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ASSESSMENT
IN
LEARNING 1
GROUP 3
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inspirational quote
of the day

"You are what you believe

yourself to be."

-Paulo Coelho
MEMBERS:

Ken Clarence Nunez Samantha Calatero Hanah Jane Baring

Fritzie Along Jean Pierre Mahilum Rheden Cantila

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 DISTINGUISHING AND
CONSTRUCTING
VARIOUS PAPER- AND-
PENCIL- TEST
 learning outcomes
Construct a table of
specifications
Construct paper-and-
pencil test in accordance
with the guideline in this
instruction
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5.1:Planning a Test and
Construction of Table
of Specifications Identifying Test

steps in
The important
Objectives.
planning for
a test are: An objective test, if it is
•Identifying test to be comprehensive,
objectives/lesson must cover the various
outcomes levels of Bloom's
•Deciding on the type of
objective test to be taxonomy. Each objective
prepared consists of a statement
•Preparing a Table of of what is to be achieved
Specifications (TOS)
•Constructing a draft test preferably by the
items students.
•Try-out and Validation

The following are typical objectives: Analysis/Analysing.The student's

must be able to break down a
Knowledge/Remembering.The given sentence into it's subject
student's must be able to identify and predicate.
the subject and the verb in a given
Evaluation/Evaluating.The
sentence.
students must be able to evaluate
Comprehension/Understanding.
whether or not a sentence
The student's must be able to
determine the appropriate form of observes rules on Subject-Verb
a verb to be used given the subject Agreement
of a sentence Synthesis/Creating.The students
Applying/Application.The student's must be able to formulate rules to
must be able to write sentences be followed regarding Subject-
observing rules on Subject-Verb Verb agreement. Preparing a
Agreement Table of Specifications (TOS)

Preparing a Table of
Specifications (TOS)
A Table of Specifications or
TOS is a test map that
guides the teacher in
constructing a test.
The TOS ensures that there
is balance between items
that test lower level
thinking skills and those
which test higher order
thinking skills (Or
alternatively,a balance
between easy and difficult
items) in the test.
 As a general rule,it is advised that the
The simplest TOS consists of 4
actual number of items to be
Columns
constructed in the draft should be
(a)level of objective to be tested
double the desired number of items.
(b) statement of objective
(c)item numbers where such an
Item analysis and try-out.The test
objective is being tested and
draft is tried out to a group of pupils
(d)number of items and
or students.The purpose of this try-
percentage out of the total for
out is to determine the (a) item
that particular objective.
characteristics through item analysis
Constructing the test items.The
and (b) characteristics of the test
actual construction of the test
itself-validity, reliability and
items follows the TOS.
practicality.
5.3. Constructing Selected-response type

Guidelines for Constructing Alternate-

5.3.1. True-False Test response Test
Rule 1. Do not give hint in the body of the
• Binomial-choice or Alternate question.
response test are test that have only Rule 2. Avoid using the words “always”
two options such as true or false, “never” “often” and other words that
good or better, yes or no, check or
tend to be either always true or always
wrong, and many more.
false.
• A modified true-false test can
Rule 3. Avoid long sentences as these
offset the effect of guessing by
tends to be “true”. Keep sentences short.
requiring students to explain their
Rule 4. Avoid trick statements with some
answer and to disregard a correct
minor misleading word or spelling
answer if the explanation is wrong.
anomaly, misplace phrases, etc.

 5.3.2. Multiple Choice

Rule 5. Avoid quoting verbatim Test
from reference materials or
textbooks.
• The multiple choice type
Rule 6. Avoid Specific determiners
of test offers the student
or give away qualifiers.
with more than two
Rule 7. With true or false questions,
avoid a grossly disproportionate
options per item to
number of either true or false choose from.
statements or even patterns in the Each item in a multiple choice
occurrence of true or false. test consists of two parts:
Rule 8. Avoid double negatives. (a) The stem
(b) The option
 Guidelines for Constructing
Multiple Choice items

1. Do not use unfamiliar words,

6. Distracters should be equally
terms, and phrases.
plausible and attractive.
2. Do not use modifiers that are
7. All multiple choice should be
vague and whose meanings can
differ from one person to the next grammatically consistent with the
such as much, Often, usually, etc. stem.
3. Avoid complex or awkward word 8.The length, explicitness, or
arrangements. degree of technicality of
4. Do not use negatives or double alternatives should not be the
negatives such as statements determiners of the correctness of
tend to be confusing. the answer.
5. Each item stem should be as short 9.Avoid stems that reveal the
as possible. answer to another item.
 Guidelines for Constructing
Multiple Choice items

10. Avoid alternatives that are 15. Pack the question in the stem. Here
synonymous with others or those that is an example of a question which has no
include or overlap others. question.
11. Avoid presenting sequenced items 16. Use the “None of the above" option
in the same order as in the text. only when the keyed answer is totally
12. Avoid use of assumed qualifiers that
correct.
many examinees may not be aware of. 17. Note that use of "all of the above”
13. Avoid use of unnecessary words or may allow credit for partial knowledge.
phrases which are not relevant to the 18. Better still use “none of the above”
problem at hand. and “all of the above” sparingly but best
14. Avoid use of non-relevant sources not to use them at all.
of difficulty such as complex 19. Having compound response choices
calculation when only knowledge of a may purposefully increase difficulty of
principle is being tested. an item.
 MATCHING TYPE OF TEST

The matching type items may be

considered modified multiple choice
type items where the choices
progressively reduce as one successfully
matches the items on the left with the
items on the right.
 Guidelines for Constructing Matching Type of Test
1. Match homogeneous not heterogeneous items.
2. The stem( longer construction) must be in the first column while the options
(shorter) must be in the second column.
3. The options must be more in number than the stems to prevent the student from
arriving at the answer by mere process of elimination.
4. To help the examinee find the answer easier, arrange the options alphabetically or

chronologically, whichever is applicable.

5. Like any other test, the direction of the test must be given.

Matching type items. unfortunately, often test lower order

thinking skills (knowledge level) and are unable to test
higher order thinking skills such as application and
judgement skills.
 Imperfect matching type of test
an answer may be repeated

PERFECT IMPERFECT
5.4 Constructing Supply Type or
Constructed Response Type

• Another useful device for testing lower order

thinking skills is the supply type of tests. The items in
this kind of test consist of a stem and a blank where
the students would write the correct answer.

5.4.1. Completion Type

of Test

It is, however, possible to construct

supply type of tests that will test
higher order thinking.
 Guidelines for the Formulation
of a Completion Type of Test

1. Avoid overmutilated sentences. Give enough clue to the

student.
2. Avoid open-ended item. There should be only one
acceptable answer.
3. The blank should be at the end or near the end of the
sentence. The question must be asked before an answer is
expected.
4. Ask question on more significant item not on trivial matter.
5. The length of the blanks must not suggest the answer. So
better to make the blanks uniform in size.
 5.4.2 ESSAYS
1. describe the similarities and
differences between...
2. what are the major causes of...
Essays, always classified
3. Which of the following
as non objective test, alternatives would you favor and
allow of the assessment why?

of higher order thinking 4. Briefly summarize the content

of...
skills such test require
5. State a set of principles that
students to organize can explain the following event.
their thoughts on the

subject matter.
 6. In the light of the fact Essay can be used to measure
presented what is most likely attainment of a variety of
happen when... objectives.
7. Group the following items
according to...
8. Describe a situation that
1. Comparing
illustrates the principles of
9. Describe the reasoning errors 2. Relating cause-and-effect
in the following paragraph. 3.Justifying
10. Describe the strength and 4. Summarizing
weaknesses of the following
5.Generalizing
11. Describe a plan to prove that.
 TYPES OF ESSAY
RESTRICTED ESSAY/SHORT
RESPONSE
6.Inferring
Restricted essay usually limits both
7. Classifying the content and the response by
8. Applying restricting the scope of the topic to

be discussed.
9. Analyzing NON-RESTRICTED/EXTENDED ESSAY
10. Evaluating Extended responses can be much
longer and complex than short
11. Creating
responses, but students are
encouraged to remain focused and
organized.
Guidelines for the Formulation and Scoring of Essay Tests

1. Phrase the direction in such a way that students

are guided on the key concepts to be included.
Specify how the students should respond.
2. Inform the students on the criteria to be used
for grading their essay.
3. Put a time limit on the essay test.
4. Decide on your essay grading system prior to
getting the essays of the students.
5. Evaluate all of the students’ answers to one
question before proceeding to the next question.
6. Evaluate answers to essay questions without
knowing the identity of the writer.
7. Whenever possible, have two or more
persons grade each answer.
8. Do not provide optional questions.
9. Provide information about the value/weight
of the question and how it will be scored.
10. Emphasize higher level thinking skills.