Things to Remember:

 Making a good test takes time

POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY
Jesus Ochave Ph.D. VP Research Planning & Development Philippine Normal University

ERIC B. ORQUISTA
LAC Leader / March 5, 2021
 Learning Action Cell (LAC) Session Example: Mrs. Reyes decided to prepare a 75- item test on the unit, The topic on
March 5, 2021 “Konsepto ng Palatandaan ng Pambannsang Kaunlaran”.
How many items should she write for the “Konsepto ng Palatandaan ng Pam-
Table of Specification (TOS) with an Overview on Test Construction. bannsang Kaunlaran”?
75 items x 0 .1389 or (13.89 %) = 10.41 or 10 items
Common observation of students on test questions 6. Distribute the numbers to the objectives. The number of items allocated for
 Hindi kasama sa lessons. each objective depends on the degree of importance attached by the teacher to
 Masyadong mahaba ang question at mga pagpipilian. it.
 Hindi maayos ang layout ng test, putol- putol ang mga sentence. Workshop
 Nakakalito ang mga tanong. Minsan wala sa pagpipiliaan ang sagot. Make your Own Table of Specification
Possible reasons for faulty test questions:
 Questions are copied and paste from the book or other resources.
DIVISION OF PALAWAN
EL NIDO NATIONAL HIGH SCHOOL
 Not consulting the course outline.
 Much consideration is given to reduce printing cost.
Table of Specifications (TOS)
 No TOS or TOS was made after making the test.
Second Quarter Summative Test
Factors to consider in preparing testquestions (Oriondo & Antonio, 1984)
 Purpose of the test
S.Y 2020 - 2021
 Time available to prepare, administer and score the test.
 Number of students to be tested.
Re- Under- Item
 Skill of the teacher in writing the test. No.of No.of Appli- Analy- Evalu- Cre-
Topic % memb tandin Place-
 Facilities available in reproducing the test. Days Items cation sis ating ating
ering g ment
“To be able to prepare a GOOD TEST, one has to have a mastery of the subject 5
matter, knowledge of the pupils to be tested, skill in verbal expression and the 3
use of the different test format” Evaluating Educational Outcomes (Oriondo & Antonio,1984) 2
Characteristics of Good Tests 4
 Validity – the extent to which the test measures what it intends to measure 3
 Reliability – the consistency with which a test measures what it is supposed 4
to measure 3
 Usability – the test can be administered with ease, clarity and uniformity 4
Other Things to Consider 5
 Scorability – easy to score 3
 Interpretability – test results can be Total 36
properly interpreted and is a major basis
in making sound educational decisions
 Economical – the test can be reused
without compromising the validity and
reliability
Things to remember in making SJT Questions Table of Specifications (TOS)
Since SJT questions require learners to identify the best or worst answer,  A two way chart that relates the learning outcomes to the course content
the stem should be presented in a manner in which the test taker will choose  It enables the teacher to prepare a test containing a representative sample
the correct answer by eliminating the distractors. of student knowledge in each of the areas tested.
In making the choices, the correct answer Sample TOS (Table of Specification)
should always be the one that actually solves the
problem or answer the question. Logically, the
“correct” answers need to be distinct from the
other answer options. Hence if two answer op-
tions seem very similar, it would be very difficult
to identify the “distractor”.

Things to Remember:
 Making a good test takes time
 Teachers have the obligation to provide their students with the best evalua-
tion
 Tests play an essential role in the life of the students, parents, teachers and
other educators KPU Paradox
 Break any of the rules when you have a good reason for doing so! (emphasis Knowledge (Remembering) – answers the question what, where and when?
mine) (Mehrens, 1973) (ano, saan at kailan)
 Process (Application & Analysis) – answers the question how? (paano)
Steps in Preparing Table of Specification (TOS) Understanding (Analysis) – answers the question why ?(bakit)
1. List down the topics covered for inclusion in the test. THE LEVELS OF COGNITIVE DOMAIN
2. Determine the objectives to be assessed by the test. The levels are the guiding posts in constructing test items. Regardless of
3. Specify the number of days/hours spent for teaching a particular topic. what type of teacher-made tests the teacher will prepare, the items must follow
4. determine percentage allocation of the test items for each of the topics cov- the pattern set for evaluation.
ered. The formula applied is as follows: % for a topic = Total Number Of Days/ The following items are features of levels with regards to the objectives
Days Spent of the lessons.
Example: Mrs. Reyes utilized 36 days for teaching the ArPa 10. She spent 5 days 1. KNOWLEDGE (Remembering) -- includes those objectives that deal with
in teaching the topic “Konsepto ng Palatandaan ng Pambannsang Kaunlaran” recall, recognize facts, terminology, etc.
What percentage of test items should she allocate for the topic? Example: Sino ang kauna-unahang bayani ng Pilipinas na nakipaglaban
(No. of days / Total No.of Days) x 100 sa mga Kastila?
(5/36) = .1389 x100 = 13.89% 2. COMPREHENSION (Understanding) – includes some level of understand-
5. Determine the number of the items for each topic. This can be done by mul- ing. It requires the learners to change the form of communication to see the
tiplying the percentage allocation for each topic by the total number of items to connection or relations among parts of a communication (interpretation) or
be constructed. draw a conclusion (inference).
Example: Bakit sa tabing dagat naninirahan ang mga sinaunang Pilipino?
3. APPLICATION (Applying) – it requires the pupils to use previously acquired Some additional guidelines to consider when writing items are described
information in a setting other than the one in which it was learned. below:
Example: Alin sa mga sumusunod ang uri ng pamumuhay noong panahon ng 1.Avoid humorous items. Classroom testing is very important and humor-
Martial Law? ous items may cause students to either not take the exam seriously, become con-
4. ANALYSIS (Analysing) – It requires the pupils to identify the logical errors fused or anxious.
(point out the prediction or erroneous inference), differentiate among facts, 2.Items should measure one’s knowledge of the item context not their lev-
opinions, assumptions, hypothesis or conclusions, draw relationships among ide- el of interest.
as or to compare and contrast. 3.Write items to measure what students know, not what they do not
Example: Alin sa mga sumusunod ang dapat ginawa ng mga Pilipino upang know. (Cohen & Wallack)
makamit ang inaasam na kalayaan laban sa mga Kastila? Guide to make a Multiple Choice Questions
5. SYNTHESIS (Creating) – objectives at this level require the pupils to *produce 1.Use negatively stated stems sparingly and when using negatives such as NOT,
something unique or original. Test questions at this level require the pupils to underline or bold the print.
solve unfamiliar problems or combine parts to form a unique or novel whole. 2.Use none of the above and all of the above sparingly, and when you do use
Example: Bilang mag-aaral, paano ka makakatulong sa pagpapanatili ng kalini- them, don't always make them the right answer.
san ng ating kapaligiran? 3.Only one option should be correct or clearly best.
4.All options should be homogenous and nearly equal in length.
6. EVALUATION (Evaluating) – Under this objective, the learners are required to 5.The stem (question) should contain only one main idea.
form judgments about the value of methods, ideas, people or products that have 6.Keep all options either singular or plural.
a specific purpose. 7.Have four or five responses per stem (question).
Example: Alin sa mga sumusunod ang higit na mabisang paraan ng pagsugpo sa 7.When using incomplete statements place the blank space at the end.
ipinagbabawal na gamot? 8.When possible organize the responses.
Tips in Preparing the Table of Specifications (TOS) 9.Reduce wordiness.
 Don’t make it overly detailed. 10.When writing distracters, think of incorrect responses that students might make.
 It's best to identify major ideas and skills rather than specific details.
 Use a cognitive taxonomy that is most appropriate to your discipline. Situational Judgment Tests (SJT)
 Weigh the appropriateness of the distribution of checks against the students' Is a type of test which presents realistic scenarios similar to those that
level, the importance of the test, the amount of time available. would be encountered in real life.
General Rules in Writing Test Questions Situational judgment tests present the test-taker with realistic, hypo-
 Number test questions continuously. thetical scenarios and ask the individual to identify the most appropriate response
 Keep your test question in each test group uniform. or to rank the responses in the order they feel is most effective.
 Make your layout presentable. Why use SJTs?
 Do not put too many test questions in one test group. Situational judgment test’s are designed to clarify the difference between
T or F: 10 – 15 questions average from superior response. The most effective response will look at the situ-
Multiple Choice: max. of 30 questions ation from various angles, consider a wider range of action, and take account the
Matching type: 5 questions per test group long-term consequences of action. (Sharpley, 2010)
Others: 5 – 10 questions Formats in SJT questions
Ranking questions ask you to rank in order your response to a situation.
Multiple choice questions ask you to choose the most appropriate action or deci-
sion to take in a given situation.