Constructing-the-Test-Items-for_DepEd.pptx

Session Targets
1.Review of the requirements for the
development of the Table of Specifications.
2.Discuss the ways in designing objective and
subjective test items.
3.Design the test using the principles of item
writing.

What are
your
thoughts
about
Goodhart’s
law?

Classroom tests provide teachers with essential
information used to make decisions about
instruction and student grades.
Fives & DiDonato-
Barnes, 2013

Purpose of a Test Item
1. A test item is simply a question having one correct answer and
several incorrect answers.
2. The goal of any test—to separate competent examinees from
incompetent examinees.

Purpose of a Test Item
3. Test items should be defined not by
form but by function.
4. The purpose of a test item is to
provide information about the
examinee’s proficiency relative to a
particular skill.

Item Writing
 Item pool: reservoir of items from which item will be drawn
or discarded for the final version of the test
 Item formats:
Selected response
Constructed response
Multiple choice
Matching type
Binary choice
Completion

4
Frey, B.B. (2018). Table of Specifications. Encyclopedia of Educational Research, Measurement, and Evaluation 1 (4).
Table of Specifications (TOS)
 is a tool used to ensure that a test or assessment measures
the content and thinking skills that the test intends
to measure

4
Table of Specifications (TOS)
 Primary purpose: to ensure alignment between the items
or elements of an assessment and the content, skills, or
constructs that the assessment intends to assess
Frey, B.B. (2018). Table of Specifications. Encyclopedia of Educational Research, Measurement, and Evaluation 1 (4).

Creating a Table of
Specifications

Abadines, A. (n.d.) How to create a Table of Specifications (TOS) in 5 Easy Steps.
1. Determine the coverage of your exam
 Make sure the coverage of your exam is
something that you have satisfactorily taught in
class.

2. Determine your testing objectives for each topic area
 Bloom has identified the hierarchy of learning objectives,
from the lower thinking skills of knowledge and
comprehension to the higher thinking skills of evaluation and
synthesis.

Cognitive Behaviors in the Revised Bloom’s Taxonomy
1. Remember
 Retrieving, recognizing and
recalling relevant knowledge
from long-term memory
 Key words: memorize, define,
identify, repeat, recall, state
http://faculty.academyart.edu/faculty/teaching-topics/teaching-curriculum/enhancing-teacher-student-interaction/different-types-questions-blooms-taxonomy.html
Asuzano, L.M. (n.d.) Test Construction.

2. Understand
 Constructing meaning from oral, written, and graphic messages
through interpreting, exemplifying, classifying, summarizing,
inferring, comparing, and explaining.
 Key Words: describe, distinguish, explain, interpret, predict,
recognize and summarize

Employing a lawyer to draft and enforce a private contract between
parties wishing to solve an externality problem is an example of a(n)
______________cost.
a. implicit
b. opportunity
c. sunk
d. transaction

3. Apply:
 Carrying out or using a procedure through executing or
implementing
 Key words: apply, compare, contrast, demonstrate,
examine, relate, solve and use

A 2,000-kg car is sitting at rest in a parking lot. A bike and rider with a
total mass of 60 kg are traveling along a road at 10 km/h.
Which system has more inertia? Why?
a. The car has more inertia, as its mass is greater than the mass of the bike.
b. The bike has more inertia, as its mass is greater than the mass of the car.
c. The car has more inertia, as its mass is less than the mass of the bike.
d. The bike has more inertia, as its mass is less than the mass of the car.

4. Analyze:
 Breaking material into constituent parts, determine how the parts relate
to one another and to an overall structure or purpose through
differentiating, organizing, and attributing
 Key words: analyze, differentiate, distinguish, explain, infer, relate,
research and separate

Since the 1990s, stores offering wholesale prices have appeared in almost every
main areas of Metro Manila. These stores buy its goods in large quantities and,
therefore, at cheaper prices. Many customers shop at these wholesale stores
because of low prices. Local retailers, like the neighborhood drug store, often go
out of business because they lose customers. What is demonstrated by the story?
a. consumers do not react to changing prices
b. presence of diseconomies of scale in retail sales
c. possibilities of economies of scale in retail sales
d. diminishing returns to producing and selling retail goods

5. Evaluation:
 Making judgments based on criteria and standards through
checking and critiquing.
 Key words: assess, critique, determine, evaluate, judge,
justify, measure and recommend

If you met an individual who appeared to be very charming at first, but
later you discovered that he or she manipulated people, caused others
hurt without a second thought, and could not be depended upon, you
might suspect him or her of being:
a. Dependent
b. Narcissistic
c. Paranoid
d. Antisocial

6. Create:
 Making judgments based on criteria and standards through
checking and critiquing.
 Key words: arrange, combine, create, design, develop,
formulate, integrate and organize

The Knowledge Dimension
Knowledge
Dimension
Description
Factual Terminologies, specifics details and elements
Conceptual Knowledge of classifications, principles, generalization, theories, models
and structures
Procedural Knowledge of subject-specific skills and algorithms/procedures
Metacognitive Self-knowledge, strategic knowledge, contextual and conditional
knowledge, knowledge of cognitive task

1. Factual Knowledge
 Example:
Knowledge of terminology: Technical vocabulary, Music
Symbols
Knowledge of specific details and elements: Components of
the Food Pyramid, Major natural resources
https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/TeacherAssessment/Knowl-CogProcDimension.pdf

2. Conceptual Knowledge
 Example:
Knowledge of classifications and categories: Periods of geological
time, forms of business ownership
Knowledge of principles and generalizations: Pythagorean Theorem,
Law of supply and demand
Knowledge of theories, models, and structures: Theory of
evolution

3. Procedural Knowledge
 Example:
Knowledge of subject-specific skills and algorithms: Skills used in
painting with watercolors, whole-number division of algorithm
Knowledge of subject-specific techniques and methods: Interviewing
techniques, scientific method

3. Procedural Knowledge
 Example:
Knowledge of criteria for determining when to use
appropriate procedures: Criteria used to determine when to apply a
procedure involving Newton’s second law

4. Metacognitive Knowledge
 Example:
Strategic Knowledge: Knowledge of outlining as a means of
capturing the structure of a unit of subject matter in a text book

 Example:
Knowledge about cognitive tasks, including
appropriate contextual and conditional knowledge:
Knowledge of the type of tests particular teachers
administer

 Example:
Self-knowledge: Knowledge that critiquing essays
is a personal strength, whereas writing essays is a
personal weakness; awareness of one’s own
knowledge level

Cognitive Process Dimensions
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Metacognitive
Knowledge
Dimension

3. Determine the duration for each content area
 The next step in making the table of specifications is to write
down how long you spent teaching a particular topic. This is
important because it will determine how many points you
should devote for each topic.
1. Determine the coverage of your exam
2. Determine your testing objectives for each topic area

4. Determine the test types of each objective
 to determine the test types that will accomplish your testing
objectives. For example, knowledge questions can be accomplished
easily through multiple choice questions or matching type exams.

5. Polish your terms of specification
 Make sure that you have covered in your terms of
specification the important topics that you wish to test

Constructing-the-Test-Items-for_DepEd.pptx

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