Session-8-Applying-tech-standards-in-TOS.ppsx

Applying Technical Standards
on Test Construction
Session 8
CAROLINA C. TAYAG
Facilitator

Session 8: Applying Technical Standards on Test Construction
CAROLINA C. TAYAG
NANCY C. TAYAG
RONALD D. MAGLALANG

TRUE OR FALSE
Thumbs up if the statement is
TRUE and thumbs down if the
statement is FALSE.

TRUE OR FALSE
1. Essay exams are easier to
construct than objective
exams.

TRUE OR FALSE
2. Essay exams teach a person
how
to write.

TRUE OR FALSE
3. Essay and objective exams
are both good ways to evaluate
a student’s level of knowledge.

TRUE OR FALSE
4. Two ideas can be included in a
true-false statement if the purpose is
to show cause and effect.

TRUE OR FALSE
5. True-false questions are
well suited for testing
student recall or
comprehension only.

TRUE OR FALSE
6. Multiple-choice items are
considered to be among the
most versatile of all test item
types.

TRUE OR FALSE
7. Multiple choice exams provide
easier conditions for possible
cheating than essay tests since
single letters or numbers are
easier to see than extensive text.

TRUE OR FALSE
8. The completion test
consists of the stem, which
identifies the question or
problem and the response
alternatives or choices.

TRUE OR FALSE
9. Multiple items are
especially useful in assessing
mastery of factual information
when a specific word or phrase is
important to know.

TRUE OR FALSE
10. Objective exams
encourage guessing more so
than essay exams.

Reflection Questions:
1. What are your realizations on the given
activity?
2. Why do we have different answers to each
question?
3. What did you feel when you did not get the
correct answer?

17
Applying Technical
Standards on Test
Construction

I. Planning the Test
a. Determining the objectives
b. Preparing the TOS
c. Selecting the appropriate item
format
d. Editing the test items
Stages in Test Construction

II. Trying out the test
a. Administering the first try-out
item analysis
b. Administering the second try-out
item analysis
c. Preparing the final form of the test

III. Establishing test validity
IV. Establishing test reliability
V. Interpreting the test scores

Two general categories of test items
1. Objective items require students to select the
correct response from several alternatives or
to supply a word or short phrase to answer a
question or complete a statement.

Objective items include:
multiple choice
true-false
matching
completion

Subjective items include:
short-answer essay
extended-response essay
problem-solving
performance test items

Evaluation of Various Test Item Formats
Factor Essay Short Answer
True-False
Matching
Multiple-
Choice
Measures student’s ability to select,
organize, and synthesizes his/her
ideas and expresses himself/
herself coherently ++ + -

Evaluation of Various Item Formats
True-False
Matching
Multiple-
Choice
Discourages bluffing
-- - ++

True-False
Matching
Multiple-
Choice
Has potential diagnostic value
-- - ++

True-False
Matching
Multiple-
Choice
Answer cannot be deduced by
process of elimination
++ ++ -

True-False
Matching
Multiple-
Choice
Can be rapidly scored
-- + ++

True-False
Matching
Multiple-
Choice
Can be scored by machine or an
untrained person
-- - ++

True-False
Matching
Multiple-
Choice
Scoring is reliable
-- - ++

True-False
Matching
Multiple-
Choice
Independent of verbal articulation
(fluency)
-- + ++

True-False
Matching
Multiple-
Choice
Provides for good item pool
-- + ++

True-False
Matching
Multiple-
Choice
Takes relatively little time to prepare
+ + -

True-False
Matching
Multiple-Choice
Measures higher mental processes
++ - ++

Tips in Preparing the Test Items
1. Know the subject matter thoroughly.
2. Know and understand the students being
tested.
3. Be skilled in verbal expression.
4. Be thoroughly familiar with various formats.

Principles in Preparing the Test Items
1. Carefully define your instructional objectives.
2. Prepare a blueprint, keep it before you, and
continually refer to it as you write the test items.
3. Formulate well-defined questions.
4. Write each test item on a separate card.
5. Prepare a scoring key or guide, preferably as the
items are being written.

Principles in Preparing the Test Items
6. Prepare more items than are actually needed.
7. Write the test item after the material has been
taught as soon as possible.
8. Prepare the items well in advance to permit
reviews and editing.
9. Be careful when rewording a faulty item.

General Considerations in Writing Objective Items
1. Test for important facts and knowledge.
2. Tailor the questions to fit the examinee’s age
and ability level as well as the purpose of the
test.
3. Write the item as clearly as possible.
4. Avoid lifting statements verbatim from the text.

General Considerations in Writing Objective Items
5. Avoid using interrelated items.
6. There should be only one correct answer.
7. Avoid negative questions whenever possible.
8. Do not give away the answer.
9. Get an independent review of test items.

Guidelines for Constructing/ Improving
Multiple-Choice Test Items
A. Constructing/ Improving the Main Stem
The main stem of the test may be constructed in
question form, completion form, or direction form.

Advocacy is an action that aims to change attitudes, policies,
and practices. Which of the following is an example of
advocacy?
A. Make the right Planet to Live in
B. Education is the ladder to success.
C. Fight Against Illegal Drugs, Be a Catalyst of Change
D. Let’s Educate everyone to practice Proper Waste
Management

Question Form
Which is the same as four hundred seventy?
a.
b.
c.

Completion Form
Four hundred seventy is the same as ___.
a.
b.
c.

Direction Form
Add: 22
+ 43
a.
b.
c.

The main stem should be clear. Avoid awkward stems.
Ex. of an awkward stem
If there are 9 chairs in the classroom and 16 children in the
class, the classroom lacks how many chairs?
a. 7
b. 8
c. 9

Improved stem:
There are 16 children and 9 chairs in the classroom.
How many more chairs are needed?
a. 7
b. 8
c. 9

The question should not be trivial. There should be a
consensus on its answer.
Example of a trivial question
What time does the sun rise in the morning?
a. 4 o’clock
b. 5 o’clock
c. 6 o’clock

Questions should tap only one ability.
Example of a question that requires more than one ability
How many 15 centavos are in one peso?
a. 6
b. 6 and 2/3
c. 7

Questions should tap only one ability.
Improved:
How many 10 centavos are in one peso?
a. 6
b. 8
c. 10

Each question should have only one answer, not several
possible answers.
Vague:
What are the differences between invertebrates and vertebrates?
(There are many differences between them: according to structure,
etc.)

Poor:
Which is the correct way of protecting ourselves
from mosquitoes and flies which are disease
carriers?
a. Stagnant places to be covered
b. Leaving garbage cans open
c. Leave empty cans around

Improved:
Which is the correct way of protecting ourselves from
mosquitoes and flies which are disease carriers?
a. Cover stagnant places
b. Leave garbage cans open
c. Leave empty cans around

B. Constructing/ Improving Alternatives
Alternatives should be as closely related to each other as
possible.
Poor alternatives
74 + 43 = ____
a. 87
b. 97
c. 100
Note: Students’ mistakes should be anticipated. Such possible
mistakes should be given among the alternatives.

Alternatives should be arranged in a natural order.
Poor :
Pedro is ten years old. How many trips has the earth around the sun
since he was born?
a. 365
b. 12
c. 10
d. 30

Improved :
Pedro is ten years old. How many trips has the earth around the sun since
he was born?
a. 10
b. 12
c. 30
d. 365
Or
e. 365
f. 30
g. 12
h. 10

Alternatives should be arranged according to a length: from shortest
to longest or vice versa.
a. ___
b. _____
c. _______
d. __________
Or
e. __________
f. _______
g. _____
h. ___
Note: When alternatives are of the same length, they should be arranged alphabetically.

Alternatives should have grammatical parallelism.
Poor
Clay can be used for:
a. Making hollow blocks
b. Making pots
c. Garden soil
Improved
Clay can be used for:
d. Making hollow block
e. Growing vegetables
f. Making pots
Note: The arrangement of correct answers should not follow any pattern.

Guidelines for Constructing Alternative-
Response Items
1. Avoid specific determiners.
2. Avoid a disproportionate number of either true or false
statements.
3. Avoid the exact from the textbook.
4. Avoid trick statements.
Poor: “The Raven” was written by Edgar Allen Poe.
Better: “The Raven” was written by Edgar Allan Poe.

5. Avoid double negatives.
6. Avoid ambiguous statements.
7. Avoid unfamiliar, figurative or literary language.
8. Avoid long statements, especially those involving
complex sentence structure.
Response Items

9. Avoid qualitative language wherever possible.
Poor: Many people voted for Juan Dela Cruz in the recent
election.
Better: Juan Dela Cruz received the majority of votes cast in
the recent election.
Response Items

10.Commands cannot be “true” or “false.”
Ex.
Eat the four basic foods.
Brush your teeth three times a day.
Start each sentence with a capital letter.
Response Items

11. If the statement is to test for the truth or falsity of a reason, the main
clause should be true and the reason either true or false.
Poor:
As it ages, pure copper turns brown (false) because it oxidizes (true).
Better:
As it ages, pure copper turns green (true) because it oxidizes (true).
As it ages, pure copper turns green (true) because it attracts green
algae (false)
Response Items

Guidelines for Constructing Completion Items
1. Avoid indefinite statements.
Poor
Jose Rizal was born in ____.
Better
Jose Rizal was born in the year ____.

2. Omit key words and phrases, rather than trivial
details.
Poor:
Jose Rizal was born on June ____, 1861.
Better:
Jose Rizal was born on ____.

3. Whenever the indefinite article is required before a
blank, write it in the form a(n).
Poor:
Madeline picked an ____ off the tree and ate it.
Better:
Madeline picked a(n) ____ off the tree and ate it.

4. Make the blanks of uniform length.
Poor
The second president of the United States of America was
___________ from the state of _____.
Better
The second president of the United States of America was
___________ from the state of ___________.

5. Avoid grammatical clues to the correct answer.
Poor
The authors of the first performance test of intelligence were ____.
Better
The first performance test of intelligence was prepared by ____.

6. Avoid unordered series within an item.
The three colors of the Philippine flag are (1), (2) and (3). Write
them in alphabetical order.
1. ______
2. ______
3. ______

Guidelines for Constructing Matching Exercises
Premises
-the items in the column for which a match is sought
Responses
-the items in the column from which the selection is
made

1.Be careful about what material is put into the question
column and what is put into the options column.
2.Check each exercise carefully for unwarranted clues that
may indicate matching parts.
3.Consider homogeneity in preparing matching exercises.

4. Include an unequal number of responses and premises and
instruct the pupils that responses may be used once, more
than once, or not at all.

Ex.
Directions: On the line to the left of each
historical event in Column A, write the letter of
the Filipino warrior in Column B who achieved
that honor. Each name in Column B may be
used once, more than once, or not at all.

Column A
___1. First Filipino to
fight
foreign invaders.
___2. General assigned
to
defend Tirad Pass
against the Americans
___3. Founder of the
Katipunan
___4. Writer of the 2
novels
found to be anti-
Column B
A. Andres Bonifacio
B. Antonio Luna
C. Emilio Jacinto
D. Gregorio Del Pilar
E. Jose Rizal
F. Juan Luna
G. Lapulapu
H. Raja Soliman

5. Be sure that the students fully understand the bases
on which matching is to be done.
6. Arrange items and options in systematic order.

7. Put items on the left and number them, put options
on the right, and designate them by letters.
Directions: On the line to the left of each work or specialization in
Column A, write the letter of the specialist in Column B. Each item in
Column B may be used once, more than once, or not at all.

Column A
___1. Cancer
___2. Children’s disease
___3. Heart and blood vessels
___4. Eye disease and surgery
___5. Teeth and gums
___6. Children’s teeth
___7. Lungs and lung disease
Column B
A.Cardiologist
B.Dentist
C.Nephrologist
D.Oncologist
E.Ophthalmologist
F. Pediatrician
G.Pedodomist
H.Pulmonologist
I. Surgeon

8. Place all the items and options for a matching
exercise on a single page, if possible.
9. Limit a matching exercise to not more than 10-15
items.

Guidelines for Preparing Good Essay Tests
1. Give adequate time and thoughts to the preparation of
essay questions.
2. The question should be written so that it will elicit the
type of behavior you want to measure.

3. A well-constructed essay question should establish
a framework within which student operates.
4. Decide in advance what factors will be considered in
evaluating an essay response (Rubrics).

5. Use a relatively larger number of questions requiring
short answers (about one-half page) rather than just a
few questions requiring long answers (2-3 pages).
6. Do not provide optional questions in an essay test.

7. Do not start essay questions with such words as a list,
who, what, where.
8. Adapt the length of the responses and the complexity of the
question and answer of the maturity of the student.
9. Use the novel type of question wherever feasible.
10.Prepare a scoring key.

Suggestions for Grading Essay Tests
1. Check your scoring key against actual responses. (Once the
grading has begun, the standards should not be changed, nor
should they vary from paper to paper or reader to reader.)
2. Be consistent in your grading.
3. Grade only one question at a time for all papers.
4. Grade the responses anonymously.

5. The mechanics of expression should be judged
separately from what the student writes.
6. Try to score all responses to a particular question
without interruption.

7. If possible, have two independent readings of the test
and make the average as the final score.
8. Provide comments and correct errors.
9. Set realistic standards.

GROUP ACTIVITY
Group 1
Construct 10 multiple-item tests.
Group 2
Construct 10 true-false item tests.
Group 3
Construct 10 item matching type test.
Group 4
Construct a question for the essay-type test with this topic: Importance
of reading
Please include your scoring key for your essay.

“ I care more about the
people my students
become than the
scores on the tests
they take”- Unknown

Session-8-Applying-tech-standards-in-TOS.ppsx

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