Chapter 3

Continuation
Group 4
 Lesson Objectives
At the end of the lesson, you should be able to:

 Discuss the different format of assessment tools

 Determine the advantages and disadvantages of the different format of test item
 Identify the different rules in constructing multiple choice test, matching type test,
completion test, true or false test; and
 Construct multiple choice test, matching type test, completion test, or true or false
test.
 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 number of items to which
they apply; how to record their answers; the basis of
which they select answers; and the criteria for scoring or
the scoring system.

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.
 Make the Answer Key

Be sure to check your answer key so that the correct

answer to follow a fairly random sequence. Avoid answers
such as TFTFTF, etc or TTTFFF for a true or false type,
and A B C D A B C D patterns for multiple choice type.
The number of true answers must be equally the same
with false answers.

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 Assessment 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 and checklist. There are two general types
of test item to use in achievement test using paper and pencil test. It is classified
as selection-type items and supply type items.

Selection 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.
 Selection or Objective Test Items

In this section, we shall discuss the different format of objective type of

test items and the general guidelines in constructing multiple-choice
type of test, guidelines in constructing the stem, options and distracters,
advantages and disadvantages of multiple choice, guidelines in
constructing matching type of test, advantages and disadvantages of
matching type of test, guidelines in constructing true or false and
completion types of test, advantages and disadvantages of true or false
and interpretative exercises.
 Multiple Choice Test
A multiple-choice test is 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 consists of three parts:
the stem, the keyed option and the incorrect
options or alternatives. The stem represents
the problem or question usually expressed in
completion form or question form. The keyed
option is the correct answer. The incorrect
options or alternatives also called distracters
or foil.
 General Guidelines in Constructing Multiple Choice Test
 Make a test item that is practical or with real-world applications to the students.
 Use diagram or drawing when asking question about application, analysis or evaluation.
 When ask to interpret or evaluate about quotations, present actual quotations from secondary sources
like published books or newspapers.
 Use tables, figures, or charts when asking question to interpret.
 Use pictures if possible when students are required to apply concepts and principles.
 List the choices/ options vertically not horizontally.
 Avoid trivial questions.
 Use only one correct answer or best answer format.
 Use three to five options to discourage guessing.
 Be sure that distracters are plausible and effective.
 Increase the similarity of the options to increase the difficulty of the item.
 Do not use "none of the above" options when asking for a best answer.
 Avoid using "all of the above" options. It is usually the correct answer and makes the item too easy for the
examinee with partial knowledge.
 Guidelines in Constructing the Stem
 The stem should be written in question form or completion form. Research showed that it
is more advisable to use question form.
 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.
 The stem should pose the problem completely.
 The stem should be clear and concise.
 Avoid excessive and meaningless use of words in the stem.
 State the stem in positive form. Avoid using the negative phrase like "not" or "except."
Underline or capitalize 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.
 Avoid grammatical clues in the correct answer.
 Guidelines in Constructing the Options
 There should be one correct or best answer in each item.
 List options in vertical order not a horizontal order beneath the stem.
 Arrange the options in logical order and use capital letters to indicate each
option such as A, B, C, D, E.
 No overlapping options; keep it independent.
 All options must be homogenous in content to increase the difficulty of an item.
 As much as possible the length of the options must be the same or equal.
 Avoid using the phrase "all of the above."
 Avoid using the phrase "none of the above" or "I don't know."
 Guidelines in Constructing the Distracters

 The distracters should be plausible.

 The distracters should be equally popular to all examinees.
 Avoid using ineffective distracters. Replace distracters that are not
effective to the examinees.
 Each distracter should be chosen by at least 5% of the examinees but
not more than the key answer.
 Revise distracters that are over attractive to the teachers. They might
be ambiguous to the examinees.
 Advantages of Multiple Choice Test

 Measures learning outcomes from the knowledge to evaluation level.

 Scoring highly objective, easy and reliable.
 Scores are more reliable than subjective type of test.
 Measures broad samples of content within a short span of time.
 Distracters can provide diagnostic information.
 Item analysis can reveal the difficulty of an item and can discriminate
the good and poor-performing students.
 Disadvantages of Multiple-choice Test

 Time consuming to construct a good item.

 Difficult to find effective and plausible distracters.
 Scores can be influenced by the reading ability of the examinees.
 In some cases, there is more than one justifiable correct answer.
 Ineffective in assessing the problem solving skills of the students.
 Not applicable when assessing the students’ ability to organize and express
ideas.
 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
descriptions.
 General Guidelines in Constructing Matching Type of Test
 The descriptions and options must be short and homogeneous.
 The descriptions 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.
 There should be more options than descriptions or indicate in the directions that each option may be
used more than once to decrease the chance of guessing.
 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.
 Avoid too many correct answers.
 When using names, always include the complete name (first name and surname) to avoid ambiguities.
 Use numbers for the descriptions and capital letters for the options to avoid confusions to the students
that have a reading problem.
 Arrange the options into a chronological order or alphabetical order.
 The descriptions and options must be written in the same page.
 A minimum of three items and a maximum of seven items for elementary level and a maximum of
seventeen items for secondary and tertiary levels.
 Advantages of Matching Type of Test
 It is simpler to construct than a multiple-choice test.
 It reduces the effect of guessing compared to the multiple-choice and true or false type of
tests.
 It is appropriate to assess the association between facts.
 Provide easy, accurate, efficient, objective and reliable test scores.
 More content can be covered in the given set of test.

Disadvantages of Matching Type of Test

 It measures only simple recall or memorization of information.

 It is difficult to construct due to problems in selecting the descriptions and options.
 It assesses only low level of cognitive domain such as knowledge and comprehension.
 True of 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 of 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."
 Guidelines in Constructing True or False Test
 Avoid writing a very long statement. Eliminate necessary words in the statement (be concise).
 Avoid trivial questions.
 It should contain only one idea in each item except for statement showing the relationship between cause and
effect.
 It can be used for establishing cause and effect relationship.
 Avoid using opinion-based statement, if it cannot be avoided the statement should be attributed to somebody.
 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.
 Avoid specific determiner such as "never," "always," "all," "none" for they tend to appear in the statements that are
false.
 Avoid specific determiner such as "some," "sometimes," and "may" they tend to appear in the statements that are
true.
 The number of true items must be the same with the number of false items.
 Avoid grammatical clues that lead to a correct answer such as the article (a, an, the).
 Avoid statement direly taken from the textbook.
 Avoid arranging the statements in a logical order such as (TITITT-FFFFE, TFTFTE, TTFFITFF).
 Directions should indicate where or how the students should mark their answer.
 Advantages of True or False Test
 It covers a lot of content in a short span of time.
 It is easier to prepare compared to multiple-choice and matching type of test.
 It is easier to score because it can be scored objectively compared to a test that depends
on the judgment of the rater(s).
 It is useful when there are two alternatives only.
 The score is more reliable than essay test.

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

а. short answer or completion type

b. essay type items (restricted response or extended response)

Another way of assessing the performance of the students is by using the perfor-mance-
based assessment and portfolio assessment which are categorized under constructed
response test.

Subjective test item requires the student to organize 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)

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.
 a. Completion Type or Short Answer Test

 Completion or Short Answer Type is an alternative form of assessment. There are two
ways of constructing completion type or short answer type of test: question form or
complete the statement form.
 Guidelines in Constructing Completion Type or Short Answer Test
 The item should require a single word answer or brief and definite statement. Do not use indefinite
statement that allows several answers.
 Be sure that the language used in the statement is precise and accurate in relation to the subject matter
being tested.
 Be sure to omit only key words; do not eliminate so many words so that the meaning of the item
statement will not change.
 Do not leave the blank at the beginning or within the statement. It should be at the end of the statement.
 Use direct question rather than incomplete statement. The statement should pose the problem to the
examinee.
 Be sure to indicate the units in which to be expressed when the statement requires numerical answer.
 Be sure that the answer the student is required to produce is factually
 correct.
 Avoid grammatical clues.
 Do not select textbook sentences.
 Examples of Completion and Short Answer

Directions: Write your answer before the number in each

item. Write the words, phrase, or symbols to complete
the statement.
 Advantages of a Completion or Short Answer Test
 It covers a broad range of topic in a short span of time.
 It is easier to prepare and less time consuming compared to multiple choice and matching type of test.
 It can assess effectively the lower level of Bloom's Taxonomy. It can assess recall of information, rather
than recognition.
 It reduces the possibility of guessing the correct answer because it requires recall compared to true or
false items and multiple-choice items.
 It covers greater amount of contents than matching type test.

Disadvantages of a Completion or Short Answer Test

 It is only appropriate for questions that can be answered with short responses.
 There is a difficultly 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.
 It can assess only knowledge, comprehension and application levels in Bloom's taxonomy of cognitive
domain.
 It is not adaptable in measuring complex learning outcomes.
 Scoring is tedious and time consuming.
 b. Essay Items

 Essay test is a form of subjective type of test. Essay test measures complex cognitive
skills or processes. This type of test has no one specific answer per student. It is usually
scored on an opinion basis, although there will be certain facts and understanding
expected in the answer. There are two kinds of essay items: extended response essays
and restricted response essays.
 b.1 Extended Response Essays
 An essay test that allows the students 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.
 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.
 Disadvantages are: more difficult to construct extended response essay questions; scoring is time
consuming than restricted response essay.

b.2 Restricted Response Essays

 An essay item that places strict limits on both content and the response given by the students is called
restricted response essay item. When there is a restriction on the form and scope of the answer of the
students in an essay test.
 Advantages are: it is easier to prepare questions, 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
organize ideas, to integrate materials, and to develop new patterns of answers, it measures learning
outcomes at comprehension, application and analysis level.
 Guidelines in Constructing Essay Test Items

 Construct essay question used to measure complex learning outcomes only.

 Essay questions should relate directly to the learning outcomes to be measured.
 Formulate essay questions that present a clear task to be performed.
 An item should be stated precisely and it must clearly focus on the desired answer.
 All students should be required to answer the same question.
 Number of points and time spent in answering the question must be indicated in each item
 Specify the number of words, paragraphs or the number of sentences for the answer.
 The scoring system must be discussed or presented to the students.
 Example of Essay Test Items

 Choose a leader you admire most and explain why you admire him or her.
 Pick a controversial issue in the Aquino administration. Discuss the issue and suggest a
solution.
 If you were the principal of a certain school, describe how would you demonstrate your
leadership ability inside and outside of the school.
 Describe the differences between Norm referenced assessment and Criterion-referenced
assessment.
 Do you agree of disagree with the statement, "Education comes not from books but from
practical experience." Support your position.
Outcomes Sample Verbs Sample Questions

Comparing Compare, Classify, Describe, Distinguish Describe the similarities and differences
between, Explain, Outline, Summarize between Philippine educational system and
the Singaporian educational system.

Interpreting Convert, Draw, Estimates, Illustrate, Summarize briefly the content of the second
Interpret, Restate, Summarize, Translate SONA of President Benigno C. Aquino, Jr.

Inferring Derive, Draw, Estimate, Extend, Predict, Using facts presented, what is most likely to
Propose, Relate happen when……?

Applying Arrange, Compute, Describe, Illustrate, Solve the solution set of the equation using
Relate, Summarize, Solve factoring method.

Analyzing Break down, Describe, Differentiate, List and describe the characteristics of a
Divide, List, Outline good assessment instrument.

Creating Compose, Design, Draw, Formulate, List, Formulate a hypothesis about the problem “
Present, Make up Mathematics attitude and competency levels
of the education students of U.E”

Synthesizing Arrange, Combine, Construct, Design, Design a scoring guide in evaluating portfolio
Relate, Group assessment.

Generalizing Construct, Develop, Explain, Formulate, Explain the function of assessment of

Make, State learning.

Evaluating Appraise, Criticize, Defend, Describe, Describe the strengths and weaknesses of
Evaluate, Explain, Judge, Rate, Write using performance-based assessment in
evaluating the performance of the students.
 Advantages of Essay Test
 It is easier to prepare and less time consuming compared to other paper and pencil tests.
 It measures higher-order thinking skills (analysis, synthesis and evaluation).
 It allows students' freedom to express individuality in answering the given question.
 The students have a chance to express their own ideas in order to plan their own answer.
 It reduces guessing answer compared to any of the objective type of test
 It presents more realistic task to the students.
 It emphasizes on the integration and application of ideas.

Disadvantages of Essay Test

 It cannot provide an objective measure of the achievement of the students.

 It needs so much time to grade and prepare scoring criteria.
 The scores are usually not reliable most especially without scoring criteria.
 It measures limited amount of contents and objectives.
 Low variation of scores.
 It usually encourages bluffing.
 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.
 Decide on a policy for dealing with incorrect, irrelevant or illegal responses.
 Keep scores of the previously read items out of sight.
 The student's identity should remain anonymous while his / her paper is being graded.
 Read and evaluate each student's answer to the same question before grading the next
question.
 Provide students with general grading criteria by which they will be evaluated prior to the
examination.
 Use analytic scoring or holistic scoring.
 Answer the test question yourself by writing the ideal answer to it so that you can develop
the scoring criteria from your answer.
 Write your comments on their papers.
 Checklists for Evaluating Essay Questions
Yes No

The test item is appropriate for

measuring the intended learning
outcomes.
The test item task matches with the
learning task to be measured.

The questions constructed measure

complex learning outcomes.

It is stated in the questions what is

being measured and how the answers
are to be evaluated.
The terminology used clarifies and
limit the task.

All students are required to answer the

same question.

There is an established time limit to

answer each question.

Provisions for scoring answers are

given (criteria for evaluating answers).
Thank you for listening!!