Test Items

1. Creating
High-Quality
Item Test

2. AGREE
1. The essay type of test evaluates
the students’ ability to express in
writing.

3. AGREE
2. Options in a multiple-choice test
need to be of similar length.

4. DISAGREE
3. Matching type test format has
column A shorter than column B.

5. DISAGREE
4. The essay type of test is for
assessing higher order thinking
skills.
It can also assess recall of factual knowledge.
Example:
State the advantages of food preservation?

6. AGREE
5. In a multiple-choice test, the
options are arranged in logical
manner.

7. DISAGREE
6. True or false type of test needs
more true and less false.
Use approximately the same number of true
and false questions.
Source: Worthen et al., 1999

8. AGREE
7. In the directions for multiple-choice,
instruct students to select the "best
answer" rather than the "correct
answer."
Asking for the "correct answer" is more likely to invite
debate from contentious students.
https://www.uww.edu/learn/restiptool/multiple-choice-and-matching

9. A. Multiple Choice
The Multiple-Choice Type of test
is a form of assessment in which
students are asked to select the correct
or best answer out of the choices from
the list.
It is consist of a stem and the
response alternatives.

10. Which of the following describes a
noun? (STEM)
a. Conjunction
b. Adverb Distractors
c. Verb
d. Adjective - (Correct Answer)
Alternative
Responses

11. Writing good multiple choice test
questions
 Keep option lengths similar.
Example:
a. It is required.
b. It is unfair and illegal to use someone’s
ideas without proper credits.
c. To get a better grade.
d. To make it larger.

12. Writing good multiple choice test
questions
 Put alternatives in a logical order.
Example:
a. 2%
b. 9%
c. 25%
d. 39%

13. Writing good multiple choice test
questions
 When possible, state the stem as a
direct question rather than as an
incomplete statement.
Example:
Undesirable: Alloys are ordinarily produced
by…
Desirable: How are alloys ordinarily produced?

14. Writing good multiple choice test
questions
 Keep the grammar consistent.
Example:
a. Abolishing pay schemes based on age
b. Avoiding pay based on piece-rates
c. Increasing pay for older workers
d. Equipping older workers with new skills

15. Writing good multiple choice test
questions
 Alternatives should be as closely
related to each other as possible.
Example:
a. noun
b. adverb
c. conjunction
d. adjective

16. Writing good multiple choice test
questions
 Limit the use of negative (e.g. NOT,
EXCEPT).
 If negative expression is used, it
should be highlighted.
Example: Which of the following is NOT true?
 Limit the use of “all of the above” or
“none of the above.”

17. Brame, C. (2013) Writing good multiple choice
test questions. Retrieved [February 12, 2022]
from https://cft.vanderbilt.edu/guides-sub-
pages/writing-good-multiple-choice-test-
questions/.

18. B. Identification Type
It is a type of an examination which
can be scored objectively. It usually
demands a short answer and most
often to test (remembering) key facts
and terms.

19. Suggestion:
Should be written in sentences.
Desirable:
He is responsible for the
invention of telescope.
Undesirable:
Responsible for the invention
of telescope.

20. C. Modified True or False
True-false test items, also
referred to as alternative-response
questions, are used to assess a
student's ability to determine
whether a statement is correct or
not.

21. Rule 1: Do not give a hint (inadvertently)
in the body of the question.
Example:
The Philippines gained its independence in
1898 and therefore celebrated its
centennial year in 2000.
Obviously, the answer is FALSE because
100 years from 1898 is not 2000 but 1998.

22. Rule 2: Avoid using the words “always”,
“never” “often” and other adverbs that
tend to be either always true or always
false.
Example:
Christmas always falls on a Sunday because
it is a Sabbath day.
Statements that use the word “always” are
almost always false.

23. Rule 3: Avoid long sentences as these tend to
be “true”. Keep sentences short.
Example:
Tests need to be valid, reliable and useful, although,
it would require a great amount of time and effort to
ensure that tests possess these test characteristics.
Notice that the statement is true. However, we
are also not sure which part of the sentence is
deemed true by the student. It is just fortunate that
in this case, all parts of the sentence are true and
hence, the entire sentence is true.

24. Rule 4. Avoid trick statements with some minor
misleading word or spelling anomaly, misplaced
phrases, etc. A wise student who does not know
the subject matter may detect this strategy and
thus get the answer correctly.
Example:
True or False. The Principle of our school is Mr.
Albert P. Panadero.
The Principal’s name may actually be correct
but since the word is misspelled and the entire
sentence takes a different meaning, the answer
would be false! This is an example of a tricky but
utterly useless item.

25. Rule 5: Avoid quoting verbatim
from reference materials or
textbooks.
This practice sends the wrong
signal to the students that it is
necessary to memorize the
textbook word for word and thus,
acquisition of higher level thinking
skills is not given due importance.

26. Rule 6: Avoid using extreme modifiers
Examples:
All Everybody
Always Everyone
Only None
Best Never
Worst Absolutely

27. Rule 6: Avoid using qualifiers
Examples:
Usually Might
Often May
Some Much
Many Frequently
Probably Sometimes

28. https://www.elcomblus.com/rules-
in-constructing-true-false-tests/

29. D. Matching Type Test Format
The matching type test item format provides a
way for learners to connect a word, sentence or
phrase in one column to a corresponding word,
sentence or phrase in a second column. The items
in the first column are called premises and the
answers in the second column are the responses.
The convention is for learners to match the
premise on the left with a given response on the
right. By convention, the items in Column A are
numbered and the items in Column B are labeled
with capital letters.

31. Reminder:
Column A
- Stimuli must be longer
Column B
- Responses must be
short and simple
Note: Every premise should have only one
correct response.
Source: https://theelearningcoach.com/elearning_design/writing-matching-
test-items/

32. E. Essay Type
"A test item which requires a response composed by
the examinee, usually in the form of one or more
sentences, of a nature that no single response or
pattern of responses can be listed as correct, and
the accuracy and quality of which can be judged
subjectively only by one skilled or informed in the
subject."
- John M. Stalnaker (1951, p.495)

33. The following are rules of thumb which
facilitate the scoring of essays:
 Phrase the direction in such a way that
students are guided on the key
concepts to be included.
Example: Write an essay on the topic: “Plant
Photosynthesis” using the following
keywords and phrases: chlorophyll, sunlight,
water, carbon dioxide, oxygen, by-product,
stomata.

34.  Avoid the use of optional questions.
 Start questions with words such as
“compare,” “contrast,” “explain why.”.
 Be aware of time.
 Inform examinees of the
proportional value for each item.
Source:
https://www.academia.edu/10807357/Constructing_Essay_Tests