This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.

1. ALTERNATIVE-
RESPONSE TEST
(true/false test)
- Consist of a declarative
statements that the student is
asked to mark true or false, right
or wrong, correct or incorrect, yes
or no, fact or opinion, agree or
disagree or the like.
DEFINITION:

2. There is/are underlined word(s)
that should be corrected to
become the statement TRUE or
POSITIVE in its structure.
MODIFIED
ALTERNATIVE-
RESPONSE TEST
???

3. USES OF TRUE-FALSE ITEMS
• 1. Measure the ability to identify the
correctness of statements of fact,
definition of terms, statement of
principles, and the like.
EXAMPLE:
T F 1. Economics is a social science
concerned with the factors that
determine the production, distribution,
and consumption of goods and services

4. USES OF TRUE-FALSE ITEMS
• 2. Measure the student ability to
distinguish fact from opinion.
EXAMPLE:
F O 1. The National Flag of
the Philippines can be inverted to
officially declare a state of war.
F O 2. USA’s nickname is
UNCLE SAM.

5. USES OF TRUE-FALSE ITEMS
•3. Measure the student
ability to recognize Cause
– and -Effect relationship.
•Example : Leaves are
important because they
shade the tree trunk.

6. USES OF TRUE-FALSE ITEMS
•4. Measure some simple
aspect of logic.
•Example:
T F CT CF 1. All trees are
plants.

7. SUGGESTION FOR
CONSTRUCTING TRUE-
FALSE ITEMS
• AVOID BROAD GENERAL STATEMENTS.
ex: KING PHILIP RENOUNCE KING IN FRANCE.
- Words such as usually, generally,
often, sometimes are most likely to
appear true stament.
Formulating statements free from
ambiguity and irrelevant clues.

8. - Absolute terms such as always,
never, all, none, and only are likely to
appear in false statement.
- Qualifiers usually makes the
statement true but provides a definite
clue. Use specific determiners
2. AVOID TRIVIAL STATEMENTS THAT
LITTLE SIGNICANCE FROM A LEARNING
STANDPOINT.
Ex. GMA is the second female president in
the Philippines.

9. 3. AVOID THE USE OF NEGATIVES
STATEMENTS, ESPECIALLY DOUBLE
NEGATIVES
EXAMPLES:
POOR
T F 1. A person who apologizes
sincerely is never unforgiven.
BETTER
2. A person who apologizes
sincerely is forgiven.

10. 4. AVOID LONG COMPLEX SENTENCES.
Ex. Despite the theoretical experimental
difficulties or determining the exact ph value of
a solution. It is possible to determine whether a
solution is acidic be the red color formed on the
litmus paper when it is inserted into the
solution.
Litmus paper turns red in an
acidic solution.
BETTER
POOR

11. 5. AVOID INCLUDING 2
IDEAS IN ONE STATEMENT,
UNLESS CAUSE – EFFECT
RELATIONSHIP ARE BEING
MEASURED.
EX.
A worm cannot
see because it
has simple
eyes.

12. 6. TRUE & FALSE
STATEMENTS SHOULD BE
APPROXIATELY EQUAL IN
LENGTH.
THANK YOU FOR
LISTENING
- MDEP -