Test types according to techniques.

1. Test Types
(according to techniques)
Course Title : Language Test Development
Professor: Dr. Lemuel Fontillas
Prepared by: Roselle M. Reonal

2. “Most teachers waste their time by
asking questions which are intended
to discover what a pupil does not
know whereas the true art of
questioning has for its purpose to
discover what the pupil knows or is
capable of knowing.”
—Albert Einstein

3. Essay
The word essay came from
the French word “essayer”
which means “to try” or “to
attempt”.
01

4. Essay Test
“Essay test is a test that requires the student to
structure a rather long written response up to several
paragraphs.”
“Essay test refers to any written
test that requires the examinee to write
a sentence, a paragraph or longer
passages.”
01

5. Characteristics of Essay Test
LENGTH
The length of the required
responses varies with
reference to marks and
time
JUDGEMENT
It demands a subjective
judgement.

6. RESTRICTED RESPONSE
The restricted response question usually
limits both the content and the response
the content is usually restricted by the
scope of the topic to be discussed
limitations on the form of response are
generally indicated in the question
another way of restricting responses in
essay tests is to base the questions on
specific problems.
01 02
TYPES OF ESSAY TEST
No restriction is placed in students as
to the points he will discuss and the
type of organization he will use.
Teachers in such a way so as to give
students the maximum possible
freedom to determine the nature and
scope of question and in a way he
would give response of course being
related topic and in stipulated time
frame these types of questions.
EXTENDED RESPONSE

7. ob·jec·tive /əbˈjektiv/
Adj. 1. (of a person or their judgment)
not influenced by personal feelings or
opinions in considering and
representing facts.
2
Objective Test

8. It is generally call for single words, phrases,
numbers, letter and other symbols as response to
items.
It is defined as one for which the scoring rules are so
specific that they do not allow scorers to make
subjective inferences or judgments.
2 Objective Test

9. CATEGORIES OF OBJECTIVE TEST
SELECTED RESPONSE
FORMAT
- True or False
- Matching Type
- Multiple Choice
CONSTRUCTED
RESPONSE FORMAT
-Enumeration
- Labeling
- Identification
- Completion type
- Simple Recall

10. A. True or False
Decide if the statement is true or false.
1. Philippines is discovered by Magellan T / F
2. ……… T / F
3. …….. T / F
An objective type test presented in a form simple
declarative statement, to which the pupils respond
indicating whether the statement is true or false. It is
applicable to all learning areas.

11. How do you write True or False Test?
• Do not copy statement from the book.
• As general practice, keep variety of proportions of
true and false statements.
• Express your statement in a simple language as
possible.
• Keep your sentences reasonably short or restrict
them to have one central area.

12. B. Identification
Direction: Identify the following.
_____1. The best and the most accurate measure of variability.
Answer: Standard Deviation
An object type of test in a form of completion test
which is defined, describe, explained or indicated by
a picture, diagram or a concrete object and the term
referred to is supplied by the pupil or student.

13. • The definition, description or explanation of
the term may be given by means of phrase or
incomplete statement if its not indicated by a
picture, diagram or complete object.
• The statement should also be phrased that
there is only one response.
How do you write Identification Test?

14. C. MULTIPLE CHOICE TEST
• Is a test used to measure knowledge
outcomes and other types of learning
outcomes such as comprehension and
applications.
• Most commonly used format in measuring
student achievements in different levels
of learning.

15. Anatomy of Multiple Choice Test

16. General guidelines in composing Multiple Choice Test
1. Make a practical test.
2. Use diagram or drawing when asking questions about
application, analysis or evaluation.
3. Use tables, figures, or charts when asking question
to interpret.
4. Use pictures when students are required to apply
concepts and principles.
5. When ask to interpret or evaluate quotations,
present actual quotations

17. General guidelines in composing Multiple Choice Test
6. List of choices vertically not horizontally.
7. Avoid trivial questions.
8. Use one correct answer only.
9. Use to three to five options.
10. Be sure to use effective distracters.
11. Increase similarity of the options.
12. Do not use “none of the above” when asking for
best for a best answer.
13. Avoid using “all of the above” options.

18. General guidelines in composing STEM
1. The stem should be written in question form or completion
form.
2. Do not leave blank at the beginning or at the middle of the
stem in completion form.
3. Clear and concise.
4. In a positive form. Avoid using negative words, if you do
underline
or capitalize.
Ex: Which of the following does not belong to the group?
Or which of the following does NOT belong to the group?
5. Stem is grammatically correct.

19. General guidelines in composing OPTIONS
1. One correct or best answer only.
2. List of options are vertical.
3. Avoid creating a pattern.
4. Options must be homogenous in content.
5. As much as possible options must be in the same
length.
6. Avoid the phrase “all of the above”, “none of the
above” or “I don’t know.”

20. General guidelines in composing DISTRACTORS
1. The distracters should be plausible.
2. Should be equally popular with the rest of the
options.

21. D. Matching Type Test
-measures the ability to identify the relationship
between a set of similar items, each of which has
two components, such as words and their
definitions, symbols and their meanings, dates and
events, causes and effects, people and their
accomplishments, problems and solutions.

22. Parts of a Matching Type

23. General Guidelines in composing Matching Type
1. Put the items with more words in column A.
2. Arrange items in column B in either logical or
natural order alphabetically if there is no
apparent organizational basis.
3. Use numbers to identify items in Column A, capital
letters to identify responses in Column B.
4. Correct answers should not be obvious to those
who don’t know the content being taught.

24. General Guidelines in composing Matching Type
5. Do not list premises in the same order as
responses, and there should be NO pattern in the
correct answers.
6. There should be NO keywords appearing in both a
premise and response providing a clue to the
correct answer.
7. All of the responses and premises for a matching
item should appear on the same page.
8. Directions to the students should explain how
many times a responses can be used.

25. Thank you for
listening

26. ALTERNATIVE RESOURCES
https://www.slideshare.net/parsasabbahat/essay-type-
tests?from_action=save
https://www.slideshare.net/EmmanBadang/objective-test-type