CHAPTER 3

DEVELOPMENT OF CLASSROOM ASSESSMENT TOOLS

Key Terms
clarity of the learning target
appropriateness of assessment tools
validity
reliability
fairness
objectivity
comprehensiveness
ease in scoring and administering
practicality and efficiency
table of specification
matching type of test
multiple-choice test
true or false test
completion test or short answer test
objective test
subjective test
stem
distracters
key option
performance-based assessment
portfolio assessment
oral questioning
self-report

Learning Outcomes

At the end of this chapter, the student should be able to:

1. Define the following terms: clarity of the learning target, appropriateness of

assessment tools, validity, reliability, fairness, objectivity, comprehensiveness,
ease in scoring and administering, practically and efficiency, table of
specification, matching type of test, multiple-choice test, true or false test,
completion test, objective test, stem, distracters, key options;
2. Discuss the different principles of testing/ assessing;
3. Identify the different qualities of assessment tools;
4. Identify the different steps in developing test items;
5. Discus the steps in developing table of specification;
6. Construct a table of specification using the different formats;
7. Discuss the different format of assessment tools;
8. Determine the advantages and disadvantages of the different format of test item;
9. Identify the different rules in constructing multiple-choice test, matching type
test, completion test, true or false test; and
10. Construct multiple-choice test, matching type test, completion test, true or false
test.
INTRODUCTION

In the previous chapter, we have discussed the process of developing

instructional objectives. As discussed, the instructional objectives must be specific,
measurable and observable. Teachers must develop test items that should match with
the instructional objectives appropriately and accurately. In this section, we shall
discuss the general principles of testing, the different qualities of assessment tools,
steps in developing assessment tools, format of table of specifications, and different
types of classroom tools.

GENERAL PRINCIPLES OF TESTING

Ebel and Frisbie (1999) as cited by Garcia (2008) listed five basic principle
that should guide teachers in assessing the learning progress of the students and in
developing their own assessment tools. These principles are discussed below.

1. Measure all instructional objectives. When a teacher constructs test items to

measure the learning progress of the students, they should match all the
learning objectives posed during instruction. That is why the first step in
constructing a test is for the teacher to go back to the instructional objectives.
2. Cover all the learning tasks. The teachers should construct a test that contains
a wide range of sampling of items. In this case, the teacher can determine the
educational outcomes or abilities that the resulting scores are representatives
of the total performance in the areas measured,.
3. Use appropriate test items. The test items constructed must be appropriate to
measure learning outcomes.
4. Make test valid and reliable. The teacher must construct a test that is valid so
that it can measure what it is supposed to measure from the students. The test
is reliable when the scores of the students remain the same or consistent when
the teacher gives the same test for the second time.
5. Use test to improve learning. The test scores should be utilized by the teacher
properly to improve learning by discussing the skills or competencies on the
items that have not been learned or mastered by the learners.

PRINCIPLES OF HIGH QUALITY ASSESSMENT

Assessing the performance of every student is a very critical task for classroom
teacher. It is very important that a classroom teacher should prepare the assessment
tool appropriately. Teacher-made tests are developed by a classroom teacher to assess
the learning progress of the students within the classroom. It has weaknesses and
strengths. The strengths of a teacher-made test lie on its applicabililty and relevance in
the setting where they are utilized. Its weaknesses are the limited time and resources
for the teacher to utilize the test and also some of the technicalities involved in the
development of the assessment tools.

Test construction believed that every assessment tool should possess good
qualities. Most literatures consider the most common technical concepts in
assessment are the validity and reliability. For any type of assessment, whether
traditional or authentic, it should be carefully developed so that it may serve
whatever purpose it is intended for and the test results must be consistent with the
type of assessment that will be utilized.

In this section, we shall discuss the different terms such as clarity of the learning
target, appropriateness of an assessment tool, fairness, objectivity, comprehensiveness,
and ease of scoring and administering. Once these qualities of a good test are taken into
consideration in developing an assessment tool, the teacher will have accurate
information about the performance of each individual pupils or student.

Clarity of the Learning Target

When a teacher plans for his classroom instruction, the learning target should
be clearly stated and must be focused on student learning objectives rather than
teacher activity. The learning outcomes must be Specific, Measurable, Attainable, Realistic
and Time-bound (SMART) as discussed in the previous chapter. The performance task of the
students should also be clearly presented so that they can accurately demonstrate
what they are supposed to do and how the final product should be done. The teacher
should also discuss clearly with the students the evaluation procedures, the criteria to
be used and the skills to be assessed in the task.

Appropriateness of Assessment Tool

The type of test used should always match the instructional objectives or
learning outcomes of the subject matter posed during the delivery of the instruction.
Teachers should be skilled in choosing and developing assessment methods appropriate
for instructional decisions. The kinds of assessment tools commonly used to assess
the learning progress of the students will be discussed in details in this chapter and in
the succeeding chapter.

1. Objective Test. It is a type of test that requires students to select the correct
response from several alternatives or to supply a word or short phrase to
answer a question or complete a statement. It includes true-false, matching
type, and multiple-choice questions. The word objective refers to the scoring,
it indicates that there is only one correct answer.
2. Subjective Test. It is a type of test that permits the student to organize and
present an original answer. It includes either short answer questions or long
general questions. This type of test has no specific answer. Hence, it is usually
scored on an opinion basis, although there will be certain facts and
understanding expected in the answer.
3. Performance Assessment. (Mueller, 2010) is an assessment in which
students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills. It is can appropriately measure
learning objectives which focus on the ability of the students to demonstrate
skills or knowledge in real-life situations.
 4. Portfolio Assessment. It is an assessment that is based on the systematic,
longitudinal collection of student work created in response to specific known
instructional objectives and evaluated in relation to the same criteria (Ferenz, K.,
2001). Portfolio is a purposeful collection of student’s work that exhibits that
student’s efforts, progress and achievements in one or more areas over a
period of time. It measures the growth and development of students.
5. Oral Questioning. This method is used to collect assessment data by asking oral
questions. The most commonly used of all forms of assessment in class, assuming
that the learner hears and shares the use of common language with the teacher
during instruction. The ability of the students to communicate orally is very
relevant to this type of assessment. This is also a form of formative assessment.
6. Observation Technique. Another method of collecting assessment data is
through observation. The teacher will observe how students carry out certain
activities either observing the process of product. There are two types of
observation techniques: formal and informal observations. Formal observation
are planned in advance like when the teacher assess oral report or presentation
in class while informal observation is done spontaneously, during instruction like
observing the working behavior of students while performing a laboratory
experiment in a biology class and the like. The behavior of students involved in
his performance during instruction is systematically monitored, described,
classified, and analyzed.
7. Self-report. The response of the students may be used to evaluate both
performance and attitude. Assessment tools could include sentence
completion, likert scales, checklists, or holistic scales.

Different Qualities of Assessment Tools

1. Validity refers to the appropriateness of score-based inferences; or decisions

made based on the students’ test results. The extent to which a test measures
what it is supposed to measure.
Reliability refers to the consistency of measurement; that is, how consistent
test results or other assessment results from one measurement to another. We
can say that a test is reliable when it can be used to predict practically the
same scores when test administered twice to the same group of students and
with a reliability index of 0.61 above,.\
2. Fairness means the test item should not have any biases. It should not be
offensive to any examinee subgroup. A test can only be good if it is fair to all the
examinees.
3. Objectivity refers to the agreement of two or more raters of test
administrators concerning the score of a student. If the two rates who assess
the same student on the same test cannot agree on the score, the test lacks
objectivity and neither of the score from the judges is valid. Lack of
objectivity reduces test validity in the same way that the lack of reliability
influence validity.
 4. Scorability means that the test should be easy to score, direction for scoring
should be clearly in the instruction. Provide the students an answer sheet and
the answer key for the one who will check the test.
5. Adequacy means that the test should contain a wide range of sampling of
items to determine the educational outcomes or abilities so that the resulting
scores are representatives of the total performance in the areas measured.
6. Administrability means that the test should be administered uniformly to all
students so that the scores obtained will not very due to factors other than
differences of the students’ knowledge and skills. There should be a clear
provision for instruction for the students, proctors and even the one who will
check the test or the test scorer.
7. Practicality and Efficiency refers to the teacher’s familiarity with the
methods used, time required for the assessment, complexity of the
administration, ease of scoring, ease of interpretation of the test results and the
materials used must be at the lowest cost.

STEPS IN DEVELOPING ASSESSMENT TOOLS

1. Examine the instructions objectives of the topics previously discussed.

2. Make a table of specification (TOS).
3. Construct the test items.
4. Assemble the test items.
5. Check the assembled test items.
6. Write directions.
7. Make the answer key.
8. Analyze and improve the test items.

Let us discuss in details the different steps needed in developing good assessment
tools. Following the different steps is very important so that the test items developed
will measure the different learning outcomes appropriately. In this case, the teacher
can measure what is supposed to measure. Consider the following discussions in
each step.
Examine the instructional Objectives of the Topic Previously Discussed

The first step in developing an achievement test is to examine and go back to

the instructional objectives so that you can match with the test items to be
constructed.

Make a Table of Specification (TOS)

Table of Specification (TOS) is a chart or table that details the content and level
of cognitive level assessed on a test as well as the types and emphases of test items
(Gareis and Grant, 2008). Table of specification is very important in addressing the
validity and reliability of the test items. The validity of the test means that the
assessment can be used to draw appropriate result from the assessment because the
assessment guarded against any systematic error.
 Table of specification provides the test constructor a way to ensure that the
assessment is based from the intended learning outcomes. It is also a way of ensuring
that the number of questions on the test is adequate to ensure dependable results that
are not likely caused by chance. It is also a useful guide in constructing a test and in
determining the type of test items that you need to construct.

Preparing a Table of Specification

Below are the suggested steps in preparing a table of specification used by the
test constructor. Consider these steps in making a two-way chart table of
specification. See also format 1 of the Table of Specification for the other steps.

a. Selecting the learning outcomes to be measured. Identify the necessary

instructional objectives needed to answer the test items correctly. The list of the
instructional objectives will include the learning outcomes in the areas of knowledge,
intellectual skills or abilities, general skills, attitudes, interest, and appreciation. Use
Bloom’s Taxonomy or Krathwolh’s 2011 revised taxonomy of cognitive domain as
guide.
b. Make an outline of the subject matter to be covered in the test. The length of
the test will depend on the areas covered in its content and the time needed to
answer.
c. Decide on the number of items per subtopic. Use this formula to determine the
number of items to be constructed for each subtopic covered in the test so that the
number of item in each topic should be proportioned to the number of class sessions.

Number of class sessions x desired total number of items

Number of items = -------------------------------------------------------------------------------
Total number of class session

d. Make the two-way chart s shown in the format 2 and format 3 of a Table of
Specification.
e. Construct the test items. A classroom teacher should always follow the
general principle of constructing test items. The test item should always correspond
with the learning outcome so that it serves whatever purpose it may have.
If properly prepared, a table of specification will help you limit the coverage of test
and identify the necessary skills or cognitive level required to answer the test item
correctly.

Different Formats of Table of Specification

Gronlund (1990) lists several examples and format on how a table of

specification should be prepared.

a. Format 1 of a Table of Specification

The first format of a table of specification is composed of the specific objectives, the
cognitive level, type of test used, the item number and the total points needed in each
item. Below is the template of the said format.

Specific Objectives Cognitive Type of Test Item Number Total

Level Points
Solve worded Application Multiple-choice 1 and 2 4 points
problems in
consecutive
integers.

Specific Objectives refers to the intended learning outcomes state as specific

instructional objective covering a particular test topic.

Cognitive Level pertains to the intellectual skill or ability to correctly answer a

test item using Bloom’s taxonomy of educational objectives. We sometimes refer to
this as the cognitive demand of a test item. Thus, entries in this column could be
“knowledge, comprehension, application, analysis, synthesis and evaluation.

Type of Test Item identifies the type or kind of test a test item belongs to. Examples
of entries in the column could be “multiple-choice, true or false, or even essay.”

Item Number simply identifies the question number as it appears in the test.

Total Points summarize the score given to a particular test.

Example on how to compute the number of items in each test.

Number of item for the topic: Synthetic division

Number of class session discussing the topic: 3
Desired number of items: 10

Total number of class sessions for the unit: 10

number of class session x desired total number of items
number of items=
total number of class session
3 x 10
number of items=
10
30
number of items=
10
 Number of items for the topic synthetic division = 3

a. Format 2 of Table of Specification (one-way table of specification)

Contents Numbe Numbe Cognitive Level Test Item

r Of r of K-C A HOT Distributio
Class Items S n
Sessions
Basic Concepts Fraction 1 2 1-2
Addition of Fraction 1 2 3-4
Subtraction of Fraction 1 2 5-6
Multiplication and Division of 3 6 7-12
Fraction
Application/ Problem Solving 4 8 13-20
Total 10 20

b. Format 3 of Table of Specification (two-way table of specification)

Krathwohl’s Cognitive Level

Class Total
Content Sessions Rememberin Understandin Applyin Evaluatin Creatin Item Item
g g g g g s Distributio
n
concepts 1 2 1-2
z-score 2 4 3-6
t-score 2 4 7-10
Stanine 3 6 11-16
Percentile 3 6
17-22
rank
Applicatio 4 8 23-30
n
Total 15 30

Note:

The number if item for each level will depend on the skills the teacher wants to
develop in his students. In the case of tertiary level, the teacher must develop more
higher-order thinking skills (HOTS) questions.
For elementary and secondary levels, the guidelines in constructing test will be as
stipulated in the DepEd Order 33, Series 2004 must be followed. That is, factual
information 60%, moderately difficult or more advanced questions 30% and higher
order thinking skills 10% for distinguishing honor students.

Construct the Test Items

In this section, we shall discuss the different format of objective type of test
items, the steps in developing objective and subjective test, the advantages and its
limitations. The different guidelines of constructing different types of objective and
subjective test items will also be discussed in this section.

General Guidelines for constructing Test Items

Kubiszyn and Borich (2007) suggested some general guidelines for writing
test items, to help classroom teachers improve the quality of test items to write.

1. Begin writing items far enough or in advance so that you will have time to revise
them.
2. Match items to intended outcomes at appropriate level of difficulty to provide
valid measure of instructional objectives. Limit the question to the skill being
assessed.
3. Be sure each item deals with an important aspect of the content area and not
with trivia.
4. Be sure the problem posed is clear and unambiguous.
5. Be sure that the item is independent with all other items. The answer to one
item should not be required as a condition in answering the next item. A hint
to one answer should not be embedded to another item.
6. Be sure the item has one or best answer on which expert would agree.
7. Prevent unintended clues to an answer in the statement or question.
Grammatical inconsistencies such a or an give clues to the correct answer to
those students who are not well prepared for the test.
8. Avoid replication of the textbook in writing test items; do not quote directly from
the textual materials. You are usually not interested in how well students
memorize the text. Besides, taken out of context, direct quotes from the text
are often ambiguous.
9. Avoid trick or catch questions in an achievement test. Do not waste time
testing how well the students can interpret your intentions.
10. Try to write items that require higher-order thinking skills.

Determining the Number of Test Items

Consider the following average time in constructing the number of test items.
The length of time and the type of item used are also factors to be considered in
determining the number of items to be constructed in an achievement test. These
guidelines will be very important in determining appropriate assessment for college
students.
Assessment Format Average Time to Answer
True-false 30 seconds
Multiple-choice 60 seconds
 Multiple-choice of higher level
90 seconds
learning objectives
Short Answer 120 seconds
Completion 60 seconds
Matching 30 seconds per response
Short Essay 10-15 minutes
Extended Essay 30 minutes
Visual Image 30 seconds

The number of items included in a given assessment will also depend on the
length of the class period and the type of items utilized. The following guidelines
will assist you in determining an assessment appropriate for college-level students
aside from the previous formula discussed.

Checklist for Constructing Test Items

Yes No
The item is appropriate to measure a learning objective.
The item format is the most effective means of measuring the desired
knowledge.
The item is clearly worded and can be easily understood by the target
student population.
The items of the same format are grouped together.
There are various item types include in the assessment.
The students have enough time to answer all test items.
The test instructions are specific and clear,.
The number of questions targeting each objective matches the weight
of importance of that objective.
The scoring guidelines are discussed clearly and available to students.

Assemble the Test Item

After constructing the test items following the different principles of constructing
test item, the next step to consider is to assemble the test items. There are two steps
in assembling the test: (1) packaging the test; and (2) reproducing the test,.

In assembling the test, consider the following guidelines:

a. Group all test items with similar format. All items in similar format must be
grouped so that the students will not be confused.
b. Arrange test items from easy to difficult. The test items must be arranged
from easy to difficult so that students will answer the first few items correctly
and build confidence at the start of the test.
c. Space the test items for easy reading.
d. Keep items and option in the same page.
e. Place the illustrations near the description.
f. Check the answer key.
 g. Decide where to record the answer.

Write Directions

Check the test directions for each item format to be sure that it is clear for the
students to understand. The test direction should contain the numbers of items to
which they apply; how to record their answers; the basis of which they select answer;
and the criteria for scoring or the scoring system.

Check the Assembled Test Items

Before reproducing the test, it is very important to proofread first the test items
for typographical and grammatical errors and make necessary corrections if any. If
possible, let others examine the test to validate its content. This can save time during
the examination and avoid destruction of the students.

Make the Answer Key

Be sure to check your answer key so that the correct answers follow a fairly
random sequence. Avoid answers such as TFTFTF, etc., or TTFFF for a true or false
type, and A B C D A B C D patterns for multiple-choice type. The number of true
answers must be equally the same with dales answers and also among the multiple-
choice options.

Analyze and Improve the Test Items

Analyzing and improving the test should be done after checking, scoring and
recording the test. The details of this part will be discussed in the succeeding chapter.

DIFFERENT FORMATS OF CLASSROOM ASSESSMENT TOOLS

There are different types of assessing the performance of students. We have

objective test, subjective test, performance-based assessment, oral questioning,
portfolio assessment, self-assessment and checklist. Each of this has their own
function and use. Type of assessment tools should always be appropriate with the
objectives of the lesion.

There are two general types of test item to use in achievement test using paper
and pencil test. It is classified as selection-type items and supply type items.

Selection Type or Objective Test Item

Selection type items require students to select the correct response from
several options. This is also known as objective test item. Selection type items can be
classified as: Multiple-choice; matching type; true or false; or interpretative
exercises.

Objective test item requires only one correct answer in each item.
Kinds of Objective Type Test
 In this section, we shall discuss the different format of objectives types of test
items and the general guidelines in constructing multiple-choice type of test,
guidelines in constructing the stem, options and distracters, advantages and
disadvantages of multiple-choice, guidelines in constructing matching type of test,
advantages and disadvantages of matching type of test, guidelines in constructing
true or false and comprehension types of test, advantages and disadvantages of true
or false and interpretative exercises.

a. Multiple-choice Test

A multiple-choice test is used to measure knowledge outcomes and other

types of learning outcomes such as comprehension and applications. It is the most
commonly used format in measuring student achievements at different levels of
learning.

Multiple-choice item consists of three parts: the stem, the keyed option and the
incorrect options or alternatives. The stem represents the problem or question usually
expressed in completion form or question form. The keyed option is the correct answer.
The incorrect options or alternatives also called distracters or foil.

General Guidelines in Constructing Multiple-choice Test

1. Make a test item that is practical or with real-world applications to

the students.
2. Use diagram or drawing when asking question about application,
analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual
quotations from secondary sources like published books or
newspapers.
4. Use tables, figures, or charts when asking question to interpret.
5. Use pictures if possible when students are required to apply concepts
and principles.
6. List the choices/ options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the
item.
12. Do not use “none of the above” options when asking for a best answer.
13. Avoid using “all of the above” options. It is usually the correct answer
and makes the item too easy for the examinee with partial knowledge.
Guidelines in Constructing the Stem
 1. The stem should be written in question form or completion form. Research
showed that it is more advisable to use question form.
2. Do not leave the blank at the beginning or at the middle of the stem when using
completion form of a multiple-choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the stem.
6. State the stem in positive form. Avoid using the negative phrase like “not” or
“except”. Underline or capitalize the negative words if it cannot be avoided.
Example: Which of the following does not belong to the group? Or, which of the
following does NOT belong to the group.
7. Avoid grammatical clues in the correct answer.

Guideline in Constructing Options

1. There should be one correct or best answer in each item.

2. List options in vertical order not a horizontal order beneath the stem.
3. Arrange the options in logical order and use capital letters to indicate each
option such as A, B, C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to increase the difficult of an item.
6. As much as possible the length of the options must be the same or equal.
7. Avoid using the phase “all of the above”.
8. Avoid using the phase “none of the above” or “I don’t know.”

Guidelines in Constructing the Distracters

1. The distracter should be plausible.

2. The distracter should be equally popular to all examinees.
3. Avoid using ineffective distracters. Replace distracter(s) that are not effective
to the examinees.
4. Each distracter should be chosen by at least 5% of the examinees but not more
than the key answer.
5. Revise distracter(s) that are over attractive to the teachers. They might be
ambiguous to the examinees.

Examples of Multiple-choice Items

1. Knowledge Level
The most stable measure(s) of central tendency is the .
A. Mean
B. Mean and median
C. Median
D. Mode
This kind of question is a knowledge level type because the students are required
only to recall the properties of the mean. The correct answer is option A.
2. Comprehension Level
Which most of the following statements describe normal distribution?
A. The mean is greater than the median.
B. The mean median and mode are equal.
C. The scores are more concentrated at the other part of the distribution.
 This kind of question is a comprehension level type because the students are
required to describe the scores that are normally distributed. The correct
answer is option B.

3. Application Level
What is the standard deviation of the following scores of 10 students in
mathematics quiz, 10, 13, 16, 16, 17, 19, 20, 20, 20, 25?
A. 3.90
B. 3.95
C. 4.20
D. 4.25
This kind of question is an application level because the students are asked to
apply the formula and solve for the variance. The correct answer is option C.
4. Analysis Level
What is the statistical test used when you test the mean difference between
pre- test?
A. Analysis of variance
B. t-test
C. Correlation
D. Regression analysis
This kind of question is an example of analysis level type because students are
required to distinguish which type of test is used. The correct answer is option B.

Advantage of multiple- choice test

1. Measure learning outcomes from the knowledge to evaluation level.

2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subject type of test.
4. Measures broad samples of content within a short span of time.
5. Distracters can provide diagnostics information.
6. Item analysis can reveal the difficulty of an item and can discriminate the good
and the poor performing students.

Disadvantage of Multi-choice Test

1. Time consuming to construct a good item.

2. Difficult to find effective and plausible distracters.
3. Scores can be influence by the reading ability of the examiners.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the student’s ability to organize and express ideas.

b. Matching type
Matching type item consist of two columns. Column A contains the
description and must be place at the left side while column B contains the
options and placed at the right side. The examinees are asked to match the
option that are associated with the description(s).
Guideline in Constructing Matching types of Test

1. The description and option must be short and homogeneous.

2. The description must be written at the left side and marked it with column
A and the option must be written at the right side and marked it with
column B to save for the examinees.
3. There should be more options than descriptions or indicate in the
directions that each option may be used more than once to decrease the
chance of guessing.
4. Matching directions should, specify the basis for matching. Failure to indicate
how matches should be marked can greatly increase the tie consumed by
the teacher in scoring.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first name and
surname) to avoid ambiguities.
7. Use number for the descriptions and capital letters for the options to avoid
confusions to the students that have a reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10. A minimum of three and a maximum of seven items for elementary level and
a maximum of seventeen items for secondary and tertiary levels.

Examples of Matching Type Test

Direction: Match the function of the part of computer in Column A with its name
in Column B. Write the letter of your choice before the number.

Column A Column B
_____ 1. Stores information waiting to be used A. Central Processing Unit
_____ 2. Consider as the brain of the computer B. Hard Drive
_____ 3. Hand-held device used to move the cursor C. Hardware
_____ 4. An example of an output device D. Mass Storage Device
_____ 5. Stores permanent information in the computer E. Mouse
_____ 6. Physical aspect of the computer F. Monitor
_____ 7. Used to display the output G. Processor
_____ 8. The instruction fed into the computer H. Printer
_____ 9. Pre-loaded data I. Random Access Memory
______ 10. Permits a computer to store large amount of data J. Read Only Memory
K. Software
L. Universal Serial Bus

Advantages of Matching Type Test

 1. It is simple to construct than a multiple-choice type of test.
2. It reduces the effects of guessing compared to the multiple-choice and true or
false type of test.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.

Disadvantages of Matching type Test

1. It measures only simple recall or memorization of information.

2. It is difficult to construct due to problems in selecting the description and option.
3. It assesses only low level of cognitive domain such as knowledge and
comprehension.

c. True or False Type

Another format of an objective type of test is the true or false type of test items.
In this type of test, the examinees determine whether the statement presented true or
false. True or false test item is an example of a “force-choice test” because there are only
two possible choices in this type of test. The students are required to0 choose the
answer true or false in recognition to a correct statement or incorrect statement.
True or False type of test is appropriate in assessing the behavioral objectives such
as “identify” “select,” or “recognize”. It is also suited to assess the knowledge and
comprehension level in cognitive domain. This type of test is appropriate when there
are only two plausible alternatives or distracters.

Guideline in Constructing true or False test

1. Avoid writing a very long statement. Eliminate unnecessary word(s) in the

statement (be concise).
2. Avoid trial question.
3. It should contain only one idea in each item except for statement showing
the relationship between cause and effect.
4. It can be used for establishing cause and effect relationship.
5. Avoid using option-base statement, if it cannot be avoided the statement
should be attributed to somebody.
6. Avoid using negative or double negatives. Construct the statement positively.
If this cannot be avoided, bold negative words or underlined it to call the
attention of the examinees.
7. Avoid specific determiner such as “never,” “always,” “all,” “none” for they
tend to appear in the statements that are false.
8. Avoid specific determiner such as “some,” “sometimes,” and “may” they tend
to appear in the statement that are true.
9. The number of true items must be the same with the number of false items.
 10. Avoid grammatical clues that lead to a correct answer such as the article
(a, an, the).
11. Avoid statement directly taken from the textbook.
12. Avoid arranging the statement in a logical order such as (TTTTTT-FFFFF,
TFTFTF, TTFFTTFF).
13. Directions should indicate where or how the students should mark their
answer.

Example of True or False type of test

Direction: Write your answer before the number in each item. Write T if the
statement is true and F if the statement if false.

T F 1. Test constructor should never phrase a test item in the negative

T F 2. Photosynthesis is the process by which leaves make a plant’s

food.

T F 3. The equation 3x³+x³+6=4x+6.

T F 4. All parasite are animals.

T F 5. A statement of opinion may be used in a true or false test item.

Advantage of a True or false test

1. It covers a lot of content in a short span of time.

2. It easier to prepare compared to multiple-choice and matching type of test.
3. It is easier to score because it can be scored objectively compared to a test that
depends on the judgment of the rater(s).
4. T is useful when there are two alternatives only.
5. The score is more reliable than essay test.

Disadvantage of a true or false test

1. Limited only to low level of thinking skills such as knowledge and comprehension,
or recognition or recall information.
2. High probability of guessing the correct answer (5%) compared to multiple-
choice which consist of four option (25%).

Supply type or subjective type of test items

Supply type items require students to create and supply their own answer or
perform a certain task to show mastery of knowledge or skills. It is also known as
constructed response test. Supply type items or constructed response test are
classified as:

a. Short answer or completion type

b. Essay type items (restricted response or extended response)

Another way of assessing the performance of the students is by using the

performance- based assessment and portfolio assessment which are categorized
under constructed response test. Let us discuss the details of the selection type and
supply type test items in this selection while the performance-based assessment and
portfolio assessment will be discussed in the succeeding chapters.

Subjective test item requires the students to organize and present an original
answer (essay test) and perform task to show mastery of learning (performance-
based assessment and portfolio assessment) or supply a word or phrase to answer a
certain question (completion or short answer type of test).

Essay test is a form of subjective type of test. Essay test measures complex cognitive
skills or processes. This type of test has no one specific answer per students. It is usually
scored on an option basis, although there will be certain facts and understanding
expected in the answer. There are two kinds of essay items: extended response essay
and restricted response essays.

Kinds of subjective types test items

Subjective types of test is another test format where the students supplies answer rather
than select the correct answer. In this selection, we shall consider the completion type
items or short answer test and essay type item. There are two types of essay items
according to the length of the answer: extended response essay and restricted response
essay.

The teacher must present and discuss the criteria used in assessing the answer of
the students in advance to help them to prepare from the test.

a. Completion type of short answer test

Completion or short answer type is an alternative form of assessments because
the examinee needs to supply or to create the appropriate word(s), symbol(s) or
number(s) to answer the question or complete a statement rather than selecting the
answer from the given options. There are two ways of constructing completion type
or short answer type of test: question form of completion the statement form.

Guidelines in constructing completion type or short answer test

1. The answer should require a single word answer or brief and definite
statement. Do not used indefinite statement that allows several
answers.
2. Be sure that the language used in the statement is precise and accurate
in relation to the subject matter being tested.
 3. Be sure to omit only key words; do not eliminate so many words so
that the meaning of the item statement will not change.
4. Do not leave the blank at the beginning or within the statement. It
should be at the end of the statement.
5. Use direct question rather than incomplete statement. The statement
should pose the problem to the examinee.
6. Be sure to indicate the units in which to be expressed when the
statement requires numerical answer.
7. Be sure that the answer the students is required to produce is factually
correct.
8. Avoid grammatical clues.
9. Do not select textbook sentence.
Examples of completion and short answer
Direction: Write your answer before the number in each item. Write the word(s),
phrase, or symbol(s) to complete the statement.

Question Form Completion Form

Essay Item 1. Which supply type Essay Item 1. Supply type item used to
item is used to measure the ability to measure the ability too organize and
organize and integrated material? integrate material is called .

Distracters 2. What are the incorrect Distracters2. The incorrect options in a

option in a multiple-choice item called? multiple-choice test item are called
.
Pentagon 3. What do you call a
polygon that has five sides? Pnetagon 3. A polygon with five sides is
called .
Evaluation 4. What is the most
complex level in the bloom’s taxonomy Evaluation 4. The most complex level in
of cognitive domain? the bloom’s taxonomy of cognitive
domain is called .
Multiple-choice test item 5. Which
test item measures the greatest Multiple-choice Test Item 5. The test
variety of learning outcomes? item that measures the greatest variety of
learning outcomes is called .

Advantages of a Completion or Short Answer Test

1. It covers a broad range of topic in a short span of time.

2. It is easier to prepare and less time consuming compared to multiple-choice and
matching type of test.
3. It can assess effectively the lower level of Bloom’s Taxonomy. It can assess recall
of information, rather than recognition.
4. It reduces the possibility of guessing the correct answer because it requires
 recall compared to true of false items and multiple-choice items.
5. It covers greater amount to content than matching type test.

Disadvantages of a Completion or Short Answer Test

1. It is only appropriate for questions that can be answered with short responses.
2. There is a difficult in scoring when the questions are not prepared properly
and clearly. The question should be clearly stated so that the answer of the
student is clear.
3. It can assess only knowledge, comprehension and application levels in
Bloom’s taxonomy of cognitive domain.
4. It is not adaptable in measuring complex learning outcomes.
5. Scoring is tedious and time consuming.
b. Essay Items
It is appropriate when assessing students’ ability to organize and present their
original ideas. It consists of a few number of questions wherein the examinee is
expected to demonstrate the ability to recall factual knowledge; organize his
knowledge; and present his knowledge in logical and integrated answer.

Types of Essay Items

There are two types of essay item: extended response and restricted response
essay.

b.1. Extended Response Essays

An essay test that allows the students to determine the length and complexity of
the response is called extended response essay item (Kubiszyn and Borich, 2007). It is
very useful in assessing the synthesis and evaluation skills of the students. When
the objective is to determine whether the students can organize ideas, integrated
and express ideas, evaluate information in knowledge, it is best to use extended
response essay test.

Using extended response essay item has advantages and disadvantages. Advantages
are: demo9nstrate learning outcomes at the synthesis and evaluation levels; evaluate
the answers with sufficient reliability to provide useful measures of learning; provides
more freedom to give responses to the question and provide creative integration of
ideas. Disadvantages are: more difficult to construct extended response essay
questions; scoring is time consuming than restricted response essay.

Examples of Extended Response Essay Questions:

1. Present and describe the modern theory of evolution and discuss how it is
supported by evidence from the areas of (a) comparative anatomy, (b)
population genetic.
2. From the statement, “Wealthy politicians cannot offer fair representation to
all the people.” What do you think is the reasoning of the statement?
 Explain your answer.

b.2. Restricted Response Essay

An essay item that places strict limits on both content and the response given by
the students is called restricted response essay item. In this type of essay, the
content is, usually restricted by the scope of the topic to be discussed and the
limitations on the form of the response is indicated in the question.
When there is a restriction on the form and scope of the answer of the
students in an essay test, there can be advantages and disadvantages. The advantages
are: it is easier to prepare questions; it is easier to score; and it is more directly
related to the specific learning outcomes. The disadvantages are: it provides little
opportunity for the students to demonstrate their abilities to organize ideas, to
integrate materials, and to develop new patterns of answers; it measures learning
outcomes at comprehension, application and analysis levels only.

Example of Restricted Response Essay Questions:

1. List the major facts and opinions in the first state of the nation address
(SONA) of Pres. Benigno Cojuangcon Aquino, Jr. Limit your answer to one
page only. The score will depend on the content, organization and accuracy of
your answer.
2. Point out the strength =s and weaknesses of a multiple-choice type of test.
Limit your answer to five strengths and five weaknesses. Explain each
answer in not more than two sentences.

Guidelines in Constructing Essay Test Items

1. Construct essay question used to measure complex learning outcomes only.

2. Essay questions should relate directly to the learning outcomes to be
measured.
3. Formulate essay questions that present a clear tasks to be performed.
4. An item should be stated precisely and it must clearly focus on the desired
answer.
5. All students should be required to answer the same question.
6. Number of points and time spent in answering the question must be
indicated in each item.
7. Specify the number of words, paragraphs or the number of sentences for
the answer.
8. The scoring system must be discussed or presented to the students.

Example of Essay Test Item

1. Choose a leader you admire most and explain why you admire him or her.
2. Pick a controversial issue in the Aquino administration. Discuss the issue and
suggest a solution.
3. If you were the principal of a certain school, describe how would you
 demonstrate your leadership ability inside and outside of the school.
4. Describe the difference between Norm-referenced assessment and
Criterion- referenced assessment.
5. Do you agree or disagree with the statement, “Education comes not from
books but from practical experience. “Support your position.

Types of Complex Outcomes and Related Terms

for Writing Essay Questions

Outcomes Sample Verbs Sample Questions

Comparing Compare, classify, describe, Describe the similarities and
distinguish between, explain, differences between Philippine
outline, summarize educational system and the
Singaporian educational system.
Interpreting Convert, draw, estimates, Summarize briefly the content of the
illustrate, interpret, restate, second SONA of President Benigno C.
summarize, translate Aquino, Jr.
Inferring Derive, draw, estimate, extend, Using the facts presented, what is
predict, propose, relate most likely to happen when………?
Applying Arrange, compute, describe, Solve the solution set of the equation
illustrate, relate, summarize, X2 + 5x – 24 = 0 using factoring
solve method.
Analyzing Breakdown, describe, List and describe the characteristics
differentiate, divide, list, of a good assessment instrument.
outline
Creating Compose, design, draw, Formulate a hypothesis about the
formulate, list, present, make problem “Mathematics attitude and
up competency levels of the education
students of U.E.”
Synthesizing Arrange, combine, construct, Design a scoring guide in evaluating
design, relate, group portfolio assessment.
Generalizing Construct, develop, explain, Explain the function of assessment of
formulate, make, state learning.
Evaluating Appraise, criticize, defend, Describe the strengths and
describe, evaluate, explain, weaknesses of using performance-
judge, rate, write. based assessment in evaluating the
performance of the students.

Advantages of Essay Test

1. It is easier to prepare and less time consuming compared to other paper and
pencil tests.
2. It measures higher-order thinking skills (analysis, synthesis and evaluation).
3. It allows students’ freedom to express individuality in answering the given
question.
4. The students have a chance to express their own ideas in order to plan their
 own answer.
5. It reduces guessing answer compared to any of the objective type of test.
6. It presents more realistic task to the students.
7. It emphasizes on the integration and application of ideas.

Disadvantages of Essay Test

1. It cannot provide an objective measure of the achievement of the students.
2. It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most especially without scoring criteria.
4. It means limited amount of contents and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.

Suggestions for Grading Essay Test

Zimmaro (2003) suggested different guidelines in scoring an essay type.

These guidelines are very important in the performance of the ,students to avoid or
lessen the subjectivity of the scoring.

1. Decide on a policy for dealing with incorrect, irrelevant or illegal responses.

2. Keep scores of the previously read items out of sight.
3. The student’s identify should remain anonymous while his/her paper grading
the nest question.
4. Read and evaluate each student’s answer to the same question before grading
the next question.
5. Provide students with general grading criteria by which they will be evaluated
prior to the examination
6. Use analytic scoring or holistic scoring.
7. Answer the test question yourself by writing the ideal answer to it so that you
can develop the scoring criteria from your answer.
8. Write your comments on their papers.

Checklists for Evaluating Essay Questions

Yes No
The test item is appropriate for measuring the intended learning outcomes.
The test item task matches with the learning task to be measured.
The questions constructed measure complex learning outcomes.
It is states in the questions what is being measured and how the answer
are to be evaluated.
The terminology used clarified and limits the task.
All students are required to answer the same question.
There is an establish time limit to answer each question.
Provisions for scoring answers are given (criteria for evaluating answer).
 Chapter Exercises

Answer the following questions completely.

1. What are the different formats of objective type of test items?

2. Present and discuss the general guidelines in constructing test items.
3. What are the different guidelines in constructing multiple-choice type of test? Stem? Options?
Distracters?
4. Discuss the different rules in writing matching type test items.
5. Discuss the advantages of using multiple-choice type of test over matching type, true or false and
completion, or short answer type of test.
6. What are the different guidelines in writing true or false type of test?
7. Construct a multiple-choice test using Krathwolh's 2001 revised cognitive domain.
a. Remembering
b. Understanding
c. Applying
d. Analyzing
e. Evaluating
f. Creating
8. Construct a true or false test using Krathwolh's 2001 revised cognitive domain.
a. Remembering
b. Understanding
c. Applying
d. Analyzing
e. Evaluating
f. Creating
9. Construct a completion or short answer test using Krathwolh's 2001 revised cognitive domain.
a. Remembering
b. Understanding
c. Applying
d. Analyzing
e. Evaluating
f. Creating

10. What are the advantages of a subjective or essay type of test over objective type of test?
11. Differentiate extended response essay test items from restricted response essay test items.
12. Discuss the limitations of essay test items in terms of scoring the quality of the responses from the
students.
13. When is it appropriate to give an essay test?
14. Identify the different guidelines in rating essay test items.
15. Construct an essay test using Krathwolh's 2001 revised cognitive domain.
a. Remembering
b. Understanding
c. Applying
d. Analyzing
e. Evaluating

f. Creating