This document discusses various concepts related to educational measurement and testing. It defines key terms like measurement, evaluation, tests, validity, reliability, and different types of tests. It provides details on constructing objective tests, including writing test items, establishing test validity and reliability, and interpreting test scores. It also discusses advantages and disadvantages of objective and essay tests. Additionally, it covers topics like measures of central tendency, frequency distributions, and calculating the mean, median and mode.

1. PREPARED BY: Desierto, Roselle A.

2. It focuses on on the development and utilization of
assessment tools to improve the teaching learning process.
MEASUREMENT: refers to the quantitative aspect of
evaluation.
EVALUATION: the qualitative aspect of evaluation.
TEST: consist of questions or exercise or other devises for
measuring the outcome of learning.

3. 1, According to manner and
response
a. oral
b. written
2, According to method of
preparation
a. subjective
b. objective
3, According to nature of answer
a. personality test
b. intelligence test
c. aptitude test
d. achievement or summative
test
e. sociometric test
f. diagnostic or formative test
g. trade or vocational test

4. • Objective test: test which have definite answers and
therefore are not subject for personal bias.
• Teacher made test: constructed by the teacher based on
the content of different subject taught
• Diagnostic test: to measure a student strength and
weaknesses.
• Formative test: done to monitor students attainment of
the instructional objectives.
• Summative test: done at the conclusion of instruction
• Standardize test: are test for which contents have been
selected and for which norms and standards have been
established.

5. • Criterion referenced measure: a measuring
device with a pre determined level of success
or standard on the part of the test takers.
• Norm referenced measure: is a test the is
scored on the basis of the norm or standard
level of accomplishment by the whole group
taking the test.

6. Validity:
Refers to a degree to which the test measures what it is
intended to measure. It is the usefulness of the test for a given
measure.
RELIABILITY:
Pertains to the degree to which a test measures what is
suppose to measure. The test of reliability is the consistency of the
result when it is administered to different group of individuals with
similar characteristics in different places at different times.

7. OBJECTIVITY:
is the degree to which personal bias is eliminated in the
scoring of the answers. When we refer to the quality of
measurement, essentialy we mean to have the amount of
information contained in a score generated by the
measurement.
Measurement may differ in the amount on information the
members contain. These are:
Nominal Measurement
Are the least sophisticated, they merely classify object or
events by assigning numbers to them. These numbers are
arbitrary and imply no qualification, but the categories
must be mutually exclusive and exhaustive.

8. Ordinal Measurement
Ordinal scales classify, but they also assign rank order. Example,
ranking individuals in a class according to their test scores. Their
scores are ordered from highest to lowest.
Interval Measurement:
in order to be able to add and subtract scores, we use interval
scales. This measurement contains the nominal and ordinal
properties and is also characterized by equal units between scire
points.
Ratio measurement:
the ost sophisticated type of measurement includes all the
proceeding properties, but in a ratio scale, the zone point is not
arbitrary; a score of zero includes the absence of what is being
measured.

9. Norm-referenced and criterion-referenced Measurement
norm-referenced has been used in education; norm-
referenced test continue to comprise a substantial portion
of the measurement in today’s schools. Criterion-
referenced measurement imphasize that the type of
measurement or testing depends on how the scores are
interpreted . Both type can be be use effectively by the
teacher.
Norn- referenced interpretation
stems from the desire to differentiate among individuals
or to discriminate among the individuals of some defined
groups on whatever is being measured.

10. Criterion-referenced interpretation
It means referencing an individual’s performance to some
criterion that is a defined performance level. A second meaning fo
this term involves the idea of a defined behavioral domain that is, a
defined body of learner’s behavior.
Distinction
Norm-reference test are usually more general and comprehensire
and cover a large domain of content and learning tasks.
Criterion=referenced test focus on a specific group of learner
behavior.

11. i. Planning the test
A. Determining the objectives
B. Preparing the table of specification.
C. Selecting the appropriate item format
D. writing the test items
E. editing the test items
II. Trying out the test
A. administering the first try out – then item analysis
B. administering the second try out – then item
analysis
C. preparing the finaal form of test
III. Establishing test validity
IV. Establishing the test
reliability
V. Interpreting the test scores

12. Type of test
It is a take home test rather that an in class test, how do
you make sure that students work independently, have equal
access to sources and resources, or spent a sufficient but not
enourmous amount of time on the task? The test plan must include
a wide array of issues. Anticipating this potential problem allows
the test constructor to develop positions or policies that are
consistent with his/her testing philosophy.

13. TEST LENGTH
a majot decision in the test planning is how many
items should be included on the test. There should be
enough to cover the content adequately, but the length of
the class period or the attention span or fatigue limits of the
students usually restrict the test length.

14. ITEM FORMATS
determining what kind of items to include on the
test is a major decision once the planning decisions
are made, the item writing begins. This task is often
the most feared by the beginning test constructors.
However, the procedures are more common sense
than formal rules.

15. 1. Are the instructional objectives clearly defined?
2. What knowledge, skills and attitudes do you want measure?
3. Did you prepare table of specifications?
4. Did you formulate well defined and clear test items?
5. Did you employ correct English in writing items?
6. Did you avoid giving to the correct answer?
7. Did you test the important ideas rather than the trivial?
8. Did you adapt the test's difficulty to your student's ability?

16. 9. Did you avoid using textbook jargons?
10. Did you cast the items in positive form?
11. Did you prepare a scoring key?
12. Does each item have single correct answer?
13. Did you review your items?

17. 1. The test items should be selected very carefully. Only important facts
should be included.
2. The test should have extensive sampling of items.
3. The test items should be carefully expressed in simple, clear, definite, and
meaningful sentences
4 There should be only one possible correct response for each test item
5. Each item should be independent. Leading clues to other items should be
avoided.
6 Lifting sentences from books should not be done to encourage thinking
and understanding

18. 7. The first person personal pronouns / and we should not be used.
8. Various types of test items should be made to avoid monotony .
9. Majority of test items should be of moderate difficulty, Few difficult and few cays items
should be included.
10. The test items should be arranged in ascending order of difficulty, Easy items should the
beginning encourage the examinee to pursue the most difficult items the end.
11. Clear, concise, and complete directions should precede Sample test items be provided for
expected responses.
12. Items which can be answered previous experience alone without knowledge of the 12.
subject matter should not be included
13. Catchy should not be used in the test interns.

19. 14. Test items must be based upon the objectives of the course and upon the course content.
15. The test should measure degree of achievement or determine difficulties the learners 16.
The test should emphasize ability to apply and use facts as well as knowledge of facts.
17. The test should be of such length that it can be completed within the allotted by all or
nearly all of the pupils, The teacher should perform the test herself to determine its
approximate time allotment.
18. Rules governing good language expression, grammar, spelling, punctuation, and
capitalization should be observed items.
19. Information on how scoring be done should be provided.
20. Scoring Keys in correcting and scoring tests provided.

20. a. Recall types
I. Simple recall type
a. This type consists of questions calling for a single word or expression as an
answer
b. Items usually begin with who, where, when, and what
c. Score is the number of correct answers,
2. Completion type
a. Only important words or phrases should omitted avoid confusion.
b. Blanks should equal lengths.
c. The blank, as much possible, is placed near end of the sentence.
D. Articles a, an, and the be provided before omitted word phrase to clues for
answers.
e. number of correct answers

21. 3. Ennumeration Type.
a, the exact number of expected answers should be
stated.
b blanks should be on equal length.
c score is the number of correct answer.
4, identification Type
a. The items should make an examinee think of a word, number or
group of words that would complete the statement or answer the
problem.
b. Score is the number of correct answer.

22. B. RECOGNITION TYPES
1,True-false or alternate-response type
a. Declarative sentences should be used.
b. The number of "true" and "false" items should be more or less
equal
c. The truth or falsity of the sentence should not be too evident.
d. Negative statements should be avoided.
e. The "modified true-false" is more preferable than the "plain
true-false"

23. f. In arranging the items, avoid the regular recurrence of "true"
and "false" statements.
g. Avoid using specific determiners like: all, always, never, none,
nothing, most, often, some, etc., avoid weak statements as may,
sometimes, as rule, in general etc.
h. Minimize the use qualitative terms like few, great, many, more,
etc
i. Avoid leading clues answers in all items.
J. Score is the number of correct answers in "modified true-false
and right answers minus wrong answers "plain true false"

24. 2, Yes-No type
a. The items should be in interrogative sentence.
b. The same rules as in “true or false” are applied.

25. 3. Multiple=response type
a. There should be three to five choices. The number of coices
choose in the item.
b. The choices should be numbered or lettered so that only the
number or letter can be written on the space provided,
c. If the choices are figures, thy should be arranged in ascending
order.
d. Avoid the use of “a” or “an” as the last word prior to the
listing of the responses.

26. e. Random occurrence of responses should be employed.
f. The choices, as much as possible should be at the end of the
statement.
g. The choices should be related in some way or should belong to
the same class.
h. Avoid the use of “none of these” as one of the choices.
i. Score is the number of correct answers.

27. 4. Best Answer Type
A. There should be three in five choices all of which are
right but vary in their degree of merit,
importance or desirability.
B. The other rules for multiple response items are applied
here.
C. Score is the number of correct answer.

28. 5. Matching Type
A. There should be two columns under “A” are the stimuli which
should be longer and more descriptive than the responses under
column “B”. The response may be a word, a phrase, a number or
a formula.
B. The stimuli under column “A” should be numbered and the
responses under column ”B” should be lettered. Answers will be
indicated by letters only on lines provided in column “A”.
C. The number of pairs usually should not exceed twenty items

29. D. The number of responses in column “B” should be two
or more than the number of items in column “A” to avoid
guessing.
E. Only one correct answer for each item should be
possible.
F. Matching sets should neither be too long or too short.
G. All items should be in the same page.
H. Score is the number of the correct answer.

30. C. Essay type examination.
1. Comparison of two things.
2. Explanation of the use of meaning of a statement or
passage.
3. analysis
4. Decision for or against
5. discussion

31. How to construct essay examinations.
1, Determine the objectives or essentials for each question to be evaluated.
2. Phrase questions in simple, clear and concise language.
3. Suit the length of the questions to the time available for answering the
essay examination. The teacher should try to answer the test herself,
4. Scoring:
a. Have a model answer in advance.
b. Indicate the number of points for each question.
c. Score a point for each essential.

32. Advantages
a. The objective test is free from personal bias in scoring
b. It is easy to score. With a scoring key, the test can be corrected by
different individuals without affecting the accuracy of the grades given
c. It has high validity because it is comprehensive with wide sampling of
essentials.
d. It is less time-consuming since many items can be answered in a given
time.
e. It is fair to students since the slow writers can accomplish the test us fast as
the fast writers.

33. Disadvantages
a. It is difficult to construct and requires more time to prepare.
b. It does not afford the students the opportunity in training for
self- and thought organization.
c. organization. It cannot be used to test ability in theme writing
or journalistic writing.

34. Advantages
a. The essay examination can be used in practically all subjects of the
school curriculum.
b. It trains students for thought organization and self expression
c. It affords students opportunities to express their originality and
independence of thinking .
d. Only the essay test can be used in some subjects like composition writing
journalistic writing which cannot be tested the objective type test
e. Essay examination measures higher mental abilities comparison,
interpretation, defense of opinion and decision
f. The essay test is easily prepared.
e. It is inexpensive.

35. Disadvantages
a. The limited sampling of items makes the test unreliable
measure of achievements or abilities.
b. Questions usually are not well prepared.
c. Scoring is highly subjective due to the influence of the
corrector's personal judgment
d. Grading of the essay test is inaccurate measure pupils'
achievements due to subjectivity of scoring

36. FREQUENCY DISTRIBUTION
a simple, common sense technique for
describing a set of test scores is through the
use of frequency distribution. It is merely
listing of the possible score values and the
number of persons who achieve each scores.

37. FIRST, List the possible score values
in rank order, from highest to lowest then a
second column indicate the frequency or
number of person who receive each scores.

39. When there is a wide range of scores in a frequency distribution, the distribution
can be quite long , with a lot of zeros in the column of frequencies. Such a
frequency distribution can make interpretation difficult and confusing. a
grouped frequency distribution would be more appropriate in this kind of
situation. groups of score values are listed rather than each separate possible
score value.
If we were to change the frequency distribution and Table 2 into a grouped
frequency distribution, you might choose intervals such as 48 -50 , 45 -47, and so
forth. The frequency corresponding to intervals 48 -50 would be 9 (1 + 3 + 5). The
choice of width of the interval is arbitrary cramp , but it must be the same as all
intervals. In addition, it is a good idea to have an odd numbered interval width
so that the midpoint of the interval is a whole number. This strategy will simplify
subsequent grass at 10 descriptions of data. The group frequency distribution is
presented in Table 3.

41. Measures of Central Tendency
Frequency distributions are helpful for indicating the shape of
to describe a distributions of scores , but we need more information
than the shape to describe the distribution adequately . We need to
know we're on the scale of measurement a distribution is located
and how the scores are dispersed in the description . For the former,
we compute measures of central tendency, and for the latter we
compute measures of dispersion. Measures of central tendency are
points of the scale of measurement, and they are representative of
how the scores then to others . There are three commonly used
measures of central tendency, the mean, the median, and the mode,
but the mean is by far the most widely used .

42. The Mean
The mean of a set of scores is the arithmetic
mean. It is found by summing the scores and
dividing the sum by the number of scores . The
mean is the most commonly used measure of
central tendency because it is easily understood and
is based on all the scores in the set; hence , it
summarizes a lot of information. The formula of the
Mean is as follows.

44. The Median
Another measure of central tendency is the median which is the point that
divides distribution in half; that is, half of the scores fall above the median and
half of the scores fall below the median.
When they are only a few scores, the median can often be found by inspection .
if there is an odd number of scores , the middle score is the median . When there
is even a number of scores, the median is halfway between the two middle
scores . However, when they are tied scores in the middle of the distribution, or
when the scores are in a frequency distribution, the median may not be so
obvious.
Consider again the frequency distribution in table 2. there were 25 scores and
distribution, so the middle score should be the median. A straightforward way
to find this median is to augment the frequency distribution with a column of
cumulative frequency. Cumulative frequencies indicate the number of scores at
or below each score. Table 4 indicates the cumulative frequencies for the data in
Table 2

46. For example, 7 persons scored at or below a score of 40 , and 21
persons scored at or below a score of 48.
To find the median , we need to locate the middle score in
the cumulative frequency column, because this score is the
median. Since there are 25 scores in the distribution , the middle
one is the 13th, a score of 46. Thus, 46 is a median of this
distribution; half of the people scored above 46 and half scored.
When there are times in the middle of the distribution,
there may be a need to interpolate between scores to get the exact
median. However, such precision is not needed for most
classroom tests . The whole number closest to the median is
usually sufficient.

47. The Mode
The measure of central tendency that is the easiest
to find is the mode . the mode is the most frequently
occurring score in the distribution . The mode of the
scores in table 1 is 48. 5 persons had two scores of 48 and
no other score occurred as often.

48. Each of the three measures of central tendency - the mean , median , and
the mode means a legitimate definition of “average” performance on this test.
However , each does provide different information . The arithmetic average
was 44; half the people scored at or below 46 and more people received 48 than
any other score.
When a distribution has a small number of very extreme scores , though ,
the median may be a better definition of central tendency . the mode provides
the least information and is used infrequently as “average”. The mode can be
used with nominal scale data , just as an indicator of the most frequently
appearing category . The mean, the median, and the mode all describes central
tendency:
The mean is the arithmetic average
The median divides the distribution in half
The mode is the most frequent score

49. Measures of Dispersion
Measures of central tendency are useful for summarizing
average performances, but they tell us nothing about how the
scores are distributed or spread out around the averages . Two sets
of test scores may have equal measures of central tendency , but
they may differ and other ways. One of the distributions may have
the scores tightly clustered around the average , and the other
distribution may have scores that are widely separated. As you may
have anticipated, there are descriptive statistics that measure
dispersion, which are also called measures of variability. These
measures indicate how spread out the scores tend to be.

50. The Range
The range Indicates the difference between the highest and
lowest scores in a distribution . It is simple to calculate, but it
provides limited information. We subtract the lowest from the
highest score and add 1 so that we include both scores in the
spread between them. For the scores of Table 2 the range is 50 - 34 +
1 = 17.
A problem with using the range is that only the two most
extreme scores are used in this computation. There's no indication
of the spread of scores between highest and lowest. Measures of
dispersion that take into consideration every score in the
distribution are the variance and standard deviation. The standard
deviation is used a great deal in Interpreting scores from
standardized tests.

51. The Variance
 The variance measures how widely
the scores in the distribution are
spread about the mean . In other
words , the variance is the average
squared difference between the
scores and the mean.
 The computation of the variance for
the scores of table 1 is illustrated in
table 5 period the data for the
students K through V are omitted to
save space, but these values are
included in the column totals and in
the computation.

52. The Standard Deviation
The standard deviation also indicates how spread out the scores are, but
is expressed in the same units as original scores. The standard deviation is
computed by finding the square root of the variance.
S = S2
For the data in table 1 , the variance is 22.8. The standard deviation is 22.8,
or 4.77. The scores of most norm groups have the shape of a normal distribution-
a symmetrical bell-shaped distribution with which most people are familiar.
With the normal distribution, about 95% of the scores are within 2 standard
deviation of the mean,
Even the scores are not normally distributed, most of the scores will be
within 2 standard deviations of the mean. In the example, the mean minus 2
standard deviation is 34.46, and the mean plus two standard deviation is 53.54.
Therefore only one score is outside of this interval; the lowest score, 34, is
slightly more than two standard deviations from the mean.

54. Graphing Distributions
A graph of distribution of test course is often better understood than is
the frequency distribution or amir table of numbers . The general pattern of
scores , as well as and unique characteristics of the distribution , can be seen
easily in simple graphs. There are several kinds of graphs that can be used, but
a simple bar graph, or a histogram, is as useful as any.
The general shape of the distribution is clear from the graph. most of the
scores in a distribution are high, at the upper end of the graph. Such a shape is
quite common for the scores of classroom tests. That is, test scores will be
grouped toward the right and of the measurement scale.
A normal distribution has most of the test scores in the middle of the
distribution and progressively Fewer Scores toward extremes. the scores of
norm groups are seldom graphed but they could be if we were concerned
about seeing the specific shape of the distribution of scores. Usually, we know
or assume that the scores are normally distributed.