Test Contruction

1. Test Construction
Rosemarie C. Blando
Division Coordinator, AP

2. Test is….
a measuring tool to
capture your
cognitive traits
through pen and
paper

3. a tool in which measuring
unit depends on its length
and level of difficulty of items
indicated by its assigned
points or percentage of
examinees who got the
correct answer.

4. Why do we give
test?

5. Test allow …
• Students to answer at the
same time using the same
format.

6. Test allow …
• Students to answer at the
same time using the same
format.
• Objective scoring of students
knowledge

7. Test allow …
• Students to answer at the
same time using the same
format.
• Objective scoring of students
knowledge
• Easy grading system

8. Test allow …
• Students to answer at the
same time using the same
format.
• Objective scoring of students
knowledge
• Easy grading system
• Easy ranking of students

9. What are the
structure of a test?

10. STRUCTURE OF A TEST
1. Stem

11. STRUCTURE OF A TEST
1. Stem
is the beginning part of
the item that presents the item as
a problem to be solved, a question
asked of the respondent, or an
incomplete statement to be
completed, as well as any other
relevant information.

12. SAMPLE OF A STEM
If a=1, b=2. What is a+b?

13. STRUCTURE OF A TEST
2. Options

14. STRUCTURE OF A TEST
2. Options
The options are the
possible answers that the
examiner can choose from,
with the correct answer called
the KEY and the incorrect
answers called
DISTRACTORS.

15. SAMPLE OF OPTIONS
If a=1, b=2. What is a+b?
A. 2 B.3 C.4
D.10 E.8
Letter B – is the key
while the rest are
distractors

16. Flowchart of test construction
1. Formulate test
objectives

17. What cognitive learning objectives
could be targeted by the test?
Use the revised
taxonomy of cognitive
behavior as your
framework.

18. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

19. The revised blooms taxonomy
Knowledge
Dimension
Description
Factual Terminologies,specifics details and
elements
conceptual Knowledge of classifications,
principles ,generalization,theories
Procedural Knowledge of subject –specific skills
and procedures
Metacognitive Self-knowledge ,strategic knowledge
,contextual and conditional

20. Remembering
The learner is able to recall ,restate
and remember learned information.
• Recognizing
• Listing
• Identifying
• Retrieving
• naming

21. Locating
Finding
Can you recall the information?

22. Understanding
Interpreting
Exemplifying
Inferring
Paraphrasing
Explaining

23. Describing
Classifying
Can you explain ideas or
concepts?

24. Applying
The learner makes use of
information in a context different
from the one in which it was
learned.
•Implementing
•Carrying out
•Using

25. Executing
Applying
Doing
Can you use information in
another familiar situation.

26. Analysing
The learner breaks learned
information into its parts to best
understand the information,
Differentiating
Organizing
Deconstructing

27. Outlining
Distinguishing
Can you break information into parts
explicit understandings and
relationships?

28. Evaluating
The learner makes decisions based
on in-depth reflection ,criticism and
assessment.
Checking
Critiquing
Judging

29. Testing
Detecting
Monitoring
Can you justify a decision or course of
action?

30. Creating
The learner creates new ideas and
information using what has been
previously learned.
Designing
Constructing
Planning

31. Producing
Inventing
Devising
Can you generate new
products ,ideas or ways or
viewing things?

32. Formulate test objectives
Remember the ABC 3 when
determining test objectives
A- audience
B- behavior
C-content or the subject matter
C- condition
C- criterion

33. SMART
S-= specific
M= measurable
A= attainable
R= Realistic
T= Time bound

34. 2. Construct a table of
specifications
Two way
Decide on the test
format

35. Check the table of specifications
Inspect the TOS,
check the scope of test ,
the distribution of the items
correctness of the
classification of behavior .
Better if a specialist helps
check the work.

36. Write the test items.
Follow the guidelines in
constructing the
different test formats.

37. Multiple Choice Items
• Advantages:
– Extremely versatile-can measure the higher level
mental processes (application, analysis, synthesis
and evaluation)
– A compromise between a short answer/essay and
T/F item
– Can cover a wide range of content can be sampled
by one test
• Disadvantages
– Difficult to construct plausible alternative responses

38. Types of Multiple Choice Items
• Four Basic Types
– Question Type
– Incomplete Statement Type
– Right Answer Type
– Best Answer Type
• Which Type is Best?
– Question Type vs. Incomplete Statement
– Right Answer vs. Best Answer Type

39. Multiple Choice Items
1. Writing the stem first:
A. Be sure the stem asks a clear question
B. Stems phrased as questions are usually easier to
write
C. Stems should not contain a lot of irrelevant info.
D. Appropriate reading level/terms
E. Be sure the stem is grammatically correct
F. Avoid negatively stated stems

40. Multiple Choice Items
• Writing the correct response
– Use same terms/reading level
– Avoid too many qualifiers
– Assign a random position in the answer sequence
• Read the stem and correct response together
• Generate the distractors/alternative responses

41. Multiple Choice Items
• Other Tips for Constructing MC Items:
– Items should have 3-4 alternatives.
– Stem should present a single, clearly formulated
problem
– Simple, understandable, exclude extraneous words
from both stem and alternatives
– Include in the stem any word that are repeated in
each response
– Avoid all of the above (can answer based on partial
information)
– Avoid none of the above

42. Multiple Choice Items
• Alternative responses/distractors should be plausible
and as homogeneous as possible
• Response alternatives should not overlap
– Two synonymous terms (arithmetic average/mean)
• Avoid double negatives
– None of the following are part of the brain except which one?
• Emphasize negative wording
• Each item should be independent of other items in the
test
– Information in the stem of one item should NOT help answer
another item.

43. Multiple choice item
Should have a clear problem
Example:
The IT capital of India is ______

44. Multiple choice item
Should have a clear problem
Plausible distractors
Ex: The IT capital of India is
a. Mysore
b. Mumbai
c. Bangalore
d. New Delhi

45. Multiple choice item
Alternatives that are
grammatically parallel to
the stem and arranged
logically, alphabetically
or according to
length/value.

46. Multiple choice item
Ex: Ang mga sumusunod ay ang mga
dahilan sa pagkabigo ng rebelyon
maliban sa isa:
a.kawalan ng katarungan
b.kawalan ng mahusay ng lider
c.kawalan ng kasanayan sa
pakikidigma at mga armas
d.kawalan ng pagkakaisa at mas
malalim na damdaming makabayan

47. Multiple choice item
Only one correct or clearly best answer
Ex:
33. Ito ay isang sakit na namiminsala
tuwing tag-ulan na dala ng lamok na
Aedes Aegypti.
a. SARS b. dengue
c. cholera d. Hepatitis A

48. All multiple choice
options should be
grammatically consistent
with the stem

49. Alin sa mga sumusunod na
bansa ang hindi matatagpuan
sa Silangang Asya?
a. Tsina
b. Hapon
c. Pilipinas
d. Timog Korea

50. Should avoid
=double negatives in the stem

51. Should avoid
=double negatives in the stem
=irrelevant materials in the stem

52. Should avoid
=double negatives in the stem
=irrelevant materials in the stem
=having pattern

53. Should avoid
=double negatives in the stem
=irrelevant materials in the stem
=having pattern
=verbal clues in the stem and correct
answer
=avoid vague qualitative modifiers
such as many ,large ,much ,small

54. Should avoid
=double negatives in the stem
=irrelevant materials in the stem
=having pattern
=verbal clues in the stem and correct
answer

55. Should avoid
=double negatives in the stem
=irrelevant materials in the stem
=having pattern
=verbal clues in the stem and correct
answer
=avoid vague qualitative modifiers
such as many ,large ,much ,small

56. Avoid specific determiners or
give –away qualifiers. Never,
no, all, always

57. Avoid specific determiners or
give –away qualifiers. Never,
no, all, always
Avoid use of unnecessary
words or phrases ,which are
not relevant to the problem

58. Avoid silly or obvious
distractors
1. The IT capital of India is
a. Mexico
b. Mysore
c. Mumbai
d. Bangalore
*A is the obvious distractors because it is a
country, not a city in India

59. Write the test items
Validate the face and content of the
item/rubric
Check if:
It looks good
The guidelines in test construction
were followed
The target behaviours in the TOS
were met

60. Any
questions?

61. Any violent
reactions?

62. Any
clarifications?

63. It is clear?

65. This Time, Lets Do It
Yes, this time lets do this reform
TOGETHER….
this life-changing power
of K to 12 can make a difference.
For our Filipino children and adults.
For our Country

66. END WITH
IT TAKES A VILLAGE TO RAISE A
CHILD

67. MARAMING
SALAMAT
PO!

68. WORKSHOP
1. Write your own TOS individually on the
bond paper
2. 50 items, multiple choice, 30 days
2 – way grid – 4 obejctives minimum
3. Write only 6 items on the yellow paper
that shows the 6 cognitive skills - 1
item per skill (revised Bloom’s
Taxonomy)
4. Time limit – 1 hour
5. Use a reference/textbook/Lesson Plan