Irene M.

Maturan EDUC 108 MWF 6:00-7:00

Activity No. 1

Inventory of the Guiding Principles in Constructing Multiple-Choice Item Format

1. Make a test item that is practical or with real- world applications to the students
(Gabuyo,2012)
2. Use diagram or drawing when asking question about application, analysis or
evaluation(Gabuyo,2012)
3. When ask to interpret or evaluate about a question, present actual quotations
from secondary sources like published books or newspapers. (Gabuyo,2012)

4. Use tables, figures, or charts when asking question to interpret. (Gabuyo,2012)

5. Avoid overlapping options. There should only one correct option (Reganit et.al.,
2010).
6. Include in the stem any word/s that might otherwise be repeated in each

alternative (Buendicho, 2013).

7. Eliminate excessive verbiage or irrelevant information from the stem (Buendicho,

2013).

8. When possible state the stem as a direct question rather than as an incomplete

statement (Buendicho, 2013).

9. Make the alternatives mutually exclusive (Buendicho, 2013).

10. Avoid asking students for trivial information like middle initials, specific dates or

year, spelling, among others, from the options (Reganit et.al., 2010).

11. The stem should introduce what is expected of the examinee. The essence of the

problem should be in the stem (Reganit et.al., 2010).

12. Avoid repetition of the words in the options. This will save reading time on the

part of the student (Reganit et.al., 2010).

13. When the incomplete statement format is used, the option should come at the

end of the statement (Reganit et.al., 2010).

14. Avoid specific determiners (Reganit et.al., 2010).

15. Use vocabulary suited to the maturity of the students (Reganit et.al., 2010).

16. Avoid items that measures opinions. All opinion are equally defensible (Reganit

et.al., 2010).

17. Vary the placement of correct options (Reganit et.al., 2010).

18. Use pictures if possible when students are required to apply concepts and

principles (Gabuyo, 2012).

19. List the choices/options vertically not horizontally (Gabuyo, 2012).

20. Avoid trivial questions (Gabuyo, 2012).

21. Use only on correct answers or best answer format (Gabuyo, 2012).

22. Use three or five options to discourage guessing (Gabuyo, 2012).

23. Be sure that the distractors are plausible and effective (Gabuyo, 2012).

24. Increase the similarities of the options to increase the difficulty of the items

(Gabuyo, 2012).

25. Do not use “none of the above” options when asking for best answers (Gabuyo,

2012).

26. Avoid using “all of the above” options. It is usually the correct answer and make

the items too easy for the examinee with partial knowledge (Gabuyo, 2012).

27. Rotate the position of the correct answer from item to items randomly (Kubiszyn

& Borich, 2007).

28. Use negative questions or statements only of the knowledge being tested

requires it (Kubiszyn & Borich, 2007).

References:

Buendicho, Flordeliza C. (2013). Assessment of Student Learning 1. 1977 C. M. Recto Avenue,

Manila Philippines: Rex Publishing Inc.

Gabuyo, Y. A. (2012). Assessment of Learning 1. Quezon City: Rex Printing Company, Inc.

Kubiszyn, T. & Borich, G. (2007). Educational Testing and Measurement. Philippines: Zoom

Printing, Inc.

Reganit,A., Elicay, R., & Laguerta,C. (2010). Assessment of Student Learning 1. Cognitive

Learning. Quezon, Philipines : C & E Publishing, Inc.

Irene M. Maturan EDUC 108 MWF 6:00-7:00

Activity No. 2

Inventory of the Guiding Principles in Constructing Matching Type Item Format

1. Make sure that all the options are plausible distractors for each descriptions to ensure

homogeneity of lists (Gabuyo 2012, Kubiszyn & Borich, 2007).

2. Include more options that descriptions (Kubiszyn & Borich, 2007).

3. Each descriptions should be numbered and should be identified by letters (Kubiszyn & Borich,

2007).

4. The ideal number of items is 5 to 10 and the maximum is 15.( Calmorin ,2004 )

5. Arrange the options and items alphabetically, numerically, or magnitudinally. This is one way to

help the examenees since they can maximize their time by not searching for the correct answers,

especially if there are many onptions(Reganit et al,2010)

6. The item column must be placed at the left side or Column A and the options at the right side or

Column B (Calmorin, 2004).

7. There should be only one correct response in each item (Calmorin, 2004).

8. Be sure each item has a pair in the option column (Calmorin, 2004).

9. Place the shorter responses in the column B. This time-saving practice allows the students to

read the longer items first in column A and then search quickly through the shorter options to

locate the correct alternative (Reganit et.al., 2010).

10. A minimum of three items and a maximum of seven items for elementary level and a maximum of

seventeen items for secondary and tertiary levels (Gabuyo, 2012).

11. Use homogenous options and items (Reganit et.al., 2010).

12. There should be only one correct response in each item (Calmorin, 2004).

13. When using names, always include the complete name (first name and surname) to avoid

ambiguities (Gabuyo, 2012).

14. Avoid too many correct answers( Gabuyo, 2012).

15. Clearly explain the basis on which the match is to be made(Reganit et. Al,2010)
16. Be sure each item has a pair in the option column (Calmorin, 2004).

References:

Calmorin, L. (2004). Measurement and Evaluation (3 rd Edition). Mandaluyong, Philippines:

National bookstore.

Gabuyo, Y. A. (2012). Assessment of Learning 1. Quezon City: Rex Printing Company, Inc.

Kubiszyn, T. & Borich, G. (2007). Educational Testing and Measurement. Philippines: Zoom

Printing, Inc.

Reganit,A., Elicay, R., & Laguerta,C. (2010). Assessment of Student Learning 1. Cognitive

Learning. Quezon, Philipines : C & E Publishing, Inc.

Irene M. Maturan EDUC 108 MWF 6:00-7:00

Activity No. 3

Inventory of the Guiding Principles in Constructing True or False Item Format

1. Avoid long sentences as these tend to be “true” keep sentence short (Navarro and Santos et,

al.,2010)

2. Do not give a hint (inadvertently) in the body of question (Navarro and Santos, 2012)

3. The desired method of marking true or false should be clearly explained before students begin

the test (Kubiszyn & Borich, 2007).

4. Use relatively short statements and eliminate extraneous material (Kubiszyn & Borich, 2007).

5. Keep true or false statements at approximately the same length, and be sure that there are

approximately equal numbers of true or false items (Kubiszyn & Borich, 2007).

6. The desired method of marking true or false should be clearly explained before students begin

the test (Kubiszyn & Borich, 2007).

7. Construct statements that are definitely true or definitely false, without additional qualifications. If

opinion is used, attribute it to some source (Kubiszyn & Borich, 2007).

8. Use relatively short statements and eliminate extraneous material (Kubiszyn & Borich, 2007).

9. Keep true or false statements at approximately the same length, and be sure that there are

approximately equal numbers of true or false items (Kubiszyn & Borich, 2007).

10. Avoid using double-negative statements. They extra time to decipher and are difficult to interpret

(Kubiszyn & Borich, 2007).

11. Avoid writing a very long statement. Eliminate unnecessary word(s) in the statement be concise (

Santos, Gabuyo, 2012).

12. Avoid trivial questions (Gabuyo, 2012).

13. It should contain only one idea in each items except for statements showing the relationship

between cause and effect (Gabuyo, 2012).

14. It can be used for establishing cause and effect relationship (Gabuyo, 2012).
15. Avoid specific determiners such as ‘never”, “always,” “all,” “none” for they tend to appear in the

statement that are false (Gabuyo, 2012).

16. Avoid specific determiners such as “some, “sometimes,” and “many,” for they tend to appear in

the statement that is true (Navarro and Santos,2010, Gabuyo, 2012).

17. The number of true items must be the same with the number of false items (Gabuyo, 2012).

18. With true or false question s, avoid a grossly disproportionate number of either true or false

statements or even patterns in the occurrence of true and false statements(Navarro and Santos

et, al.,2010)

19. Avoid quoting verbatim from reference materials or textbook.(Navarro and Santos , 2012)

20. Avoid specific determiners or giveaway qualifiers. Students quickly learn that strongly worded

statements are more likely to be false than to be true(Navarro and Santos et, al.,2010)

21. Avoid the following:

1. Verbal clues, absolutes and complex sentences.

2. broad general statements that are usually not true or false without further qualifications;

3. terms denoting indefinite degree (e.g. large, long time, regularly), or absolutes (e.g, never, only,

always);

4. placing items in a systematic order (e.g. TTFF,TFTF, and so on); and

5. Taking statements directly from the text and presenting them out of context. (Kubiszyn & Borich,

2007).

22. The items are carefully constructed so that the language is within the level of the students, hence,

flowery statements are avoided (Calmorin, 2004).

23. Statement which are partly right and partly wrong must be avoided (Calmorin, 2004).

24. Statements must be strongly considered that they represent either true or false (Calmorin, 2004).
References;

Calmorin, L. (2004). Measurement and Evaluation (3 rd Edition). Mandaluyong, Philippines: National

bookstore.

Gabuyo, Y. A. (2012). Assessment of Learning 1. Quezon City: Rex Printing Company, Inc.

Kubiszyn, T. & Borich, G. (2007). Educational Testing and Measurement. Philippines: Zoom Printing, Inc.

Navarro R. & Santos R. (2012). Assessment of learning Outcomes . Cubao, Quezon City, Metro Manila.

Lorimar publishing.
Irene M. Maturan EDUC 108 MWF 6:00-7:00

Activity No. 4

Inventory of the Guiding Principles in Constructing Simple-Recall Item Format

1. The blank for their responses should be in a column preferably at the right column of the items.

This arrangement facilitates scoring and is more convenient for the students. (Calmorin, 2004).

2. The test item should be so worded that the responses is brief as possible preferably a simple

word, number, symbols or a variety brief phrase. This objectifies and facilitates scoring.

(Calmorin, 2004).

3. The question should be so worded that there is only one correct response. Whenever this is

impossible, all acceptable answer should be included in the scoring key. (Calmorin, 2004).

4. The direct-questions form is usually preferable to the statement form. It is easier to phrase and

more natural to the students. (Calmorin, 2004).

5. Make a minimum use of textbook language in wording the questions. Unfamiliar phrasing will

reduce the possibility of correct responses that represent more meaning less verbal associations.

(Calmorin, 2004).

6. Make a minimum use of textbook language in wording the questions. Unfamiliar phrasing will

reduce the possibility of correct responses that represent more meaning less verbal associations.

(Calmorin, 2004).
Reference

Calmorin, L. (2004). Measurement and evaluation (3rd edition). Mandaluyong, Philippines: National

Bookstore
Irene M. Maturan EDUC 108 MWF 6:00-7:00

Activity No. 5

Inventory of the Guiding Principles in Constructing Completion Item Format

1. For an incomplete statement type, restrict the number of blanks to one or at most two (Reganit et

al, 2010).

2. Blanks provided for each item should be equal in length (Reganit et al, 2010).

3. Provide sufficient space for the answer (Reganit et al, 2010).

4. Avoid lifting statements directly from the books. (Calmorin, 2004).

5. Whenever possible, avoid using “a” or “an” before a blank. (Calmorin, 2004).

6. Do not vary the length of the blank or use a dot for each letter of the answer. (Calmorin, 2004).

7. Right column responses. (Calmorin, 2004).

8. Avoid over mutilated statements. (Calmorin, 2004).

9. Avoid indefinite statements. (Calmorin, 2004).

10. Avoid giving the examinee unwarranted clues to desired responses. (Calmorin, 2004).

11. Avoid fractional credits. (Calmorin, 2004).

12. Do not eliminate so many elements that the sense of the content is impaired (Kubiszyn & Borich,

2008).

13. Avoid suggesting the latter items is the answer to the other item. (Calmorin, 2004).

14. Arrange the test so as to facilitate scoring. (Calmorin, 2004).

15. Omit only keywords or phrases rather than trivial details. (Calmorin, 2004).

16. . Write items that clearly imply the type of response desired; for example, date, place, event, or a

person’s name (Reganit, Elicay & Laguerta, 2010).

17. For an incomplete statement type, restrict the number of blanks to one or at most two (Reganit et

al, 2010).
References:

Calmorin, L. (2004). Measurement and evaluation (3rd edition). Mandaluyong, Philippines: National

Bookstore

Kubiszyn, T. & Borich, G. (2007). Educational testing and measurement. Philippines: Zoom Printing, Inc.

Reganit, A. Elicay, R. & Laguerta, C. (2010). Assessment of student learning 1: cognitive learning.

Quezon, Philippines: C &E.

Irene M. Maturan EDUC 108 MWF 6:00-7:00

Activity No. 6

Inventory of the Guiding Principles in Constructing Analogy Item Format

1. All items must be grammatically consistent (Calmorin, 2004).

2. The relationship of the first pair of words must be equal to the relationship of the second

(Calmorin, 2004).

3. All options must be constructed in a parallel language (Calmorin, 2004).

4. Distractors or wrong responses must be plausible or closely related with the correct option to

attract the students and the process of obtaining a correct answer is by logical elimination

(Calmorin, 2004).

5. Only homogenous relationship must be included in each item (Calmorin, 2004).

6. Four or more options must be included in each item to minimize the chances of guessing. If using

less than four options a correction formula must be applied (Calmorin, 2004).

Reference
Calmorin, L. (2004). Measurement and evaluation (3rd edition). Mandaluyong, Philippines: National

Bookstore