Test

Construction
 Why Do We Assess?
• To implement strategies that respond to
diverse needs.
• To improve effectiveness by:
• Measuring how and what students learn,
• Developing new and varied educational
experiences, and
• Revealing students mastery.
Why Assessment?
Formative and
Summative
Assessments
 What is the
difference between
formative and
summative
assessment?
 The Garden Analogy
If we think of our children as plants …
Summative assessment of the plants is the process
of simply measuring them. It might be interesting to
compare and analyse measurements but, in
themselves, these do not affect the growth of the
plants.

Formative assessment, on the other hand, is the

equivalent of feeding and watering the plants
appropriate to their needs - directly affecting their
growth.
 Food analogy
“When the cook tastes the
soup, that’s formative
assessment. When the
customer tastes the soup,
that’s summative
assessment.”
 FORMATIVE ASSESSMENT
• The goal of formative
assessment is to monitor student
learning to provide ongoing
feedback that can be used by
instructors to improve their
teaching and by students to
improve their learning.
PURPOSE To guide and adjust instruction and
provide student feedback.
To provide evidence of progress and
learning over time.

WHEN Regularly and frequently during

lessons and units.

HOW STUDENTS USE THE To self-monitor understanding and

RESULTS progress.

HOW TEACHERS USE THE To check for understanding in order

RESULTS to adjust and differentiate
instruction.
WHAT Rubrics, exit slips, self-assessment
checklists, conferences/anecdotal
records, questions, conversations
 SUMMATIVE ASSESSMENT
• The goal of summative assessment is
to evaluate student learning at the end
of an instructional unit by comparing it
against some standard or benchmark.
• Summative assessments are
often high stakes, which means that
they have a high point value.
EXAMPLES OF SUMMATIVE TESTS
• a midterm exam
• a final project
• a paper
• a senior recital
• Performance Assessment
• Portfolio
• Traditional Tests
 SUMMATIVE ASSESSMENT
PURPOSE To determine if students have mastered
what they should know, understand and
be able to do.
WHEN End of lesson, unit, course, year
HOW STUDENTS To gauge their progress towards course or
USE THE RESULTS grade-level expectations
HOW TEACHERS To provide feedback, to indicate progress
USE THE RESULTS and to inform future instructional
decisions.
To determine a grade that represents what
the student knows, understands, and is
able to do.
WHAT Projects, portfolios, paper and pencil tests,
FCAT, exit exams, district assessments,
presentations
Assessment FOR Assessment AS
Learning Learning
Occurs when Occurs when
students use students reflect
inferences about on monitor and
student progress their progress to
to inform their inform their
teaching future learning
goals.
Assessment OF Learning
Occurs when teachers use
evidence of student learning
to make judgments on
student achievement against
goals and standards
 Formative Assessment
• Assessment for learning
• Taken at varying intervals
throughout a course to provide
information and feedback that will
help improve
–the quality of student learning
–the quality of the course itself
 Summative Assessment
• Assessment of learning
• Generally taken by students at the end of a
unit or semester to demonstrate the "sum" of
what they have or have not learned.
• Summative assessment methods are the most
traditional way of evaluating student work.
• "Good summative assessments--tests and
other graded evaluations--must be
demonstrably reliable, valid, and free of bias"
(Angelo and Cross, 1993).
 Factors Inhibiting Assessment
• A tendency for teachers to assess quantity and
presentation of work rather than quality of learning.

• Greater attention given to marking and grading,

much of it tending to lower self esteem of students,
rather than providing advice for improvement.

• A strong emphasis on comparing students with each

other, which demoralizes the less successful learners.
 Planning &
Constructing Test:
A Way of
Assessing True
Learning
 Topic
Outlines
Planning
a
Test
 Test should be
representative of
objectives and
material covered
 Major student
complaint:
Tests don’t fairly cover
the material that was
supposed to be
canvassed on the test.
 what was
taught/weight
areas to be tested
 this is the test plan, i.e., which
questions test what concept
Plotting the objectives/
competencies against some
hierarchy representing levels of
cognitive difficulty or depth of
processing
Match the question
type with the
appropriate level
of learning
For each check on the
blueprint, jot down
(might use 3x5 cards)
3-4 alternative question
on ideas and item types
which will get at the
same objective
 Organize
questions and/or
ideas by item
types
Eliminate similar
questions
Walk away from
this for a couple
of days
 Reread all of the
items – try doing
this from the
standpoint of a
student
 Organize
questions logically
 Time yourself actually
taking the test and then
multiply that by about 4
depending on the level of
students
Analyze the
results
OBJECTIVE TEST
 * Meaning of Objective Test
* Categories of Objective Test
* Advantages and Disadvantages
of
Objective Test
* Types of Objective Test
 What is Objective Test?

• It is generally call for single words, phrases,

numbers, letter and other symbols as
response to items.

• Is defined as one for which the scoring rules

are so specific that they do not allow scorers
to make subjective inferences or judgments.
 Categories of Objective Test

• Constructed Response Format

• Selected Response Format
I- Constructed Response Format
- Supply type
- Identification
- Completion type
- Simple Recall
 II- Selected Response Format
- Selection type
- True or False
- Matching Type
- Multiple Choice
 Advantages
• Scoring is not subjective because the
responses are single words, phrases, numbers,
letters and other symbols with definite value
points and hence, the personal element of the
scorer is removed.
• The objective test is better prepared than the
essay test because there are principles to be
applied in its construction.
 Disadvantages
• It is harder to prepare.
• Generally, it measures factual
knowledge only.
• It does not help in nor encourage the
development of the ability of the
students to organize and express
their ideas.
 Disadvantages
• It encourages memory work even
without understanding.

• It is easier to cheat in an objective

examination than in essay
examination.
Constructed Response Format
Supply type
1. IDENTIFICATION TYPE OF TEST
 IDENTIFICATION TYPE OF TEST
- An objective type of test in a form of
completion test which is defined,
described, explained or indicated by a
picture, diagram or a concrete object and
the term referred to is supplied by the
students.
- Commonly known as
FILLING THE BLANKS.
For the DIRECTIONS:
SUPPLY the sentence with the correct term by choosing
the word from the box. Write the answer on the space provided
for.

For the DIRECTIONS:

FILL THE BLANKS with the correct word. Write your
answer on the blanks provided.
For the DIRECTIONS:
IDENTIFY the following items and write
the answer on the space provided before each
number.
HOW TO CONSTRUCT THE IDENTIFICATION TYPE TEST

1. The definition, description or

explanation of the term may be given by
means of phrase or incomplete
statement if its not indicated by a
picture, diagram or complete object.
2. The statement should also be phrased
that there is only one response.
EXAMPLE OF IDENTIFICATION TYPE OF TEST

Directions: : IDENTIFY the following items and write the

answer on the space provided before each number.
_____1. The best and the most accurate measure of
variability.

_____2. It is the process of evaluating an item to

determine value, discriminating power an the
effectiveness of the item.
DIRECTIONS: SUPPLY the sentence with the correct
term by choosing the word from the box. Write the
answer on the space provided for.
Standard Deviation
Correlation
Item Analysis
Mean

_____1. The best and the most accurate measure

of variability is _______.
_____2. It is the process of evaluating a test of an
item to determine value, discriminating power an
the effectiveness of the item.
2. Completion
Test
Item
 Completion type Test
• An objective type of test that includes series
of sentences which certain important words of
phrase has been omitted for the pupils to fill
in a sentence may contain one or more blanks
and the sentences may be disconnected or
organized into a paragraph. Each blanks
counts one point.
Suggestions for
Writing
Completion Test
Item
VERY IMPORTANT!

• Make the blanks equal in length to

avoid clues. Long blanks suggest long
answers, short blanks suggest short
answers.
1. Items should require a single-
word answer, or a brief and define
statement.
• Avoid statements that are so
indefinite that they may be
logically answered by several
terms.
Poor item: The world war II ended in
_________.
Good Item: The world war II ended
in the year _________.
2. Be sure the question or
statement possesses a problem to
the examinee.
A direct question is often more
desirable than an incomplete
statement.
3. Be sure the answer that the
student is required to produce is
factually correct.
Be sure the language used in the
question is precise and accurate in
relation to the subject matter area
being tested.
4. Omit only key words; don’t
eliminate so many elements that
the sense of the content is
impaired.
Poor item: The _______ type of test item
is usually more ________ than the type.

Good Item: The supply type of test item

is usually grade less objectively that the
_______ type.
5. Word the statement such
that the blank is near the end
of the sentences rather than
near the beginning. This will
prevent awkward sentences.
6. If the problem requires a
numerical answer, indicate the
units in which it is to be
expressed.
 Sample
Completion
Test Item
• Directions: Fill in the blanks with the correct
answer. Write the answer on the space
provided.
1. The Father of educational testing is ________.
2. Alfred Binet a French psychologist and also
known as the _________.
1. The evolutionary theory of
Darwin is based on the principle
of (survival of the Fittest).
2. Columbus discovered America
in the year (1492).
3. The name of the capital city of
Philippines is (Metro Manila).

4. Who became the first woman

president of the Philippines?
(Corazon C. Aquino)
 3. Recall Type of Test
- Objective type of test that sometimes
require the student to supply an answer to
direct question and sometimes require him
to complete a statement where a word or
phrase has been omitted.
 How to construct Simple Recall Test
• Do not lift statement from the book verbatim.
• Frame the questions so that one correct
answer is possible.
• Avoid extraneous hints that give the students
clues to the answer.
• Design the test items so that the blank comes
at the end of the statement.
 How to construct Simple Recall Test
• If the item requires the pupils to compute
figures in order to arrive at an answer, always
indicate the units to express the answer,
whether it is feet, inches or in seconds,
minutes or hours and minutes.
 Example
Directions: Follow the directions in each of the problem
below. Write the answer to each problem in
the blank provided at the left. You may use
the side of this sheet for computation.

14.90 1. The following are the scores of Mathematics

student 18, 12, 16, 10, 10, 22, 15, 13, 17, & 18. What is
the mean?

A. Benit 2. Who is the father of mental/modern testing?

II - Selected Response Format

- Selection type
 True or
False
Test Item
- An objective type test
presented in a form simple
declarative statement, to
which the pupils respond
indicating whether the
statement is true or false. It
is applicable to all learning
areas.
Suggestions for
Writing
True or False
test item
1. The desired method of marking
true or false should be clearly
explained before student begin the
test.
2. Construct statements that are
definitely true or definitely false,
without additional qualifications. If
opinion is used, attribute it to
some source.
3. Use relatively short statements
and eliminate extraneous
material.
4. Keep true and false statements
at approximately the same
length, and be sure that there
are approximately equal numbers
of true and false items.
5. Avoid using double-negative
statements. They take extra time to
decipher and are difficult to
interpret.
6. Avoid the ff. :

verbal clues, absolute, and

complex sentences
broad general statements that
are usually not true or false
without further qualifications
 terms denoting indefinite degree
(e.g. large, long time, regularly),
or absolutes(e.g. never, only,
always)

placing items in a systematic

order( e.g. TTFF, TFTF, and so
on) and
 taking statements directly
from the text and presenting
them out of context.
 Sample
True or False
Test Item
1. High IQ children get high grades in
school.
2. Did Romeo say, “I never met a man
I didn’t like” in a Shakespeare’s Romeo
and Juliet?
3. If a US plane crashed on the
Mexican-America border, the survivors
would be treated in the United States
hospital.
4. The use of double negatives is
undesirable characteristic of diplomats
and academicians.

5. The trend toward competency

testing of high school graduates began
in the late 1970s.
Matching Type
Test Item
Like true-false items, matching
items represent a popular and
convenient testing format. Just like
good true-false items though, good
matching items are not as easy to
write as might you think.
 The following
aspect s should be
considered for
constructing the
test item:
1. HOMOGENITY

Topics included in the

construction of the matching
type item should be
homogenous.
2. ORDER OF
LISTS
Colum A should be the
description and Column B
should be the options.
3. Avoid EASY
GUESSING
There should be more numbers of
options than the descriptions in each
column.
(Again, this increases the chances of
guessing correctly through
elimination)
HINT….

If there are at least three more options than

descriptions, the chances of guessing correctly
in such a situation are reduced to one chance
in four. Alternatively, the instructions for the
exercise may be written to indicate that each
option may be used more than once.
4. POOR
DIRECTIONS

Speaking of directions, those

included were much too brief.
Matching directions should specify
the basis for matching.
EXAMPLE:

DIRECTIONS: Column A contains brief

descriptions of historical events. Column
B contains the names of presidents.
Indicate which man was president
when the historical event took place by
placing the appropriate letter to the
left of the number in column A.
Suggestions for
Writing
Matching Items
 Keep both the list of descriptions
and the list of option fairly short
and homogeneous- they should both
fit on the same page. Title the list to
ensure homogeneity and arrange the
descriptions and options in some
logical order.
If this is impossible you’re
probably including too wide a
variety in the exercise. Try two
or more exercises.
 Make sure that all the
options are plausible distracters
for each description to ensure
homogeneity of lists.
 The list of descriptions should
contain the longer phrases or
statements ,while the options
should consist of short phrases,
words, or symbols.
 Each description in the list
should be numbered and the list
of option should be identified by
letter.
 Include more options than
descriptions. If the option list is
longer than the description list,
it is harder for students to
eliminate options.
If the option list is shorter, some
options must be used more than
once. Always include some
options that do not match any of
this descriptions, or some that
match more than
one, or both.
 The maximum number of items
is fifteen (15)
 Sample
Matching Type
Test Items
 Column A Column B
a. President during the
1. Abraham Lincoln
20th century
2. Richard Nixon b. Delivered the
Emancipation
3. Gerald Ford Proclamation
4. George Washington c. Recent president to
resign
5. Theodore Roosevelt d. Civil rights leader
e. Our first president
f. Only president elected
for more than two
terms
 Directions: Match Column A which consists of
the leaders in America with Column
B which has their names.
Column A Column B
President during the 20th a. Abraham Lincoln
century
Delivered the Emancipation b. Richard Nixon
Proclamation c. Gerald Ford
Recent president to resign
Civil rights leader d. George Washington
The first president of e. Theodore Roosevelt
f. Barrack Obama
Multiple Choice
Test Item
 Multiple Choice Test
• Is a test used to measure knowledge
outcomes and the Higher Order Thinking
Skills.
• Most commonly used format in measuring
student achievements in different levels
of learning.
Suggestions for
writing Multiple
Choice-test item:
 1. The stem of the item should
clearly formulate a problem. Include
as much of the item as possible,
keeping the response options as short
as possible. However include only the
material needed to make the problem
clear and specific. Be concise-don’t
add extraneous information.
 2. Be sure that there is one
and only one correct or clearly best
answer.
 3. Be sure wrong answer choices
(distracters) are plausible. Eliminate
unintentional grammatical clues, and
keep the length and form of all
answers choices equal. Rotate the
position of the correct answer from
item to item randomly.
 4. Use negative questions or
statement only if the knowledge
being tested requires it. In most
cases it is more important for the
student to know what a specific
item of information is rather than
what is not.
 5. Include from three to five
options (two to four distracters plus
one correct answer) to optimize testing
for knowledge rather than encouraging
guessing. It is not necessary to provide
additional distracters for an item
simply to maintain the same number
of distracters that add nothing to test
validity and liability
 6. To increase the difficulty
of a multiple-choice item,
increase the similarity of
content among the option.
 7. Use the option “none of
the above” sparingly and only
when the keyed answer can be
classified unequivocally as right
or wrong. don't use this option
when asking for a best answer.
 8. Avoid using ‘all of the
above”. It is usually the correct
and makes the item too easy
for students with partial
information.
 Ideal Test
Items and Stems
Some suggestions for
other approaches to
measuring at higher
level than
knowledge level
 Use Pictorial, Graphical or
Tabular Stimuli
Pictures, drawings and graphs,
tables, and so on require the students to
think at the application level of the
taxonomy of educational objectives and
may involve even higher levels of cognitive
processes.
Also, the use of such stimuli can often
generate several higher level multiple
choice items rather than a single higher
level multiple-choice.
 Examples of
Multiple-Choice
using map for Basic
Geography Class
Examples of Multiple-Choice using
map for Basic Geography Class
1. How many hours is California ahead of Hawaii?
a. four hours b. three hours
c. two hours d. two and one-half hours.
2. If it is midnight in prime meridian where does the
noon time occur?
a. Greenwich b. Equator
c. International Date Line d. Meridian
3. If it is 8:00 PM in the Philippines, what time is it in
Japan?
a. 8:30 PM b.9:00 PM c.9:00 AM d.9:30 PM
4. How many hours do Sydney, Australia ahead from
Madagascar Island, Africa?
a. Ten hours b. Eight hours
c. Eleven hours d. Seven hours
Examples of Multiple-Choice using
picture stimuli for Plane Geometry
Class

(a) (b) (c)

(d) (e)

1. Which of the figures is a triangle?

2. Which of the figures is a square?
3. Which of the figures is a trapezoid?
Some suggestions for
other approaches to
measuring at higher
level than
knowledge level
 Use Analogies That Demonstrate
Relationships Among Terms

To answer analogies correctly students

must not only be familiar with the
terms, but be able to understand
how the terms relate to one another,
as the following examples show.
1. Man is to woman as boy is to _____.
a. father b. mother
c. girl d. boy

2. Physician is to human as veterinarian is

to _____.
a. fruits b. animals
c. minerals d. vegetables
Some suggestions for
other approaches to
measuring at higher
level than
knowledge level
 Require the Application of
Previously Learned Principles or
Procedures to Novel Situation
To test whether students really comprehend
the implications of a procedure or principle,
have the students use the principle or
procedure with new information or in a novel
way. This requires that the students do more
than simply “follow the steps” in solving
problem. It asks the students to demonstrate
an ability to go beyond the confines within
which a principle or procedure was originally
learned.
1. In class we discussed at length Darwin’s notion of the
“survival of the fittest” within the animal world. Which of
the following best describes how this principle applies
to the current competitive residential construction
industry?
a. Those builders in existence today are those who
have formed alliances with powerful financial
institutions.
b. Only those builders who emphasize matching their
homes to the changing structure of the family will
survive in the future.
c. The intense competition for a limited number of
qualified home buyers will eventually “weed out” poorly
managed construction firms.
d. Only those home builders who construct the
strongest and most durable homes will survive in the
long term.
2. After filling up his tank with 18 gallons of gasoline,
Mr. Watts said to his son, “We’ve come 450 miles
since the last fill up. What kind of gas mileage are
we getting?” Which of the following is the best
answer?
a. 4 miles per gallon.
b. 25 miles per gallon
c. Between 30 and 35 miles per gallon.
d. It can’t be determined from the information
given.

Note: These examples are intended to stimulate creativity-they are by no

means exhaustive of the many approaches to measuring higher level
cognitive skills with multiple-choice items.
Essay Test
Item
“ I can’t believe it! I just can’t believe it!” Donna
thought to herself. “How can he do this to us?”
Donna was becoming more and more upset by the
Writing
second, as were many Essay Test
of other students in Mr.
Items that
Smith’s government class. They were taking the
midterm exam, on which 50% of their grade would
Measure
be based. Before the Complex
exam, the students spent two
Cognitive
classes discussing this Skills orclasses that
issue. All the
semester dealtProcess
with a mechanical review of the
federal government. The exam consisted of a
single essay item:
Why should presidents be limited or not limited to
two consecutive terms in office? (100 points)
 The well-constructed essay item
aims to test complex cognitive skills
by requiring the student to organize,
integrate, and synthesize knowledge,
to use information to solve novel
problems, or to be original and
innovative in problem solving.
 The potential of the essay item as an
evaluation device depends not only on writing
appropriate questions that elicit complex
cognitive skills, but also on being able to
structure the student’s response so that other
factors do not obscure your ability to evaluate
whether the student is applying the complex
cognitive skills you are trying to measure.
Extended Response Essays.
An essay item that allows the
student to determine the length and
complexity of response. This type of
essay is most useful at the synthesis or
evaluation levels of the cognitive
taxonomy which allow the students to
organize, integrate, express, and evaluate
information, ideas, or knowledge. This is
also useful for assessing written
communication ability of the students.
EXAMPLE:
Identify as many different ways to
generate electricity as you can. Give the
advantages and disadvantages of each and
how each might be used to provide the
electrical power requirements of a
medium-sized city. Your response will be
graded on its accuracy and your
evaluation of how practical each source of
electricity would be, if implemented. For
maximum credit be sure that your
response addresses each scoring criteria
components of the Rubric.
Restricted Response Essays.
An essay item that poses a specific
problem for which the student must recall
proper information, organize it in a
suitable manner, derive a defensible
conclusion, and express it within the
limits of the posed problem, or within
page or time limits. The statement of the
problem specifies response limitations
that guide the student in responding and
provide evaluation criteria for scoring.
EXAMPLE:

List the major political similarities

and differences between U.S.
participation in the Korean War and in
the Vietnam War. Your score will
depend on accuracy, organization and
brevity.
Analyze Relationship

The colors blue and gray are

related to cool temperatures. What
are some other colors related to?
What effect would these colors have
on a picture you might draw?
Compare and Contrast
Position
Compare and contrast two
characters from stories you have
read to understand how the
characters responded differently to
conditions in the stories.
State Necessary
Assumption
When Columbus landed in
San Salvador, what did he assume
about the land he had discovered?
Were his assumptions correct?
Identify Appropriate
Conclusions
What are some of the reasons
for and against building a landfill
near homes?
Explain Cause-and-
Effect Relations
What might have caused early
Americans to travel west in the
1780’s? Choose one of the pioneers
we have studied (like Daniel Boone)
and give some of the reasons they
traveled west.
Formulate Hypotheses

What can you predict about a

coming storm by observing clouds?
Explain what it is about the clouds
that helps you predict rain.
 Organize a Data to
Support a Viewpoint
On the board you will find the
numbers of new homes built and
autos purchased for each month
over the past year. Use these data
to support the viewpoint that our
economy is either growing larger
or smaller.
Point Out Strength
and Weaknesses
What is either a strength and
limitation of the following musical
instruments for a marching band:
oboe, trumpet, tuba, violin?
Integrate data from
Several Sources
Imagine you are celebrating
your birthday with nine of your
friends. Two pizzas arrive but each
is cut into four pieces. What
problem do you have? What
method would you choose for
seeing that everyone gets a piece
of the pizza?
Evaluate the Quality or
Worth of an Item,
Product or Action
What should be considered in
choosing a balanced meal from the
basic food groups?
 For Essay .. Construct
the RUBRIC for scoring
Thank You!