SUPPLY

TYPE/CONSTRUCTE
D RESPONSE TYPE
 OBJECTIVES:

1. Define constructed response type.

2. Identify the type of test under constructed response
type.
3. Differentiate restricted essay and non- restricted
essay.
 CONSTRUCTED RESPONSE TYPE
- student must supply the answer (sometimes called supply
type)
- the supply type item requires the learner organize knowledge
- it demands an ability to express ideas, and is thus valuable in
measuring the learners generalized understanding of a subject
Constructed response type (supply type test)
1. Objective supply type test
a. Completion type or Gap filling
- Fill in the Blank Test
- Cloze Test
b. Short Answer Test
2. Non-Objective Supply Type Test: Essay
a. Restricted response
• b. Extended response
1. Objective Supply Type Test

- The item types falling under this format

require learners to construct a response to a question
or directive. The sub-types, however, differ in terms
of the structure of the response needed to answer the
item. Two variants are completion type (also known
as Gap- Filling) and short answer type.
A. Completion Type or Gap-filling
The item structure in this type of test consists of a
stimulus that defines the question or problem and a
response that defines what is to be provided or
constructed by the learner. It is an incomplete
statement with a blank often used as a stimulus and the
response is a constructed word, symbol, numeral, or
phrase to complete the statement.
• Fill in the Blank Test
- this is a test format where students are given a
statement with a blank and they are required to fill it in
with the most appropriate answer possible.
• Cloze test
• - this test format allows the student to fill several gaps
(generally more than two blanks) in a discourse
depending on the learning outcome. It is also called the
"cloze deletion test".
SAMPLE FILL IN THE BLANK TEST
SAMPLE CLOZE TEST
 Guidelines in the construction of
Completion Items
• There should only be one correct response to
complete a statement.
• The blank should be placed at the end or towards
the end of the incomplete statement.
• Avoid providing unintended clues to the correct
answer
B. Short Answer Test
- Short-answer questions are open-ended questions
that require students to create an answer. Instead of
supplying words to complete statements, relatively short
answers are constructed as direct answers to questions.
This format is commonly used in examinations to assess
the basic knowledge and understanding (low cognitive
levels - declarative & procedural knowledge) of a topic
before more in-depth assessment questions are asked on
the topic
 Guidelines in constructing a good short answer question
• State the item so that only one answer is correct
• State the item so that the required answer is brief.
• Do not use questions verbatim from textbooks and other
instructional materials.
• Designate units required for the answer.
• State the item succinctly with words students understand
• Design short answer items which are the appropriate
assessment of the learning objective
• Make sure the content of the short answer question measures
knowledge appropriate to the desired learning goal
• Express the questions with clear wordings and language which
are appropriate to the student population
• Write the instructions clearly so as to specify the desired
knowledge and specificity of response. Set the questions
explicitly and precisely.
• Direct questions are better than those which require completing
the sentences.
2. Non-Objective Supply Type Test: Essay

- This is a free response test question. Unlike the

completion and short-answer items which are highly
structured to elicit only one short correct answer,
essay items are less structured to allow the students to
organize freely their response using their own writing
style to answer the question.
Restricted essays and
Non-restricted essays
 RESTRICTED ESSAYS

• RESTRICTED ESSAYS typically have specific topics or

prompt that guides the writer, limiting the scope of
discussion.
• The response should focus only on the particular subject.
• Requires the students to provide short and concise answer.
EXAMPLES:
• Write a brief essay comparing and contrasting supply test and
constructed response type test.
• Explain with atleast one reason why government teachers
abstain the use of textbooks?
• How does students’ behavior affect their academic
performances in mathematics subject? Write your answer with
3-5 sentences.
 NON-RESTRICTED ESSAYS

• NON-RESTRICTED ESSAYS allows more

flexibility, letting the writer explore various
aspects without restrict limitations.
• Also known as “extended response type”.
 NON-RESTRICTED ESSAYS

• can explore related topics offer different

perspectives or opinions as long as it is relevant
to your topic.
• A type of essays which often encourages
creativity and a more expansive exploration of
ideas.
EXAMPLES:

• Create a story about the life of a bread winner.

• Do you think teachers should be allowed to work
abroad as domestic helpers? Give reasons why and why
not.
• Discuss the impact of digital technologies to the society
and education.
THANK YOU FOR
LISTENING!
REFERENCES

- https://www.coursehero.com/file/93848114/ProfEd-
Module-5-Topic-53docx/

Penano, Jennifer P.
Penino, Kimberly C.
BSED 3-MATHEMATICS