2. The matching type items may
be considered as modified
multiple choices type items where
the choices progressively reduce
as one successfully matches the
items on the left with the items on
the right.

3. A. B
__1.Magellan a. First President of the
Republic
__2.Mabini b. National Hero
__3.Rizal c. Discovered the Philippines
__4.Lapu-Lapu d. Brain of Katipunan
__5.Aguinaldo e. The Great Painter
f. Defended Limasawa Island

4. Normally, column B will contain more
items than column A to prevent guessing on
the part of the students. Matching type
items, unfortunately, often test lower order
thinking skills (knowledge level) and are
unable to test higher order thinking skills
such as application and jugdement skills.
A variant of the matching type items is
the data sufficiency and comparison type
of test illustrated below.

5. A B
1. Square root of 9 _____ a. -3
2. Square of 25 _____ b. 615
3. 36 inches _____ c. 3 meters
4. 4 ft _____ d.48 inches
5. 1 kilogram _____ e. 1 pound

6.  The data sufficiency test above can, if
properly constructed, test higher order
thinking skills. Each item goes beyond
simple recall of facts and, requires the
students to make decisions.
 Another useful device for testing lower
order thinking skills is the supply type of
tests. Like the multiple choice test, the
items in this kind of test consist of a stem
and blank where the students would
write the correct answer.

7. Supply type tests depend heavily on
the way that the stems are constructed.
These tests allow for one and only one
answer and, hence, often test only the
students’ knowledge. It is , however,
possible to construct supply type of tests
that will test higher order thinking as the
following example shows:

8. Example: Write an appropriate synonym
for each of the following. Each blank
corresponds to a letter.
Metamorphose: _ _ _ _ _ _
Flourish: _ _ _ _
The appropriate synonym for the first is
“CHANGE” with six(6) letters while the
appropriate synonym for the second is
“GROW” with four(4) letters. Notice that
these questions require not only mere
recall of words but also understanding of
these words.

10. Essays, classified as non-objective
tests, allow for the assessment of high
order thinking skills. Such tests require
students to organize their thoughts on a
subject matter in coherent sentences in
order to inform an audience. In essay
tests, students are required to write one
or more paragraphs on a specific topic.

11. 1. Comparisons between two or more things.
2. The development of defense of an opinion.
3. Questions of cause and effect.
4. Explanations of meaning.
5. Summarizing of information in a designated
area.
6. Analysis
7. Knowledge of relationships
8. Illustrations of rules, principles, procedures, and
applications.
9. Applications of rules, laws, and principles to
new applications.

12. 10. Criticisms of the adequacy, relevance
or correctness of a concept, idea or
information.
11. Formulation of new questions and
problems.
12. Reorganization of facts.
13. Discriminations between objects,
concepts, or events.
14. Inferential thinking.
Notes that all these involve the higher-
level skills mentioned in Bloom’s
Taxonomy.

13. Rule 1: Phrase the direction in such a
way that students are guided on the key
concepts to be included.
Example: Write an essay on the topic: “
Plant Photosynthesis” using the ff. key
words and phrases: chlorophyll, sunlight,
water, carbon dioxide, oxygen, by-
product, stomata.

14. Note that the students are properly
guided in terms of the keywords that the
teacher is looking for in this essay
examination. An essay such as the one
given below will get a score of zero.

15. Nature has its own way of ensuring the balance
between food producers and consumers. Plants are
considered producers of food for animals. Plants
produce food for animals through a process called
“photosynthesis”. It is a complex process that
combines various natural elements on earth into the
final product which animals can consume in order to
survive. Naturally, we all need to protect plants so we
will have continue to have food on our table. We
should discourage burning of grasses, cutting of trees
and illegal logging. I f the leaves of plants are
destroyed, they cannot perform photosynthesis and
animals will also perish.

16. Rule 2: Inform the students in the criteria to
be used for grading their essays. This rule
allows the students to focus on relevant
and substantive materials rather than on
peripheral and unnecessary facts and
bits of information.

17. Write an essay on a topic: “Plant
Photosynthesis” using the keywords
indicated. You will be graded according
to the following criteria: (a) coherence,
(b) accuracy of statements, (c)use of
keywords, (d) clarity and (e) extra points
for innovative presentation of ideas.

18. Rule 3: Put a time limit on the essay test.
Rule 4: Decide on your essay grading
system prior to getting the essays of your
students.
Rule 5: Evaluate all of the students answer
to one question before proceeding to
the next question.

19. Scoring or grading essay tests question by
question, rather than student by student,
makes it possible to maintain a more uniform
standard for judging the answers to each
questions. This procedure also helps offset the
halo effect in grading. When all of the answers
on one paper are read together, the grader’s
impression of the paper as a whole is apt to
influence the grades he assigns to the
individual answers. Grading question by
question, of course, prevents the formation of
these overall impression of a student’s paper.
Each answer is more apt to be judge on its own
merits when it is read and compared with other
answers to the same question, than when it is
read and compared with other answers by the
same students.

20. This is another attempt to control
personal bias during scoring. Answers to
essay questions should be evaluated in
terms of what is written, not in terms of
what is known about the writers from other
contacts with them. The best way to
prevent our prior knowledge from
influencing our judgment is to evaluate
each answer without knowing the identity
of the the writer. This can be done by
having the students write th eir names on
the back of the paper or by using code
numbers in place of names.

21. The best way to check on the reliability of
the essays answers is to obtain two or more
independent judgments. Although this may be
not a feasible practice for routine classroom
testing, it might be done periodically with a
fellow teacher (one who is equally competent
in the area). Obtaining two or more
independent ratings becomes especially vital
where the results are to be used for important
and irreversible decisions, such as in the
selection of students for further training or for
special awards. Here the pooled ratings of
several competent persons may be needed to
attain level of reliability that is commensurate
with the significance of the decision being
made.

22. Some teachers used the Cumulative
Criteria, i.e. adding the weights given to
each criterion, as basis for grading while
others use the reverse. In the latter
method, each student begins with a
score of 100. Points are then deducted
every time a teacher encounters a
mistake or when a criterion is missed by
the student in his essay.

23. Let’s have some mental exercises to test
your understanding.
EXERCISE 1
A. Give an example to illustrate each of
the following rules of thumb in the
construction of a true;false test:

24. 1. Avoid giving hints in the body of the
question.
2. Avoid using the words “always”, “never”
and other such adverbs which tend to be
always true or always false.
3. Avoid long sentences which tend to be
true. Keep sentences short.
4. Avoid a systematic pattern for true and
false statement.
5. Avoid ambiguous sentences which can be
interpreted as true and at the same time
false.

25. 1.Phrase the stem to allow for only one
corrector best answer.
2.Avoid giving away the answer in the stem.
3.Choose distracters appropriately.
4. Choose distracters so that they are all
equally plausible and attractive.
5.Phrase questions so that they will test higher
order thinking skills.
6.Do not ask subjective questions or opinions
for which there are no right or wrong
answers.

26. A. Construct a 10-item matching type test on
a topic: “Plant Photosynthesis”.
B. Construct a 10-item supply type test on the
topic: “The Discovery of the Philippines”
C. Justify its rule used in constructing an essay
type of test.
D. Construct a 10-item data sufficient test.
E. In a 100- item test, what type of objective
tests will you include? Justify your answer.

27. F. In the sample essay “Plant Photosynthesis”
given in this section, why would you give a
zero(0) score to the student writing this essay.
Justify your answer.
G. Give an example of a supply type of test that
will measure higher order thinking skills (beyond
mere recall of facts and information.)
H. In what sense is a matching type test a variant
of a multiple choice type of test. Justify your
answer.
I. In what sense is a supply type of a test
considered a variant of multiple choice type
of test. ( Hint: In supply type, the choices are
not explicitly given.) Does this make the supply
of test more difficult than closed multiple
choice type of test? How?

28. PRESENTED BY
GROUP 3
  