The document discusses test construction and different types of test items. It provides 7 steps for constructing a test, including creating a table of specifications, drafting test items, and revising items. It describes different types of test items like multiple choice, true-false, matching, short answer, and essay. For each item type, it outlines advantages and disadvantages as well as guidelines for constructing high quality items of that type.

1. Test
Constructions
with TOS

2. PURPOSES OF KNOWLEDGE TESTS
 Assigning a grade or summative
evaluation
 Measuring progress or formative
feedback
 Providing feedback to students or
program participants as to their status
and what the class or program
knowledge expectations are
 Assessing teaching or instructional
effectiveness

3. LEVELS OF KNOWLEDGE

10. STEP 1: Construct a Table of
Specifications
STEP 2: Decide on nature the nature of
test or type of questions to be used.
Make a draft.
STEP 3: Construct the test items in
order (questions)
TEST CONSTRUCTION

11. TEST CONSTRUCTION
STEP 4: Determine the test format and
administrative details (instructions,
neatly typed, easy to read, all item
information on some page, test
environment, etc)
STEP 5: Analyze the level of difficulty,
and the appropriateness of the items.

12. STEP 6:Submit your TQs for evaluation.
Generally, test construction is a
collaborative activity. Let somebody
check your test questions.
STEP 7: Revise the test items.
TEST CONSTRUCTION

14. • Arrange
• Define
• Describe
• Duplicate
• Identify
• Label
• List
• Match
• Memorize
• Name
• Order
• Outline
• Recognize
• Relate
REMEMBERING
Bloom’s definition: previously learned
information
• Recall
• Repeat
• Reproduce
• Select
• State

15. UNDERSTANDING
Bloom’s definition: demonstrate of
the understanding of the facts.
• Classify
• Convert
• Defend
• Describe
• Discuss
• Distinguish
• Estimate
• Explain
• Express
• Extend
• Generalize
• Give example
• Identify
• Indicate
• Infer
• Locate
• Paraphrase
• Predict
• Recognize
• Rewrite
• Review
• Select
• Summarize
• Translate

16. APPLY
Bloom’s definition:
Apply knowledge to actual situations.
.
• Apply
• Change
• Choose
• Compute
• Demonstrate
• Discover
• Dramatize
• Employ
• Illustrate
• Interpret
• Manipulate
• Modify
• Operate
• Practice
• Predict
• Prepare
• Produce
• Relate
• Schedule
• Show
• Sketch
• Solve
• Use
• Write

17. ANALYZE
Bloom’s definition:
Break down objects or ideas into simpler
parts and find evidence to support
generalizations.
• Analyze
• Appraise
• Breakdown
• Calculate
• Categorize
• Compare
• Contrast
• Criticize
• Diagram
• Differentiate
• Discriminate
• Distinguish
• Examine
• Experiment
• Identify
• Illustrate
• Infer
• Model
• Outline
• Point out
• Question
• Relate
• Select
• Separate
• Subdivide
• Test

18. EVALUATE
Bloom’s definition:
Make and defend judgments based on
internal evidence or external criteria.
• Appraise
• Argue
• Assess
• Attach
• Choose
• Compare
• Conclude
• Contrast
• Defend
• Describe
• Discriminate
• Estimate
• Evaluate
• Explain
• Judge
• Justify
• Interpret
• Relate
• Predict
• Rate
• Select
• Summarize
• Support
• Value

19. CREATE
Bloom’s definition:
Compile component ideas into a new
whole or propose alternative solutions.
• Arrange
• Assemble
• Categorical
• Collect
• Combine
• Comply
• Compose
• Construct
• Create
• Design
• Develop
• Devise
• Explain
• Formulate
• Generate
• Plan
• Prepare
• Rearrange
• Reconstruct
• Relate
• Reorganize
• Revise
• Rewrite
• Set up
• Summarize
• Synthesize
• Tell
• Write

21. Types of Test
ESSAY TEST – learners answer each
item (question) with whatever
information they choose and write
their answers in sentences
OBJECTIVE TESTS – True-False,
Multiple Choice, and Matching type
have potential answers provided
with each question

22. TYPES OF KNOWLEDGE TESTS
MASTERY VERSUS DISCRIMINATION
MASTERY TEST – formative evaluation with
criterion-referenced standards which are
used to determine whether individuals have
mastered the material(pass-fail, proficient-
nonproficient), typically easier questions
asked.
DISCRIMINATION TEST – summative
evaluation with the normal referenced
standards designed to differentiate among
students in terms of knowledge; typically
harder questions asked.

23. TYPES OF TEST ITEMS
1.Multiple Choice Items
2.True-False Question
3.Matching Type
4.Short- answer and Essay
items
5.Odd-One-Out
6.Analogy

24. Analogy
TEST II. Analogy: Write the correct answers on the
blank. All answers in CAPITAL LETTERS (2 pts each)
1. USA : dollars ; Philippines : ___________
2. dog : puppy ; cat : __________
3. Mt. Mayon : Albay; Mt. Apo : _____________

25. Multiple Choice Questions

27. Multiple Choice Questions
_____2. Which of the following units is an official SI base
unit ( i.e. NOT a derived unit)?
A. Fahrenheit B. liter C. milligram D. Second
_____3. Which of the following is NOT a unit of
temperature?
A. Celsius C. Joule
B. Fahrenheit D. Kelvin
_____4. Which experiment is the least precise?
A. Experiment I
B. Experiment II
C. Experiment III
D. Experiment IV

28. Odd – One - Out
ODD ONE OUT. Encircle which does not belong to the group. Justify
your choice in one sentence by writing it on the space provided.
1. A. Andres Bonifacio C. Emilio Jacinto
B. Emilio Aguinaldo D. Jose Rizal
• _______________________________________________________
2. A. blue C. orange
B. green D. violet
• ______________________________________________________
3. A. Japan C. Taiwan
B. Korea D. Thailand
• ______________________________________________________

29. ADVANTAGES OF MULTIPLE
CHOICE
• Many items can be on test as they can be
answered quickly.
• Quickly scored.
• All levels of Bloom’s Taxonomy
( Knowledge, Comprehension, Application,
etc. ) can be tested
• Decreases chance of guessing correctly.
• Standardized answer sheets can be used.

30. • Fewer items can be asked than with
True-False
• Takes time to think of good
distractor responses.
• Some danger to cheating.
• To some extent, encourages
memorization without
understanding implications.
• People are unable to demonstrate
the extent of their knowledge as
they can only respond to the items
written.
DISADVANTAGES OF MULTIPLE
CHOICE

31. • Keep stems and responses.
• Make all responses approximately
the same length.
• Use apparently acceptable answers
for all responses.
• Use 3-5 responses for each
If stem is incomplete sentence,
response should complete the
sentence.
• Do not give away the answer with
English usage.
• Do not give away the answer to one
item in the content of another item.
CONSTRUCTIONS

32. • Do not allow the answer of one
item to depend on the answer to
another item.
• Do not construct a stem that
solicits a person’s opinion.
• Use letters (A, B, C, etc) to
enumerate responses to
numbered questions.
• Try to equally use each letter as
the correct response.
• When possible, state the stem
positively rather than negatively.

33. • Saves space by giving the
same potential answers for
several items.
• Lowers the odds of guessing
correctly.
• Quicker to construct than
multiple choice items.
• Standardized answer sheets
can be used if there are 5 or
less responses.
ADVANTAGES OF MATCHING
TYPE

34. • Similar to True-False Items, usually
only tests factual information
(Lowest level of Bloom’s Taxonomy).
• Standardized answer sheets can not
be used if there are more than five
responses.
DISADVANTAGES OF MATCHING
TYPE

35. CONSTRUCTIONS
• State the items and potential answers
clearly number items and letter of
potential answers.
• Keep all answers and items on the
same page.
• Make all items similar in content.
• Provide more answers than items to
prevent people from deducing
answers by elimination.

36. • In directions, indicate whether or
not the answer can be used more
than once.
• Have several potential answers for
each item.
• If more than 5 responses exist,
arrange potential answers in logical
groupings (e.g., numerical answers
together, dates together, etc.)

37. • Students are free to answer essay
items in the way that seems best to
them.
• Students can demonstrate the depth
of their knowledge.
• Encourages students to relate all the
material to a total concept rather than
just learn the facts.
• Items are easy and quick to construct.
• All levels of Bloom’s Taxonomy can be
tested.
ADVANTAGES OF ESSAY TYPE

38. • Time-consuming to grade objectivity of
test scores are often low reliability, and
hence validity of test score are often
low.
• Essay items require some skills in self
expression, which if it is not an
instructional objective, validity may be
further lowered due to lack of
relevance.
• Penmanship and neatness affect grades,
which again lowers the validity.
• The “HALO” affect is present.
DISADVANTAGES OF ESSAY TYPE

39. • STATE THE ITEM AS CLEARLY AND
CONCISELY AS POSSIBLE
• NOTE ON THE TEST THE APPROXIMATE
TIME STUDENTS SHOULD SPEND ON EACH
ITEM
• NOTE ON THE TEST THE POINT VALUE FOR
EACH ITEM
• CAREFULLY KEY THE TEST BEFORE
ADMINISTRATION WHICH WILL HELP
IDENTIFY AMBIGUOUS ITEMS AND
IMPROVE OBJECTIVITY (AND HENCE
RELIABILITY AND VALIDITY) IN THE
GRADING
CONSTRUCTIONS