GROUP 3

FACTORS INFLUENCING TEST

CONSTRUCTION AND TEST PERFORMANCE

Objectives:
• At the end of the chapter, the learners are expected to:
• Explain the factors that influence test construction, and
• Identify the extraneous factors that affect student'
performance in the cognitive of test
 FACTORS THAT AFFECT TEST CONSTRUCTION

These are several factors that influence the type of test a teacher
has to construct. These are:

1. The function the test in the instructional process

Before venturing into a test construction, a teacher has to clarify
the purpose for testing.
 2. TESTING FREQUENCY

• Testing frequency depends on the function the is to serve.

if the purpose is to provide feedback, frequent testing can help
the teacher guide an direct the students to the right track,
particularly during the early stage of the learning, frequently
testing can also motivate the learners, particularly those with
lower abilities.
3. THE USE OF OPEN-BOOK AND CLOSED-BOOK EXAMINATION

• An open-book test permits the students to use books or

notes during the examination. the values of this type of
test include having student apply rather than memorize
and information and use skills in utilizing reference
materials for a limited time.
 4. THE USE OF TAKE- HOME EXAMINATION

Are extention of open-book test, its advantage is that the student

can also work his her leisure and at his\her most comportable
rate speed using whatever reference is available. however, it has
at least two advantage, namely, difficulty of scoring lomg works
objectively, and the possibility the students might not do his\her
own work. The use of take-home test are maximized.
 5. MODE OF PRESENTATION

Oral presentation
• Benefits those who have difficulty in reading, but those with
unrecognized hearing handicaps are at the losing end.
Multiple choice test
• Is discouraged when students have to work at the same speed
but are unable to review previously answered items.
True or false, completion, or identification.
• are the best suited for this mode of presentation.
Essay Question
• can be written to favor those with hearing difficulties but the
teachers also has to read aloud for those with reading
impairments.
The slide presentation
• can minimized expenditures but again, individual paces can be
overlooked.
Sax and Cromack (1996) found that arranging items from
the easiest tothe most difficult will yiel higher scores than
those presented from the most difficult to easiest, randomly
arranged, or placement of easy items among the difficult
ones.
 EXTRANEOUS FACTORS THAT INFLUENCE TEST PERFORMANCE
Maximum performance test( achievement, intelligence, and
apptitude) require the student to obtain the highest possible scores
while typical performance test ( attitude,interest, and personality
inventory) call for the student to obtain score without exerting much
effort.The goal of cognitive measurement is to obtain an examinee's
best and highest level performance. The purpose of affective
assessment is to assess an examinee's usual, representative, and
typical behavior (Hopkins&Stanley,1981)
An examiee's performance in any test is influenced by personal
traits, knowledge, or proficiency. Extraneous factors, oftentime
unrecognized, likewise cause equal or stronger influences. These
include the following:
 1. TEST SOPHISTICATION OR TEST-WISENESS

Test-wiseness is defined as the examinee's ability to use the

characteristics and format of the test and/or the test-taking
situation to increase his/her score. A test-wise examinee exhibits
test-taking behavior:
a. pays careful attention to direction and ask examiners for clarification when necessary
b. has than one writing tool ready
c. works as quickly possible without being reckless and paces their rate in relation to the time limit to
answer each item
d. guesses at item that will take a disproportionate amount of the time and marks the item left
unanswered so that they can be returned to if time will still permits
e. uses any remaining time double check, particularly the doubtful ones
f. answer all items, even there is a needed to guess some, only right answer are scored or the
penaltyfor guessing is simply a correction for chance
g. use deductive reasoning by eliminating incorrect and implausible options and choosing from among
the remaining ones
h. reject optionds that imply the correctness of each other
i. utilize relevant information found in other items
j. puts himself in the shoes of the test constructor and adopts the intended level of sophistication
k. uses relevant and extraneous cues to help identify the correct option
l. tries to uncover the test constructo's tendencies to use certain response postions or to include
disproportion between true of false
m. recognize the use of specific determinesr and clues from gramamatical construction
articles,agreement parallel
 2. PRACTICE
Several studies show that there is improvement in scores when an examinee takes a
subsequent test on a particular test or its parallel form
The following are the generalization on the effect of practice on cognitive test:
a. the following effect practice are more pronounced in people with limited educational
backround or experience with test.
b. the effect are greater on speed test
c. the effect are greater on repeated test than the parallel form of test.
d. the greater interval between retest, the smaller the effect.
e. with other factors considered equal, the effect appear to be slightly greater
for examinees of high mental ability.
f. the effect are almost negligible for a group of typical examinees.
3.COACHING
The effect of coaching is similar compared to the effect brought about by
practice as long as the objectives question are reasonably straightforward
4. ANXIETY AND MOTIVATION
Motivated student score higher than those who are not. A little anxiety
may be of help but over anxiety often leads to poor performance. When
the test items are not intrinsically interesting, effect can be moderate but if
items are too-ego evolving, the examinee may become over anxious,
leading to adverse effect on his/her performance.
 5. RESPONSE STYLES
According to cronbach(1984) these are the test-taking habits that cause people with the
same abilities to score differently on a test
a. Speed versus Accuracy set-some examinees work slowly but accurately while some
work quickly but less cautiously. The former may consume much time in just a few
items but the chance of getting the answer correct.
b. Aquiescence set- Cronbach(1984) found that in case of uncertainty between a true or
false item, most examinee answer true. Metfessel found that most instructors have
the tendency to include more true items on test
c. Positional-Preference set- most student who are ignorant of the answer to an item do
not answer in a random manner,out base their answer on some pattern
d. Option Lenght set-most examinees choose longer options, thinking that
they justified,hence more correct than others.
THANK YOU!!