Let us Pray…

Le s s o
CON n5
STRU
ON O CT I
WRIT F
T EN
T E STS
April Lourdes P. Aragon
11 May 2024
Identify the Test Formats!

https://wordwall.net/resource/72713004
 Lesson 5
CONSTRUCTI
ON OF
WRITTEN
TESTS
 Learning outcomes

⮚ Identify the Appropriate test format to measure

learning outcomes; and
⮚ Apply the general guidelines in constructing test items
for different test formats
Rationale for Making
Quality Assessments
Integral part of learners’ learning

Measure learning
Informs learners what needs to be
learned to what extent and how to learn
them
Provide parents feedback
Evidence-based data for instructional
planning and decision making
 What are the General
Guidelines in choosing the
appropriate test format?
 General Guidelines in
choosing the appropriate test
format
01 02 03 04
What are the What level of Is the test Are the test items
objectives or thinking is to be matched or realistic to the
desired learning assessed? Does aligned with students?
outcomes of the the cognitive course’s DLOs
subject/ unit/ level of the test and the course
lesson being question match contents or
assessed? your learning
instructional activities?
objectives or
What are the major categories
and formats of traditional
tests?
 Two 2 General categories
Selected-Response Type
Learners select the correct Constructed-Response Type
response from the given options.
Learners are asked to formulate
their own answers.
 Selected-Response Type
• Multiple Choice Test

• True-False or Alternative Response Test

• Matching Type Test

Multiple Choice Test
True-False or Alternative Response
Test
Matching-Type Test
 Constructed-Response Type
• Short Answer Test

• Essay Test

• Problem-Solving Test
 Short Answer Test
Identify the Enumerate the
Following City in the
Teaching Philippines.
Methods.

⮚Completion
⮚Identification
⮚Enumeration
Essay Test
Problem-Solving Test
 What are the General
Guidelines in writing
multiple-choice test items?
 General Guidelines in
writing multiple-choice test
items
01 02 03
Mastery Writing Time
Skills
Content
1. Write items that reflect only one specific content and
cognitive processing skills.

2. Do not lift and use statement from the textbook or

other learning materials as test questions.

3. Keep the vocabulary simple and understandable

based on the level of learners/examinees.

4. Edit and proofread the items for grammatical and

spelling before administering them to the learners.
 Stem
1. Write the directions in the stem in a clear and
understandable manner
2. Write stems that are consistent in form and structure,
that is, present all items either in question form or in
descriptive or declarative form.
3. Word the stem positively and avoid double negatives,
such as NOT and EXCEPT in a stem. If a negative
word is necessary, underline or capitalize the words
for emphasis.
4. Refrain from making the stem too wordy or
containing too much information unless the
problem/question requires the facts presented to solve
the problem.
Options
1. Provide three (3) to five (5) options per item, with only one
being the correct or best answer/alternative.
2. Write options that are parallel or similar in form and
length to avoid giving clues about the correct answer.
3. Place options in a logical order (alphabetical, from shortest
to longest)
4. Place correct response randomly to avoid a discernable
pattern of correct answers.
5. Use None-of-the-above carefully and only when there is
one absolutely correct answer, such as in spelling or math
items.
6. Avoid All-of-the-above as an option especially if it is
intended to be the correct answer.
7. Make all options realistic and reasonable
 What are the General
Guidelines in writing
matching-type test items?
 General Guidelines in writing
matching-type items

01 02
Clearly State Ensure that
in the the Stimuli
directions the are longer,
basis for and the
matching the responses are
stimuli with shorter
the
responses.
 Ensure that the Stimuli
are longer, and the responses are shorter
Faulty:
Match the description of the flag to its country.
A B
Bangladesh A. Green background with red circle in the center
Indonesia B. One red stripes on top and white stripes at the bottom
Japan C. Red background with white five-petal flower in the center
Singapore D. Red background with large yellow circle in the center
E. Red background with large yellow pointed star in the
Thailand center
F. White background with large red circle in the center
 Ensure that the Stimuli
are longer, and the responses are shorter
Good:
Match the description of the flag to its country.
A B
Green background with red circle in the center A. Bangladesh
One red stripes on top and white stripes at the bottom B. Indonesia
Red background with white five-petal flower in the center C. Japan
Red background with large yellow pointed star in the center D. Singapore
White background with large red circle in the center E. Thailand
F. Vietnam
 General Guidelines in writing
matching-type items

01 02 03
Clearly State Ensure that For each
in the the Stimuli item, include
directions the are longer, only topics
basis for and the that are
matching the responses are related with
stimuli with shorter one another
the and share the
responses. same
foundation of
 For each item, Include
only topics that are related with one another
and share the same foundation of information
Faulty:
Match the following.
Column I Column II
1. Indonesia A. Asia
2. Malaysia B. Bangkok
3. Philippines C. Jakarta
4. Thailand D. Kuala Lumpur
5. Year ASEAN was established E. Manila
F. 1967
 For each item, Include
only topics that are related with one another
and share the same foundation of information
Good:
On the line to the left of each country in Column I, write the
letter of the country’s capital presented in Column II.
Column I Column II
1. Indonesia A. Asia
2. Malaysia B. Bangkok
3. Philippines C. Jakarta
4. Thailand D. Kuala Lumpur
E. Manila
 General Guidelines in
writing matching-type items

04
Make the
response
options short,
homogeneous
and arranged
in logical
order.
 Make the response
options short, homogeneous and arranged
in logical order.
Faulty:
Match the chemical elements with their characteristics.
A B
Gold A. Au
Hydrogen B. Magnetic metal used in steel
Iron C. Hg
Potassium D. K
Sodium E. With lowest density
F. Na
 Make the response
options short, homogeneous and arranged
in logical order.
Good:
Match the chemical elements with their symbols.
A B
Gold A. Au
Hydrogen B. Fe
Iron C. H
Potassium D. Hg
Sodium E. K
F. Na
 General Guidelines in writing
matching-type items

04 05
Make the Include
response response
options short, options that
homogeneous are reasonable
and arranged and realistic
in logical and similar in
order. length and
grammatical
form.
 Include response options
that are reasonable and realistic and similar
in length and grammatical form.
Faulty:
Match the subjects with their course description.
A B
History A. Studies the production and distribution of good/services
Political
Science B. Study of politics and power
Psychology C. Study of society
Sociology D. Understands role of mental functions in social behavior
E. Uses narratives to examine and analyze past events
 Include response options
that are reasonable and realistic and similar
in length and grammatical form.
Good:
Match the subjects with their course description.
A B
1. Study of living things A. Biology
2. Study of mind and behavior B. History
3. Study of politics and power C. Political Science
4. Study of recorded events in the past D. Psychology
5. Study of society E. Sociology
F. Zoology
 General Guidelines in
writing matching-type items

04 05 06
Make the Include Provide more
response response response
options short, options that options than
homogeneous are reasonable the number
and arranged and realistic of stimuli.
in logical and similar in
order. length and
grammatical
form
 Provide more response
options than the number of stimuli.
Faulty:
Match the following fractions with their corresponding
decimal equivalents:.
A B
1/4 A. 0.25
5/4 B. 0.28
7/25 C. 0.90
9/10 D. 1.25
 Provide more response
options than the number of stimuli.
Good:
Match the following fractions with their corresponding
decimal equivalents:
A B
1/4 A. 0.09
5/4 B. 0.25
7/25 C. 0.28
9/10 D. 0.90
E. 1.25
 What are the General
Guidelines in writing true or
false test items?
 DIFFERENT VARIATIONS
OF THE TRUE OR FALSE
ITEMS

1.True-False Correction or Modified True-or-False Question

2. Yes-No Variation

3. A-B Variation
 True-False Correction or
Modified True-or-False
Question

Example:

1. Quezon City is the capital of the Philippines

Answer: False, Manila

Question: Manila is the capital of the Philippines

Answer: True
 Yes-No Variation

Example:
The following are kinds of test. Circle Yes if it is authentic
test and No if not.
Multiple Choice Test Yes No
Debates Yes No
End-of-the-Term Project Yes No
True or False Test Yes No
 AB Variation

Example:
Indicate which of the following are traditional or
authentic tests by circling A if it is a traditional Test and B if it
is authentic. Traditional Authentic
Multiple Choice Test A B
Debates A B
End-of-the-Term Project A B
True or False Test A B
 General Guidelines in
writing True or False items

01
Include
statements
that are
completely
true or
completely
false.
 Include statements that
are completely true or completely false.

Faulty:
The presidential system of government, where the
president is only the head of state or government, is adopted
by the United States, Chile, Panama, and South Korea.

Good:
The presidential system, where the president is only the
head of state or government, is adopted by Chile.
 General Guidelines in
writing True or False items

01 02
Include Use simple
statements and easy to
that are understand
completely statements.
true or
completely
false.
 Use simple and
Easy-to-understand statements
Faulty:
Education is a continuous process of higher adjustment
for human beings who have evolved physically and
mentally, which is free and conscious of God, as manifested
in nature around the intellectual, emotional, and humanity of
man.

Good:
Education is the process of facilitating learning or the
acquisition of knowledge, skills, values, beliefs, and habits.
 General Guidelines in
writing True or False items

01 02 03
Include Use simple Refrain from
statements and easy to using
that are understand negatives –
completely statements. especially
true or double
completely negatives.
false.
 Refrain from using
negatives – especially double negatives.
Faulty:
There is nothing illegal about buying goods through the
internet.

Good:
It is legal to buy things or goods through the internet.
 General Guidelines in
writing True or False items

01 02 03 04
Include Use simple Refrain from Avoid using
statements and easy to using absolutes
that are understand negatives – such as
completely statements. especially “always” and
true or double “never.”
completely negatives.
false.
 Avoid using absolutes
such as “always” and “never”
Faulty:
The news and information posted on the CNN Website is
always accurate.

Good:
The news and information posted on the CNN websites
is usually accurate.
 General Guidelines in
writing True or False items

05 06
Express a Avoid the use
single idea in of unfamiliar
each item. words or
vocabulary.
 Avoid the use of unfamiliar
words or vocabulary.
Faulty:
Esprit de corps among soldiers is important in the face
of hardships and opposition in fighting the terrorists.

Good:
Military morale is important in the face of hardships and
opposition in fighting the terrorists
 General Guidelines in
writing True or False items

05 06 07
Express a Avoid the use Avoid lifting
single idea in of unfamiliar statements
each item. words or from the
vocabulary. textbook and
other
learning
materials.
 What are the General
Guidelines in writing short-
answer test items?
 General Guidelines in writing
Short-answer items

01
Omit only
significant
words from
the
statement.
 Omit only significant
words from the statement.
Faulty:
Every atom has a central _______ called a nucleus.

Good:
Every atom has a central core called a(n) _________.
 General Guidelines in writing
Short-answer items

01 02
Omit only Do not omit
significant too many
words from words from
the the statement
statement. such that the
intended
meaning is
lost.
 Do not omit too many
words from the statement such that the
intended meaning is lost.
Faulty:
______ is to Spain as the ______ is to United States and
as ______ is to Germany

Good:
Madrid is to Spain as the _______ is to France.
 General Guidelines in writing
Short-answer items

01 02 03
Omit only Do not omit Avoid
significant too many obvious clues
words from words from to the correct
the the statement response.
statement. such that the
intended
meaning is
lost.
Avoid obvious clues to the correct response.

Faulty:
Ferdinand Marcos declared Martial Law in 1972. Who
was the president during that period?

Good:
The president during martial law years was _________.
 General Guidelines in writing
Short-answer items

04
Be sure that
there is only
one correct
response.
 Be sure that there is only one correct
response.
Faulty:
The government should start using renewable energy
sources for generating electricity, such as ________.

Good:
The government should start using renewable sources of
energy by using turbines called ________.
 General Guidelines in writing
Short-answer items

04 05
Be sure that Avoid
there is only grammatical
one correct clues to the
response. correct
response.
 Avoid grammatical clues
to the correct response.
Faulty:
A subatomic particle with a negative electric charge is
called an _________.

Good:
A subatomic particle with a negative electric charge is
called a(n) ________.
 General Guidelines in writing
Short-answer items

04 05 06
Be sure that Avoid If possible,
there is only grammatical put the blank
one correct clues to the at the end of
response. correct a statement
response. rather than
at the
beginning.
 If possible, put the blank at the
end of a statement rather that at the
beginning.
Faulty:
_____ is the basic building block of matter.

Good:
The basic building block of matter is ___________.
 What are the General
Guidelines in writing essay
tests?
 ESSAY TESTS

⮚ Require learners to create a response

⮚ Preferred for higher-Order thinking skills
⮚ Assess writing abilities
⮚ Understanding of subject-matter content
⮚ Assess ability to reason with their knowledge of the
subject
⮚ Problem solving and decision skills
 TYPES OF ESSAY
TESTS

Extended-Response
Requires much longer and
Restricted Response
complex responses
Is much more focused and
restrained.
 General Guidelines in writing
Essay tests

01 02 03
Clearly Refrain from Clearly define
define the using essay test and situate the
intended for intended task within a
learning learning problem
outcomes to outcomes that situation as well
be assessed are better as the type of
by the essay assessed by thinking
test. other kinds of required to
assessment answer the test.
 General Guidelines in writing
Essay tests

04 05
Present tasks Be specific in
that are fair, the prompts
reasonable, about the
and realistic time
to the allotment and
students. criteria for
grading the
response
 Be specific in the prompts about
the time allotment and criteria for grading
the
Example: response.
Discuss the impact of technology on education. How has
technology transformed the learning experience in
classrooms? What are the advantages and disadvantages of
incorporating technology in education. Reflect on your own
educational journey. Your response must be in a minimum
200 words but not exceed to 500 words.

You will have 45 minutes to complete this essay.

 What are the General
Guidelines in writing
problem-solving test items?
 VARIATIONS OF
QUANTITATIVE PROBLEM-
SOLVING
One answer choice All possible answer
choices Type-in answer
This type of question
This type of question This type of question
contains four or five
has four or five options, does not provide
options, and students
and students are options to choose from.
are required to choose
required to choose all of Instead, the
the best answer.
the options that are learners are asked to
correct. supply the correct
answer.
 General Guidelines in writing
problem-solving tests

01 02 03
Identify and Be specific Specify in the
explain the and clear of directions the
problem the type of bases for
clearly. response grading
required students’
from the answer/
students procedure.