IM NO.

: IM-PROFED6-1STSEM-2021-2022
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

COLLEGE OF
TEACHER
EDUCATION
Bayombong Campus

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 3 Hrs. WK NO. 9-10 IM NO. 8

I. UNIT 2: TEST CONSTRUCTION

II. LESSON TITLE: PRINCIPLES OF TEST CONSTRUCTION

III. LESSON OVERVIEW

Test construction should not to be taken for granted. It should be well thought of. It should be
planned with due consideration of the principles underlying it.

If tests are haphazardly done, results may not be valid. It may not give the needed data for
sound judgment.

Hence, the teachers should be reminded of the principles in order to continually construct tests that
measure what is supposed to be measured to arrive at appropriate ratings/grades of students.

IV. DESIRED LEARNING OUTCOMES

Given different testing situations, the students must be able to:

3.1 determine the right principles to apply in test construction
3.2 delineate which steps to take based on the kind of test to make

V. LESSON CONTENT

PRINCIPLES OF TEST CONSTRUCTION

Test Construction. Decision as to item format should be governed by such factors as:
1) the purpose of the test
2) the time available to prepare and score the test
3) the number of pupils to be tested
4) the physical facilities available for reproducing the test
5) the teacher’s skills in writing the different types of test

Four Main Steps Involved in the Test Construction

(for standardized tests)

I. Planning the Test - careful planning must precede construction if it is to be successful.

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INSTRUCTIONAL MODULE

1. Adequate provision should be made for evaluating all-important outcomes of instruction (pertains
to precise statement of instructional objectives).

2. The test should reflect the appropriate proportion of emphasis each received in the actual
teaching of the course (use TOS which indicates the objectives; the amount of emphasis each
has received; the teaching emphasis from the 3 domains.)
3. The nature of the test must reflect its purpose.

4. The nature of the test must reflect the conditions under which it will be administered.

II. Preparing the Test

1. Begin the preliminary draft of the test as soon as possible

2. The test may include more than one type of item.

3. Most of the items in the final test should be of approximately 50% difficult.

4. It is usually desirable to include more items in the first draft of the test than it will be needed in
the final form.

5. After some time has elapsed, the test should be subjected to critical revision.

6. The items should be phrased so that the content rather than the form of the statement will
determine the answer.

7. All items of a particular type should be placed together in the tests.

8. The items of a particular type in the test should be arranged in ascending order of difficulty.

9. A regular sequence in the pattern of correct response should be avoided.

10. Provision should be made for a convenient written record of the pupils’ responses.

11. The directions to the pupil should be as clear, complete and concise as possible.

III. Trying out the Test

1. Every reasonable precaution should be taken to ensure excellent testing conditions.

2. The time allowance for the test should be generous.

3. The scoring procedure should be fairly simple.

4. Before the actual scoring begins, prepare answer keys and scoring rules.

IV. Evaluating the Test

1. The difficulty of the test is a rough indication of its adequacy.

2. Individual items in the test should discriminate between pupils who rank high and those who
rank low on the test as a whole.

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Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

3. It is good practice to have the items interpreted and criticized by persons who have taken the
test.

4. Whenever possible, the result on the test should be checked against an outside criterion.

5. It is sometime desirable to estimate the reliability of the test.

Basic Steps in Classroom Testing

(for informal tests)
1. Determining the purpose of testing
2. Developing the test specification
3. Selecting appropriate item types
4. Preparing test items
5. Assembling the test
6. Administering the test
7. Appraising the test
8. Using the results
=> GOAL: Improved Learning and Instruction

I. The Purpose of Classroom Teaching

4 Basic Types of Classroom Testing

1. Placement Evaluation (pre assessment) helps to determine student placement or categorization

before instruction begins; it is an evaluation of pupil entry performance in a sequence of instruction.

2. Formative Evaluation monitors progress during the learning process; it is an evaluation of pupil
learning progress in instruction. It focuses on small, comparatively independent units of instruction
and a narrow range of objectives.

3. Diagnostic Evaluation attempts to discover the causes of students’ learning problems; it is necessary
for detailed, remedial treatment; it is evaluation of pupil learning difficulties during instruction.

4. Summative Evaluation is an evaluation that takes place at the end of an instructional unit or course.
It is designed to determine the extent to which the instructional objectives have been achieved and is
used primarily to certify or grade students.

II. Developing the Test Specification

All the intended outcomes of instruction should be considered when planning the test.

III. Selection of Appropriate Item Types

Two General Categories of Classroom Tests
1. Objective Type – highly structured and requires the examinees to supply a word or two, or to select
the correct answer from among a limited number of alternatives.

2 Types of Objective Type

1. Supply type – requires the pupil to recall and supply the answer.
e.g. identification, completion.
2. Selection type – to recognize and select the answer from a given alternative.
e.g. true or false, matching type, multiple choice.
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INSTRUCTIONAL MODULE

2. Essay Questions – permit the examinees to select, organize, and present the answer in essay form.

2 Types of Essay Question

1. Extended Response type – examinees are given almost complete freedom in making their
responses; permits them to decide which they think are pertinent; to select own method of
organization; to write as much as necessary to provide a comprehensive answer.

2. Restricted Response type – limitations are placed on the nature, length of organization of
response.

IV. Preparing Relevant Test Items

5 Considerations

1. The match of the items to intended outcomes

2. Representativeness of the sample of items
3. Proper item difficulty
4. Elimination of irrelevant barriers of the answer
5. Avoidance of unintended clues to the answer

Note: For steps 5-8 of Classroom Testing, separate lessons will be presented.

VI. LEARNING ACTIVITIES

Question and Answer for interaction before the lesson. Q & A would be posted in the fb group
or any LMS used.

VII. EVALUATION

Online quiz

VIII. REFERENCES

Teaching Guide in Assessment in Learning 1

Other references indicated in the Course Outline

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purposes only and not for commercial distribution.”
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 IM NO.: IM-PROFED6-1STSEM-2021-2022
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

COLLEGE OF
TEACHER
EDUCATION
Bayombong Campus

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 5 Hrs. WK NO. 10-11 IM NO. 9

I. UNIT 2: TEST CONSTRUCTION

II. LESSON TITLE: CONSTRUCTING TEACHER-MADE TESTS

III. LESSON OVERVIEW

Based on learning outcomes, and as expressed though the TOS, careful construction of each
item is needed.

In constructing test items, it would be necessary to determine the type of test that is appropriate
with the learning outcome’s taxonomic level. Once the type of test is determined, careful consideration
on the guidelines in making test items is encouraged.

Thus, it is hoped that this lesson which focuses on the types of tests and the guidelines in
preparing each of them would help teacher education students in making their own test in their field of
specialization.

IV. DESIRED LEARNING OUTCOMES

Given samples of teacher made tests, the students must be able to:
4.1. critique how each item in a test is constructed based on the guidelines;
4.2. improve faulty test items; and
4.3. construct a test based on the guidelines.

V. LESSON CONTENT

CONSTRUCTING TEACHER-MADE TEST

Much of the construction and use of classroom tests and techniques depend largely on the classroom
teacher. He/she is in the best position to determine the background of his/her pupils – the strengths
and weaknesses, the needs and goals in his/her pupils. He/she knows the textbooks and
supplementary materials he/she had used in the classroom. He/she knows the instructional outcomes
he/she has aimed to develop in his/her pupils. Although sometimes the office of the school
administrators may specify the types of achievement tests to be given and may also provide plans and
instructions for the administration and scoring such tests, the primary responsibility for measuring the
specialized achievements of pupils is still accorded to the teacher.

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purposes only and not for commercial distribution.”
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Republic of the Philippines
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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

OBJECTIVE TYPES

Supply types / Recall Types, require the pupil to recall or by any of several other methods to obtain
and then to supply an answer either with words, numbers or symbols that he devices.
Short – Answer and Completion Items

The distinction between a short answer and completion item is mainly the length and format of
response. A completion item usually requires the student to provide a one-to-two-word response often
within the body of the item; a short item requires him to respond to a question in a sentence or two.

Guides for writing short-answer and completion items:

1. Phrase items so that there is only one possible correct response.

2. Phrase items so that the students know the type, length, and preciseness of the required
response; for example, in items with numerical answers, the units in which the response should
be expressed; if a listing, how many points to include.

3. Ask questions that can be completed by a word, phrase or sentence.

4. Use new examples and illustrations. Avoid wording or examples taken directly from the texts.

5. Before administering the test, prepare a key that indicates the correct response and acceptable
variations. If partial credit is to be awarded, indicate what response will receive partial credit.

6. On completion items, omit key words, not trivial; place the blank near the end of the sentence;
avoid overly mutilated items (preferably include only one blank, and never more than two blanks).

Selection / Recognition / Alternative-Choice Items, require the pupils to select an answer from the
material presented in the item. All the possible responses are provided to the students. Providing all
possible responses serves to standardize conditions and allows students to respond to more items in
a given period, thus increasing reliability. On the other hand, the possibility of misunderstanding a
question is not eliminated. Except in rare occasions, there is an opportunity provided for the student
to explain his answer or comment on the question.

Multiple Choice

A multiple choice item consists of a stem, which may be a question or an incomplete statement and a
set (usually 4 or 5) of alternatives. The student’s task is to select the alternative from among the
options.

Guides for writing multiple-choice items:

1. Write clearly, simply and briefly. Eliminate non-functional words. Use only words whose meanings
are clear to the students.

2. The stem should present the problem and all qualifying phrases.

3. There should be one and only one correct response. This alternative should be clearly correct.

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE

4. All distracters should be plausible and attractive to students who do not know the correct answer,
yet they should be clearly incorrect. Distracters can be misconceptions, frequent error, or another
plausible but incorrect information.

5. Alternative should be homogenous in form and in grammatical structure. They should not overlap,
be synonymous with each other, or otherwise be interdependent.

6. Whenever possible, use new situations and examples. Try to avoid repeating textbook example
and phraseology.

7. Each item should be independent. One item should not aid in answering another item on the test.

8. Avoid negatively stated items.

9. Avoid using all of the above, none of the above, or some of the above (A & B).

10. If all items include controversial material, cite the authority whose opinion is used.

11. Avoid irrelevant clues to correct answer provided by response length, repetition of key words,
common association, or grammar.

12. If alternatives fall on logical arrangement (for example alphabetically or by magnitude), list them in
this order. Otherwise, randomize the position of the correct responses so that they do not fall into
a pattern.

13. Try to have each item test only one central concept or idea.

True or False

A true-false is a declarative statement; the test taker’s task is to determine whether the statement is
correct or incorrect. If any part of the statement is incorrect, the item is false.

Guide for writing true-false items:

1. Items should be based on significant facts, concepts, or principles. Item should deal with a single
idea.

2. The crucial element in the statement should be apparent to the students. The truth of the
statement should not rest on trivial details or trick phrases.

3. Express items clearly and simply in words whose meanings are definite and precise and known to
the students. Include no more than one qualifying phrase. Use quantitative terms whenever
possible.

4. Statements should be clearly true and false, not partially true and partially false.

5. Avoid mere repetitions or minor variations on textbook wording. Do not create false items by
inserting
‘not’ in a statement from the text.

6. Avoid specific determiners – words such as always, never, or sometimes – which may provide
clues to the correct answer.

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INSTRUCTIONAL MODULE

7. Include approximate equal numbers of true and false statements. Make sure the answers do not
fall in a pattern.

8. When items refer to controversial materials or to matters of opinion or value, cite the authority
whose opinion is being used.

Matching Type

Matching items consist of two parallel lists, one consisting of a series of stimuli words or phrases and
other containing a series of responses. The student’s task is to match the appropriate response with
each stimulus.

Guides for writing matching items:

1. All parts of a single matching item should be homogenous in content; that is, all should refer to
dates, all to names and so on. Be sure that the student knows the basis on which the terms should
be matched.

2. If two lists contain phrases of different length, have the longer phrases serve as stems and the
shorter ones responses.

3. Each list should contain no more than five to ten items. When possible, include two or more
responses than stems. Instruct students as to whether each response can be used more than once
or only once.

4. Each stem should have one, and only be one correct response associated with it; that is, there
should only be one correct response for each stem.

5. Arrange responses in a logical order – for example, alphabetically. Avoid response patterns.

ESSAY ITEMS/QUESTIONS

At some not clearly specifiable point, a short item shades into an essay question. The distinction between the
two types of items, however, is not solely in terms of their length; it also involves function the item
performs. Whereas short items are best suited to measure factual knowledge, comprehension of
principles, and the ability to identify and define concepts, essay questions provide a basis for
evaluating the ability to organize, integrate, and evaluate knowledge. Responses to essay questions
may also reflect student’s attitudes, creativity, and verbal fluency – factors that may or may not be
relevant to the purpose of the testing.

Guides for writing essay questions:

1. The question should clearly define the task for the students (without being so specific or detailed
so as to make the item nothing more than a series of short answer items).

2. Be sure that the student knows the scope and direction of the answer required – for example, the
length, the amount of detail or facts to be included, and point value.

3. Use new examples and illustrations. The best essay items are usually ones that require students to
apply their knowledge to new problems, examples, or situations.

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INSTRUCTIONAL MODULE

4. Use questions that have clearly acceptable correct answers, rather than ones that measure
opinions or attitudes. (This does not mean that there will be only one correct answer, only that the
student should demonstrate reasoning rather than unsupported opinion).

5. It is usually better to use a larger number of more specific questions (that can be answered briefly)
than to include fewer, very broad questions.

6. Do not use optional unless you can accurately equate the scoring of responses to different
questions.

7. Good phrases to use in essay questions include: compare and contrast, present the arguments for
and against, give the reasons for, explain how (or why), give an example of etc.

8. Before administering the test, construct several ‘ideal’ answers to each essay question. Since you
will probably be awarding various amounts of partial credit, decide on how these points will be
answered.

PROBLEMS

Certain subjects, particularly mathematics and sciences, often use problems as test items. Here the item
describes a specific situation and gives some relevant data; the student’s task is to solve the problem
presented. Usually this solution involves identifying the question asked and the relevant parameters
and data setting up an equation or an analytic procedure, then applying the procedure to the data to
obtain a solution.

Problems are obviously well suited to testing computational skills, mathematical and scientific reasoning, and
ability to apply knowledge to new situations. Although we generally think of problems presented on
paper-pencil tests, the student may have to manipulate apparatus, for example in chemistry or
physics experiments.

Scoring can be objective if attaining a correct answer is the sole consideration. If however,
partial credit is awarded for a correct approach manned by incorrect manipulations or computations,
scoring may be less objective and reliable.

Guides for writing problem items:

1. Phrase items so the student is clear what is expected of him (what the task is), and in what form
(for example, units or precision) the response should be made.

2. Include all necessary data and information in the item except, of course, information and skills that
you expect the students to bring to bear solution. You may want to include some irrelevant data to
see whether students can distinguish between relevant and irrelevant information.

3. Use new situations and examples rather than repeating those previously used. Be sure, however,
that the examples refer to situations that students will be familiar with.

4. If you are interested in the process used in solving the problems so that the student must go
through all steps to attain the solution, indicate to the student how much detail regarding the
various steps he should supply in his response.

5. Make problems independent; that is, the response to one item should not determine the response
to a following item. This does not mean that you should try to avoid interdependent responses.

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INSTRUCTIONAL MODULE

6. Make the wording as simple, clear, and direct as possible; remember, it is not a test or reading
comprehension.

This section presents a more specific categorization of the recognition/selection type of tests.

SELECTION / RECOGNITION TYPE

The recognition type of tests may be categorized into five types, namely, alternative response, multiple
choice, matching, analogy, and rearrangement.

1. Alternative Response Test. This test consists of a series of items where it admits only one correct
response in each item from the two or three constant options to be chosen. This type is commonly used
in classroom testing, particularly, the two-constant alternative type or true-false type. Other forms are
right-wrong, plus-minus, yes-no, correct-incorrect, same-different, etc.
Other types of constant alternative response-tests are: three-constant alternative type, for instance, true-false,
doubtful; and constant alternative with correction, i.e., modified true-false type.

Suggestions for the construction of True-False Test:

1. The test item must be arranged in groups of five to facilitate scoring. The groups must be separated
by two single spaces and the items within a group by a single space.

2. In indicating response, it must be simple as possible where a single letter is enough to facilitate
scoring, for instance, T for True and F for False or X for True and O for False, and many others.

It would be better if responses are placed in one column at the right margin. Sometimes the response
is written before the item number but the former placement is preferable.

3. The use of similar statements from the book must be avoided to minimize rote memory in studying.

4. The items are carefully constructed so that the language is within the level of the students, hence,
flowery statements are avoided.

5. Specific determiners like “all”, “always”, “none”, “never”, “not”, “nothing”, “no”, are more likely to be
false and should be avoided. Moreover, determiners such as “may”, “some”, “seldom”, “sometimes”,
“usually”, and “often”, are more likely to be true, hence the forgoing determiners must be avoided
because they give indirect suggestion to probable answers.

6. Qualitative terms, for instance, “few”, “many”, “great”, “frequent”, and “large”, are vague an indefinite
and they must be avoided.

7. Statements which are partly right and partly wrong must be avoided.

8. Statements must be strongly considered that they represent either true of false.

9. Ambiguous and double negative statements must be avoided.

2. Multiple-Choice Test. This test is made up of items which consist of three or more plausible options
in each item. The choice is multiple in the sense that student must choose only one correct or best
option from the rest.
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The multiple-choice test is regarded as one of the best test forms in testing outcomes. This form is
most valuable and widely used in standardized tests due to its flexibility and objectivity in scoring. In
teacher-made test, it is applicable for testing vocabulary, reading comprehension, relationship,
interpretation of graphs, formulas, tables, and drawing of inferences from a set of data.

Some suggestions for the construction of multiple-choice test are:

1. Statements borrowed from textbooks or other reference materials must be avoided. Use familiar
phrasing to test the comprehension of students.

2. All options must be plausible with each other to attract the students to choose distractors or
incorrect responses where only those with high intellectual level can get the best option.

3. All options must be grammatically consistent. For instance, if the stem is singular the options are all
singular.

4. Articles “an” and “a” are avoided as last word in an incomplete sentence. These words give clues to
probable answer of students as to whether the best option starts with a consonant or vowel.

5. Four or more options must be provided in each item to minimize guessing.

6. The order of correct answer in all items are randomly arranged rather than following a regular
pattern.

7. A uniform number of options in each item must be used. For instance, if there are twenty items for
this type and Item I starts with five options, the rest of the items will have also five options.

8. The best option has consistent length with distractors.

9. Homogeneity of the options must be increased in order to choose the best option by a researcher of
a logical elimination.

10. The simplest method of indicating a response must be used to facilitate scoring. For instance, the
options in each item are lettered or numbered, the choice is made by indicating a letter or number.
The multiple-choice form has five varieties, namely: (1) stem-and-options variety (2) setting-and-
options variety (3) group-term variety (4) structured-response variety and (5) contained-options
variety.

1. Stem-and-options variety. The variety is most commonly used in classroom testing, civil service
examinations, board examinations, and many others. The stem serves as the problem and is followed
by four or more options from which students select the correct answer or best option. Illustration below
shows the stem-options variety.

Sample Test Item of Stem-and-Options Variety:

Direction: Each item below is a phrase which is followed by five words or options numbered 1 to 5.
Choose the option as the correct answer to the stem. Shade the circle at the right column
that corresponds to the option which you have chosen as your answer.

1. The most reliable measure of central tendency is 1 2 3

4 5
1. Median
2. mode
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INSTRUCTIONAL MODULE

3. Geometric mean
4. Arithmetic mean
5. Harmonic mean

2. Setting-and-Options Variety. The optional responses to this type of test are dependent upon a setting
or foundation of some sort. The setting can consist of graphical representation, a sentence,
paragraph, picture, equation, or some forms of representation.

Sample Test Item of Setting-and Option Variety:

8
7
Frequency

6
5
4
3
2
1
0
15 18 21 24 27 30 33 36 39 42 45 48 51

Midpoints

Directions: The graphic material above is a test result in Botany. Study carefully and pick out one
correct answer from the five options numbered 1 to 5.

1. What is the total number of cases who took the test in Botany as shown in the graph?
1. 35 2. 36 3. 37 4. 38 5. 39

3. Group-Term Variety. This variety consists of group of words or terms in which one does not
belong to the group.
Sample Test Item of Group-Term Variety:

Direction: Each item below consists of five words numbered 1 to 5. Choose the word which does not
belong to the group. Write the number only at the right column
1. 1. Camia 1. _______________
2. White Rose
3. Rosal
4. Sampaguita
5. Ilang-Ilang

4. Structured-Response Variety. This variety makes use of structure response which are commonly used in
classroom testing for natural science subjects. For instance, directly, indirectly and in no way, to test
the student on how good they are to judge statements which are closely related to each other.

Sample Test Item of a Structured-Response Variety:

Direction: Each item consists of two right sentences. They are separated from each other by two bars
(//) mark. Encircle letter d if the first statement directly causes the second statement; encircle
letter I if the first statement indirectly causes the second sentence; and encircle n if the first
statement does not in a way cause the second statement.

d i n 1. A young lady picks flower everyday. // She sells them to the market.

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5. Contained-Option Variety. This variety is designed to identify errors in a word, phrase, sentence or
paragraph.

Sample Test Item of the Contained-Options Variety:

Direction: Each of the sentences below consists of four words or phrases that are numbered 1 to 4 and
underlined. Choose the word or phrase which is not acceptable in formal written English.
Then with a lead pencil, shade the circle that corresponds to the number of your answers.
The last phrase, numbered 5, is to be chosen if the sentence has no error.

1. Rice and fish are staple food for Filipinos. No error.

1 2 3 4 5

1 2 3 4 5

3. Matching Type. This type consists of two columns in which proper pairing relationship of two things
is strictly observed. For instance, Column A is to be matched with Column B.

In the balanced form of matching test, the number of items is equal to the number of options. For
instance, if there are 15 items in Column A, there are also 15 options in Column B. In other words, all
options have pairs.

On the other hand, it is said to be an unbalanced matching type, if there are unequal numbers in
two columns. For instance, Column A has five items while Column B has seven options.

Suggestions for the Construction of Matching Type are:

1. Using heterogeneous material must be avoided in matching exercise. For instance, dates and terms,
persons and events, measurements and definitions, and many others must not be mixed with each
other.

2. More options, from which selections are made, must be included than statements to minimize the
guessing factor. In other words, unbalanced matching type is preferable.

3. Each category must be grammatically consistent.

4. All options, including distractor, must be plausible with each other.

5. The item column must be placed at the left and the option column at the right.

6. Option column must be arranged in an alphabetical order and dates in chronological order to
facilitate the selection of the correct answer. Each option is assigned a code number or letter.

7. There should be only one correct response in each item.

8. Be sure each item has a pair in the option column.

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9. The ideal number of items is 5 to 10 and a maximum of 15.

10. All items must appear on one page to avoid waste of time and energy in turning the pages.

4. Rearrangement Type. This type consists of a multiple-option item where it requires a

chronological, logical, rank, etc., order.

Sample Test Item of the Rearrangement Type:

Direction: The group of sentences numbered 1 to 5 below consists of one paragraph. Read the sentences in
each number and arrange the best order to have a complete and well organized paragraph.
Choose from the options the best order.

1. Miss Montanilla, their instructor, gave them an excellent grade.

2. The study was on the determination of protein content of dried sole fish and anchovy.
3. One day, the students in Chemistry class conducted an experiment.
4. All were happy.
5. They were all successful in their analysis.

*1. 32514 2. 31425 3. 35421 4. 23514 5. 25143

5. Analogy. This type is made of items consisting of a pair of words which are related to each other. It is
designed to measure the ability of students to observe the pair relationship of the first group to the
second group.

There are 15 kinds of relationships. These types are as follows:

1. Purpose Relationship

1. SHOE is to SHOELACE as DOOR is to

1. transom 2. threshold 3. hinge* 4. key

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2. Cause and Effect Relationship

1. HEAT is to FIRE as WATER is to

1. sky 2. rain* 3. cloud 4. H2O

3. Part-Whole Relationship

1. SLICE is to LOAF as ISLAND is to

1. land 2. archipelago* 3. peninsula
4. ocean

4. Part-Part Relationship

1. HAND is to ELBOW as FEET is to

1. muscle 2. knee* 3. leg 4. toe

5. Action to Object Relationship

1. OBEY is to CHILDREN as COMMAND is to

1. performance 2. parents* 3. army 4. result

6. Object to Action Relationship

1. GUN is to SHOOT as CAR is to

1. enjoy 2. drive* 3. move 4. repair

7. Synonym Relationship

1. DIG: ESCAVATE: KILL: _____________

1. try 2. avenge 3. convict 4. slay*

8. Antonym Relationship

1. FLY: SPIDER: MOUSE: _________________

1. rat 2. cat* 3. rodent 4. animal

9. Place relationship

1. WATER: AQUEDUCT: BLOOD: ___________________

1. corpuscle 2. body 3. vein* 4. plasma

10. Degree Relationship

1. POSSIBLE: PROBABLE: HOPE: _________________

1. expect* 2. deceive 3. resent 4. prove

11. Character Relationship

1. PILOT: ALERT: MARKSMAN: ________________

1. strong 2. cruel 3. kind 4. steady*

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12. Sequence Relationship

1. TUESDAY: THURSDAY: SATURDAY: ______________

1. Sunday 2. Monday* 3. Wednesday 4. Friday

of 11

13. Grammatical Relationship

1. SHABBY: SHABBILY: HARMONIOUS: __________

1. harp 2. harmonica 3. harmoniously* 4. harmony

14. Numerical Relationship

1. 2: 8: 1/3: ______________
1. 2/3 2. 4/3* 3. 12 4. 4

15. Associate Relationship

1. ROMANCE: MOON: RIBBON: ________________

1. gift* 2. horse 3. baloney 4. City

VI. LEARNING ACTIVITIES / ASSIGNMENT

Group Activity: Given samples of test items, the students must be able to critique how each
item is constructed based on the guidelines and improve said faulty test items.

VII. EVALUATION

Online Quiz

Project (Part 1). A major output is required of the students, the content of which starts from
formulation of instructional objectives to making of TOS and test.

VIII. REFERENCES

Teaching Guide in Assessment in Learning 1

Other references indicated in the Course Outline

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of 11

COLLEGE OF TEACHER EDUCATION Bayombong

Campus

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 3 Hrs. WK NO. 12 IM NO. 10

I. UNIT 2: TEST CONSTRUCTION

II. LESSON TITLE: ITEM ANALYSIS

LESSON OVERVIEW

These is a need to determine how good a test item is, especially in coming up with a
standardized test. The difficulty/facility and discrimination indexes need to be established, and even
the reliability of the test.

In this lesson, after the students construct their own tests based on their instructional
objectives/learning outcomes and table of specifications, they need to administer the test, and to
subject the test (Multiple Choice items) to item analysis,

Thus, the students would experience how to determine the difficulty and discrimination indexes
of the test items, and to decide whether to retain, revise, and or reject them.

DESIRED LEARNING OUTCOMES

After constructing and administering their own constructed tests, the students must be able to:
1. conduct item analysis
2. analyze results
3. recommend appropriate actions

LESSON CONTENT

ITEM ANALYSIS

Item analysis is the process of examining the pupil’s responses to each test item. One method that can be
used for Item Analysis is the U-L Method (Stocklein, 1957).

The steps are:

1. Score the papers and rank them from the highest to lowest according to the total score.
2. Separate the top 27% and the bottom 27% of the papers.

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3. Tally the responses made to each test item by each individual in the upper 27% group. 4. Tally
the responses made to each test item by each individual in the lower 27% group
5. Compute the percentage of the upper group that got the item right and call it U.
6. Compute the percentage of the lower group that got the item right and call it L.
7. Average U and L percentage and the result is the difficulty index of the item.
8. Subtract the L percentage from U percentage and the result is the discrimination index.

After the item analysis, this table of equivalents can be used in interpreting the difficulty index: .00
- .20 = Very difficult
.21 - .809 = Moderately Difficult
.81 – 1.00 = Very Easy

Another Table of Equivalents:

A. Difficulty Index

Index Descriptive Index Recommendation/Remarks

.91 and above Very Easy not acceptable, revise or discard

.76 - .90 Easy limited acceptability
.26 - .75 Moderate Difficult very acceptable, include all
.11 - .25 Difficult limited in acceptability
.10 & below Very Difficult include only one or two, revise/discard others

B. Discrimination Index

.41 & above High very acceptable, include all

.40 - .20 Moderate acceptable, include all
.19 & below Low limited in acceptability include only one or two,
revise or discard others

Other Terminologies:

Difficulty Index – the percentage of the pupils who got the item right. It can also be interpreted as how
easy or how difficult an item is

Discrimination Index – separates the bright pupils from the poor ones. Thus, a good test item
separates the bright from the poor pupils.

Example:

Item No. Upper Lower U L Diff. Disc. Remark

27% 27% Index Index
1 14 12 .86 .74 .81 .13 Revise
2 10 6 .62 .37 .51 .25 Retain
3 6 14 .38 .88 .63 -.5 Reject
4 11 7
5 9 2
6 12 6

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7 13 4
8 3 13
9 13 12
10 8 6

No. of pupils tested: 60

27% of 60 = 16

U = Upper 27%/27% = 14/16 = .86

L = Lower 27%/27% = 12/16 = .74
Difficulty Index = .86 +.74 /2 = .81
Discrimination Index = .86 - .74 = .13

Analyzing and Using Test Item Data

Purposes of Item Analysis
• To select the best available items for the final draft of the test
• To identify structural or content defects in the items
• To detect learning difficulties of the class as a whole
• To identify the areas of weaknesses of students in need of remediation

Main Elements in an Item Analysis

• Examination of the difficulty level of the items
• Determination of the discriminating power of each item
• Examination of the effectiveness of distracters in a multiple choice or matching items

Examining Distractor Effectiveness

An ideal item is one that all students in the upper group answer correctly and all students in the lower
group answer wrongly. Moreover, the responses of the lower group have to be evenly distributed
among the incorrect alternatives.
Two procedures in examining the effectiveness of the distracters in a multiple-choice item:

• The answers to the different distracters be counted for the upper and lower groups.
✓ Good distracters are those chosen more frequently by students from the lower group.
✓ When a particular distractor is selected more frequently by those from the upper group, the
teacher has to revise it.
✓ The analysis of distracters may also reveal some chosen by no one in either of the two
groups of students. Such distracters should therefore be revised to make them more useful.
✓ An illustration of the foregoing analysis is shown below:

Item No. Group Responses

A B C D E
1 Upper Lower 0 3 1 12 5
0 7 0 7 6
D = correct answer

• Another method of analyzing the effectiveness of distracters is by determining the mean score of
the students who respond to each distractor, as well as that of those who choose the correct
answer. As pointed out by Downie and Health (1984), good distracters have lower mean scores
than those related to the correct response.

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LEARNING ACTIVITIES / ASSIGNMENT

Individual Activity: Compute for the difficulty/facility and discrimination indexes and give your
remark whether to retain, revise, or reject each of the item.

Item No. Upper Lower U L Diff. Disc. Remark

27% 27% Index Index
1 20 18
2 19 12
3 17 11
4 10 20
5 21 11

No. of students tested: 100

27% of 60 = 27

EVALUATION

Online Quiz

Portfolio/Project Entry. A major output is required of the students, the content of which starts
from formulation of instructional objectives to making of TOS and test, then administration and item
analysis, scoring, and application of the statistical tools, to computation of grades.

The test constructed by the students will be submitted for the teacher’s input/editing. After
returning to the students, they will revise/improve the test, administer it, score them, gather the needed
data and do item analysis.

REFERENCES

Teaching Guide in Assessment in Learning 1

Other references indicated in the Course Outline

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INSTRUCTIONAL MODULE

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