This document provides guidelines for constructing effective tests. It discusses the purposes of tests and different types of test items, including multiple choice, true/false, matching, essay, and performance-based questions. It emphasizes the importance of aligning test items with learning objectives through a table of specifications. Guidelines are provided for writing, selecting, editing, arranging and scoring test items to ensure validity, reliability and fair assessment of students. The document stresses considering difficulty, independence of items, and coverage of content when developing tests.

1. Guidelines and
Practical Approaches for
Test Construction
Cindy Cruz-Cabrera
Professor | Consultant | Gender Specialist
about.me/cindycruzcabrera

2. Why do we give tests?

3. Tests have many purposes in our schools.
• To assess a student’s understanding of a given
topic within a subject and identify what they
have learned
• To evaluate a student’s progress in a subject
within a given period of time
• To assess a student’s strengths and
weaknesses for focus, assistance or
individualized instruction

4. • To determine who will receive
awards, recognition, and scholarships
• To provide a basis of qualification for entry
into a school, program, internship, higher
education, scholarship
• To gain college credit – advanced placement
exams
• To measure a teacher or school’s effectiveness
– Part of teacher evaluation
– High-stakes testing

5. Kinds of Tests

6. Intelligence tests
Personality tests
Psychological tests
Aptitude tests
Performance tests
Achievement tests
Comprehensive exams
Gatekeeper tests
Standardized tests
Teacher-made tests

7. Other categories of tests
Placement
Diagnostic
Achievement
Proficiency
Criterion-referenced
Norm-referenced
Formal
Informal

8. Key Concepts

9. • Knowledge, Comprehension, Application,
Analysis, Synthesis, Evaluation
• Memorization, Comprehension and
Ownership
• Content and Performance
• Assessment vs. Evaluation
• Objective VS. Subjective items / questions
• Validity and Reliability

10. Issues
• Do tests accurately reflect and measure what
students should be learning OR are learning at
school?
• Teaching the curriculum VS. “Teaching to the
test”
• On the measurement of a teacher or school’s
effectiveness: “Many factors influence a
student’s grade on an exam.”

11. What are your thoughts
and insights?

12. “There is a difference between knowing
the path and walking the path.”
>>> Morpheus

13. • What is more important to measure:
memorization or comprehension / ownership?
Or both/all? Explain your answer.
• Should we “teach to the test”? Or should we
just stick to teaching the curriculum? Or
should we do both? Why or why not?
• Should students’ tests results and grades be
made part of a teacher’s evaluation? Why or
why not?

14. Types of Tests

15. Multiple Choice
A number of set answers for each
question or item is provided

16. Chamber of Secrets
What does Uncle Vernon do with Harry's
items from Hogwarts when Harry gets home
for the holidays?
a) Locks them away under the stairs in the
cupboard
b) Puts them in a chest in the attic
c) Burns them
d) Throws them away
Answer: A

17. Deathly Hallows
Where is Harry Potter when he is first
encountered in the book?
a) At a house on Privet Drive.
b) At Gringotts.
c) At Hogwarts.
d) At Platform 9 ¾.
Answer: A

18. Deathly Hallows
What are the three objects that make up
the Deathly Hallows?
a) Phoenix feather, stone, and invisibility
cloak.
b) Stone, invisibility cloak and basilisk
tooth.
c) Wand, basilisk tooth and Phoenix
feather.
d) Wand, stone, and invisibility cloak.
Answer: D

19. Advantages
• Multiple choice questions usually requires less
time for test takers to answer.
• They are easy to score and grade.
• They provide greater coverage of material and
allows for a wide range of difficulty.
• They can easily diagnose a test taker's
difficulty with certain concepts.
• They test many levels of learning as well as a
test taker's ability to integrate
information, and can provide feedback to the
test taker about why distractors were wrong
and why correct answers were right.

20. Disadvantages
• Multiple choice items do not allow test takers
to demonstrate knowledge beyond the
choices.
• They may encourage guessing or
approximation due to the presence of at least
one correct answer.
• Multiple choice items that are effective
usually take a great time to construct.

21. Guidelines
• Design each item to measure an important
learning outcome.
• Present a single, clearly formulated problem in
the stem of the item.
• State the stem of the item in simple, clear
language.
• Put as much of the wording as possible in the
stem of the item.
• State the stem of the item in positive
form, wherever possible.

22. • Emphasize negative wording whenever it is
used in the stem of an item.
• Make certain that the intended answer is
correct or clearly best among choices.
• Make all alternatives grammatically consistent
with the stem of the item and parallel in form.
• Avoid verbal clues which might enable
students to select the correct answer or to
eliminate an incorrect alternative.
• Make the distracters plausible and attractive
to the uninformed.

23. Alternate Response
(TRUE or FALSE)
Binary choice – a statement is either
TRUE or FALSE
Modified TRUE or FALSE

24. • Harry Potter is a muggle.
• A Squib is someone born to non-magical
parents who can do magic.
• There are four houses at Hogwarts school.
• Gryffindor won the Quidditch Cup in Harry
Potter's second year at Hogwarts.
• Rita Skeeter's Animagus is a ladybug.
• The student Harry Potter was supposed to
save in the Triwizard Tournament was
Hermione Granger.
• Neville Longbottom's parents were killed by
Bellatrix Lestrange.

25. Advantages
• True-False items can cover a wide range of
difficulty levels.
• These require less time to answer, and are
easily graded and scored.
Disadvantages
• These do not allow for test takers to
demonstrate broad range of knowledge.
• Guesswork may work.

26. Guidelines
• Include only one central significant idea in
each statement.
• Word the statement so precisely that it can be
judged unequivocally true or false.
• Use negative statements sparingly and avoid
double negatives.
• Statements of opinion should be attributed to
some source.
• Keep statements short and use simple
language structure.

27. Matching Type
Provides a defined term and requires a
test taker to match identifying
characteristics with the correct term.

28. • This alien being gains
strength from the solar
system’s yellow sun.
• This scientist met a
laboratory accident, which
caused him to change form
whenever angry.
• This scientist-businessman
describes himself to be a
“Genius, billionaire, playbo
y, philanthropist.”
Spiderman
Captain America
The Incredible Hulk
Superman
Iron Man
Hawkeye
Batman

29. Tony Stark
Bruce Banner
Steve Rogers
Clint Barton
Natasha Romanov
Clark Kent
Bruce Wayne
Celina Kyle
Peter Parker
Spiderman
The Black Widow
Captain America
The Incredible Hulk
Superman
Cat Woman
Iron Man
Hawkeye
Batman

30. Advantages
• Matching type items usually requires less time
for test takers to answer.
• They are easy to score and grade.
• Distractors may be provided.
Disadvantages
• Answers are already provided, which makes it
prone to guesswork.
• These items do not allow test takers to
demonstrate knowledge beyond the choices.

31. Guidelines
• Keep the lists of items short and put the
brief responses on the right.
• Use a larger, or smaller, number of
responses than premises, and permit the
responses to be used more than once.
• Specify in the directions the basis for
matching and indicate that each
response may be used once, more than
once, or not at all.

32. Completion Type
(Fill-in-the-blanks)
Provides a test taker with identifying
characteristics and requires the test
taker to recall the correct term.

33. • Lord Voldemort appeared in “Chamber of
Secrets” as _______________, a student at
Hogwarts.
• In “Goblet of Fire”, _____________ dies
during the tournament.
• In “Prisoner of Azkaban”, Harry discovers that
____________ is his godfather.
• The gamekeeper at Hogwarts who later
becomes a teacher is ____________.
• ____________ was their potions teacher who
later taught Defense of the Dark Arts.

34. Sirius Black Severus Snape Cedric Diggory
Rubeus Hagrid Tom Marvolo Riddle
• Lord Voldemort appeared in “Chamber of
Secrets” as _______________, a student at
Hogwarts.
• In “Goblet of Fire”, _____________ dies during
the tournament.
• In “Prisoner of Azkaban”, Harry discovers that
____________ is his godfather.
• The gamekeeper at Hogwarts who later becomes
a teacher is ____________.
• ____________ was their potions teacher who
later taught Defense of the Dark Arts.

35. Types
• Word bank provided – each word to be used
once
• Word bank provided – some words to be used
more than once, others not at all
• No word bank provided
• Students may guess but with more difficulty.
• This type of item is generally feared by
students when no word bank is provided.

36. Essay
A response is written in paragraph
form to in answer to a question or to
fulfill requirements of an item.

37. Short
• Describe Harry's feelings for Hogwarts, his
school, as compared to the Dursley house
where he lives with his aunt and uncle from
what is detailed in Chapter One.
• Give one word that explains Vernon Dursley's
reaction when Harry says "magic" in Chapter
One. Explain why you have given this word.

38. Comprehensive
The Chamber of Secrets had been opened
only fifty years ago. Many of the people at
Hogwarts, such as the ghosts and
teachers, were around at that time.
Part 1-Describe why they were so quick to
dismiss the fact that the chamber was a myth
and didn't exist.
Part 2-How would things have been different if
the Chamber of Secrets had been taken as a
more serious threat in the beginning?

39. Comprehensive
Oftentimes, a book is more of a character-driven
plot rather than action driven, and oftentimes
the other way. Some books seem to balance the
two. Discuss the following:
1. What do you think it means to say that a plot
is character-driven or action-driven?
2. How do you think a plot differs if it is
character-driven versus action-driven?
3. Which type of plot do you find more
interesting? Why?
4. Do you think it is possible to have a plot where
action and character development share equal
time?

40. Advantages
• Essay items can test complex learning
objectives and processes used to answer the
question.
• Summary, critique, analysis, defense, stand, et
c.
• These items require test takers to
demonstrate their writing skills as well as
correct spelling and grammar.
• Essay items are not given to guesswork.

41. Disadvantages
• Test items can be made quickly but take quite
some time to answer and check.
• The grading process may be subjective –
different score results for different teachers.
• Essay questions may potentially be unreliable
in assessing the entire content of a subject
matter.

42. Rubric
A chart that communicates and outlines the
following:
• Expectations for the project / activity / exercise
• Criteria
• Scoring guide and corresponding performance
indicators / levels of quality
Rubrics are used to TEACH as well as EVALUATE.
• These focus on the process as well as the
product.
• These guide students to make dependable
judgments about their work and give feedback.
• Clarify standards for quality performance and
progress towards those standards

44. Areas of Assessment
5
A
4
B
3
C
2
D
Ideas
Presents ideas in an
original and
interesting manner
Presents ideas in an
consistent manner
Ideas are too general Ideas are vague or
unclear
Organization
Strong and organized
beg/mid/end
Organized beginning/
middle/end
Some organization;
attempt at a
beginning/
middle/end
No organization;
lack/s beginning/
middle/end
Understanding
Writing shows strong
understanding
Writing shows clear
understanding
Writing shows
adequate
understanding
Writing shows little
understanding
Word Choice
Sophisticated use of
nouns and verbs
make essay very
informative
Nouns and verbs
make essay
informative
Needs more nouns
and verbs
Little or no use of
nouns and verbs
Sentence Structure
Sentence structure
enhances meaning;
flows throughout
piece
Sentence structure is
evident; sentences
mostly flow
Sentence structure is
limited; sentences
need to flow
No sense of sentence
structure or flow
Mechanics Few (if any) errors Few errors Several errors Numerous errors

45. Mathematics Questions
State a mathematical problem or
exercise that requires a student to
write a freehand response.

46. • Identify the laws of physics present in the
game ANGRY BIRDS. Explain the occurrence of
these laws in the game and how these are
illustrated.
• Explain the physics concepts and their
corresponding equations as illustrated in the
catapult activity in ANGRY BIRDS.

47. • Maths, Chemistry, Physics, Economics
• Steps (process)
• Multiple parts (series)
• Variations on true or false, which involves
verifying validity by direct proof or
counterexample.

48. Physical Fitness Test
Designed to measure physical
strength, agility and endurance

49. • Usually part of the physical education
curriculum
• Fulfills eligibility requirements in fields
that focus on physical ability (more
rigorous)
• Standard requirement for school
admissions and monitoring of students
(less stringent)

50. Performance Test /
Practical Exam
Requires an examinee to actually
perform a task or activity,
rather than simply answering
questions referring to specific parts

51. • Actual or simulation – demonstration of
ability or judgment
• Reason: greater fidelity to what is being
tested
• Driving, dancing, doing sports
• Laboratory exam – specimens on display
• Scientific method – laboratory sheet

52. Types of Tests:
What are your thoughts
and insights?

53. • What type of tests are best suited for
evaluating your subject area? Explain
your answer.
• Create an essay test rubric for your
subject area / department. What criteria
would you employ? What weights would
you assign each criterion and why?
Explain your answer.
• Create and share two items per type of
test.

54. Guidelines
for Test Construction

55. Preparing the Test
• Write test items according to rules of
construction for the type(s) chosen.
• Select the items to be included in the test
according to table of specifications.
• Review and edit items according to guidelines.
• Arrange items and decide on
– Grouping of items,
– Sequence of items within groups,
– Sequence of groupings.

56. Planning for the Test
• Outline subject matter content to be
considered as the basis for the test.
• Identify learning outcomes to be measured by
the test.
• Prepare the table of specifications.
• Choose appropriate type(s) of test items for
evaluation of learning outcomes as
summarized in the table of specifications.

57. Content
Outline
Knowledge Compre-
hension
Application Analysis Synthesis Evalua-
tion
Total
History of
Adolescence
5 2 1 8
Physical
Development
4 2 2 2 19
Psychological
Implications
4 6 1 1 2 14
Cognitive
Development
8 4 1 2 3 1 19
Total No.
of Items
26 16 4 5 4 5 60

58. Verbs that indicate behaviors for instructional objectives
(Bloom, 1967)
Knowledge define, repeat, record, list, recall, name, describe, identify, match,
select, outline, write
Comprehension classify, explain, summarize, convert, predict, distinguish between
Application demonstrate, compute, solve, modify, arrange, operate, relate,
adapt, apply, implement
Analysis differentiate, diagram, estimate, separate, infer, order, subdivide
Synthesis combine, create, formulate, design, compose, construct, rearrange,
revise
Evaluation judge, criticize, compare, justify, conclude, discriminate, support

59. Reviewing, Selecting & Editing Items
• Is the item free from extraneous clues?
• Is the difficulty of the item appropriate for the
students to be tested?
• Is each test item independent and are the
items, as a group, free from overlapping?
• Do the items to be included in the test provide
adequate coverage of the table of
specifications?

60. Reviewing, Selecting & Editing Items
• Does each test item measure an important
learning-outcome included in the table of
specifications?
• Is each item type appropriate for the
particular learning outcome to be measured?
• Does each item present a clearly formulated
task?
• Is the item stated in simple, clear language?

61. Arranging the Items
• The items should be arranged so that all items
of the same type are grouped together.
• The items should be arranged in order of
increasing difficulty.
• For some purposes, it may be desirable to
group together items which measure the
same learning outcomes or the same subject-
matter content.

62. Writing Directions
The directions for an achievement test should
be simple and concise and yet contain
information concerning each of the following:
• Purpose of the test.
• Time allowed to complete the test.
• How to record the answers.
• Whether to guess when in doubt about the
answer.

63. TIPS

64. • Construct test items bearing in mind that
they must be answerable by most students.
• Each item must be evaluated with respect to
sensitivity to the needs of students from
diverse backgrounds.
• Promote a “daily review” “lesson recap” or
“beginning/end-of-lesson test” (or other
method best suited to you and your class).
• Create an item bank.

65. Use feedback to aid in both teaching and
test construction.
• On Results: Tests are not just important
for grading, but also for teaching and
helping our students.
• Check tests right away and get them back
to students within a matter of days (next
day / class meeting, if possible).
• Allow for consultation, whenever
possible.

66. Guidelines and Tips:
What are your thoughts
and insights?

67. • Do you agree that test items should be
arranged from the easiest to the most
difficult? Why or why not?
• “Each item must be evaluated with respect to
sensitivity to the needs of students from
diverse backgrounds.” What are the ways that
we can do this for our students when
constructing tests? Give examples and explain.
• What are your tips, best practices and success
stories for test construction?

68. Open Forum
Connect with me!
cindycatz javadiggincat oldgirlinpeyups cindy cruz-cabrera
09166843723
cindycruzcabrera@gmail.com

69. References
• “Educational Measurement, Assessment and Evaluation” by Boyet B.
Aluan http://www.slideshare.net/BoyetAluan/educational-measurement-
assessment-and-evaluation
• “The Purpose of Tests” by Melissa Kelly
http://712educators.about.com/od/assessments/tp/The-Purpose-Of-
Tests.htm
• Wikipedia
– http://en.wikipedia.org/wiki/Test_(student_assessment)
• “What is an essay rubric?” by Janelle Cox (sample rubric)
http://k6educators.about.com/od/GradingStudents/a/Essay-Rubrics.htm
• “Four types of tests” http://www.teachers-corner.co.uk/four-types-of-
tests/
• “Types of Tests”
http://www.educationoasis.com/curriculum/assessment/typestests.htm
• “Types of Test Item Formats”
http://www.siop.org/workplace/employment%20testing/testformats.aspx
• “Test Construction Manual” by Professors Marjorie Devine & Nevart
Yaghlian of the Center for Teaching Excellence www.cte.cornell.edu
• “The Physics of Angry Birds” http://ct-
stem.northwestern.edu/assets/AngryBirds.pdf

70. References
• “The Physics of Angry Birds”
https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd
=4&cad=rja&ved=0CEsQFjAD&url=http%3A%2F%2Fopen.umich.edu%2Fsit
es%2Fdefault%2Ffiles%2F2013-the-physics-of-angry-birds-jbon-jmoline-
lab.docx&ei=SEmrUbHeL-
GPiAeG2YD4DA&usg=AFQjCNER2X6qEHFUEEMcU7mW6Iu2B1ivXQ&sig2=
8ce-40WuCEXf5SU2eUishw&bvm=bv.47244034,d.aGc
• Harry Potter and the Deathly Hallows at www.bookrags.com
http://www.bookrags.com/lessonplan/harry-potter-and-the-deathly-
hallows
• Harry Potter and the Chamber of Secrets at www.bookrags.com
http://www.bookrags.com/lessonplan/chamber-of-secrets
• Harry Potter Quiz http://quizlet.com/1515137/harry-potter-quiz-flash-
cards/
• Harry Potter True or False http://www.braingle.com/trivia/1507/harry-
potter-true-or-false.html
• Harry Potter True or False
• http://www.goodreads.com/quizzes/21583-harry-potter-true-or-false