DEVELOPMENT OF

ASSESSMENT
TOOLS
Mr. Noel A. Comia
Multiple Choice Tests

 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.
Multiple Choice Tests
 The stem represents the problem or question usually
expressed in completion form or questions form.
 The keyed option is the correct answer.
 The incorrect options or alternatives also called
distracters or foil.
Guidelines for Constructing
Multiple Choice Test
1. Construct each item to assess a single written
objective
2. Base each item on a specific problem stated clearly in
the stem.
3. Include as much of the item as possible in the stem,
but do not include irrelevant material.
4. State the stem in positive form (in general).
5. Word the alternatives clearly and concisely
Guidelines for Constructing
Multiple Choice Test
6. Keep the alternatives mutually exclusive.
7. Keep the alternatives homogeneous in content.
8. Keep the alternatives free from clues as to which
response is correct.
• Keep the grammar of each alternative consistent with the
stem
• Keep the alternatives parallel in form.
• Keep the alternatives similar in length.
Guidelines for Constructing
Multiple Choice Test
• Avoid textbook, verbatim phrasing.
• Avoid the use of specific determiners.
• Avoid including keywords in the alternatives
• Use plausible distracters.
9. Avoid the alternatives “all of the above” and “none of
the above” (in general)
10. Use as many functional distracters as are feasible
11. Include one and only one correct or clearly best answer
in each item.
Guidelines for Constructing
Multiple Choice Test
12. Present the answer in each of the alternative positions
approximately an equal number of times, in a random
order
13. Lay out the items in a clear and consistent manner
14. Use proper grammar, punctuation, and spelling.
15. Avoid using unnecessarily difficult vocabulary
16. Analyze the effectiveness of each item after each
administration of the test.
Guidelines
for
Constructin
g Multiple
Choice Test
Advantages of Multiple 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
1.Test
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
Matching Type Tests

 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.
Guidelines for Constructing
Matching Type Test
1. The descriptions and options must be short and homogeneous.
2. 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.
3. 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.
 Guidelines for Constructing
Matching Type Test
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 letters for the options
to avoid confusions to the students that have a reading problem.
 Guidelines for Constructing
Matching Type Test
8. Arrange the options into a chronological order or alphabetical
order.
9. The descriptions and options must be written in the same page.
10. 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.
Guidelines
for
Constructin
g Matching
Type Test
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 type of tests.
3. It is appropriate to assess the association between facts.
4. Provide 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. It 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
True or False Type

 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

 This type of test is appropriate in assessing the

behavioural objectives such as ‘identify,” “select,” or
“recognize.”
 It is also suited to assess the knowledge and
comprehension level in cognitive domain.
 This is appropriate when there are only two plausible
alternatives or distracters.
 Guidelines for Constructing True or
False Test
1. Avoid writing a very long sentence statement. Eliminate
unnecessary word(s) in the statement.
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 negative or double negatives. Construct the statement
positively. If this cannot be avoided, bold negative words or
underline it to call the attention of the examinees
 Guidelines for Constructing True or
False Test
6. Avoid using opinion-based statement, if it cannot be avoided, the
statement should be attributed to somebody.
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”
for 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.
 Guidelines for Constructing True or
False Test
10. Avoid grammatical clues that lead to correct answer such as the
article 9a, an, the).
11. Avoid statement directly taken from the textbook.
12. Avoid arranging the statements in a logical order such as
(TTTTTFFFFF, TFTFTFTFTF, etc.).
13. Directions should indicate where or how the students should mark
their answer.
Guidelines for Constructing True or
False Test
Advantages of True or False Test

1. It covers a lot of content in a short span of time.

2. t 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 judgment of the
rater(s).
4. It is useful when there are two alternatives only
5. The score is more reliable than essay type of 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 compared to
multiple-choice which consists of more than 2 choices.
 SUPPLY TYPE OR SUBJECTIVE TYPE OF
TEST ITEMS
Completion Type or Short Answer Test
 Completion or Short Answer Test 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 of test: question form complete the or statement
form.
 Guidelines for Constructing
Completion Type or Short Answer
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.
 Guidelines for Constructing
Completion Type or Short Answer
5. Use direct question rather than incomplete statement. The
statement should pose the problem to the examinee.
6. Be sure to indicate the units in which to be expresses when the
statement requires numerical answer.
7. Be sure that the answer the student is required to produce is
factually correct.
8. Avoid grammatical clues.
9. Do not select textbook sentences.
Guidelines for Constructing
Completion Type or Short Answer
Advantages of a Completion or
Short Answer Test
1. It covers a broad range of topic in a short span of time.
2. It is easier to prepare and less time consuming compared to
multiple choice and matching type of test.
3. It can assess effectively the lower level of Bloom’s Taxonomy. It
can assess recall of information, rather than recognition.
Advantages of a Completion or
Short Answer Test
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.
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 a 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.
3. It can assess only knowledge, comprehension and application
levels in Bloom’s taxonomy of cognitive domain.
Disadvantages of a Completion or
Short Answer Test
4. It is not adaptable in measuring complex learning outcomes.
5. Scoring is tedious and time consuming.
Essay Items

 It is appropriate when assessing students’ ability to

organize and present 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.
Essay Items
 Extended Response Essay allows the students to
determine the length and complexity of the response.
 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.
Essay Items
 Restricted Response Essay is an essay item that places
strict limits on both content and the response given by
the students.
 This type of essay, the content 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.
 Guidelines for Constructing Essay
Test Items
1. Construct essay question used to measure complex learning
outcomes only.
2. Essay questions should relate directly to the learning outcomes to
be measured.
3. Formulate essay questions that present a clear task to be
performed.
4. An item should be stated precisely and it must clearly focus on the
desired answer.
5. All students should be required to answer the same question.
 Guidelines for Constructing Essay
Test Items
6. Number of points and time spent in answering the question must
be indicated in each item.
7. Specify the number of words, paragraphs or the number of
sentences for the answer.
8. The scoring system must be discussed or presented to the students.
Guidelines for Constructing Essay
Test Items
Advantages of a Essay Test

1. It is easier to prepare and less time consuming compared to

other paper and pencil tests.
2. It measures higher-order thinking skills (analysis, synthesis and
evaluation).
3. It allows students’ freedom to express individuality in
answering the given question.
4. The students have a chance to express their own ideas in order
to plan their own answer.
Advantages of a Essay Test

5. It reduces guessing answer compared to any objective type of

test.
6. It presents more realistic task to the students.
7. It emphasizes on the integration and application of ideas.
Disadvantages of a Essay Test

1. It cannot provide an objective measure of the achievement of

the students.
2. . It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most especially without
scoring criteria.
4. It measures limited amount of contents and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.
Suggestion for Grading Essay Test

1. Decide on a policy for dealing with incorrect, irrelevant or

illegal responses.
2. Keep scores of the previously read items out of sight.
3. he student’s identity should remain anonymous while his/her
paper is being graded.
4. Read and evaluate each student’s answer to the same question
before grading the next question.
5. Provide students with general grading criteria by which they
will be evaluated prior to the examination.
Suggestion for Grading Essay Test

6. Use analytic scoring or holistic scoring.

7. Answer the test question yourself by writing the ideal answer
to it so that you can develop the scoring criteria from your
answer.
8. Write your comments on their papers.
Thanks!
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