DEVELOPMENT OF

TOOLS FOR
CLASSROOM-BASED
ASSESSMENT
TEST DEVELOPMENT PROCESS
The process of test construction for classroom testing
applies the same initial steps in the construction of any
instrument designed to measure a psychological
construct. The process of test development involves
three key phases and 12 steps
PLANNING PHASE
This is where the learning outcomes to be assessed and
competencies to be measured are specified (what to test).
Based on the target outcomes and competencies, the teacher
decides on the type and method of assessment to be used
(how to test). A table of specifications is prepared to guide
the item construction phase.
The important steps in planning for a test are:

1. Re-examine the instructional outcomes. Review the set

instructional outcomes.
• Do they cover the various levels of learning taxonomy?
• Do they require the application of higher-order thinking skills
(HOTS) or evoke critical thinking?

2. Determine the competencies to be measured.

• What knowledge, skills, and values are expected for students to
learn or master?
3. Decide on the type and method of assessment to use.

• What test can appropriately measure if the set instructional

outcomes are achieved?
• Can the test cover the learning outcomes intended and essential to
be achieved?
• What test format is best to use?
• How many items can practically be given within the set period of
time?
4. Prepare a Table of Specification (TOS)

Table of specification is a test blueprint that details the content

area to be covered in a test, the classification of test items according to
test type/format, and the item number or placement in a test to achieve
a fair and balanced sampling of skills to be tested. There are several
formats in the preparation of a TOS.
FORMAT 1
FORMAT 2
FORMAT 3
FORMAT 4
In deciding on the number of items per subtopic, the formula
below is observed:

Number of items = number of class sessions x desired total number of items

Total number of class session

For the topic on the importance of research, the following are the given:
Number of class sessions – 1 ½
Desired total number of items – 40
Total number of class session – 10

Number of items = 1 ½ x 40 = 10
The length of time, the type of test, and the type of item used are
also factors considered in determining the number of items to be
constructed in a test. Gabuyo (2012) presents an estimated average
time to answer a specific type of test.
TEST DESIGN AND CONSTRUCTION
PHASE
This is where test items are designed and constructed following
the appropriate item format for the specified learning outcomes of
instruction. The test items are dependent upon the educational
outcomes and materials/topics to be tested. This phase includes the
following steps:
 1. Item Construction
According to Osterlind, 1989), the perils of writing test items
without adequate forethought are great. Decisions about persons,
programs, projects, and materials are often made on the basis of test
scores.

If a test is made up of items haphazardly written by untutored

persons, the resulting decisions could be erroneous. Such errors can
sometimes have serious consequences for learners, teachers, and the
institution as a whole. Performances, programs, projects, and materials
could be misjudged.
Obviously, such a disservice to examinees as well as to the evaluation
process should be avoided if at all possible.

To help classroom teachers improve the quality of test construction,

Kubiszyn and Borich (2007) suggested some general guidelines for
writing test items consist of the following:

• Begin writing items far enough or in advance so that you will have
time to revise them.
• Match items to intended outcomes of an appropriate level of difficulty
to provide a valid measure of instructional objectives. Limit the
question to the skill being assessed.
• Be sure each item deals with an important aspect of the content area
and not with trivia.
• Be sure the problem posed is clear and unambiguous.\
• Be sure that the item is independent of all other items. The answer to
one item should not be required as a condition in answering the next
item.A hint to one answer should not be embedded in another item.
• Be sure the item has one or the best answer on which experts would
agree
• Prevent unintended clues to an answer in the statement or
question.
• Grammatical inconsistencies such as a or an give clues to the
correct answer to those students who are not well prepared for the
test.
• Avoid replication of the textbook in writing test items. Do not
quote directly from the textual materials.
• Avoid tricky questions in an achievement test. Do not waste time
testing how well the students can interpret your intentions.
• Try to write items that require higher-order thinking skills.t
TYPES OF TEST
To create effective tests, the teacher needs to familiarize
himself/herself with the different types of tests and avoid any
pitfalls in test construction through helpful and definitve
guidelines

2 CLASSIFICATION OF TEST

1.Objective Test
2.Subjective Test
 OBJECTIVE TEST
This test consists of questions or items that require factual answers.
This test can be quickly and unambiguously scored by the teacher or
anyone who has the answer key. The response options are often
structured that can easily be marked as correct or incorrect, thus
minimizing subjectivity or bias on part of the scorer.

TESTS UNDER OBJECTIVE TEST

1.Selection Test
2.Supply Test
A. SELECTION TEST
In this test type, the students select the best possible answer/s from
the choices that are already given and do not need to recall facts or
information from their memory.

TYPES OF SELECTION TEST

1.True-False Test
2.Matching Type Test
3.Multiple Choice Test
A.1 TRUE-FALSE TEST
Contains items with only two fixed choices (binary options). The students
simply recognize a correct or an incorrect statement that can stand for their
knowledge and understanding of facts or information shared.

ADVANTAGES OF TRUE - FALSE TEST

• True-false items are easy to formulate.
• The score is more objective than the essay test.
• It covers a large range of content in a short span of time.
• The test is easy to formulate and quick to check and to score.
• It is easier to prepare compared to multiple-choice and matching-type
tests.
DISADVANTAGES OF TRUE - FALSE TEST
• There is a high probability of guessing. It is not Well-suited for
measuring complex mental processes.
• It often measures low-level thinking skills that are limited to the ability to
recognize, recall, and understand information.

GUIDELINES IN TRUE - FALSE TEST

• Keep the statement direct, brief, and concise but complete.
• Each statement should only focus on a single idea unless it has the
intention to show a cause-and-effect relationship.
• Use approximately the same number of true and false statements.
 GUIDELINES IN TRUE - FALSE TEST
• Don’t copy statements directly taken from the textbook.
• Specify clearly in the direction where and how the students should
mark their answers.
• Arrange the true and false items in random order to minimize the
chance for students to detect a pattern of responses.
• BEWARE of using trivial and tricky questions;
• opinion-based statement
• unless such a statement is attributed to an author, expert, or a
proponent;
• superlatives such as best, worst, largest, etc.;
• negative or double negatives. If this cannot be avoided, bold negative
words or underline it to call the attention of the examinees; and
• clues to the correct choice through specific determiners such as some,
sometimes, and many that tend to appear in the true statements; and never,
always, all, none that tend to appear in the statements that are false.
 A.2 MATCHING TYPE TEST
Provides two columns for learners to connect or match words, phrases,
or sentences. Column A at the left side contains the descriptions called
premises and column B on the right side contains the options for
answers called responses. The items in Colum A are numbered while
the items in Column B are labeled with capital letters. The convention
is for learners to match the given response on the right with the
premise on the left.
 ADVANTAGES OF MATCHING TYPE TEST
• It is easy to construct, check, and grade.
• It can cover a lot of content in the given set of tests.
• It provides accurate, efficient, and reliable test scores.
• It is best suited for measuring the student’s ability to do associations.
• The effect of guessing is less compared to true-false and multiple-choice
tests.

DISADVANTAGES OF MATCHING TYPE TEST

• It assesses only low level of cognitive domain such as simple recall or
memorization of information.
• Answering matching questions is time-consuming for students.
GUIDELINES IN MATCHING TYPE TEST
• The descriptions and options must be short and straightforward.
• Keep the descriptions and options homogenous or interconnected by
themes.
• Place all descriptions at the left side and marked it with column A and the
options (expressed in shorter form) at the right side and marked it with
column B.
• Make all descriptions and options appear on the same page.
• Allow more options than descriptions or indicate in the directions that
options may be used more than once to decrease the chance of guessing.
GUIDELINES IN MATCHING TYPE TEST
• Arrange the answer choices in a logical order (chronological or alphabetical
order) to help the examinee locate the correct answer quickly.
• Give 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.
• Specify the basis for matching in the direction.
• Avoid too many correct answers.
• When using names, always include the complete name (first and surname) to
avoid ambiguities.
 A.3 MULTIPLE-CHOICE TEST

Requires test-takers to choose the correct answer from the list of options
given. It includes three parts: the stem, the keyed option, and the incorrect
options or alternatives. The stem represents the problem or question usually
expressed in the completion form or question form. The key option is the
correct answer. The incorrect options or alternatives are also called the
distractors or foils
ADVANTAGES OF MULTIPLE CHOICE TEST
• It can be scored and analyzed efficiently, quickly, and reliably.
• It measures learning outcomes at the various levels from the knowledge
to evaluation.
• It measures almost any educational objective.
• It measures broad samples of content within a short span of time.
• Its questions/items can further be analyzed in terms of validity and
reliability.
• If an item analysis is applied, it can reveal the difficulty of an item and its
ability to discriminate against the good performing students.
DISADVANTAGES OF MULTIPLE CHOICE TEST
• The development of good items in a test is time Consuming.
• Plausible distractors are hard to formulate.
• Test scores can be influenced by other factors such as the test-wiseness or reading
ability of the examinees.
• It is not effective in assessing the problem-solving skills of the students.
• It is not applicable when measuring the ability to organize and express ideas.

GUIDELINES IN MULTIPLE CHOICE TEST

• Phrase each question concisely.
• Use simple, precise, and unambiguous wording.
• Avoid the use of trivial and tricky questions.
GUIDELINES IN MULTIPLE CHOICE TEST
• Use three to five options to challenge critical thinking and discourage guessing.
• Present diagram, drawing, or illustration when students are asked to apply,
analyze, or evaluate ideas.
• Use tables, figures, or charts when students are required to interpret ideas.
• Use pictures, if possible, when students are required to apply concepts and
principles.
• The stem should: be written in question or completion form. If blanks are
provided in completion form, they are placed at the end and NOT at the
beginning or in the middle of the sentence/statement;
GUIDELINES IN MULTIPLE CHOICE TEST
• Options: are arranged in a logical order; are marked with capital letters; are
listed vertically beneath the stem. provide only one correct or clearly best
answer in each item; are kept independent and do not overlap with options
in other items; Are homogenous in content to raise the difficulty level of an
item; are of uniform or equal length as much as possible; and avoid or
sparingly use the phrases “all of the above” and “none of the above.”
GUIDELINES IN MULTIPLE CHOICE TEST
• Distractors: should be plausible and effective but not too attractive to be
mistaken by most students as the correct answer. Each distractor should be
chosen by at least 5% of the examinees but not more than the key answer; o
should be equally familiar to the examinees; and should not be constructed
for the purpose of tricking the examinees.
B. SUPPLY TEST
The supply test, otherwise known as the constructed-response test, requires
students to create and supply their own answers or perform a certain task to
show mastery of knowledge or skills rather than choosing an answer to a
question. It includes short answer, completion type, essay type items. These
tests can be categorized as either objective or subjective. They are in objective
form when definite answers are asked from the examinees and which answers
observe stable scoring or are not influenced by the judgment of the scorers.
On the other hand, they are in the subjective form when students are allowed
to answer items in the test in their own words or using their original ideas
B.1 SHORT-ANSWER TEST
Contains items that ask students to provide exact answers. Rather than
simply choosing from several options provided, the examinees either
provide clearly-defined answers or compose short phrases for answers.

ADVANTAGES OF SHORT-ANSWER TEST

• It takes a shorter time to answer than an essay test.
• The answers are generally definite, thus, easier to check and to score.
• There is greater objectivity and reliability in scoring than essay tests.
ADVANTAGES OF SHORT-ANSWER TEST
• It has more extensive topic coverage compared to an essay test.
• The answers to test questions/items are not preselected but supplied by the
examinees.
• There is less chance of guessing.
• Its preparation and administration are easier than an essay test.

DISADVANTAGES OF SHORT-ANSWER TEST

• More emphasis is placed on rote learning.
• It cannot measure ability and attitude.
• It is weak to measure language skill/expression.
DISADVANTAGES OF SHORT-ANSWER TEST
• Objectivity and accuracy in scoring may be influenced by the
examinee’s handwriting and spelling skills.

GUIDELINES IN SHORT-ANSWER TEST

• Clearly specify in the test direction how the question should be
answered.
• Frame questions/items using words that are easily understood by the
examinees.
• Restate or do not copy exact wordings from the text.
• Make sure that examinees provide factually correct answers.
B.2 COMPLETION TEST
Completion test or fill-in-the-blank test requires examinees to supply
word/s, phrase/s symbol/s, or number/s to complete a statement.

ADVANTAGES OF COMPLETION TEST

• It is easy to construct.
• It minimizes guessing.
• It has wider coverage in terms of content
DISADVANTAGES OF COMPLETION TEST
• It is more difficult or tedious to score than other objective types of tests.
• It is typically not suitable for measuring complex learning outcomes.

GUIDELINES IN COMPLETION TEST

• Only the keywords to be supplied by the examinees should be omitted.
• The item should require a single-word answer or brief answers.
• Use only one blank per item. Preferably, place it at the end of the statement.
 GUIDELINES IN COMPLETION TEST
• Blanks provided should be equal in length. Their length should provide
sufficient space for the answer.
• Do not use indefinite statements that allow varying answers.
• Indicate the units (e.g. cm, ft, inc) when items require numerical
answers.
• Avoid grammatical clues such as a or an.
• Do copy the exact sentences from textbooks.
SUBJECTIVE TEST
This test allows the student to organize and present answers in their
own words or using their original ideas. This test can be influenced
by the judgment or opinion of the examinees and the scorers;
nevertheless, it allows assessment of aspects in students’ performance
that are complex and qualitative. Questions raised may elicit varied
answers that can be expressed in several ways.

TESTS UNDER SUBJECTIVE TEST

1.ESSAY
2.PERFORMANCE TASK
B.3 ESSAY TEST
Is a subjective type of test that requires examinees to structure long written
response to answer a question. This test measures complex cognitive skills
or processes and is usually scored on an opinion basis. It may require the
examinees to give definitions, provide interpretations, make evaluations or
comparisons, contrast concepts, and demonstrate knowledge of the
relationships (Morrow, et al., 2016).

TYPES OF ESSAY TEST

1.Restricted Response Essay
2.Extended Response Essay
B.3.1 RESTRICTED RESPONSE ESSAY
b.1.1set limits on the content and response given by the students.
Limitations in the form of the response are well- specified in the
given essay question/item.

B.3.2 EXTENDED RESPONSE ESSAY

b.1.1allow the students wide latitude of expression in terms of the length
and complexity of the response. It is best suited to measure the examinee’s
ability to organize, integrate, synthesize, and evaluate ideas.
ADVANTAGES OF ESSAY TEST
• It is most useful in assessing higher-order thinking skills.
• It is best to develop logical thinking and critical reasoning.
• It takes less time and easy to construct.
• It largely eliminates guessing.
• It can effectively reveal personality and measure opinions and
attitudes.
• It gives examinees freedom to plan their answers and respond within
broad limits
DISADVANTAGES OF ESSAY TEST
• It is difficult to check and score.
• It observes inconsistent and unreliable procedures for scoring.
• Test effectiveness is difficult to analyze and establish.
• Its reliability is often low because of the subjective scoring of the answers.
• It does not allow a larger sampling of content.
• It encourages bluffing. Scoring may be affected by good handwriting,
neatness, grammar, etc.
• It entails excessive use of time for answering.
• Scores may be affected by personal biases or previous impressions.
GUIDELINES IN ESSAY TEST
• Use rubrics for scoring an essay answer.
• Do not begin with who or what in writing your essay question.
• Use clear and unambiguous wording of the essay questions/items.
• Indicate the values or assigned points for every essay question/item.
• All examinees should be required to answer all and the same essay questions
for valid and objective scoring.
• Keep the students anonymous while checking the essay answers.
• Evaluate all answers to one question before going on to the next.
C. PERFORMANCE TEST
This assessment type requires students to perform a task or activity or do
an actual demonstration of essential and observable skills and the creation
of products. This may be in the form of simulated performance or work
samples.

TYPES OF PERFORMANCE TEST

1.Simulated Performance
2. Product based
C. 1 SIMULATED PERFORMANCE
Requires examinees to carry out the basic rudiments of skill in a realistic
context rather than simply choosing an answer from a ready-made list.
Examples are recital, dramatic enactment, role-playing, participating in
debate, public speaking, and entrepreneurial activity, etc.

C. 2 PRODUCT BASED
Focuses on the final assessable output and not on the actual
performance of making the product. Examples are portfolios, multimedia
presentations, posters, ads, and bulletin boards.
ADVANTAGES OF PERFORMANCE TEST
• They can measure complex learning outcomes in a natural setting.
• The students can apply the knowledge, skills, and values learned.
• They promote more active student engagement in an activity.
• They can help identify the students’ strengths and weaknesses.
• They provide a more realistic way of assessing performance.
DISADVANTAGES OF PERFORMANCE TEST
• Scoring procedures are generally subjective and unreliable.
• They demand a great amount of time for preparation, administration, and
scoring.
• They can possibly be costly.
• They rely heavily on students’ creativity and drive.
GUIDELINES OF PERFORMANCE TEST
• Focus on skill or product to be tested. They should relate to the
predetermined learning outcomes.
• Provide clear directions on the task or product required. Clearly communicate
expectations.
• Minimize dependence on skills that are not relevant to the intended purpose.