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General Guidelines in Problem

This document provides guidelines for constructing good problem-solving test items. It discusses that problem-solving tests measure learners' ability to solve quantitative and non-quantitative problems using knowledge and higher-order thinking skills. The guidelines are to 1) clearly identify and explain the problem, 2) be specific about the required response, and 3) specify directions for grading answers and procedures. Following these guidelines helps create appropriate problem-solving assessments for evaluating learners' skills.

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Asrah Maque Mejia
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50 views4 pages

General Guidelines in Problem

This document provides guidelines for constructing good problem-solving test items. It discusses that problem-solving tests measure learners' ability to solve quantitative and non-quantitative problems using knowledge and higher-order thinking skills. The guidelines are to 1) clearly identify and explain the problem, 2) be specific about the required response, and 3) specify directions for grading answers and procedures. Following these guidelines helps create appropriate problem-solving assessments for evaluating learners' skills.

Uploaded by

Asrah Maque Mejia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GENERAL GUIDELINES IN PROBLEM-SOLVING TEST

Prepared by:
Janielle Kaye R. Bituin
Regie E. Balinton

BSED III – SOCIAL STUDIES

Viczon D. Estrella
College Instructor
I. Introduction

A problem-solving test is consist of problem/question that require learners


to solve problems in quantitative or non-quantitative settings using knowledge
and procedures and/or other higher order cognitive skills.

Problem-solving test is difficult to construct and can be challenging to


answer by the students. Students feel like they understand the concept during
the lecture but while solving the problem they find it difficult to solve the
problem because sometimes the reason why the student find it difficult is due
to the wrong construction of the problem-solving test.

As a future educator, we must know the general guidelines in writing good


problem-solving item test to make more appropriate and understandable by
the learners.

II. Body of the Report

Problem solving test used to measure learner’s ability to solve problems


that require quantitative knowledge and competencies and/or critical thinking
skills.
There are different variations of quantitative problem solving item test. These
include the following :

1. One answer choice – This type of question contains four or five options
and students are required to choose the best answer.
2. All possible answer – This type of question has four or five options and
students are required to choose all of the options that are correct.
3. Type in answer – This type of question does not provide options to choose
from. Instead, the learners are asked to supply the correct answer. The
teacher should inform the learners at the start how their answer will be
rated. For example, the teacher may require just the correct answer or
may require learners to present the step-by-step procedures incoming up
their answers. On the other hand, for non-mathematical problem solving,
such as a case study, the teacher may present a rubric how their answers
will be rated.

The following are some of the general guidelines in constructing good


problem-solving test items:

1. Identify and explain the problem clearly.


2. Be specific and clear of the response required from the students.
3. Specify in the directions the bases for grading students’
answers/procedure.

III. Conclusion

The problem-solving test are designed to evaluate an student’s skill


level in solving problems. As a future educator we should be aware of
principles and strategies of good problem solving base on the student
discipline. In order for us to develop our student analytical thinking,
critical thinking and logical reasoning skills giving them a problem
solving assessment are the best option to meet students learning
competencies.

IV. Reference

Ubina-Balagtas, Marilyn, Adonis P., Golla, Evangeline F., Magno,


Carlo P., Villadolid, Violeta C. (2020) Assessment in Learning 1.
Sampaloc, Manila, Philippines. Rex Bookstore, Inc.

The following are some of the general guidelines in constructing good problem-solving test items:

1. Identify and explain the problem clearly.

Faulty: Tricia was 135.6 lbs. when she started with her zumba/aerobics exercises. After three
months of attending the sessions three times a week, her weight was down to 122.8 lbs. About
how many lbs. did she lose after three months? Write your final answer in the space provided
and show your computations.
Good: Tricia was 135.6 lbs. when she started with her zumba/aerobics exercises. After three
months of attending the sessions three times a week, her weight was down to 122.8 lbs. How
many lbs. did she lose after three months? Write your final answer in the space provided and
show your computations. Write the exact weight; do not round off.

2. Be specific and clear of the type of response required from the students.

Faulty: ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity juice in Philippines,
aside from their Singapore market. The sales for the juice in the Singapore market were
$5million more than those of their Philippine market in 2016, $3million more in 2017 and
$4.5million in 2018. If the sales in Philippine market in 2018 was PHP35million, what were the
sales in Singapore market during that year?

Good: ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity juice in Philippines,
aside from their Singapore market. The sales for the juice in the Singapore market were
$5million more than those of their Philippine market in 2016, $3million more in 2017 and
$4.5million in 2018. If the sales in Mexican market in 2018 was PHP35 million, what were the
sales in U.S. market during that year? Provide answer in Singapore dollars (1S$ = PHP 36.50)

3. Specify in the directions the bases for grading students’ answers/ procedures .

Faulty: VCV Consultancy Firm was commissioned to conduct a survey on the voters’
preferences in Visayas and Mindanao for the upcoming presidential election. In Visayas, 65%
are for Liberal Party (LP) candidate, while 35% are for the Nationalist Party (NP) candidate. In
Mindanao, 70% of the voters are Nationalist, while 30% are LP supporters. A survey was
conducted among 200 voters for each region. What is the probability that the survey will show a
greater percentage of Liberal Party supporters in Mindanao than in the Visayas region.

Good: VCV Consultancy Firm was commissioned to conduct a survey on the voters’
preferences in Visayas and Mindanao for the upcoming presidential election. In Visayas, 65%
are for Liberal Party (LP) candidate, while 35% are for the Nationalist Party (NP) candidate. In
Mindanao, 70% of the voters are Nationalist, while 30% are LP supporters. A survey was
conducted among 200 voters for each region. What is the probability that the survey will show a
greater percentage of Liberal Party supporters in Mindanao than in the Visayas region? Please
show your solution s to support your answer. Your answer will be graded as follows:
0 point = for wrong answer and wrong solution
1 point = for correct answer only (i.e., without or wrong solution)
3 points = for correct answer with partial solutions
5 points = for correct answer with complete solutions

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