TEST DEVELOPMENT PROCESS

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Construction Stage

Prepared by:

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Steps in Constructing Tests:

Planning Preparing

Reproducing

Administering Scoring

Evaluating
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Interpreting

Preparing the test

The first draft of the test should be prepared as early as possible. The test should include more than one type of objective items to minimize monotony on the part of the examinee. The items should be arranged in an ascending order of difficulty. More items should be included in the first draft of the test for possible inclusion in the final draft. The first and final drafts of the tests should be revised and refined.
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Basic test item formats:

Provided by John Boker, PhD.

Multiple-choice Matching Alternative Completion/Short-answer Essay

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MULTIPLE-CHOICE

This test is made up of items which consists of three or more plausible options in each item. The choice is multiple in the sense that student must choose only one correct or best option from the rest. The multiple-choice test is regarded as one of the best test forms in testing outcomes. This form is most valuable and widely used in standardized tests due to its flexibility and objectivity in scoring.

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MULTIPLE-CHOICE
Advantages Can measure all levels of student ability. Enables wide sampling of subject content . Quick and easy to score. Enables objective scoring. Can be analyzed for effectiveness. Disadvantages Difficult to construct good items. Tendency to measure simple recall.

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Suggestions for the Construction of Multiple-Choice Test

Statements borrowed from textbooks or other reference materials must be avoided. All options must be plausible with each other to attract the students to choose incorrect responses where only those with high intellectual levels can get the best option. All options must be grammatically consistent. Articles an and a are avoided as last word in an incomplete sentence. Four or more options must be provided in each item to minimize guessing. The order of correct answer in all items are randomly arranged rather than following a regular pattern. 5/1/12

Stem-and-option variety:

It is most commonly used in classroom testing, board examinations, civil service examinations and many others. The stem serves as the problem and is followed by four or more options from which the examinees select the correct answer or best option.
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Sample:
A cognitive domain of behavioral objective that judges the value of a work by use of external standards of excellence is
1. 2. 3. 4.

1 2 3 4 5

Analysis Synthesis Evaluation Comprehension

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Setting-and-option variety:

The optional response to this type of test are dependent upon a setting or foundation of some sort. The setting can consist of a graphical representation, equation, picture, sentence, paragraph, or some forms of representation.
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Sample: Graphical representation Sales of apples

15 10 5 0 Month

The total apples sale for the month of December is ___1____

1.

1.

P 1000

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Group-term variety: This variety consists of a group of words or terms in which one does not belong to the group. Sample:
Choose the word which does not belong to the group. Write the number only as your answer at the right column. 5/1/12

Contained-options variety: This variety is designed to identify errors in a word, phrase, sentence or paragraph. Sample:
1. Bread and butter are staple food for Americans. No3 error4 1 2 1 2 3 4 5 5/1/12 6

MATCHING TYPE

This type consists of two columns in which proper pairing relationship of two things is strictly observed. For instance, Column A is to be matched with Column B.

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MATCHING TYPE
ADVANTAGES DISADAVANTAGES

Relatively easy to construct. Conserves examinees reading time . Enables efficient and objective scoring.

Generally unsuitable for testing higher-order abilities. Tendency to measure simple recall.

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Suggestions for the Construction of Matching Type

1.

Avoid using heterogeneous material in matching exercise. Thus, only homogeneous material must be used. (ex. If item 1 answer is name of person, hence, all the items question must be answered with name of person. Unbalanced matching type is preferable. Each category must be grammatically consistent All options, including distractors or wrong responses, must be plausible or closely related with each other. The item column must be places at the left or Column A and the option column at the right or Column B. Option column must be arranged in alphabetical order and dates in chronological order to facilitate the selection of the correct answer. 5/1/12 There should be only one correct response in each item

2. 3. 4.

5.

6.

7.

Sample:

Direction:

Match Column A with Column B. Write the letter only as

your answer at the right column.

Column A
1.

Column B a. accomplishment 1._c_

A kind of test which is a predictive measure of persons likelihood of benefit from instruction or experience in a given field.

b. achievement

2._g_

2.

A test used to determine the grade or year level the pupil be enrolled after

c. aptitude

3. _i_

quitting from school for several years.

3.

d. diagnostic

4._f_

A test which predicts how well a person is likely to do in a certain school subject e. intelligence or task.

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5._h_

ALTERNATIVE RESPONSE
This test consists of a series of items where it admits only one correct response in each item from the two or three constant options to be chosen. This type is commonly used in classroom testing, particularly, the two-constant alternative type or true or false type. Other forms are rightwrong, plus-minus, yes-no, correct5/1/12

TRUE/FALSE
ADVANTAGES DISADVANTAGES

Efficient for testing large sample of information. Enables efficient and objective scoring.

Permits high guess factor. Difficult to construct effective items.

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Suggestions for the Construction of True-False Test

1.

The test items must be arranged in groups of five to facilitate scoring. The groups must be separated by two single spaces and the items within a group by a single space. In indicating response, it must be simple as possible where a single letter is enough to facilitate scoring, for instance, T for True and F for False or X for True and O for False, and many others. The use of similar statements from the book must be avoided to minimize rote memory in studying. The items are carefully constructed so that the language is within the level of the students/examinees, hence, flowery statements are avoided. Specific determiners like all, always, none, never, not, nothing, and no are more likely to be false and should be avoided. 5/1/12

2.

3.

4.

5.

Sample:
Direction: Write X if the statement is true and O, if false. Do not guess, right minus wrong. Write your answer at the right column.

1.

Essay examination is easy to score.

1. ___O___

1.

Objective type of test saves time and energy in answering the questions.

2. ___X___

3.

Objective type of test is easy to construct.

3. ___O___ 5/1/12 ___O___ 4.

3.

Essay examination encourages cheating

COMPLETION/SHORT ANSWER
This test is one of the easiest to construct among the objective types where the item appears as a direct question, a stimulus word or phrase, or a specific direction. The response requires the subject to recall previously learned material and the answers are usually short consisting of either a word or a phrase. This test is applicable in natural 5/1/12

COMPLETION/SHORT ANSWER
ADVANTAGES DISADVANTAGES

Minimizes guessing Enables coverage of fairly wide content. Relatively easy to construct.

Measures limited range of abilities. Cannot be machinescored. Scoring is highly dependent on judgement.

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Suggestions for the Construction of Completion Test Avoid:

1. 2. 3.

Indefinite statements. Over mutilated statements. Giving the student unwarranted clues to the desired response.

But, Arrange the test so as to facilitate 5/1/12 scoring

ESSAY
Essay examination consists of questions to which the students respond in one or more sentences to a specific questions or problem. It is widely considered as a measuring instrument for evaluating knowledge of the subject matter or to measure skill in writing where it tests student's ability to express his ideas accurately and to think critically within a certain 5/1/12 period of time. In other words, an

ESSAY
ADVANTAGES DISADVANTAGES

Can be quickly and easily constructed. Eliminates guessing . Can test higher order of thinking .

Limits amount of content sampled. Time-consuming to score. Results in low scoring reliability.

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SUGGESTIONS IN CONSTRUCTING AN ESSAY

v

If an essay examination to be used effectively in the classroom, it must be planned and constructed carefully in advance. It must show major aspects of the lesson in framing questions, so care must be taken to distribute questions evenly among the different units. After the test has been planned and 5/1/12 the questions have been written

In assembling the test questions into a final form, the teacher should be careful that he phrases the questions vividly so that its cope will be clear to the students. Time limit on the coverage of each question should be reckoned so that students have adequate time to answer.
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