INSTRUCTIONAL MODULE
Supply Type Test: Completion Type of
Test in Mathematics
Cover Page
Title: Constructed Response Assessment: Completion Type Test in Mathematics
Author/Developer: [Your Name]
Institution: Mindoro State University
Course: Assessment and Evaluation in Mathematics
Subject Level: Teacher Education
Date: 2026
Acknowledgements
This instructional material was developed to help learners understand the concept and
construction of supply-type test items in mathematics, particularly the completion type of
test.
The developer expresses sincere gratitude to instructors and mentors in the course
Assessment and Evaluation in Mathematics for the guidance and knowledge that made this
module possible.
Special appreciation is extended to Mindoro State University for supporting the
development of instructional materials for future educators.
Introduction
Assessment is an essential component of the teaching-learning process. Teachers use
assessment to determine whether instructional objectives have been achieved and whether
students have understood the lesson being taught.
One important category of assessment is the supply type test or constructed response test.
In this type of test, learners must provide their own answers rather than selecting answers
from given choices.
One commonly used supply-type test is the completion type test. In this test format,
learners are required to complete statements by supplying missing words, numbers, or
mathematical expressions.
Completion type tests are especially useful in mathematics because they measure recall of
formulas, computation skills, and conceptual understanding.
Learning Competencies
At the end of this module, learners should be able to:
1. Discuss the formulation of completion type of test.
2. Construct completion type test items in problem solving in mathematics.
3. Identify the characteristics of effective completion test items.
4. Apply guidelines in constructing completion type questions.
Definitions of Completion Type Test
Several scholars have defined completion type tests in educational assessment literature.
1. A completion type test is an assessment item that requires students to supply a word,
phrase, number, or symbol to complete a statement (Gronlund & Linn, 2000).
2. Completion items are short-answer questions where learners fill in missing information
within a statement to demonstrate understanding or recall of learned material (Nitko &
Brookhart, 2011).
3. Brown (2004) described completion items as objective test questions where a sentence
contains blanks that the student must fill with the correct answer.
4. According to Kubiszyn and Borich (2016), completion tests are supply-type questions
where learners provide missing elements instead of selecting answers.
5. Miller, Linn, and Gronlund (2009) describe completion items as constructed-response
questions requiring learners to supply specific answers to complete incomplete statements
or expressions.
6. Haladyna (2004) explains that completion tests measure recall and comprehension by
asking students to fill missing information in statements or formulas.
7. In mathematics, completion tests may require students to supply numbers, symbols, or
expressions to complete equations (Ornstein & Hunkins, 2018).
8. Completion items measure recall without relying on recognition of alternatives (Popham,
2017).
Characteristics of Good Completion Items
• The statement must be clear and concise.
• The blank should represent important information.
• Only one correct answer should exist.
• The blank should preferably appear at the end of the sentence.
• Avoid unnecessary clues that may lead to guessing.
Guidelines in Constructing Completion Tests
1. Omit only key words or important concepts.
2. Place blanks at the end of the sentence whenever possible.
3. Avoid too many blanks in one sentence.
4. Use simple and direct language.
5. Ensure there is only one correct answer.
6. Avoid grammatical clues that may hint at the answer.
Pre-Test (Multiple Choice)
Directions: Choose the correct answer.
1. Which test requires students to provide their own answer?
A. Matching
B. Multiple Choice
C. Supply Type Test
D. True or False
2. A test where students fill in missing information is called:
A. Essay Test
B. Completion Test
C. Matching Test
D. Performance Test
3. Which is an example of completion test?
A. What is 5 + 6?
B. 5 + 6 = ______
C. True or False: 5 + 6 = 11
D. Choose the correct answer
4. Completion tests are best used to measure:
A. Recall
B. Opinion
C. Attitude
D. Preference
5. Completion type tests belong to:
A. Selected Response Tests
B. Supply Type Tests
C. Essay Tests
D. Performance Tests
Examples in Mathematics
1. 7 + 8 = ______
2. The square root of 49 is ______.
3. The area of a rectangle is length × ______.
4. If x + 5 = 12, then x = ______.
5. 9 × 6 = ______.
Learning Activities
Activity 1: Identify Completion Items
Determine if the following are completion test items.
1. 7 + 8 = ______
2. What is the value of 7 + 8?
3. The square root of 36 is ______.
Activity 2: Construct Completion Items
Create five completion type questions related to arithmetic, algebra, or geometry.
Formative Assessment
1. Completion tests require students to:
A. Select answers
B. Supply answers
C. Match items
D. Guess answers
2. Completion tests belong to:
A. Supply Type Tests
B. Selected Response Tests
C. Essay Tests
D. Performance Tests
3. Completion tests measure mainly:
A. Recall
B. Creativity
C. Attitude
D. Opinion
Post-Test (Multiple Choice)
1. Completion tests belong to:
A. Selected Response
B. Supply Type
C. Essay
D. Performance
2. Which is a completion item?
A. True or False: 6×7=42
B. 6×7 = ______
C. Choose the answer
D. Match the items
3. Completion tests are useful in mathematics because they:
A. Encourage guessing
B. Measure recall and computation
C. Measure opinion
D. Measure attitude
4. Which guideline is correct?
A. Use many blanks
B. Keep statements clear
C. Provide many answers
D. Use complex sentences
5. Completion tests usually contain:
A. Long essays
B. Fill-in-the-blank statements
C. Paragraph responses
D. Matching items
References
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices.
Gronlund, N. E., & Linn, R. L. (2000). Measurement and Assessment in Teaching.
Haladyna, T. (2004). Developing and Validating Multiple Choice Test Items.
Kubiszyn, T., & Borich, G. (2016). Educational Testing and Measurement.
Miller, M., Linn, R., & Gronlund, N. (2009). Measurement and Assessment in Teaching.
Nitko, A., & Brookhart, S. (2011). Educational Assessment of Students.
Ornstein, A., & Hunkins, F. (2018). Curriculum Foundations.
Popham, W. (2017). Classroom Assessment: What Teachers Need to Know.