kinds of tests

1. 1. The ultimate aim of evaluation is to find out if
objectives are met.
2.Evaluation is a cooperative enterprise.
3.It is comprehensive.
4.It is an integral part of teaching-learning
process.
5.It makes use of varied instruments.
6.Evaluation is both immediate and long term.
7.Evaluation should be diagnostic and
functional.

2. Principles of Evaluation
8. It should be used judiciously.
9. The criteria for evaluation should be
selected in light of clearly stared
objectives.

3. TEST CONSTRUCTION
By: Ms. Avelina R. Raqueño

4. Planning a Test and Construction of Table of
Specifications (TOS)
Important Steps in Planning for a Test
1. Identifying test objectives.
2. Deciding on the type of objective test to be prepared.
3. Preparing a Table of Specifications (TOS)
Table of Specification (TOS) – it is a test map that guides the
teacher in constructing a test,
- It ensures that there is a balance between items that test
lower level thinking skills and those which test higher order
thinking skills.
4. Constructing the draft test items
5. Try-out and validation

5. Table of Specification Prototype
LEVEL OBJECTIVE ITEM
NUMBERS
No. %
1. Knowledge Identify subject-verb 1, 3, 5, 7, 9 5 16.67%
2. Comprehension
/Understanding
Forming appropriate verb
forms
2, 4, 6, 8, 10 5 16.67%
3. Application Determining subject and
predicate
11, 13, 15, 17,
19
5 16.67%
4. Analysis Formulating rules on
agreement
12, 14, 16, 18,
20
5 16.67%
5. Synthesis/
Evaluation
Writing of sentences
observing rules o subject-
verb agreement
Part II 10
pts.
33.32%
TOTAL 30 100%

6. Classification of Tests
1. Teacher-Made Test or Informal Test – constructed by
the subject teacher.
- it also known as the Achievement Test.
- its function is to measure performance and
determine whether or not the specified objectives are
achieved.
2. Standardized Test or Formal Test – it is developed by
experts, administered and scored under standard
conditions and interpreted with the use of standards.

7. Classification of
Teacher-Made Tests
1. Objective Tests – it has only one correct answer.
- it yields the same score no matter who checks
the test paper or even if it is checked at different
times.
2. Essay Test – it yields different scores when two or
more scorers correct/check the test papers of the
same examinee.

8. 2 Kinds of Objectives
1. Recall Type or Supply Type
Examples: Filling the Blanks or Completion
type, Cloze Procedure , enumeration,
Identification
2. Recognition or Selection Type
Examples: True-False, Matching Type,
Multiple Choice, Analogy

9. Intelligence Test – it measures general mental ability of the
child.
Aptitude test – it measures specific ability or talent.
- it is used to predict the likelihood of success/failure in
a particular or specific field of endeavor.
Personality Test – it determines an individual’s personal
characteristics, his emotional adjustment or tendencies
toward introversion or extroversion.
Interest-Inventory Test – it determines the extent to which a
person likes or dislikes a vocation or profession.
- it reveals the type of work or career in which a person
is interested.

10. TESTS
*** Paper-and-pencil tests are often made up of essay and
objective items.
Essay Test – it measures higher-order
thinking, including analysis, synthesis and
evaluation. It may require short answers
such as a sentence or two, or extended
responses which may involve paragraphs.
Ex. How are milligrams and millilitres
similar? How are they different?

11. Tips in Grading Essays
Be clear about your expectations by
preparing a rubric for each essay. Discuss
with students the components that will be
assessed and the percentages/points.
Ex. Comprehensiveness – 40% or 4 pts
Accuracy – 40% or 4 pts.
Clarity of Expression – 20 % or 2 pts.

12. Objective tests
True-False Items
1. Every item should be wholly true or
wholly false.
2. Each item must be short and
significant.
3. Whenever possible, avoid such items as
generally and usually.
4. Avoid using double negative.
5. Avoid trivia.

13. Matching Items
1. Make sure all items concern one topic.
2. Include more possible answers than questions
or state that some answers may be used more
than once.
3. Arrange the options in some logical order such
as chronological or alphabetical.
4. State clearly in the direction the properties
that are to be matched.
Ex. Match the microorganism to the disease/
sickness it causes
Match the definition to the term being
defined.

14. Completion Items
1. Write an item that can be completed
with a single word or a short phrase.
2. Be sure that only one word or phrase
can correctly complete the sentence.
3. Make all blanks the same length.
4. Do not give grammatical clues.
5. Do not put more than two blanks in any
item.

15. Multiple Choice – it is the most useful
objective test item but is also the most difficult to
write.
Tips on Writing Multiple-Choice Test Items
1. Keep the language at the students’ level
using good grammatical form.
2. Express as much of the substance of the item
as possible in the stem.
3. Make certain that one option is clearly the
best answer.

16. 4. Make sure that each option is plausible.
5. Keep the options in an item consistent in
type and length.
6. Avoid specific determiner words and
absolutes such as every, none , always,
and never.
7. Avoid using a double negative or a word
used both in the stem and in the
response.
8. Do not use all of the above as a distractor.

17. Criticisms Against Multiple-Choice
Testing
1. The tests are poor measure of anything except a student’s test-
taking abilities.
2. They corrupt the very process they are supposed to improve.
3. Teacher’s obsession with multiple-choice test has damaged
teaching and learning by:
• Putting too much value on recall and rote learning at the
expense of understanding and reflection;
• Promoting the misleading impression that there is a
single answer for most every problem or question;
• Turning students into passive learners who need only to
recognize, not construct, answers and solutions;
• Forcing teachers to focus more on what can be tested
easily than on what is important for students to learn, thus,
trivializing content and skill development.

18. Researchers wanted to determine the Job Satisfaction of the respondents and they
identified the method of collecting their data. What is/are the possible method/s to
collect their data.
a. Survey b. Interview c. Observations d. Registration
Choices:
A & b
A & c
B & c