The document provides guidelines for constructing different types of supply tests: 1. For fill-in-the-blank items, it recommends using only one blank per item, placing the blank near the missing word, and specifying whether synonyms or spelling will affect scoring. 2. For identification items, it says to clearly indicate what needs to be identified and provide sufficient space for answers. Questions should not be copied verbatim from textbooks. 3. For enumerations, it recommends specifying the expected number of answers and providing the same length of space for writing answers.

1. Guidelines in Constructing
Supply Test

2. Fill in the Blank
•It is best to use only one blank in completion item.
•The blank should be placed near.
•Give clear instructions whether synonyms will be corrected or spelling
will be a factor in scoring.
•Be definite enough in the incomplete statement so that only one
correct answer is possible.
•Avoid using direct statement from the textbook with a word or two
missing.
•All blanks for all items should be in equal length.
•Prepare a key that contains all the acceptable answers

3. Identification Items
•The direction of the test should indicate clearly what has to be
identified, like persons, instruments, dates, etc.
•Sufficient space has to be provided for the answer to each item.
•The question should not be copied verbatim from the textbook.

4. Enumerations
• The exact number of expected answers has to be
specified.
• Spaces for the writing of answers have to be provided
and should be of the same length.

5. Essay
• Specify limitations
• Structure the task
• Make each item relatively short and increase the
number of items
• Give all the students the same essay questions
if content is relevant
• Ask questions in direct manner

6. *In scoring essay responses, one must observe the
following suggestions:
• Remove names from papers before scoring.
• Read and evaluate each student’s answer to the same question
before going to the next
• Keep the scores of previously read items out of sight when
evaluating remaining questions.
• Decide on policy for dealing with irrelevant responses.
• Put comments on their papers.
• Check your scoring key against actual responses
• Be consistent with your scoring.
• Set realistic standards.

7. Guidelines in constructing
Selection Type Test

8. True or False
•Write the item very precisely so that it can be judge unquestionably by
true or false.
•Avoid exact wording from the book to minimize note memory.
•Construct the items carefully in the reading level of the students.
•The number of true and false should be equal.
•Avoid tricky statements
•Negative statements should be avoided.
•True and False statement should not have specific arrangements.
•Avoid using specific determiners like all, always, never, none, and
nothing.

9. Matching Type
• Include only homogeneous materials in each matching item.
• Use larger or smaller number of responses to be used more than once.
• The item column must be placed at the left and the response column at the
right.
• The item column (A) should be numbered and the response column (B)
should be alphabetized.
• Be sure that each item has corresponding pair in the response column.
• All items must appear on one page.
• The maximum number of items is 15.
• Set up a key that includes all acceptable answers.

10. Multiple Choice
• Write an item that presents a single definite problem.
• Keep in the reading level of the students.
• Three or more choices must be provided in each item.
• Avoid using the articles “a” or “an” as the last word prior to the listing of responses.
• Avoid a regular sequence of the correct answer in all items.
• Set up a key that includes all acceptable answers.
• A uniform number of choices in each item must be used.
• The choices should be numbered and lettered.
• All choices must be grammatically consistent.
• If the choices are figures, they should be arranged in either belong to the same
group.

11. Examples
Guidelines.docx