Test paper construction

1. TEST CONSTRUCTION

2. Test Development Process
1. Identify instructional objectives
2. Content Outline
3. Table of Specifications
4. Item Selection
5. Item Construction
6.Sequencing of Items
7. Composition of Instructions
8. Development of Answer Sheets and
Construction of Answer Keys
9. Test Administration
10. Test Revision

3. 1. Identify instructional objectives
- Identification of instructional objectives and learning outcomes.
Test Development Process

4. English K to 12 Curriculum Guide of DEPED

6. Mathematics K to 12 Curriculum Guide of DEPED

7. Mathematics K to 12 Curriculum Guide of DEPED

8. 2. Content Outline
List all the topics covered
3. Table of Specifications
Construct a Table of Specification (TOS)
Test Development Process

9. Need to Consider and Decide:
• Length of Test
• Weight to be given to each objective
• Weight to be given to each level of taxonomy
• Estimate number of items in each cell

10. TOS Format

11. 4. Item Selection
- Select the appropriate type of test. The choice of test type depends on what shall be
measured
Conventional Assessment
A. Objective Test:
- Multiple Choice
- Matching Type
-True/False
- Identification
B. Subjective Test:
- Essay
- Diagram
- Concept Map
Test Development Process

12. MULTIPLE TYPE OF TEST
•One of the best type of testing
•The introductory part of an item is called the STEM.
•The suggested responses are called ALTERNATIVES.
•The main stem of the test item may be constructed
question form, completion form or direction form

13. RULES IN CONSTRUCTING
Multiple Type
• Statements borrowed from the books or other
references must be avoided
• Articles an/a must be avoided as last words in an
incomplete sentence.
• The main stem should be clear.
• In items testing definitions place the word/term in
the stem. Use definition or description as alternatives.

14. DIFFIRENT VARIETIES
Multiple Type
•Correct Answer Variety
•The Best Answer Variety
•Multiple Response Variety
•Negative Variety
•The Combined Response Variety

15. Varieties of MCQ

16. Varieties of MCQ

17. Varieties of MCQ
• Negative Variety

18. Varieties of MCQ

19. True/False Type
• Binomial-choice tests are tests that have only two (2) options
such as true or false, right or wrong, good or better and so on.
• A modified true-false test can offset the effect of guessing by
requiring students to explain their answer and to disregard a
correct answer if the explanation is incorrect.

20. Rules in Constructing True/False Test
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.

21. Rules in Constructing True/False Test
2. Avoid using the words “always”, “never” “often” and
other adverbs that tend to be either always true or
always false.
Example:
Christmas always falls on a Sunday because it is a Sabbath day.

22. Rules in Constructing True/False Test
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.

23. Rules in Constructing True/False Test
4. Avoid trick statements with some minor misleading
word or spelling anomaly, misplaced phrases, etc. A
wise student who does not know the subject matter may
detect this strategy and thus get the answer correctly.
Example:
The Principle of our school is Mr. Albert P. Panadero.

24. Rules in Constructing True/False Test
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.

25. Rules in Constructing True/False Test
6. Avoid specific determiners or give-away
qualifiers. Students quickly learn that strongly worded
statements are more likely to be false than true, for
example, statements with “never” “no” “all” or “always.”
Moderately worded statements are more likely to be
true than false. Statements with “many” “often”
“sometimes” “generally” ‘frequently” or “some” should
be avoided.

26. Rules in Constructing True/False Test
7. With true or false questions, avoid a grossly
disproportionate number of either true or false
statements or even patterns in the occurrence of true
and false statements.

27. Completion Type Test
• This test consists of a series of items which requires
the test to fill a word or phrase on the blanks. This is
also called filling the blank type of test.

28. Rules in Constructing Completion Type Test
1.State the item so that only a single, brief answer is possible.
2. Type:
-What is another name for cone-bearing trees? (coniferous trees)
-Cone-bearing trees are also called: (coniferous trees)
3. Leave only one blank. This should relate to the main point of the
statement.
4. Place the blanks at the end of the statement.
5. Word the items to avoid irrelevant clues or specific determiner.

29. MATCHING TYPE TEST (ANALOGY)
Suggestion on Construction
• The relationship of the first pair of words must be
equal to the relationship of the second.
• Destructors must be plausible.
• All options must be constructed in parallel language.
• Only homogenous relationship must be included in
each item.
• Maximum number of items 10 to 15.
• Column A must be longer (Premise) than Column B
(Options).
• Put destructors as much as 3.
• Remember do not make a pattern.

30. KINDS OF RELATIONSHIP
Analogy
• Purpose Relationship
• Cause and Effect Relationship
• Part-Whole Relationship
• Part- Part Relationship
• Action to Object Relationship
• Object to Action Relationship
• Synonym Relationship
• Antonym Relationship
• Place Relationship
• Degree Relationship
• Characteristic
Relationship
• Sequence Relationship
• Grammatical Relationship
• Numerical Relationship
• Association Relationship

31. TRUE OR FALSE
• Used to measure the ability to identify whether or not
the statements of facts are correct

32. PRINCIPLES
True Or False
•Avoid the use absolute modifiers. (e.g. all, non,
no, always, never, nothing, only, alone, more and
not)
•Avoid the use of determiners. (may, some,
seldom, sometimes, usually, often, frequently,
generally)
•The test items must be arranged in group of five.

33. PRINCIPLES
True Or False
•In indicating response it must be as simple as
possible where the single letter is enough to
facilitate scoring.
•The use of similar statements from the books
must be avoided to minimize memorizing.
•The items are carefully constructed so that the
language is within the level of the students.
Flowering words must be avoided.
•Statements is partly right and partly wrong must
be avoided.

34. PRINCIPLES
True Or False
• Ambiguous and double negative statement must
be avoided.
• True or False statement must be equally
numbered and length.
• Do not use statements that cannot be answered
by true or false, yes or no.
• Maximum number of items 10 to 15.

35. FILL IN THE BLANKS
•The easiest to construct where the items appear
as a direct question.
•The response requires the learners to recall
previously learned materials and the answers are
usually short, consisting of either a word or
phrase.

36. GUIDELINES
Fill in the Blanks
•Omit only significant words from the statement.
•Do not omit so many words from the statement
that the intended meaning is lost.
•Limit the required response to a single word or
phrase.

37. GUIDELINES
Fill in the Blanks
•Avoid lifting statements from the book.
•Omit key words.
•Avoid an/a before the blank.
•Do not the vary the length of the blank.
•Guard against the possibility that one item or part of
the test may suggest the correct response to the
another item.
•Avoid giving grammatical clues to the answer expected.

38. ESSAY EXAMINATION
•It must be planned and constructed carefully in
advance.
•It must show major aspects of the lesson.
•Time limit on each questions must be considered.
•Should measure higher order mental process.
•Make the language in the test question clear.
•Make sure that the directions are clear and
understandable.

39. TYPE
Essay Examination
•Selective Recall
•Evaluation Recall
•Comparison of Two Things (Specific)
•Comparison of Two Things (General)
•Explanation of the use of exact
meanings of some phrases or
statements in the passage.
•Summary of some unit of the test in
some article read

40. CONTINUATION…
•Criticism
• Outline
•The Organization of Facts
• Formation of New Question and Problems
• New Method or Procedure
•Decision (for/against)
• Cause or Effect

41. CONTINUATION…
• Analysis
• Statement of Relationship
• Illustrations and Example of Principles in Science
and Language Construction.
• Classification
• Application of the Rules or Principle in New
Situations.
• Discussion
• Statement Aim

42. ADVANTAGES
Essay Examination
• Easy to construct
• Economical
• Trains the core of organizing, expressing and reasoning
power.
• Minimizes guessing
• Develops critical thinking
• Minimizes cheating and memorizing
• Develops good study habits

43. DISADVANTAGES
Essay Examination
• Low validity
• Very low reliability due to subjectivity
• Low usability
• Encourages bluffing
• Difficult to correct

44. 5. Item Construction
- Write the items of the test considering the objective
Test Development Process
Cognitive Domain
Blooms Taxonomy Anderson (Revised Blooms
Taxonomy)
Knowledge
LOTS
Remembering
Comprehension Understanding
Application
HOTS
Applying
Analysis Analyzing
Synthesis Creating
Evaluation Evaluating

46. Sample Question

49. 6.Sequencing of Items
- The test items has to be arranged based on difficulty
7. Composition of Instructions
- The test directions should be clear and simple.
8. Development of Answer Sheets and Construction of Answer
Keys
- This is done to facilitate the checking of the students’
answers
Test Development Process

50. Test Development Process
9. Test Administration
10. Test Revision

51. References:
• Balagtas, M., (2020). Assessment of Learning 1. Rex Bookstore, Manila
Philippines
• Burton, S. et al, (1991). How to Prepare Better Multiple-Choice Test
Items: Guidelines for University Faculty
• Del Socorro, F, Omas-as, R., Galela, R., (2011). Assessment of Student
Learning 1 & 2. Great Books Publishing, Quezon City
• Gabuyo, Y. & Dy, G., 2012. Assessment of Learning II. Rex Bookstore,
Manila, Philippines.
• McTighe, J. & Ferrara, S., (2021).Assessing Student Learning by
Design: Principles and Practices for Teachers and School Leaders