The document outlines the various purposes and types of tests used in education, such as assessing student understanding, progress, strengths and weaknesses, and qualifications for further opportunities. It discusses subjective and objective test formats, including essay, multiple-choice, and true/false questions, along with their advantages and disadvantages. It also provides guidelines for crafting effective test items to ensure they accurately measure student knowledge and skills.

1. Different
types of
Test

2. Why do We give
tests?

3. Tests have many purposes in our
schools
To assess a students understanding of a
given topic within a subject and identify
what they have learned.
To evaluate a students progress in a
subject within a given period of time.
To assess a students strength and
weaknesses for focus, assistance or
individual instruction.
To determine who will receive awards,
recognition and scholarships.

4. To provide a basis of qualification
for entry into a school, program,
internship, higher education,
scholarship.
To gain college credit-advanced
placement exams.
To measure a teacher or schools
effectiveness
 Part of teacher evaluation
 High-stakes testing

5. Kinds of tests
Intelligence tests
Personality tests
Aptitude tests
Performance tests
Achievement tests
Comprehensive exams
Standardized tests
Teacher-made tests

6. Placement
Diagnostic
Achievement
Proficiency
Criterion-referenced
Norm-referenced
Formal
Informal
Other categories of tests

7. TYPES OF

8. Subjective:
 Usually essay or brief answer type questions
 Teacher requires particular information
 May require a couple words or several paragraphs
Objective:
 Require correct factual response from two or more sources
Two Types of Test (Questions)

9. Subjective Test Samples
Short Essay
 A phrase
 A couple of sentences
Long Essay
 Three sentences
 Several Pages

10. Essay

11. A response is written in paragraph
form to in answer to a question or to
fulfill requirements of an item.
Essay Test Require you to:
Draw conclusions
Interpret Info
Organize Material
Express logical thinking
Evaluate problems
Analyze situations

12. 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.
Restricted response type
The test limits the examinees response may be answered
by the examinee’s response 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.

13. Advantages
• Essay items can test complex learning
objectives and process used to answer the
question.
•Summary, critique, analysis, defense, etc
•These items require test takers to
demonstrate their writing skills as well as
correct spelling and grammar.
•Essay items are not given to guesswork.
Disadvantages
• Test items can be made quickly but take quite
some time to answer and check.
•The grading process may be subjective -
different score results for different teachers.
•Essay questions may potentially be unreliable
in assessing the entire content of a subject
matter.

14. What to look for on Essay Tests
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.
Example: “Compare” or “Analyze”

15. The questions are written in the
linguistic level appropriate to the
students.
Proposed Criteria in Grading Essay
Test
Ideas (20%)
Weight of Evidence Presented (20%)
Correct Usage (20%)
Logical Conclusions drawn from the
evidence (40%)

16. Example:
What is wrong with this question?
Describe Asthma?
Better: (Clearly explain what is expected of the student)
Describe asthma. Include in your answer:
 The pathophysiologic features of asthma
 The clinical manifestations associated with an asthma episode
 The management of an asthma episode.
(10 points)

17. 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)

18. Objective Tests Samples
•True/False
•Sentence completion
•Matching
•Multiple Choice

19. Matching
type

20. Provides a defined term
and requires a test taker
to match identifying
characteristics with the
correct term.

21. Advantages:
Matching type items usually requires less time for test takers to
answer.
They are easy to score and grade
Distracters may be provided.
Disadvantages:
Answers are already provided which
makes it prone to guesswork.
These items do not allow test takers to
demonstrate knowledge beyond the
choices.

22. Guidelines:
Keep the list of items short and put the brief
responses on the right.
Use a larger, or smaller, number of responses
than premises, and permit the responses to be
used more than once.
Specify in the directions the basis for matching
and indicate that each responses may be used
once, more than once or not at all.

27. Completion
Type

28. Provides a test taker with identifying
characteristics and requires the test
taker to recall the correct term.
Students may guess but with more
difficulty.
This Type of item is generally feared by
students when no word bank is
provided.

29. What to look for on sentence Completion
Tests
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 the grammatical clues are
avoided.

32. Multiple choice

33. A number of set answers for each
question or item is provided

34. Advantages:
Multiple choice questions usually requires
less time for test takers to answer.
They are easy to score and grade
They provide greater coverage of material
and allows for a wide range of difficulty.
They can easily diagnose a test takers
difficulty with certain concepts.
They test many levels of learning as well as
a test takers ability to integrate information,
and can provide feedback to the test taker
about Why distracters were wrong and Why
correct answers were right.

35. Disadvantages:
Multiple choice items do not
allow test takers to demonstrate
knowledge beyond the choices.
They may encourage guessing or
approximation due to the
presence of At least one correct
answer.
Multiple choice items that are
effective usually take a great time
to construct.

36. Guidelines:
Design each item to measure an important
learning outcome.
Present a single, clearly formulated
problem in the stem of the item.
State the stem of the item in simple, clear
language.
Put as much of the wording as possible in
the stem of the item.
State the stem of the item in positive form,
wherever possible.

37. Emphasize negative wording whenever it is
used in the stem of an item.
Make certain that the intended answer is
correct or clearly best among choices.
Make all alternatives grammatically consistent
with the stem of the item and parallel in form.
Avoid verbal clues which might enable
students to select the correct answer or to
eliminate an incorrect alternative.
Make the distracters plausible and attractive
to the uninformed.

38. Ex: which of the following activities will test the reliability of the
achievement test?
a. Administer a single test but to two different groups of students.
b. Administer two different tests but to the same group of students.
c. Administer two parallel tests to two different groups of students.
d. Administer two equivalent tests to the same group of students.
Answer: D

39. Alternate
Response

40. Binary choice- a statement is either
True or false.
Modified True or false.

41. Advantages:
True-false items can cover a wide range of difficulty levels.
 These require less time to answer, and are easily graded
and scored.
Disadvantages:
 These do not allow for test takers to demonstrate
broad range of knowledge.
 Guesswork may work.

42. Guidelines:
Include only one central significant idea in each statement.
Word the statement so precisely that it can be judged
unequivocally True or false.
Use negative statements sparingly and avoid double
negatives.
Statements of opinion should be attributed to
some source.
Keep statements short and use simple
language structure.