Chapter 3- Development of Classroom Assessment Tools

3. -Require students to select the correct
response from several options.

4. CLASSIFICATION OF
SELECTION TYPE ITEMS:
MULTIPLE-CHOICE
MATCHING TYPE
TRUE OR FLASE
INTERPRETATIVE
EXERCISES

5. Multiple-choice
Test
Matching type
True or False
Type

6. A. MULTIPLE-CHOICE
TEST
- Is used to measure knowledge
outcomes and other types of learning
outcomes such as comprehension and
applications.
- It is the most commonly used format in
measuring student achievements at
different levels of learning.

7. Three parts of Multiple-
choice
STEM – represents the problem or
question usually expressed in
completion form or question form.
KEYED OPTION – is the correct
answer.
DISTRACTERS OR FOIL –
incorrect options or alternatives.

8. GENERAL GUIDELINES IN
CONSTRUCTING MULTIPLE-
CHOICE TEST
1. Make a test that is particular 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
question to interpret.
5. Use pictures if possible when students are
required to apply concepts and principles.
6. List the choices/options vertically not
horizontally.

9. 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 makes the
item too easy for the examinee with partial
knowledge.

10. GUIDELINES IN
CONSTRUCTIONG THE STEM
1. The stem should be written in
question form or completion form.
2. Do not leave the blank at the
beginning or at the middle of the stem
when using completion form of a
multi-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

11. 6. State the stem in positive form.
Avoid using the negative phrase
like “not” or “expect”. Underline or
capitalize the negative words if it
cannot be avoided. Example: Which
of the following does not belong to the
group? Or which of the following does Not
belong to the group.
7. Avoid grammatical clues in the
correct answer.

12. 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
indicat each options such as
A,B,C,D,E.
4. No overlapping options; keep it
independent.

13. 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.
7. Avoid using the phrase “all of the
above”
8. Avoid using the phrase “none of
the above” or “ I don’t know”

14. 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 by least 5% of the examinees but
not more than the key answer.
5. Revise distracter(s) that are over
attractive to the teachers. They might be
ambiguous to the examinees.

15. EXAMPLES OF MULTIPLE-
CHOICE ITEMS
1. Knowledge Level
This kind of question is a knowledge level type
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 the____.
A. Mean
B. Mean and Median
C. Median
D. Mode

16. 2. Comprehension level
This kind of question is a comprehension level type
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 scored are high.

17. 3. Application level
This kind of question is an application 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
scored of 10 students in mathematics quiz, 10,
13, 16, 17, 19, 20, 20, 25?
A. 3.90
B. 3.95
C. 4.20
D. 4.25

18. 4. Analysis level
This kind of question is an example of analysis level type
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 mean difference between pre-test and post-
test?
A. Analysis of variance
B. T-test
C. Correlation
D. Regression analysis

19. 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 a short span of time
5. Distracters can provide diagnostic
information.
6. Items analysis can reveal the difficulty of
an item and can discriminate the good
and poor performing students.

20. DISADVANTAGES OF
MULTIPLE-CHOICE TEST
1. Time consuming to construct a good
item.
2. Difficult to find effective and plusible
distracters.
3. Scores can be influenced by the
readking 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.

21. B. MATCHING TYPE TEST
- Consists of two columns.
- Column A contains the descriptions and
must be placed at left side while Column B
contains the options and placed at the right
side.
- The examinees are asked to match the
options that are associated with the
description(s).

22. GUIDELINES IN
CONSTRUCTING MATCHING
TYPE OF TEST
1. The descriptions and options must be
short and homogeneous.
2. The descriptions must be written at the
left side and marked it with Column A and
the options must be written at the right
side and marked it with Column B to save
time for the examinees.
3. There should be more options than
descriptions or indicate or indicate in the
directions that each options may be used
more than once to decrease the chance
of guessing.

23. 4. Matching directions should specify the
basis for matching. Failure to indicate how
matches should be marked can greatly
increase the time consumed by the teacher in
scoring.
5. Avoid too many correct answer.
6. When using names, always include the
complete name(first name and surname) to
avoid ambiguities.
7. Use numbers for the descriptions and
capital letters for the options to avoid
confusions to the students that have a reading
problem.

24. 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.

25. 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
____1. Stores information
waiting to be used.
____2. Considered as the brain
of the computer.
____3. Hand-held device used
to move the cursor.
____4. An example of an
output device.
____5. Stores permanent
information in the
computer.
Column B
A. Central Processing Unit
B. Hard Drive
C. Printer
D. Mouse
E. Random Access
Memory

26. Advantages of
matching Type
1. It is simpler to construct than
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.

27. Disadvantages of
matching Type
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.