Lesson 5:

CONSTRUCTION OF
WRITTEN TEST
Prepared by:
Ian Kenneth Felix
Ivy Grace Gatucao
Erna Mae Gayapa
 Objectives
• Identify the appropriate test format to measure learning outcomes
• •Apply the general guidelines in constructing test items for different test
formats.
 INTRODUCTION
• Classroom assessments are integral part of learners’ learning.
• •While authentic/performance-based assessments have been advocated as the better and more
appropriate methods in assessing learning outcomes, particularly as they assess higher-level
thinking skills, traditional written assessments methods, such as multiple-choice tests, are also
considered as appropriate and efficient classroom assessment tools for some types of learning
targets.
• •To learn or enhance your skills in developing good and effective test items for a particular test
format, you need to go back and review your prior knowledge on different test formats; how
and when to choose a particular test format that is the most appropriate measure of the identified
learning objectives and desired learning outcomes of your subject; and how to construct good
and effective items for each format.
 What are the general guidelines in choosing
the appropriate test format?
To guide you on choosing the appropriate test format and designing fair and
appropriate yet challenging tests, you should ask the following Important
questions:
• 1.What are the objectives or desired learning outcomes of the
subject/unit/lesson being assessed?
• 2.What level of thinking is to be assessed (i.e., remembering, understanding,
applying, analyzing, evaluating and creating)? Does the cognitive level of
the test question match your instructional objectives or DLOs?
 What are the general guidelines in choosing
the appropriate test format?
• 3. Is the test matched or aligned with the course’s DLOs and course
contents or learning activities?
• 4. Are the test items realistic to the students?
 WHAT ARE THE MAJOR CATEGORIES AND FORMATS OF
TRADITIONAL TESTS?

• For the purposes of classroom assessment, traditional tests fall into two
general categories: (1) selected-response type, in which learners select
the correct response from the given options, and (2) constructed-response
type, in which the learners are asked to formulate their own answers. The
cognitive capabilities required to answer selected-response items are
different from those required by constructed-response item, regardless of
content.
WHAT ARE THE MAJOR CATEGORIES AND FORMATS OF
TRADITIONAL TESTS?

•Multiple Choice Test•

Selected – Response True-False or Alternative Response Test
Test •Matching-Type

•Short Answer Test (Completion, Identification and

Constructed – Enumeration)
Response Test •Essay Test
•Problem-Solving Test
 Selected-Response Tests require learners to choose the correct answer or best
alternative from several choices. While they can cover a wide range of learning
materials very efficiently and measure a variety of learning outcomes, they are
limited when assessing learning outcomes that involve more complex and higher
level thinking skills. Selected-response tests include:
 Multiple Choice Test. It is the most commonly used format in formal testing and
typically consists of a stem (problem), one correct or best alternative (correct
answer), and three or more incorrect or inferior alternatives (distractors).
 True-False or Alternative Response Test. It generally consists of a statement and
deciding if the statement is true (accurate/correct) or false (inaccurate incorrect)
 Matching-Type Test. It consists of two sets of items to be matched with each other
based on a specified attribute.
 Constructed-Response Tests require learners to supply answers to a
given question or problem. These include:

Short Answer Test. It consists of open-ended questions or incomplete sentences that

require learners to create an answer for each item, which is typically a single word or
short phrase. This includes the following types:
Completion. It consists of incomplete statements that require the
learners to fill in the blanks with the correct word or phrase.
Identification. it consists of statements that require the learners to
identify or recall the terms/concepts, people, places, or events that are being described.
Enumeration. It requires the learners to list down all possible answers
to the question.
 Essay Test. It consists of problems/questions that require learners to
compose or construct written responses, usually long ones with several
paragraphs.
Problem-Solving Test. It consists of problems/questions that require
learners to solve problems in quantitative or non-quantitative settings using
knowledge and skills in mathematical concepts and procedures, and/or other
higher-order cognitive skills (e.g.- reasoning, analysis, critical thinking, and
skills).
TWO PARTS OF MULTIPLE CHOICE

STEM OPTIONS
 WHAT ARE THE GENERAL GUIDELINES IN WRITING
MULTIPLE-CHOICE TEST ITEMS?

1. Write items that reflect only one specific content and cognitive
processing skills.

2. Do not lift and use statements from the textbook or other learning
materials as test questions.

3. Keep the vocabulary simple and understandable based on the level

of learners/examinees.

4. Edit and proofread the items for grammatical and Spelling before
administering them to the learners.
STEM
1. Write the directions in the stem in a clear and understandable manner.

Faulty: Read each question and indicate your answer by shading the circle corresponding to your
answer.

Good: This test consists of two parts. Part A is a reading comprehension test and Part B is a
grammar/language test. Each question is a multiple-choice test item with five (5) options. You are to answer
each question but will not be penalized for a wrong answer or for guessing. You can go back and review
your answers during the time allotted.

2. Write stems that are consistent in form and structure, that is, present items either in question form
or in descriptive or declarative form.

Faulty: (1) Who was the Philippine president during Martial Law
(2) The first president of the Commonwealth of the Philippines was ______.
Good: (1) Who was the Philippine president during Martial Law
(2) Who was the first president of the Commonwealth of the Philippines?
3. Word the stem positively and avoid double negatives, such as NOT and
EXCEPT in a stem. If a negative word is necessary, underline or capitalize
the words for emphasis.

Faulty: Which of the following is not a measure of variability.

Good: Which of the following is NOT a measure of variability

4. Refrain from making the stem too wordy or containing too much
information unless the
problem/question requires the facts presented to solve the problem.
Options:

1. Provide three (3) to five (5) options per item, with only one being the
correct or best
answer/alternative.

2. Write options that are parallel or similar in form and length to avoid
giving clues about the correct answer.

3. Place options in a logical order (e.g., alphabetical, from shortest to longest).

4. Place correct response randomly to avoid a discernable pattern of correct

answer.
5. Use None-of-the-above carefully and only when there is one absolutely
correct answer, such as in spelling or math items.

6. Avoid All of the above as an option, especially if it is intended to be the

correct answer.

7. Make all options realistic and reasonable.

 TWO PARTS OF
MATCHING TYPE

STIMULI RESPONSES
 WHAT ARE THE GENERAL GUIDELINES IN WRITING MATCHING-
TYPE ITEMS?

1. Clearly state in the directions the basis for matching the stimuli with the
responses.
2. Ensure that the stimuli are longer and the responses are shorter.
3. For each item, include only topics that are related with one another and
share the same foundation of information.
4. Make the response options short, homogeneous, and arranged in logical
order.
5. Include response options that are reasonable and realistic and similar in
length and grammatical form.
6. Provide more response options than the number of stimuli.
 THERE ARE DIFFERENT VARIATIONS OF THE TRUE OR FALSE
ITEMS.

1. T-F Correction or Modified True-or-False Question. In this format, the

statement is presented with a key word or phrase that is underlined, and the
learner has to supply the correct word or phrase that is underlined.

2. Yes-No variation. In this format, the learner has to choose yes or no, rather
than true or false.

3. A-B Variation. In this format, the learner has to choose A or B, rather than
true or false.
 WHAT ARE THE GENERAL GUIDELINES IN WRITING TRUE OR
FALSE ITEMS.

1. Include statements that are completely true or completely false.

2. Use simple and easy-to-understand statements.

3. Refrain from using negatives-especially double negatives.

Avoid double negatives, such as NOT and EXCEPT. If a negative word is necessary,
underline or capitalize the words for emphasis.

Double negatives are sometimes confusing and could result in wrong answers, not because the
learner does not know the answer but because of how the test items are presented.
4. Avoid using absolutes such as "always" and "never.

Absolute words such as "always” and "never" restrict possibilities and make a statement as
true 100 percent or all the time. They are also a hint for a "false" answer.

5. Express a single idea in each test item.

6. Avoid the use of unfamiliar words or vocabulary.

Students may have a difficult time understanding the statement, especially if the word has not
been discussed in the class. Using unfamiliar words would likely lead to guessing.

7. Avoid lifting statements from the textbook and other learning materials.
 What are the general guidelines in writing short-answer test items?

The following are the general guidelines in writing good fill-in-the-blank or completion test
items:

1. Omit only significant words from the statement.

2. Do not omit too many words from the statement such that the intended meaning is lost.

3. Avoid obvious clues to the correct response.

4. Be sure that there is only one correct response.

5. Avoid grammatical clues to the correct response.

6. If possible, put the blank at the end of a statement rather than at the beginning.
 TWO TYPES OF ESSAY
TEST

Extended-response Restricted-
essay response essay.
 What are the general guidelines in writing essay tests?
1. Clearly define the intended learning outcome to be assessed by
the essay test.
2. Refrain from using essay test for intended learning outcomes that
are better assessed by other kinds of assessment.
3. Clearly define and situate the task within a problem situation as
well as the type of thinking required to answer the test.
4. Present tasks that are fair, reasonable, and realistic to the students
5. Be specific in the prompts about the time allotment and criteria
for grading the response.
 Different variations of the quantitative problem-
solving items.

1. One answer choice - This type of question contains four or five

options, and students are required to choose the best answer,

2. All possible answer choices - This type of question has four or five
options, and students are required to choose all of the options that are
correct.

3. Type-In answer - This type of question does not provide options to

choose from. Instead, the learners are asked to supply the correct answer.
The teacher should inform the learners at the start now their answers will
be rated.
What are the general guidelines in problem-solving test
items?

1. Identify and explain the problem clearly.

2. Be specific and clear of the type of

response required from the students.

3. Specify in the directions the bases for

grading students’ answers/procedures.
THANK YOU