Assessment of
Learning
OUTCOME BASED
MODULE
ED 9
Module 5:
Distinguishing and
Constructing Various
Paper-and-Pencil-Tests
Student Signature: Date
Returned:
ED 9
Learning Objectives:
At the end of this module, learners would be able to:
a. Construct a Table of Specifications
b. Construct paper-and-pencil tests in accordance with the guidelines in test instruction.
Planning a test and constructing a Table of Specifications
(TOS)
Read:
In line with the goal of assessing the student’s outcome, the role of paper-and-
pencil tests comes in handy. You were initially taught about the importance of using
one or more assessment tool and consideration of multiple intelligence and different
learning style. That is why in this chapter, we will be discussing the different types of
Paper-and-pencil test.
In last chapter, we have already tackled the paper-and-pencil test and its kinds.
As we already know, paper-and-pencil tests can be Selected Response type
(Includes: True-False items, multiple choice type items and matching type) or it can
be in a Constructed-response type (Includes: enumeration, completion and essays).
The construction of a valid test begins with a Table of Specification (TOS). The
TOS will serve as your guide when formulating effective assessment tool.
The following are the important steps in planning for a test are:
Identifying the test objectives/lesson outcomes
Deciding on the type of objective test to be prepared
Preparing a Table of Specifications (TOS)
Constructing the draft test items
Try-out and validation
Identifying the test objectives – a test objective must be identified before proceeding
to the preparation of the Table of Specification (TOS). It shall cover most levels of the
Bloom’s Taxonomy. Each of the objective consists of a statement of what is to be
achieved preferably by the students. Example, we want to construct a test on what is to
be achieved on the topic: “Subject-Verb agreement in English” for Grade V class, the
following are the typical objectives:
Knowledge/Remembering: the students must be able to identify the subject and
the verb in the given sentence.
Comprehension/ Understanding: The students must be able to determine the
appropriate form of a verb to be used given the subject of a sentence.
ED 9
Application/Applying: The students must be able to write sentences observing
rules on subject verb agreement.
Analysis/Analysing: The student must be able to break down a given sentence
into its subject and predicate.
Evaluation/Evaluating: The students must be able to evaluate whether or not a
sentence observes rules on subject-verb agreement.
Synthesis/Creating: The student must be able to formulate rules to be followed
regarding subject-verb agreement.
Deciding on the type of objective test: The Test Objective will serve as your guide
on deciding what kind of objective tests you will be designing. This means aligning the
test with the Intended Learning Outcome or your lesson objective/outcome. For
instance, for the first four levels, we may want to construct a multiple-choice type of test
while for the application and judgment, we may opt to give an essay test or a modified
essay test. At all times, the test to be formulated must be aligned with the learning
outcome. This is the principle of the constructive alignment.
Preparing the Table of Specification (TOS): A table of specification is a table that
serves as a guide map in creating a test. It ensures that there is a balance between
lower level thinking skills and higher level thinking skills throughout the test. The most
common form of a Table of Specification consists of the following four columns: (a) level
of objective to be tested (b) statement of objective to be tested (c) item numbers where
such objective is being tested. (d) Number of items and percentage out of the total for
the particular objective. Kindly see the prototype on the following table:
Table of Specification
LEVEL OBJECTIVE ITEM NO. %
NUMBERS
1. Recalling Identify the 1,3,5,7,9 5 14.29%
subject-verb
2. Form 2,4,6,8,10 5 14.29%
Understanding Appropriate
3. Applying Write 11,13,15,17,19 5 14.29%
sentences
observing rules
on subject-verb
agreement
4. Analysing Determine the 12,14,16,18,20 5 14.29%
subject and
predicate
5. Evaluating Evaluate 11, 13, 15, 17, 5 14.29
whether or not 19
ED 9
a sentence
observes rules
on subject-verb
agreement
6. Creating Formulate Part II 10pts 28.57%
rules on
subject-verb
agreement.
Total 30 100%
In the TOS above, you can see that there are five items that deals with
knowledge, and these items are items 1,3,5,7,9. Similarly, from the same table, we can
see that five items represents analysis, namely: 11,13,15,17,19. As we can see, the first
five levels of the taxonomy are equally represented in the test while the synthesis,
(tested through essay) is weighted equivalent to 10 points. Double the weight given to
any other first five levels. The table of specification guides a teacher in constructing a
test. It helps ensure that each of the objectives in the hierarchy of educational objectives
is well represented in the test. Without the TOS, there is a tendency of the test maker to
be focusing more on the facts and concepts in Recall/Remembering Level. Lastly, the
TOS ensures alignment of the Learning Outcomes and Assessment tasks just like what
we have learned in the principle of Constructive Alignment.
Constructing the Test Items: The actual construction of the test items must follow
the Table of Specification (ToS). As a general rule, it is advised that the actual number
of items to be constructed in the draft should be double the desired number of items.
For instance, if there are five (5) recall level items to be included in the final test form,
then at least ten (10) recall level items should be included in the draft. The reason is
because the subsequent test try-out and item analysis will most likely eliminate many of
the constructed item in the draft (either they are too easy, too difficult or too easy or
non-discriminatory.) hence it will be necessary to construct more items than will actually
be included in the final test form.
Most often, however, the try-out is not done due to lack of time.
Item analysis and try-out. The test draft is tried out to a group of pupils or
students. The purpose of this try-out is to determine the: (a.) item characteristics
through item analysis, and (b.) characteristics of the test itself –validity, reliability and
practicality.
2: Types of Paper-and-Pencil Test
Development of paper-and-pencil tests requires careful planning and expertise in
terms of actual test construction. The more seasoned teachers can produce true-false
items that can test even higher order thinking skills and not just the rote memory
ED 9
learning. Essays are easier to construct than the other types of objective test, but the
difficulty in scoring essay examinations teachers from using this particular form of
examination in actual practice.
Constructing Selected-Response Type
3.1 True-False Test – Binomial-choice or alternate response tests are tests that have
only 2 options such as true or false, right or wrong, yes or no, and so on. A student who
knows nothing about the test already has 50% chance of getting the correct answer by
just mere guessing. Although correction-for-guessing formulas exists, it is best that the
teacher ensures that the true or false item is able to discriminate properly between
those who know and those who are just guessing. A modified true or false test can
offset the effect of guessing by requiring the student to explain their answer and by
disregarding the correct answer if the explanation is incorrect. The following are some
of the rule of thumbs in preparing a true-false items:
Rule 1: Do not give a hint (inadvertently) in the body of the question.
Example: The Philippines gained its independence in 1898, and therefore
celebrated its centennial year in 2000. ___.
Obviously, the answer is FALSE because 100 years from 1898 is not 2000 but
1998.
Rule 2: Avoid using the words “always”, “never”, “often” and other words that tend to be
either always true or always false.
Example: Christmas always falls on a Sunday because it is a Sabbath day. ___.
Statements that use the word “always” are almost always false. A test-wise
student can easily guess his way through a test like these and get high scores even if
he doesn’t know anything about the test.
Rule 3: Avoid long sentences as these tends to be “true”, keep sentences short.
Example: Tests needs to be valid, reliable and useful, although, it would require
a great amount of time and effort to ensure that tests possess these test characteristics.
___.
Notice that the statement is true. However, we are not also sure which part of the
student is deemed true by the student. It is just fortunate that in this case, all parts of the
sentence are true and, hence, the entire sentence is true.
Rule 4: Avoid trick statements with some minor misleading word or spelling
anomaly, misplaced phrases, etc. A wise student who does not know the subject matter
may detect this strategy and thus, get the answer correctly.
ED 9
Rule 5: Avoid quoting verbatim for reference materials or textbooks. This
process sends the wrong signal to the students that it is necessary to memories the
textbook word for word and , thus, acquisition of higher order thinking skills is not given
due importance.
Rule 6: Avoid specific determiners or give away qualifiers. Students quickly
learns that strong worded statements are more likely to be false than true, for
example, statements with “never” “no” “all” or “always”. Moderately worded
statements are more likely to be true than false. Statements that are moderately
worded uses “many” “often” “sometimes” “generally” “frequently” or “some” usually
should be avoided. e.g. Executives usually suffer from hyperacidity. The statement
tends to be correct. The word “usually” leads to the answer.
Rule 7: With the true or false questions, avoid a grossly disproportionate number
of either true or false statements or even patterns in the occurrence of true or false
statements.
For ease of correction, teachers sometimes create a pattern of true and false
answers. Students will sense it and may arrive at the correct answer not because
he/she really knows the answer but because he/she senses the pattern.
Rule 8: Avoid double negatives. This makes the test item unclear and definitely
will confuse the student. e.g. The changes that takes place in early childhood are
NOT unchangeable. “The test item simply means that the changes in early
childhood are changeable.”
3.2 Multiple Choice Tests
The multiple choice type of tests offers the students with more than two (2)
options per item to choose from. Each item in the multiple choice tests consists of 2
parts (a.) the stem, (b.) the options. In the set of options, there is a “correct” or
“best” option while all the others are considered as “distracters”. The distracters are
chosen in such a way that they are attractive to those who do not know the answer
or who are guessing but at the same time, have no appeal to those who actually
know the answer. It is this feature of multiple choice type test that allows the
teachers to test higher order thinking skills even if the options are clearly stated. As
in true-false items, there are certain rules of thumb to be followed in constructing a
multiple choice test.
Guidelines for Constructing Multiple Choice Items
ED 9
1.) Do not use unfamiliar words, terms and phrases. The ability of the item to
discriminate or its level of difficulty should stem from the subject matter rather than
from the working of the question.
2.) Do not use modifiers that are vague and whose meanings can differ from one
person to the next such as: much, often, usually, etc.
3.) Avoid complex or awkward word arrangements. Also, avoid use of negatives in
the stem as this may add unnecessary comprehension difficulties.
4.) Do not use negatives or double negatives as such statements tend to be
confusing. It is best to use simpler sentences that would require expertise in
grammatical construction.
5.) Each item should be as short as possible; otherwise you risk testing more for
reading and comprehension skills.
6.) Distracters should be equally plausible and attractive.
7.) All multiple choice options should be grammatically consistent with the stem.
8.) The length, explicitness, or degree of technicality of alternatives, should not be
the determinants of the correctness of the answer.
9.) Avoid stems that reveal answer to another item.
10.) Avoid alternatives that are synonymous with others or those that include or
overlap others.
11.) Avoid presenting sequenced items in the same order as in the text.
12.) Avoid use of assumed qualifiers that many examinees may not be aware of.
13.) Avoid the use of unnecessary words or phrases which are not relevant to the
problem at hand (unless such discriminating ability is the primary intent of the
evaluation). The item’s value is particularly damaged if the unnecessary material is
designed to distract or mislead. Such items test the students reading
comprehension rather than knowledge of the subject matter.
14.) Avoid use of non-relevant sources of difficulty such as requiring a complex
calculation when only knowledge of a principle is being tested.
15.) Pack the question in the stem.
16.) Use the “None of the above” option only when the keyed answer is totally
correct. When choice is of the “best” response is intended, “none of the above” is
not appropriate, since the implication has already been made that the correct
response may be partially inaccurate.
ED 9
17.) Note that the use of “all of the above” may allow credit for partial knowledge. In
a multiple choice item, (allowing only one option choice) if a student only knew that
two (2) options were correct, he could then deduce the correctness of “all of the
above”. This assumes you are allowed only one correct choice.
18.) Better still use “none of the above” and “all of the above” sparingly but best not
to use them at all.
19.) Having compound response choices may purposefully increase difficulty of an
item. The difficulty in a multiple choice item may be controlled by varying the
homogeneity or degree of similarity of responses. The more homogeneous, the
more difficult the item because they all like the correct answer.
3.3. Matching Type
The matching type items may be considered modified multiple choice type items
where the choices progressively reduce as one successfully matches the items on the
left with the items on the right.
Guidelines in Constructing Matching Type of Test
Here are some guidelines to observe in the formulation of good matching type of
test.
1.) Match homogeneous not heterogeneous items. The items to match must be
homogeneous. If you want your students to match authors with their literary works,
in one column will be authors and in the second column must be literary works.
Don’t insert nationality for instance with names of authors. That will not be a good
item since it is obviously wrong.
2.) The stem (longer in construction than the options) must be in the first column
while the options (usually shorter) must be in the second column.
3.) The options must be more in number than the stems to prevent the student from
arriving at the answer by means of elimination.
4.) To help the examinee find the answer easier, arrange the options alphabetically
or chronologically, whichever is applicable.
5.) Like any other test, the direction of the test must be given. The examinees must
know exactly what to do.
Matching type items, unfortunately, often test the lower order thinking skills
(knowledge level) and are unable to test higher order thinking skills such as
application and judgment skills.
ED 9
Let’s Check Your Understanding!
A. Group yourselves into 3, construct a Table of Specification for the test grading
period. You may base your ToS from the provided DepEd K to 12 Curriculum Guide.
Formulate 15 questions related to your Chosen Subject Matter and align them with the
Learning outcomes to ensure constructive alignment.
B. Find a pair, individually formulate five (5) multiple choice test items then have your
partner critique your questions. Write the question at the front of your paper and the
comments from your partner at the back of the paper.
References:
Published:
Assessment in Learning 1, 4th Edition, R.L. Navarro, LPT, PhD
R.G. Santos, LPT, PhD
B.B. Corpuz, LPT, PhD
K to 12 English Curriculum Guide, May 2016 ([Link]
Congratulations for Finishing Module 5.
Keep up the Good Work!
ED 9