Assessment Chapter 6 – Development of Classroom Assessment

in
Lesson 10: Multiple Choice Test
Learning 1
At the end of this lesson, students should be able to:
 familiarize suggestions for writing multiple-choice tests; and
 evaluate and improve the sample multiple-choice items.
Objectives

This lesson deals with the topic about multiple choice test. Multiple choice
test questions can be an effective and efficient way to assess learning outcomes.
Introduction It can assess various levels of learning outcomes, from basic recall to
application, analysis, synthesis and evaluation. Because students are choosing
from a set of potential answers.

A multiple choice question is composed of three parts: a stem (that

identifies the question or problem) and a set of possible answers that contains
a key (that is the best answer to the question) and a number of distractors (that
Discussion are plausible but incorrect answers to the questions).
Types of Multiple-Choice Test
1. Stimulus Material-Stem-Options
2. Stem-Options
3. Negative Stem
4. Best Answer
5. Contained Options
6. Correct Answer
7. Group Options
8. Morse Variety

 Stimulus Material-Stem-Options
The papers, of course, had been full of tragedy-glaring headlines,
sandwiched biographies of every member of the household and the usual
familiar tag about the police having no clue. Nothing was spared. The war was
momentarily inactive and the newspapers seized with avidity on this crime in
fashionable life:
“The Mysterious Affair at Styles” was the topic of the moment.
- From “The Mysterious Affair at Styles by Agatha Christie”

Why are the newspapers making The Mysterious Affair at Styles their lead
story?
a. They are bored with regular news.
b. The Cavendishes were fashionable.
c. The war is over.

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How would one describe the newspapers’ coverage of the crime?
a. silly
b. humorous
c. thorough

 Stem-options
Which of the following serves as an example of formative evaluation?
a. diagnostic test
b. entrance examination
c. periodical exam
d short quizzes

 Negative Stem
The following are examples of an adjective EXCEPT
a. albeit
b. august
c. gargantuan
d titanic

 Best Answer
Since there is no clear-cut or well defined policies on observing
privacy in all instances, the teacher is simply required to be
a. anonymous
b. carefree
c. secretive
d sensitive
 Contained Questions
Identify the error in the sentence.
My parents was in Manila to assist my sister enroll in College.
a b c d
 Correct Answer
What is the summer capital city of the Philippines?
a. Baguio
b. Cebu
c. Davao
d Olongapo
 Group Options
Given the statement: …
Write –
a. if the item is a clause.
b. if the item is a simple sentence.
c. if the given statement is a phrase.
d. if the statement is a complex sentence.
e. if the given item is a compound sentence.

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  Morse Variety
Given statements W, X, Y, and Z
Statement W : …
Statement X : …
Statement Y : …
Statement Z : …
Write –
A if W affects X but X affects Y but Y affects Z.
B if W does not affect X but X does not affect Y but Y
does not affect Z.
C if W affects X but X does not affect Y but Y affects Z.
D. If W does not affect X but X affects Y and Y does not
affect Z.

Suggestions for Writing Multiple-Choice Tests

The stem should introduce what is expected of the examinee. The
essence of the problem should be in the stem. A poor stem leaves the students
dealing with four possible answers, hence making the examinees anxious as
what to do. All the options should measure the same objective; that is, if the
stem calls for a name of person all the choices should be names of persons.
1. Avoid repetition of words in the options. The stem should be written so that
the key words are incorporated in the stem and will not have to be repeated
in each option. This will save reading time on the part of the student.
2. When the incomplete statement format is used, the options should come at
the end of the statement. All test items should present the problem to the
student as early and clearly as possible.
3. Avoid specific determiners. Multiple choice test items should not contain
clues on what the correct answer is. One clue is option length; the longest
option is usually the rigth one.
4. Use vocabulary suited to the maturity of the students.
5. Stems and options should be stated positively whenever possibleIf the word
“not” is used in the stem, it should be underlined/ italized/capitalized to
ascertain that it is not overlooked.
6. Options should be plausible and homogeneous. It is useless to use distracters
that no examinees will choose.
7. Items should have a defensible correct or best option. To avoid this pitfall,
the teacher should examine each option to make sure it is either the most
defensible or clearly the wrong one. It is important to justify the reasons for
incorrect options as it is to be able to defend the correct ones.
8. Avoid items that measure opinions. All opinions are equally defensible.
9. Vary the placement of correct options.
10. Avoid overlapping options. A multiple-choice test should only have one
correct option.
11. Use “none of the above” as an option only if there is an absolute rigth
answer.
12. Avoid asking students for trivial information like middle initials, specific
dates or years, spellings, among others, from the options.
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13. Whenever possible, arrange options in a logical order of magnitude,
temporal sequence, and so on.
14. The stem should be clear and grammatically correct and should contain
elements common in each option. Multiple-choice tests obey the Standard
English rules of punctuation and grammar.
15. Use four or five options.

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 Exercise: Improving Multiple-Choice Items
Directions: Evaluate the sample multiple-choice items and write its
improved version in the column provided.
Exercise/s
Sample Multiple-Choice Items Improved Version
1. Which is not true of Social
Reconstructionism?
a. Use of problem-solving
b. Study of the Great Books
c. School as an agent of change
d. Introduce a new society

2. The following are examples of input

the school received from the
environment except.
a. K to 12 curriculum
b. CHED memorandum
c. ICT facilities
d. Research
3. Which philosophy of education
influence the singing of the National
anthem in schools?
a. Nationalism
b. Pragmatic
c. Naturalistic
d. Socialism
4. How do we see the influence of
pragmatism on Dewey's views on
education?
a. In the idea that students must
interact with their environment in
order to adapt and learn.
b. In the idea that education policies
must accept the limits of what's
economically feasible.
c. In the idea that education policies
must accept the limits of what can
be covered in a given day of
schooling.
d. In the idea that students must
interact primarily with books in
order to adapt and learn.

5. If education is a function of society

then it has to be ____.
a. relevant
b. for a selected few
c. complete
d. free

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Assessment Chapter 6 – Development of Classroom Assessment
in
Lesson 11: Binary Item Test
Learning 1

At the end of this lesson, students should be able to:

 familiarize suggestions for writing binary item tests; and
Objectives  evaluate and improve the sample binary item test.

Binomial-choice tests are tests that have only two (2) options such as true
or false, right or wrong, good or better and so on. A student who knows nothing
of the content of the examination would have 50% chance of getting the correct
Introduction answer by sheer guess work. Although correction-for-guessing formulae exist,
it is best that the teacher ensures that the true-false item is able to discriminate
properly between those who know and those who are just guessing. A modified
true-false test can offset the effect of guessing by requiring students to explain
their answer and to disregard a correct answer if the explanation is incorrect.

This type of test requires the examinee to recognize and mark an item as
true or false. Other possible options are agree or disagree, yes or no, valid or
Discussion invalid, fact or opinion, and cause or effect.

Modification of True or False

Corrections for Guessing
Students can be penalized for guessing since guessing does not reflect
learning or true performance. Arguments in favour of corrections for guessing
include, among others, the following:

a) Equate the scores of students who guess with those who work more
carefully under restricted time limits. Under severe time limits, some
students may work rapidly and guess on items, while some may work
more slowly and deliberately.

b) Discourage students from guessing, thus facilitating learning. On moral

grounds, guessing is tantamount to becoming dishonest and unjust
since students who guess take advantage of the nature of T-F tests and
multiple-choice tests. On pedagogical grounds, chance scores may
reinforce guessing, so students may get some items right even without
studying.
c) Improve the extent to which tests are capable of predicting criteria.
Corrected scores correlate highly with the criteria of scoring than
incorrectness.
Arguments Against Corrections for Guessing

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 1) Students may be discouraged from attempting to answer even though
they have some information.
2) Students who make errors whether they guessed or not can be
penalized.
3) The corrections for guessing are laborious to use.
4) The differences in scores may still go unnoticed even if the test items
are increased.
Reducing the Effects of Guessing Using Other Ways
1) Encourage the students to guess. If the students are told that scores
will be corrected for guessing, some may not attempt to answer some
items they doubt, but those who are still set to gamble will continue
guessing. To equalize the scores of the students, encourage them to
guess, even though guessing is wrong on moral and pedagogical
grounds.
2) Increase the number of items. It is recommended that a T-F test
should contain 3 to 4 times more items than multiple-choice-tests to
make them equivalent in accuracy. Consequently, the time limits
should be decreased.
3) Have the student revise false statements. Requiring the students to
mark false items and have them corrected is one way of reducing
guessing.
4) Confidence weighting. Aside from marking each statement as T or F,
students can be asked to indicate the degree of their certainty in giving
such responses.
Types of True or False Tests
1. Simple True or False
Write TRUE if the statement is correct and FALSE if otherwise.
e.g.
Baguio City is the summer capital of the Philippines.
2. Modified True or False
Write TRUE if the statement is valid and FALSE if otherwise. If the
statement is FALSE, underline the word(s) that make it wrong.
e.g.
One calendar year has thirteen months.
3. True or False with Correction
Write TRUE if the statement is correct and FALSE if otherwise. If the
statement is FALSE, rewrite or change the statement to make it right.
e.g.
5 x 3 = 8 Answer: False 5 + 3 = 8 or 5 x 3 = 15
4. Cluster True or False
Circle T if the statement is TRUE and F if it is FALSE.
e.g.
Tests are productively used when
T F 1. It analyses students’ learning.
T F 2. It allocates funds.
T F 3. It improves curriculum

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5. True or False with Options
e.g.
Write A if only the first statement is TRUE.
B if only the second statement is TRUE.
C if both statements are TRUE
D if both statements are FALSE.
6. Fact or Opinion
e.g.
Identify if the statement is a FACT or an OPINION.
1. There are 12 months in a year.
2. During the month of March, it never rains.
7. Identifying Inconsistencies in a Paragraph
e.g.
Circle the two word(s) in any part of the paragraph that make(s) the
statement(s) wrong.
To a large extent, the grade a student gets may not truly reflect the
authentic learning outcome due to the flaws in the test construction and
administration. These are certain qualities a good test must possess.
Reliability implies validity but not reverse. The latter refers to the
efficiency with which the test intends to measure. One of the factors that
influence validity is directions, which inform the teachers on how to score
students’ responses t the items. The arrangement of the items must begin from
difficult to easy. Necessarily, test is administered with complexity, clarity and
uniformity.

CHECKLIST FOR WRITING TRUE OR FALSE ITEMS

Factors Yes
1. Was each item expressed in clear, simple language?
2. Was lifting statements verbatim from the text avoided?
3. Have negative statements been avoided where possible?
4. Have specific determiners, such as all, may, and sometimes been
avoided?
5. Have double-barreled items (part true and part false) been
avoided?
6. Have trick questions been removed?
7. Is each item clearly true or false?
8. Is there approximately the same number of true and false items?
9. Have the items been edited?

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 Exercise: Improving Binary Item Test
Directions: Evaluate the directions and the sample binary item test and write
its improved version in the column provided.
Exercise/s
Sample Binary Item Test Improved Version
Test I: Modified True and False
Directions: Write TRUE if the statement
is true and FALSE if otherwise. If the
statement is FALSE, rewrite or change
the statement to make it right.

1. There are sixteen weeks in one

semester of the Academic Year.

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Assessment Chapter 6 – Development of Classroom Assessment
in
Learning 1 Lesson 12: Matching Type Test
At the end of this lesson, students should be able to:
 familiarize suggestions for writing matching type tests; and
Objectives  evaluate and improve the sample matching type test.

Teachers incorporate matching test questions as an alternative to changing

the learner’s pace. Matching tests evaluate the student’s ability to recall
Introduction information under time constraints. Many teachers employ a small section of
matching test questions at the end of the chapter review, while others may us
it in the quizzes and tests. Matching test questions evaluates the learner’s
ability to understand the similarities between items, usually terms and
definitions, symbols and proper names, principles and scenarios, objects and
pictures, and cause/effect. Students who excel at taking matching tests likely
grasp key concepts and “big ideas”. Matching test questions enable teachers to
cover more content in one question than allowed with the ever-popular multiple
choice test format.

Types of Matching-Type Test

1. Perfect Matching happens when an option is the only answer to one of
the items in column A.
Discussion Example
Column A Column B
Provinces Tourist Destination
1. Albay a. Luneta Park
2. Bohol b. Mt. Mayon
3. Banaue c. Chocolate Hills
4. Pangasinan d. Rice Terraces
5. Manila e. Hundred Islands
f. Pagsanjan Falls
g. Malolos Church
2. Imperfect Matching happens when an option is the answer to more than
one item in the column.
Example
Column A Column B
Tourist Destination Provinces
1. Luneta Park a. Albay
2. Mines View Park b. Manila
3. Chocolate Hills c. Banaue
4. Camp John Hay d. Bohol
5. Intramuros e. Pangasinan
f. Baguio
g. Palawan
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 3. Sequencing Matching requires the examinees to arrange things, steps, or
events in chronological order.
Example
Arrange the steps on how to conduct historical research.
______ 1. Reporting
______ 2. Gathering of source materials.
______ 3. Problem formulation
______ 4. Criticizing source materials
______ 5. Interpreting historical data
4. Multiple Matching requires the examinees to match the items in column
A to B, then match the answers from column B to column C and further
match answers from column C to column D.
Example
Match the provinces listed in Column A with their capital towns in
Column B and with the tourist spots they are known for.
Colum A Column B Column C
1.) Bohol a. Tagaytay I. Underground River
2.) Camarines Sur b. Tagbilaran II. Taal Volcano
3.) Batangas c. Puerto Princesa III. Water Sports Complex
4.) Palawan d. Pili IV. Chocolate Hills
e. Batangas V. Mayon Volcano
Pointers on Writing Matching-Type Test
1. If possible, the response list should consist of short phrases, single
words, or numbers.
2. Use homogeneous option and items.
3. Have more options than the given items. Initially, a matching item test
decreases the students’ tendencies to guess but as the students progress
in answering the test, the guessing tendencies increase. This can be
avoided by increasing the options.
4. Arrange the options and items alphabetically, numerically, or
magnitudinally. This is one way to help the examinees since they can
maximize their time by no searching for the correct answers, especially
if there are many options.
5. Limit the number of items within each set. Ideally, the minimum is five
items and the maximum is ten per set.
6. Place the shorter responses in column B. This time-saving practice allows the
students to read the longer items first in column A an then search quickly
through the shorter options to locate the correct alternative.
7. Provide complete directions. Directions should stipulate whether
options can be used only once or more than once. They should also
instruct the students on how to respond. The instructions should also
clarify what columns A and B are about.
8. Place the list of options on the same page as the list of items. Time is
wasted if students have to flip pages to search through all options to
locate the correct ones. Additionally, some students may overlook that
there are still some options on the next page.

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9. Avoid specific determiners and trivial information that can help the
students find the correct response without any effort on their part. The
use of “none of the above” as an option is recommended if it is the only
correct answer.
10. Clearly explain the basis on which the match is to be made.

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 Exercise: Improving Matching Type Test
Directions: Evaluate the sample matching type test and write its improved
version in the column provided.
Exercise/s
Sample Matching Type Test Improved Version
Column A Column B
1. Ivan Petrovich Pavlov a. Theory of multiple intelligences
2. Wolfgang Kohler b. Law of Readiness
3. Howard Gardner c. Zone of Proximal Development
4. Jerome Bruner d. Classical Conditioning Theory
5. Jean Piaget e. Self Efficacy Theory
6. Erik Erikson f.Psychosexual Development Theory
7. Lawrence Kohlberg g. Discovery Learning Theory
8. Edward Lee Thorndike h. Problem Solving Theory
9. Lev Vygotsky i. Cognitive Development Theory
10. Albert Bandura j. Stages of Moral Development
k. Discovery Learning Theory
l. Psychosocial Development Theory

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Assessment Chapter 6 – Development of Classroom Assessment
in
Learning 1 Lesson 13: Completion or Short Answer Test
At the end of this lesson, students should be able to:
 Identify the types of completion tests; and
Objectives  Evaluate the sample completion type test and write its improved
version in the column provided.

Completion or short answer test are open ended questions that require
students to create an answer, rather than choose from a selection of responses.
Introduction It’s a practical alternative to the long essay question. They are commonly used
in examinations to assess the basic knowledge and understanding of a topic
before more in-depth assessment questions are asked. Completion or short
answer tests does not have a generic structure. Questions may require students
such as complete the sentence, supply the missing word, short descriptive or
qualitative answers.

Completion or Short Answer Test

Types:
Discussion
1. Identification
2. Enumeration

3. Filling the Blanks

4. Analogy

Pointers on Writing Completion and Short-Item Tests

1. Write items that clearly imply the type of response desire; for
example, date, place, event, or a person’s name.
2. Use only one blank per item. More than one blank is confusing.

3. Put the blank at the end of the item if possible. This helps the reader
easily grasp what the task requires. If the blank is placed at the
beginning, chances are, the student has to reread.

4. To facilitate scoring, have students place all the answers in a single

column. Students can be required to write in a column since answers
vary in length.

5. Avoid using statements taken directly from the book since it defeats
meaningful learning. Likewise, items directly lifted from books may
become ambiguous if taken out of context.
6. Avoid specific determiners. This practice gives students clues.

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7. A direct question is generally preferred than an incomplete statement
since less ambiguity and less confusion arise.
8. Structure an item so that the required response should be concise.

9. Place the blank near the end of an incomplete sentence in the margin
for a direct question.
10. For an incomplete statement type of items, restrict the number of
blanks to one or, at most, two.
11. Blanks provided for answers should be equal in length.
12. Provide sufficient space for the answer.

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 Exercise: Improving Completion Type Test
Directions: Evaluate the sample completion type test and write its improved
version in the column provided.
Exercise/s
Sample Completion Type Test Improved Version
1. The ___________ Leadership (or Managerial) Grid
uses two key dimensions in relation to management
style; concern for people and concern for
production.
2. According to contingency approach theory, effective
leadership depends on the interaction of the leader’s
___________.
3. Complete the analogy. Perspective: Spiritual,
Autonomy: ______.
4. If management is efficiency in climbing the ladder
of success, leadership determines the/ whether the
_____.
5. A _______ who shows consistency between his or
her words and actions develop a reputation for ___.

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Assessment Chapter 6 – Development of Classroom Assessment
in
Learning 1 Lesson 14: Cloze Test

At the end of this lesson, students should be able to:

 Familiarize the characteristic of cloze test; and
Objectives  Construct a sample cloze test.

This lesson focuses on the cloze test. A cloze test is a way of testing
comprehension by removing words from a passage or sentence and then asking
Introduction the student to supply the missing elements. For this reason, it is also sometimes
referred to as a gap-fill exercise.

Cloze Test
Cloze or cloze deletion test is an exercise, test, or assessment consisting
Discussion of a portion of a text with certain words removed (cloze text) and the students
are asked to replace the missing words. The cloze test requires the ability to
understand context and vocabulary to be able to identify the correct words or
type of words that belong in the deleted passages of the text.
Words may be deleted from the text in question either mechanically
(every nth word) or selectively, depending on what aspect the test intends to
give emphasis to.

Example:
Today I went to the _______ and bought some milk and eggs. I knew
it was going to rain, but I forgot to take my ______, and ended up getting
wet on the way _______.

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 Exercise: Designing Cloze Test
Directions: Make a cloze test using the lyrics of the ASSCAT Hymn.

Exercise/s Given Reading Passage Sample Cloze Test

ASSCAT HYMN
Above the verdant hills of Agusan
Our Alma Mater proudly stand
Her green and gold banner magestically raised
Whilst we sing thy song of love and praise
Faithful sons and daughters we will be
Sowing seeds of wisdom, strength and integrity
With ever burning fervor for thee
We strive forever more

HAIL! ASSCAT our Alma Mater dear we pledge

To thee our loyalty
So full of pride and sincerity
The youth you mold their dreams unfold
Thy name and honor we do behold!

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Assessment Chapter 6 – Development of Classroom Assessment
in
Learning 1 Lesson 15: Essay Test
At the end of this lesson, students should be able to:
 identify the categories of essay questions; and
Objectives  name the category of the given essay question.

Essays, classified as non-objective tests, allow for the assessment of higher

order thinking skills. Such test require students to recognize their thoughts on
Introduction a subject matter in coherent sentences in order to inform an audience. In essay
tests, students are requested to write one or more paragraphs on a specified
topic. Essay questions can be used to measure attainment of a variety of
objectives.

Essay Test
Discussion Pointers on Writing Essay Questions
1. Specify limitations. Tell the students the length of the desired response
and the weight each question will be given when determining the
scores. This includes the time to be spent on each item, the approximate
number of words per item, maximum points per item, and maximum
amount of space to be devoted for each item.
2. Structure the task. The instruction should clearly specify the task. Most
essay questions are so vague that the instructor’s intent is lost.
3. Make each item relatively short and increase the number of items. The
more items there are, the greater chance there is of the sampling of
knowledge.
4. Give all the students the same essay questions if content is relevant.
Sometimes, teachers give the students the opportunity to deal with one
or two items from a set of essay questions.
5. Ask questions in a direct manner. Avoid deviousness and pedanticism
when framing questions.

Twenty Categories of Essay Questions (Carter, 1978)

1. Selective Recall (basis given)
Name the congressmen who died while still holding office.

2. Evaluating Recall (basis given)

Name the three most important senators who worked on the
improvement of quality education.
3. Comparison of two things (in general)

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 Compare norm-and-criterion referenced evaluation.
4. Comparison of two things (on a single basis)
Compare the effects of extreme scores on the mean and the
median
5. Causes or effects
Why did insurgency rapidly develop in the Philippines during
Martial Law?
6. Decision (for or against)
Should there be a constitution amendment? Defend your
answer.
7. Explanation of the use or exact meaning of some phrase or statements
in a passage
What does “be salt in the earth” mean?
8. Summary of one unit of the test or some articles that were read
Summarize, in not more than one page, the advantages and
limitation of essay tests
9. Analysis
Does national testing improve students learning?
10. Statement of relationship
Why does validity imply reliability but not the reverse?
11. Illustration or examples (the student’s own) of the principles in science,
construction in language, or other subject matter
12. Classification
To what group of compound do sucrose and lactose belong?
Explain your answer.
13. Application of rules or principles in new situations
Using the same principles on test construction, develop a higher
order thinking question in
Science.
14. Discussion
Discuss the Learning Theory of Piaget
15. Statement of aim
Critique the government’s official fiscal management.
16. Criticism
Outline the principal steps on how to conduct logical research.
17. Outline
Outline the principal steps on how to conduct logical research.
18. Reorganization of facts
Trace the development of the industrial preparation in contrast
to the laboratory preparation of nitric acid.
19. Formulation of new questions (problems and questions raised)
What else must you know in order to understand the matter
under consideration?
20. New methods or procedures
Devise another procedure for testing students who are unable to
read. Discuss your method fully.

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Suggestions for Rating or Scoring Essay Questions
Four Ways:
1. The analytic or point system is useful in scoring a large number of
limited response essay questions. Teachers using this method decide
how much weight each question will have and inform students of the
number of point necessary for a perfect score on each question. The
students’ total score is the sum of the points awarded to each answer.
2. The universal or holistic approach gives the general impressions to all
the answers to the questions. The students’ total score is based on the
overall quality of all the answers to all the questions.
3. The sorting method is more appropriate than the point system for
rating longer essays. Rather than examining every sentence or main
idea to determine how many points the students should receive, the
best papers are placed on one pile, the worst on the other and the
intermediates in between them. After the papers are initially sorted,
they are reread to ensure homogeneity. Maximizing differences
between or among groups and reducing the differences within groups
should be the goal of the teacher.
4. Teachers using demerits deduct points for inconsistencies in the
students’ answers. This usually happens when the essay responses are
expanded. As the students further discuss their answers, they become
more prone to committing contradicting statements.

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 Exercise: Recognizing Categories of Essay Questions
Directions: Read and analyze the given sample questions and determine its
corresponding category.
Exercise/s
Sample Essay Questions Category
1. What does “one size fits all” mean?
1.
2. Does licensure exam result reflects the true ability of
2.
a student?
3. What is one characteristic that you believe every
3.
leader should possess?
4. What advice would you give to someone going into a
4.
leadership position for the first time?
5. Is formative assessment graded? or not? Support
5.
your answer.

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Assessment Chapter 6 – Development of Classroom Assessment
in
Learning 1 Lesson 16: Oral Questions
At the end of this lesson, students should be able to:
 familiarize the characteristics of oral questions; and
 design a creative assessment tool for oral recitation.
Objectives
Oral Assessment deals with any assessment based on the spoken word,
including vivas, oral presentations, and a host of other forms of assessment. It
is designed to be of use to anyone currently using oral assessment to make
Introduction judgments about their students’ learning. It is not about assessing students’
language or communication skills per se, but it is about assessment that calls
on students to use the spoken word to express their knowledge and
understanding.

Oral questioning provides immediate feedback to both pupils and

teachers. It is frequently used by the teacher in the classroom. Every day,
students are asked questions by their teachers. Although the answers to these
Discussion questions may not be used by the teacher to help assign a final course grade,
both teachers and students can. , if they wish, profitably use the results
obtained to improve the teaching-learning situation.
The oral question is a variation of the essay test. Although more
frequently used in the final examinations of college students than a s a
measurement device for schoolchildren, it deserves brief mention because of
its utility in the classroom, especially in the primary grades.

Advantages
1. Both permit the examiner to determine how well the student can synthetize
and organize his/her ideas and express himself/herself.
2. Both are not dependent, as the multiple choice test, on the ability of the
pupil to recognize the correct answer; both require that the students know and
are able to supply the correct answer.
3. Both permit free responses by the students.

Limitations
1. Both provide for a variety of limited sampling content
2. Both have lower rate reliability

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 Exercise: Design a creative assessment tool for oral test. It could be in a form
of game show, etc. Include the detailed mechanics/ guidelines of the activity.

Exercise/s

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