The document discusses various types of tests, focusing on standardized and non-standardized assessments, their administration, and scoring methods. It emphasizes the importance of test item writing criteria, learner-centered approaches, and clear instructions to effectively measure student achievement. Additionally, it outlines different test formats, including multiple-choice, essay, and performance tests, and provides guidelines for their development and evaluation.

1. WRITING TEST
ITEMS
MARIA MARTHA MANETTE APOSTOL MADRID, Ed.D.
Professor
Panpacific University North Philippines
Urdaneta City, Pangasinan, Philippines

2. A test score may be
interpreted with regards
to a norm or criterion, or
occasionally both.
A standardized test
Formal
testing
often
results in a
grade or a
test score.
A non-standardized
test

3. Is an assessment intended
to measure a test-taker's
knowledge, skill, aptitude,
physical fitness, or
classification in many other
topics (e.g., beliefs).
A test may be
administered formally or
informally.
An example of an informal test
reading: test administered by a parent
to a child.
An example of a formal test: final
examination administered by a
teacher in a classroom or an I.Q. test
administered by a psychologist in a
clinic.

4. Standardized Test
any test that is administered and scored in a
consistent manner to ensure legal defensibility.[
standardized tests are often used in
education, professional
certification, psychology, the military, and
many other fields.

5. Non- Standardized Test
usually flexible in scope and format, variable in
difficulty and significance. Since these tests are
usually developed by individual instructors, the
format and difficulty of these tests may not be
widely adopted or used by other instructors or
institutions.
Maybe used to determine the proficiency level
of students, to motivate students to study, and
to provide feedback to students.
They may appear to be completely out of touch
with reality and may not show normal emotions.

6. Types of Test Items
Written test
Performance test
Physical test

7. Types of Test
Items
Written test
Tests that are
administered
on paper or on
a computer.

8. Types of Test
(Written Test)
Objective Type
Subjective Type

9. Allows for a broader but superficial
coverage of subject matter
Appropriate for checking factual
knowledge
Objective
Type Test
Less prone for subjective
interpretation of response
Easier to correct but time –
intensive to prepare

10. Allows deeper treatment of subject
matter but limited in cover
Useful for testing the higher levels
of thinking and reasoning
Subjective
Type Test
Used to check student’s ability to
organize and express his ideas
Easier to construct but checking of
responses is tedious and time
consuming

11. Criteria for Writing Test Items

12. Goal-Centered
Each test item should The language of the
measure the exact objective should guide the
behavior and response process of writing the
stated in the objective. assessment items.
A well-written objective will
prescribe the form of test Appropriate assessment
item that is most items should answer "yes"
appropriate for assessing to the following
achievement of the questions:
objective.
1. Does the assessment
2. Does the assessment
item require the same item provide the same
performance of the student conditions (or "givens")
as specified in the as those specified in the
instructional objective? instructional objective?

13. Learner-Centered
Test items should take This includes issues such as
into consideration the learners’ vocabulary and language
characteristics and needs levels, motivational and interest
levels, experiences and
of the learners. backgrounds, and special needs.
Another important aspect of
To start with, test items learner-centered assessment is
should be written using that the level of familiarity of
language and grammar that experiences and contexts
is familiar to the learners. needs to be taken into
consideration.
The examples, question
Learners should not be types, and response formats
asked to demonstrate a should also be familiar to
desired performance in an learners, and your items
unfamiliar context or should be free of any
setting. gender, racial, or cultural
bias.

14. Context-Centered
When writing test
It is important to make
items you should
your test items as
consider both the
performance context realistic and close to
and the learning the performance
context your wrote setting as possible.
about.
It is also important to
This will help ensure make sure the learning
the transfer of skills environment contains all
from the learning the necessary tools to
environment to the adequately simulate the
eventual performance performance
environment. environment.

15. Assessment-Centered
Test items should be Directions should be
well written and free clearly written to avoid
of any confusion on the
spelling, grammar, an part of the learner.
d punctuation errors.
Your learners should
It is also important to miss questions because
avoid writing "tricky" they do not have the
questions that feature necessary skill, not
double because your directions
negatives, deliberately were unclear, or
confusing because you wanted to
directions, or throw them off with
compound questions. unclear wording.

16. Directions for performance and
products should clearly
describe what is expected of
the learners.
Writing
Directions
You should include any special
conditions and decide on the
amount of guidance you will
provide during the assessment.
In some situations you may
want to provide no guidance.

17. The question inevitable arises as to
how many items are necessary to
achieve mastery of an objective? For
some skills only one item is necessary.
It is essential to keep in mind that, no
How matter how many items are created for
many an objective, the conclusion aimed for
items? should not be, "how many did they get
correct?" but rather, "does the number
correct indicate mastery of the
objective?"
Also keep in mind that while two items may be
better than one, it may also yield a 50-50
result, with a student getting one right and one
wrong. Would this indicate mastery? Gagn (1988)
suggests having three items in this case instead
of two, as two out of three provides a better
means of making a reliable decision about
mastery.

18. Objective Test Types
Short Answer Type
1. Uses a direct
question in w/c
expected Example:
response is one
or two What are the
characteristics of solid
sentences.
matter?
2. Tests recall
and
comprehension.

19. Alternative Answer Type
(True or False/Yes or No)
Example:
1. Limits the answer I. True or False
to 2 options. Direction: Write T if the
2. Does not give a statement is true and
picture of the f if false on the space
student’s mastery of provide before each
the subject matter. number.
3.Tests lower levels ______ 1. A solar water
of cognition. heater is powered by
4. If used as last
electrical energy.
alternative --
______ 2. The color black
MODIFY
does not reflect light.
______ 3. A shadow is the
absence of light.

20. 4.Include all relevant info
rmation and conditions
required for the stud 8.Do not use specific
ents to determiners(always, never,
correctly none, all, may, sometimes,
answer the item in the usually ).
descriptive statement. 9.Keep statements short.
5.Make the statement conc Long statements are
ise and clear. harder to read and more
6.Make sure the propositi difficult to judge true or
on that makes the false.
statement true or false 7.When possible, use
is evident. positive statements to
7.When possible, make a minimize confusion.
false statement 8.Do NOT lift test items
consistent with a typica verbatim from the
l misconception. book.

21. Completion Type
(Filling the blanks)
Example:
1. A statement II. Fill-in-the-blanks
that has to be Direction: Complete each
completed with a sentence by writing the
word or phrase. words on the space
provided.
2. Probes
1. The first president of
student’s ability to the Phil Republic
recall. is _______.
3. If used, make 2. A _____________ is the
sure there is only place that provides an
one possible organism with
answer. food, water
and shelter.

22. Identification
Example:
•Uses a direct II. Identification
statement in w/c Direction: Write the
expected word/s that best
response is one describe/s the following
statement/s on the
or two word/s
space provided before
•Tests recall and each number.
comprehension. ________1. Spectrum of
light is seen by humans.
________2. The colors of
the rainbow when
combined on a color
wheel and spun.

23. Matching Type
Example:
III. Matching Type
Direction: Match items in
Column B with items in
1. Uses a direct Column A. Draw an arrow
question in w/c from Column A to Column B.
expected
A B
response is one
1. food web a. mushrooms,
or two
fungi, or mold
sentences.
2. Tests recall
and bacteria.
and 2. recycle b. contamination
comprehension. of an
environment
especially by
man made
waste.

24. Multiple Choice
1.Keep the stem Example:
simple, inclu I. Multiple Choice.
ding only Direction: Encircle the letter
relevant of the correct answer.
information. 1. When the colors of the
2. Include the same rainbow are combined on a
number of color wheel and spun,
alternatives or what color is produced?
options for A. black
each item. B. orange
C. white
D. yellow

25. Multiple Choice
Example:
I. Multiple Choice.
3. Keep the Direction: Encircle the
alternatives letter of the correct
simple by answer.
adding 2. When your body adapts
common to your exercise
words to the load, you should
stem rather a. decrease the load
than including slightly.
them in each b. increase the load
alternative. slightly.*
c. change the kind of
exercise you are
doing.
d. stop exercising.

26. Multiple Choice
Example:
I. Multiple Choice.
Direction: Encircle the letter
4. Put of the correct answer.
alternatives 3. According to the 2010
in a logical census, approximately what
order. percent of the Philippine
population is of Spanish or
Hispanic descent?
Correct:
a. 25% a. 2%
b. 39% b. 9 %
c. 2% c. 25 %
d. 9%* d. 39 %

27. Multiple Choice
Example:
I. Multiple Choice.
Direction: Encircle the letter of the
5. Keep the correct answer.
grammar 4. What spectrum of light is seen by
consistent humans?
between A. electromagnetic
B. infrared
stem and C. ultraviolet
alternatives. D. visible
5. What is used to refract light?
A. microscope
B. mirror
C. prism
D. telescope
6. Why do rainbows appear?
A. They act like concave lenses.
B. They act like convex lenses.
C. They act like mirrors.
D. They act like prisms.

28. Example:
I. Multiple Choice.
Direction: Encircle the letter of the
correct answer.
4. When the colors of the rainbow
are combined on a color wheel and
spun,
5. Keep the what color is produced?
A. black
grammar
B. orange
consistent C. white
between D. yellow
stem and 5. If you combine red lenses and
yellow lenses what color will objects
alternatives. appear?
A. orange
B. red
C. white
D. Yellow
6. When a pencil is dropped into a
glass of water the pencil looks like it
has
cracked in half. What happens to
light to make this happen?
A. It is absorbed.
B. It is emitted.
C. It is reflected.

29. Multiple Choice
Example:
I. Multiple Choice.
Direction: Encircle the letter of the
6. Avoid correct answer.
7. What is the best reason for listing
including information sources in your research
an assignment?
alternative a. It is required.
b. It is unfair and illegal to use
that is someone's ideas without giving
significantly proper credit.*
longer than c. To get a better grade.
d. To make it longer.
the rest. Correct:
7. What is the best reason for listing
information sources in your research
assignment?
a. It is required by most teachers.
b. It is unfair and illegal to use
someone's ideas without giving
proper credit*
c. To get a better grade on the project
d. So the reader knows from where you
got your information.

30. Multiple Choice
Example:
I. Multiple Choice.
Direction: Encircle the letter of the correct
answer.
7. Limit the 8. Which of the following is NOT true of
use of the Constitution?
negative
a. The Constitution sets limits on how a
s government can operate.
(e.g., NO b. The Constitution is open to different
T, EXCEP interpretations,
T) c. The Constitution has not been
amended in 50 years.*
Correct
8. Which of the following is true of the
Constitution?
a. The Constitution has not been
amended in 50 years
b. The Constitution sets limits on how a
government can operate*
c. The Constitution permits only one
possible interpretation

31. Multiple Choice
Example:
I. Multiple Choice.
8. Avoid Direction: Encircle the letter of
alternative the correct answer.
s that are 9. When your body adapts to your
opposites exercise load, you should
if one of a. decrease the load slightly
the two b. increase the load slightly*
c. change the kind of exercise you
must be
are doing
true.
d. stop exercising
Correct:
9. When your body adapts to your
exercise load, you should
a. decrease the load slightly
b. increase the load slightly*
c. decrease the load significantly
d. increase the load significantly

32. Multiple Choice
12. Avoid direct
9. Do not test students on quotations from a
material that is text in an item.
already well-learned 13. Distribute correct
prior to your answers fairly
instruction. evenly among the
10. Avoid giving too many "letters.“
clues in your 14. Make sure your
alternatives. items actually
11. Limit the use of "all of measure what
the above" or "none they are intended
of the above” and to measure.
always, never or
similar terms.

33. Essay Test
Knowledge: recall, define, arrange, list,
label, identify, match, reproduce
1. Specify and
define what
mental
Comprehension: describe, explain, recognize,
process you restate, review, translate, classify; give examples;
want the (re)state in own words
students to
perform
Application: apply, illustrate, interpret,
operate, solve, predict, utilize

34. Essay Test
Analysis: analyze, compare, contrast, dist
inguish, examine, experiment, diagram;
outline
1. Specify and
define what
mental
Synthesis: design, develop, formulate, propose, c
process you onstruct, create, reorganize, integrate, model, inc
want the orporate, plan
students to
perform
Evaluation: evaluate, argue, assess, co
mpare, contrast, conclude, defend, jud
ge, support, interpret, justify

35. Essay Type Test
2. Integrate course 3. Start questions with
objectives into the an active verb
essay items. (compare, contrast, ex
plain why).
4. Avoid writing essay
questions that require
5. Indicate an
factual knowledge,
appropriate response
(questions beginning
with interrogative length for each
pronouns :who, when, question.
why, where).
6. Set time limits if 7. Note graded weights
necessary. to questions.

37. Developing the Instrument
Identify the elements to be evaluated these elements should be
taken directly from the behaviors and criteria
included in your objectives.
Make sure that the elements you select can be observed
during the performance.
Paraphrase each element elements should be paraphrased to
cut down on the length of the instrument.
Also, make sure that a "Yes" response on the instrument always
corresponds with a positive performance, and a "No" response
with a negative performance.
Sequence the elements on the instrument the order in which
the elements are listed should match the natural
order of the performance.
For example, if you are creating an instrument to help assess
the changing of a tire you would not put "Tightens lug nuts on
new tire" at the top of the list.

38. Developing the Instrument
Select the type of judgment to be made by the evaluator .
When evaluating a performance, product, or attitude, judgments
can be made using checklists, rating scales, or frequency counts.
Checklists provide a simple "yes" or "no" as to whether or not a
learner meets a criterion or element.
Rating scales take this a step further by allowing for in-
between ratings instead of strictly "yes" or "no". Frequency
counts are used for indicating the number of times a learner
meets or displays a criterion or element. This is good if the
element can be observed more than once.
Determine how the instrument will be scored. With checklists
you can simply add up the "yes" answers to obtain a score for
each objective and for the entire process or product.
With rating scales you can add up the numbers assigned for
each element. Frequency counts are a little more complicated as
you have to determine how to create a score. You can add up the
frequencies for an element, but you would still have to determine
what constitutes a good score and whether a lack of an
occurrence would be detrimental.

39. Design Evaluation Chart
Skill Objective Assessment Item(s)
1 Objective 1 Test item
2 Objective 2 Test item
3 Objective 3 Test item

40. Using Scoring Rubrics
Sample:
Score Point Description
10 The response reflects a strong mastery. The writer clearly
identifies the subject matter, and the essay is focused and has
a fluent, clear progression of ideas and evenness of
development. The writer provides specific, relevant
details to support ideas. Sentence structure is
varied and effective, and word choice demonstrates the
ability to use a large vocabulary skillfully.
9 The response reflects a very good mastery of expository writing.
There are strengths in all four criteria. The writer identifies the
topic. The essay stays focused and progresses logically with no
break. The writer uses specific details and clearly links events and
relationships. A few minor flaws in coherence may be present. The
writer addresses all aspects of the prompt and uses effective
vocabulary and sentence structure.

41. Types of Test
(Physical Fitness Test)
A test designed to
measure physical strength,
They are commonly agility, and endurance.
employed in educational
institutions as part of the
physical education
curriculum, in medicine as
part of diagnostic
testing, and as eligibility
requirements in fields that
focus on physical ability
such as military or police.

42. Types of Test
(Performance Test)
An assessment that
requires an examinee
to actually perform a
Performance tests are commonly task or activity, rather
used in workplace and professional than simply answering
applications, such as professional
questions referring to
certification and licensure. When
specific parts. The
used for personnel selection, the
tests might be referred to as a work
purpose is to ensure
sample. greater fidelity to
what is being tested.
A licensure example is the Licensure
Examination for Teachers (LET) for would
be teachers.
Another example is a driving test to
obtain a driver's license. Rather than
only answering simple multiple-choice
items regarding the driving of an
automobile, a student is required to
actually drive one while being evaluated.

43. Reference/s
Selected Response Items - Grade 4
www.ed.gov.nl.ca/.../gr4-selected-response-ite... - Isalin ang
pahinang ito
File Format: PDF/Adobe Acrobat
Selected Response Items. Grade 4. (I). Multiple Choice. 1. If crickets
live in sandy ... Use the food chain below to answer the next three
questions. ...
11 - Developing Tests - NAPCE
www.napce.org/documents/.../11_tests_4th.pd... - Isalin ang pahinang ito
File Format: PDF/Adobe Acrobat - Mabilis na Pagtingin
An “objective” test is a test made up of close-ended questions. Objective
tests have ... There are four common types of objective questions. These are
the ...
 Test (assessment) - Wikipedia, the free encyclopedia
 en.wikipedia.org/wiki/Test_(assessment)
 Tests are sometimes used by a group to select for certain
types of individuals to ... As a result, these tests may consist
of only one type of test item format (e.g., ...
www.slideshare.net

44. Harry Wong had said, true
educators are the ones who
will always be willing to
share their knowledge and
resources to other
educators.