Module 3 Development of Classroom Assessment Tools

Lesson Outcomes:
1. Define the important terms;
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. Discuss the steps in developing table of specifications;
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.

I. General Principles of Testing

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.
 This 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 teacher should construct a test that contains a wide range of sampling of items.
 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.
 The test is 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.

II. Principles of High Quality Assessment

 Assessing the performance of every student is a very critical task for classroom
teacher.
o They should prepare the assessment tool appropriately.

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  Teacher-made tests are developed by a classroom teacher to assess the learning
progress of the students within the classroom.
o Strengths: Lie on its applicability and relevance in the setting where it is
utilized.
o Weaknesses: Limited time and resources for the teacher to utilize the test,
and some technicalities involved in the development of the assessment tools.
 Test constructors believed that every assessment tool should possess good qualities.
o Most literatures considered 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.
 Test results must be consistent with the type of assessment that will be utilized.

Clarity of the Learning Target

 The learning target should be clearly stated
 It must be focused on student learning objectives rather than teacher activity.
 Learning outcomes must be SMART (Specific, Measurable, Attainable, Realistic,
Time-bound).
 The performance task of the students should 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 discuss clearly with the students the evaluation procedures, the
criteria to be used and the skill 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 instruction.
 Teachers should be skilled in choosing and developing assessment methods
appropriate for instructional decisions.

Kinds of Assessment Tools that are Commonly Used

1. Objective Test
 Requires the student to select the correct response from several alternatives or
to supply a word or short phrase to answer a question or complete a statement.
 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
 Permits the student to organize and present an original answer.
 Includes either short answer questions or long general questions.
 It has no specific answer.
 It is usually scored on an opinion basis, although there will be certain facts and
understanding expected in the answer.
3. Performance Assessment

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  Students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills.
 It 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 based on the systemic, longitudinal collection of student work created in
response to specific, known instructional objectives.
 It is evaluated in relation to the same criteria.
 Portfolio: a purposeful collection of student’s work that exhibits the 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.
 It is 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 students to communicate orally is very relevant to this type of
assessment.
 This is a form of formative assessment.
6. Observation Technique
 Another method of collecting assessment data through observation.
 The teacher will observe how the students carry out certain activities either
observing the process or product.
 Two Types:
i. Formal Observation: Planned in advance
o When the teacher assess oral report or presentation in class.
ii. Informal Observation: Done spontaneously
o Observing the working behavior of students while performing a
laboratory experiment in biology class.
 The behavior of the students involved in performance during instruction is
systemically monitored, described, classified, and analyzed.
7. Self-Report
 The responses 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.
 Decisions made based on the students’ test results.
 The extent to which a test measures what it is supposed to measure.
2. Reliability

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  Refers to the consistency of measurement of how consistent test results or other
assessment results from one measurement to another.
 A test can be 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 and above.

3. Fairness
 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 examinees.
4. Objectivity
 Refers to the agreement of two or more raters or test administrators concerning
the score of a student.
o If two raters who assess the same student on the same test cannon agree
on the score:
 The test lacks objectivity.
 Neither of the score from the judges is valid.
 Lack of objectivity reduces the test validity.
 Lack of reliability influence validity.
5. Scorability
 The test should be easy to score.
 Direction for scoring should be clearly stated in the instruction.
 Provide the students an answer sheet and the answer key for the one who will
check the test.
6. Adequacy
 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.
7. Administrability
 The test should be administered uniformly to all students so that the sores
obtained will not vary due to factors other than differences of the student’
knowledge and skills.
 There should be clear provision for instruction for the students, proctors, and
even the one who will check the test of the test answer.
8. 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
I. Examine the Instructional Objectives of the Topics Previously Discussed
 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.

II. Make the Table of Specification (TOS)

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

III. Preparing a Table of Specification

a. Selecting the learning outcomes to be measured
 Identify the necessary instructional objectives needed to answer the test items
correctly.
 The list of instructional objectives will include:
 Learning outcomes in the area of knowledge
 Intellectual skills or abilities
 General skills
 Attitudes, Interests and Appreciation
 Use Bloom’s Taxonomy or Krathwohl’s 2001 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 the 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.

no. of class sessions x desired total no. of items

𝒏𝒐. 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 =
total no. of class sessions

d. Make the two-way chart as shown in the format 2 and format 3 of a Table of Specification
e. Construct test items
 A classroom teacher should always follow the general principle of constructing
test items.
 Test item should always correspond with the learning outcome so that it serves
whatever purpose it may have.

 NOTE: TOS will help you limit the coverage of the test and identify the necessary skills
or cognitive level required to answer the test item correctly if properly prepared.
Different Formats of Table of Specification (Gronlund, 1990)
 Composition of the Table of Specification

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 i. Specific Objectives
 Refer to the intended learning outcomes stated as specific instructional objective
covering a particular test topic.
ii. Cognitive Level
 Sometimes referred as the cognitive demand of a test item
 Pertains to the intellectual skill or ability to correctly answer a test using Bloom’s
Taxonomy of educational objectives.
 Entries in this column could be “knowledge, comprehension, application, analysis,
synthesis and evaluation.”
iii. Type of Test Item
 Identifies the type or kind of test a test item belongs to.
 Example entries: “multiple-choice, true or false, or even essay.”
iv. Item Number
 Identifies the question number as it appears in the test.
v. Total Points
 Summarize the given to a particular test.
 Example on how to compute:
o Topic: Synthetic Division
o No. of class session discussing the topic: 3
o Desired no. of items: 10
o Total no. of class sessions for the unit: 10

no. of class sessions x desired total no. of items

𝒏𝒐. 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 =
total no. of class sessions

3 x 10
𝒏𝒐. 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 =
10
30
𝒏𝒐. 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 =
10

𝒏𝒐. 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 𝒇𝒐𝒓 𝒕𝒉𝒆 𝒕𝒐𝒑𝒊𝒄 𝒔𝒚𝒏𝒕𝒉𝒆𝒕𝒊𝒄 𝒅𝒊𝒗𝒊𝒔𝒊𝒐𝒏 = 𝟑

 NOTE:
o The number of item for each level will depend on the skill 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 level:
 The guidelines constructing test will be as stipulated in the DepEd
Order 33, Series of 2004.
o Factual information 60%
o Moderately difficult or more advanced questions 30%
o Higher-order thinking skills 10% for distinguishing honor
students

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a. Format 1 of Table of Specification
Cognitive Item Total
Specific Objectives Type of Test
Level Number Points
Solve worded
problems in
Application Multiple-choice 1 and 2 4 points
consecutive
integers.

b. Format 2 of Table of Specification (One-way Table of Specification)

Cognitive
Number of
Number Level Test Item
Contents Class
of Items K- A HOTS Distribution
Sessions
C
Basic Concepts Fraction 1 2 1-2
Addition of Fraction 1 2 3-4
Subtraction of Fraction 1 2 5-6
Multiplication and 3 6 7-12
Division of Fraction
Application/Problem 4 8 13-20
Solving
Total 10 20

c. Format 3 of Table of Specification (Two-way Table of Specification

Krathwohl’s Cognitive Level
Class Tot
Conten Item
Sessi Rememb Understa Apply Analy Evalua Creat al
t Distrib
ons ering nding ing zing ting ing Ite
ution
ms
Concep 1 2 1-2
ts
Z-Score 2 4 3-6
T- 2 4 7-10
Score
Stanine 3 6 11-16
Percen 3 6 17-22
tile
Rank
Applica 4 8 23-20
tion
Total 15 30

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 IV. Construct the Test Items
General Guidelines for Constructing Test Items (Kubiszyn and Borich, 2007)
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 experts would agree.
7. Prevent unintended clues to an answer in the statement or question. Grammatical
inconsistencies such as 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 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.

Assessment Format Average Time to Answer

True-false 30 seconds
Multiple-choice 60 seconds
Multiple-choice of higher-level learning objectives 90 seconds
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

Checklist in Constructing Test Items

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  The number of test items included in a given assessment will also depend on the
length of 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.

Statements Yes No
The test item is appropriate to measure a learning objective.
The test 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 included 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.

V. Assemble the Test Items

 Two steps in assembling the test:
1. Packaging the test.
2. Reproducing the test.

Guidelines to Consider in Assembling the Test

1. Group all test items with similar format.
 All items in similar format must be grouped so that the students will not be
confused.
2. 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.
3. Space the test items for easy reading.
4. Keep items and option in the same page.
5. Place the illustrations near the description.
6. Check the answer key.
7. Decide where to record the answer.

VI. Write Directions

 Check the test direction for each item format to be sure that it is clear for the
students to understand.
 The test direction should contain:
o The numbers of items to which they apply
o How to record their answers

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 o The basis of which they select answer
o The criteria for scoring or the scoring system

VII. 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 contents.
o This can save time during exam and avoid destruction of concentration of
students.
VIII. 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:
o TFTFTF, etc. or TTTFFF for a true or false type
o A B C D A B C D patterns for multiple-choice type
 The number of true answers must be equally the same with false answers and also
among the multiple-choice options.

IX. Analyze and Improve the Test Items

 Analyzing and improving the test items should be done after checking, scoring and
recording the test.

Different Formats of Classroom Assessment Tools

 There are different types of assessing the performance of students.
 Each has their own function and use.
 Type of assessment tools should always be appropriate with the objectives of the
lesson.
 Two General Types of Test Item to Use in Achievement Test Using Pencil and
Paper Test
i. Selection-type items
ii. Supply type items

Selection Type or Objective Test Items

 Require students to select the correct response from several options.
 Also known as Objective Test Item.
 Requires only one correct answer in each item.

Kinds of Objective Type Test

Multiple-choice Test
 Used to measure knowledge outcomes and other types of learning outcomes such as
comprehension and application.

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  Most commonly used format in measuring achievements at different levels of
learning.
 Consists of three parts:
o Stem: Represents the problem or question usually expressed in completion
form or question form.
o Keyed Option: The correct answer.
o 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 questions to interpret.
5. Use pictures is possible when students are required to apple 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 make 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.
a. Example: Which of the following does not belong to the group? Or which of the
following does NOT belong to the group?

Guidelines 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 difficulty of an item.
6. As much as possible the length of the options must be the same or equal.

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7. Avoid using the phrase “all of the above”.
8. Avoid using the phrase “none of the above” o “I don’t know”.

Guidelines in Constructing the Distracters

1. The distracters should be plausible.
2. The distracters 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 answers.
5. Revise distracter(s) that are over attractive to the students. They might be ambiguous
to the examinees.
Example of Multiple-Choice Items
1. Knowledge Level: The following is a kind of question in this level because the students
are required only to recall the properties of the mean. The correct answer is option A.
The most stable measure(s) of central
tendency is ______.
A. Mean
B. Mean and Median
C. Median
D. Mode

2. Comprehensive Level: The following is a kind of question in this level because the
students are required to describe the scores that are normally distributed. The correct
answer is option B.
Which of the following statements describes
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.
D. Most of the scores are high.

3. Application Level: The following is a kind of question in this level because the students
are asked to apply the formula and solve for the variance. The correct answer is option
C.
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

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4. Analysis Level: The following is a kind of question in this level because students are
required to distinguish which type of test is used. The correct answer is option B.
What is the statistical test used when you test
the man difference between pre-test and post-
test?
A. Analysis of variance
B. T-test
C. Correlation
D. Regression analysis
Advantages of Multiple-choice Test
1. Measures learning outcomes from the knowledge to evaluation level.
2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.
4. Measures broad samples of content within short span of time.
5. Distracters can provide diagnostic performance.
6. Item analysis can reveal the difficulty of an item and can discriminate the good and poor
performing students.

Disadvantages of Multiple-choice Test

1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influenced by the reading ability of the examinees.
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 students’ ability to organize and express ideas.

Matching Type Test

 Consists of two columns.
o Column A contains the descriptions and must be placed at the left side.
o Column B contains the options and placed at the right side.
 Examinees are asked to match the options that are associated with the description.

Guidelines in Constructing Matching Type Test

1. The descriptions and options must be short and homogenous.
2. The descriptions must be written at the left side and marked with Column A and the
options must be written at the right side and marked with the Column B to save time 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 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.

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7. Use numbers 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 items and a maximum of seven items for elementary level and a
maximum of seventeen items for secondary and tertiary levels.

Advantages of Matching Type Test

1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and true or false type
of tests.
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 descriptions and options.
3. It assesses only low level of cognitive domain such as knowledge and comprehension.

Example 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 A. Central Processing Unit
to be used. B. Hard Drive
_____2. Considered as the brain of C. Hardware
the computer. D. Mass Storage
_____3. Hand-held device used to Device
move the cursor. E. Mouse
_____4. An example of an output F. Monitor
device. G. Processor
_____5. Stores permanent H. Printer
information in the computer. I. Random Access Memory
_____6. Physical aspect of the J. Read Only Memory
computer. K. Software
_____7. Used to display the output. L. Universal Serial Bus
_____8. The instruction fed into the
computer.
_____9. Pre-loaded data
_____10. Permits a computer to

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 store large amount of data

True or False Type

 The examinees determine whether the statement presented is true or false.
 True or false test item is an example of “force-choice test” because there are only
two possible choices.
 The students are required to choose the answer true or false in recognition to a
correct statement or incorrect statement.
 It 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.
 It is appropriate when there are only two plausible alternatives or distracters.

Guidelines in Constructing True or False Test

1. Avoid writing a very long statement. Eliminate unnecessary word(s) in the statement
(be concise).
2. Avoid trivial questions.
3. It should contain only one idea in each item for statement showing the relationship
between cause and effect.
4. It can be used for establishing cause and effect relationship.
5. Avoid using opinion-based 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 statements that are true.

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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 statements in a logical order such as (TTTTTTFFFFF, 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 is 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 3𝑥 3 + 𝑥 3 + 6 = 4𝑥 6 + 6
T F 4. All parasites are animals.
T F 5. A statement of opinion may be used in a true or false test item.

Advantages of a True or False Test

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

Disadvantages 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 (50%) compared to multiple-choice
which consist of four options (25%).

Supply Type or Subjective Type of Test Items

 Also known as Constructed Response Test.
 Require students to create and supply their own answer or perform a certain task to
show mastery of knowledge or skills.
 This type of test may be classified as:
o Short answer or completion type
o Essay type items (restricted response or extended response)
 Another way of assessing the performance of the students is by using performance-
based assessment and portfolio assessment which are categorized under constructed
response test.
 Subjective Test Item requires the student to:
o Organize and present an original answer

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  Essay Test
o Perform task to show mastery of learning
 Performance-based Assessment
 Portfolio Assessment
o Supply a word or phrase to answer a certain question
 Completion or Short Answer Type of Test
 Essay Test
o Form of subjective type of test.
o Measures complex cognitive skills or processes.
o Has no specific answer per student.
o Usually scored on an opinion basis, although there will be certain facts and
understanding expected in the answer.
o There are two kinds:
 Extended Response Essays
 Restricted Response Essays

Kinds of Subjective Type Test Items

Completion Type or Short Answer Test
 An alternative form of assessment because the examinee needs to supply or 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..
 Two ways of constructing completion type or short answer type of test:
o Question Form
o Complete the Statement Form

Guidelines in Constructing Completion Type or Short Answer Test

1. The item should require a single word answer or brief and definite statements. Do not
use 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 only; 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 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 student is required to produce is factually correct.
8. Avoid grammatical clues.
9. Do not select textbook sentences.

Examples of Completion and Short Answer

Direct: Write your answer before the number in each item. Write the word(s), phrase, or
symbols(s) to complete the statement.

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 Question Form Completion Form
Essay Item 1. Which Essay Item 1. Supply
supply type item is type item used to
used to measure measure the ability
the ability to to organize and
organize and integrate material
integrate material? is called
Distracters 2. What ________________.
are Distracters 2. The
the incorrect incorrect options
options in a in a multiple-
multiple-choice choice item are
item called? called ____________.
Pentagon 3. What Pentagon 3. A
do polygon
you call a polygon that has five sides
that has five sides? is called
Evaluation 4. What ______________.
is Evaluation 4. The
the most complex most
level in the complex level in
Bloom’s taxonomy the Bloom’s
of cognitive taxonomy of
domain? cognitive domain
Multiple-choice is called
Test Item 5. Which ______________.
test item Multiple-choice
measures the Test Item 5. The test
greatest variety of item that
learning measures the
outcomes? greatest variety of
learning outcomes
is called
__________________.

Advantages of a Completion or Short Answer Test

1. It covers 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 or false items and multiple-choice items.
5. It covers greater amount of contents than matching type test.

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 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 difficulty 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.

Essay Items
 It is appropriate when assessing student’s 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:
o Recall factual knowledge
o Organize his knowledge
o Present his knowledge in logical and integrated answer

Types of Essay
Extended Response Essays
 Allows the students to determine the length and complexity of the response.
 It is very useful in assessing the synthesis and evaluation skills of the students.
 It is best to use this type of essay when the objective is to:
o Determine whether the students can organize ideas
o Integrate and express ideas
o Evaluate information in knowledge
 Advantages:
o Demonstrate learning outcomes at the synthesis and evaluation level
o Evaluate the answers with sufficient reliability to provide useful measures of
learning
o Provides more freedom to give responses to the question and provide
creative integration of ideas
 Disadvantages:
o More difficult to construct extended response essay questions
o 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
genetics.

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 2. From the statement, “Wealthy politicians cannot offer fair representation to all
people.” What do you think is the reasoning of the statement? Explain your answer.

Restricted Response Essay

 An essay item that places strict limits on both content and the response given by the
students
 The content is usually restricted by the scope of the topic to be discussed.
 The limitations on the form of the response is indicated in the question.
 Advantages:
o It is easier to prepare the questions.
o It is easier to score.
o It is more directly related to the specific learning outcome.

 Disadvantages:
o It provides little opportunity for the students to demonstrate their abilities to
organize ideas, to integrate materials and to develop new patterns of
answers.
o 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 Cojuangco Aquino, Jr. Limit your answers to one page only. The score
will depend on the content, organization and accuracy of your answer.
2. Point out the strengths and weaknesses of a multiple-choice type of test. Limit your
answer to five strengths and give weaknesses. Explain each answer in not more than
two sentences.

Guidelines in Constructing Essay Test Items

1. Construct essay questions 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 task 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.

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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 differences between Norm-referenced assessment and Criterion-
referenced assessment.
5. Do you agree 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

Describe the similarities and
Compare, classify, describe,
differences between Philippine
Comparing distinguish between, explain,
educational system and the
outline, summarize
Singaporian educational system.
Convert, draw, estimates, Summarize briefly the content
Interpreting illustrate, interpret, restate, of the second SONA of Pres.
summarize, translate Benigno C. Aquino, Jr.
Using the facts presented, what
Derive, draw, estimate, extend,
Inferring is most likely to happen when
predict, propose, relate
……………….?
Solve the solution set of the
Arrange, compute, describe,
equation 𝑥 2 + 5𝑥 − 24 = 0
Applying illustrate, relate, summarize,
using factoring method.
solve
List and describe the
Breakdown, describe,
Analyzing characteristics of a good
differentiate, divide, list, outline
assessment instrument.
Formulate a hypothesis about
the problem “Mathematics
Compose, design, draw,
Creating attitude and competency levels
formulate, list, present, make up
of the education students of
U.E.”
Arrange, combine, construct, Design a scoring guide
Synthesizing
design, relate, group evaluating portfolio assessment.
Construct, develop, explain, Explain the function of
Generalizing
formulate, make, state assessment learning.
Describe the strengths and
Appraise, criticize, defend, weaknesses of using
Evaluating describe, evaluate, explain judge, performance-based assessment
rate, write 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.

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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 measures limited amount of contents and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.

Suggestions for Grading Essay Test (Zimmaro, 2003)

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 identity should remain anonymous while his/her paper is being graded.
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 stated in the questions what is being measured and how the
answers are to be evaluated.
The terminology used clarifies and limits the task.
All students are required to answer the same question.
There is an established time limit to answer each question.
Provisions for scoring answers are given (criteria for evaluating
answers).

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Chapter 3 Exercises:
1. What are the different formats of objective type of test items?
2. Present and discuss the general guidelines in constructing test items.
3. Discuss the different rules in writing matching type test items.
4. What are the advantages of a subjective or essay type of test over objective type of
test?
5. Differentiate extended response essay test items from restricted response essay
test items.

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