ASSESSMENT IN LEARNING- THIRD YEAR

MODULE 4

Lesson 5 Construction of Written Tests

How do you construct various types of traditional test formats to assess learning?

UNDERSTAND

Desired Significant Learning Outcomes In this lesson, you are expected to:
identify the appropriate test format to measure learning outcomes, and
apply the general guidelines in constructing test items for different test formats.

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and skills in constructing
traditional types of tests that are most applicable to a particular learning outcome.

You are considered successful in this culminating performance task if you have satisfied at least the following
indicators of success:

Performance Tasks Classifying tests

Designing a test
Success Indicators Identify the test format that is most appropriate for a particular learning outcome Create an
assessment plan aligned with the desired learning outcomes (DLOs) and the teaching and learning activities
(TLAS) Develop test items following the general guidelines for test construction of different test formats
Constructing test items

Prerequisite of This Lesson

The construction of good tests requires specific skills and experience. To be able to successfully perform the
above culminating performance tasks, you should be able to distinguish the different test types and formats,
and understand the processes and requirements in setting learning objectives and outcomes and in preparing
the table of specifications. To fully grasp this particular lesson, it is suggested that you review Lessons 3 and 4.

PREPARE
Classroom assessments are an integral part of learners' learning. They do more than just measure learning.
They also inform the learners what needs to be learned and to what extent and how to learn them. They also
provide the parents some feedback about their child's achievement of the desired learning outcomes. The
schools also get to benefit from classroom assessments because learners' test results can provide them
evidence-based data that are useful for instructional planning and decision-making. As such, it is important that
assessment tasks or tests are meaningful and further promote deep learning, as well as fulfill the criteria and
principles of test construction.
There are many ways by which learners can demonstrate their knowledge and skills and show evidence of
their proficiencies at the end of a lesson, unit, or subject. While authentic/performance-based assessments
have been advocated as the better and more appropriate methods in assessing learning outcomes, particularly
as they assess higher-level thinking skills, traditional written assessment methods, such as multiple-choice
tests, are also considered as appropriate and efficient classroom assessment tools for some types of learning
targets. This is especially true for large classes and when test results are needed immediately for some
educational decisions. Traditional tests are also deemed reliable and exhibit excellent content and construct
validity.
To learn or enhance your skills in developing good and effective test items for a particular test format, you
need to go back and review your prior knowledge on different test formats; how and when to choose a
particular test format that is the most appropriate measure of the identified learning objectives and desired
learning outcomes of your subject; and how to construct good and effective items for each format.

What are the general guidelines in choosing the appropriate test format?
Not every test is universally valid for every type of learning outcome. For example, if an intended
outcome for a Research Method 1 course is “to design and produce a research study relevant to one's field of
study," you cannot measure this outcome through a multiple-choice test or a matching-type test.
To guide you on choosing the appropriate test format and designing fair and appropriate yet challenging tests,
you should ask the following important questions:
1. What are the objectives or desired learning outcomes of the subject/unit/lesson
being assessed?
Deciding on what test format to use generally depends on your learning objectives or the desired learning
outcomes of the subject/unit/lesson. Desired learning outcomes (DLOs) are statements of what learners are
expected to do or demonstrate as a result of engaging in the learning process.
It is suggested that you return to Lesson 4 to review on how to set or write instructional objectives or intended
learning outcomes for a subject.
2. What level of thinking is to be assessed (i.e., remembering, understanding, applying, analyzing,
evaluating, and creating)? Does the cognitive level of the test question match your instructional
objectives or DLOS?
The level of thinking to be assessed is also an important factor to consider when designing your test, as this
will guide you in choosing the appropriate test format. For example, if you intend to assess how much your
learners are able to identify important concepts discussed in class (i.e., remembering or understanding level), a
selected-response format such as multiple-choice test would be appropriate. However, if you intend to assess
how your students will be able to explain and apply in another setting a concept or framework learned in class
(i.e., applying and/or analyzing level), you may consider giving constructed-response test formats such as
essays. It is important that when constructing classroom assessment tools, all levels of cognitive behaviors are
represented—from Remembering (R), Understanding (U), Applying (Ap), Analyzing (An), Evaluating (E), and
Creating (C)—and taking into consideration the Knowledge Dimensions, i.e., Factual (F), Conceptual (C),
Procedural(P), and Metacognition (M). You may return to Lesson 2 and Lesson 4 to review the different levels
of Cognitive Behavior and Knowledge Dimensions.
3. Is the test matched or aligned with the course's DLOs and the course contents or learning activities?
The assessment tasks should be aligned with the instructional activities and the DLOs. Thus, it is important
that you are clear about what DLOs are to be addressed by your test and what course activities or tasks are to
be implemented to achieve the DLOs. For example, if you want learners to articulate and justify their stand on
ethical decision-making and social responsibility practices in business (i.e., DLO), then an essay test and class
debate are appropriate measures and tasks for this learning outcome. A multiple-choice test may be used but
only if you intend to assess learners' ability to recognize what is ethical versus unethical decision-making
practice. In the same manner, matching-type items may be appropriate if you want to know whether your
students can differentiate and match the different approaches or terms to their definitions.
4. Are the test items realistic to the students?
Test items should be meaningful and realistic to the learners. They should be relevant or related to their
everyday experiences. The use of concepts, terms, or situations that have not been discussed in the class or
that they have never encountered, read, or heard about should be minimized or avoided. This is to prevent
learners from making wild guesses, which will undermine your measurement of what they have really learned
from the class.

What are the major categories and formats of traditional tests?

For the purposes of classroom assessment, traditional tests fall into two general categories: (1)
selected-response type, in which learners select the correct response from the given options, and (2)
constructed-response type, in which the learners are asked to formulate their own answers. The cognitive
capabilities required to answer selected-response items are different from those required by constructed-
response items, regardless of content.

Selected-Response Tests require learners to choose the correct answer or best alternative from several
choices. While they can cover a wide range of learning materials very efficiently and measure a variety of
learning outcomes, they are limited when assessing learning outcomes that involve more complex and higher-
level thinking skills. Selected-response tests include:
Multiple Choice Test. It is the most commonly used format in formal testing and typically consists of a stem
(problem), one correct or best alternative (correct answer), and three or more incorrect or inferior alternatives
(distractors).
True-False or Alternative Response Test. It generally consists of a statement and deciding if the statement
is true (accurate/correct) or false (inaccurate/ incorrect). Matching-Type Test. It consists of two sets of items to
be matched with each
other based on a specified attribute.
Constructed-Response Tests require learners to supply answers to a given question or problem. These
include:
Short Answer Test. It consists of open-ended questions or incomplete sentences that require learners to
create an answer for each item, which is typically a single word or short phrase. This includes the following
types:
Completion. It consists of incomplete statements that require the learners to fill in the blanks with the
correct word or phrase.
Identification. It consists of statements that require the learners to identify or recall the terms/concepts,
people, places, or events that are being described.
Enumeration. It requires the learners to list down all possible answers to the question.
Essay Test. It consists of problems/questions that require learners to compose or construct written responses,
usually long ones with several paragraphs.
Problem Solving Test. It consists of problems/questions that require learners to solve problems in quantitative
or non-quantitative settings using knowledge and skills in mathematical concepts and procedures, and/or other
higher-order cognitive skills (e.g., reasoning, analysis, critical thinking, and skills).
What are the general guidelines in writing multiple-choice test items?
Writing multiple-choice items requires content mastery, writing skills, and time. Only good and effective items
should be included in the test. Poorly-written test items could be confusing and frustrating to learners and yield
test scores that are not appropriate to evaluate their learning and achievement. The following are the general
guidelines in writing good multiple-choice items. They are classified in terms of content, stem, and options.

Content:
1. Write items that reflect only one specific content and cognitive processing
skills.
Faulty: Which of the following is a type of statistical procedure used to test
a hypothesis regarding significant relationship between variables,
particularly in terms of the extent and direction of association?
A. ANCOVA C. Correlation
B. ANOVA D. t-test
Good: Which of the following is an inferential statistical procedure used to test
a hypothesis regarding significant differences between two qualitative
variables?
A. ANCOVA C. Chi-Square
B. ANOVA D. Mann-Whitney Test
2. Do not lift and use statements 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.
Faulty: Read each question and indicate your answer by shading the circle
corresponding to your answer.
Good: This test consists of two parts. Part A is a reading comprehension test,
and Part. B is a grammar/language test. Each question is a multiple-choice test item with five (5)
options. You are to answer each question · but will not be penalized for a wrong answer or for
guessing. You can go back and review your answers during the time allotted.

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.
Faulty: (1) Who was the Philippine president during Martial Law?
(2) The first president of the Commonwealth of the Philippines was_____.
Good: (1) Who was the Philippine president during Martial Law?
(2) Who was the first president of the Commonwealth of the Philippines?
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.
Faulty: Which of the following is not a measure of variability?
Good: Which of the following is NOT a measure of variability?
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.
Faulty: What does DNA stand for, and what is the organic chemical of complex
molecular structure found in all cells and viruses and codes genetic
information for the transmission of inherited traits?
Good: As a chemical compound, what does DNA stand for?
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.
Faulty: What is an ecosystem?
A. It is a community of living organisms in conjunction with the nonliving
components of their environment that interact as a system. These biotic and abiotic components are linked
together through nutrient cycles and
energy flows.
B. It is a place on Earth's surface where life dwells.
C. It is an area that one or more individual organisms defend against
competition from other organisms.
D. 'It is the biotic and abiotic surroundings of an organism or population.
E. It is the largest division of the Earth's surface filled with living organisms.
Good: What is an ecosystem?
A. It is a place on the Earth's surface where life dwells.
B. It is the biotic and abiotic surroundings of an organism or population.
C. It is the largest division of the Earth's surface filled with living organisms.
D. It is a large community of living and non-living organisms in a particular area.
E. It is an area that one or more individual organisms defend against competition from other organisms.

3. Place options in a logical order (e.g., alphabetical, from shortest to longest).

Faulty: Which experimental gas law describes how the pressure of a gas
tends to increase as the volume of the container decreases? (i.e., “The absolute pressure exerted by a given
mass of an ideal gas is inversely proportional to the volume it occupies.")
A. Boyle's Law D. Avogadro's Law
B. Charles Law E. Faraday's Law
C. Beer Lambert Law

Good: Which experimental gas law that describes how the pressure of gas
tends to increase as the volume of the container decreases? (i.e., “The absolute pressure exerted by a given
mass of an ideal gas is inversely proportional to the volume it occupies.")
A. Avogadro's Law - D. Charles Law
B. Beer Lambert Law E. Faraday's Law
C. Boyle's Law

4. Place correct response randomly to avoid a discernable pattern of correct answers. Use None-of-the-above
carefully and only when there is one absolutely correct answer, such as in spelling or math items.
Faulty: Which of the following is a nonparametric statistic?
A. ANCOVA D. t-test
B. ANOVA E. None of the Above
C. Correlation
Good: Which of the following is a nonparametric statistic?
A. ANCOVA C. Correlation
B. ANOVA D. Mann-Whitney U E. t-test

6.Avoid All of the Above as an option, especially if it is intended to be the correct answer.
Faulty: Who among the following has become the President of Philippine Senate?
A. Ferdinand Marcos D. Quintin Paredes
B. Manuel Quezon E. All of the Above
C. Manuel Roxas
Good: Who was the first ever President of the Philippine Senate?
A. Eulogio Rodriguez D. Manuel Roxas
B. Ferdinand Marcos E. Quintin Paredes
C. Manuel Quezon
7. Make all options realistic and reasonable.

What are the general guidelines in writing matching-type items?

The matching test item format requires learners to match a word, sentence, or phrase in one column
(i.e., premise) to a corresponding word, sentence, or phrase in a second column (i.e., response). It is most
appropriate when you need to measure the learners' ability to identify the relationship or association between
similar items. They work best when the course content has many parallel concepts. While matching-type test
format is generally used for simple recall of information, you can find ways to make it applicable or useful in
assessing higher level of thinking such as applying and analyzing.
The following are the general guidelines in writing good and effective matching-type tests:

1. Clearly state in the directions the basis for matching the stimuli with the responses.
Faulty: Directions: Match the following.
Good: Directions: Column L is a list of countries while Column II presents
the continent where these countries are located. Write the letter of the continent corresponding to the country
on the line provided in Column l.

Item #1's instruction is less preferred as it does not detail the basis for matching
the stem and the response options.
2.Ensure that the stimuli are longer and the responses are shorter.
Faulty: Match the description of the flag to its country.

_______Bangladesh A. Green background with red circle in the center

_______Indonesia B. One red strip on top and white strip 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
_______Thailand E. Red background with large yellow pointed star in the center
F. White background with large red circle in the center

Good: Match the description of the flag to its country.

_______Green background with a red circle in the center A. Bangladesh
_______One red strip on top and white strip at the bottom B. Hong Kong
_______Red background with white five-petal flower in the C. Indonesia center
_______Red background with large yellow pointed star in D. Japan
the center
_______White background with red circle in the center E. Singapore
F. Vietnam
Item #2 is a better version because the descriptions are presented in the first column while the response
options are in the second column. The stems are also longer than the options.

3. For each item, include only topics that are related with one another and share the same foundation of
information.
Faulty: Match the following:

_______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
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 1 Column II
_______1. Indonesia A. Bandar Seri Begawan
_______2. Malaysia B. Bangkok
_______3. Philippines C. Jakarta
_______4. Thailand D. Kuala Lumpur
E. Manila
Item #1 is considered an unacceptable item because its response options are not parallel and include different
kinds of information that can provide clues to the correct/wrong answers. On the other hand, Item #2 details
the basis for matching and the response options only include related concepts.

4. 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

Good: Match the chemical elements with their symbols.

A B
Gold A. Au
Hydrogen B. Fe
Iron C.H
Potassium D. Hg
Sodium E. к
F. Na
In Item #1, response options are not parallel in content and length. They are not also arranged alphabetically.
5. 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 goods/
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
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
Item #1 is less preferred because the response options are not consistent in terms of their length and
grammatical form.

6. Provide more response options than the number of stimuli.

Faulty: Match the following fractions with their corresponding decimal equivalents:

A B
_____¼ A. 0.25
_____5/4 B. 0.28
_____7/25 C. 0.90
_____9/10 D. 1.25

Good: Match the following fractions with their corresponding decimal equivalents:
A
_____1/4 A. 0.09
_____5/4 B. 0.25
_____7/2 C. 0.28
_____9/10 D. 0.90
E. 1.25
Item #1 is considered inferior to Item #2 because it includes the same number of response options as that of
the stimuli, thus making it more prone to guessing.
What are the general guidelines in writing true or false items?
True or false items are used to measure learners' ability to identify whether a statement or proposition is
correct/true or incorrect/false. They are best used when learners' ability to judge or evaluate is one of the
desired learning outcomes of the course.
There are different variations of the true or false items. These include the following:
1. T-F Correction or Modified True-or-False Question. In this format, the statement is presented with a key
word or phrase that is underlined, and the learner has to supply the correct word or phrase.
e.g., Multiple-Choice Test is authentic.
2. Yes-No Variation. In this format, the learner has to choose yes or no, rather than true or false.
e.g., The following are kinds of test. Circle Yes if it is an 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
3.A-B Variation. In this format, the learner has to choose A or B, rather than true or false.
e.g.,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
Because true or false test items are prone to guessing, as learners are asked to choose between two options,
utmost care should be exercised in writing true or false items.
The following are the general guidelines in writing true or false items:
1. 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.

Item #1 is of poor quality because, while the description is right, the countries given are not all correct. While
South Korea has a presidential system of government, it also has a prime minister who governs alongside with
the president.

2. 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. Item #1 is somewhat confusing, especially for younger learners because there are
many ideas in one statement.
3. 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. Double negatives are sometimes confusing and
could result in wrong answers, not because the learner does not know the answer but because of how the test
items are presented.
4. 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 website is usually accurate. Absolute words such as
“always" and "never" restrict possibilities and make a statement as true 100 percent or all the time. They are
also a hint for a "false" answer.
5. Express a single idea in each test item.
Faulty: If an object is accelerating, a net force must be acting on it, and the acceleration of an object is directly
proportional to the net force applied to the object.
Good: If an object is accelerating, a net force must be acting on it.

Item #1 consists of two conflicting ideas, wherein one is not correct.

6. 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.

Students may have a difficult time understanding the statement, especially if the word “esprit de corps" has not
been discussed in the class. Using unfamiliar words would likely lead to guessing

7. Avoid lifting statements from the textbook and other learning materials.

What are the general guidelines in writing short-answer test items?

A short-answer test item requires the learner to answer a question or to finish an incomplete statement by
filling in the blank with the correct word or phrase. While it is most appropriate when you only intend to assess
learners' lower-level thinking, such as their ability to recall facts learned in class, you can create items that
minimize guessing and relevant clues to the correct answer.

The following are the general guidelines in writing good fill-in-the-blank or completion test items:
1. 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) _
In Item #1, the word "core" is not the significant word. The item is also prone to many and varied
interpretations, resulting to many possible answers.
2. 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.
In Item #1 is prone to many and varied answers. For example, a student may answer the question based on
the capital of these countries or based on what continent they are located. Item #2 is preferred because it is
more specific and requires only one correct answer.
3. 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 the martial law years was ____.
Item #1 already gives a clue that Ferdinand Marcos was the president during this time because only the
president of a country can declare martial law.
4. 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 ____
Item #1 has many possible answers because the statement is very general (e.g., wind, solar, biomass,
geothermal, and hydroelectric). Item #2 is more specific and only requires one correct answer (i.e., wind).

5. 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).
The word "an" in Item #1 provides a clue that the correct answer starts with a vowel.
6. If possible, put the blank at the end of a statement rather than at the beginning
Faulty: __is the basic building block of matter.
Good: The basic building block of matter is _
In Item #1, learners may need to read the sentence until the end before they can recognize the problem, and
then re-read it again and then answer the question. On the other hand, in Item #2, learners can already identify
the context of the problem by reading through the sentence only once and without having to go
back and re-read the sentence.
What are the general guidelines in writing essay tests?
Teachers generally choose and employ essay tests over other forms of assessment because essay tests
require learners to create a response rather than to simply select a response from among alternatives. They
are the preferred form of assessment when teachers want to measure learners' higher-order thinking skills,
particularly their ability to reason, analyze, synthesize, and evaluate. They also assess learners' writing
abilities. They are most appropriate for assessing learners' (1) understanding of subject-matter content, (2)
ability to reason with their knowledge of the subject, and (3) problem-solving and decision skills because items
or situations presented in the test are authentic or close to real life experiences.
There are two types of essay test: (1) extended-response essay and (2 restricted-response essay.

Extended-Response Restricted-Response
Requires much longer and complex responses Is much more focused and restrained
How are the leopard and tiger differ? Tina is preparing for a demonstration to
Support your answer with details display at her school's science fair.
and information from the article. She needs to show the effects of salt on the buoyancy of
egg.
Part A: Identify at least two other actions that would make
Tina's demonstration better,
Part B: Explain why each action would improve the
demonstration.
The following are the general guidelines in constructing good essay questions:
1. Clearly define the intended learning outcome to be assessed by the essay test.
To design effective essay questions or prompts, the specific intended learning outcomes are identified. If the
intended learning outcomes to be assessed lack clarity and specificity, the questions or prompts may assess
something other than what they intend to assess. Appropriate direct verbs that most closely match the ability
that learners should demonstrate must be used in the prompts. These include verbs such as compose,
analyze, interpret, explain, and justify, among others.

2. Refrain from using essay test for intended learning outcomes that are better assessed by other kinds of
assessment.
Some intended learning outcomes can be efficiently and reliably assessed by selected-type test rather than by
essay test. In the same manner, there are intended learning outcomes that are better assessed using other
authentic assessments, such as performance test, rather than by essay test. Thus, it is important to take into
consideration the limitations of essay tests when planning and deciding what assessment method to employ for
an intended learning outcome.
3. Clearly define and situate the task within a problem situation as well as the type of thinking required to
answer the test.
Essay questions or prompts should provide clear and well-defined tasks to the learners. It is important to
carefully choose the directive verb, to write clearly the object or focus of the directive verb, and to delimit the
scope of the task. Having clear and well-defined tasks will guide learners on what to focus on when answering
the prompts, thus avoiding responses that contain ideas that are unrelated or irrelevant, too long, or focusing
only on some part of the task. Emphasizing the type of thinking required to answer the question will also guide
students on the extent to which they should be creative, deep complex, and analytical in addressing and
responding to the questions.
4. Present tasks that are fair, reasonable, and realistic to the students.
Essay questions should contain tasks or questions that students will be able to do or address. These include
those that are within the level of instruction/ training, expertise, and experience of the students.
5. Be specific in the prompts about the time allotment and criteria for grading the response.
Essay prompts and directions should indicate the approximate time given to the students to answer the essay
questions to guide them on how much time they should allocate for each item, especially if several essay
questions are presented. How the responses are to be graded or rated should also be clarified to guide the
students on what to include in their responses.

What are the general guidelines in problem-solving test items?

Problem-solving test items are used to measure learners' ability to solve problems that require quantitative
knowledge and competencies and/or critical thinking skills. These items present a problem situation or task
that will require learners to demonstrate work procedures or come up with a correct solution. Full or partial
credit can be assigned to the answers, depending on the answers or solutions required.
There are different variations of the quantitative problem-solving items. These include the following:
1. One answer choice - This type of question contains four or five options and students are required to
choose the best answer.
Example: What is the mean of the following score distribution: 32, 44, 56, 69, 75, 77, 95, 96?
A. 68 D. 74
B. 69 E. 76
C. 72
The correct answer is A (68).
2. All possible answer choices - This type of question has four or five options, and students are required to
choose all of the options that are correct.
Example: Consider the following score distribution: 12, 14, 14, 14, 17, 24, 27, E 28, 30. Which of the following
is/are the correct measure/s of central tendency? Indicate all possible answers.
A. Mean = 20 D. Median = 17
B. Mean = 22 E. Mode = 14
C. Median = 16
Options A, D, and E are all correct answers.
3. Type-In answer - This type of question does not provide options to choose
from. Instead, the learners are asked to supply the correct answer. The teacher should inform the learners at
the start how their answers will be rated. For example, the teacher may require just the correct answer or may
require learners to present the step-by-step procedures in coming up their answers. On the other hand, for
non-mathematical problem solving, such as a case study, the teacher may present a rubric how their answers
will be rated.
Example: Compute the mean of the following score distribution: 32, 44, 56, 69, 75, 77, 95, 96. Indicate your
answer in the blank provided. In this case, the learners will only need to give the correct answer without having
to show the procedures for computation.

Example: Lillian, a 55-year old accountant, has been suffering from frequent
dizziness, nausea, and lightheadedness. During the interview, Lillian was obviously restless, and sweating.
She reported feeling so stressed and fearful of anything without any apparent reason. She could not sleep and
eat well. She also started to withdraw from family and friends, as she experienced frequent panic attacks. She
also said that she was constantly worrying about everything in work and at home. What might be Lillian's
problem? What should she do to alleviate all her symptoms?
Problem-solving test items are good test format as they minimize guessing, measure instructional objectives
that focus on higher cognitive levels, and measure extensive amount of contents or topics. However, they
require more time for teachers to construct, read, and correct, and are prone to rater bias, especially when
scoring rubrics/criteria are not available. It is therefore important that good quality problem-solving test items
are constructed.

The following are some of the general guidelines in constructing good problem-solving test items:
1. Identify and explain the problem clearly.
Faulty: Tricia was 135.6 lbs. when she started with her zumba/aerobics
exercises. After three months of attending the sessions three times a week, her weight was down to 122.8 lbs.
About how many lbs. did she lose after three months? Write you final answer in the space provided and show
your computations. [This question asks “about how many" and does not indicate whether learners need to give
the exact weight or whether they need to round off their answer and to what extent.]
Good: Tricia was 135.6 lbs. when started with her zumba/aerobics exercises.
After three months of attending the sessions three times a week, her weight was down to 122.8 lbs. How many
lbs. did she lose after three months? Write you final answer in the space provided and show your
computations. Write the exact weight; do not round off.
2. Be specific and clear of the type of response required from the students.
Faulty: ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity
juice in Philippines, aside from their Singapore market. The sales for the juice in the Singapore market were
S$5million more than those of their Philippine market in 2016, S$3million more in 2017, and S$4.5million in
2018. If the sales in Philippine market in 2018 was PHP35million, what were the sales in Singapore market
during that year? [This is a faulty question because it does not specify in what currency should the answer be
presented.]
Good: ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity juice
in Philippines, aside from their Singapore market. The sales for the juice in the Singapore market were
S$5million more than those of their Philippine market in 2016, S$3million more in 2017, and S$4.5million in
2018. If the sales in Mexican market in 2018 was PHP35 million, what were the sales in U.S. market during
that year? Provide answer in Singapore dollars (15$ = PHP36.50). [This is a better item because it specifies in
what currency should the answer be presented, and the exchange rate was given.]
3. Specify in the directions the bases for grading students' answers/procedures.
Faulty: VCV Consultancy Firm was commissioned to conduct a survey on the voters' preferences in Visayas
and Mindanao for the upcoming presidential election. In Visayas, 65% are for Liberal Party (LP) candidate,
while 35% are for the Nationalist Party (NP) candidate. In Mindanao, 70% of the voters are Nationalists, while
30% are LP supporters. A survey was conducted among 200 voters for each region. What is the probability
that the survey will show a greater percentage of Liberal Party supporters in Mindanao than in the Visayas
region? [This question is undesirable because it does not specify
the basis for grading the answer.]
Good: VCV Consultancy Firm was commissioned to conduct a survey on voters' preferences in Visayas and
Mindanao for the upcoming presidential election. In Visayas, 65% are for Liberal Party (LP) candidate, while
35% are for the Nationalist Party (NP) candidate. In Mindanao, 70% of the voters are Nationalists while 30%
are LP supporters. A survey was conducted among 200 voters for each region.
What is the probability that the survey will show a greater percentage of Liberal Party supporters in Mindanao
than in the Visayas region? Please show your solutions to support your answer. Your answer will be graded as
follows:
O point = for wrong answer and wrong solution
1 point = for correct answer only (i.e., without or wrong solution)
3 points = for correct answer with partial solutions
5 points = for correct answer with complete solutions

DEVELOP
Let us review what you have learned about constructing traditional tests. 1. What factors should be considered
when choosing a particular test format? 2. What are the major categories and formats of traditional tests?

3. When are the following traditional tests appropriate to use?

- multiple-choice test -short-answer test
- matching-type test -essay test
- true or false test -problem-solving tests
4. How should the items for the above traditional tests be constructed?
To check whether you have learned the important information about constructing the traditional types of tests,
please complete the following graphical representation:
Traditional Test Types

What are the When to use? Why use it How to construct?

types?

APPLY
Based on the guidelines on writing items for traditional tests and examples of good and faulty items presented,
you are now ready to construct effective tests of different formats to assess your learners' learning outcomes.
Let us apply what you have learned by creating an assessment plan for the subjects that you are currently
teaching. For each subject, list down the desired learning outcomes and subject topic or lesson; and for each
desired learning outcome, identify the appropriate test format to assess learners' achievement of the outcome.
It is important that you have an assessment plan for each subject.
Example of an Assessment Plan:
Subject: Economics

Desired Learning Topic/Lesson Types of Test

Outcomes

e.g., Show understanding Definition of demand and supply, Multiple-choice; true or false,
of the concept of demand and shortage, surplus, and market matching type, and completion
supply equilibrium Effects of change of test
demand and supply on the market
price

Apply the concepts Exchange Rate Change in the

of demand and supply in actual Price of Goods in the Market Price Essay, problem sets, casę
cases Ceiling and Price Floor analysis, and exercises

TRANSFER
Now that you are able to identify the types of assessment that you will employ for each desired learning
outcome for a subject, you are now ready to construct sample tests for the subject. Construct a three-part test
that includes test formats of your choice. In the development of the test, you will need the following information:
1. Desired learning outcomes for subject area
2. Level of cognitive/thinking skills appropriate to assess the desired learning outcomes
3. Appropriate test format to use
4. Number of items per learning outcome or area and the weights
5. Number of points for each item and total number of points for the whole test
In the development of the test, you should take into consideration the guidelines on developing table of
specifications (Lesson 4) and on constructing the test items.

EVALUATE
A. Evaluate the sample tests that you have developed by using the following checklists for the three test
formats that you used.
Checklist for Writing Multiple-Choice Test Items
Yes No
1. Does the item reflect specific content and mental task? _____ _____
2. Are statements from textbook avoided? _____ _____
3. Is the item stated in simple and clear language? _____ _____
4. Is the item free from grammatical and spelling errors? _____ _____
5. Are the directions in the stem clear? _____ _____
6. Are double negatives avoided? _____ _____

7. Does the item contain irrelevant information, making it too wordy? _____ _____
8. Does the item contain no more than five options? _____ _____
9. Is the intended answer correct or clearly the best alternative? _____ _____
10. Are the options parallel in structure and equal in length to avoid clues? _____ _____
11. Are the options written in logical order? _____ _____
12. Are the correct answers for all items in the test placed randomly? _____ _____
13. Is the None of the Above option used sparingly? _____ _____
14. Is the All of the Above option as the right answer avoided? _____ _____
15. Are the options plausible and homogenous? _____ _____

Checklist for Writing Matching-Type Test

Yes No
1. Do the directions clearly state the basis for matching _____ _____
the stimuli with the responses?
2.Is the item free from grammatical or other clues _____ _____
to the correct response?
3. Are the stems longer and the responses shorter? _____ _____
4. Do the items share the same foundation of information? _____ _____
5. Are the answer choices short, homogeneous, and arranged logically? _____ _____
6. Are the options reasonable and realistic? _____ _____
7. Are the options similar in length and grammatical form? _____ _____
8. Are there more response options than stems? _____ _____
Checklist for True or False Test Items
Yes No
1. Is the item completely true or completely false? -------- --------
2. Is the item written in simple, easy-to-follow statements? -------- --------
3. Are negatives avoided? -------- --------
4. Are absolutes such as “always" and "never"
used sparingly or not at all? -------- --------
5. Do items express only a single idea? -------- --------
6. Is the use of unfamiliar vocabulary avoided? -------- --------
7. Is the item or statement not lifted from the text,
lecture, or other materials? -------- --------
Checklist for Completion or Fill-in-the-Blank Test Items
Yes No
1. Are the only significant words from the statement omitted? -------- --------
2. Are only few items omitted from the statement
so that the intended meaning is not lost? -------- --------
3. Are obvious clues to the correct response avoided? -------- --------
4. Is there is only one correct response to the items? -------- --------
5. Are grammatical clues to the correct response avoided? -------- --------
6. Is the blank placed at the end of a statement -------- --------
rather than at the beginning?
Checklist for Writing Essay Questions
Yes No
1. Is the item/topic can best assessed by an essay test? -------- --------
2. Is the essay question aligned with the desired
learning outcomes? -------- --------
3. Does the essay question contain a clear and delimited task? -------- --------
4. Is the task presented to students realistic and reasonable? -------- --------
5. Is the time allotment enough for each essay question? -------- --------
6. Do the students know how many points the essay is worth? -------- --------
B. Test your understanding about constructing test items for different test formats. Answer the following items.
1. What are these statements that learners are expected to do or demonstrate as a result of engaging in the
learning process?
A. Desired learning outcomes C. Learning intents
B. Learning goals D. Learning objectives
2. Which of the following is NOT a factor to consider when choosing a particular test format?
A. Desired learning outcomes of the lesson B. Grade level of students C. Learning activities
D. Level of thinking to be assessed
3. Mr. Tobias is planning to use a traditional/conventional type of classroom assessment for his trigonometry
quarterly quiz. Which of the following test formats he will likely NOT use?
A. Fill-in-the-blank test C. Multiple-choice
B. Matching type D. Oral presentation
4. What is the type of test in which the learners are asked to formulate their own answers?
A. Alternative response type C. Multiple-choice type
B. Constructive-response type D. Selected-response type
5. What is the type of true or false test item in which the statement is presented with a key word or brief phrase
that is underlined, and the student has to supply the correct word or phrase?
A. A-B variation C. T-F substitution variation
B. T-F correction question D. Yes-No variation
6. What is the type of test item in which learners are required to answer a question by filling in a blank with the
correct word or phrase?
A. Essay test B. Fill-in-the-blank or completion test item C. Modified true or false test D. Short answer test
7. What is the most appropriate test format to use if teachers want to measure
learners' higher order thinking skills, particularly their abilities to reason, analyze, synthesize, and evaluate?
A. Essay C. Multiple-choice
B. Matching type D. True or false
8. What is the first step when planning to construct a final exam in Algebra?
A. Come up with a table of specifications B. Decide on the length of the test
C. Define the desired learning outcomes D. Select the type of test to construct
9.What is the type of learning outcome that Ms. Araneta is assessing if she wants to construct a multiple-
choice test for her Philippine History class?
A. Knowledge C. Problem solving skills
B. Performance D. Product
· 10. In constructing a fill-in-the-blanks or completion test, what guidelines should be followed?
________________________________________________________________________________________
________________________________________________________________________________________
NOTE: Please write your answers on a piece of paper.