Formative and

Summative Tests
(with Table of Specifications Preparation)
OBJECTIVE
S
◦ Know and understand the Principles and
purposes of instructional assessment (formative
and Summative Tests)
◦ Prepare Formative and Summative tests with
table of specifications in line with the
curriculum.
◦ Show diligence in preparing formative and
summative tests.
Assessment

feedback for both teachers and

learners.

a process to monitor learners’

progress.
Philosophy

◦ Assessment shall be used primarily as a

quality assurance tool to track student
progress in the attainment of standards,
promote self-reflection and personal
accountability for one’s learning, and
provide a basis for the profiling of student
performance.
Is the ongoing process of gathering,
analyzing, and reflecting on evidence
to make informed and consistent
judgment to improve future pupils
learning.
Nature and Purpose of Assessment

◦ Assessment shall be holistic, with

emphasis on the formative or
developmental purpose of quality
assuring student learning.
Nature and Purpose of Assessment

◦Assessment is also standards-based as

it seeks to ensure that teachers will
teach to the standards and students will
aim to meet or even exceed the
standards
Nature and Purpose of Assessment

The students’ attainment of standards

in terms of content and performance is
a critical evidence of learning.
 Principles of Assessment

◦ Assessment as Learning

◦ Assessment for Learning

◦ Assessment of Learning
 Assessment as learning...
◦ develops in the learner personal responsibility for learning.

◦ begins as the learner becomes aware of the goals of

instruction and the criteria for performance.

◦ He/ she generates his/her personal learning goals based on

standards set, monitors his/her progress by regularly
undertaking informal and formal self-assessment and by
◦ actively reflecting on his/her progress (meta-cognition) in
relation to his/her personal goals.
Assessment for learning...
◦ This refers to formative assessment.

◦ The teacher and learner use assessment primarily to

improve learning and teaching.

◦ It is about assessing progress, analyzing and feeding back

the outcomes of assessment positively and constructively.

◦ It is given at the beginning of teaching (diagnostic) or in the

process of teaching (formative) to guide instruction and
decision making
Assessment of learning...
◦ referred to as summative assessment.

◦ designed to measure the learners’ achievement at the end of a

unit or module or quarter to determine what he/she has
learned in comparison with content and performance
standards.

◦ assessment results are the bases of grades or marks which are

communicated to learners and parents.
The Difference Of A Formative Test
And A Summative Test
Formative Test focuses on the
documentation of learner development
over time. It is done in the course of the
lesson. It provides continuous feedback
to both teachers and learners concerning
learning success and failures.
Summative Test focuses on the
documentation on the learner
achievement by the end of a course or
program. It certifies mastery of
intended learning outcomes thus,
graded.
 Formative Summative
Reinforces successful learning Determines the extent of what the learner have
  achieved or mastered
Identifies learning errors  
Determines the learner’s strengths and
 
weaknesses
Provides continuous feedback
 
  Places the learner in specific learning groups
Administered during instruction  
  Serves as a pre-test for the next unit
Modifies the teaching and learning  
process Serves as basis for planning for a relevant
  instruction
Usually not graded  
Certifies mastery of the intended learning
outcomes
 
Graded
 Test Construction
and
Table Of Specification
 What are tests for?

Inform learners and teachers of the strengths and

weaknesses of the process
Motivate learners to review or consolidate specific material
Guide the planning/development of the ongoing teaching
process
Create a sense of accomplishment

Determine if the objectives

have been achieved

Encourage improvement

Guidelines for Test Construction

BARRIERS IN TEST CONSTRUCTION

Ms. Alanganin –
confusing statements
Mr. Highfalutin –
difficult vocabulary
Ms. Madaldal –
excessive wordiness
Ms. Magulo – complex sentence structure
Ms. Malabo – unclear instructions
Mr. Pulpol unclear illustrative materials
–
Ms. Foringer – linguistically bound words
Ms. Colonial Mentality –
culturally bound words
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
Other Things to Consider
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
“To be able to prepare a good
test, one has to have a
mastery of the subject
matter, knowledge of the
pupils to be tested, skill in
verbal expression and the
use of the different test
format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
 5 Most Commonly used
Test Format

1. Multiple Choice
2. True or False
3. Matching Type
4. Fill-in the blanks (Sentence Completion)
5. Essay
Source: Turn-out of Test Questions in SSI (2003-2007)
General Steps in Test Construction
DRAFT
OUTLINE

ORDER

PRODUCE A TEST ANALYZE

T.O.S.

SUBMISSION
General Steps in Test Construction

OUTLINE
OUTLINE:
◦ the unit learning objectives
or
◦ the unit content or major
concepts to be covered by the test
General Steps in Test Construction

OUTLINE

PRODUCE A
T.O.S.
Table of Specifications (TOS)
◦ A two way chart that relates the learning
outcomes to the course content
◦ It enables the teacher to prepare a test
containing a representative sample of
student behavior in each of the areas
tested.
 Tips in Preparing the Table of
Specifications (TOS)
◦ Don’t make it overly detailed.
◦ It's best to identify major ideas and skills rather than
specific details.
◦ Use a cognitive taxonomy that is most appropriate to
your discipline, including non-specific skills like
communication skills or graphic skills or
computational skills if such are important to your
evaluation of the answer.
 Tips in Preparing the Table of
Specifications (TOS)

◦ Weigh the appropriateness of the distribution of

checks against the students' level, the importance
of the test, the amount of time available.
◦ MATCH the question level appropriate to the level
of thinking skills
 Tips in Preparing the Table of
Specifications (TOS)
◦ The following array shows the most common
questions types used at various cognitive levels.

Factual Knowledge/ Applying Analyzing and

Remembering Evaluating
Multiple Choice Multiple Choice Multiple Choice
True/False Short Answer Essay
Matching Type Problems
S. Completion Essay
Short Answer/RRT
 Examples of Student Activities and Verbs
for Cognitive Levels
Cognitive Level Student Activity Words to Use in Item
Stem

Remembering Remembering facts, Define, list, state,

terms, concepts, identify, label, name,
definitions, principles who?, when?, where?,
what?

Understanding Explaining/interpreting Explain, predict, interpret,

the meaning of material infer, summarize, convert,
translate, account for,
give example, paraphrase

Applying Using a concept or Apply, solve, show, make

principle to solve a use of, modify,
problem demonstrate, compute
 Examples of Student Activities and Verbs
for Cognitive Levels
Cognitive Level Student Activity Words to Use in Item
Stem

Analyzing Breaking material down Differentiate,

into its component parts to compare/contrast,
see interrelationships/ distinguish ____from
hierarchy of ideas ____, how does
____relate to ___, why
does ____work

Evaluating Making a judgment based Appraise, evaluate,

on a pre-established set of justify, judge, which would
criteria be better?

Creating Producing something new or Design, construct, develop,

original from component formulate, imagine,
parts create, change, write a
poem or short story
 Table of Specification
in Science III
First Quarter Test
Objectives Remembering Understandin Applying Analyzing Evaluating Creating No. of
g Items

Item no. Item no. Item no. Item no. Item no. Item no.

Identify 4
words 1-4
affixes

Uses 5-9 5

Total 4 5 0 0 0 9
General Steps in Test Construction
DRAFT
OUTLINE

PRODUCE A
T.O.S.
DRAFT the questions covering the
content in the outline
General Steps in Test Construction
DRAFT
OUTLINE

ORDER

PRODUCE A
T.O.S.
ORDER the selected questions logically.
 Place simpler items at the beginning to ease
students into the exam.
 Group item types together under common
instructions.
 If desirable, order the questions logically from a
content standpoint (e.g. chronologically or by
conceptual groups, etc.)
General Steps in Test Construction
DRAFT
OUTLINE

ORDER

PRODUCE A TEST
T.O.S.
Test

◦ PUT the questions away for one or two days

before rereading them or have someone else
review them for clarity.
◦ TEST the questions by actually taking the
test.
General Steps in Test Construction
DRAFT
OUTLINE

ORDER

PRODUCE A TEST ANALYZE

T.O.S.
◦ANALYZE the items to give you
an idea whether the questions
were well-written or poorly
written as well as if there were
problems in understanding
instruction.
General Steps in Test Construction
DRAFT
OUTLINE

ORDER

PRODUCE A TEST ANALYZE

T.O.S.
 General Rules in Writing
Test Questions
Number test questions continuously.
Keep your test question in each test group
uniform.
Make your layout presentable.
Do not put too many test questions in one
test group.
 T or F: 10 – 15 questions
 Multiple Choice: max. of 30 questions
 Matching type: 5 questions per test group
 Others: 5 – 10 questions
Some additional guidelines to consider
when writing items are described below:

1. Avoid humorous items. Classroom testing is

very important and humorous items may
cause students to either not take the exam
seriously or become confused or anxious.
2. Items should measure only the construct of
interest, not one’s knowledge of the item
context.
3. Write items to measure what students know,
not what they do not know. (Cohen & Wallack)
Multiple Choice
Test
What to Look for on
Multiple Choice Tests
When checking the stems for correctness:
Ensure that the stem asks a clear
question.
Reading level is appropriate to the
students
The stem is grammatically correct.
Negatively stated stems are
discouraged.
 What to Look for on
Multiple Choice Tests
Example:
What is the effect of releasing a ball in
positive gravity?
a) It will fall “down.” correct
b) It will retain its mass. true but unrelated
c) It will rise. false but related
d) Its shape will change. false and unrelated
Multiple Choice Questions
1. Use negatively stated stems sparingly and
when using negatives such as NOT,
underline or bold the print.
2. Use none of the above and all of the above
sparingly, and when you do use them, don't
always make them the right answer.
3. Only one option should be correct or clearly
best.
Multiple Choice Questions:
4. All options should be homogenous and
nearly equal in length.
5. The stem (question) should contain only
one main idea.
6. Keep all options either singular or plural.
7. Have four or five responses per stem
(question).
Multiple Choice Questions:
7. When using incomplete statements place
the blank space at the end of the stem
versus the beginning.
8. When possible organize the responses.
9. Reduce wordiness.
10. When writing distracters, think of incorrect
responses that students might make.
Examples
1. Sheldon developed a highly controversial theory
of personality based on body type and
temperament of the individual. Which of the
following is a criticism of Sheldon's work?

a. He was influenced too much by the Freudian

psychoanalysis.
b. His rating of physique and temperament
were not independent.
c. He failed to use empirical approach.
d. His research sample was improperly selected.
Examples
Better: (Eliminate excessive wording and
irrelevant information)
1. Which of the following is a criticism of
Sheldon's theory of personality?
Examples
1. The receptors for the vestibular sense
are located
a. in the fovea.
b. in the brain.
c. in the middle ear.
d. in the inner ear.
Examples
Better: (Include in the stem any word(s) that
might otherwise be repeated in each
option.)
1. The receptors for the vestibular senses are
located in the _______.
a. fovea
b. brain
c. middle ear
d. inner ear
Examples
1. Which is not a major technique for
studying brain function?
a. Accident and injury
b. Cutting and removing
c. Electrical stimulation
d. Direct phrenology
Examples
Better: (Use negatively stated stems
sparingly. When used, underline
and/or capitalize the negative word.)
1. Which is NOT a major technique for
studying brain function?
Examples
4. ________________ is the least form of
behavior disorder.
a. Psychosis
b. Panic disorder
c. Neurasthenia
d. Neurosis
Examples
Better: (When using incomplete
statements avoid beginning with the
blank space.)
1. The least severe form of behavior
disorder is __________________.
Examples
1. The number of photoreceptors in the
retina of each human is about
a. 115 million
b. 5 million
c. 65 million
d. 35 billion
Examples
Better: (When possible, present
alternatives in some logical order.)
1. The number of photo receptors in the
retina of each human is about
a. 5 million
b. 35 million
c. 65 million
d. 115 million
Examples
6. Latane and Darley's smoke-filled room
experiment suggested that people are
less likely to help in groups than alone,
because people
a. in groups talk to one another.
b. who are alone are more attentive.
c. in groups do not display pluralistic
ignorance.
d. in groups allow others to define the
situation as a non-emergency
Examples
Better: (All alternatives should be approximately
equal in length.)
6. Latane and Darley's smoke-filled room experiment
suggested that people are less likely to help in
groups than alone, because people in groups
a. talk to one another
b. are less attentive than people who are
alone
c. do not display pluralistic ignorance
d. allow other to define non-emergencies
True or False
 What to Look for on
True/False Tests
Each statement is clearly true or
clearly false.
Trivial details should not make a
statement false.
Statements are written concisely
without more elaboration than
necessary.
Statements are NOT quoted exactly
from text.
Tips in Making True/False Tests
Give emphasis on the use of quantitative
terms than qualitative terms.
Avoid using of specific determiners which
usually gives a clue to the answer.
 False = all, always, never, every, none,
only
 True = generally, sometimes, usually,
maybe, often
Discourage the use of negative
statements.
Whenever a controversial statement is
used, the authority should be quoted.
Discourage the use of pattern for answers.
Examples:
Find the errors, and/or problems with the
following true-false tests.
____ 1. Repetition always strengthens the
tendency for a response to occur.
(Using "always" usually means the answer
is false.)
Examples:
_____ 2. The process of extinction is
seldom immediate but extends
over a number of trials.

(Words like "seldom" usually indicate a

true statement.)
Examples:
_____ 3. The mean, median, and mode are
measures of central tendency,
whereas the standard deviation and
range are measures of variability.

(Express a single idea in each statement.)

e.g.“The mean and standard
deviation are measures of central
tendency.”
Matching Type
Parts of the Matching Type Test
(Vertical Type)
Column A Column B
(Premise) (Response)
Parts of the Matching Type Test
(Horizontal Type)
(Response)

(Premise)
What to Look for on
Matching Type Tests
The list of responses should be
relatively short.
Response options should be arranged
alphabetically or numerically.
Directions clearly indicate the basis for
matching.
 Can responses be used more than once?
 Where will you place your answer?
 Can students infer relationships or are
they based on real world logic?
What to Look for on
Matching Type Tests

Position of matches should be varied.

Avoid using patterns.
The choices of each matching set
should be on one page
There are more responses than
premises in a single set if responses
cannot be used more than once.
What to Look for on
Matching Type Tests
The premises are homogeneous as well
as the responses and are grouped as
one item.
 Example:
 Set A: Provinces in Region I
 Set B: Provinces in CAR
If responses can be used more than
once, it should be proportional to the
number of premises (3:5 or 4:10)
Examples:
Directions: Match the following.
1. Food A. Primary reinforcer
2. Psychoanalysis B. Sigmund Freud
3. B.F. Skinner C. Operant conditioning
4. Standard deviation D. Measure of
variability
5. Schizophrenia E. Hallucinations
Examples:
Better: (Use homogenous material in matching items, and if
responses are not to be used more than once, include more
responses than stimuli.)
Match the theories in Column A with their proponents in Column B.
Write the letter of the correct answer.
Column A Column B
___ 1. Psychodynamic Theory A. Albert Bandura
___ 2. Trait Theory B. B.F. Skinner
___ 3. Behaviorism C. Carl Rogers
___ 4. Humanism D. Gordon Allport
___ 5. Social Learning Theory E. Karn Horney
F. Raymond Cattell
G. Sigmund Freud
 Sentence
Completion /
Fill-in the
Blanks
 What to Look for on
Sentence Completion Tests
Only significant words are omitted.
When omitting words, enough clues are
left so that the student who knows the
correct answer can supply the correct
response.
Ensure that grammatical clues are
avoided.
 What to Look for on
Sentence Completion Tests

Blanks are at the end of the statement.

The length of the responses are limited
to single words or short phrases.
Questions are not lifted as verbatim
quotes from text.
Examples:

1. An animal with six legs is called _________.

The item is so indefinite.It can be completed with
answers such as bee, mosquito or any other
insect
Better:
1. Animals with six legs are called ___________.
Examples:

1.The __________ is the answer in _____.

Too many key words are omitted. Lines are
not in equal length.

Better:
1. The product is the answers in _________.
Examples:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ______.

There are two possible answers – 250 grams

and .25 kilos.

Better:
1. If a mango weighs 250 grams, 10 mangoes
would weigh ____ grams.
 Essay /
Short Answer
Test
Types of Essay Items:

Extended response type

The test may be answered by the
examinee in whatever manner he wants
 Example: Do you think teachers should be
allowed to work abroad as domestic
helpers? Explain your answer.
Two Types of Essay Items:
Restricted response type
The test limits the examinees response
may be answered by the examinee’s
responses in terms of length, content,
style or organization.
 Example: Give and explain three reasons
why the government should or should not
allow teachers to work abroad as domestic
helpers.
What to Look for on
Essay Tests
The task is clearly defined. The
students are given an idea on the scope
and direction you intended for the
answer to take. The question starts
with a description of the required
behavior to put them in the correct mind
frame.
E.g. “Compare” or “Analyze”
What to Look for on
Essay Tests
The questions are written in the
linguistic level appropriate to the
students.
Questions require a student to
demonstrate command of background
information, not simply repeating
information.
What to Look for on
Essay Tests
Questions regarding a student’s opinion
on a certain issue should focus not on
the opinion but on the way it is
presented and argued.
A larger number of shorter, more
specific questions are better, than, one
or two longer questions.
Proposed Criteria in Grading
Essay Test

Ideas (20%)
Weight of Evidence Presented (40%)
Correct Usage (20%)
Logical Conclusions drawn from the
evidence (20%)
Example:
What is wrong with this question?
Describe asthma?
Better: (Clearly explain what is expected of
the student.)
Describe asthma. Include in your answer :
a. the pathophysiologic features of asthma
b. the clinical manifestations associated
with an asthma episode
c. the management of an asthma episode.
(10 points)
Example:
What is wrong with this question?
Who is better, Rizal or Bonifacio?
Better: ( The students are given an idea on
the scope and direction you intended for the
answer to take.)
Compare and contrast the method used by
Rizal and Bonifacio in promoting
nationalism. (5 points)
Other types of
Test Questions
Restricted Response Test (RRT)
Test takers are not given choices as possible
answers. Items ask for a specific answer to
each questions.
 Example:

 Who discovered the Philippines?

 Enumerate the four elements of the
state?
Principles in constructing RRT
Do not ask for trivial facts or details. It is not
only useless but also frustrates the students.
 How many balls are used in a 9-ball match?
Questions should elicit facts not opinions?
 What do you think Pres. GMA should do for the
country to recover from its’ economic deficit?
Minimize questions that call for sheer memory
work unless if the answer has important
analytical significance.
 When will the next president be sworn to office?
Chronological Sequencing Test (CST)
Test takers are asked to arrange items
in a systematic or logical order.
 Arrange the presidents according to their
term of office.
_____ Fidel Ramos
_____ Joseph Estrada
_____ Corazon Aquino
_____ Gloria Macapagal - Arroyo
Principles in constructing CST
Items should be homogenous and are related
to each other.
There should not be more than 5 items in
each set.
Do not number the items. This confuses the
students.
All items to be arranged should be in the
same page.
Directions should be clearly stated and that
each set should be labeled about their
relevance.
What is wrong in this test question?

Arrange the following events in their

chronological order.
1. Bataan Surrenders
2. The Japanese attacks the US fleet in Pearl
Harbor, Hawaii.
3. Hitler invades Poland
4. The US declares war with Japan.
5. Gen. MacArthur escapes to Australia.
Better:
21-25.) War in the Pacific
Arrange the following events in chronological order.
Write the numbers 1-5 on the blanks provided.

___ USAFEE forces in Bataan surrender to the Japanese.

___ Japanese forces attacks the US fleet in Pearl Harbor,
Hawaii.
___ Japan breaks diplomatic ties with the US.
___ The US declares war with Japan.
___ Gen. MacArthur escapes to Australia from Corregidor.
Proposed Arrangement of Test Items

True or False
Multiple Choice
Matching Type
Sentence Completion
Others (RRT/Analogy/CST)
Essay
Things to Remember:
Making a good test takes time
Teachers have the obligation to
provide their students with the
best evaluation
Tests play an essential role in the
life of the students, parents,
teachers and other educators
Break any of the rules when
you have a good reason for
doing so! (emphasis mine)
(Mehrens, 1973)
General Steps in Test Construction
DRAFT
OUTLINE

ORDER

PRODUCE A TEST ANALYZE

T.O.S.

SUBMISSION
Construct a 15 item
test with Table of
Specification.
POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY

Jesus Ochave Ph.D.

VP Research Planning & Development
Philippine Normal University