PROFED5-REPORT-CHAPTER-5.pptx

DEVELOPMENT OF VARIED
ASSESSMENT TOOLS
LEARNING OUTCOMES
⦁ Construct paper-and-pencil tests in accordance with the guidelines in
the test construction.
PROFED5 Chapter 5:

INTRODUCTION
In this chapter, we are concerned with developing paper-and-pencil test for
assessing the attainment of educational objectives based on Bloom's taxonomy.
Paper-and-pencil test can either be selected response or constructed-response
types. Selected response types includes (a) true- false items, (b) multiple-choice
type items, and (c) matching type.
Constructed-response type of test includes (a) enumeration, (b) completion, and
(c) essays.
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
The construction of valid test items begin with a Table of Specifications.

PLANNING A TEST AND CONSTRUCTION
OF TABLE OF SPECIFICATIONS (TOS)
IDENTIFYING TEST OBJECTIVES
PREPARING A TABLE OF SPECIFICATION (TOS)
CONSTRUCTING THE DRAFT TEST ITEMS / TEST ITEMS
DECIDING ON THE TYPE OF OBJECTIVE TEST TO BE PREPARED
TRY-OUT AND VALIDATION/ITEM ANALYSIS

PROFED5 Chapter 5:

An objective test, if it is to be comprehensive, must cover the various levels of Bloom's taxonomy. Each objective consists of a
statement of what is to be achieved preferably by the students.
Example: We want to construct a test on the topic: "Subject-Verb Agreement in English" for a Grade V class.
The following are typical objectives:
• Knowledge/Remembering.
The students must be able to identify the subject and the verb in a given sentence.
• Comprehension/Understanding.
The students must be able to determine the appropriate form of a verb to be used given the subject of a
sentence.
• Application/Applying.
The students must be able to write sentences observing rules on subject-verb agreement.
• Analysis/Analyzing.
The students must be able to break down a given sentence into its subjects and predicate.
• Evaluation/Evaluating.
The students must be able to evaluate whether or not a sentence observes rules on subject-verb agreement.
• Synthesis/Creating.
The students must be able to formulate rules to be followed regarding subject-verb agreement.

DECIDING ON THE TYPE
OF OBJECTIVE TEST
The test objectives guide the kind of objective test that will be designed and
constructed by the teacher. This means aligning the test with the lesson
objective/outcome. For instance, for the fist four (4) levels, we may want to
construct a multiple-choice type of test while for application and judgement,
we may opt to give an essay test or a modifies essay test. At all times, the test
to be formulated must be aligned with the learning outcome. This is the
principle of constructive alignment.

PREPARING A TABLE OF
SPECIFICATION (TOS)
PROFED5 Chapter 5:

SPECIFICATION (TOS)
A Table of Specifications or TOS is a test map that guides the teacher in
constructing a test. The TOS ensures that there is balance between items that
test lower thinking skills and those which test high-order thinking skills (or
alternatively, a balance between easy and difficult items) in the test.
The simplest TOS consist of four (4) columns; (a) level of objective to be
tested, (b) statement of objective, (c) item numbers where such an objective is
being tested, and (d) number of items and percentage out of the total for the
particular objective. A prototype table is shown below:

SPECIFICATION (TOS)
A prototype table is shown below:
LEVEL OBJECTIVES
ITEM
NUMBERS
NO. %
1. Comprehension Identify subject verb 1,3,5,7,9 5 14.29%
2. Comprehension Form appropriate verb form 2,46,8,10 5 14.29%
3. Application Write sentences observing rules on subject-verb agreement 11,13,15,17,19 5 14.29%
4. Analysis Determine subject and predicate 12,15,18,21,23 5 14.29%
5. Evaluation
Evaluate whether or not a sentence observes rules on subject-
verb agreement
13,16,19,22,24 5 14.29%
6. Synthesis Formulate rules on subject-verb agreement Part II 10pts 28.57%
TOTAL: 35 100%

SPECIFICATION (TOS)
In the Table of Specifications, we see that there are five items that deal with knowledge and
these items are 1,3,5,7,9. Similarly, from the same table, we see that five items represent analysis,
namely: 11, 15,18,21, and 23. The first five levels of Bloom's taxonomy are equally represented in the
test while synthesis (tested through essay) is weighted equivalent to ten (10) points or double the
weight given to any of the first four levels. The Table of Specifications guides the teacher in
formulating the test. As we can see, the TOS also ensures that each of the objectives in the hierarchy
of educational objectives is well represented in the test.
As such, the resulting test that will be constructed by the teacher will be more or less
comprehensive. Without the Table of Specifications, the tendency for the test maker is to focus too
much on facts and concepts at the Recall level. Constructing test items based on a TOS ensures
alignment of learning outcomes and assessment tasks.

CONSTRUCTING THE DRAFT
TEST ITEMS / TEST ITEMS
• The actual construction of the test items follows the TOS. As a general rule, it is advised that the
actual number of items to be constructed in the draft should be double the desired number of
items, for instance, if there are five (5) knowledge level items to be included in the final test form,
then last ten (10) knowledge level items should be included in the draft. The subsequent test try-
out and item analysis will most likely eliminate many of the constructed items in the draft (either
they are too difficult, too easy or non-discriminatory) , hence, it will be necessary to construct
more items than will actually be included in the final test form.
• Most often, however, the try-out is not done due to lack of time.

TRY-OUT AND VALIDATION
• The test draft is tried out to a group of pupils or students. The purpose of this try out is to
determine the:
A. item characteristics through item analysis.
B. Characteristics of the test itself-validity, reliability, and practicality.

CONSTRUCTING A
TRUE - FALSE TEST

CONSTRUCTING A
TRUE - FALSE TEST
Binomial-choice or alternative response tests are tests that have only two (2) options such as true
or false, right or wrong, yes or no, good or better, check (✔) or cross out (✖) and so on.
A modified true-false test can offset the effect of guessing by requiring students to explain their
answers and to disregard a correct answer if the explanation is incorrect.
Here are some rules of thumb in constructing true-false items:

CONSTRUCTING A
TRUE - FALSE TEST
Rule 1.
• Do not give a hint (inadvertently) in the body of the question.
Example: The Philippines gained its independence in 1898 and therefore celebrated its centennial
year in 2000.

CONSTRUCTING A
TRUE - FALSE TEST
Rule 2.
• Avoid using the words "always", "never", "often" and other words that tend to be either always
true or always false.
Example: Christmas always falls on a Sunday because it is a Sabbath day.

CONSTRUCTING A
TRUE - FALSE TEST
Rule 3.
• Avoid long sentences as these tend to be "true". Keep sentences short.
Example: Tests need to be valid, reliable, and useful, although, it would require a great amount of
time and effort to ensure that tests possess these test characteristics.

CONSTRUCTING A
TRUE - FALSE TEST
Rule 3.
The following example illustrates what can go wrong in long sentences:
Example: Tests need to be valid, reliable and useful since it takes very little amount of time, money
and effort to construct tests with these characteristics.

CONSTRUCTING A
TRUE - FALSE TEST
Rule 4. Avoid trick statements with some minor misleading words or spelling anomalies words,
misplaced phrases, etc. A wise student who does not know the subject matter may detect this
strategy and thus get the answer correctly.
The Raven was written by Edgar Allen Poe.
Allen is misspelled and the answer would be false!
This is an example of a tricky but utterly useless item.
Rule 5. Avoid quoting verbatim from reference materials or textbooks. This practice sends the wrong
signal to the students that it is necessary to memorize the textbook word for word and thus,
acquisition of higher level thinking skills is not given due importance.

CONSTRUCTING A
TRUE - FALSE TEST
Rule 6. Avoid specific determiners or give-away qualifiers. Students quickly learn that strongly worded
statements are more likely to be false than true.
Example: "never", "no", "all" or "always"
Moderately worded statements are more likely to be true than false.
Example: "many", "often", "sometimes", "generally" or "some"
Executives usually suffer from hyperacidity.

CONSTRUCTING A
TRUE - FALSE TEST
Rule 7. With true or false questions, avoid a grossly disproportionate number of either true or false
statements or even patterns in the occurence of true and false statements.
1. T
2. F
3. F
4. F
5. F
6. F
7. F
8. F
9. F
10. F
1. T
2. F
3. T
4. F
5. T
6. F
7. T
8. F
9. T
10. F
OR
For ease of correction, teachers sometime create a pattern of True and
False answers. Students will sense it and may arrive at a correct answer
not because he/she really knows the answer but because he/she senses
the pattern.

MULTIPLE CHOICE
test
The multiple choice type of test offers the student with more than two (2) options per item to choose
from. Each item in a multiple choice test consist of two parts: (a) the stem and (b) the options. In the
set of options, there is a "correct" or "best" option while the others are considered "distracters". The
distracters are chosen in such a way that they are attractive to those who do not know the answer or
who are guessing but at the same time, have no appeal to those who actually know the answer. It is
this feature of multiple choice type of test that allows the teacher to test high order thinking skills even
if the options are clearly stated. As in true-false items, there are certain rule of thumbs to be followed
in constructing multiple choice tests.

GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS

Rule 1.
• Do not use unfamiliar words, terms, and phrases. The ability of the item to discriminate or its level
of difficulty should stem from the subject matter than from the wording of the question.
Example: What would be the system reliability of a computer system whose slave and peripherals are
connected in parallel circuits and each one has a known time to failure probability of 0.05?
A student completely unfamiliar with the terms "slave" and "peripherals" may not be able to answer
correctly even if he knew the subject matter of reliability.

Rule 2.
• Do not use modifiers that are vague and whose meanings can differ from one person to the next
such as much, often, usually, etc.
Example:
• Much of the process of photosynthesis takes place in the:
a. bark
b. leaf
c. stem

Rule 3.
• Avoid complex or awkward word arrangements. Also, avoid the use of negatives in the stem as
this may add unnecessary comprehension difficulties.
Example:
• (Poor) As President of the Republic of the Philippines, Corazon Cojuangco Aquino would stand
next to which President of the Philippine Republic subsequent to the 1986 EDSA Revolution?
• (Better) Who was the President of the Philippines after Corazon C. Aquino?

Rule 4.
• Do not use negatives or double negatives as such statements tend to be confusing. It is best to use
simpler sentences rather than sentences that would require expertise in grammatical construction.
Example:
• (Poor) Which of the following will not cause inflation in the Philippines' economy?
• (Better) Which of the following will not cause inflation in the Philippine economy?
Poor:
• What does the statement
"Development patterns acquired
during the formative years are NOT
unchangeable" imply?
a.
b.
c.
d.
Better:
• What does the statement
"Development patterns acquired
during the formative years are
changeable" imply?
a.
b.
c.
d.

Rule 5.
• Each item should be as short as possible; otherwise you risk testing more for reading and
comprehension skills.

Rule 6.
• Distracters should be equally plausible and attractive.
Example:
• The short story: May Day's Eve, was written by which Filipino author?
• Jose Garcia Villa
• Nick Joaquin
• Genoveva Edrosa Matute
• Robert Frost
• Edgar Allan Poe

Rule 7.
• All multiple-choice options should be grammatically consistent with the stem.
Example:
• As compared to the autos of the 1960s autos in the 1980s _______.
a. traveling slower
b. bigger interiors
c. to use less fuel
d. contain more safety measures

Rule 8.
• The length, explicitness, or degree of technicality of the alternatives should not be the
determinants of the correctness of the answer. The following is an example of this rule:
Example:
• If the three angles of two triangles are congruent, then the triangles are:
A. Congruent whenever one of the sides of the triangles is congruent.
B. Similar
C. Equiangular and/therefore, must also be congruent
D. Equilateral if they are equiangular

Rule 9.
• Avoid stems that reveal the answer to another item.
Example:
• a. Who will most strongly disagree with the progressivist who claims that the child should be
taught only that which interests him and if he is not interested, wait till the child gets interested?
A. Essentialist
B. Empiricist
C. Progressivist
D. Rationalist

Rule 9.
• Avoid stems that reveal the answer to another item.
Example:
• b. Which group will most strongly focus its teaching on the interest of the child?
A. Progressivist
B. Essentialist
C. Perrenialist
D. Reconstructionist

Rule 10.
• Avoid alternatives that are synonymous with others or those that include or overlap others.
Example:
• What causes ice to transform from solid state to liquid state?
A. Change in temperature
B. Changes in pressure
C. Change in the chemical composition
D. Change in heat levels

Rule 11.
• Avoid presenting sequenced items in the same order as in the text.
Rule 12.
• Avoid use of assumed qualifiers that many examinees may not be aware of.

Rule 13.
• Avoid use of unnecessary words or phrases which are not relevant to the problem at hand (unless
such discriminating ability is the primary intent of the evaluation). The item's values is particularly
damaged if the unnecessary material is designed to distract or mislead. Such items test the
student's reading comprehension rather than knowledge of the subject matter.
Example:
• The side opposite the thirty degree angle in aright triangle is equal to half the length of the
hypotenuse. If the sine of a 30-degree is 0.5 and its hypotenuse is 5, what is the length of the side
opposite the 30-degree angle?
A. 2.5
B. 3.5
C. 5.5
D. 1.5

Rule 14.
• Avoid use of non-relevant sources of difficulty such as requiring a complex calculation when only
knowledge of a principle is being tested.
Rule 15.
• Pack the question in the stem. Here is an example of a question which has has no question. Avoid
it by all means.
Example:
• The Roman Empire ______.
A. had no central government
B. had no definite territory
C. had no heroes
D. had no common religion

Rule 16.
• Use the "None of the above" option only when the keyed answer is totally correct. When the
choice of the "best" response is intended, "none of the above" is not appropriate, since the
implication has been already been made that the correct response may be partially inaccurate.
Rule 17.
• Note that the use of "all the above" may allow credit for partial knowledge. In a multiple-option
item, (allowing only one option choice) if a student only knew that two (2) options were correct,
he could then deduce the correctness of "all of the above". This assumes you are allowed only one
correct choice.
Rule 18.
• Better still use "none of the above" and "all of the above" sparingly but best not to use them all.

Rule 19.
• Having compound response choices may purposefully increase the difficulty of an item. The
difficulty in a multiple-choice item may be controlled by varying the homogeneity or degree of
similarity of responses. The more homogenous, the more difficult the item because they all look
like the correct answer.
Example: (Less Homogenous)
• Thailand is located in:
A. Southeast Asia
B. Eastern Europe
C. South America
D. East Africa
E. Central America
Example: (More Homogenous)
• Thailand is located next to:
A. Laos and Kampuchea
B. India and China
C. China and Malaya
D. Laos and China
E. India and Malaya

MATCHING TYPE
The matching type items may be considered modified multiple choice items where the
choices progressively reduce as one successfully matches the items on the left with the
items on the right.

GUIDELINES IN CONSTRUCTING
MATCHING TYPE OF TEST

• MATCH HOMOGENEOUS NOT
HETEROGENEOUS
A B
1.First President of the Republic
2.National Hero
3.Discovered the Philippines
4.Brain of Katipunan
5.The great painter
6.Defended Limasawa island
A. Magelan
B. Mabini
C. Rizal
D. Lapu-Lapu
E. Aguinaldo
F. Juan Luna
G. Antonio Luna

2.The stem (longer in construction than the option)must be in the second column while the
options (usually shorter)must be in the second column.
3. The options must be more in number than the stems to prevent the student from arriving
at the answer by mere process of elimination.
4. To help examine find the easier, arrange the options alphabetically or chronologically.
5. Like any other test, the direction of the test must be given.

TWO TYPES OF MATCHING TYPE
Column A
1.London
2.Paris
3.Athens
4.Moscow
5.Madrid
PERFECT MATCHING TYPE IMPERFECT MATCHING TYPE
Column B
A. Spain
B. Russia
C. Greece
D. France
E. Great Britain
F. Italy
Column A
1.The Alhamba
2.The Pioneers
3.The Guardian Angel
4.Two Years Before the Mast
5.Moby Dick
6.The World in a Man of War
7.The last of the Mohicans
8.The American Scholar
9.The Autocrat of the Breakfast
10.Tom Sawyer
Column B
A. Cooper
B. Dana
C. Emerson
D. Holmes
E. Irving
F. James
G. Melville
H. Mark Twains
I. Wharton

5.6 CONSTRUCTING SUPPLY TYPE
OR CONSTRUCTED- RESPONSE
TYPE

CONSTRUCTING SUPPLY TYPE OR
CONSTRUCTED- RESPONSE TYPE
• Another useful device for testing lower order thinking skills is the supply type of tests.
Like the multiple choice of test, the items in this kind of test consist of a stem and a
blank where the students would write the correct answer.
Example:
• The study of life and living organisms is called__________.
Supply type of tests depend heavily on the way the stems are constructed. These tests
allow for one and only one answer and, hence, often test only the students' recall of
knowledge.

CONSTRUCTING SUPPLY TYPE OR
CONSTRUCTED- RESPONSE TYPE
5.6.1 Completion Type of Test
• It is however, possible to construct supply type of tests that will test higher order thinking as the following
example shows:
Example:
• Write an appropriate synonym for each of the following. Each blank corresponds to a letter:
Metamorphose:_ _ _ _ _ _
Flourish: _ _ _ _

GUIDELINES FOR THE FORMULATION
OF A COMPLETION TYPE OF TEST

COMPLETION TYPE OF TEST
The following guidelines can help you formulate a completion type of test, the fill-in-the-blank type.
1.Avoid overmutilated sentences like this test item. Give enough clue to the student.
• The______ produced by the_______. is used by the green_____ to change the _____ into_______.This process
called________.
2. Avoid open-ended item. There should be only one acceptable answer. This item is open-ended, hence no good
test item.
• Ernest Hemingway wrote_______.
3. The blank should be at the end or near the end of the sentence. The question must first be asked before an
answer is expected. Like the matching type of test, the stem (where the question is packed) must be in the first
column.

COMPLETION TYPE OF TEST
4. Ask question on more significant item not on trivial matter.
• Jose Rizal was born on June____, 1861.
5. The length of the blanks must not suggest the answer. So better to make the blanks uniform in size.
• A part of speech that names persons, places or things is_________.
• A word used to connect clauses or sentences or to coordinate words in the same clause is called________.

5.6.2 ESSAYS
• Essays, classified as non-objective test, allow for the assessment of higher order thinking skills.
Such tests require students to organize their thoughts on subject matter in coherent sentences
in order to inform an audience. In essay tests, students are required to wrote one or more
paragraphs on specific topic.
• Essay questions can be used to measure attainment of a variety of objectives.
1. Comparing
• Describe the similarities and difference between...
• Compare the following methods for...
2.Relating cause-and-effect
• What are the major causes of...
• What would be the most likely effects of...

ESSAYS
3.Justifying
• Which of the following alternatives would you favor and why? Explain why you agree or
disagree with the following statement.
4. Summarizing
• State the points included in...
• Briefly summarize the contents of...
5.Generalizing
• Formulate several valid generalizations from the following data.
• State a set of principles that can explain the following events.

ESSAYS
6. Inferring
• In the light of the facts presented, what is most likely to happen when..
• How would Senator X be most likely to react to the bomb explosion after the bar examination
last September?
7.Classifying
• Group the following items according to...
• What do the following items have in common?
8. Applying
• Using the principles of_______ as guide, describe how you would solve the following problem
situation that illustrates the principle of________.

ESSAYS
9. Analyzing
• Describe the reasoning errors in the following paragraphs.
• List and describe the main characteristics of...
10.Evaluating
• Describe the strengths and weaknesses of the following...
• Using the criteria developed in class,write an evaluation of...
11.Creating
• Make up a story describing what would happen if...
• Design a plan to prove that...
• Write a well-organized report that shows...

TYPES OF ESSAYS
• Restricted Essay It is also referred to as a short focused response.
Example:
• How are the macaw and Blue Jay different?
• Non-restricted/Extended Essay Extended responses can be much longer and more complex
than short responses.
Example:
• Write an essay about your summer vacation.

GUIDELINES FOR THE FORMULATION
AND SCORING OF ESSAY TESTS

Rules 1.
• Phrase the direction in such a way that students are guided on the key concepts to be
included. Specify how the students should respond.
Rule 2.
• Inform the students on the criteria to be use for grading their essay. This rule allows the
students to focus on relevant and substantive material rather than on peripheral and
unnecessary facts and bits of information.
Rule 3.
• Put a time limit on the essay test.
Rule 4.
• Decide on your essay grading system prior getting the essays of your students.

Rule 5.
• Evaluate all of the students' answers to one question before proceeding to the next question.
Rule 6.
• Evaluate answers to essay questions without knowing the identity of the writer. This is
another attempt to control personal bias during scoring.
Rule 7.
• Whenever possible, have two or more persons grade each answer. The best way to check on
the reliability of the Scoring of Essay answer is to obtain two or more independent iudaement.

Rule 8.
• Do not provide Optional questions. It is difficult to construct question of equal difficulty and so
teacher cannot have valid comparison of students achievement.
Rule 9.
• Provide information about the value/weight of the question and how it will be scored.
Rule 10.
• Emphasize higher level thinking skills.

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