The document provides guidelines for assembling and constructing different types of test items, including multiple choice, true/false, matching, fill-in-the-blank, and essay questions. It discusses arranging items in order of difficulty and by similar format. The guidelines recommend writing clear stems and response options that avoid tricks and irrelevant clues. The document also includes a checklist for assembling the final test to ensure a consistent and fair evaluation of students.

1. •Sentence completion
•Short answer questions
•True false, alternate choice and matching questions
•Directions for the test

5. Old belief about teaching .....
 Education is a process where the notes of the
teachers or the contents in the books are
transferred to the notebooks of the students, without
understanding them.
(Wiggins, 2009)

6. Assembling
 fit together the separate component parts of (a
machine or other object)
Or
 To fit together the parts or pieces

7. TEST Assembling
TEST Assembling means:
 Record test items
 Review test items
 Arrange items in a test
 Items should be arranged according to types
 Items should be arranged in order of difficulty
 Items of the same subject matter content maybe
grouped together.

8. Principle of Test Construction
 Avoid understandable, small, meaningless and confusing
items
 Observe the rules of expression, grammar and
punctuation
 Avoid items that have no answer upon which all experts
will agree
 Avoid trick, or catch items
 Avoid items which contain irrelevant clues
 Avoid items which provide the answers to other items
 All the pupils are to take the same tests and permit no
chance among items.

9. Assemble the Test Items
Guidelines
 A. Group all test items with similar format.
 B. Arrange test items from easy to difficult.
 C. Space the test items for easy reading.
 D. Keep items and option in the same page.
 E. Place the illustrations near the description.
 F. Check the answer key.
 G. Decide where to record the answer.

10. Developing Test Directions
 Include:
 Purpose of test
 Amount of time allowed
 Procedures for asking questions
 Procedures for completing the test
 Procedures for returning test materials
 Consider sample items to aid fairness
 Test format unusual or unfamiliar
 Reduces test anxiety
 Administrator directions help ensure consistency of test
delivery
 Read-along instructions
 Handling / documenting irregularities
 Monitoring responsibilities

11. 5 Most Commonly used Test
Format
 1. Multiple Choice
 2. True or False
 3. Matching Type
 4. Fill-in the blanks (Sentence Completion)
 5. Essay type

12. Multiple Forms of the Test
 Create multiple forms of the test, where each form
covers the same concepts with equivalent – but
different – questions, as shown in this table:

13. The content area is in the first column
The second column shows how many questions are
needed for that content area (as calculated back in
Part 2)
Each item should have a short identifier associated
with it, and this is provided in the “Item #” column
The “Keyword” column is just that – one or two words
to remind you what the question addresses
The last column lists the item number of an alternate
item in case a problem is found with the first selection
during assessment review.

14. Guidelines for Developing Test Items
Writing Multiple-Choice Test Items
 Each item should be as short and verbally easy as
possible.
 Keep each item independent from other items.
 Don't give the answer away to another item.
 If one or more alternatives are partially correct, ask
for the "best" answer.
 Use a logical sequence for alternatives
 Make all incorrect alternatives
 All alternatives should be identical in content, form
and grammatical structure.

15.  Use 4 or 5 alternatives in each item.
 Avoid terms such as "always" or "never," as they
generally signal incorrect choices.
 Do not use "none of the above" as a last option
when the correct answer is simply the best answer
among the choices offered.
 Try to avoid "all of the above" as a last option. If an
examinee can eliminate any of the other choices,
this choice can be automatically eliminated as well

16. Constructing Multiple Choice
Stem/Question:
 1. Use direct question scheme
 2. Item should be clear, definite and explicit
 3. Eliminate unneeded language or non- functioning words
 4. Avoid negatively stated items
 5. Avoid double risk
Choices:
 1. Present alternatives in logical alphabetical or numerical order
 2. Present 4 or more options
 3. Response alternatives should be mutually exclusive
 4. Use attractive and plausible alternatives
 5. Make responses appear in random order
 6. Use responses, “all of the above”, “none of the above” with caution
 7. Follow rules of grammar

18. Guidelines for Developing Test Items
“True-False Items”
 A true-false questions is a specialized form of the
multiple-choice format in which there are only two
possible alternatives.
 These questions can be used when the test-designer
wishes to measure a student's ability to identify
whether statements of fact are accurate or not.

19. Guidelines for Developing True-False
Test Items
 Each statement is clearly true or clearly false
 Statements are written in brief without more elaboration
than necessary.
 Statements are NOT quoted exactly from text.
 Give emphasis on the use of quantitative terms than
qualitative terms.
 Avoid using of specific determiners which usually gives a
clue to the answer.
 False = all, always, never, every, none, only
 True = generally, sometimes, usually, maybe, often
 Discourage the use of pattern for answers

20. Constructing True-False or Alternative
Response
 1. Make statements 100% True or False if they are to be judged.
 2. Avoid the use of negatives and (especially) double negatives
 3. Avoid long complex sentences
 4. Avoid two ideas in one statement unless cause-effect relation
 5. If opinion is used, attribute it to the source
 6. Avoid the use of modifiers (none, always, never, nothing, only,
alone) unless they are part of a fact or truth
 7. True and False statements should be approximately equal in
number, equal in length and randomly arranged to avoid clues
 8. The correct response should not follow a pattern.
 Note: If this test is used alone, the maximum number of items should
be 50 as suggested by Bradfield and Moredock

21.  Examples:
 ____ 1. Repetition always strengthens the tendency
for a response to occur.
 (Using "always" usually means the answer
 is false.)

23. Guidelines for Developing Match type
Test Items
 The list of responses should be relatively short
 Response options should be arranged alphabetically
or numerically
 Position of matches should be varied
 Avoid using patterns
 The choices of each matching set should be on one
page
 There are more responses than premises in a single
set if response cannot be used more than once

25. Guidelines for Developing Sentence Completion /
Fill-in the Blanks
 Only significant words are omitted
 When omitting words, enough clues a left so that the
student who knows the correct answer can supply
the correct response.
 Ensure that grammatical clues are avoided
 Blanks are at the end of the statement
 The length of the responses are limited
to single words or short phrases.

27. Guidelines for Developing Essay / Short
Answer Test
 The task is clearly defined
 The students are given an idea on the scope and
direction teacher intended for the answer to take
 The question starts with a description of the
required behavior to put them in the correct mind
frame.
 E.g. “Compare” or “Analyze”

28. Cont…..
 The questions are written in the linguistic level
appropriate to the students
 Questions require a student to demonstrate
command of background information, not simply
repeating information
 Questions regarding a student’s opinion on a certain
issue should focus not on the opinion but on the way
it is presented and argued.
 A larger number of shorter, more specific questions
are better, than, one or two longer questions

30. Test Assembly Checklist
 Are items of similar format grouped together? _____
 Are items arranged from easy to hard levels of difficulty? _____
 3. Are items properly spaced? _____
 4. Are items and options on the same page? _____
 Are diagrams, maps and supporting material above designed items
and on the same page with items? _____
 6. Are answers random?
_____
 Have you decided whether an answer sheet will be used? _____
 8. Are blanks for name (and date) included? _____
 9. Have the directions been checked for clarity? _____
 10. Has the test been proofread for errors? _____
 11. Do items avoid racial and gender bias?
_____
YES/NO

31. POINTS TO PONDER…
 A good lesson makes a good question
 A good question makes a good content
 A good content makes a good test
 A good test makes a good grade
 A good grade makes a good student
 A good student makes a good COMMUNITY
 VP Research Planning & Development
 Philippine Normal University