This file presents the different objective types of tests, their advantages and disadvantages, and the guidelines on how to construct these tests properly.

1. MR. RAGE NECK ROBLE
Test construction

3. Common observation of
students on test questions
Hindi kasama sa lessons.
Masyadong mahaba ang question at mga pagpipilian.
Hindi maayos ang layout ng test, putol-putol ang mga
sentences.
Nakakalito ang mga tanong. Minsan wala sa pagpipilian
ang sagot.

4. Possible reasons for faulty test
questions
Questions are copied verbatim from the book or other
resources.
Not consulting the course outline.
Much consideration is given to reduce printing cost.
No TOS or TOS was made after making the test.

5. Advantages and Disadvantages
OUTLINE OF THE PRESENTATION
Table of Specification
Functions and Construction
of a Table of Specification
Essay test and Its
Types
Objective test types
Strengths and Weaknesses
Essay item/ math
problems
Guidelines in its Construction
and Scoring Plan
3
2
4
1

6. What is a
Table of
Specifications
(TOS)?

7. It is a chart that provides graphic
representations of a related to the
content of a course
or curriculum elements and the
educational
objectives.
Table of Specification
Definition

8. It is a two –way chart which describes the
topics to be covered in a test and the
number of items or points which will be
associated with each topic; sometimes
the types of items are
described as well.
Table of Specification
Definition

9. It is often called a test blueprint that
provides a listing of the major content
areas and cognitive levels intended to
be included on each test form. It also
includes the number of items each test
form should include within each of
these content and cognitive areas.
Table of Specification
Definition

10. FUNCTIONS OF TABLE OF
SPECIFICATIONS
It ensures that the test
focuses on the most important
areas, weights different areas
based on their
importance/time spent
teaching, and gives the
proof that is needed to make
sure that the test has the
content validity .
It identifies the
achievement domains
being measured and
ensures that a fair and
representative sample
of questions appear on
the test.

11. BENEFITS OF HAVING A TOS
It helps in
building a
balance test.
It achieves the
reliability and
validity of the
test.
It gives true
weight
for each lesson
It selects a
representative
sample.
Giving students self-
confidence
about the
justice of the test.

12. STEPS IN
CONSTRUCTING A
TABLE OF SPECIFICATIONS

13. Determine
the topics to
be included
in the test.
1
STEP

15. Determine the
number of
hours/minutes
allotted for
each topic.
2
STEP

16. Go back to
your course
outline or
syllabus.

18. Determine
the total
number of
test items.
3
STEP

19. Take note that certain types of questions
require certain length for students to
complete an item.

21. Determine the
number of
items per
topic or
content area.
4
STEP

22. 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐼𝑡𝑒𝑚𝑠
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑀𝑖𝑛𝑢𝑡𝑒𝑠
= 𝑅𝑒𝑠𝑢𝑙𝑡 × 𝐴𝑙𝑙𝑜𝑡𝑡𝑒𝑑 𝑀𝑖𝑛𝑢𝑡𝑒𝑠 𝑜𝑓 𝑎 𝑇𝑜𝑝𝑖𝑐
FORMULA
Total Number of Items: 60
Total number of Minutes: 1260
Allotted Minutes of a Topic: 180
60
1260
= 0.048
⇒ 0.048×180
= 8.64
Final Result

26. Determine the
level of
difficulty and
its percentage
in the test.
5
STEP

31. Determine the
number of
items for each
topic per level
of difficulty.
6
STEP

34. Make sure that
the vertical and
the horizontal
sum of the items
are correct.
7
STEP

37. Write the item
placement for
each number
of items.
8
STEP

40. Complete the
table of
specifications-
making sure that
everything is in
place.
9
STEP

42. Always have
your TOS side
by side test
draft.
10
STEP

43. OBJECTIVE
TEST TYPES
Strengths and Weaknesses

44. OBJECTIVE TEST TYPES
Multiple
Choice Test
True/False
ITEMS
Matching
type Test
Short
ANSWER ITEMS

45. MULTIPLE CHOICE
It is a type of test in a form of
assessment in which students are
asked to select the correct or best
answer out of the choices from the
list. It requires the student to select
from the given options that will make
the stem complete or correct. All
incorrect or less appropriate
responses are called “distracters” or
“foils”.

47. ADVANTAGES AND DISADVANTAGES
It has a great versatility in measuring objectives from the
level of the rote memorization to the most complex level.
It often requires less time to administer than tests
requiring written responses.
Scoring is objective since only little interpretation is needed
to count the number of correct responses.
Factors irrelevant to the assessed materials, such as
handwriting and clarity of presentation, do not come into play
in a multiple- choice assessment.

48. ADVANTAGES AND DISADVANTAGES
The multiple – choice item can be used to test a
greater variety of instructional objectives.
It does not require the examinee to write out and elaborate
their answers, minimizing the opportunity for less
knowledgeable examinees to “bluff” or “dress up” their
answer.
Items are more amenable to item analysis, and this can
be used to detect areas of student weaknesses,
evidence of the item ambiguity, item difficulty, and the
extent to which the item can measure individual
differences.

49. ADVANTAGES AND DISADVANTAGES
This type of test is more time consuming in terms of
looking for options that are plausible.
The term multiple guess has been used to describe
this scenario because test – takers may attempt to
guess, rather than determine the correct answer.
They require students to choose from among a fixed list of
options, rather than to create or express their own ideas and
solutions.
Poorly written multiple – choice test items can be
superficial, trivial, and limited to factual knowledge.

50. ADVANTAGES AND DISADVANTAGES
Place a high degree of dependence on student’s
reading ability and teacher’s writing ability.
Lead a teacher to favor simple recall of facts.

51. Guidelines in constructing multiple-
choice test
Write reasonable distractors
that are within the
comprehension of the students.
Grammatical form
should be consistent in
each of the distractors
and the correct answer.
Match each test item to
the performance
objective it is designed to
evaluate in order to
maintain validity.
The length of the
responses must be
consistent.
Limit the use of the
"keyed response" such
as "all of the above" or
"none of the above”.

52. Common Item Problems
• Cueing
• 3 for 1 Split
• Impurity
• Subsuming
• Apples and Oranges
• Unparalleled options
• Gender representation
• Stereotypes
• Inflammatory tone
• Double keys
• No key
• Implausibility
• Outside or Background
knowledge
• Trickiness
• Insensitivity
• Inappropriate
terminology

57. TRUE/FALSE ITEMS
CORRECT INCORRECT

58. v It is a binomial-choice tests, a test that have only
two (2) options.
v True-False questions can also be called
alternative response question.
v An objective test presented in a form of simple
declarative statement, to which the students
respond indicating whether the statement is true
or false.
v True/false questions present a statement, and
prompt the student to choose whether the
statement is truthful.
Nature

59. ADVANTAGES AND DISADVANTAGES
Relatively easy to write and develop.
Quick to score
Objective nature limits bias in scoring.
Easily administered to large number of takers.
Effective as either written or oral assessment.
Limits bias due to poor writing and/or reading skills.
Amenable to item-analysis which allows improvement for the
assessment device.

60. ADVANTAGES AND DISADVANTAGES
May overestimate learning due to the influence of
guessing.
Difficult to differentiate between effective difficult
items and trick items.
Often leads to testing trivial facts or bits of information.
Generally less discriminating than multiple choice items.
Often criticized for encouraging rote memorization.

61. RULE 1
MOBILE WEB
Do not give a
hint in the
body of the
question.
Example 1: The
Philippines gained its
independence in 1998
and therefore celebrated
its centennial year in
2000.
Revised Item 1: The
Philippines gained its
independence on the year
1898.
GUIDELINES

62. RULE 2
MOBILE WEB
Avoid using the
word “always”,
“never”, “often”
and other adverbs
that tend to be
either always true
or always false.
Example 2: Christmas
always falls on a Sunday
because it is a Sabbath
day.
Revised Item 2: This year,
Christmas falls on a
Sunday.
GUIDELINES

63. RULE 3
MOBILE WEB
Avoid trick
statements with
some minor
misleading word or
spelling anomaly,
misplaced phrases,
etc.
Example 3: The Principle
of our school is Mr. Albert
P. Panadero.
Revised Item 3: The
Principal of our school is
Mr. Albert P. Panadero.
GUIDELINES

64. RULE 4
MOBILE WEB
Use negative
statements
sparingly and do
not use double
negatives.
Example 4: Bread and
grain are not at the top of
the food pyramid.
Revised Item 4: Bread
and grains are at the top
of the food pyramid.
GUIDELINES

65. RULE 5
MOBILE WEB
Avoid long
sentences as
these tends to
be “true“.
Example 5: Test need to
be valid , reliable and
useful, although , it would
require a great amount of
time and effort to ensure
that tests posses these
test characteristics.
Revised Item 5: Test
needs to be valid, reliable
and useful.
GUIDELINES

66. RULE 6
MOBILE WEB
Avoid using more
than one idea in a
True or False
question. Make
your main point
prominent
Example 6: All spiders
have exoskeletons and
only prey on insects.
Revised Item 6: All spiders
have exoskeletons.
GUIDELINES

67. • Rule 7: Avoid quoting verbatim from
reference materials or textbooks
• Rule 8: Avoid grossly disproportionate
number of either true or false statement
or even patterns in the occurrence of
true and false statements.
• Rule 9: Statements should always be
clearly true or false. Do not use items
which involve controversial material or
rely on personal opinion.
• Rule 10: Keep all statements
approximately equal in length.
• Rule 11: Use simple grammatical
structure.
OTHER RULES

68. —SOMEONE FAMOUS
COMPLETION TYPE AND
SHORT ANSWER ITEMS
This type of test requires students to
fill in a short answer with his/her own
words.

74. GUIDELINES
Allow sufficient
space for the
student
response.
Keep all response
blanks of equal
length to avoid
cuing.
A question format is
often more desira6le
than a statement
completion. The
grammatical style of the
latter could influence
the choice of answer.

75. MATCHING TYPE TEST

76. DEFINITION
o It is an objective test consisting of two sets of
items to be matched with each other for a
specified attribute.
o It is a “recognition” and “structured-response”
type of test
o The matching type may be considered as
modified multiple choice type items where the
choices progressively reduce as one
successfully matches the items on the left with
the items on the right.

77. The items in the
first column are
called premises
and the
answers in the
second column
are
the responses.

78. Perfect Match – when
the number of items in
the premise column is
equal to the number of
items in the response
column
Imperfect Match – when
the premises column has
less items than the
response column

79. ADVANTAGES AND DISADVANTAGES
Scoring is not subjective, because responses are single
word, letters and other symbols with definite value points
and hence, the personal element of the scorer is
removed.
Easy to check.
Allows the comparison of related ideas, concepts or theories.
Handicaps such as poor vocabulary, poor handwriting, poor
spelling, poor grammar and the like do not adversely affect
the ability to make a reply.

80. ADVANTAGES AND DISADVANTAGES
Validity and reliability of the matching type exams are
higher than the essay.
The sampling of the examination is more
representative and so measurement is more
extensive. This is because more items are included in
the test compared to essay.

81. ADVANTAGES AND DISADVANTAGES
It is hard to prepare.
It measures factual knowledge only.
It encourages memory work even without understanding.
Students can guess in this type of exam.
It does not help in nor encourage the development of the
ability of the students to organize and express their ideas.

82. GUIDELINES
Use an imperfect match as much as
possible.
Place all of the items for one matching
exercises on the same page.
Order of correct answer are randomly
arranged
Arrange items in response column in
either logical or natural order
alphabetically if there is no apparent
organizational basis.

83. GUIDELINES
Use numbers to identify items in Premises
Column, capital letters to identify
responses in Response Column.
The ideal number of items is 5 to 15.
Be sure each item has a pair.
Be careful about what material is put in
the question column and what is put
into the option column.

84. GUIDELINES
Statements borrowed from the textbook
or other references must be avoided.
There should be NO keywords
appearing in both a premise and
response providing a clue to the correct
answer.
Prepare a scoring key or guide.

85. Essay test
and Its Types
Advantages and Disadvantages,
Guidelines, and Scoring Plan

86. —SOMEONE FAMOUS
Essay test is a test that requires
the student to compose
responses, usually lengthy up to
several paragraphs.
Questions that test higher level
processes such as: Analysis,
Synthesis, Evaluation, and
Creativity.

87. Distinctive
feature of
essay test
The distinctive feature of essay
type test is the “freedom of
response”. Pupils are free to
select, relate and present ideas
in their own words.

88. Uses of Essay Test
1. Assess the ability to recall, organize, and
integrate ideas.
2. Assess the ability to express oneself in writing.
3. Ability to supply information.
4. Assess student understanding of subject
matter.
5. Measure the knowledge of factual information.

89. FORMS OF ESSAY TEST
Restricted
Response/Controlled
Response
Extended
Response/Uncontrolled
Response

90. Restricted Response Essay
Questions/ ITEMS
Restricted response usually limits both the content and the response by restricting
the scope of the topic to be discussed. Useful for measuring learning outcomes
requiring interpretation and application of data in a specific area.
Describe two situations that demonstrate the
application of the law of supply and demand. Do
not use those examples discussed in class.
State the main differences between the Vietnam
War and previous wars in which the United States
has participated.

91. ADVANTAGES of Restricted
Response Questions
Restricted response question is more structured.
Measure specific learning outcomes.
Restricted response provide for more ease of assessment.
Any outcomes measured by an objective interpretive
exercise can be measured by a restricted response essay
question.

92. Limitations of Restricted
Response Questions
Restricted response question restricts the scope of
the topic to be discussed and indicating the nature
of the desired response which limits student
opportunity to demonstrate these behavior.

93. Extended Response Essay
Questions/ ITEMS
Extended response question allows student to select information that they think is
pertinent, to organize the answer in accordance with their best judgment, and to
integrate and evaluate ideas as they think suitable. They do not set limits on the
length or exact content to be discussed.
Compare developments in international relations in the
administrations of President William Clinton and President George
W. Bush. Cite examples when possible.
Imagine that you and a friend found a magic wand. Write a story
about an adventure that you and your friend had with the magic
wand.

94. ADVANTAGES of EXTENDED
Response Questions
This type of essay item is mostly useful in measuring
learning outcomes at the higher cognitive levels of
educational objectives such as analysis, synthesis and
evaluation levels.
It exposes the individual differences in attitudes, values and
creative ability.

95. Limitations of EXTENDED
Response Questions
They are insufficient for measuring knowledge of
factual materials because they call for extensive
details in selected content area at a time.
Scoring such type of responses is usually difficult
and unreliable since the examinees have free will in
the array of factual information of varying degree of
correctness, coherence and expression.

100. Suggestions For Constructing
Essay Questions
1. Restrict the use of essay questions to those
learning outcomes that cannot be satisfactorily
measured by objective items.
2. State the question clearly and precisely and
make clear what information the answer should
contain.
3. Indicate the approximate time limit for each
question.
4. Avoid the use of optional questions.

101. Suggestions For Constructing
Essay Questions
6. Construct question that will call forth the skills
specified in the learning standards.
Example:
Write a two-page statement defending the
importance of conserving our natural resources.
(Your answer will be evaluated in terms of its organization,
comprehensiveness, and relevance of the arguments presented.)

102. Suggestions For SCORING
Essay Questions
Analytical Scoring Holistic Scoring
This scoring method requires that
the instructor develop an ideal
response and create a scoring
key or guide. The scoring key
provides an absolute standard for
determining the total points
awarded for a response. Student
responses are compared to the
scoring standard and not to the
responses of their classmates.
The reader forms an impression of
the overall quality of a response
and then transforms that
impression into a score or grade.
The score represents the quality
of a response in relation to a
relative standard such as other
students in the class.

109. GUIDELINES

110. GUIDELINES

111. GUIDELINES

112. GUIDELINES

113. GUIDELINES

114. GUIDELINES

115. GUIDELINES

117. Steps to Create
a Rubric

118. Step 1:
Define your goal.

119. Step 2:
Choose a rubric
type.

120. holistic
Rubric

121. Analytic
Rubric

122. Step 3:
Determine your
criteria.

123. Step 4:
Create your
performance levels.

124. Step 5:
Write descriptors
for each level of
your rubric.

125. Step 6:
Revise your rubric.

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https://www2.slideshare.net/vbdeocampo/matching-type-of-
evaluation?next_slideshow=1
Quileste, R. (2016, July 19). slideshare.net. Retrieved from
https://www2.slideshare.net/RonaldQuileste/objective-type-tests-
completion-and-short-answer-items
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https://www.slideshare.net/sirarnelPHhistory/table-of-
specifications-tos-and-test-construction-review
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https://www2.slideshare.net/shaziazamir3/essay-type-test
REFERENCES

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