TEST CONSTRUCTION

AND
TABLE OF
SPECIFICATION
-ARDIEMERCADO
Common observations and reactions
of students on test questions
 VALIDITY AND RELIABILITY
• Validity - is the degree to which a test measures the
learning outcomes it plans to measure.

• Reliability - is defined as the degree to which a test

consistently measures a learning outcome.
STANDARDIZED AND NON STANDARDIZED
TESTS
• Standardized Test – is a test that contains a set of items that are
administered and measured according to uniform scoring standards. It is a
norm-referenced test which can be used as basis for interpreting learners’
test performance. It is a useful basis of comparison.

• Nonstandardized Test – usually referred to as teacher-made test or

classroom test. It is a criterion-reference test which is used to determine
whether the learner can achieve an acceptable proficiency level rather
than compare the learner to other learners.
GUIDELINES FOR WRITING MULTIPLE-CHOICE
QUESTIONS
• Use specificity in the stem. The bulk of information should go in the stem rather
than the answer choices.
• The number of options used in the first item should be the same up to the last item
•   Put responses in logical order
Number---highest to lowest or lowest to highest
Dates---highest to lowest or lowest to highest
Proper names---perhaps alphabetical order
• Do not use any grammatical clues that would assist the students. Also, do not end
sentences or questions with a preposition.
• Use direct question or incomplete statement in writing the stem.
• In most cases, a direct question is preferred over an incomplete sentence.
• Try to make all options similar in length. A very short option or a very long
option often are clues that they are the correct responses.
• Use “all of the above” and “none of the above” sparingly.
• Avoid absolute terms (always, never, none) especially in the choices.
• Avoid using items directly from the text or workbook.
• Alternatives should be plausible (believable).
• Keep the alternatives free from clues as to which response is correct.
• Keep the alternatives homogeneous in content.
• State the stem in positive form.
• Provide higher order thinking questions.
PREPARING THE TABLE OF SPECIFICATION
• A TOS, sometimes called a test blueprint, is a table that helps teachers align
objectives, instruction, and assessment.
• The TOS can help teachers map the amount of class time spent on each objective
with the cognitive level at which each objective was taught thereby helping teachers
to identify the types of items they need to include on their tests.
• Determine the percentage allocation of the test items of the topics covered. The
formula applied is as follows:

% for a topic = Total number of days/hours spent

The total number/days for the grading period
Determine the number of the items for each topic. This can be done by multiplying the
percentage allocation for each topic by the total number of items to be constructed.

Example:
4 (days spent for teaching a certain topic)
42 (days for the grading period or number of sessions) no. of items = N
= 0.095 or 9.5%
0.095 x 50 (total number of items)
= 4.75 or 5 test items
 TOS SAMPLE TEMPLATE
TABLE OF SPECIFICATION IN SCIENCE V
FIRST QUARTERLY TEST
S.Y. 2022 - 2023

Lessons No. of Percent No. of Remembering Understanding Applying Analyzing Evaluating Creating Items’
Placement
Days Items

1. Useful and
Harmful 4 .078 4 1 1 2 4, 7, 12, 15
Materials

2. Changes in
Matter 5 .098 5 1 2 1 1 1 13, 17, 25,
30, 41

Total
PERCENTAGE OF LEVEL OF DIFFICULTIES IN
TEST
SIMPLE AVERAGE COMPLEX

Remembering Applying Evaluating

Understanding Analyzing Creating

50% 30% 20%

(25) (15) (10)
THANK YOU
VERY MUCH!