The document provides information about effective test construction. It begins with an old Buddhist tale about an empty cup to illustrate the importance of having an open mind when learning. It then discusses the need for studying test construction and outlines principles and steps in preparing different types of test questions, including multiple choice, true/false, matching, and essay questions. Guidelines are provided for creating valid, reliable and usable tests. The document emphasizes the importance of clear writing and having a mastery of the subject matter when developing tests.

1. TEST
CONSTRUCTION
http://www.slideshare.net/ArnelSSI
The Art of Effective Evaluation
Presented to the Faculty
and Students of UPHSD –
Molino Campus

2. EMPTY YOUR CUP
AN OLD BUDDHIST TALE

3. • BRUCE LEE, THE LEGENDARY
MARTIAL ARTIST, ONCE TOLD A
STORY ABOUT A HIGHLY-
EDUCATED MAN WHO WENT TO A
ZEN TEACHER TO ASK AND
ACQUIRE KNOWLEDGE ABOUT
ZEN.

4. • AS THE ZEN TEACHER BEGAN TO
EXPLAIN THINGS, THE MAN
WOULD FREQUENTLY INTERRUPT
WITH REMARKS LIKE, "OH, YES, WE
HAVE THAT TOO…”

5. • FINALLY THE ZEN TEACHER
STOPPED TALKING. HE BEGAN TO
SERVE TEA. HE POURED TEA INTO
THE MAN’S CUP.

6. • HE POURED TEA INTO THE CUP
UNTIL IT WAS FULL, AND THEN
KEPT POURING UNTIL THE CUP
OVERFLOWED. "ENOUGH!" THE
MAN ONCE MORE INTERRUPTED,
"NO MORE CAN GO INTO THE
CUP!"

7. • “INDEED, I SEE," ANSWERED THE ZEN TEACHER, "IF YOU DO NOT
FIRST EMPTY THE CUP, HOW CAN YOU TASTE MY CUP OF TEA?"

8. WWW.SIMILIMA.COM
• A FULL CUP CANNOT ACCEPT
ANYTHING MORE. SIMILARLY, A
PERSON WHO BELIEVES THAT HE
HAD LEARNT A LOT CANNOT
LEARN ANYTHING ELSE & WILL
STAGNATE QUICKLY AND NOT
MOVE TO HIGHER LEVELS.

9. ALTITUDE. A SMALL CHANGE
IN ATTITUDE MAKES A BIG
DIFFERENCE

10. Why is there a need to study TEST
CONSTRUCTION?

11. 13% OF STUDENTS WHO GOT
LOW GRADES IN EXAMS ARE
CAUSED BY FAULTY TEST
QUESTIONS.
WORLDWATCH
THE PHILADELPHIA TRUMPET
AUGUST 2005

12. It is estimated that 90% of all test
questions asked in the US are of
“Low level” - knowledge and
comprehension.
(Wilen, W.W., 1992)

13. • “LOW LEVEL” DOESN’T MEAN EASY:
• WRITE AN ESSAY EXPLAINING THE
DECLINE AND FALL OF THE ROMAN
EMPIRE INCORPORATING AT LEAST FIVE
OF THE SEVEN CAUSES DISCUSSED IN
CLASS FROM THE WRITINGS OF GIBBON
AND TOYNBEE
• “HIGH LEVEL” DOESN’T MEAN
HARD:
• WHICH MOVIE DID YOU LIKE MORE,
WALL-E OR CARS? WHY?

14. SAMPLE TEST QUESTION:

15. OUTLINE:
• PRINCIPLES IN TEST
CONSTRUCTION
• STEPS IN PREPARING
TEST QUESTIONS
• PREPARING MULTIPLE
CHOICE QUESTIONS
• PREPARING TRUE OR
FALSE QUESTIONS
• PREPARING MATCHING TYPE
QUESTIONS
• PREPARING SENTENCE
COMPLETION QUESTIONS
• PREPARING ESSAY
QUESTIONS
• OTHER TYPES OF TEST
QUESTIONS
• WRAP-UP/THINGS TO
REMEMBER

16. “THE EVALUATION OF
PUPILS’ PROGRESS IS A
MAJOR ASPECT OF THE
TEACHER’S JOB.“
EVALUATING EDUCATIONAL OUTCOMES
(ORIONDO & ANTONIO)

17. EXPLAIN THE MESSAGE OF THE COMIC
STRIP.

18. OUR STUDENTS WERE TRAINED TO
MEMORIZE INFORMATION.
AFTER THEY HAVE MEMORIZED
FACTS, THEN WHAT?

19. OLD BELIEF ABOUT TEACHING .....
• EDUCATION IS A PROCESS
WHERE THE NOTES OF THE
TEACHERS OR THE CONTENTS
IN THE BOOKS ARE
TRANSFERED TO THE
NOTEBOOKS OF THE
STUDENTS, WITHOUT
UNDERSTANDING THEM.

20. IN YOUR LESSON PLANS, DID YOU
EVER BOTHER TO ASK THIS
QUESTION:
• HOW DO YOU KNOW
IF YOU HAVE
ACHIEVED YOUR
DESIRED RESULT?

21. “A test is a sample of behavior, products, answers, or
performances from a particular domain” (Carrington, 1994)
“… it's a systematic method of eliciting performance which is intended
to be the basis for some sort of decision making" (Hughes, 1989).
“A test will predict performance levels, and the learner will somehow
reconstruct its parts in meaningful situations when necessary”
(McCann, 2000)
“ Testing is generally concerned with turning performance into
numbers.” (Baxter, 1997)
Guidelines for Test Construction
What is testing?

22. Inform learners and teachers of the strengths and
Motivate learners to review or consolidate specific material
Guide the planning/development of the ongoing teaching
Determine if the objectives
Encourage improvement
Create a sense of accomplishment
Guidelines for Test Construction
What are tests for?
weaknesses of the process
process
have been achieved

23. Encourage
improvement!

24. BARRIERS IN TEST CONSTRUCTION
MS. ALANGANIN –
MR. HIGHFALUTIN –
MS. MADALDAL –
MS. MAGULO –
MS. MALABO –
MR. PULPOL –
MS. FORINGER –
MS. COLONIAL MENTALITY –
CONFUSING STATEMENTS
DIFFICULT VOCABULARY
EXCESSIVE WORDINESS
COMPLEX SENTENCE STRUCTURE
UNCLEAR INSTRUCTIONS
UNCLEAR ILLUSTRATIVE
MATERIALS
LINGUISTICALLY BOUND WORDS
CULTURALLY BOUND WORDS

25. CHARACTERISTICS OF GOOD
TESTS
• VALIDITY – THE EXTENT TO
WHICH THE TEST MEASURES
WHAT IT INTENDS TO MEASURE
• RELIABILITY – THE
CONSISTENCY WITH WHICH A
TEST MEASURES WHAT IT IS
SUPPOSED TO MEASURE
• USABILITY – THE TEST CAN BE
ADMINISTERED WITH EASE,
CLARITY AND UNIFORMITY

26. OTHER THINGS TO CONSIDER
• SCORABILITY – EASY TO SCORE
• INTERPRETABILITY – TEST
RESULTS CAN BE PROPERLY
INTERPRETED AND IS A MAJOR
BASIS IN MAKING SOUND
EDUCATIONAL DECISIONS
• ECONOMICAL – THE TEST CAN BE
REUSED WITHOUT COMPROMISING
THE VALIDITY AND RELIABILITY

27. “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)

28. 1. MULTIPLE CHOICE
2. TRUE OR FALSE
3. MATCHING TYPE
4. FILL-IN THE BLANKS (SENTENCE COMPLETION)
5. ESSAY
5 Most Commonly used
Test Format
Source: Turn-out of Test Questions in SSI (2003-2007)

29. GENERAL STEPS IN TEST
CONSTRUCTION
DRAFT
ORDER
TEST ANALYZE
SUBMISSION
PRODUCE A
T.O.S.

30. TABLE OF SPECIFICATIONS
(TOS)
• A TWO WAY CHART THAT RELATES THE LEARNING
OUTCOMES TO THE COURSE CONTENT
• IT ENABLES THE TEACHER TO PREPARE A TEST CONTAINING
A REPRESENTATIVE SAMPLE OF STUDENT BEHAVIOR IN
EACH OF THE AREAS TESTED.

32. TIPS IN PREPARING THE
TABLE OF SPECIFICATIONS
(TOS)
• DON’T MAKE IT OVERLY DETAILED.
• IT'S BEST TO IDENTIFY MAJOR IDEAS AND
SKILLS RATHER THAN SPECIFIC DETAILS.
• USE A COGNITIVE TAXONOMY THAT IS
MOST APPROPRIATE TO YOUR DISCIPLINE,
INCLUDING NON-SPECIFIC SKILLS LIKE
COMMUNICATION SKILLS OR GRAPHIC
SKILLS OR COMPUTATIONAL SKILLS IF
SUCH ARE IMPORTANT TO YOUR
EVALUATION OF THE ANSWER.

33. TIPS IN PREPARING THE
TABLE OF SPECIFICATIONS
(TOS)
• WEIGH THE APPROPRIATENESS OF THE
DISTRIBUTION OF CHECKS AGAINST THE
STUDENTS' LEVEL, THE IMPORTANCE OF
THE TEST, THE AMOUNT OF TIME
AVAILABLE.
• MATCH THE QUESTION LEVEL
APPROPRIATE TO THE LEVEL OF THINKING
SKILLS

34. EXAMPLES OF STUDENT ACTIVITIES
AND VERBS FOR BLOOM’S COGNITIVE
LEVELS (JACOBS & CHASE, 1992:19)
Bloom’s Cognitive
Level
Student Activity Words to Use in Item
Stem
Knowledge Remembering facts,
terms, concepts,
definitions, principles
Define, list, state,
identify, label, name,
who?, when?, where?,
what?
Comprehension Explaining/interpreting
the meaning of material
Explain, predict, interpret,
infer, summarize, convert,
translate, account for,
give example, paraphrase
Application Using a concept or
principle to solve a
problem
Apply, solve, show, make
use of, modify,
demonstrate, compute

35. Examples of Student Activities and Verbs for
Bloom’s Cognitive Levels (Jacobs & Chase,
1992:19)
Bloom’s Cognitive
Level
Student Activity Words to Use in Item
Stem
Analysis Breaking material down
into its component parts to
see interrelationships/
hierarchy of ideas
Differentiate,
compare/contrast,
distinguish ____from
____, how does
____relate to ___, why
does ____work
Synthesis Producing something new or
original from component
parts
Design, construct, develop,
formulate, imagine,
create, change, write a
poem or short story
Evaluation Making a judgment based
on a pre-established set of
criteria
Appraise, evaluate,
justify, judge, which would
be better?

36. TIPS IN PREPARING THE TABLE
OF SPECIFICATIONS (TOS)
• THE FOLLOWING ARRAY SHOWS THE
MOST COMMON QUESTIONS TYPES USED
AT VARIOUS COGNITIVE LEVELS.
Factual Knowledge Application Analysis and
Evaluation
Multiple Choice
True/False
Matching Type
S. Completion
Short Answer/RRT
Multiple Choice
Short Answer
Problems
Essay
Multiple Choice
Essay

37. GENERAL RULES IN WRITING TEST
QUESTIONS
• NUMBER TEST QUESTIONS
CONTINUOUSLY.
• KEEP YOUR TEST QUESTION IN EACH
TEST GROUP UNIFORM.
• MAKE YOUR LAYOUT PRESENTABLE.
• DO NOT PUT TOO MANY TEST
QUESTIONS IN ONE TEST GROUP.
• T OR F: 10 – 15 QUESTIONS
• MULTIPLE CHOICE: MAX. OF 30 QUESTIONS
• MATCHING TYPE: 5 QUESTIONS PER TEST
GROUP
• OTHERS: 5 – 10 QUESTIONS

38. SOME ADDITIONAL GUIDELINES TO
CONSIDER WHEN WRITING ITEMS ARE
DESCRIBED BELOW:
1. AVOID HUMOROUS ITEMS. CLASSROOM TESTING IS
VERY IMPORTANT AND HUMOROUS ITEMS MAY
CAUSE STUDENTS TO EITHER NOT TAKE THE EXAM
SERIOUSLY, BECOME CONFUSED OR ANXIOUS.
2. ITEMS SHOULD MEASURE ONE’S KNOWLEDGE OF
THE ITEM CONTEXT NOT THEIR LEVEL OF INTEREST.
3. WRITE ITEMS TO MEASURE WHAT STUDENTS KNOW,
NOT WHAT THEY DO NOT KNOW. (COHEN &
WALLACK)

39. MULTIPLE CHOICE TEST

40. WHEN CHECKING THE STEMS FOR CORRECTNESS:
• ENSURE THAT THE STEM ASKS A CLEAR QUESTION.
• READING LEVEL IS APPROPRIATE TO THE STUDENTS
• THE STEM IS GRAMMATICALLY CORRECT.
• NEGATIVELY STATED STEMS ARE DISCOURAGED.
What to Look for on
Multiple Choice Tests

41. • EXAMPLE:
WHAT IS THE EFFECT OF RELEASING A BALL IN POSITIVE
GRAVITY?
A) IT WILL FALL “DOWN.” CORRECT
B) IT WILL RETAIN ITS MASS. TRUE BUT UNRELATED
C) IT WILL RISE. FALSE BUT RELATED
D) ITS SHAPE WILL CHANGE. FALSE AND UNRELATED
Anatomy of a Perfect
Multiple Choice Tests

42. MULTIPLE CHOICE QUESTIONS
1. USE NEGATIVELY STATED STEMS SPARINGLY
AND WHEN USING NEGATIVES SUCH AS NOT,
UNDERLINE OR BOLD THE PRINT.
2. USE NONE OF THE ABOVE AND ALL OF THE
ABOVE SPARINGLY, AND WHEN YOU DO USE
THEM, DON'T ALWAYS MAKE THEM THE RIGHT
ANSWER.
3. ONLY ONE OPTION SHOULD BE CORRECT OR
CLEARLY BEST.

43. MULTIPLE CHOICE QUESTIONS:
4. ALL OPTIONS SHOULD BE HOMOGENOUS AND
NEARLY EQUAL IN LENGTH.
5. THE STEM (QUESTION) SHOULD CONTAIN
ONLY ONE MAIN IDEA.
6. KEEP ALL OPTIONS EITHER SINGULAR OR
PLURAL.
7. HAVE FOUR OR FIVE RESPONSES PER STEM
(QUESTION).

44. MULTIPLE CHOICE
QUESTIONS:
7. WHEN USING INCOMPLETE STATEMENTS
PLACE THE BLANK SPACE AT THE END.
8. WHEN POSSIBLE ORGANIZE THE
RESPONSES.
9. REDUCE WORDINESS.
10. WHEN WRITING DISTRACTERS, THINK OF
INCORRECT RESPONSES THAT STUDENTS
MIGHT MAKE.

45. EXAMPLES
1. SHELDON DEVELOPED A HIGHLY
CONTROVERSIAL THEORY OF PERSONALITY
BASED ON BODY TYPE AND TEMPERAMENT
OF THE INDIVIDUAL. WHICH OF THE
FOLLOWING IS A CRITICISM OF SHELDON'S
WORK?
A. HE WAS INFLUENCED TOO MUCH BY THE
FREUDIAN PSYCHOANALYSIS.
B. HIS RATING OF PHYSIQUE AND
TEMPERAMENT WERE NOT INDEPENDENT.
C. HE FAILED TO USE EMPIRICAL APPROACH.
D. HIS RESEARCH SAMPLE WAS IMPROPERLY
SELECTED.

46. EXAMPLES
BETTER: (ELIMINATE EXCESSIVE WORDING AND IRRELEVANT
INFORMATION)
1. WHICH OF THE FOLLOWING IS A CRITICISM OF SHELDON'S
THEORY OF PERSONALITY?

47. EXAMPLES
1. THE RECEPTORS FOR THE VESTIBULAR SENSE ARE
LOCATED
A. IN THE FOVEA.
B. IN THE BRAIN.
C. IN THE MIDDLE EAR.
D. IN THE INNER EAR.

48. EXAMPLES
BETTER: (INCLUDE IN THE STEM ANY WORD(S)
THAT MIGHT OTHERWISE BE REPEATED IN
EACH OPTION.)
1. THE RECEPTORS FOR THE VESTIBULAR
SENSES ARE LOCATED IN THE _______.
A. FOVEA
B. BRAIN
C. MIDDLE EAR
D. INNER EAR

49. TRUE OR FALSE

50. • EACH STATEMENT IS CLEARLY TRUE OR CLEARLY FALSE.
• TRIVIAL DETAILS SHOULD NOT MAKE A STATEMENT
FALSE.
• STATEMENTS ARE WRITTEN CONCISELY WITHOUT MORE
ELABORATION THAN NECESSARY.
• STATEMENTS ARE NOT QUOTED EXACTLY FROM TEXT.
What to Look for on
True/False Tests

51. • GIVE EMPHASIS ON THE USE OF
QUANTITATIVE TERMS THAN
QUALITATIVE TERMS.
• AVOID USING OF SPECIFIC
DETERMINERS WHICH USUALLY GIVES A
CLUE TO THE ANSWER.
• FALSE = ALL, ALWAYS, NEVER, EVERY, NONE, ONLY
• TRUE = GENERALLY, SOMETIMES, USUALLY, MAYBE, OFTEN
• DISCOURAGE THE USE OF NEGATIVE
STATEMENTS.
• WHENEVER A CONTROVERSIAL
STATEMENT IS USED, THE AUTHORITY
SHOULD BE QUOTED.
• DISCOURAGE THE USE OF PATTERN FOR
ANSWERS.
Tips in Making True/False Tests

52. EXAMPLES:
____ 1. REPETITION ALWAYS STRENGTHENS THE TENDENCY
FOR A RESPONSE TO OCCUR.
(USING "ALWAYS" USUALLY MEANS THE ANSWER IS FALSE.)
Find the errors, and/or problems with the
following true-false tests.

53. EXAMPLES:
_____ 2. THE PROCESS OF EXTINCTION IS SELDOM IMMEDIATE
BUT EXTENDS OVER A NUMBER OF TRIALS.
(WORDS LIKE "SELDOM" USUALLY INDICATE A TRUE
STATEMENT.)

54. EXAMPLES:
_____ 3. THE MEAN, MEDIAN, AND MODE ARE
MEASURES OF CENTRAL TENDENCY,
WHEREAS THE STANDARD
DEVIATION AND RANGE ARE
MEASURES OF VARIABILITY.
(EXPRESS A SINGLE IDEA IN EACH STATEMENT.)
E.G.“THE MEAN AND STANDARD
DEVIATION ARE MEASURES OF
CENTRAL TENDENCY.”

55. MATCHING TYPE

56. PARTS OF THE MATCHING TYPE
TEST
(VERTICAL TYPE)
COLUMN A
(PREMISE)
COLUMN B
(RESPONSE)

57. PARTS OF THE MATCHING TYPE
TEST
(HORIZONTAL TYPE)
(RESPONSE)
(PREMISE)

58. • THE LIST OF RESPONSES SHOULD BE RELATIVELY SHORT.
• RESPONSE OPTIONS SHOULD BE ARRANGED
ALPHABETICALLY OR NUMERICALLY.
• DIRECTIONS CLEARLY INDICATE THE BASIS FOR
MATCHING.
• CAN RESPONSES BE USED MORE THAN ONCE?
• WHERE WILL YOU PLACE YOUR ANSWER?
• CAN STUDENTS INFER RELATIONSHIPS OR ARE THEY BASED
ON REAL WORD LOGIC?
What to Look for on
Matching Type Tests

59. • POSITION OF MATCHES SHOULD BE VARIED. AVOID USING
PATTERNS.
• THE CHOICES OF EACH MATCHING SET SHOULD BE ON
ONE PAGE
• THERE ARE MORE RESPONSES THAN PREMISES IN A
SINGLE SET IF RESPONSES CANNOT BE USED MORE
THAN ONCE.
What to Look for on
Matching Type Tests

60. • THE PREMISES ARE HOMOGENEOUS AS WELL AS THE
RESPONSES AND ARE GROUPED AS ONE ITEM.
• EXAMPLE:
• SET A: PROVINCES IN REGION I
• SET B: PROVINCES IN CAR
• IF RESPONSES CAN BE USED MORE THAN ONCE, IT
SHOULD BE PROPORTIONAL TO THE NUMBER OF
PREMISES (3:5 OR 4:10)
What to Look for on
Matching Type Tests

61. EXAMPLES:
DIRECTIONS: MATCH THE FOLLOWING.
1. FOOD A. PRIMARY REINFORCER
2. PSYCHOANALYSIS B. SIGMUND FREUD
3. B.F. SKINNER C. OPERANT CONDITIONING
4. STANDARD DEVIATION D. MEASURE OF VARIABILITY
5. SCHIZOPHRENIA E. HALLUCINATIONS

62. EXAMPLES:
BETTER: (USE HOMOGENOUS MATERIAL IN MATCHING
ITEMS, AND IF RESPONSES ARE NOT TO BE USED MORE
THAN ONCE, INCLUDE MORE RESPONSES THAN STIMULI.)
MATCH THE THEORIES IN COLUMN A WITH THEIR
PROPONENTS IN COLUMN B. WRITE THE LETTER OF THE
CORRECT ANSWER.
COLUMN A COLUMN B
___ 1. PSYCHODYNAMIC THEORY A. ALBERT BANDURA
___ 2. TRAIT THEORY B. B.F. SKINNER
___ 3. BEHAVIORISM C. CARL ROGERS
___ 4. HUMANISM D. GORDON ALLPORT
___ 5. SOCIAL LEARNING THEORY E. KARN HORNEY
F. RAYMOND CATTELL
G. SIGMUND FREUD

63. SENTENCE COMPLETION / FILL-IN
THE BLANKS

64. • ONLY SIGNIFICANT WORDS ARE OMITTED.
• WHEN OMITTING WORDS, ENOUGH CLUES ARE LEFT SO
THAT THE STUDENT WHO KNOWS THE CORRECT ANSWER
CAN SUPPLY THE CORRECT RESPONSE.
• ENSURE THAT GRAMMATICAL CLUES ARE AVOIDED.
What to Look for on
Sentence Completion Tests

65. • BLANKS ARE AT THE END OF THE STATEMENT.
• THE LENGTH OF THE RESPONSES ARE LIMITED TO SINGLE
WORDS OR SHORT PHRASES.
• QUESTIONS ARE NOT LIFTED AS VERBATIM QUOTES FROM
TEXT.
What to Look for on
Sentence Completion Tests

66. EXAMPLES:
1. An animal with six legs is called _________.
The item is so indefinite.It can be completed with
answers such as bee, mosquito or any other
insect
Better:
1. Animals with six legs are called ___________.

67. EXAMPLES:
1.The __________ is the answer in _____.
Too many key words are omitted. Lines are
not in equal length.
Better:
1. The product is the answers in _________.

68. EXAMPLES:
1. IF A MANGO WEIGHS 250 GRAMS, 10
MANGOES WOULD WEIGH ______.
THERE ARE TWO POSSIBLE ANSWERS – 250
GRAMS AND .25 KILOS.
BETTER:
1. IF A MANGO WEIGHS 250 GRAMS, 10
MANGOES WOULD WEIGH ____ GRAMS.

69. ESSAY / SHORT ANSWER TEST

70. TYPES OF ESSAY ITEMS:
EXTENDED RESPONSE TYPE
• THE TEST MAY BE ANSWERED BY THE EXAMINEE IN
WHATEVER MANNER HE WANTS
• EXAMPLE: DO YOU THINK TEACHERS SHOULD BE ALLOWED TO
WORK ABROAD AS DOMESTIC HELPERS? EXPLAIN YOUR
ANSWER.

71. TWO TYPES OF ESSAY ITEMS:
RESTRICTED RESPONSE TYPE
• THE TEST LIMITS THE EXAMINEES RESPONSE MAY BE
ANSWERED BY THE EXAMINEE’S RESPONSES IN TERMS OF
LENGTH, CONTENT, STYLE OR ORGANIZATION.
• EXAMPLE: GIVE AND EXPLAIN THREE REASONS WHY THE
GOVERNMENT SHOULD OR SHOULD NOT ALLOW TEACHERS
TO WORK ABROAD AS DOMESTIC HELPERS.

72. • THE TASK IS CLEARLY DEFINED. THE STUDENTS ARE
GIVEN AN IDEA ON THE SCOPE AND DIRECTION YOU
INTENDED FOR THE ANSWER TO TAKE. THE QUESTION
STARTS WITH A DESCRIPTION OF THE REQUIRED
BEHAVIOR TO PUT THEM IN THE CORRECT MIND FRAME.
• E.G. “COMPARE” OR “ANALYZE”
What to Look for on
Essay Tests

73. • THE QUESTIONS ARE WRITTEN IN THE LINGUISTIC LEVEL
APPROPRIATE TO THE STUDENTS.
• QUESTIONS REQUIRE A STUDENT TO DEMONSTRATE
COMMAND OF BACKGROUND INFORMATION, NOT SIMPLY
REPEATING INFORMATION.
What to Look for on
Essay Tests

74. • QUESTIONS REGARDING A STUDENT’S OPINION ON A
CERTAIN ISSUE SHOULD FOCUS NOT ON THE OPINION
BUT ON THE WAY IT IS PRESENTED AND ARGUED.
• A LARGER NUMBER OF SHORTER, MORE SPECIFIC
QUESTIONS ARE BETTER, THAN, ONE OR TWO LONGER
QUESTIONS.
What to Look for on
Essay Tests

75. PROPOSED CRITERIA IN
GRADING ESSAY TEST
• IDEAS (20%)
• WEIGHT OF EVIDENCE PRESENTED (40%)
• CORRECT USAGE (20%)
• LOGICAL CONCLUSIONS DRAWN FROM THE EVIDENCE
(20%)

76. EXAMPLE:
WHAT IS WRONG WITH THIS QUESTION?
• DESCRIBE ASTHMA?
Better: (Clearly explain what is expected of
the student.)
Describe asthma. Include in your answer :
a. the pathophysiologic features of asthma
b. the clinical manifestations associated with
an asthma episode
c. the management of an asthma episode.
(10 points)

77. EXAMPLE:
WHAT IS WRONG WITH THIS QUESTION?
WHO IS BETTER, RIZAL OR BONIFACIO?
Better: ( The students are given an idea on
the scope and direction you intended for the
answer to take.)
Compare and contrast the method used by
Rizal and Bonifacio in promoting
nationalism. (5 points)

78. OTHER TYPES OF TEST
QUESTIONS

79. RESTRICTED RESPONSE
TEST (RRT)
TEST TAKERS ARE NOT GIVEN CHOICES AS
POSSIBLE ANSWERS. ITEMS ASK FOR A
SPECIFIC ANSWER TO EACH QUESTIONS.
• EXAMPLE:
• WHO DISCOVERED THE
PHILIPPINES?
• WHAT ARE THE FOUR ELEMENTS OF
THE STATE?

80. PRINCIPLES IN CONSTRUCTING
RRT
• DO NOT ASK FOR TRIVIAL FACTS OR DETAILS. IT IS
NOT ONLY USELESS BUT ALSO FRUSTRATES THE
STUDENTS.
• HOW MANY BALLS ARE USED IN A 9-BALL MATCH?
• QUESTIONS SHOULD ELICIT FACTS NOT OPINIONS?
• WHAT DO YOU THINK PRES. GMA SHOULD DO FOR THE
COUNTRY TO RECOVER FROM ITS’ ECONOMIC DEFICIT?
• MINIMIZE QUESTIONS THAT CALL FOR SHEER
MEMORY WORK UNLESS IF THE ANSWER HAS
IMPORTANT ANALYTICAL SIGNIFICANCE.
• WHEN WILL THE NEXT PRESIDENT BE SWORN TO
OFFICE?

81. CHRONOLOGICAL SEQUENCING
TEST (CST)
• TEST TAKERS ARE ASKED TO ARRANGE ITEMS IN A
SYSTEMATIC OR LOGICAL ORDER.
• ARRANGE THE PRESIDENTS ACCORDING TO THEIR TERM OF
OFFICE.
_____ FIDEL RAMOS
_____ JOSEPH ESTRADA
_____ CORAZON AQUINO
_____ GLORIA MACAPAGAL - ARROYO

82. PRINCIPLES IN CONSTRUCTING CST
• ITEMS SHOULD BE HOMOGENOUS AND
ARE RELATED TO EACH OTHER.
• THERE SHOULD NOT BE MORE THAN 5
ITEMS IN EACH SET.
• DO NOT NUMBER THE ITEMS. THIS
CONFUSES THE STUDENTS.
• ALL ITEMS TO BE ARRANGED SHOULD BE
IN THE SAME PAGE.
• DIRECTIONS SHOULD BE CLEARLY
STATED AND THAT EACH SET SHOULD BE
LABELED ABOUT THEIR RELEVANCE.

83. WHAT IS WRONG IN THIS TEST
QUESTION?
ARRANGE THE FOLLOWING EVENTS IN THEIR
CHRONOLOGICAL ORDER.
1. BATAAN SURRENDERS
2. THE JAPANESE ATTACKS THE US FLEET IN PEARL
HARBOR, HAWAII.
3. HITLER INVADES POLAND
4. THE US DECLARES WAR WITH JAPAN.
5. GEN. MACARTHUR ESCAPES TO AUSTRALIA.

84. BETTER:
21-25.) WAR IN THE PACIFIC
ARRANGE THE FOLLOWING EVENTS IN CHRONOLOGICAL
ORDER. WRITE THE NUMBERS 1-5 ON THE BLANKS
PROVIDED.
___ USAFEE FORCES IN BATAAN SURRENDER TO THE
JAPANESE.
___ JAPANESE FORCES ATTACKS THE US FLEET IN PEARL
HARBOR, HAWAII.
___ JAPAN BREAKS DIPLOMATIC TIES WITH THE US.
___ THE US DECLARES WAR WITH JAPAN.
___ GEN. MACARTHUR ESCAPES TO AUSTRALIA FROM
CORREGIDOR.

85. PROPOSED ARRANGEMENT OF
TEST ITEMS
• TRUE OR FALSE
• MULTIPLE CHOICE
• MATCHING TYPE
• SENTENCE COMPLETION
• OTHERS (RRT/ANALOGY/CST)
• ESSAY

86. THINGS TO REMEMBER:
• MAKING A GOOD TEST TAKES
TIME
• TEACHERS HAVE THE
OBLIGATION TO PROVIDE THEIR
STUDENTS WITH THE BEST
EVALUATION
• TESTS PLAY AN ESSENTIAL ROLE
IN THE LIFE OF THE STUDENTS,
PARENTS, TEACHERS AND
OTHER EDUCATORS
• BREAK ANY OF THE RULES
WHEN YOU HAVE A GOOD
REASON FOR DOING SO!
(EMPHASIS MINE)
(Mehrens, 1973)

87. 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

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