EDUC 14 - HANDOUT

GROUP 5: ASSESSING TOOLS

JOHN RICK CUADRANTE STEVIC JOHN PALMON

NATHALIE JEANE SARCINO REALYN SALVADOR

The assessment tools of teacher-made tests are divided into;

1. Objective Tests
- is an assessment with fixed answers, ensuring accurate and
consistent scoring.
- It includes multiple-choice, true/false, matching, and completion
questions, making grading efficient but limiting evaluation of higher-
order thinking skills.

2. Essay Tests
- consist of specific question or problem wherein the examinees respond in
one or more sentences.
- it is widely considered to measure students ability to think and express their
ideas critically within a certain period of time.

OBJECTIVE TEST
Two main types of objective tests
1. Recall Type
The recall type is categorized into;
a. Simple Recall - easiest objective tests to create, requiring students to
recall previously learned information in short answers, typically
a word or phrase.

b. Completion - consists of a series of items that requires the examinee

to fill the blank with the missing word or phrase to complete a
statement. A test item may contain one or more blanks.
- This type of test is also called Fill in the blank.

2. Recognition Type
The recognition type is categorized into;
a. Alternative Response
b. Multiple-choice
c. Matching Type
d. Rearrangement
e. Analogy
f. Identification

Rules and Suggestions for the Construction of Simple-Recall Type:

 Keep responses brief (single word, number, symbol, or phrase) to ensure
objectivity and easy scoring.
 Use direct questions instead of statements for clarity and ease.
 Place answer blanks in the right column for better readability and convenience.
 Ensure questions have only one correct answer or list all acceptable responses in
the scoring key.
 Avoid excessive textbook language to prevent confusion and meaningless
associations.

Sample Test Items of Simple-Recall:

Directions: Convert the following.
1. 5 meters to centimeters Ans. 1 500 cm
2. 7 liters to milliliters Ans. 7 ml
3. 8 grams to milligrams Ans. 8000 mg
4. If four kilograms of ripe mangoes cost P240.00, how much is the total cost
of 12 kilograms ripe mangoes? Ans. 720.00

Rules and Suggestions for the Construction of Completion Test

 Give the student a reasonable basis for the responses desired. Avoid indefinite
statements.
Example: Jose Rizal was born in ______. (The statement is indefinite or
vague because the response is either date or place of birth.)
 Avoid over mutilated statements.
Example: The ____ is obtained by dividing ____ the by the ____. (The
previous example is confusing because it does not indicate whether the
statement refers to Statistics or to a Mathematical procedure.)
 Avoid giving the examinee unwarranted clues to the desired response.

There are several ways in which clues are often carelessly given. The following
suggestions may help prevent common errors in constructing completion test.
a. Avoid lifting statements directly from the book.
b. Omit only key words or phrases rather than trivial details.
c. Whenever possible avoid "a" or "an" before a blank. These articles give a clue
of whether a response start with a consonant or a vowel.
d. Do not indicate the expected response by varying the length of blank or by
using a dot for each letter in the correct word.
e. Guard against the possibility that one item or part of the test may suggest the
correct response to another item.
f. Avoid giving grammatical clues to the expected answer.

 Arrange the test so as to facilitate scoring.

a. Allow one point for each blank correctly filled. Avoid fractional credits or
unequal weighing of items in a test.
b. Select the items to which only one correct response is possible.
c. Arrange the items in a way that the examinee responses are in the right
column of the sentence.

6 Types of Recognition Type

1. Alternative Response
- This test consists of a series of items where it admits only one correct
response for each item from two or three constant options to be chosen.
- This type is commonly used in classroom testing, particularly, true-false
type or yes-no type test .
Suggestions for the Construction of True-False Test ( Alternative Response)
 The test items 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.
 In indicating response, it must be as simple as possible where single letter is
enough to facilitate scoring, for instance, T for True and F for False, or X for
True and O for False.
 The use of similar statements from the book must be avoided to minimize rote
memory in studying.
 The items must be carefully constructed so that the language is within the level of
the examinees, hence, flowery statements should be avoided.
 Specific determiners like "all,""always,""none,""never,""not,""nothing," and "no"
are more likely to be false and should be avoided.
 Determiners such as "may,""some,""seldom,""sometimes,""usually," and "often"
are more likely to be true, hence, the said determiners must be avoided because
they give indirect suggestion to probable answers.
 Qualitative terms like "few,""many,""great,""frequent," and "large" are vague and
indefinite and they must be avoided.
 Statements which are partly right and partly wrong must be avoided.
 Statements must be strongly considered that they represent either true or false.
 Ambiguous and double negative statements must be avoided.

Sample Test:
Direction: Write X if the statement is true and O if false. Write your answer in the
blank. Consider your answers carefully, this is a right minus wrong test.
X 1. Valid test is always valid.
O 2. Reliable test is always valid.
X 3. Validity is veracity of response.
O 3. Reliability means degree to which the test measures what is intended to
measure.
O 4. Construct validity is commonly used in achievement.

2. Multiple-Choice Test
- This test is made up of items which consists of three which or more plausible
options for each item. The choices are multiple so that the examinees may
choose only one correct or best option for each item.
- one of the best test forms in testing outcomes.

Suggestions for the Construction of Multiple-Choice Test:

 Statements borrowed from the textbook or reference book must be avoided. Use
unfamiliar phrasing to test the comprehension of students.
 All options must be plausible with each other to let the students attract the
distractors or incorrect responses where only those with high intellectual level can
get the correct answer.
 All options must be grammatically consistent. For instance, if the stem is
singular, the options are also singular.
 Articles "a" and "an" are avoided as last word in an incomplete sentence. These
articles give students clues that the probable answer starts with a consonant or
vowel.
 Four or more options must be included in each item to minimize guessing.
 The order of correct answer in all items must be randomly arranged rather than
following a regular pattern.
 A uniform number of options must be used in all items. For instance, if there are
four options in Item 1, the rest of the items must also have four options.
 The correct option must be of the same length with the distractor or wrong
answers.
 Homogeneity of the options must be increased in order for the examinee to
choose the correct option by using logical elimination.
 The simplest method of indicating a response must be used to facilitate scoring.
For, instance, the options in each item are numbered or lettered. Hence, the
choice is either a number or a letter.

Kinds of Multiple-Choice Test

1. Stem-and-options Variety
- most commonly used in classroom testing, board examinations, civil service
examinations, and many others.
- The stem serves as the problem and followed by four more plausible options
in which examinees choose the best option or correct answer.

2. Setting-and-options Variety
- The optional responses to this type of multiple-choice test is dependent upon
a setting or foundation of some sort.
- A setting can be a form of sentence, paragraph, graph, equation, picture or
some forms of representation.
3. Group-term Variety
- This variety consists of group of words or terms in which one does not
belong to the group.

4. Structured-response Variety
- This variety makes use of structured response which are commonly used in
natural science classroom testing. For instance, directly, indirectly, and no
way.
- This is to test how good the examinees in determining statements which are
related to each other.

5. Contained-options Variety
- This variety is designed to identify errors in a word, phrase, or sentence in a
paragraph.
3. Matching Type
- consist 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.

2 Types of Matching Type

a. Balanced Matching Type - the number of items are equal to the number of
options.
b. Unbalanced Matching Type - there is unequal number of items and number
of options. There are less number of items than numbers of options.

Suggestions for the Construction of Matching Type

 Using heterogeneous materials must be avoided. Only homogeneous materials are
used.
 Unbalanced matching type is preferable wherein there are more options than item
to minimize the guessing factor.
 Each category must be grammatically consistent.
 All options including distractors or wrong responses are plausible or closely
related to each other.
 The item column or Column A must be placed at the left and option column or
Column B must be placed at the right.
 Option column must be arranged in alphabetical order, if dates in chronological
order, to facilitate the section of correct answer. To facilitate the examinees not to
read all the options.
 If the examinee knows the answer starts with the letter S and it is located at the
letter j, the examinee reads the options at the last portion where S is located. He
does not read all the options from letter a to i. Each option is assigned a code
letter.
 There must be only one correct response in each item.
 Be sure each item has a pair in the option column.
 The ideal number of item is 5 to 10 and maximum of 15.
 All items and options must appear in one page to avoid waste of time and energy
in turning the pages.

Sample Test Items of Matching Type

4. Rearrangement Type
- consist of multiple-option item where it requires a chronological, logical or
rank order.

Sample Test Items of Rearrangement Type

Direction: Below are sentences. Arrange them in order. Choose the letter only and
write your answer at the left column blank.
1) a. dabcef b. dcabfe c. dabecf d. dbacef
1) _____
a. They hired a bus in going to Boracay.
b. They left at 6:00 o’clock in the morning in Iloilo City.
c. They stayed overnight in Boracay
d. One day, the teacher education studens of Saint Paul University Iloilo had
an educational tour at the Boracay Beacg Resort.
e. They arrived in Boracay at 10:00 A.M.
f. The following day, they went home.

5. Analogy
- a type of test which is made up of items consisting of a pair of words related
to each other.
- designed to measure the ability of the examinee to observe the relationship of
the first word to the second word.

There are 15 kinds of relationship of analogy test. These are follows:

1. Purpose Relationship
1.1 SHOE is to SHOELACE as DOOR is to
a. threshold c. transom
b. key d. hinge
1.2 TASTE is to TONGUE as TOUCH is to
a. finger c. feel
b. skin d. feet
2. Cause and Effect Relationship
2.1 NOISE is to DISTRACTING as HARMONY is to
a. orchestrated c. pleasing
b. sound d. harmful
2.2 SMOKE is to FIRE as WATER is to
a. H2O c. cloud
b. rain d. sky

3. Part-Whole Relationship
SLICE is to LOAF as ISLAND is to
a. archipelago c. land
b. peninsula d. ocean

4. Part-Part Relationship
HAND is to ELBOW as FEET is to
a. leg c. muscle
b. toe d. knee
5. Action to Object Relationship
OBEY is to CHILDREN as COMMAND is to
a. teachers c. parents
b. principals d. armies

6. Object to Action Relationship

EGG is to BOIL as POTATO is to
a. hash c. slice
b. mash d. slash

7. Synonym Relationship
DIG:ESCAVATE : KILL:_______
a. slay c. avenge
b. convict d. try

8. Antonym Relationship
FLY:SPIDER : MOUSE:_______
a. rodent c. animal
b. rat d. cat

9. Place Relationship
WATER:AQUEDUCT : BLOOD:_______
a. corpusle c. vein
b. body d. plasma

10. Degree Relationship

POSSIBLE:PROBABLE : HOPE:_______
a. resent c. prove
b. expect d. deceive

11. Characteristic Relationship

RICH:WEALTH : WISE:_______
a. knowledge c. divulge
b. save d. teach

12. Sequence Relationship

12.1 SUNDAY:TUESDAY : THURSDAY:___
a. Wednesday c. Monday
b. Friday d. Saturday
12.2 ABC:GIJ : QRS:_______
a. TUW c. TWY
b. TXY d. TWX
12.3 JANUARY:APRIL : JUNE:_______
a. October c. November
b. September d. August
13. Grammatical Relationship
ANGRY:ANGRILY : BEAUTY:_______
a. pretty c. nice
b. beautifully d. beauty

14. Numerical Relationship

14.1 024:135 : 6810:___
a. 111317 c. 111315
b. 111517 d. 111519
14.2 123:579 : 678:_______
a. 101112 c. 101314
b. 101113 d. 101214
14.3 345:71014 : 161718:_______
a. 202326 c. 202225
b. 202427 d. 202528

15. Association Relationship

15.1 BULLET:LEAD : MESSAGE:_______
a. information c. command
b. barber d. cartridge

15.2 ROMANCE:HEART : RIBBON:_____

a. horse c. baloney
b. lace d. gift

Suggestions for Construction of Analogy Type of Test

 The relationship of the first pair of words is equal to the relationship of the
second.
 Distractors or incorrect responses must be plausible or closely related to the
correct answer to attract the examinees to the incorrect response. The process of
obtaining the correct answer is by logical elimination.
 All options must be constructed in parallel language.
 All options must be grammatically consistent.
 Four or more options each item must be included to minimize guessing. If using
three options, correction (Right minus one-half Wrong or R-W/2) is applied.
 Only homogeneous relationship must be include in each item. For instance, if
sequence relationship is used in the first pair, the second pair is also in sequence
relationship.

6. Identification Type
- require the examinees to identify what is being defined in the statement or
sentence and there are no options to choose from.

Illustrations:
Direction: Below are sentences or statements. Identify carefully what is being defined
or referred to.
1. The polygon with for sides. QUADRILATERAL
2. The seven sides polygon. HEPTAGON
3. The three sides polygon. TRIANGLE
 4. Polygon with ten sides. DECAGON
5. The eight sides polygon. OCTAGON

Advantages of Objective Type of Test

1. Easy to correct or score.
- Because it usually requires short response in each item. Responses may
contain letter, number, word, or phrase in each item.

2. Eliminates subjectivity
- Because responses are short and exact.

3. Adequate sampling
- More items are included in objective test wherein validity and reliability can
be observed.

4. Objectivity in scoring
- Can be done easily because the answers are only short and only one response
is required in each item.

5. Eliminates bluffing
- Because examinees choose only from the options provided.

6. Norms can be established

- Due to adequate sampling of objective type of test, norms can be established.

7. Saves time and energy in answering questions

- Because it involves short statement and there are options provided for them
to choose their answers from.

Disadvantages of Objective Type of Test

1. Difficult to construct
- Because there are so many items involved.

2. Encourages cheating and guessing

- Due to short response in each item.

3. Expensive
- Due to adequate sampling test, it is expensive when it comes to duplicating
the test materials because questions cannot be written on the board. It is
disadvantageous to schools with inadequate duplicating facilities.

4. Encourages rote memorization

- Objective test encourages rote memorization rather than logical
memorization since responses for each item only involves a letter, a number, a
word or a phrase. Examinees abilities to think critically express, organize, and
reasoning are not fully developed.
5. Time consuming
- Because there are so many items in an objective test, preparation of this kind
of test is time consuming on the part of the teacher.

ESSAY TEST
Suggestions for Construction of Essay Test
 Essay test must be planned in advanced by the teacher to have effective results.
 Major aspects of the lesson must be framed in preparing the questions of essay
test, hence, careful and even distribution of the lessons must be observed.
 After the test has been planned and questions have been written tentatively,
precautions on the causes of unreliability must be taken.
 In assembling the questions into its final form, the teacher must be careful that
questions are phrased clearly so that the scope of the question is clear to the
students.
 Time limit on the coverage of each question must be considered to give students
adequate time to answer.

Methods in Constructing Essay Test

1. Selection Roll
Illustration:
Name five countries of the world who have been members of the United
Nation.

2. Evaluating Recall
Illustration:
Name five government agencies in the Philippines which have great influence
on research and development of the country.

3. Comparison of Two Things (Specific)

- there is a single designated basis.
Illustration:
3.1 Compare Conventional Assessment from Authentic Assessment.
3.2 Compare Norm-Referenced Measure from Criterion-Referenced Measure.
3.3 Compare Formative Assessment from Summative Asseesment.

4. Comparison of Two Things (General)

Illustration:
4.1 Compare computer eduaction in the Philippines with that in Korea.
4.2 Compare nursing education in the Philippines with that in United States.

5. Decision (For or Against)

Illustration:
5.1 In your own opinion, which better, essay or objective examination? Why?
5.2 Which can you do better, oral or written examination? Why?
6. Cause and Effects
Illustration:
6.1 Why is Research given more emphasis than Instruction and Extension
functions?
6.2 Why is Special Education given more stress than any other subjects in the
curriculum?

7. Explanation of the Use of Exact Meaning

Illustration:
7.1 What does the passage “Time is gold” mean?
7.2 What do you mean by this passag: “Strike while the iron is still hot.”?
7.3 What is the meaning of this passage: “He died without seeing the dawn.”?

8. Summary of a Test or Article Read

Illustration:
In a paragraph or two, summarize the advantages and disadvantages of
objective examination.

9. Analysis
Illustration:
What are the qualities of Gerald Anderson which make you understand why
Filipinos admire him?

10. Statement of Relationship

Illustration:
10.1 Why is knowledge in Computer helpfl in studying Statistics?
10.2 Why is knowledge in Fish Processing helpful in studying Hotel and
Restaurant Management?

11. Illustrations and Examples of Principles in Science

Illustration:
From your own experience, give five examples that Science is used in your
daily life?

12. Classification
Illustration:
12.1 To what class does Kappaphycus belong in the plant kingdom?
12.2 To what class does Sargassum belong in the plant kingdom?
12.3 To what class does Rastrelliger brachyosomus (hasahasa) belong in the
animal kingdom?

13. Application of Rules or Principles to New Situations

Illustration:
Why is objective type of test commonly used in PRC (Professional Regulation
Commission) examinations?

14. Discussion
Illustration:
Discuss briefly the rules in constructing matching type of examination.
15. Statement of Aim
Illustration:
State the rules in constructing analogy test.

16. Criticism
Illustration:
What is wrong on the statement "Constant practice makes perfect."?

17. Outline
Illustration:
Outline the rules in constructing multiple-choice test.

Disadvantages of Essay Test

1. Low Validity
- Because it has limited sample since there are only few items involved.

2. Low Reliability
- Because of subjectivity in scoring Teachers react favorably to test papers of
bright students and react unfavorably to weak students test papers.

3. Low Practicability
- Essay test is time consuming on the part of the teacher in scoring the test and
also time consuming on the part of the students in answering the questions,
hence, much time and energy are wasted.

4. Encourage Bluffing
- If the answer involves a paragraph or two. In return the teacher gets tired in
reading the answers and his reaction is either to react favorably or unfavorably
to the response.

5. Difficult to correct or score

- Because the answer is too long to read.

6. Disadvantage to students with poor penmanship

- Because the teacher will have hard time in reading the contents of his
answers.

STEPS IN CONSTRUCTING TEACHER-MADE ASSESSMENT TOOLS

Objective and essay tests as assessment tools are both teacher-made. The steps
in constructing teacher-made assessment tools are as follows:
1. Planning the Test
- In planning the test, five principles must be considered. These are as follows:
a. A careful statement of the philosophy of the school and objectives of
the particular subject must be available.

b. Adequate provisions for review must be made taking into

consideration the adequacy of facilities and equipment.
 c. The purpose of the test must be defined. If the purpose of the test is
for diagnosis, it must reveal the specific weaknesses of the students as
basis for remedial instruction. However, if the purpose is to appraise
the critical thinking and reasoning power, the scores are to be used for
classification and grouping.

d. The nature of the test must take into consideration the conditions
under which it is to be administered. In planning the test, such factors
as age, experience of the examinees, testing environment, ventilation,
cost of materials and duplicating facilities must be considered.

e. Length of the test must be determined. The time element by the

purpose it is to serve.

2. Preparing the Test

- The rules and suggestions in preparing the test are as follows:
a. The first draft of the test must be prepared as early as possible.

b. The test must include more than one type of item. Two or three
types of objective test may be used to minimize monotony on the part
of the examinee.

c. The items are arranged in ascending order from most easy to most
difficult.

d. More items must be included on the first draft of the test for possible
inclusion on the final draft. Items with less important must be deleted.

e. The first and final draft of the test must be revised and refined.

f. The items must be stated in order that the whole content functions in
determining the answer rather than a part of it.

g. The items of similar type must be placed together in the same test.

h. A regular sequence in the pattern of response must be avoided. The

order of response must be incidental rather than a regular pattern.

[Link] direction of the test must be brief, clear, and complete to the
examinees.

3. Reproducing the Test

- In reproducing the test, the following must be considered:
a. To facilitate in reproducing the test, duplicating facilities must be
available in every institution.

b. Every school must be provided with facilitative staffs to do the

encoding printing, scanning and mimeographing the test questions.
4. Administering the Test
- In the administration of the test, the following must be observed:
a. The test must be administered in an environment familiar to the
examinees.

b. Examinees must sit far apart, free from books and notebooks.

c. Typographical errors must be corrected to the class before the test

begins.

d. It is not advisable to administer the test before and after a holiday.

e. Give complete and clear directions before the test begins and
questions about the directions must not be entertained while the test is
ongoing.

f. The distribution of testing materials must be planned in advance to

save time and effort.

g. Entertain briefly questions raised while the test is going on.

h. In timing the test, the examiner must write on the board the time the
test has startes and the time it will end.

i. The examinee must not be allowed to leave the examination room

except for personal necessities but within reasonable time limit.
j. The test materials must be collected carefully and quickly.

5. Scoring the Test

- In scoring the test, the following are to be remembered:
a. The best procedure in scoring objective test is to give one point of
credit for each correct answer.

b. In case of a test with two or three options in each item, correction

formula is applied.
 For two-option test, the correction formula is Score equals Right
minus Wrong or SR-W. For instance, the right response is 12
and the wrong response is 5. Hence, SR-Wor 12-5-7.
 For three-option test, the correction formula is Score equals
Right minus one-half Wrong or S = R = W / 2 For instance, the
right response is 14 and the wrong response is 6. To substitute
the formula, Score R-W/2-14-6/2 or 14-3-11. Hence, S = 14 - 3
= 11
 However, correction formula is not applicable to four or more
options in a item and to elementary pupils.

c. In case correction formula is applied, the students must be informed

beforehand so that they cannot guess their answer.
6. Evaluating the Test
- The test is evaluated by the quality of the students' responses and quality of
the test itself. The principles in evaluating the test are as follows:
a. In a general achievement test with 50 percent difficulty in each item,
items with 100 percent and 0 percent answered by examinees are
valueless and they must be revised.

b. The validity of individual item is determined by index of

discrimination (IDisc). A common practice is to arrange the test papers
from highest score to lowest score.
 One-third from of the test papers from highest or upper group
and one-third of the lower group from lowest score are
compared of the same test item. The middle group is held in
abeyance.
 For instance, in Item 18, there are 51 test papers. One-third of
51 is 17 or 51/3 = 17 Hence, there are 17 test papers belonging
to the upper group and right response is 15 and 17 test papers
belonging to the lower group with right response of 10.
 To estimate the index of discrmination, consider formula below.
RU − RL
IDisc=
N

where; IDisc = Index of Discrimination

RU = Right response of the upper group
RL = Right response of the lower group
N = Number of students in each group

 To substitue the formula, consider the computation below;

Given: RU = 15
RL = 10
N = 17

RU − RL
IDisc=
N
15 −10
IDisc=
17
IDisc = 0.29