Distinguishing-and-Constructing-Paper-and-Pencil-Tests (3).pdf

Powerpoint Presentation about Making and Constructing Test Papers

1. Distinguishing and
Constructing
Various Paper-and-
Pencil Tests

2. ASSESSMENT OF LEARNING OUTCOMES
in the K to 12 Program
Teachers should employ
assessment methods that
are consistent with the
standards.

3. ASSESSMENT OF LEARNING OUTCOMES
in the K to 12 Program
Teachers must employ both
formative and summative
assessment both individually
and collaboratively.

4. ASSESSMENT OF LEARNING OUTCOMES
in the K to 12 Program
Grades are a function of
written work, performance
tasksand quarterly test.

5. ASSESSMENT OF LEARNING OUTCOMES
in the K to 12 Program
The cognitive process
dimensions given by Krathwohl
and Anderson (2001) governs
formulation of assessment tasks.

6. PREPARATION
T O S

7. T O S
❑“testblueprint”
❑Atestmapthatguidestheteacherinconstructing
atest
❑TheTOSensuresthatthereisabalancebetween
itemsthattestlowerlevelthinkingskillsandthose
whichtesthigherorderthinkingskills
❑TableofSpecifications

8. BASIC FORMAT
TABLE OF SPECIFICATIONS
Content/
TopicsKCAASE
No. of
Rec.
Days
No. of
Test
Items
% of
Test
Items
Total No. of
Rec.Days
Total No. of
Test items
Total % of
Test Items
Placement of
TestItems

9. BASIC FORMAT
TABLE OF SPECIFICATIONS
SUBJECT TEACHERS
1.______________________ 4.______________________
2.______________________ 5.______________________
3.______________________ 6.______________________
________________________
Area Chairperson
_____________________ _____________________
AssistantPrincipal Principal

10. S A M P L E
TABLE OF SPECIFICATIONS
Content/
TopicsKCAASE
No. of
Rec.
Days
No. of
Test
Items
% of
Test
Items
Topic 1 3
Topic 2 4
Topic 3 8
Topic 4 5
Total No. of
Rec.Days
20
Total No. of
Test items
60
Total % of
Test Items
Placement
of TestItems

11. Content/
Topics
No. ofRec.
Days
No. of Test
Items
% of Test
Items
Topic 1 3
Topic 2 4
Topic 3 8
Topic 4 5
Total No. of
Rec.Days 20
Total No. of
Test items 60
Total % of
Test Items 100%
Placement
of TestItems

12. S A M P L E
TABLE OF SPECIFICATIONS
Content/
TopicsKCAASE
No. of
Rec.
Days
No. of
Test
Items
% of
Test
Items
Topic 13 30003 3 9 15%
Topic 20 52500 4 12 20%
Topic 3405609 8 24 40%
Topic 40 050100 5 15 25%
Total No. of
Rec.Days
20
Total No. of
Test items
7812111012 60
Total % of
Test Items
11.67
%
13.33
%
20
%
18.33
%
16.67
%
20
%
100%
Placement
of TestItems
Part I
(#1-15)
Part II
(#16-38)
Part III
(#39-60)

13. S A M P L E
TABLE OF SPECIFICATIONS
SUBJECT TEACHERS
1.Mr.ChristianI.Lamud 4.Mrs.HazelR.Reforsado
2.MissQueennyP.Ibarrientos5.Mr.JudeB.Nedia
3.Mr.MarkTyroneB.Belmonte
MR. ZALDY B. BUFFE
Area Chairperson
MR.CARLITOB.GASCON MRS.NENITAT.ANDALIS
AssistantPrincipal Principal

14. TABLE OF SPECIFICATIONS
Learning OutcomesRUAAEC
No. of
Disc.
Days
No. of
Test
Items
% of
Test
Items
1. Define subject and verb.
2. Form appropriate sentence.
3. Write sentences observing rules on SVA.
4. Determine subject and predicate.
5. Evaluate whether or not a sentence
observes rules on SVA.
6. Formulate rules on SVA.
Total No. of DiscussionDays
Total No. of Test items
Total % of Test Items
Placement of TestItems

15. TABLE OF SPECIFICATIONS
Learning OutcomesRUAAEC
No. of
Disc.
Days
No. of
Test
Items
% of
Test
Items
1. Define subject and verb. 1
2. Form appropriate sentence. 1
3. Write sentences observing rules on SVA. 2
4. Determine subject and predicate. 2
5. Evaluate whether or not a sentence
observes rules on SVA.
3
6. Formulate rules on SVA. 3
Total No. of DiscussionDays 12
Total No. of Test items 40
Total % of Test Items
Placement of TestItems

16. TABLE OF SPECIFICATIONS
Learning OutcomesRUAAEC
No. of
Disc.
Days
No. of
Test
Items
% of
Test
Items
1. Define subject and verb. 1 3.33 = 3
2. Form appropriate sentence. 1 3.33 = 3
3. Write sentences observing rules on SVA. 2 6.67 = 7
4. Determine subject and predicate. 2 6.67 = 7
5. Evaluate whether or not a sentence
observes rules on SVA.
3 10
6. Formulate rules on SVA. 3 10
Total No. of DiscussionDays 12
Total No. of Test items 40
Total % of Test Items
Placement of TestItems

17. TABLE OF SPECIFICATIONS
Learning OutcomesRUAAEC
No. of
Disc.
Days
No. of
Test
Items
% of
Test
Items
1. Define subject and verb. 1 3.33 = 37.50%
2. Form appropriate sentence. 1 3.33 = 37.50%
3. Write sentences observing rules on SVA. 2 6.67 = 717.50%
4. Determine subject and predicate. 2 6.67 = 717.50%
5. Evaluate whether or not a sentence
observes rules on SVA.
3 10 25.00%
6. Formulate rules on SVA. 3 10 25.00%
Total No. of DiscussionDays 12
Total No. of Test items 40
Total % of Test Items 100%
Placement of TestItems

18. TABLE OF SPECIFICATIONS
Learning OutcomesRUAAEC
No. of
Disc.
Days
No. of
Test
Items
% of
Test
Items
1. Define subject and verb. 3 0 0 000 1 3.33 = 3 7.50%
2. Form appropriate sentence. 0 3 0 000 1 3.33 = 3 7.50%
3. Write sentences observing rules on SVA. 0 0 7 0 0 0 2 6.67 = 717.50%
4. Determine subject and predicate. 0 0 0 7 0 0 2 6.67 = 717.50%
5. Evaluate whether or not a sentence
observes rules on SVA.
0 0 0 0100 3 10 25.00%
6. Formulate rules on SVA. 0 0 0 0 010 3 10 25.00%
Total No. of DiscussionDays 12
Total No. of Test items 3 3 7 71010 40
Total % of Test Items 100%
Placement of TestItems

19. TABLE OF SPECIFICATIONS
Learning OutcomesRUAAEC
No. of
Disc.
Days
No. of
Test
Items
% of
Test
Items
1. Define subject and verb. 3 0 0 000 1 3.33 = 3 7.50%
2. Form appropriate sentence. 0 3 0 0 0 0 1 3.33 = 3 7.50%
3. Write sentences observing rules on SVA. 0 0 7 0 0 0 2 6.67 = 717.50%
4. Determine subject and predicate. 0 0 0 7 0 0 2 6.67 = 717.50%
5. Evaluate whether or not a sentence
observes rules on SVA.
0 0 0 0100 3 10 25.00%
6. Formulate rules on SVA. 0 0 0 0010 3 10 25.00%
Total No. of DiscussionDays 12
Total No. of Test items 3 3 7 71010 40
Total % of Test Items
7.5
%
7.5
%
17.5
%
17.5
%
25
%
25
%
100%
Placement of TestItems

20. TABLE OF SPECIFICATIONS
Learning OutcomesRUAAEC
No. of
Disc.
Days
No. of
Test
Items
% of
Test
Items
1. Define subject and verb. 3 0 0 0 0 0 1 3.33 = 3 7.50%
2. Form appropriate sentence. 0 3 0 0 0 0 1 3.33 = 3 7.50%
3. Write sentences observing rules on SVA. 0 0 7 0 0 0 2 6.67 = 717.50%
4. Determine subject and predicate. 0 0 0 7 0 0 2 6.67 = 717.50%
5. Evaluate whether or not a sentence
observes rules on SVA.
0 0 0 0 10 0 3 10 25.00%
6. Formulate rules on SVA. 0 0 0 0 0 10 3 10 25.00%
Total No. of DiscussionDays 12
Total No. of Test items 3 3 7 7 10 10 40
Total % of Test Items
7.5
%
7.5
%
17.5
%
17.5
%
25
%
25
%
100%
Placement of TestItems
Part 1
(#1 to #6)
Part 2
(#7 to #20)
Part 3
(#21 to
# 30)
Part 4
(#31 to
# 40)

21. Constructing
TRUE-FALSE
TEST

22. TRUE-FALSE TEST
Binomial-choiceor alternate
response testsare tests that have
only two options such as true or false,
right or wrong, yes or no, etc. A
student who knows nothing of the
content of the examination would
have 50% chance of getting the
correct answer by sheer guess work.

23. TRUE-FALSE TEST
Rules of Thumb
Do not give a hint
inadvertently in the body
of the question.
RULE No. 1

24. RULE No. 1
Do not give a hint inadvertently in the
body of the question.
The Philippines gained its
independence in 1898 and
therefore celebrated its
centennial year in 2000.

25. TRUE-FALSE TEST
Rules of Thumb
Avoidusingthewords“always,”
“never,”“often”andother
wordsthattendtobeeither
alwaystrueoralwaysfalse.
RULE No. 2

26. RULE No. 2
Avoidusingthewords“always,”“never,”
“often”andotherwordsthattendtobe
eitheralwaystrueoralwaysfalse.
Christmas alwaysfalls
on a Sunday because it
is a Sabbath day.

27. TRUE-FALSE TEST
Rules of Thumb
Avoid long sentences as
these tend to be “true.”
Keep sentences short.
RULE No. 3

28. RULE No. 3
Avoid long sentences as these tend to be
“true.” Keep sentences short.
Tests need to be valid, reliable and
useful, although, it would require a
great amount of time and effort to
ensure that tests possess these
test characteristic.

29. TRUE-FALSE TEST
Rules of Thumb
Avoid trick statements with some minor
misleading word or spelling anomaly, misplaced
phrases, etc. A wise student who does not
know the subject matter may detect this
strategy and thus get the answer correctly.
RULE No. 4

30. RULE No. 4
Avoid trick statements with some minor
misleading word or spelling anomaly, misplaced
phrases, etc. A wide student who does not know
the subject matter may detect this strategy and
thus get the answer correctly.
The Raven was written
by Edgar AllenPoe.

31. TRUE-FALSE TEST
Rules of Thumb
Avoid quoting verbatim from reference materials or
textbooks. This practice sends the wrong signal to
the student that it is necessary to memorize the
textbook word for word and, thus, acquisition of
higher level of thinking skills is not given due
importance.
RULE No. 5

32. TRUE-FALSE TEST
Rules of Thumb
Avoid specific determiners or give-away
qualifiers. Students quickly learn that strongly
worded statementsare more likely to be false
than true. Moderately worded statements are
more likely to be true than false.
RULE No. 6

33. TRUE-FALSE TEST
Rules of Thumb
With true or false questions, avoid a
grossly disproportionate number of either
true or false statements or even patterns
in the occurrence of true and false
statements.
RULE No. 7

34. TRUE-FALSE TEST
Rules of Thumb
Avoid double negatives. This
makes test item unclear and
definitely will confuse the student.
RULE No. 8

35. Constructing
MULTIPLE-
CHOICE TEST

36. MULTIPLE CHOICE
The multiple choice type of test offers the
student with more than two options per
item to choose from.
Who is the incumbent president of the
Republic of the Philippines?
A.BenignoAquinoIII
B.GloriaMacapagalArroyo
C.FerdinandE.MarcosJr.
D.JosephEjercitoEstrada
stem
options

37. MULTIPLE CHOICE
Rules of Thumb
Do not use unfamiliar words, terms and
phrases. The ability of the item to discriminate
or its level of difficulty should stem from the
subject matter rather than from the wording of
the question.
RULE No. 1

38. RULE No. 1
Do not use unfamiliar words, terms and phrases. The
ability of the item to discriminate or its level of
difficulty should stem from the subject matter rather
than from the wording of the question.
What would be the system reliability of a
computer system whose slave and
peripherals are connected in parallel
circuits and each one has a known time
to failure probability of 0.05?

39. MULTIPLE CHOICE
Rules of Thumb
Do not use modifiers that are vague
and whose meanings can differ from
one person to the next such as much,
often, usually, etc.
RULE No. 2

40. RULE No. 3
Do not use modifiers that are vague and whose
meanings can differ from one person to the next such
as much, often, usually, etc.
Much of the process of
photosynthesis takes place in the:
A.Bark
B.Leaf
C.Stem

41. MULTIPLE CHOICE
Rules of Thumb
Avoid complex or awkward word
arrangements. Also, avoid use of
negativesin the stem as this may add
unnecessary comprehension difficulties.
RULE No. 3

42. RULE No. 3
Avoid complex or awkward word arrangements. Also,
avoid use of negativesin the stem as this may add
unnecessary comprehension difficulties.
As President of the Republic of the Philippines,
Corazon Cojuangco Aquino would stand next to
which President of the Philippine Republic
subsequent to the 1986 EDSA Revolution?
Who was the President of the Philippines after
Corazon C. Aquino?

43. MULTIPLE CHOICE
Rules of Thumb
Do not use negativesor double negatives
as such statements tend to be confusing.
It is best to use simpler sentences that
would require expertise in grammatical
construction.
RULE No. 4

44. RULE No. 4
Do not use negativesor double negatives as such
statements tend to be confusing. It is best to use
simpler sentences that would require expertise in
grammatical construction.
POOR: Which of the following will not cause
inflation in the Philippine economy?
BETTER: Which of the following will cause
inflation in the Philippine economy?

45. RULE No. 4
Do not use negativesor double negatives as such
statements tend to be confusing. It is best to use
simpler sentences that would require expertise in
grammatical construction.
POOR: What does the statement “Development
patterns acquired during the formative years are
not unchangeable” imply?
BETTER: What does the statement “Development
patterns acquired during the formative years are
changeable” imply?

46. MULTIPLE CHOICE
Rules of Thumb
Each item should be as short as
possible; otherwise you risk testing
more for reading and comprehension
skills.
RULE No. 5

47. MULTIPLE CHOICE
Rules of Thumb
Distracters should be equally
plausible and attractive.
RULE No. 6

48. MULTIPLE CHOICE
Rules of Thumb
All multiple choice options
should be grammatically
consistent with the stem.
RULE No. 7

49. MULTIPLE CHOICE
Rules of Thumb
The length, explicitness, or degree of
technicalityof alternatives should not
be the determinants of the correctness
of answer.
RULE No. 8

50. MULTIPLE CHOICE
Rules of Thumb
Avoid stems that reveal the
answer to another item.
RULE No. 9

51. MULTIPLE CHOICE
Rules of Thumb
Avoidalternativesthatare
synonymouswithothersorthose
thatincludeoroverlapothers.
RULE No. 10

52. MULTIPLE CHOICE
Rules of Thumb
Avoidpresentingsequenced
itemsinthesameorderasin
thetext.
RULE No. 11

53. MULTIPLE CHOICE
Rules of Thumb
Avoiduseofassumedqualifiers
thatmanyexamineesmaynot
beawareof.
RULE No. 12

54. MULTIPLE CHOICE
Rules of Thumb
Avoiduseofunnecessarywordsor
phraseswhicharenotrelevantto
theproblemathand.
RULE No. 13

55. MULTIPLE CHOICE
Rules of Thumb
Avoiduseofnon-relevantsourcesof
difficultysuchasrequiringacomplex
calculationwhenonlyknowledgeofa
principleisbeingtested.
RULE No. 14

56. MULTIPLE CHOICE
Rules of Thumb
Pack the question
in the stem.
RULE No. 15

57. MULTIPLE CHOICE
Rules of Thumb
Usethe“Noneoftheabove”optiononlywhenthe
keyedansweristotallycorrect.Whenchoiceofthe
bestresponseisintended,“noneoftheabove”isnot
appropriatesincetheimplicationhasalreadybeen
madethatthecorrectresponsemaybepartially
inaccurate.
RULE No. 16

58. MULTIPLE CHOICE
Rules of Thumb
Notethatuseof“alloftheabove”mayallow
creditforpartialknowledge.Inamultiplechoice
item,ifastudentonlyknewthattwooptions
werecorrect,hecouldthendeducethe
correctnessof“alloftheabove.”
RULE No. 17

59. MULTIPLE CHOICE
Rules of Thumb
Betterstilluse“noneoftheabove”
and“alloftheabove”sparinglybut
bestnottousethematall.
RULE No. 18

60. MULTIPLE CHOICE
Rules of Thumb
Havingcompoundresponsechoices
maypurposefullyincreasedifficulty
ofanitem.
RULE No. 19

61. Constructing
MATCHING
TYPE OF TEST

62. MATCHING TYPE
Thematchingtypeoftestmaybeconsideredasmodified
multiplechoicetypeitemswherethechoicesprogressively
reduceasonesuccessfullymatchestheitemsontheleft
withtheitemsontheright.
COLUMNA COLUMNB
1.Anactionword A.Adjective
2.Nameofathing B.Pronoun
3.Modifiesnoun/pronoun C.Verb
4.Replacesanoun D.Noun
stem options

63. PERFECT MATCHING TYPE
In a perfect matching type of test,
answers are not repeated.
COLUMNA COLUMNB
1.StagenameofKimNamjoonA.JK
2.StagenameofKimSeokjinB.Jimin
3.StagenameofMinYoongi C.V
4.StagenameofJungHoseokD.RM
5.StagenameofJiminPark E.Suga
6.StagenameofKimTaehyungF.Jin
7.StagenameofJeonJungkookG.J-Hope

64. IMPERFECT MATCHING TYPE
In an imperfect matching type of
test, answers may be repeated.
COLUMNA COLUMNB
1.SuperStar A.VilmaSantos
2.MegaStar B.MaricelSoriano
3.StarforallSeasons C.NoraAunor
4.DiamondStar D.SharonCuneta
5.MotherofKCConcepcion
6.MotherofLuisManzano

65. MATCHING TYPE
Rules of Thumb
Matchhomogeneousnot
heterogeneousitems.
RULE No. 1

66. MATCHING TYPE
Rules of Thumb
Thestem(longerinconstructionthanthe
options)mustbeinthefirstcolumnwhile
theoptions(usuallyshorter)shouldbein
thesecondcolumn.
RULE No. 2

67. MATCHING TYPE
Rules of Thumb
Theoptionsmustbemoreinnumber
thanthestemstopreventthestudent
fromarrivingattheanswerbymere
processofelimination.
RULE No. 3

68. MATCHING TYPE
Rules of Thumb
To help the examinees find the
answer easier, arrange the options
alphabetically or chronologically,
whoever is applicable.
RULE No. 4

69. MATCHING TYPE
Rules of Thumb
Likeanyothertest,thedirection
ofthetestmustbegiven.The
examineesmustknowexactly
whattodo.
RULE No. 5

70. Constructing
COMPLETION
TYPE OF TEST

71. COMPLETION
This kind of test contains a
stemand a blankwhere
the students will write the
correct answer.

72. COMPLETION TYPE OF TEST
Rules of Thumb
Avoid over-mutilated
sentences.
RULE No. 1

73. COMPLETION TYPE OF TEST
Rules of Thumb
Avoid open-ended item.
There should be only one
acceptable answer.
RULE No. 2

74. COMPLETION TYPE OF TEST
Rules of Thumb
The blank should be at
the endor the near the
endof the sentence.
RULE No. 3

75. COMPLETION TYPE OF TEST
Rules of Thumb
Ask question on more
significant item not on
trivial matter.
RULE No. 4

76. COMPLETION TYPE OF TEST
Rules of Thumb
The length of the blanks must not
suggest the answer. So better to
make the blanks uniformin size.
RULE No. 5

77. Constructing
ESSAY TYPE
OF TEST

78. ESSAY TYPE
Essays,classifiedasnon-
objectivetests,allowforthe
assessmentofhigherorder
thinkingskills.Suchtests
requirestudentstoorganize
theirthoughtsonasubject
matterincoherentsentences.

79. RESTRICTED ESSAY
It is also referred to as short
focused response.
EXTENDED ESSAY
Non-restricted or Extended essays can
be much longer and complex than short
responses, but students are encouraged
to remain focused and organized.

80. ESSAY
Rules of Thumb
Phrasethedirectioninsuchaway
thatstudentsareguidedonthekey
conceptstobeincluded.Specifyhow
thestudentsshouldberespond.
RULE No. 1

81. ESSAY
Rules of Thumb
Informthestudentsonthecriteriatobeused
forgradingtheiressays.Thisruleallowsthe
studentstofocusonrelevantandsubstantive
materialsratherthanonperipheraland
unnecessaryfactsandbitsofinformation.
RULE No. 2

82. ESSAY
Rules of Thumb
Put a time limit on
the essay test.
RULE No. 3

83. ESSAY
Rules of Thumb
Decide on your essay grading
systemprior to getting the
essays of your students.
RULE No. 4

84. ESSAY
Rules of Thumb
Evaluate all of the students’
answers to one question before
proceeding to the next question.
RULE No. 5

85. ESSAY
Rules of Thumb
Evaluate answers to essay
questions without knowing
the identity of the writer.
RULE No. 6

86. ESSAY
Rules of Thumb
Whenever possible, have
two or more persons
grade each answer.
RULE No. 7

87. ESSAY
Rules of Thumb
Do not provide
optionalquestions.
RULE No. 8

88. ESSAY
Rules of Thumb
Provide information about the
value/weightof the question
and how it will be scored.
RULE No. 9

89. ESSAY
Rules of Thumb
Emphasize higher
level thinking skills.
RULE No. 10