The document provides information on test construction and preparation. It discusses determining test purposes, creating a table of specifications to guide test development, writing high-quality test questions aligned to Bloom's taxonomy, and developing tests that are valid, reliable, and usable. The document emphasizes creating clear instructions, writing questions that accurately measure learning objectives, avoiding biases, and ensuring a balance of question types and difficulties. Overall, the document outlines best practices for systematically planning, developing and reviewing test materials to effectively evaluate student learning.

1. TEST CONSTRUCTION
and PREPARATION MADE EASY
MA.JANE M.TUNGCUL
Presenter

2. I have come to a frightening conclusion. I am
the decisive element in the classroom. It is my
personal approach that creates the climate.
My daily mood defines the weather in the
classroom. As a teacher I possess
tremendous power to make a student’s life
heaven or hell in my class. I can be either a
tormentor or an inspiration. I can humiliate or
humor, hurt or heal. In all situations it is my
response that decides whether a crisis will be
escalated or de-escalated, a student
humanized or de humanized.

3. OUTLINE OF
TOPICS/ SESSION
OBJECTIVES:
01
Discuss the
Principles of
Test
Construction
02
Revisit the
Table of
Specifications
(TOS)
03
Construct
and develop
test
questions
aligned
to the
Bloom’s
Taxonomy
04
Workshop
Proper
(Writeshop)

4. EST
DEVELEOPMENT/CONSTRUC
TION
REFERS TO THE ART OF
PLANNING, PREPARING,
ADMINISTERING, SCORING,
STATISTICALLY,
ANALYZING, AND
REPORTING RESULTS OF
TESTS.
T

5. WHAT IS ASSESSMENT?
• Classroom Assessment is an integral part of
curriculum implementation. It allows the teachers to
track and measure learners’ progress and to adjust
instruction accordingly. It informs the learners, as
well as their parents and guardians, of their progress.
Key words: measure learners’ progress, give feedback

6. PURPOSES OF ASSESSMENT:
a. Assessment of learning/ Summative
 grading, selection, progression (end-point judgment)
 final exams at the end of the course or unit
b. Assessment for learning/Formative
 diagnosis, motivation, learning support (doesn’t need a
mark)
 During teaching process
c. Assessment as learning/Formative
 Self and peer assessment, reflection, students setting
own goals
 During teaching process

8. WHAT SOME STUDENTS HAVE TO SAY
ABOUT THE QUESTIONNAIRE
• Hindi na-discuss sa klase.
• Wrong ang grammar naman.
• Hindi naman kasama sa lessons.
• Nakakalito ang mga tanong at pagpipilian
• Masyadong mahaba ang question at mga
pagpipilian.
• Hindi maayos ang lay out ng test… putol-putol ang
mga sentences.

9. POSSIBLE REASONS FOR
FAULTY or POOR TEST QUESTIONS
• No TOS was made before test construction.
• Much consideration is given to reduce printing
cost.
• Questions are copied verbatim from the book or
other resources.
• Items are not aligned with the suggested
learning competencies.

10. CHARACTERISTICS OF A GOOD TEST
• E - CONOMICAL- the test can be reused
without compromising its validity and
reliability.
• V - ALIDITY- the extent to which the test
accurately measures what it intends to
measure.
• I - NTERPRETABILITY- test results can be
properly interpreted and is a major basis in
making sound educational decisions.
• R - ELIABILITY- the consistency with
which a test measures what is it supposed
to measure.
• U - SABILITY- the test can be

11. PLANNING THE TEST
Determine the
purpose of the test.
(placement, formative,
diagnostic, or
summative)
Identify the ILOs. (It
should reflect the
objectives of
instruction)
Outline the subject
matter
Prepare the Table of
Specification (TOS).
Prepare the test items
following the TOS.

12. • A two-way chart that relates the
learning outcomes to the course
content.
• It is a test map that guides the
teacher in constructing a test.
• It ensures that there is a balance
between items that test lower-level
thinking skills and those which test
higher-order thinking skills.
• It ensures balance between easy
and difficult items

13. •The TOS requires a
thorough
knowledge of
Bloom’s Revised
Taxonomy /BRT
THINGS THAT YOU
NEED TO KNOW
BEFORE
CONSTRUCTING A
TOS

14. •
60%
30%
10%

15. Table of Specifications
Third Quarterly Assessment in English 9
S.Y. 2022-2023
Skills/Competencies
# of
session
s
% of test
items
compute
d # of
test
items
actual #
of test
items
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Total
I. Vocabulary Skill
Infer Word Meanings Through Context Clues
3 8% 3.75 4
1, 12, 13, 14 4
II. Language Skills
Identify/Use Verbals Correctly 10 25% 12.5 12 8,10,29,30,31,45,46,47,48,49,50 9 12
III. Reading Comprehension
Differentiate bias and prejudice
7 18% 8.75 9
25, 32,33,34,35,36,37,38,39 9
Determine the relevance and truthfulness of the ideas
presented in the material viewed
4.5 11% 5.63 6 15,16,17,40 2,5
6
Judge the validity of the evidence listened to/read 3 8% 3.75 4
6,19,27 7 4
Identifying Author's Purpose 2 5% 2.5 2 4,18 2
IV. Literary Skills
Analyze one-act play 4 10% 5 5 23,21 20,22,24 5
Identify Tone/Mood 1.5 4% 1.88 2 28,11 2
V. Writing Skill
· Extract important information from
argumentative/persuasive text
5 13% 6.25 6
3 26,41,42,43,44 6
Total 40 50.01 50
100% 30 15 5 50
Prepared by Checked by: Approved by:
MA. JANE M. TUNGCUL, LPT- MT I GEORGE ALFONSO B. ANDAL JR. CARMEN A. ACAIN
Head Teacher VI Secondary School Principal IV

16. LEVEL
1
REMEMBERING
(Can you recall information?)
 What/Who
is___________?
 Where is __________?
 Why did __________ ?
 When did ___________?
 Who were the main ________ ?
 Which one ________ ?
Who is the Father of Kundiman?

17. LEVEL
2
UNDERSTANDING
(Can you explain ideas or
concepts?)
•State in your own words…
•Which are facts? Opinions?
•What does this mean…?
•Is this the same as …?
•Giving an example
•Select the best definition.
•Which does not belong…?
•Which is INCORRECT? Which is NOT
TRUE?
Which among the following states a fact
about Francisco S. Santiago?

18. • How would you organize ____to show
____?
• How would you show your understanding
of ____?
• What facts would you select to show what
____
• What elements would you change
• What other way would you plan to
__________?
APPLYING
(Can you use the information in
another familiar situation?)
LEVE
L 3

19. •How would you apply what you have
learned to develop_________ ?
•How would you solve ___________
using what you have learned?
What element of art is seen in the following
photograph?
A. Color B. Form C. Line D. texture

20. • Which statement is relevant?
• What is the conclusion______?
• What does the author believe in or
assume?
• Make a distinction between _____
• What ideas justify the conclusion?
• Which is the least essential
statement?
• What literacy form is used?
ANALYZING
(Can you break information into parts
to explore understandings and
relationships?)
LEVE
L 4

21. Which among the following is NOT a
relevant description of a street dance?
A. It is comparable to a cheer dance.
B. It is often improvisational and social in
nature.
C. It evolved outside of dance studios in
any available open space.
D. It encourages interaction and contact
with spectators and other dancers.

22. • What fallacies, consistencies,
inconsistencies appear __________?
• Which is more important ___________
?
• Do you agree _________ ?
• What information would you use
____________ ?
• Do you agree with the ___________ ?
EVALUATING
(Can you justify a decision or
course of action?)
LEVE
L 5

23. What emotive line makes the song
Pilipinas Kong Mahal a patriotic song?
A. Pilipinas kong mahal
B. Pilipinas kong hirang
C. Ang bayan ko tanging ikaw
D. Ang puso ko at buhay man sa iyo’y
ibibigay.

24. •Can you design a _____________?
•What possible solution to _________ ?
•How many ways can you __________ ?
•Can you create a proposal which
would_________ ?
CREATING
(Can you generate new products,
ideas, or ways of viewing things?)
LEVE
L 5
Compose a hashtag that best explains
your advocacy in support to the MDG
program of your community.

25. 1. Items and options should be clear and
unambiguous. They should be plausible.
2. Content should be independent from item to
item. Savvy examinee can use information
in one question to answer another question,
reducing the validity of the test.
3. The stem should not contain irrelevant
material. (Haldyna and Downing, 1989)
4. Make sure distractors match the correct
answers in terms of length, complexity,
phrasing, and style.
5. Be sensitive to cultural and gender.

26. 6. Keep vocabulary consistent with student
level of understanding.
7. Include 4-5 options.
8. Decrease the possibility of students
guessing by avoiding options such as “all of the
above” or “Both A and B”
9. Use “None of the above” with caution, and
only when there are absolutely correct answers
to the question so none of the available options
are partially correct.
10. Vary the positions of the correct answers.
Avoid making a pattern.
11. Highlight the words NOT, EXCEPT, TRUE,
FALSE and BEST .

27. 12. When using incomplete statement
place the blank space at the end.
13. Letters are CAPITALIZED.
14. All alternatives should be written
from short to longer statements or
vise versa.
15. The alternatives should be
presented in logical order to avoid
bias toward certain positions

28. 1. Directions/Instructions are always part of the
test. Make the instructions clear and concise.
The following should be observed:
 What the students should do.
 How are they going to do it.
 Where they will put/write their answers.
 Indicate the value of each item if necessary.
 Provide a specific set of directions for each
type of test.
2. Always refer to your TOS as you write the
test .
3. Prepare more items than are actually
needed.
4. Write the test items as soon as possible after
the topic has been taught.

29. 5. Number test questions continuously.
6. Make your layout friendly to the eyes.
7. Do not put too many test items in one
test group.
8. Avoid humorous items.
9. Write items to measure what students
know, not what they do not know. (Cohen
&Wallack)
10. Prepare the items well in advance to
permit reviews and editing.
12. Use pictorial materials that require
learners to apply principles and concepts.
13. Use charts, tables or figures that
require interpretation.

30. 9/3/20XX Presentation Title 30

31. Thank you.
9/3/20XX Presentation Title 31