FACTORS THAT INFLUENCE

TEST CONSTRUCTION

Prepared by: Vicente S. Pagsuguiron

OBJECTIVES

At the end of the lesson, at least 80

percent of the learners are expected to:

 Explain the factors that influence test

construction.
FACTORS THAT INFLUENCE TEST CONSTRUCTION

1. The Function of the Test in the

Instructional Process

 Before venturing into test construction, a teacher

has to clarify the purpose for testing.
BASIC TYPES OF CLASSROOM TESTS ACCORDING TO FUNCTION
AND TIME OF ADMINISTRATION (AIRASIAN & MADAUS, 1972)
FACTORS THAT INFLUENCE TEST CONSTRUCTION

2. Testing Frequency
 Testing frequency depends on the
function the test is to serve. In most cases,
single testing can suffice for selection,
placement, and summative evaluation
decisions. For diagnosis, formative
evaluation, and motivation, frequent
testing is recommended and necessary. It
helps the student acquire knowledge as
efficiently as possible.
FACTORS THAT INFLUENCE TEST CONSTRUCTION

3. The Use of Open-Book and Closed-Book Examinations

• Open-book Test

 Permits the student to use books or notes during examinations. This is

advisable when teacher emphasizes some of the higher objectives in
Bloom’s Taxonomy. Rather than spend the bulk of the time
memorizing.

• Closed-book Test

 Advisable and should be implemented when a test emphasizes recall

of information.
FACTORS THAT INFLUENCE TEST CONSTRUCTION

4. The Use of Take-Home Examination

 Take-home examination are extensions of
open-book tests. Its advantage is that the
student can work at his/her leisure and at
his/her most comfortable rate of speed
using whatever reference is available.
However, it has at least two disadvantage,
namely difficulty of scoring long works
objectively, and the possibility that the
student might not do his/her own work.
FACTORS THAT INFLUENCE TEST CONSTRUCTION

5. Mode of Item Presentation

 Oral
 Written on the board
 Mimeographed
 Projected on screen

Each mode has its own advantages and

disadvantages.
According to Sax and Cromack(1996)
that arranging items from the easiest to
the most difficult will yield higher scores
than those presented from the most
difficult to the easiest, randomly
arranged, or placement of easy items
among the difficult ones.
THE END