“The evaluation of pupils’

progress is a major
aspect of the teacher’s
job.“
Evaluating Educational Outcomes
(Oriondo & Antonio)
 La Salle University
Ozamis City
“The evaluation of pupils’
Graduate School
Measurement and Evaluation in Education
progress is a major aspect of
the teacher’s Guidelines
job.“ in
Evaluating Educational Outcomes
Constructing Multiple
(Oriondo & Antonio)

Choices and Matching

Types of Test
Rosenia T. Bali
MEd-Physics
 Are you the kind of
teacher who asks the
following questions?
The poem “The Raven” ______

a. was written by Edgar Allan Poe

b. was written by Elizabeth
Browning
c. was written by Omar Khayyan
d. was written by Jose Garcia Villa
• Is it NOT true
that Magellan
discovered the
Philippines?
 When did the People Power
Revolution take in the
Philippines?
A. February 23, 1986
B. after the Snap Election
C. March 1, 1956
D. after Valentines’ Day in 1986
• Who was the author of
the book quoted in the
footnote of Chapter 1
of the present
textbook?
If you answered “YES”
to any of the choices
presented then you
have a BIG
PROBLEM!
YOUR STUDENTS ARE
NOT LEARNING!!!!
Just to stir your thoughts…
“To be able to prepare a good
test, one has to have a
mastery of the subject matter,
knowledge of the pupils to be
tested, skill in verbal
expression and the use of the
different test format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
Multiple Choice Test
Guidelines for Writing
 Multiple Choice Test Components
1 1. Sound waves travel fastest in
a. vacuum.
3 b. liquids.
c. gases. 4
2 *d. solids.
1. Stem: presents the problem ( direct question or incomplete
statement)
2. Alternatives: include the distracters and the keyed response
* Keyed Response: correct or best answer
* Distracters: appear to be reasonable answers to the examinee
who does not know the content
.
Guidelines in
Constructing
1. Base each item on a specific problem
stated clearly in the stem.
2. Use negatively stated stems sparingly and
when using negatives such as NOT,
underline or bold the print.
3. The stem (question) should contain only
one main idea. It should clearly formulate a
problem. Be concise, don’t add extraneous
information.
4. Include in the stem any word(s) that might
otherwise be repeated in each option.
Poor Example:
1. California:
A. Contains the tallest mountain in the
United States
B. Has an eagle on its state flag.
C. Is the second largest state in terms of
area.
D. Was the location of the Gold Rush of
1849.
 Better Example:
1. What is the main reason why so many
people moved to California in 1849?
A. California land was fertile, plentiful, and
inexpensive.
B. Gold was discovered in central California.
C. The east was preparing for a civil war.
D. They wanted to establish religious
settlements.
5. When possible, present alternatives in
some logical order.
6. Eliminate unintentional grammatical clues.
7. Be sure wrong answer choices (distractors)
are plausible.
8. All options should be homogenous and
nearly equal in length.
9. Word the alternatives clearly and concisely.
10. Have four or five responses per stem
(question).
.
Poor Example:
1. The term hypothesis, as used in research, is defined as
A. a conception or proposition formed by speculation or deduction or
by abstraction and generalization from facts, explaining or relating
an observed set of facts, given the probability by experimental
evidence or by factual or conceptual analysis but not conclusively
established or accepted.
B. a statement of an order or relation of phenomena that so far as
is known is invariable under the given conditions, formulated on
the basis of conclusive evidence or tests and universally
accepted, that has been tested and proven to conform to facts.
C. a proposition tentatively assumed in order to draw out its logical
or empirical consequences and so test its accord with facts that
are known or may be determined, of such a nature as to be
either proved or disproved by comparison with observed facts.
D. an interpretation of a practical situation or condition taken as the
ground of action.
 Better Example:
1. The term hypothesis, as used in research, is
defined as
A. an assertion explaining an observed set of facts
that has not been conclusively established.
B. universally accepted assertion explaining an
observed set of facts.
C. a tentative assertion that is either proved or
disproved by comparison with an observed set of
facts.
D. an interpretation of a practical situation or
condition taken as the ground of action.
11. Use none of the above sparingly. Avoid
using all of the above.
12. Avoid the use of specific determiners.
13. When possible organize the responses.
14. When writing distracters, think of incorrect
responses that students might make.
15. Use proper grammar, punctuation and
spelling.
16. Only one option should be correct or
clearly best.
 Poor Example:
1. To avoid infection after receiving a
puncture wound to the hand, you should
A. always go to the immunization center to
receive a tetanus shot.
B. be treated with an antibiotic only if the
wound is painful.
C. ensure that no foreign object has been
left in the wound.
D. never wipe the wound with alcohol
unless it is still bleeding.
 Better Example:
1. To avoid infection after receiving a puncture
wound to the hand, you should always
A.go to the immunization center to receive
a tetanus shot.
B. be treated with an antibiotic if the
wound is painful.
C. ensure that no foreign object has been l
left in the wound.
D. wipe the wound with alcohol unless it is
still bleeding.
Poor Example:
1. Which of the following is not true of
George Washington?
A. He served only two terms as president.
B. He was an experienced military officer
before the Revolutionary War.
C. He was born in 1732.
D. He was one of the signers of the
Declaration of Independence.
Better: (Use negatively stated stems sparingly.
When used, underline and/or capitalize the
negative word.)
1. Which of the following is NOT true of
George Washington?
A. He served only two terms as president.
B. He was an experienced military officer
before the Revolutionary War.
C. He was born in 1732.
D. He was one of the signers of the
Declaration of Independence.
1. Suppose you are a mathematics professor who
wants to determine whether or not your
teaching of the unit on probability has had a
significant effect on your students. You decide
to analyze their scores from a test they took before
the instruction and their scores from
another exam taken after the instruction. Which of
the following t-tests is appropriate to use
in this situation?
A. Dependent samples.
B. Heterogeneous samples.
C. Homogeneous samples.
D. Independent samples.
Better:
(Eliminate excessive wording and irrelevant
information)
1. When analyzing your students’ pretest
and posttest scores to determine if your
teaching has a significant effect, an
appropriate statistic to use is the t-test for
A. dependent samples.
B. heterogeneous samples.
C. homogeneous samples.
D. independent samples.
1. The receptors for the vestibular
sense are located
a. in the fovea.
b. in the brain.
c. in the middle ear.
d. in the inner ear.
Better: (Include in the stem any
word(s) that might otherwise be
repeated in each option.)
1. The receptors for the vestibular
senses are located in the
a. fovea.
b. brain.
c. middle ear.
d. inner ear.
1. The number of photoreceptors in the
retina of each human is about
a. 115 million
b. 5 million
c. 65 million
d. 35 billion
Better: (When possible, present
alternatives in some logical order.)
1. The number of photo receptors in the
retina of each human is about
a. 5 million
b. 35 million
c. 65 million
d. 115 million
1. Which of the following is the best indication
of high morale in a supervisor’s unit?
A. The employees are rarely required to work
overtime.
B. The employees are willing to give first priority
to attaining group objectives, subordinating any
personal desires they may have.
C. The supervisor enjoys staying late to plan the
next day.
D. The unit gives expensive birthday presents to
each other.
Better: (All alternatives should be
approximately equal in length.)
1. Which of the following is the best indication
of high morale in a supervisor’s unit?
A. The employees are rarely required to work
overtime.
B. The employees willingly give first priority
to attaining group objectives.
C. The supervisor enjoys staying late to plan
for the next day.
D. The unit members give expensive birthday
presents to each other.
POOR:
A word used to describe a noun is
called an:
A. adjective.
B. conjunction.
C. pronoun.
D. verb.
Better:
A word used to describe a noun is
called
A. an adjective.
B. a conjunction.
C. a pronoun.
D. a verb.
 MATCHING TYPE TEST
 This type of test is consist of two columns in
which proper pairing relationship of two things
is strictly observed.
 Matching questions provide a most efficient
way to test knowledge in courses in which
events, dates, names, and places are
important.
 Matching questions are also appropriate for
the sciences in which numerous experiments,
experimenters, results, and special terms and
definitions have to be remembered.
 Components of Matching Type

 Set of premises
 Set of response
*key
*jokers
 Directions for matching the two
Guidelines for Writing Matching Items
Review your teaching objectives to make sure that a
matching component is appropriate.

Provide clear instructions on how to indicate the correct

answers.

Indicate whether the same response can be used more

than once.
• Undesirable: Directions: Match the
following.
• Desirable: Directions: On the line to the left of
each identifying location and characteristics in
Column I, write the letter of the country in Column
II that is best defined. Each country in Column II
may be used more than once.
 The list of descriptions should contain the longer
statement or phrases, while the options should be consists
of short phrases words, or symbols.
Provide an unequal number of premises and
responses
 reduces guessing and elimination
 increases measure of comprehension
Avoid designing questions which require students
to draw lines between premises and response.
 confusing for student and marker
 provide space for letter or number answers
 Avoid pattern for the response
Make sure lists are homogeneous.
 i.e., do not include items testing names, dates, and
events.
 Instead, make every response plausible

Each description in the list should be numbered

(each is an item) and the list of the options should
be identified by the letter.

Arrange the list of responses in some systematic

order if possible.

Ensure that any matching question appears entirely

on one page.
Keep matching items brief, limiting the list of
stimuli to 10 - 15.
Use the more involved expressions in the
stem and keep the responses short and
simple.
Example:
Directions: Column A describes events associated with US Presidents.
Indicate which name in column II matches each event by placing the
appropriate letter to the left of the number of column I. Each name may be
used only once.

Column I Column II
___1. A president not elected to a. Abraham Lincoln
the office. b. Richard Nixon
___2. Delivered the c. Gerald Ford
Emancipation Proclamation d. George Washington
___3. Only president to resign e. Franklin Roosevelt
from office f. Theodore
___4. Only president elected for g. Thomas Jefferson
more than two terms. h. Woodrow Wilson
___5. First president of the
United States
Example:
Directions: On the line to the right of each phrase in Column I, write the
letter for the word in Column II that best matches the phrase.
Each word in Column II may be used once, more than once, or not at all.

Column I Column II

__1. Name of the answer in addition A. Difference

problems. B. Dividend
___2. Name of the answer in subtraction C. Multiplicand
D. Product
problems. E. Quotient
___3. Name of the answer in F. Subtrahend
multiplication problems. G. Sum
___4. Name of the answer in division
problems.
 Matching Test Items
Directions: On the line next to each children’s book in Column A print
the letter of the animal or insect in Column B that is a main character
in that book.
Each animal or insect in Column B can be used only once.

Column A Column B
____1. Charlotte’s Web A. Bear
____2. Winnie the Pooh B. Chimpanzee
____3. Black Beauty C. Pig
____4. Tarzan D. Deer
____5. Pinocchio E. Horse
____6. Bambi F. Cricket
49
50
II. Match the terms or expressions in column A with those in column B. Write only the letter
of the item.
A B
__1. Aristotle’s theory of motion a. bullet fired from a gun
__2. Galileo’s theory of motion b. 9.8m/s2
__3.a = g c. measure of gravitational force on an
object
__4. mass d. path followed by a projectile
__5. weight e. mass
__6. projectile f. measure of inertia
__7. freely-falling body g. All objects on earth fall with the same
constant acceleration due to gravity
__8. W/g
__9. trajectory h. heavy objects fall faster than lighter

ones
__10. F=mv2/r i. uniformly accelerated motion
__11. 200rev/min j. period
__12. pulls a ball being whirled at the end k. frequency
Of the string toward the center l. centripetal force
__13. rolling friction m. F = ma
__14. FN n. exists in rolling motion
__15. carrying a pail of water