The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.

1. Completion Type of Test
Discussant:
Lou H. Villadores
Supply Types or Constructed-
Response types of test.
1. Enumeration
2. Identification
3. Completion
4. Essay

2. Objectives:
At the end of the discussion, the students will learn to
 recognize the importance of Completion and Essay type of test.
 the skill to utilize and employ them.
 appreciate and embrace their importance and their vital applicability.

3. Completion Type of Test
Is classified as one of the Supply Types or
Constructed-Response types of test.

4. Completion Type of Test
Usually referred to as having multiple blanks to be answered per item, compared to
identification type which have only one blank per item
 Letter Completion Type, fill-in-the-blank type.
Example:
Write an appropriate synonym for each of the following. Each blank corresponds to
a letter:
1. Metamorphose: _ _ _ _ _ _ (if given as diagnostic- HOTS, but if been
2. 2. Flourish: _ _ _ _ well-discussed beforehand- LOTS)
Answers: 1. Change 2. Grow.

5. Completion Type of Test
 Words Completion, fill-in-the-blank type.
The following guidelines can help you formulate a completion type of
test.
1. Avoid overmutilated sentences like the one below.
The ______ produced by the ________ is used by the green ______ to
change the _______ and _______ into _______. This process is called _______.
2. Avoid open-minded item. There should be only one acceptable answer. Below
is an example of open-minded item.
Ernest Hemingway wrote ________ while William Wordsworth wrote
_________.

6. Guidelines that can help you formulate a word completion,
fill-in-the-blank type of test.
3. The blank should be at the end or near the end of the sentence. The
question should be asked before the answer is expected. Like the matching type of
test, the stem (where the question is packed) must be in the first column.
Example:
Original structure: Completion Type of Test is classified as one of the Supply
Types or Constructed-Response types of test.
New structure/restructured: Classified as one of the Supply Types or
Constructed-Response types of test is Completion Type of Test .

7. Guidelines that can help you formulate a word completion, fill-
in-the-blank type of test.
4. Ask question on more significant item, not on trivial matter.
ex. Jose Rizal was born on June __, 1861.
There are other more significant items to ask other specific birthdate.
parliamentary, presidential, federal

8. Guidelines that can help you formulate a word completion, fill-
in-the-blank type of test.
5. The length of the blanks must not suggest the answer. So better to make
the blanks uniform in size.
Example:
A part of speech that names persons, place and things is _______.
It is also what may become of a verb trust when is added with suffix ee to become
_______ , verb drive added with suffix er to become _______ , and verb bombard
added with suffix ment to become _______.

9. Essay
Is also classified as one of the Supply Types or Constructed-Response
types of test.
 Essays, supply types of test
Essays, classified as non-objective tests, allow for the assessment of higher
order thinking skills. Such tests require students to organize their thoughts on a
subject matter in coherent sentences in order to inform an audience. In essay tests,
students are required to write one or more paragraphs on a specific topic.

10. Essay questions can be used to measure attainment of a variety
of objectives such as
1. comparing/contrasting 6. infering
2. relating cause-and-effect 7. classifying
3. justifying 8. applying
4. summarizing 9. analyzing
5. generalizing 10. evaluating
11. creating

11. • 1. Comparing
- Describes the similarities and differences between …..
- Compare the following methods for ….
• 2. Relating cause-and-effect
-What are the causes of ……
-What would be the most likely effect of …..
• 3. Justifying
- Which of the following alternatives would you favor and why?
- Explain why you agree or disagree with the ff. statement.
• 4. Summarizing
- State the points included in …
- Briefly summarize the contents of …

12. • 5. Generalizing
- Formulate several valid generalization from the following data.
- State a set of principles that can explain the following events.
• 6. Inferring
- In the light of the facts presented, what is mostly likely to happen when …
- How senator X be most likely to react to bomb explosion after the bar examination
last September?
• 7. Classifying
- Group the following items according to ….
- What do the following items have in common?
• 8. Applying
- Using the principles of ….. as guide, describe how you would solve the following
problem situation.
- Describe a situation that illustrates the principle of …

13. • 9. Analyzing
- Describe the reasoning errors in the following
paragraphs.
- List and describe the main characteristic of …
• 10. Evaluating
- Describe the strengths and weaknesses of the following …
- Using the criteria developed in class, write an evaluation of ...
• 11. Creating
- Make up a story describing what would happen if …
- Design a plan to prove that …
- Write a well-organized report that shows …

14. Types of Essay
Restricted and Non-restricted essay
• Restricted essay
Is also referred to as Short Focused Response. Examples are asking students
to “write an example,” “list three reasons,” or “compare and contrast two
techniques.”

15. Types of Essay
Restricted and Non-restricted essay
• Non-restricted/extended essay
 don't put or attach number on your instruction/s.

16. The following are rules of thumb which
facilitate the scoring of essays.
• Rule 1. Phrase the direction in such a way that students are guided on
the key concepts to be included. Specify how the students should respond.
example:
Using details and information from the article (hundred islands), summarize
the main points of the article. For a complete and correct response, consider these
points:
 its history (10 pts)
 its interesting features (10 pts)
 why it is a landmark (5 pts)

17. Rules to facilitate the scoring of essays
• Rule 2: Inform the students on the criteria to be used for grading their
essays. This rule allows the students to focus on relevant and substantive
materials rather than on peripheral and unnecessary facts and bits of information.
example:
Write an essay on the topic: “plant photosynthesis” using keywords indicated. You
will be graded according to the following criteria:
a) coherence
b) accuracy of statements,
c) use of keywords,
d) clarity, and
e) extra points for innovative presentation of ideas.

18. Rules to facilitate the scoring of essays
• Rule 3: Put a time limit on the essay test.
• Rule 4: decide on your essay grading system prior to getting the essays of
your students.

19. Rules to facilitate the scoring of essays
• Rule 5: Evaluate all of the students’ answers to one question before
proceeding to the next question.
Scoring or grading essay tests question by question, rather than student
by student, makes it possible to maintain a more uniform standard for judging
the answers to each question. This procedure also helps offset the halo effect in grading.
When all of the answers in one paper are read together, the grader’s impression
of the paper as a whole is apt to influence the grades he assigns to the individual
answers.

20. Halo Effect on student’s grade
• Halo effect is caused by bias perception of a teacher towards a student. May be
conscious or unconscious.
True content of score
 True merit of achievement of a student
Halo, untrue content of score
 Untrue merit of achievement of
a student
Student’s
grade

21. Rules to facilitate the scoring of essays
• Rule 6: Evaluate answers to essay questions without knowing the identity
of the writer.
This is another attempt to control personal bias during scoring. Answers to
essay questions should be evaluated in terms of what is written, not in terms of what
is known about the writers from other contacts with them. The best way to prevent
prior knowledge from influencing our judgment is to evaluate each answer without
knowing the identity of the writer. This can be done by having the students having
names on the back or by using code numbers in place of names.

22. Rules to facilitate the scoring of essays
• Rule 7: Whenever possible, have two or more persons each answer.
The best way to check the reliability of the scoring of the essay answers is to
obtain two or more independent judgments. Although this may not be a feasible
practice for routine classroom testing it might be done periodically with a fellow
teacher (one who is equally competent in the area). Obtaining two or more
independent ratings become especially vital where the results are to be used
important and irreversible decisions, such as in the selection of students for further
training or for special awards. Here the pooled ratings of several competent persons
may be needed to attain level of reliability that is commensurate with the
significance of the decision being made.
Some teachers use the cumulative criteria i.e. adding the weighs given to each
criterion, as basis for grading while others use the reverse. In the latter method, each
student begin with a score of 100. Points are then deducted every time a teacher
encounters a mistake or when a criterion is missed by the students in his essay.

23. • Rule 8: Do not provide optional questions. It is difficult to construct
questions of equal difficulty and so the teacher cannot have valid comparison of
students’ achievement.
• Rule 9: Provide information about the value/weight of the question and
how it will be scored.
Example:
What struck or touched you the most in the…? Why?
Struck/touched should refer to something spiritual, psychological, emotional or
social related to our daily lives. You should be graded according to coherence (10
pts) and clarity (10 pts).

24. Rules to facilitate the scoring of essays
• Rule 10: Emphasize higher level thinking skills.
example:
Scientists have found that oceans can influence the temperature of nearby
landmasses. Coastal landmasses tend to have more moderate temperature in summer
and winter than inland landmasses of the same latitude.
No good example:
Considering the influence of ocean temperatures, explain why inland
temperatures vary in summer and winter to a greater degree than coastal
temperatures. List three coastal land masses.

25. Thank you for listening