Different Formats of Classroom Assessment Tools

Different Formats of
classroom assessment tools

Two General types of test
1. Selection type items requires only one correct answer
Classified as :
Multiple choice
Matching type; true or false; interpretative exercise
Kinds of objective Type Test
a. Multiple-choice Test
-is used to measure knowledge outcomes and other types of learning outcomes such
as comprehension and application.
• Stem-represents the problem or question usually expressed in completion form.
• Keyed option-is the correct answer
• Incorrect options or alternatives also called distracters or foil.
b. Matching type Test
-consist of two columns. Column A contains the descriptions and must be placed at
the left side while Column B the option and placed at the right side.
c. True or false
-is appropriate in assessing the behavioral objectives such as “identify,” “select”, or
“recognize.
A. Guidelines in Constructing Multiple
choice
1. Make the test item that is practical or with real-world applications to
the students.
2. Use a diagram or drawing when asking a question about application,
analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual
quotations from secondary sources like published books or newspapers.
4. Use tables, figures, or charts when asking question to interpret.
5. Use pictures if possible when students are required to apply concepts
and principles.
6. List the choices/options vertically not horizontally
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the
item.
12. Do not use “none of the above” when asking for the best answer
13. Avoid using “all of the above” options. It is usually the correct answer
and makes the item too easy for the examinee with partial knowledge.
Examples of multiple choice
1. Knowledge level
2. Comprehension level
3. Application level
4. Analysis level
B. Guidelines in Constructing Matching Type
of Test
1. The descriptions and options must be short and homogeneous.
2. The descriptions must be written at the left side and marked it with
Column A and the options must be written at the right side and
marked it with Column B to save time for the examinees.
3. There should be more options than descriptions or indicate in the
directions that each option may be used more than once to
decrease the chance of guessing.
4. Matching directions should specify the basis for matching. Failure to
indicate how matches should be marked can greatly increase the
time consumed by the teacher in scoring.
5. Avoid too many correct answer.
6. When using names, always complete name(first name and surname) to
avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the options to
avoid confusions to the students that have a reading problem.
8.Arrange the options into a chronological order or alphabet order.
9.The descriptions and options must be written in the same page.
10.A minimum of three items and a maximum of seven items for
elementary level and a maximum of seventeen items for secondary and
tertiary levels.
C. Guidelines in Constructing True or
FalseTest
• Avoid writing a very long statement. Eliminate unnecessary word(s) in

the statement(be concise)
• Avoid trivial questions.
• It should contain only one idea in each item except for the statement
showing the relationship between cause and effect.
• It can be used for establishing cause and effect relationship
• Avoid using opinion-based statement, if it cannot be avoided the
statement should be attributed to somebody.
• Avoid using negative or double negatives. Construct the statement
positively. If this cannot be avoided, bold negative words or underlined it
to call the attention of the examinees.
• Avoid specific determiner such as “never”, “always”, “all”, “none” for
they tend to appear in the statements that are false.
• Avoid specific determiner such as “some”, “sometimes”, and “may”
they tend to appear in the statements that are true.
• The number of true items must be the same with the number of false
items.

Different Formats of Classroom Assessment Tools

Uploaded by

Copyright:

Available Formats

Different Formats of Classroom Assessment Tools

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Different Formats of Classroom Assessment Tools

Uploaded by

Copyright:

Available Formats

Different Formats of

classroom assessment tools

• Avoid writing a very long statement. Eliminate unnecessary word(s) in

You might also like