GUIDELINES-IN-TEST-CONSTRUCTION-final.pptx

Construction of a test

1. Mechanics: The goal of the game is for you to identify the word from the four pictures that are shown to you.

2. 4 PICS 1 WORD __ __ __ __ __ __ __ __ __ __ G U I D E L I N E S

3. 4 PICS 1 WORD __ __ __ __ __ S T E P S

4. 4 PICS 1 WORD __ __ __ __ __ __ __ __ P L A N N I N G

5. 4 PICS 1 WORD __ __ __ __ T E S T

6. 4 PICS 1 WORD __ __ __ __ __ __ __ __ __ __ __ __ C O N S T R U C T I O N

7. GUIDELINES IN TEST CONSTRUCTION

8. OBJECTIVES Learning Outcome 9: Cite rules or guidelines in constructing or formulating a test. Learning Outcome 10: Construct self-made test items based on the TOS and the guidelines in writing a test.

9. GUIDELINES IN TEST CONSTRUCTION Avoid ambiguous and confusing wordings and sentence structures. Use appropriate vocabulary. Keep questions short and simple. Write items that have one correct answer. (Unless you are instructing student to select more than one. Don’t ever complicate test items.

10. Common Observation of Student on Test Questions Not included in the lessons. Questions and choices are both too long. Layout is unorganized. Sentences are unorganized.. Question are confusing. Correct answer is not included in the choices.

11. Possible Reason for Faulty Test Question Questions are copied and verbatim from the book or other resources. Not consulting the course outline. Much consideration is given to reduce printing cost. No TOS or TOS was made after making test.

12. Factors to Consider in Preparing Test Questions Purpose of the Test. Time available to prepare, administer and score the test. Number of students to be tested Skill of the teacher in writing the test. Facilities available in reproducing the test.

13. Characteristic of Good Test VALIDITY – the extent to which the test measures what it intends to measure. RELIABILITY – refers to the degree to which a test is consistent and stable in measuring what it is intended to measure USABILITY – the test can be administered with ease, clarity and uniformity.

14. Other things to consider: S CORABILITY – easy to score INTERPRETABILITY – test result can be properly interpreted and its major basis in making sound educational decisions. ECONOMICAL – the test can be reused without compromising the validity and reliability.

15. General Rules in Writing Test Questions Number test questions continuously. Keep your test question each test group uniform. Make your layout presentable Do not put too many test question in one test group

16. 5 Most Commonly used Test Format Multiple Choice True or False Matching Type Fill-in the blanks (Sentence Completion) Essay Source: Turn out of test Questions in SSI (2003-2007)

17. The following are examples of non-renewable resources except : Fossil fuels Minerals Water Wood Multiple Choice answer alternatives s tem decoy

18. Multiple Choice Avoid patterns Stem and alternatives on the same page Avoid abbreviations or acronyms Make sure there is only one best answer. Make the distractors appealing and plausible. Place the choices in some meaningful order.

19. TRUE or FALSE Solar energy is a renewable energy source. Is solar energy a renewable energy source?

20. TRUE or FALSE Avoid using the word “always”, “never”, “often”, and other adverbs that tend to be either always true or always false. Avoid tricky statements with some minor misleading word or spelling anomaly, misplaced phrases, etc. Avoid long sentences as these tends to be “true”.

21. Matching Type Responses Premises

22. Matching Type Use numbers to identify the items in Column A , and capital letters to identify responses in Column B or vice versa. Responses must be more in number than the premises to prevent the student from arriving at the answer by mere process of elimination. To help the examinee find the answer easier, arrange the option alphabetically or chronologically , whichever is applicable. All of the responses and premises for a matching type should appear on the same page.

23. Fill-in the blanks Do not use statements that are copied from the textbook or workbook, since this encourages memorization. The required completion should be specific term. There should be only one possible correct answer. Be sure that the missing segment of the incomplete item is important. Provide sufficient space on the answer sheet. Use blanks that are consistently the same length, so it is not a clue to how long the answer/word is. Use one blank, or certainly no more than two, in any test item, since more than two blanks lead to confusion.

24. Fill-in the blanks (Overpopulation) is an example of an environmental problem. (Overpopulation) is an example of an environmental problem that refers to an undesirable condition where the number of the existing human population exceeds the actual carrying capacity of Earth.

25. Essay Unrestricted / Uncontrolled response Unrestricted response essay question is one where there are no restrictions on the response, including the amount of time allowed to finish, the number of pages written, or material included. Example: Discuss ecosystem Restricted / Controlled response Restricted response usually limits both the content and the response by restricting the scope of the topic to be discussed. The examinee is required to provide limited response based on a specified criterion for answering the question. Example: Describe the movement of energy and nutrients in an ecosystem In 100 words, describe the characteristics of Mayon Volcano.

26. Additional guidelines to consider when writing items Avoid humorous items. Item should measure one’s knowledge of the item context, not their level of interest. Write items to measure what students know, not what they do not know.

27. Steps in Constructing a Teacher-Made Test

28. TEACHER MADE-TEST Teacher-made test is the major basis for evaluating the progress or performance of the students in the classroom. The teacher therefore, had an obligation to provide their students with best evaluation.

29. Step 1 - Planning What is to be measure? What areas should be included? What types of test items are to be included?

30. Step 2 – Preparing the Tests In this step, the test items are constructed in accordance with the table of specification.

31. Step 3 – Reproducing the Test in reproducing the test, the duplicating machine and who will facilitate in typing and mimeographing be consider. Step 4 – Administering the Test student must be provided congenial physical and psychological environment during the time of testing.

32. Step 5 – Scoring the Test the best procedure in scoring an objective test is to give one point of credit for each correct answer. in case of a test with only two or three options to each item, the correct formula should be applied.

33. For two options, score equals right minus wrong (S = R – W) No. of items :50 Score = 30 – 20 Correct = 30 = 10 Wrong = 20 For three options, score equals right minus one-half wrong (S = R – ½ W or S = R – W/2) Score = 30 – 20/2 No. of Items: 50 = 30 - 10 = 20 Correct/Right = 30 Wrong = 20

34. Step 6 – Evaluating the Test the test is evaluated as to the quality of the student’s responses and the quality of the test itself. Step 7 – Interpreting the Test standardized achievement tests are interpreted based on norm tables. Table of norm are not applicable to teacher-made test.

35. EXAMPLES

36. What is the capacity to do work? Conversion Ecosystem Energy Transformation Where does energy flow, transfer and move in the ecosystem? Food chain Open system Photosynthesis Thermodynamics

37. 3. It is the main regulator of carbon dioxide in the atmosphere because carbon dioxide dissolves easily in it. Ocean River Volcanoes Water 4. Why is the use of too much phosporus -rich fertilizers bad for the environment? Because of toxins in fertilizers Because these fertilizers are harmful to humans. Because these fertilizers cannot cause growth in algae and large aquatic plants Because phosphorus-rich fertilizers contribute to the process of eutrophication which leads to various changes in water deteriorating its quality.

38. 5. The following are examples of non-renewable resources except: Air Fossil fuels Minerals Water IDENTIFICATION. Write your answer on the blank space provided in each item. 6. Through photosynthesis, a plant transforms light energy into chemical energy stored in food and the first trophic level in the food chain is classified as ________. 7. ______________It is also known as the hydrologic cycle and the continuous movement of water within the Earth and atmosphere.

39. 8. Fossil fuels and minerals are examples of _____________ resources.   9. _____________ is the removal of a forest or stand of trees from land that is then converted to non-forest use. 10. Which among the following is the proper order in the food chain? Flower->Insect->Rat->Snake. Insect->Flower->Rat->Snake. Rat->Insect->Snake->Flower. Snake->Insect->Rat->Flower.

40. 11. Which among the following show the flow of energy? A traffic collision of two motor vehicle. A grass absorbing light to produce food . A union of strong predators. A boat sailing in the pacific sea   12. Why is carbon important for life? Cellular respirations provide energy for living things. Important for plant and animal growth To support the water cycle To support decomposition

41. 13. Human activities alter nutrient cycles through the following except? Through production of nitrogen fertilizers Through deforestation and burning of fossil fuels. By altering the rate or the amount of nutrients in certain areas. By planting trees 14. The Province of Bulacan have attempted to control the size of mosquito populations to prevent the spread of certain diseases such as malaria and encephalitis. Which control method is most likely to cause the least ecological damage? draining the swamps where mosquitoes breed spraying swamps with chemical pesticides to kill mosquitoes increasing populations of native fish that feed on mosquito larvae in the swamps spraying oil over swamps to suffocate mosquito larvae

42. 15. As a student, what can you contribute to reduce solid waste? Use a refillable container for water in place of bottled water. Make it a habit to separate out all items that are recyclable. Donate your old clothes, books, and other things instead of throwing it away. All of the above. Write TRUE OR FALSE before each number. _______ 16. Beetle is an herbivore or a first order consumer because it feeds on the grass. _______ 17. Food chain is a hierarchical series of organisms, each dependent on the next as a source of food.

43. 18. The biogeochemical cycle involves biological, chemical and geological processes. _______ 19. Water that changes from gas to liquid is called evaporation. _______ 20. Acid rain can be considered as the result of human activities. _______ 21. Overfishing has no harmful effect on the ecosystem because fish can reproduce their population.  

44. 22. Which pertains to the role of the organisms play in their respective habitats? Energy Food Chain Food Web Niche 23. Which of these animals is a carnivore? Deer Giraffe Goat Tiger

45. 24 . What do you call the process that plants do to gather energy from the sun to make food? Photo- active Photochromic Photo-dynamics Photosynthesis 25. Which type of bacteria use nitrogen gas from air to produce their own nitrate? Denitrifying bacteria Nitrogen bacteria Nitrifying bacteria Nitrogen-fixing bacteria

46. 26. Carbon dioxide moves from the atmosphere to plants through the process of . Differentiation Diffusion Photosynthesis Respiration 27 . What is the correct order of the water cycle? rain, water vapor, cloud rain, cloud, water vapor water vapor, rain, cloud water vapor, cloud, rain

47. 28. Which human activity would most likely reduce non-renewable resources? development of wildlife habitat governmental restriction of industrial pollution uncontrolled population growth use of natural enemies to eliminate insect pests   29. Which of the following has the most negative effect on the ecosystem? increasing human population recycling glass, plastic, and metals use of air pollution controls use of natural predators to control insect pests

48. Short essay 30. Give one suggestion or solution on how we can solve the different environmental issues we are facing today.

49. What is a Table of Specification (TOS)? A plan prepared by a teacher as basis for test construction . A two way chart that relates the learning outcomes to the course content.

50. What is the importance of (TOS)? It enables the teacher to prepare a test containing a representative sample of student behavior in each of the areas tested. It ensures that fair and representative questions appear on the test. It improves the validity of a teacher’s evaluation based on the test constructed. It helps identify the type of items to be included on the test. It provides evidence that a test has content validity, that it covers what should be covered. It helps measure higher thinking and lower thinking skills of students.

51. Preparation for the Table of Specification (Grade 7) Science 4 th Quarter Ecosystem LESSON: 1. The Flow of Energy in the Living System 2. The Flow of Materials in the Ecosystem 3. Impact of Human Activities in an Ecosystem

52. Table of Specification for (Grade 7) Science 4 th Quarter: Ecosystem Learning Competency Number of Days 30% 40% 30% Number of items Remembering Understanding Applying Analyzing Evaluating Creating 1. Identify the basic needs and animals such as air, food, water and shelter; 2. Explain how living things depend on the environment to meet their basic needs; and 3. Recognize that there is a need to protect and conserve the environment. Total Total

53. STEP 1. Identify the number of days spent. STEP 2. Determine the number of total items to prepare and number of item in each Learning Competency . Formula: n/N days x N 30 items = n items in each LC

54. Learning Competency Number of Days 30% 40% 30% Number of items Remembering Understanding Applying Analyzing Evaluating Creating 1. Identify the basic needs and animals such as air, food, water and shelter; 5 (9.9) 2. Explain how living things depend on the environment to meet their basic needs; and 5 10 3. Recognize that there is a need to protect and conserve the environment. 5 10 15 30

55. STEP 3. Determine the number of items (NOI) for each classification of objectives. Formula: n of items x % Cognitive Level of difficulty = n of items in each CO STEP 4. Allocate the number of test items for each topic in each classification of objectives.

56. Learning Competency Number of Days 30% 40% 30% Number of items Remembering Understanding Applying Analyzing Evaluating Creating 1. Identify the basic needs and animals such as air, food, water and shelter; 5 2 1 2 2 3   10 2. Explain how living things depend on the environment to meet their basic needs; and 5 2 1 2 2 3   10 3. Recognize that there is a need to protect and conserve the environment. 5 1 2 2 2 2 1 10 15 5 4 6 6 8 1 30

57. Learning Competency Number of Days 30% 40% 30% Number of items Remembering Understanding Applying Analyzing Evaluating Creating 1. Identify the basic needs and animals such as air, food, water and shelter; 5 1,2 6 10,11 16,17 22,23,24   10 2. Explain how living things depend on the environment to meet their basic needs; and 5 3,4 7 12,13 18,19 25,26,27   10 3. Recognize that there is a need to protect and conserve the environment. 5 5 8,9 14,15 20,21 28,29 30 10 15 5 4 6 6 8 1 30 STEP 5. Determine the placement of items (POI) for each classification of objectives.