This document discusses different types of test items that can be used to assess students, including:
1. Completion type test items require students to fill in a word or phrase in blanks. Identification type test items can use definitions, descriptions, pictures, or diagrams as stimuli.
2. Labelling type test items require students to identify names of parts or items in an illustration. Multiple choice test items consist of an incomplete statement or question with several suggested solutions to choose from.
3. Matching type test items have two columns where students match items between the columns, like matching people to their achievements. This reduces guessing compared to other item types.
This document discusses different types of test items that can be used to assess students, including:
1. Completion type test items require students to fill in a word or phrase in blanks. Identification type test items can use definitions, descriptions, pictures, or diagrams as stimuli.
2. Labelling type test items require students to identify names of parts or items in an illustration. Multiple choice test items consist of an incomplete statement or question with several suggested solutions to choose from.
3. Matching type test items have two columns where students match items between the columns, like matching people to their achievements. This reduces guessing compared to other item types.
This document discusses different types of test items that can be used to assess students, including:
1. Completion type test items require students to fill in a word or phrase in blanks. Identification type test items can use definitions, descriptions, pictures, or diagrams as stimuli.
2. Labelling type test items require students to identify names of parts or items in an illustration. Multiple choice test items consist of an incomplete statement or question with several suggested solutions to choose from.
3. Matching type test items have two columns where students match items between the columns, like matching people to their achievements. This reduces guessing compared to other item types.
This document discusses different types of test items that can be used to assess students, including:
1. Completion type test items require students to fill in a word or phrase in blanks. Identification type test items can use definitions, descriptions, pictures, or diagrams as stimuli.
2. Labelling type test items require students to identify names of parts or items in an illustration. Multiple choice test items consist of an incomplete statement or question with several suggested solutions to choose from.
3. Matching type test items have two columns where students match items between the columns, like matching people to their achievements. This reduces guessing compared to other item types.
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COMPLETION TYPE TEST ITEMS
This test consists of a series of items which requires the testee to fill a word or phrase on the blanks. This is also called filling the blank type of test.
IDENTIFICATION TYPE TEST ITEMS
Identification Type of Test is not only confined in using definition, description, and explanation as stimulus. A picture, diagram or an object can also be utilized.
Example:
Indentify the following natural selection being described.
__________1. is the act of transferring pollen grains from the male anther of a flower to the female stigma.
__________2. is an animal that causes plants to make fruit or seeds.
Example of a picture as a stimulus:
Indentify the following natural selection based on the illustration.
The statement should only lead to one possible answer.
Poor: ___________1. is an animal
Better: ___________2. is an animal that causes plants to make fruit or seeds.
LABELLING TYPE TEST ITEMS
A test requires the students to identify the names of parts / item in an illustration. The illustration could be in the diagram, picture or a drawing.
Suggestions in writhing labelling type of test items are as follows:
The illustration should be very clear.
Use lines or arrows pointing to the parts to be labelled. Labels should be written in vertical column as much as possible.
1 . 2 . 3 . ALTERNATIVE RESPONSE TYPE TEST ITEMS (True/False Test) 4 . 5 . Consist of a declarative statements that the student is asked 6 . to mark true or false, right or wrong, correct or incorrect, yes 7 . or no, fact or opinion, agree or disagree or the like 8 . 9 . 10 . MATCHING TYPE TEST ITEMS 11 . The most common matching type test is made up of two parallel columns, the first column (A) is the premise that presents the problem, and the second column (B) provides the answer. There are many modified matching types as well.
Matching type test is useful in measuring factual information as well as relationships between two things, ideas or concepts. It reduces guessing to the minimum as compared to alternative response test. Some of the relationships that can be matched are found in the matrix below:
Relationships That Can Be Used in Matching Type Tests
Persons Achievements Dates Historical Events Terms Definitions Principles Illustrations Parts Functions Machines Uses Diseases Causes Perfect Matching Type. The number of premises in Column A is less than the number of responses in Column B. The response can only be used once.
Example:
In Column A are popular descriptions of Presidents, during their term of office - Match then with the names of Philippine Presidents in Column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President 3. Corazon Aquino C. Filipino First Policy D. Champions of First Land Reform Law
Imperfect Matching Type. The number of premises in Column A is not equal to the number of the responses in Column B, or the other way around. The response or the premise can be used more than once.
Example:
In column A are names of well-known curriculum evaluators. Match them with the evaluation models they have been identified with in Column B. You can use the letter once or more than once.
Column A (Premise) Column· B (Responses)
1. Consumer Oriented Model A. Michael Scriven
2. Responsive Model B. Daniel Stufflebeam 3 CIIP Model C. Robert Stake 4. Goal Free Model D. Ralph Tyler 5. Phi Delta Kappa Model MULTIPLE CHOICE TYPE TEST ITEMS
This is the type identified as the most versatile test type because it can measure a variety of learning outcomes. It consists of a problem and a list of suggested solutions. The incomplete statement or direct question is called the STEM. The list of suggested solutions in words, numbers, symbols or phrases are called ALTERNATIVES, OPTIONS or CHOICES. There should be three to five options in each item. The correct alternative is called the ANSWER while the remaining options or choices are called DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple choice items are presented with a STIMULUS MATERIAL.
• Correct Answer Type. Other alternatives are clearly wrong and only one is the correct answer. This can be constructed in either direct question or completion of the sentence.
Examples:
Direct Question:
What is NOT a member of ASEAN 2015 Economic Community?
A. Vietnam
B. Korea
C. Malaysia
D. Philippines
Incomplete Sentence:
A country in Southeast Asia which is not a member of the ASEAN 2015 economic community is
A. Vietnam
B. Korea
C. Malaysia
D. Philippines
• Best Answer Type. All the alternatives are correct but only one is the best.
Direct Question:
What do progressive educators consider as the most important factor in the teaching-learning process?
A. Teacher
B. Learner
C. Books
D. Principal Incomplete Sentence:
According to progressive educators, the most important factor in the teaching - learning process is
A. Teacher
B. Learner
C. Books
D. Principal
ASSESSING HIGHER ORDER THINGKING SKILLS THROUGHMULTIPLE CHOICE TYPE TEST ITEMS
CONSUMO, R. Exploring The Link Between Literacy and Numeracy A Correlational Study of E-RUNT and CRLA Performance in Grade 3 Learners at Leon Consumo Memorial Elementary School
CONSUMO, R. Exploring The Link Between Literacy and Numeracy A Correlational Study of E-RUNT and CRLA Performance in Grade 3 Learners at Leon Consumo Memorial Elementary School
