIONS
Outcomes Sample Verbs Sample Questions
Comparing Compare, classify, Describe the
describe, distinguish similarities and
between, explain, differences between
outline, summarize Philippine educational
system and the
Singaporian
educational system.
ITEMS

Interpreting Convert, draw, Summarize briefly
estimates, the content of the
illustrate, second SONA of
interpret, restate, President Benigno
summarize, C. Aquino, Jr.
translate
ITEMS
Outcomes Sample Verbs Sample

Questions
Inferring Derive, draw, Using the facts
estimate, presented, what
extend, predict, is most likely to
propose, relate happen
when………?
ITEMS
Questions
Applying Arrange, Solve the solution
compute, set of the
describe, equation
illustrate, relate, x²+5x-24=0 using
summarize, solve factoring
method.
ITEMS
Questions
Analyzing Break down, List and describe
describe, the
differentiate, characteristics of
divide, list, a good
outline assessment
instrument.
ITEMS
Creating Compose, design, Formulate a
draw, formulate, hypothesis about
list, present, make the problem
up “Mathematics
attitude and
competency levels
of the education
students of U.E.”
ITEMS

Questions
Synthesizing Arrange, Design a scoring
combine, guide in
construct, evaluating
design, relate, portfolio
group assessment.
ITEMS

Questions
Generalizing Construct, Explain the
develop, explain, function of
formulate, make, assessment of
state learning.
ITEMS
Evaluating Appraise, criticize, Describe the
defend, describe, strengths and
evaluate, explain, weaknesses of using
judge, rate, write performance-based
assessment in
evaluating the
performance of the
students.
ITEMS
DISADVANTAGES OF ESSAY TEST

1.It cannot provide an objective measure of the
achievement of the students.
2.It needs so much time to go to grade and
prepare scoring criteria.
ITEMS
3. The source are usually not reliable most

especially without scoring criteria.
4. It measures limited amount of contents and
objectives.
5. It usually encourage bluffing.
ITEMS
SUGGESTIONS FOR GRADING ESSAY TEST
Zimmaro (2003) suggested different guidelines

in scoring an essay type . These guidelines are
very important in the performance of the
students to avoid or lessen the subjectivity of
the scoring.
ITEMS
1. Decide on policy for dealing with incorrect,

irrelevant or illegal responses.
2. Keep scores of the previously read items out of
sight.
3. The students identify should remain anonymous
while hi/her paper is being graded.
4. Read and evaluate each students answer to the same
question before grading the next question.
ITEMS
5. Provide students with general grading criteria by

which they will be evaluated prior to the examination.
6. Use analytic scoring or holistic scoring.
7. Answer the test question yourself by waiting the
ideal answer to it so that you can develop the scoring
criteria from your answer.
8. Write your comments on their papers.
ITEMS
CHECKLIST FOR EVALUATING ESSAY QUESTIONS
Ye No
s
The test item is appropriate for measuring the
intended learning outcomes.
The test item task matches with the learning task
to be measured.
The question constructed measure complex
learning outcomes.
ITEMS
Yes No
It is stated in the questions what is being measured and

how the answer are too be evaluated
The terminology used clarifies to answer the same
question .
All students are required to answer the same question.
There is an stablished time limit to answer each question.
Provisions for scoring answer are given (criteria for
evaluating answers).

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Chapter 3

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CHAPTER 3

• Clarity of the learning target

1. Define the following terms: clarity of the learning

Ebel and Frisbie (1999) as cited by Garcia (2008)

1. Measure all instructional objectives. When a

3. Use appropriate test items. The test

4. Make test valid and reliable. The teacher

5. Use test to improve learning. The test

Assessing the performance of every student is a very critical

Test constructors believed that every assessment

In this section, we shall discuss the different terms

The type of test used should always match the

1. Objectives Test. It is a type of test the requires

2. Subjective Test. It is a type of test that

4. Portfolio Assessment. It is an assessment that is

5.Oral Questioning. This method is used to collect

6.Obesrvation Techniques. Another method of collecting assessment

7.Self-Report. The response of the

1. Validity refers to the

2.Reliability refers to the consistency of

3.Fairness means the test item should

4.Objectivity refers to the agreement of two or

5.Scorability means that the test should

6.Adequacy means that the test should

7.Administrability means that the test should

8.Practicality and Efficiency refers to the

1. Examine the instructional objectives of the topics previously

The first step in developing an

Table of Specification (TOS) is a chart or table that

Table of specification provides the test constructor a

Below are the suggested steps in

a. Selecting the learning outcomes to be measured.

b. Make an outline of the subject matter

c. Decide on the number of items per subtopic. Use this formula

d. Make the two-way chart as shown in the

If properly prepared, a table of

Specific Cognitive Type of test Item Total Points

Solve Application Multiple- 1 and 2 4 points

Type of Test Item identifies the type of

number of class sessions x desired total number of items

Number of items for the topic synthetic division= 10

3. Format 3 of Table of Specification

In this section, we shall discuss the different

Kubiszyn and Borich (2007) suggested some general

1. Begin writing items far enough or in advance so

2. Match items to intended outcomes at appropriate

5. Be sure that the item is independent with all other

7. Prevent unintended clues to an answer

8. Avoid replication of the textbook in writing

9. Avoid trick or catch questions in an

Consider the following average time in

Assessment Format Average Time to Answer

Assessment Format Average Time to Answer

After constructing the test items following

In assembling the test, consider the following guidelines:

c. Space the test items for easy reading.

Check the test directions for each item format

Before reproducing the test, it is very

Be sure to check your answer key so that the

Analyzing and improving the test items

There are two general types of test

Selection type items require students to select the

In this section, we shall discuss the different format