1. The document provides guidance for teachers on developing effective classroom tests. It discusses important test design principles such as validity, reliability, usability, and ensuring questions align with learning outcomes. 2. Specific recommendations are given for writing different types of test questions, such as multiple choice, true/false, and situational judgement questions. Key points include using unambiguous language, avoiding trick questions, and making all options comparable. 3. Developing high-quality tests takes time but plays an important role in student and teacher evaluation. Teachers should focus on testing key concepts and follow best practices, while allowing flexibility when needed.

1. Ramon Jr R. Blanquera
Master Teacher I
MANUEL LUIS QUEZON HIGH SCHOOL

4. • 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 pagpipiliaan ang sagot.

5. • 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.

6. • 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.

8. • 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

9. • 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

11. • 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 knowledge in each
of the areas tested.

13. • Knowledge (Remembering) – answers the
question what, where and when? (ano,
saan at kailan)
• Process (Application & Analysis) – answers
the question how? (paano)
• Understanding (Analysis) – answers the
question why ?(bakit)

15. 1. KNOWLEDGE
(Remembering) – includes
those objectives that deal with
recall, recognize facts,
terminology, etc.
Example: Sino ang kauna-unahang
bayani ng Pilipinas na nakipaglaban sa
mga Kastila?

16. 2. COMPREHENSION (Understanding) –
includes some level of understanding. It
requires the learners to change the form of
communication to see the connection or
relations among parts of a communication
(interpretation) or draw a conclusion
(inference).
Example: Bakit sa tabing dagat naninirahan
ang mga sinaunang Pilipino?

17. 3. APPLICATION (Applying) – it
requires the pupils to use previously
acquired information in a setting
other than the one in which it was
learned.
Example:
Alin sa mga sumusunod ang uri ng
pamumuhay noong panahon ng
Martial Law?

18. 4. ANALYSIS (Analysing) – It requires the
pupils to identify the logical errors (point out
the prediction or erroneous inference),
differentiate among facts, opinions,
assumptions, hypothesis or conclusions, draw
relationships among ideas or to compare and
contrast.
Example: Alin sa mga sumusunod ang dapat
ginawa ng mga Pilipino upang makamit ang
inaasam na kalayaan laban sa mga Kastila?

19. •5. EVALUATION (Evaluating) –
Under this objective, the learners are
required to form judgments about
the value of methods, ideas, people
or products that have a specific
purpose.
Example: Alin sa mga sumusunod ang higit na
mabisang paraan ng pagsugpo sa
ipinagbabawal na gamot?

20. 6. SYNTHESIS (Creating) – objectives
at this level require the pupils to
[produce something unique or original.
Test questions at this level require the
pupils to solve unfamiliar problems or
combine parts to form a unique or
novel whole.
Example: Bilang mag-aaral, paano ka
makakatulong sa pagpapanatili ng
kalinisan n gating kapaligiran?

21. • 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.
• Weigh the appropriateness of the distribution
of checks against the students' level, the
importance of the test, the amount of time
available.

22. 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

23. 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)

24. 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

25. 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.

26. 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).

27. 8. When using incomplete statements place
the blank space at the end.
9. When possible organize the responses.
10. Reduce wordiness.
11. When writing distracters, think of
incorrect responses that students might
make.

29. Situational judgment test’s are designed to
clarify the difference between average
from superior response. The most effective
response will look at the situation from
various angles, consider a wider range of
action, and take account the long-term
consequences of action. (Sharpley, 2010)

30. Ranking questions ask you to rank
in order your response to a
situation. Multiple choice questions
ask you to choose the most
appropriate action or decision to
take in a given situation.
(http://www.foundationprogrammeguru.co.uk/the-situational-
judgement-test.html)

31. Since SJT questions require
learners to identify the best or
worst answer, the stem should be
presented in a manner in which
the test taker will choose the
correct answer by eliminating the
distractors.

32. In making the choices, the correct answer should
always be the one that actually solves the
problem or answer the question. Logically, the
“correct” answers need to be distinct from the
other answer options. Hence if two answer
options seem very similar, it would be very
difficult to identify the “distractor”.
(http://www.foundationprogrammeguru.co.uk/the-situational-
judgement-test.html)

35. • 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)