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1. True-false items
2. Multiple-choice type items
3. Matching types
4. Enumeration and filling of the
blocks
5. Essays
Ú True-false items, multiple-choice
type items, matching types, and
enumeration and filling of the
blocks ² used to tests the first
four to five levels of hierarchy of
educational objectives.
Ú

 


  

  
 

- are easier to construct
than the other types of objective
tests but the difficulty with
objectives grades are derived from
essay examinations often
discourage teachers from using
this particular form of examination
in actual practice.
Êevelopment of Objectives Tests
- require careful planning and
expertise in terms of actual test
construction. The more seasoned
teachers can produce true-false
items that can test even higher
order thinking skills and not just
mere rote memory learning.
u    
   
 
   
 ÕMPORTANT STEPS ÕN PLANNÕNG
FOR A TEST:

1. Õdentifying test objectives

2. Êeciding on the type of objective
test to be prepared
3. Preparing a table of specifications
(TOS)
4. Constructing the draft test items
5. Try-out and validation
1. Õdentifying Test Objectives
- an objective test, if it is to be
comprehensive, must cover the various
levels of Bloom·s taxonomy. Each
objective consists of a statement of
what is to be achieved and, preferably,
by how many percent of the students.
Example:

We want to construct a test on

the topic: ´subject-verb agreement
in Englishµ for a Grade V class.
The following are the typical
objectives:
 FÕVE TYPÕCAL OBJECTÕVES

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C. Application ² the students must be
able to write sentences observing rules
on subject-verb agreement.

Ê. Analysis ² the students must be able

to break down a given sentence into its
subject and predicate.



 










 


2. Êeciding on the Type of Objective Test

- the test objectives dictate the kind

of objective tests that will be designed
and constructed by the teacher. For
instance, for the first four (4) levels, we
may want to construct a multiple-choice
type of test while for application and
judgment, we may opt to give an essay
test or a modified essay test.
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4. Constructing the Test Õtems
- the actual construction of the test
items follow the TOS. As a general rule, it
is advised that the actual number of items
to be constructed in the draft double the
desired number of items,. For instance, if
there are five knowledge level items should
be included in the draft. The subsequent
test try-out and item analysis will most
likely eliminate many of the constructed
items in the draft (either they are too
difficult, too easy or non-discriminatory),
hence, it will be necessary to construct
more items than will actually be included
in the final test form.
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