Guidelines in Preparing Different Types of Tests

Learning Description of
Learning
Outcomes
Guide Questions
of Teachers
Level 1 KNOWLEDGE
-factual knowledge,
conceptual knowledge,
procedural knowledge,
metacognition
1. What do you want
your students to know
in terms of facts,
concept, procedure
and multiple thinking?
Examples:
parts of the body;
The sky is blue;
How to dissect a frog;
Describing a typhoon
from different views.
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Topic: Guidelines in Preparing Different Types of Tests

Level 2 PROCESS
- Skills that the
students use
based on facts
and information
for making
meaning and
understanding.
2. What do you
want your
students to do
with what they
know?
Example:
Identify the parts
of the frog’s body
after dissecting it.
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Level 3 UNDERSTANDING
- Big ideas or
concepts
3. What do you
want students to
understand?
Example:
How the
elements of
weather interact
to produce
climate change?
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Level 4 PRODUCT/
PERFORMANCE
-what
products(materials,
tangible) or
performance(oral, visual,
written, etc.)
as evidence of learning?
4. Can you place
in a portfolio all
the evidence to
show your
learning
outcome?
5. Can you create
a one act play
showing the
principles in
dramatization?
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Level 4 Examples:
Portfolio,
paintings,
drama,
research
project, etc.
6. Present a
research
report on
conservation
of indigenous
plants.
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Knowledge, Process,
Understanding (KPU)
Learning Outcomes
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Assessment Tools for Each Level of
Learning Outcomes

Knowledge, process, and
understanding are learning
outcomes. Students who can
show that they have gained
knowledge, can apply such
knowledge and have achieved
several meanings on the
particular knowledge have
achieved the learning
outcomes.
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Types of Test to Measure
Knowledge, Process and
Understanding
The three types of learning
outcomes and on the different
levels can be assessed in
many ways and with the use of
appropriate tools.
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1. Objective Tests
Tests that require only
one and one correct
answer. It is difficult to
construct but easy to
check.
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1.1 Pencil and Paper Test
As the name suggests, the
test is written on paper and
requires a pencil to write.
However, with the modern
time, a pencil- and- a- paper
test can also be translated to
an electronic version, which
makes the test “paperless.”
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1.0.1 Simple Recall
this is the most common tool to measure
knowledge. There are varieties of Simple
Recall Test, to include:
- Fill in the blanks
- Enumeration
- Identification
- Simple Recall
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1.1.2. Alternative Response Test
This is a type of pencil
and pencil test, where
two options or choices
are provided. The items
can be stated in a
question or a statement
form.
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Examples of this are:
True or False- The Philippine
population has reached one
million.
Yes or No- Has the Philippine
population reached one million?
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1.1.3.Multiple Choice Test
This is the type identified as the most
versatile test type because it can
measure a variety of learning
outcomes. It consists of a problem
and a list of suggested solutions.
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STEM- the incomplete statement or direct
question.
ALTERNATIVES,OPTIONS or
CHOICES- the list of suggested
solutions in words, numbers, symbols or
phrases. There should be five options in
each item.
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ANSWER-
the correct alternative.
DISTRACTERS,
DISTRACTORS, or
DECOY-
the remaining options or
choices.
STIMULUS MATERIAL-
it presents multiple choice
items

• Correct Answer Type
-Other alternatives are clearly
wrong and only one is the correct
answer. This can be constructed
in either direct question or
completion of the sentence.
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Examples:
Direct Question:
Which is not a member of ASEAN 2015
Economic Community?
A. Vietnam B. Korea
C. Malaysia D. Philippines
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Incomplete sentence:
A country in Southeast Asia which is not a
member of the ASEAN 2015 economic community
is
A. Vietnam B. Korea
C. Malaysia D. Philippines
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• Best Answer Type
- All the
alternatives are
common but only
one is the best.
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Direct Question:
What do progressive educators consider as the most
important factor in the teaching- learning process?
A. Teacher B. Learner
C. Books D. Principal
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Incomplete Sentence:
According to progressive educators,
the most important factor in the
teaching- learning process is
A. Teacher B. Learner
C. Books D. Principal
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1.2.4.1 Perfect Matching Type
- The number of premises in
column A is less than the
number of responses in
Column B. The response can
only be used once.
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Example:
In column A are popular
descriptions of Presidents
during their term of office.
Match them with the names of
Philippine Presidents in
Column B.
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Column A Column B
(Premises) (Response)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power
President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First
Land Reform Law
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1.2.4.2 Imperfect Matching Type
- The number of premises in
Column A are not equal to the
number of responses in
Column B, or the other way
around. The response or the
premise can be used more
than once.
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Column A Column B
(Premise) (Responses)
1. Consumer Oriented Model A. Michael Schriven
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model
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1.2 Subjective Test
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- Learning outcomes which indicate
learner’s ability to originate and
express ideas is difficult to test through
objective insights, and opinion can be
given through essay.

1.2.1. Essay test items allow
students to freedom of
response. Students are free to
select, relate and present
ideas in their own words.
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The type of answers would
reflect the extent of the learner’s
knowledge of the subject matter,
ability to use higher order
thinking skills and express ideas
in an accurate creative and
appropriate language.
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1.2.1.1 Restricted Response Item
- The student is generally
free to select any factual
information that can help in
organizing the response.
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The contents of an extended
essay will depend on the
analysis, synthesis, evaluation
and other higher order thinking
skills of the test talkers.
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Examples:
1. Evaluate the significance of the result of
national referendum of Scotland to the
global peace condition.
2. What can you say about NATO’s position
on the ISIS?
3. Comment on the term “ new normal” that
refers to the environmental condition and
climate change.
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2.0 Characteristics of a Good Test
• Validity- goes something like a “ test” is valid if
it measures “what it intends to measure.”
• Reliability- refers to the consistency of scores
obtained by the same people when re-
examined with the same test on different
occasions.
• Usability- refers to practicability of test which
often the most coverage, convenience,
economy and interpretability.
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Validity and Reliability
A test is valid when it measures what
it’s supposed to. If a test is reliable, it
yields consistent results. A test can be
both reliable and valid, one or other, or
neither.
Reliability is a prerequisite for
measurement validity.
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Reliability is a
prerequisite for
measurement
validity.
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Validity and Reliability
Reliable but not valid Reliable and Valid
Not Reliable and Not
Valid
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3.0 Constructing Test Items
The Principles of KISS in
Test Construction
(Keep It Simple and
Straightforward)
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The Principles of KISS in Test Construction
(Keep It Simple and Straightforward)
Rule 1. Avoid ambiguous and confusing wordings and
sentence structure
Rule 2. Use appropriate vocabulary
Rule 3. Keep question short and simple
Rule 4. Write items that have one correct
answer
Rule 5. Don’t ever complicate test items
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Matching Exercise:
A. Use only homogenous material in a
single matching exercise.
B. Include as unequal number of
responses and premises, and instruct
the pupil that responses may be used
once, more than once, not at all.
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C. Keep the list of items to
be matched brief, and place
the shorter responses on the
right.
D. Arrange the list of
responses in logical order.
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E. Indicate the directions the
basis for matching the
responses and premises.
F. Place all the items for one
matching exercise on the
same page.
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Multiple Choice
A. The stem of the item should be
meaningful by itself and should present
definite problem.
B. The item stem should include as
much of the item as possible and should
be free of irrelevant material.
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C. Use a negatively stated item
stem only when significant learning
outcomes require it.
D. All of the alternative should be
grammatically consistent with stem
of the item.
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E. An item should contain only one
correct or clear best answer.
F. Item used to measure
understanding should contain
novelty, but beware of too much.
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G. All distracters should be
plausible.
H. Verbal associations between
the stem and the correct answer
should be avoided.
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I. The relative length of the alternatives should
not provide a clue to the answer.
J. The correct answer should appear in each
of the alternative position and approximately
equal number of times but in random order.
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K. Use of special alternatives such as
“none of the above” or “all of the
above” should be done sparingly.
L. Do not use multiple choice items
when other item types are more
appropriate.
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M. Break any of
these rules when
you have a good
reason for doing so.
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Essay Questions
Restrict the use of essay questions to
those learning outcomes that cannot be
satisfactory measured by objective items.
A. Formulate questions that will call
forth the behavior specified in the learning
outcomes.
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4.0 Test Typologies
1. Testing is the most obvious
method by which students are
evaluated.
2. Non- test Methods
2.1 Observation of student
work
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2.2 Group Evaluation Activities
2.1.1. Class Discussions and
Recitations
2.1.2. Homework
2.1.3. Notebook and Note taking
2.1.4. Reports, Themes and Research
Papers
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2.1.5. Discussion and Debates
Questionnaire
Checklist
Rating Scales
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Recall (Supply Type)
Recognition (Selection
Type)
Simple Recall
Completion
Enumeration
Alternate Response
Multiple Choice
Stem-And-Options Variety
Setting-And-Option Variety
5.0 Test Format
5.1 Objective
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Group-Term Variety
Structure-Response Variety
Contained-Option Variety Analog Variety
G. Purpose
Relationship
H. Cause and Effect
Relationship
I. Part-Whole
Relationship
J. Part-Part
Relationship
K. Action to Object
A. Antonym
Relationship
B. Place Relationship
C. Degree
Relationship
D. Sequence
Relationship
E. Numerical
Relationship
F. Association
Relationship
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5.2 Essay (Extended and Restricted)
6.0 Capitalizing on the Best Type of
Examination: The Multiple choice.
Parts of a Multiple Choice Item
Who is the Father of Idealism?
A. Plato B. Aristotle C. Sartre D. Bagley
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The Anatomy of a Multiple Choice
A. The father of Modern Education
B. John Donce
C. John Amos Comenius
D. John Dewey
E. John Milton
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Use the table given below for questions 2-3
2. What type of Matrix does the table show?
A. Bivariate C. Univariate
B. Multivariate D. None of these
wm Sd Rank
A 3.41 .21 2
B 4.21 .75 1
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3. What type of entry indicates homogeneity in the
respondents?
A.B C. A and B
B.A D. Neither A nor B
4. Which of the following does not belong to the
group?
A.Essentialist C. Progressivist
B.Perrenialist D. Idealist
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5. Encircle letter A if the first statement directly
causes the second statement, B if the first
indirectly causes the second, and C if the first
statement does not in a way cause the second
A B C 5. a. Maria suffers headache. She walks
under the rain.
Maria, a LET examinee, can cope up her activities
1 2 3 4
in school. No Error
5
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6.0 Preparing Test Directions
General Directions:
• Read and understand each statement carefully
• Indicate your answer on the blank sheet
provided for the purpose
• Mark only one answer for each item by shading
the box that corresponds to the letter of your
choice
• Avoid unnecessary erasures
• Use black or blue pen only
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Test Typologies Directions
Simple Recall Identify the word or group of words
being referred by the following
statements.
Stem-Option Choose the letter of the
best/correct answer.
Structured
response
Encircle letter A if the first
statement directly causes the
second statement,
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B if the first indirectly causes the
second, and C if the first statement
does not in a way cause the second
True or False Write the word TRUE if the given
statement is correct and FALSE if
otherwise
Modified True or
False
Write the word TRUE if the
statement is correct, then change
the underlined word/s to make the
statement correct
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Completion
Type
Supply the missing entities to
complete the given
paragraph/table below
Matching Type Match the items in column A
with column B. Write the letters
only
Restricted
Essay
In not more than 5 sentences,
answer the following questions
briefly
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Extended Essay Discuss the following
comprehensively highlighting both
claims and evidences
Analogy The analogy question present a
single or two words or phrases that
are related in some way. Determine
which A-to-E answer choice below
has a relationship similar to the
original words or phrases. Write the
letter of the correct answer.
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The analogy questions
present a single or two words
or phrases that are related in
some way. Write the word/s
that has a relationship similar
to the original words or
phrases.
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Example:
1. Classroom : Students : ________ : _________
A. Podium : Lectures
B. Stadium : Athletes
C. Cafeteria : Trays
D. Garage : Vehicles
E. Auditorium : Usher
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The best answer is B. A “Classroom” is
where “Students” gather to learn. A general
sentence that can be used to describe the
analogy is: A “___” is the place where a
group of “___” gather to perform an activity.
Therefore, answer choice B is correct
because a “Stadium” is the place where a
group of “Athletes” gather to compete.
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“Lectures” may perform a speech behind a
“Podium,” but a “Podium” is not a place, so
answer choice A is incorrect. Answer choice
C and D are incorrect because “Trays” and
“Vehicles” are inanimate objects and do not
perform activities in a “Cafeteria” or a
“Garage.” “Ushers” perform an activity in an
“Auditorium” but not like “Students in a
“Classroom.”
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Example for Single Word Approach
2. 1 Board: Train: ________ Horse
A. Stable C. Shoe
B. Ride D. Mount
E. Leap
The correct answer is D. Mount because the
way to put one’s self on it, while the way to put
oneself on top of a horse is to mount it.
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Example for Double Word Approach
2. 2 Grandiose: Plan: ________ ________
A. Intricate : Map C. Ornate : Building
B. Educated : Guess D. Querulous : Child
E. Ignorant : Oaf
The correct answer is C. Ornate : Building because a
grandiose plan is on a large, elaborate scale; while an
ornate building means an elaborate one.
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Another Example for Double Word Approach in Analogy
3. Notes : Song : ________ : ________
A. Conductors : Orchestra
B. Pictures : Frame
C. Keys : Doors
D. Lawyers : Courtroom
E. Ingredients : Recipe
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The best answer is E. The “Notes” are the primary
components of a “Song.” Likewise, the “Ingredients”
are the primary components of “Recipe.”
Answer choices A, B, C, and D include logical
relationship between “Notes” and “Song”. For
example, “Conductors” are not the primary
components of an “Orchestra,” “Pictures” are not the
primary components of “Frames,” and so on.
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Another Example for Single Word Approach
4. National hero : ________
__________ : 1st Filipino hero
Answer :
National hero : Jose Rizal
Lapu-Lapu : 1st Filipino hero
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5. __________ : Human behavior
Mental disorder : __________
Answer:
Psychology : Human behavior
Mental disorder : Psychiatry
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7.0 The need for Table of Specifications
7.1 What is a Table of Specifications?
A Table of Specifications is a two-way chart
which describes the topics to be covered by a test
and the number of items or points which will be
associated with each topic sometimes the types of
items are described as well. A sample table might
look like this:
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Quiz : The Great Gatsby
Facts
about the
Book (e.g.
Author
Influence)
Character
s and
Events
Thematic
Elements
Number of
Questions
2 5 3
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A more detailed table might look like this (Chase, 1999)
Unit 1 Exam : Amoeba
Bloom’s
Taxonomy
Knowledge Application
Analysis/
Synthesis
Total
Classificatio
n
3 3 6 (24%)
Structure 5 3 8 (32%)
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Reproduction 2 2 4 (16%)
Medical 2 2 3 7 (28%)
Total
12
(48%)
5 (20%) 8 (32%) 25
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The purpose of Table of Specifications is
to identify the achievement of domains being
measured and to ensure that a fair
representative sample of questions appear
on the test. Teachers cannot measure every
topic or objective and cannot ask every topic
or question they might wish to ask. A table of
Specification allows the teacher to construct
a test which focuses on key areas and table
of specification provides teachers with
evidence of the validity to be covered.
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7.2 Designing a Table of Specification
Tables of specifications are typically designed
based on the list of course objectives, the topics
covered in class, the amount of time spent on those
topics, textbook chapter topics, and the emphasis
and space provided in the text. In some cases a
great weight will be assigned to a concept that is
extremely important, even relatively little class time
was spent on the topic.
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Three steps are involved in in creating a Table of
Specification
1.Choosing the measurement goals and
domain to be covered.
2.Breaking the domain into key or fairly
independent parts-concepts, terms,
procedures and application
3.Constructing the table
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Teachers have already decisions
(or the district have decided for
them) about the broad areas that
should be taught, so the choice of
what broad domains a test should
cover has usually been made
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A bit trickier is to outline the subject matter
into smaller components, but most teachers
have already had to design teaching plan,
strategies and schedules based on an outline
content. When actually constructing the table,
teachers may only wish to use simple
structure, or they may be interested in greater
details with even more guidance.
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Test construction and Submission of Examinations
ICCT Colleges Foundation INC.
V.V. Soliven Ave. II Cainta, Rizal
DEPARTMENT OF SOCIAL SCIENCE AND HUMANITIES
PRELIMINARY EXAMINATION
General Psychology (PSYC 001)
1st Trimester A.Y. 2015-2016
Name: ___________________________________________ Permit no. ____________________
Section/Class Schedule: _____________________________ Score/Rating: _________________
Instructor: _________________________________________ REMARKS: __________________
GENERAL DIRECTIONS:
Read and Understand each statement carefully
Write your answer on the test booklet
Avoid unnecessary erasures
Use black ink pen only. (Friction Pen is not allowed)
Guidelines in Preparing Different Types of Tests
• Heading of Examination and Test Direction
“Campus
”

Required to submit soft and hard copy
Long bond paper
Font size, 12 - Arial
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Example of True or False Test
True or False: Read the following statements carefully. Write the
letter of the correct answer on the blank.
A - if the two statements are true
B - first statement is true and the other is false
C - first statement is false and the other is true
D - both statement are false
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____1-2. Chemical dependence is used to describe
the compulsive use of chemicals and the inability to
stop using them.
Domestic violence is a pattern of abusive
behavior in any relationship that is used by the
partner to gain or maintain power and control over
another intimate partner
A – both statement is true
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_____ 3-4. Personality refers to a common set o traits,
behavior styles, and patterns that make up our character or
individuality
People with anti-social personality disorder
characteristically act out their conflicts and ignore normal
rules of social behavior
C – the first statement is false and the other is true.
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Guidelines in Preparing Different Types of Tests

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Guidelines in Preparing Different Types of Tests

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