Northwestern Visayan Colleges

Kalibo, Aklan
Educ.222 - Information Technology in Education
Mr. Rothy Star Moon S. Casimero
Engr.
Joven C. Cablas
Discussant
Professor
CONSTRUCTING TEST
Topic
Introduction
The evaluation of pupils progress is a major aspect of the teachers job.
(Oriondo & Antonio)

While we are all familiar with what it is like to take a test, few of us have
ever actually designed a test. This is an important skill for teachers to have,
because a well-constructed test can be an accurate barometer of what students
have learned and can facilitate further learning.
The Purpose of Testing
To provide a record for assigning grades.
To provide a learning experience for students.
To motivate students to learn.
To serve as a guide for further study.
To assess how well students are achieving the stated goals of the lesson.
To provide the instructor with an opportunity to reinforce the stated
objectives and highlight what is important for students to remember.
Characteristics of Good Tests
Validity the extent to which the test measures what it intends to
measure.
Reliability the consistency with which a test measures what it is
supposed to measure.
Usability the test can be administered with ease, clarity and uniformity.
Scorability easy to score.
Interpretability test results can be properly interpreted and is a major
basis in making sound educational decisions.
Economical the test can be reused without compromising the validity
and reliability.
General Steps in Test Construction
OUTLINE
PRODUCE A TABLE OF SPECIFICATION
DRAFT
ORDER
TEST
ANALYZE
DRAFT
SUBMISSION
General Rules in Writing Test Questions
Number test questions continuously.
Keep your test question in each test group uniform.
Make your layout presentable.
Do not put too many test questions in one test group.
T or F: 10 15 questions
Multiple Choice :max. of 30 questions
Matching type: 5 questions per test group
Others: 5 10 questions

Five Most Commonly used Test Format

1. Multiple Choice
4. Fill-in the blanks
2. True or False
Completion)
3. Matching Type
5. Essay
6.

(Sentence

7.What to Look for on Multiple Choice Tests

8.When checking the stems for correctness:
Ensure that the stem asks a clear question.
Reading level is appropriate to the students.
The stem is grammatically correct.
Negatively stated stems are discouraged.

9.What to Look for on True/False Tests

Each statement is clearly true or clearly false.
Trivial details should not make a statement false.
Statements are written concisely without more elaboration than
necessary.
Statements are NOT quoted exactly from text.
10.
11. What to Look for on Matching Type Tests
The list of responses should be relatively short.
Response options should be arranged alphabetically or numerically.
Directions clearly indicate the basis for matching.
Can responses be used more than once?
Where will you place your answer?
Can students infer relationships or are they based on real world
logic?
Position of matches should be varied. Avoid using patterns.
The choices of each matching set should be on one page
There are more responses than premises in a single set if responses
cannot be used more than once.
The premises are homogeneous as well as the responses and are
grouped as one item.
12.
13. What to Look for on Sentence Completion Tests
Only significant words are omitted.
When omitting words, enough clues are left so that the student who
knows the correct answer can supply the correct response.
Ensure that grammatical clues are avoided.
Blanks are at the end of the statement.
The length of the responses are limited to single words or short
phrases.
Questions are not lifted as verbatim quotes from text.
14.
15. What to Look for on Essay Tests
The task is clearly defined. The students are given an idea on the
scope and direction you intended for the answer to take. The question
starts with a description of the required behavior to put them in the
correct mind frame.
E.g. Compare or Analyze
The questions are written in the linguistic level appropriate to the
students.
Questions require a student to demonstrate command of background
information, not simply repeating information.
Questions regarding a students opinion on a certain issue should focus
not on the opinion but on the way it is presented and argued.
A larger number of shorter, more specific questions are better, than,
one or two longer questions.
16.

17.
The difference between school and life? In school,
you're taught a lesson and then given a test. In life, you're given a test
that teaches you a lesson. Tom Bodett
18.

19.
References
20. http://www.slideshare.net/ArnelSSI/test-construction-1
21. Handbook For Trainers of Learning Module On Test Item Construction
Techniques (2011)
22.
23.