Selecting and Constructing Test Items and Tasks

SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS
A. Categorizing Test Types

B. Relating Test Types to Levels of Learning Outcomes
a. Measuring Knowledge and Simple Understanding
b. Measuring Deep Understanding
C. Constructing Objective Supply Type of Items
a. Completion
b. Short-answer Items
WEEK NUMBER: 10
TIME ALLOTMENT: 3 Hours
OBJECTIVES:
By the end of this module, the students shall be able to:
1. select and construct appropriate test items and tasks for classroom
assessment; and
2. apply the principles in test construction in creating test.
LEARNING CONTENT:
SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS

Introduction
The previous module has familiarized you with the initial process in developing classroom
tests. True to all types of assessment tests, it always starts with a planning phase that
basically starts with the question, “What do I test?” and leads you with the preparation of a
test blueprint or a table of specifications which delineate the essential learning outcomes to
be assessed following a balanced distribution of items across the desired cognitive
behaviors. This module brings you to answer the second question, “How do I test?” This
will now introduce you to a useful menu of test types that are appropriate to gauge the
learning outcomes proposed by the curriculum standards, how to select them and how to
construct them.
Discussion
A. Categorizing Test Types The

Purpose of Testing To provide a
record for assigning grades.
 To provide a learning experience for students.
 To motivate students to learn.
 To serve as a guide for further study.
 To assess how well students are achieving the stated goals of the lesson.
 To provide the instructor with an opportunity to reinforce the stated objectives and
highlight what is important for students to remember.
Characteristics of Good Tests
 Validity – the extent to which the test measures what it intends to measure
 Reliability – the consistency with which a test measures what it is supposed to
measure
 Usability – the test can be administered with ease, clarity and uniformity
 Scorability – easy to score
 Interpretability – test results can be properly interpreted and is a major basis in
making sound educational decisions
 Economical – the test can be reused without compromising the validity and
reliability
• Supply Type or Subjective Type of Test Items ─ this type of test requires
students to create and supply their own answer or perform a certain task to show
mastery of knowledge or skills.
• Selection Response Assessments are assessments in which students select a
response from provided alternatives. They are often referred to as objective tests, or
tests which allow for unbiased, set scoring systems.
• Performance Type - A performance test item is designed to assess the ability of a
student to perform correctly in a simulated situation (i.e., a situation in which the
student will be ultimately expected to apply his/her learning).
B. Relating Test Types to Levels of Learning Outcomes a. Measuring Knowledge

and Simple Understanding
Knowledge as it appears in cognitive taxonomies as the simplest and lowest
level, is categorized further into what thinking process is involved in learning.
Knowledge involves remembering or recalling specific facts, symbols, details,
elements of events and principles to acquire new knowledge. The revision of
Bloom’s taxonomy recognizes how remembering can be viewed not only as being
able to recall but also as being necessary in learning interrelationships among basic
elements and in learning methods, strategies and procedures. These two types of
learning make up the early phase of understanding such as remembering,
comprehending and applying. McMillan refers to the latter two as simple
understanding requiring comprehension of “concepts, ideas and generalizations”
known as declarative knowledge and application of skills and procedures learned
in new situations, referred to as procedural knowledge. They represent how
knowledge is represented in the minds of the learners either as a learned concept
or as a learned way of doing things. Table 10.1 from McMillan provides definitions
of the levels of declarative and procedural knowledge as simple understanding.

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SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS

A. Categorizing Test Types

TIME ALLOTMENT: 3 Hours

SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS

A. Categorizing Test Types The

B. Relating Test Types to Levels of Learning Outcomes a. Measuring Knowledge

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