Preparing-the-TOS-2 (1).power point presentation

Department of Education
1
TEST
CONSTRUCTION

Learning Objectives
 to gain understanding of the process of
test construction
 to apply the general guidelines in
constructing an effective, valid , and
reliable test items
2

TEST QUESTIONS ARE
USE FOR ASSESSMENT
3
What are test questions for?

Department of Education 4
Why Assess?

Good and proper assessment
may be based from the good
test questions constructed.
5

“13% of students who fail in class are caused by
faulty test questions”
WORLDWATCH, The Philadelphia Trumpet (August 2005)
6

Common Observation of Students on Test
Questions
• Hindi kasama sa lessons.
• Masyadong mahaba ang question at mga
pagpipilian.
• Hindi maayos ang layout ng test, putol-
putol ang mga sentence.
• Nakakalito ang mga tanong. Minsan wala
sa pagpipilian ang sagot.
7

Possible Reasons for Faulty Test Questions:
• Questions are copied verbatim from the
book or other resources.
• Not consulting the course outline.
• Much consideration is given to reduce
printing cost.
• No TOS or TOS was made after making
the test.
8

Factors to Consider in Preparing Test
Questions (Oriondo & Antonio, 1984)
• Purpose of the test
• Time available to prepare, administer and
score the test.
• Number of students to be tested.
• Skill of the teacher in writing the test.
• Facilities available in reproducing the test.
9

“To be able to prepare a GOOD
TEST, one has to have a mastery of
the subject matter, knowledge of the
pupils to be tested, skill in verbal
expression and the use of the
different test format”
Evaluating Educational Outcomes
(Oriondo & Antonio,1984)
10

Classroom instruction has for its main
purpose a change in pupil’s behavior in
the desired direction which can be
established by instructional objectives,
can be brought about by planned
learning and where learning progress can
be evaluated by evaluation devices.

One of these evaluation devices is the
test. If the classroom test is to be
successful in providing valid, reliable and
useful information, careful planning must
precede test construction. Good tests do
not just happen.

STAGES in TEST CONSTRUCTION
I. Planning the Test
A. Determining the Objectives
B. Preparing the Table of Specification
C. Selecting the Appropriate Item Format
D. Writing the Test Items
E. Editing the Test Items
II. Trying Out the Test
A. Administering the First Tryout
Item Analysis
B. Administering the Second Tryout
Item Analysis
C. Preparing the Final Form of the Test
III. Establishing Test Validity
IV. Establishing Test Reliability
V. Interpreting the Test Scores

Planning the Test
Good tests do not just happen. They
require adequate and extensive planning
so that the goals of instruction , the
teaching strategy to be employed , the
textual materials and evaluative
procedure are all related in some
meaningful fashion.

Writing items that are valid , reliable
and objectively scorable requires
time , energy and adequate planning.
Every test should be reviewed critically
by other teachers to minimize the
deficiencies.

Classroom achievement tests serve a
variety of purposes, such as:
1. judging the pupils’ mastery of certain
essential skills and knowledge;
2. measuring growth overtime:
3. ranking pupils in terms of their
achievement of a particular instructional
objectives;

4. diagnosing pupil difficulties;
5. evaluating the teachers’ instructional
method;
6. ascertaining the effectiveness of the
curriculum; and
7. motivating students

General Steps in Test Construction
18

B. Preparing the Table of Specification
• A TOS is a two – way chart that matches
the objectives or content taught with the
level at which students are expected to
perform.
• It contains an estimate of the percentage
of the test to be allocated for each topic at
each level at which it is to be measured.

Importance of TOS
- To guide the test constructor in
balancing the test items according to
the teaching-learning circumstances
- To validate teacher-made tests as per
the instructional content and
learning objectives
Table of Specification (TOS)

1/24/2024 21
Modified Bloom’s Taxonomy of Learning
Outcomes
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating

1/24/2024 23
Examples of Student Activities & Verbs for Revised
Bloom’s Cognitive Levels (Jacobs & Chase, 1992:19)

Sample Matrix
Knowledge
Dimension
Remember Understand Apply Analyze Evaluate Create
Facts list paraphrase classify outline rank categorize
Concepts recall explain show contrast criticize modify
Processes outline estimate produce diagram defend design
Procedures reproduce give an
example
relate identify critique plan
Principles state convert solve differentiate conclude revise
Meta-
cognitive
proper use interpret discover infer predict actualize
24

1/24/2024 25
Steps in Preparing the TOS
1. List down the topics /competencies
covered for inclusion in the test.
2. Specify the number of days/hours spent
for teaching a particular topic or
competency (Refer to the CG)
3. Determine percentage allocation of the
test items for each of the topic or
competency covered. The formula
applied is as follows:

1/24/2024 26
% for a Topic = Total Number of Days/ Hours Spent . X 100%
The total number of days/hours spent teaching the topic
• Example:
Mrs. Garcia utilized 10 hours for teaching the unit on
Measures of Central Tendency. She spent 2 hours in
teaching the topic, “Mean of Grouped Data”. What
percentage
% for a topic = 2 = 0.20 (20%)
10

1/24/2024 27
4. Determine the number of the items for each
topic. This can be done by multiplying the
percentage allocation for each topic by the
total number of items to be constructed.
No. of Items for each Topic = % for a Topic x Total No. of Items

1/24/2024 28
EXAMPLE
Mrs. Garcia decided to prepare a 50- item test
on the unit, “Measures of Central Tendency”.
How many items should she write for the “Mean
of Grouped Data”?
No. of Items for each Topic = % for a Topic x Total No. of Items
50 items x 0.20 = 10 items

1/24/2024 29
5. Distribute the numbers to the objectives
(cognitive level). The number of items
allocated for each objective depends on the
degree of importance attached by the
teacher to it.

EXAMPLE OF TEST
CONSTRUCTOR-MADE
TABLE OF SPECIFICATION
30

Skill/Competency
SKILLS No. of days
taught
Percentage
(Weight
No. of
items
Item
Placement
Type
of Test
Remem
bering
Under
standing
Apply
ing
Analyz
ing
Evalua
ting
Crea
ting
I. Listening
A. EN8LC-IIIa-7.3: Determine the target
audience of a listening text and the objective/s
of the speaker
B. EN8LC-IIIe-7.1: Determine the stand of the
speaker on a given issue presented in the text
listened to
C. EN8LC-IIIh-7.4: Determine various social,
moral, and economic issues discussed in the text
listened to
1
1
1
1
1
1
2
2.5
2.5
5
1
1
2
4
2
1,3
II. Oral Language and Fluency
A. EN8OL-IIIa-3.11: Use the correct sounds of
English during speech delivery
1 1 2 5 2 5,6 M
U
L
T
I
P
L
E
C
H
O
I
C
III. Vocabulary Development
A. EN8V-IIIe-12.3: Arrive at meanings
through context clues
B. EN8V-IIId-25: Use appropriate strategies
for unlocking unfamiliar words
C. EN8V-IIIc-15.3: Explain the meaning of a
word through structural analysis (prefixes, roots,
suffixes)
1
3
3
3
3
2
2
7.5
5
5
4
3
3
7,8,9,10
11,12,13
14,15,16
IV. Grammar Awareness and Structure
A. EN8G-IIIa-3.6: Use modals appropriately
B. EN8G-IIIf-12: Use emphasis markers for
persuasive purposes
1 6
3
6
2
15
5
7
3
17,18,19,20,
21,22,23
24,25,26
V. Reading Comprehension
A. EN8RC-IIIa-12.1: Recognize propaganda
techniques used in a given text
B. EN8RC-IIIc-2.13: Differentiate facts from
opinions
C. EN8RC-IIId-12: Utilize coping reading
strategies to process information in a text
1
1
3
1
2
3
2
3
3
5
7.5
7.5
3
4
4
34,35,36
27,28,29, 37
30,31,32,33
VI. Literature
A. EN8LT-IIIc-2.2.1: Express appreciation for
sensory images used
B. EN8LT-IIIe-10: Appreciate literature as a
mirror to a shared heritage
C. EN8LT-IIIc-2.2: Explain how the elements
2
2
1
2
1
2
3
2
5
7.5
5
2
4
2
41,42
38,39,43,45
40,44

Let’s practice…

Translating learning outcomes into test items
Obj(R): State that Emilio
Jacinto is the “Brain of the
Katipunan”
Answer: Emilio Jacinto
Test Item: Who is considered
the “Brain of the Katipunan?

Obj(U): Describe the process
how water can turn to gas
Answer: heating turns water
into vapour
Test Item: How does water
change to gas form?

Obj(Ap): Determine the GCF of
the given pairs or more
numbers
Answer: GCF of two numbers
Test Item: What is the GCF of
42 and 24?

Obj(An): Compare the character-
istics of prose and poetry
Answer: <characteristic parts>
Test Item: In which part of writing
makes prose and poetry
different?
A. figure of speech C. rhyme
B. punctuations D. vocabulary

Obj(An): Compare the
characteristics of prose
and poetry
Answer: poetry as lyrical &
prose as narrative
Test Item: If poetry is to lyrical,
how is it to prose?

Obj(E): Justify the benefits of
warm-up activities in
sports training
Answer: preventing muscle
cramps
Stem: How could warming up be
helpful in sports training?

Obj(E): Justify the benefits of
warm-up activities in
sports training
Answer: proper conditioning
Test Item: Why does an athlete
need to warm up first
before formal training?

1/24/2024 40
Points to Ponder
… A good lesson makes a good question
• A good question makes a good content
• A good content makes a good test
• A good test makes a good grade
• A good grade makes a good student
• A good student makes a good COMMUNITY
Jesus Ochave Ph.D.
VP Research Planning & Development
Philippine Normal University

End of Session
41
You’ve been a wonderful audience!

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