ASSESSMENT IN LEARNING 1

JEMER M. MABAZZA, PHD

 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

A. Desired Significant Learning Outcomes

 In this lesson, you are expected to:
 Identify the appropriate test format to measure learning outcomes, and
 Apply the general guidelines in constructing test items for different test
formats
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

B. Significant Culminating Performance Task and Success Indicators

 At the end of the lesson, you should be able to demonstrate your knowledge and skills in constructing
traditional types of tests that are most applicable to a particular learning outcome. You are considered
successful in this culminating performance task if you have satisfied at least the following indicators of
success:
Performance Tasks Success Indicators
Classifying tests Identify the test format that is most appropriate for a particular learning
outcome
Designing a test Create an assessment plan aligned with the desired learning outcomes
(DLOs) and the teaching and learning activities (TLAS)
Constructing test items Develop test items following the general guidelines for test construction
of different test formats
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

C. General Guidelines in Choosing the Appropriate Test Format

 What are the objectives or desired learning outcomes of the subject/unit/lesson being
assessed?
 Deciding on what test format to use generally depends on your learning objectives or
the desired learning outcomes (DLO) of the subject/unit/lesson.
 Desired learning outcomes (DLO) are statements of what learners are expected to do
or demonstrate as a result of engaging in the learning process
 What level of thinking is to be assessed (i.e. remembering, understanding, applying,
analyzing, evaluating, and creating)? Does the cognitive level of the test question
match your instructional objectives or DLOs?
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 The level of thinking to be assessed is also an important factor to consider when

designing your test, as this will guide you in choosing the appropriate test format.
 For example:
 If you intend to assess how much your learners are able to identify
important concepts discussed in class (i.e. remembering or understanding),
a selected-response format, such as multiple choice, would be appropriate.

 If you intend to assess how your students will be able to explain and apply
in another setting a concept of framework learned in class (i.e. applying
and/or analyzing level), you may consider giving constructed-response test
formats, such as essays.
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 It is important that when constructing classroom assessment tools, all levels of

cognitive behaviors are represented and taking into consideration of the knowledge
dimensions
 Is the thing matched or aligned with the course’s DLOs and the course contents or
learning activities?
 The assessment tasks should be aligned with the instructional activities and the DLOs.

 For example:
 If you want learners to articulate and justify their stand on ethical decision-making and social
responsibility practices in business (i.e. DLO), then an essay test and class debate are
appropriate measures and tasks for this learning outcomes
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 A multiple choice test may be used but only if you intend to assess learner’s ability to
recognize what is ethical versus unethical decision-making practice.
 In the same manner, matching-type items may be appropriate if you want to know whether
your students can differentiate and match
 Are the test items realistic to the students?
 The use of concepts, terms, or situations that have not been discussed in the class or
that they have never encountered, read, or heard about should be minimized or
avoided.
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

D. Major Categories and Formats of Traditional Tests

 Selected-Response Tests. Require learners to choose the correct answer or best
alternative from several choices.
 Multiple Choice Test. It is the most commonly used format if formal testing and
typically consists of a stem (problem), one correct or best alternative (correct answer),
and three or more incorrect or inferior alternatives (distractors)
 True-False or Alternative Response Test. It generally consists of a statement and
deciding if the statement is true (accurate/correct) or false (inaccurate/incorrect)
 Matching-Type Test. It consists of two sets of items to be matched with each other
based on a specified attribute
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Constructed-Response Tests. Require learners to supply answers to a given question or

problem.
 Short Answer Test. It consists of open-ended questions or incomplete sentences that
require learners to create an answer for each item, which is typically a single word or
short phrase.
 Completion. It consists of incomplete statements that require the learners to fill
in the blanks with the correct word or phrase.
 Identification. It consists of statements that require the learners to identify or
recall the terms/concepts, people, places, or events that are being described.
 Enumeration. It requires the learners to list down all possible answers to the questions.
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Essay Test. It consists of problems/questions that require learners to compose or

construct written responses, usually long ones with several paragraphs
 Problem-Solving Test. It consists of problem/questions that require learners to solve
problems in quantitative or non-quantitative settings using knowledge and skills in
mathematical concepts and procedures, and/or other higher-order cognitive skills (e.g.
reasoning, analysis, critical thinking, and skills)
E. General Guidelines in Writing Multiple-Choice Test Items
• CONTENTS
 Write items that reflect only one specific content and cognitive processing skills
Faulty: Which of the following is a type of statistical procedure used to test a hypothesis regarding
significant relationship between variables, particularly in terms of the extent and direction of association?
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

Good: Which of the following is an inferential statistical procedure used to test a hypothesis regarding
significant differences between two qualitative variables?

A. ANCOVA C. Chi-Square
B. ANOVA D. Mann-Whitney Test
 Do not lift and use statements from the textbook or other learning materials as test
questions.
 Keep the vocabulary simple and understandable based on the level of
learners/examinees
 Edit and proofread the items for grammatical and spelling before administering
them to the learners
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

• STEM
 Write the directions in the stem in a clear and understandable manner
Faulty: Read each question and indicate your answer by shading the circle corresponding to your answer
Good: This test consists of two parts. Part A is a reading comprehension test, and Part B is a
grammar/language test. Each question is a multiple choice test item with five (5) options. You are to
answer each question but will not be penalized for a wrong answer or for guessing. You can go back and
review your answer during the time allotted.
 Write stems that are consistent in form and structure, that is, present all items either
in question form or in descriptive or declarative form
Faulty: (1) Who was the Philippine president during Martial Law?
(2) The first president of the Commonwealth of the Philippines was _________?
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

Good: (1) Who was the Philippine president during Martial Law?
(2) Who was the first president of the Commonwealth of the Philippines?
 Word the stem positively and avoid double negatives, such as NOT and EXCEPT in a stem. If a
negative word is necessary, underline or capitalize the words for emphasis
Faulty: Which of the following is not a measure of variability
Good: Which of the following is NOT a measure of variability
 Refrain from making the stem too wordy or containing too much information unless the
problem/question requires the facts presented to solve the problem
Faulty: What does DNA stand for, and what is the organic chemical of complex molecular structure found in all cells
and viruses and codes genetic information for the transmission of inherited traits?
Good: As a chemical compound, what does DNA stand for?
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

• OPTIONS
 Provide three (3) to five (5) options per item, with only one being the correct or best
answer/alternative
 Write options that are parallel or similar in form and length to avoid giving clues about the correct
answer
Faulty:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

Good:

 Place options in a logical order (e.g. alphabetical, from shortest to longest)

Faulty:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

Good:

 Place correct response randomly to avoid a discernable pattern of correct answers

 Use None-of-the-above carefully and only when there is one absolutely correct answer, such as in
spelling or math items
Faulty:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

Good:

 Use All-of-the-above as an option, especially if it is intended to be the correct answer.

Faulty:

Good:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Makes all options realistic and reasonable

F. General Guidelines in Writing Matching-Type Test
 NOTE: Matching type test item format requires learners to match a word, sentence, or phrase in one
column (e. i. premise) to a corresponding word, sentence, or phrase in a second column (i. e. response).
 NOTE: It is most appropriate when you need to measure the learners’ ability to identify the relationship or
association between similar items.
 Clearly state in the directions the basis for matching the stimuli with the responses.
Faulty:

Good:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Ensure that the stimuli are longer and the response are shorter.
Faulty:
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Good:
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 For each item, include only topics that are related with one another and share the same foundation of
information.
Faulty:
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Good:
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 Make the response option short, homogenous, and arranged in logical order.
Faulty:
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Good:
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 Include response options that are reasonable and realistic and similar in length and grammatical
form.
Faulty:
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Good:
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 Provide more response options that the number of stimuli

Faulty:
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Good:
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G. General Guidelines in Writing True or False Items

 NOTE: True or false items are used to measure learner’s ability to identify whether a statement or
proposition is correct/true or incorrect/false. They are best use when learner’s ability to judge or evaluate is
one of the desired learning outcomes of the course.
 The are different variations of the true or false items.
 T-F Correction or Modified True-or-False Question. In this format, the statement is presented with a
key word or phrase that is underlined, and the learner has to supply the correct word or phrase.

 EXAMPLE: Multiple-Choice Test is authentic

 Yes-No Variations. In this format, the learner has to choose yes or no, rather that true or false
 EXAMPLE:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 A-B Variation. In this format, the learner has to choose A or B, rather than true or false
 EXAMPLE:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Include statements that are completely true or completely false

Faulty:

Good:

 Use simple and easy-to-understand statements

Faulty:

Good:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Refrain from using negatives – especially double negatives

Faulty:

Good:

 Avoid using absolute such as “always” and “never”

Faulty:

Good:

 Express a single idea in each test item

Faulty:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

Good:

 Avoid the use of unfamiliar words or vocabulary

Faulty:

Good:

 Avoid lifting statements from the textbook and other learning materials
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

H. General Guidelines in Writing Short-answer Test Items

 NOTE: A short answer test item requires the learner to answer a question or to finish an incomplete
statement by filling in the blank with the correct word or phrase.
 NOTE: While it is most appropriate when you only intend to assess learners’ lower-level thinking, such as
their ability to recall facts learned in class, you can create items that minimize guessing and relevant clues
to the correct answer.
 Omit only significant words from the statement

 Do not omit too many words from the statement such that the intended meaning is lost
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Avoid obvious clues to the correct response.

 Be sure that there is only one correct response.

 Avoid grammatical clues to the correct response.

 If possible, put the blank at the end of a statement rather than at the beginning.
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

I. General Guidelines in Writing Essay Tests?

 NOTE: Teachers generally choose and employ essay tests over other forms of assessment because essay
tests require learners to create a response rather than to simply select a response from among alternatives.

 NOTE: They are preferred form of assessment when teachers want to measure learners’ higher order
thinking skills, particularly their ability to reason, analyze, synthesize, and evaluate.
 NOTE: They are most appropriate for assessing learners’ (1) understanding of subject-matter content; (2)
ability to reason with their knowledge of the subject; (3) problem-solving and decision skills because items
or situations presented in the test are authentic or close to real life experiences.
 There are two types of essay test
 Extended-response essay
 Restricted response essay
LESSON 5. CONSTRUCTION OF WRITTEN TESTS
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Clearly define the intended learning

 To design effective essay questions or prompts, the specific intended learning outcomes are identified.
If the intended learning outcomes to be assessed lack clarity and specificity, the questions or prompts
may assess something other than what they intend to assess.
 Appropriate direct verbs that most closely match the ability that learners should demonstrate must used
in the prompts.
 Refrain from using essay test for intended learning outcomes that are better assessed by other kinds
of assessment
 It is important to take into consideration the limitations of essay tests when planning and deciding what
assessment method to employ for an intended learning outcome.
 Clearly define and situate the task within a problem situation as well as the type of thinking required
to answer the test
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Essay questions or prompts should provide clear and well-defined tasks to the learners.
 Having clear and well-defined tasks will guide learners on what to focus on when answering the
prompts, thus avoiding responses that contain ideas that unrelated or irrelevant, too long, or focusing
only on some part of the task.
 Emphasizing the type of thinking required to answer the question will also guide students on the extent
to which they should be creative, deep, complex, and analytical in addressing and responding to the
questions.
 Present tasks that are fair, reasonable, and realistic to the students
 Essay questions should contain tasks or questions that students will be able to do or address. These
includes those that are within the level of instruction/training, expertise, and experience of the students.

 Be specific in the prompts about the time allotment and criteria for grading the response.
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Essay prompts and directions should indicate the approximate time given to the students to answer the
essay questions to guide them on how much time they should allocate for each item, especially if
several essay questions are presented.
 How the responses are to be graded or rated should also be clarified to guide students on what to
include in their responses.
J. General Guidelines in Problem-solving Test Items?
 NOTE: Problem-solving test items are used to measure learners’ ability to solve problems that require
quantitative knowledge and competencies and/or critical thinking skills.
 NOTE: These items present a problem situation or task that will require learners to demonstrate work
procedures or come up with a correct solution.
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 NOTE: These are different variations of the quantitative problem-solving items. This include the following:
 One Answer Choice. This type of question contains four or five options, and students are required to
choose the best answer.

 All Possible Answer Choices. This type of question has four or five options, and students are required
to choose all of the options that are correct.

 All Possible Answer Choices. This type of question has four or five options, and students are required
to choose all of the options that are correct.
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 Type-In Answer. This type of question does not provide options to choose from, instead, the learners
are asked to supply the correct answer. For non-mathematical problem solving, such as a case study,
the teacher may present a rubric how their answers will be rated.
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 NOTE: Problem solving test items are good test formats as they minimize guessing, measure instructional
objectives that focus on higher cognitive levels, and measure extensive amount of contents or topics.
 The following are some of the general guidelines in constructing good problem-solving test items:
 LESSON 5. CONSTRUCTION OF WRITTEN TESTS

 Identify and explain the problem clearly

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 Be specific and clear of the type of response required from the students
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 Specify in the directions the bases for grading students’ answer/procedures.