DAMASCO, JOHN REY C.

REMEMBERING

Classification Type of Test Description

Format Standardized Tests - A test in which all test takers receive the
identical test.
Teacher-Made Tests - Used to assess how well pupils are
progressing in school.
Mode of Response Oral Test - A method used in many schools and fields in
which an examiner asks a question and the
student answers vocally.
Written Test - It is usually divided into sections so that
different fields can be checked. A method
for evaluating a learner's ability, knowledge,
and talents.
Performance Test - Instead than just answering questions,
students are required to perform or
demonstrate their talents in this type of test.
Ease of Objective Test - A test that consists of factual questions with
Quantification of very brief answers.

Response Subjective Test - A more difficult and costly test to plan,

conduct, and evaluate accurately.

Mode of Individual Test - It assesses how effectively students grasped

Administration the lesson's fundamental concepts and ideas.

Group Test - An instructional technique for assessing

student learning that includes a group
component in addition to typical individual
testing.
Mode of Norm-Referenced - Tests that are designed to rank and compare
Interpretation test takers in relation to one another.

Criterion Referenced - Designed to assess a student's progress

against a set of specified learning objectives.

Choices Selective-Response - Provides choices to the answer.

Supply Test - To demonstrate mastery of knowledge and

abilities, students must construct and furnish
 their own solution or accomplish a specific
assignment.

Others Ability Tests - A standardized and objective assessment of

a group of behaviors at a certain point in
time.
Aptitude Test - Designed to determine a learner's
capabilities.

Multiple Choice Test - It consists of a stem that outlines the issue

and three or more alternatives that provide
possible remedies.
True-False Test - It consists of declarative statements that
must be marked as true or untrue, yes or no,
correct or incorrect, and fact or opinion.
Matching Type - Column A is the column of premises from
which a match is sought, while column B is
the column of responses from which the
selection is determined.
Short Answer Test - Uses direct inquiries to which a word,
phrase, number, or symbol can be answered.

Completion Test - It is made up of an unfinished statement.

(blanks)

Restricted Essay Test - By limiting the scope of the issue, the

content of the response is limited.

Extended Essay Test - Allows students to choose any factual

material they believe is relevant and order
their responses according to their best
judgment.

Psychological Test - Adults and children are given written,

verbal, or visual evaluations to check their
cognitive and emotional functioning.
Educational Test - It is used to test or assess the learner's
understanding of the issue and whether or
not they have gained knowledge from the
talk.
 Survey Test - Used to gather data from a predetermined
sample of respondents in order to get
knowledge and insights into a variety of
topics.
Mastery Test - It's utilized to figure out what the students
learnt from the talk and how they'll apply it
to a much larger challenge.
Verbal Test - It is designed to assess a student's capacity to
comprehend and reason through the use of
words.
Non-verbal Test - It is designed to assess a student's ability to
comprehend and solve issues using visual
information.
Power Test - It is a statistical formula used to calculate the
minimum sample size required for a study
before it begins.
Speed Test - A measuring instrument made up of a list of
relatively simple questions that must be
answered in a short amount of time.
Achievement Test - Tests that are used to assess a test taker's
knowledge, skills, and abilities in a field,
subject area, or content domain in which the
test taker has received training or
instruction.
Intelligence Test - The assessment of a student's current
intellectual functioning through the
completion of a series of problems designed
to evaluate various types of reasoning.
Personality Test - It's a test that aims to describe a person's
specific personality features.

Type of Validity Description Sample Tests

Content Validity - Is done through a careful and critical - A professor talked
examination of the objectives of assessment so about basic
that it reflects the curricular objectives. statistics and then
offered a test that
covered the
topics presented.
Face Validity - Is done by examining the physical appearance of - Mr. Steven
the instrument. devised a
mathematical test
in which students
must add and
subtract integers.
Criterion Validity - Is established statistically such that a set of - Ma'am Dina
scores revealed by the measuring instrument is gave her students
correlated with the scores obtained in another a personality test
external predictor. to discover if
there was a link
between their test
scores and a
measure of their
productivity.
- Describes the present status of the individual by - Correlation
correlating the sets of scores obtained from two of reading test
measures given concurrently. scores verified
*Concurrent teachers'
Validity evaluations of
reading ability.
- Describes the future performance of an - Students who did
individual by correlating the sets of scores well on the
obtained from two measures given at a longer admission exam
time interval. have a higher
GPA in the first
semester.

*Predictive
Validity
Construct Validity - Established by analyzing the activities and - Teacher Gab
processes that correspond to a particular created an
concept; is established statistically by instructional
comparing psychological traits or factors that curriculum to
theoretically influence scores in a test. help high school
students improve
their artistic
abilities.
 - Is established if the instrument defines a similar - The scores on a
trait. test of

*Convergent Validity mathematics

skills can be
connected with
scores on other
tests that are also
designed to
measure basic
arithmetic ability
to demonstrate
the test's
convergent
validity.
- Is established if the instrument can describe only - The results
the intended trait and nit the other traits. provided by this
instrument do not

*Divergent Validity correspond too

significantly with
assessments of a
similar but unique
feature, according
to the IQ-test.
Consequential Validity - It refers to the positive or negative social - The benefits of
consequences of a particular test. standardized
tests'
consequential
validity include
enhanced student
learning and
motivation, as
well as
guaranteeing that
all students have
equitable access
to instructional
content.
UNDERSTANDING

Type of Test It must have… What to avoid?

Multiple Choice - It must include a stem that outlines - No patterns in answer.

the problem and three or more
options that provide possible
remedies. The distractors are the
erroneous alternatives.

True-False - True-false, right-wrong, correct- - No to trivial statements.

incorrect, yes-no, fact-opinion are
all declarative statements that must
be marked.
Matching Type - It has to be uniform. Column A is the - Combination or mix list of items.
column of premises from which a
match is sought, and column B is
the column of responses from
which a selection is made.
Supply Test - - Direct questions that can be - Indefinite statements.
(Short Answer, answered with a word, phrase,

Completion Test) number, or symbol must be

included in a short answer.

Essay Test - By limiting the scope of the topic, - Avoid excuses

a restricted response must limit the - Don’t pad your answer.
content of the response.
- Extended responses provide
students the freedom to choose any
factual material they believe is
relevant and order their answers
according to their best judgment.
APPLYING

1. In terms of the manner in answering as the criterion, which of the following types of test does NOT
belong to the group?
a. Multiple Choice
b. True-False
c. Matching Type
d. Completion Test
JUSTIFICATION: Because multiple choice, true-false, and matching tests all include choices, the letter
D completion exam does not, because it allows the child to answer it on his or her own.

2. Which of the following is NOT one of the guidelines in constructing alternate-response type of test?
a. Make items absolutely true or absolutely false
b. Construct simple sentences.
c. Test trivial knowledge
d. State items positively
JUSTIFICATION: Alternate-response tests are true-false, which indicates that they do not allow for trivial
information.

3. Which improvement should be done on this completion test item: An example of a mammal is
________.
a. The question should have one acceptable answer.
b. The blank should be at the beginning of the sentence.
c. The item should give more cues.
d. The blank should be longer to accommodate all possible answers.
JUSTIFICATION: There should only be one valid answer because the sentence only asks for a (only or
one) response.

4. “ Andres Bonifacio founded the Katipunan”. In this True-False item, which principle in test construction
is violated?
a. Test something significant
b. Make use of simple words
c. Avoid qualitative terms
d. Have a sufficient reason to make the statement false
JUSTIFICATION: Include an adequate justification why the assertion is wrong because it is too short and
may cause the learner to become confused.

5. Teacher Kevin constructed a matching type test. In his columns of items are a combination of events,
people and circumstances. Which of the following guidelines in construction matching type of test is
violated?
a. List options in an alphabetical order
b. Make list of items homogeneous
c. Make list of items heterogeneous
d. Provide three or more options
JUSTIFICATION: The rule that was broken was making the list of items homogeneous; it was said that
there were combinations or mixed selections in his columns of items. It broke the rule of making the list
of items homogeneous because it wasn't just events, people, and situations.

6. The Licensure Examination for Teachers (LET) items sample adequately the competencies listed in the
syllabi, it can be said that the LET possesses __________validity.
a. Concurrent
b. Construct
c. Content
d. Predictive
JUSTIFICATION: Since the items sample of LET was listed in the syllabus, it has content validity.

7. “If all the passers of 2018 Licensure Examination for Teachers (LET) will turn out to be the most
effective in the Philippine school system, it can be said that this LET possesses ________________
validity.
a. Construct
b. Content
c. Predictive
d. Concurrent
JUSTIFICATION: Predictive validity, because they will presume that if you pass the license exam, you
will be an effective teacher.

8. The use of table of specifications (TOS) assures the teacher and the learners of a test with
______________.
a. Reliability
b. Construct validity
c. Content validity
d. Predictive validity
JUSTIFICATION: Because the TOS is a guideline for teachers and students to follow in order to attain
the goals, it has content validity.

9. Which of the following describes construct validity?

a. The notion that scores on a test correlate highly with scores from tests that measure the same attribute.
b. The level of which a construct is related to other similar measures.
c. The degree to which the items in the test consistently relate to each other.
d. The test will produce consistent results.
JUSTIFICATION: The convergent validity, denoted by the letter B, determines whether the instrument
defines related traits.
10. Which of the following refers to concurrent validity?
a. Two tests are done at the same time.
b. The test will produce consistent results.
c. The items on the test consistently relate to each other.
d. The notion that scores on a test correlate highly with scores from tests that measure the same attribute.
JUSTIFICATION: Concurrent validity is defined as a high correlation between a test's score and results
from other tests that assess the same attribute. In other words, the learner's score is linked to the score
given using the same metrics.

ANALYZING
Why is there a need to develop valid assessment tools?
 It is necessary to create valid evaluation tools because they will assist you in evaluating your pupils'
performance. It will also assist you as a teacher in gathering trustworthy data that will advise you
in improving your teaching method. As a result, building a valid assessment instrument can assist
you in evaluating your efficacy as well as the performance of your students.

EVALUATING
Rate yourself on the competencies of the lesson. Check the appropriate box using the scale:

5 – Very High Extent

4 - High Extent
3 - Moderate Extent
2 - Low Extent
1 - Very Low Extent
Indicators 5 4 3 2 1
1. I can describe the different types of test and test validity. /

2. I can pinpoint the committed construction errors in tests. /

3. I can distinguish the different types of test validity from one /
another.
4. I can develop different type of test items correctly. /

CREATING

1. Which point will make the following not a function? (3,7) (2,4) (5,2) (6,3)
a.) (10, 12) b.) (9, 12) c.) (3, 12) d.) (8, 7)

2. If f(x) = 4x - 3. find f(5)

a.) 17 b.)6 c.) 5.75 d.)10

DETERMINE IF THE FOLLOWING IS A FUNCTION OR NOT.

3. Is the following a Function? (2,3) (4,7) (3,9) (5,7)

a.) YES b.) NO
4. Is the following a Function? (2,3) (4,7) (3,9) (2,7)
a.) YES b.) NO

5. Is the following a Function? (2,5) (4,7) (3,11) (5,7)(4,2)

a.) YES b.) NO

6. Is the following a Function? (2,3) (9,7) (5,9) (6,7)

a.) YES b.) NO

7. Is the following a Function? (2,3) (4,7) (3,9) (5,7)(3,100)

a.) YES b.) NO

8. 1. If n(A× B) = 6 and A = {1, 3} then n(B) is

a.) (1) 1 b.) (2) 2 c.) (3) 3 d.) (4) 6

9. If A = {1, 2}, B = {1, 2, 3, 4}, C = {5, 6} and D {5, 6, 7, 8} then state which of the following
statement is true.
a.) (A×C ) ⊂ (B × D)
b.) (B × D) ⊂ (A×C )
c.) (A× B) ⊂ (A× D)
d.) (D × A) ⊂ (B × A)

10. If there are 1024 relations from a set A = {1, 2, 3, 4, 5} to a set B, then the number of elements
in B is.
a.) 3 b.) 2 c.) 4 d.) 8

11. A function which has a constant difference per interval is

a.) linear.
b.) exponential.
c.) logarithmic.
d.) none of the above.

12. A bird dives off of a branch toward the water. After 1 second it has traveled 1 meter, after 2 seconds
it has traveled 2 meters, and after 3 seconds it has traveled 4 meters. The function which best
describes the distance traveled over time is
a.) linear.
b.) exponential.
c.) logarithmic.
d.) none of the above.

13. f (x) = (x + 1)3 − (x − 1)3 represents a function which is

a.) linear
b.) cubic
c.) reciprocal
d.) quadratic

14. A relation is a set of

A) y-values
B) frogs
C) functions
D) ordered pairs
 15. Domain is a list of all of the ____ values of a relation or function.
a.) X b.) Y c.) Z

16. Range is a list of all of the ____ values of a relation or function.

a.) X b.) Y c.) Z

17. What is the range of this function: {(4, 8), (9, 2), (-3, -4)}
A) {4, 9, -3}
B) {8, 2, -4}
C) {8}
D) {(4, 8), (9, 2), (-3, -4)}
18. Which of the following relations is a function?
A) {(0, 0), (0, 1), (1, 2)}
B) {(3, 1), (4, 1), (3, 2)}
C) {(1, 1), (1, 2), (1, 3)}
D) {(0, 0}, (1, 2), (2, 3)}

19. Which of the following relations is a function?

A) {(0, 4), (5, 6), (5, 8)}
B) {(1, 2), (-1, 3), (-1, 8)}
C) {(1, 2), (2, 2), (3, 4)}
D) {(3,7), (3, 6), (5, 3)}

20-25. Is the graph a function or not a function? Prove your answer.

28-30. Write a short reflection about functions.