AL1 Module9 Constructing Teacher Made Tests

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022
COLLEGE OF TEACHER EDUCATION

Bayombong Campus
DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 5 Hrs. WK NO. 10-11 IM NO. 9
I. UNIT 2: TEST CONSTRUCTION
II. LESSON TITLE: CONSTRUCTING TEACHER-MADE TESTS
III. LESSON OVERVIEW
Based on learning outcomes, and as expressed though the TOS, careful construction of each
item is needed.
In constructing test items, it would be necessary to determine the type of test that is appropriate
with the learning outcome’s taxonomic level. Once the type of test is determined, careful consideration
on the guidelines in making test items is encouraged.
Thus, it is hoped that this lesson which focuses on the types of tests and the guidelines in
preparing each of them would help teacher education students in making their own test in their field of
specialization.
IV. DESIRED LEARNING OUTCOMES
Given samples of teacher made tests, the students must be able to:
4.1. critique how each item in a test is constructed based on the guidelines;
4.2. improve faulty test items; and
4.3. construct a test based on the guidelines.
V. LESSON CONTENT
CONSTRUCTING TEACHER-MADE TEST
Much of the construction and use of classroom tests and techniques depend largely on the
classroom teacher. He/she is in the best position to determine the background of his/her pupils – the
strengths and weaknesses, the needs and goals in his/her pupils. He/she knows the textbooks and
supplementary materials he/she had used in the classroom. He/she knows the instructional outcomes
he/she has aimed to develop in his/her pupils. Although sometimes the office of the school
administrators may specify the types of achievement tests to be given and may also provide plans and
instructions for the administration and scoring such tests, the primary responsibility for measuring the
specialized achievements of pupils is still accorded to the teacher.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
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OBJECTIVE TYPES
Supply types / Recall Types, require the pupil to recall or by any of several other methods to obtain and
then to supply an answer either with words, numbers or symbols that he devices.
Short – Answer and Completion Items
The distinction between a short answer and completion item is mainly the length and format of
response. A completion item usually requires the student to provide a one-to-two-word response often
within the body of the item; a short item requires him to respond to a question in a sentence or two.
Guides for writing short-answer and completion items:

1. Phrase items so that there is only one possible correct response.
2. Phrase items so that the students know the type, length, and preciseness of the required response;
for example, in items with numerical answers, the units in which the response should be expressed;
if a listing, how many points to include.
3. Ask questions that can be completed by a word, phrase or sentence.
4. Use new examples and illustrations. Avoid wording or examples taken directly from the texts.
5. Before administering the test, prepare a key that indicates the correct response and acceptable
variations. If partial credit is to be awarded, indicate what response will receive partial credit.
6. On completion items, omit key words, not trivial; place the blank near the end of the sentence; avoid
overly mutilated items (preferably include only one blank, and never more than two blanks).
Selection / Recognition / Alternative-Choice Items, require the pupils to select an answer from the
material presented in the item. All the possible responses are provided to the students. Providing all
possible responses serves to standardize conditions and allows students to respond to more items in
a given period, thus increasing reliability. On the other hand, the possibility of misunderstanding a
question is not eliminated. Except in rare occasions, there is an opportunity provided for the student to
explain his answer or comment on the question.
Multiple Choice
A multiple choice item consists of a stem, which may be a question or an incomplete statement
and a set (usually 4 or 5) of alternatives. The student’s task is to select the alternative from among the
options.
Guides for writing multiple-choice items:
1. Write clearly, simply and briefly. Eliminate non-functional words. Use only words whose meanings
are clear to the students.
2. The stem should present the problem and all qualifying phrases.
3. There should be one and only one correct response. This alternative should be clearly correct.
4. All distracters should be plausible and attractive to students who do not know the correct answer,
yet they should be clearly incorrect. Distracters can be misconceptions, frequent error, or another
plausible but incorrect information.
5. Alternative should be homogenous in form and in grammatical structure. They should not overlap,
be synonymous with each other, or otherwise be interdependent.
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6. Whenever possible, use new situations and examples. Try to avoid repeating textbook example and
phraseology.
7. Each item should be independent. One item should not aid in answering another item on the test.
8. Avoid negatively stated items.
9. Avoid using all of the above, none of the above, or some of the above (A & B).
10. If all items include controversial material, cite the authority whose opinion is used.
11. Avoid irrelevant clues to correct answer provided by response length, repetition of key words,
common association, or grammar.
12. If alternatives fall on logical arrangement (for example alphabetically or by magnitude), list them in
this order. Otherwise, randomize the position of the correct responses so that they do not fall into
a pattern.
13. Try to have each item test only one central concept or idea.
True or False
A true-false is a declarative statement; the test taker’s task is to determine whether the statement
is correct or incorrect. If any part of the statement is incorrect, the item is false.
Guide for writing true-false items:

1. Items should be based on significant facts, concepts, or principles. Item should deal with a single
idea.
2. The crucial element in the statement should be apparent to the students. The truth of the statement
should not rest on trivial details or trick phrases.
3. Express items clearly and simply in words whose meanings are definite and precise and known to
the students. Include no more than one qualifying phrase. Use quantitative terms whenever possible.
4. Statements should be clearly true and false, not partially true and partially false.
5. Avoid mere repetitions or minor variations on textbook wording. Do not create false items by inserting
‘not’ in a statement from the text.
6. Avoid specific determiners – words such as always, never, or sometimes – which may provide clues
to the correct answer.
7. Include approximate equal numbers of true and false statements. Make sure the answers do not fall
in a pattern.
8. When items refer to controversial materials or to matters of opinion or value, cite the authority whose
opinion is being used.
Matching Type
Matching items consist of two parallel lists, one consisting of a series of stimuli words or phrases
and other containing a series of responses. The student’s task is to match the appropriate response
with each stimulus.
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Guides for writing matching items:

1. All parts of a single matching item should be homogenous in content; that is, all should refer to dates,
all to names and so on. Be sure that the student knows the basis on which the terms should be
matched.
2. If two lists contain phrases of different length, have the longer phrases serve as stems and the
shorter ones responses.
3. Each list should contain no more than five to ten items. When possible, include two or more
responses than stems. Instruct students as to whether each response can be used more than once
or only once.
4. Each stem should have one, and only be one correct response associated with it; that is, there
should only be one correct response for each stem.
5. Arrange responses in a logical order – for example, alphabetically. Avoid response patterns.
ESSAY ITEMS/QUESTIONS
At some not clearly specifiable point, a short item shades into an essay question. The distinction
between the two types of items, however, is not solely in terms of their length; it also involves function
the item performs. Whereas short items are best suited to measure factual knowledge, comprehension
of principles, and the ability to identify and define concepts, essay questions provide a basis for
evaluating the ability to organize, integrate, and evaluate knowledge. Responses to essay questions
may also reflect student’s attitudes, creativity, and verbal fluency – factors that may or may not be
relevant to the purpose of the testing.
Guides for writing essay questions:
1. The question should clearly define the task for the students (without being so specific or detailed so
as to make the item nothing more than a series of short answer items).
2. Be sure that the student knows the scope and direction of the answer required – for example, the
length, the amount of detail or facts to be included, and point value.
3. Use new examples and illustrations. The best essay items are usually ones that require students to
apply their knowledge to new problems, examples, or situations.
4. Use questions that have clearly acceptable correct answers, rather than ones that measure opinions
or attitudes. (This does not mean that there will be only one correct answer, only that the student
should demonstrate reasoning rather than unsupported opinion).
5. It is usually better to use a larger number of more specific questions (that can be answered briefly)
than to include fewer, very broad questions.
6. Do not use optional unless you can accurately equate the scoring of responses to different questions.
7. Good phrases to use in essay questions include: compare and contrast, present the arguments for
and against, give the reasons for, explain how (or why), give an example of etc.
8. Before administering the test, construct several ‘ideal’ answers to each essay question. Since you
will probably be awarding various amounts of partial credit, decide on how these points will be
answered.
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PROBLEMS
Certain subjects, particularly mathematics and sciences, often use problems as test items. Here
the item describes a specific situation and gives some relevant data; the student’s task is to solve the
problem presented. Usually this solution involves identifying the question asked and the relevant
parameters and data setting up an equation or an analytic procedure, then applying the procedure to
the data to obtain a solution.
Problems are obviously well suited to testing computational skills, mathematical and scientific
reasoning, and ability to apply knowledge to new situations. Although we generally think of problems
presented on paper-pencil tests, the student may have to manipulate apparatus, for example in
chemistry or physics experiments.
Scoring can be objective if attaining a correct answer is the sole consideration. If however, partial
credit is awarded for a correct approach manned by incorrect manipulations or computations, scoring
may be less objective and reliable.
Guides for writing problem items:
1. Phrase items so the student is clear what is expected of him (what the task is), and in what form (for
example, units or precision) the response should be made.
2. Include all necessary data and information in the item except, of course, information and skills that
you expect the students to bring to bear solution. You may want to include some irrelevant data to
see whether students can distinguish between relevant and irrelevant information.
3. Use new situations and examples rather than repeating those previously used. Be sure, however,
that the examples refer to situations that students will be familiar with.
4. If you are interested in the process used in solving the problems so that the student must go through
all steps to attain the solution, indicate to the student how much detail regarding the various steps
he should supply in his response.
5. Make problems independent; that is, the response to one item should not determine the response
to a following item. This does not mean that you should try to avoid interdependent responses.
6. Make the wording as simple, clear, and direct as possible; remember, it is not a test or reading
comprehension.
This section presents a more specific categorization of the recognition/selection type of tests.
SELECTION / RECOGNITION TYPE

The recognition type of tests may be categorized into five types, namely, alternative response,
multiple choice, matching, analogy, and rearrangement.
1. Alternative Response Test. This test consists of a series of items where it admits only one
correct response in each item from the two or three constant options to be chosen. This type is commonly
used in classroom testing, particularly, the two-constant alternative type or true-false type. Other forms
are right-wrong, plus-minus, yes-no, correct-incorrect, same-different, etc.
Other types of constant alternative response-tests are: three-constant alternative type, for
instance, true-false, doubtful; and constant alternative with correction, i.e., modified true-false type.
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Suggestions for the construction of True-False Test:
1. The test item must be arranged in groups of five to facilitate scoring. The groups must be separated
by two single spaces and the items within a group by a single space.
2. In indicating response, it must be simple as possible where a single letter is enough to facilitate scoring,
for instance, T for True and F for False or X for True and O for False, and many others.
It would be better if responses are placed in one column at the right margin. Sometimes the response
is written before the item number but the former placement is preferable.
3. The use of similar statements from the book must be avoided to minimize rote memory in studying.
4. The items are carefully constructed so that the language is within the level of the students, hence,
flowery statements are avoided.
5. Specific determiners like “all”, “always”, “none”, “never”, “not”, “nothing”, “no”, are more likely to be
false and should be avoided. Moreover, determiners such as “may”, “some”, “seldom”, “sometimes”,
“usually”, and “often”, are more likely to be true, hence the forgoing determiners must be avoided
because they give indirect suggestion to probable answers.
6. Qualitative terms, for instance, “few”, “many”, “great”, “frequent”, and “large”, are vague an indefinite
and they must be avoided.
7. Statements which are partly right and partly wrong must be avoided.
8. Statements must be strongly considered that they represent either true of false.
9. Ambiguous and double negative statements must be avoided.
2. Multiple-Choice Test. This test is made up of items which consist of three or more plausible
options in each item. The choice is multiple in the sense that student must choose only one correct or
best option from the rest.
The multiple-choice test is regarded as one of the best test forms in testing outcomes. This form
is most valuable and widely used in standardized tests due to its flexibility and objectivity in scoring. In
teacher-made test, it is applicable for testing vocabulary, reading comprehension, relationship,
interpretation of graphs, formulas, tables, and drawing of inferences from a set of data.
Some suggestions for the construction of multiple-choice test are:
1. Statements borrowed from textbooks or other reference materials must be avoided. Use familiar
phrasing to test the comprehension of students.
2. All options must be plausible with each other to attract the students to choose distractors or incorrect
responses where only those with high intellectual level can get the best option.
3. All options must be grammatically consistent. For instance, if the stem is singular the options are all
singular.
4. Articles “an” and “a” are avoided as last word in an incomplete sentence. These words give clues to
probable answer of students as to whether the best option starts with a consonant or vowel.
5. Four or more options must be provided in each item to minimize guessing.
6. The order of correct answer in all items are randomly arranged rather than following a regular pattern.
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7. A uniform number of options in each item must be used. For instance, if there are twenty items for this
type and Item I starts with five options, the rest of the items will have also five options.
8. The best option has consistent length with distractors.
9. Homogeneity of the options must be increased in order to choose the best option by a researcher of
a logical elimination.
10. The simplest method of indicating a response must be used to facilitate scoring. For instance, the
options in each item are lettered or numbered, the choice is made by indicating a letter or number.
The multiple-choice form has five varieties, namely: (1) stem-and-options variety (2) setting-and-
options variety (3) group-term variety (4) structured-response variety and (5) contained-options
variety.
1. Stem-and-options variety. The variety is most commonly used in classroom testing, civil service
examinations, board examinations, and many others. The stem serves as the problem and is followed by
four or more options from which students select the correct answer or best option. Illustration below
shows the stem-options variety.
Sample Test Item of Stem-and-Options Variety:
Direction: Each item below is a phrase which is followed by five words or options numbered 1 to 5.
Choose the option as the correct answer to the stem. Shade the circle at the right column that
corresponds to the option which you have chosen as your answer.
1. The most reliable measure of central tendency is 1 2 3 4 5

1. Median
2. mode
3. Geometric mean
4. Arithmetic mean
5. Harmonic mean
2. Setting-and-Options Variety. The optional responses to this type of test are dependent upon a
setting or foundation of some sort. The setting can consist of graphical representation, a sentence,
paragraph, picture, equation, or some forms of representation.
Sample Test Item of Setting-and Option Variety:
8
7
Frequency
6
5
4
3
2
1
0
15 18 21 24 27 30 33 36 39 42 45 48 51
Midpoints
Directions: The graphic material above is a test result in Botany. Study carefully and pick out one correct
answer from the five options numbered 1 to 5.
1. What is the total number of cases who took the test in Botany as shown in the graph?
1. 35 2. 36 3. 37 4. 38 5. 39
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3. Group-Term Variety. This variety consists of group of words or terms in which one does not
belong to the group.
Sample Test Item of Group-Term Variety:
Direction: Each item below consists of five words numbered 1 to 5. Choose the word which does not
belong to the group. Write the number only at the right column
1. 1. Camia 1. _______________
2. White Rose
3. Rosal
4. Sampaguita
5. Ilang-Ilang
4. Structured-Response Variety. This variety makes use of structure response which are
commonly used in classroom testing for natural science subjects. For instance, directly, indirectly and in
no way, to test the student on how good they are to judge statements which are closely related to each
other.
Sample Test Item of a Structured-Response Variety:
Direction: Each item consists of two right sentences. They are separated from each other by two bars (//)
mark. Encircle letter d if the first statement directly causes the second statement; encircle letter
I if the first statement indirectly causes the second sentence; and encircle n if the first statement
does not in a way cause the second statement.
d i n 1. A young lady picks flower everyday. // She sells them to the market.
5. Contained-Option Variety. This variety is designed to identify errors in a word, phrase, sentence
or paragraph.
Sample Test Item of the Contained-Options Variety:
Direction: Each of the sentences below consists of four words or phrases that are numbered 1 to 4 and
underlined. Choose the word or phrase which is not acceptable in formal written English. Then
with a lead pencil, shade the circle that corresponds to the number of your answers. The last
phrase, numbered 5, is to be chosen if the sentence has no error.
1. Rice and fish are staple food for Filipinos. No error.

1 2 3 4 5
1 2 3 4 5
3. Matching Type. This type consists of two columns in which proper pairing relationship of two
things is strictly observed. For instance, Column A is to be matched with Column B.
In the balanced form of matching test, the number of items is equal to the number of options. For
instance, if there are 15 items in Column A, there are also 15 options in Column B. In other words, all
options have pairs.
On the other hand, it is said to be an unbalanced matching type, if there are unequal numbers in
two columns. For instance, Column A has five items while Column B has seven options.
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Suggestions for the Construction of Matching Type are:
1. Using heterogeneous material must be avoided in matching exercise. For instance, dates and terms,
persons and events, measurements and definitions, and many others must not be mixed with each
other.
2. More options, from which selections are made, must be included than statements to minimize the
guessing factor. In other words, unbalanced matching type is preferable.
3. Each category must be grammatically consistent.
4. All options, including distractor, must be plausible with each other.
5. The item column must be placed at the left and the option column at the right.
6. Option column must be arranged in an alphabetical order and dates in chronological order to facilitate
the selection of the correct answer. Each option is assigned a code number or letter.
7. There should be only one correct response in each item.
8. Be sure each item has a pair in the option column.
9. The ideal number of items is 5 to 10 and a maximum of 15.
10. All items must appear on one page to avoid waste of time and energy in turning the pages.
4. Rearrangement Type. This type consists of a multiple-option item where it requires a

chronological, logical, rank, etc., order.
Sample Test Item of the Rearrangement Type:
Direction: The group of sentences numbered 1 to 5 below consists of one paragraph. Read the sentences
in each number and arrange the best order to have a complete and well organized paragraph.
Choose from the options the best order.
1. Miss Montanilla, their instructor, gave them an excellent grade.

2. The study was on the determination of protein content of dried sole fish and anchovy.
3. One day, the students in Chemistry class conducted an experiment.
4. All were happy.
5. They were all successful in their analysis.
*1. 32514 2. 31425 3. 35421 4. 23514 5. 25143
5. Analogy. This type is made of items consisting of a pair of words which are related to each
other. It is designed to measure the ability of students to observe the pair relationship of the first group
to the second group.
There are 15 kinds of relationships. These types are as follows:
1. Purpose Relationship
1. SHOE is to SHOELACE as DOOR is to

1. transom 2. threshold 3. hinge* 4. key
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2. Cause and Effect Relationship
1. HEAT is to FIRE as WATER is to

1. sky 2. rain* 3. cloud 4. H2O
3. Part-Whole Relationship
1. SLICE is to LOAF as ISLAND is to

1. land 2. archipelago* 3. peninsula 4. ocean
4. Part-Part Relationship
1. HAND is to ELBOW as FEET is to

1. muscle 2. knee* 3. leg 4. toe
5. Action to Object Relationship
1. OBEY is to CHILDREN as COMMAND is to

1. performance 2. parents* 3. army 4. result
6. Object to Action Relationship
1. GUN is to SHOOT as CAR is to

1. enjoy 2. drive* 3. move 4. repair
7. Synonym Relationship
1. DIG: ESCAVATE: KILL: _____________

1. try 2. avenge 3. convict 4. slay*
8. Antonym Relationship
1. FLY: SPIDER: MOUSE: _________________

1. rat 2. cat* 3. rodent 4. animal
9. Place relationship
1. WATER: AQUEDUCT: BLOOD: ___________________

1. corpuscle 2. body 3. vein* 4. plasma
10. Degree Relationship
1. POSSIBLE: PROBABLE: HOPE: _________________

1. expect* 2. deceive 3. resent 4. prove
11. Character Relationship
1. PILOT: ALERT: MARKSMAN: ________________

1. strong 2. cruel 3. kind 4. steady*
12. Sequence Relationship
1. TUESDAY: THURSDAY: SATURDAY: ______________

1. Sunday 2. Monday* 3. Wednesday 4. Friday
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13. Grammatical Relationship
1. SHABBY: SHABBILY: HARMONIOUS: __________

1. harp 2. harmonica 3. harmoniously* 4. harmony
14. Numerical Relationship
1. 2: 8: 1/3: ______________
1. 2/3 2. 4/3* 3. 12 4. 4
15. Associate Relationship
1. ROMANCE: MOON: RIBBON: ________________

1. gift* 2. horse 3. baloney 4. City
VI. LEARNING ACTIVITIES / ASSIGNMENT
Group Activity: Given samples of test items, the students must be able to critique how each
item is constructed based on the guidelines and improve said faulty test items.
VII. EVALUATION
Online Quiz
Project (Part 1). A major output is required of the students, the content of which starts from
formulation of instructional objectives to making of TOS and test.
VIII. REFERENCES
Teaching Guide in Assessment in Learning 1

Other references indicated in the Course Outline
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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

I. UNIT 2: TEST CONSTRUCTION

II. LESSON TITLE: CONSTRUCTING TEACHER-MADE TESTS

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

CONSTRUCTING TEACHER-MADE TEST

Guides for writing short-answer and completion items:

3. Ask questions that can be completed by a word, phrase or sentence.

Guides for writing multiple-choice items:

8. Avoid negatively stated items.

Guide for writing true-false items:

Guides for writing matching items:

Guides for writing essay questions:

Guides for writing problem items:

SELECTION / RECOGNITION TYPE

Suggestions for the construction of True-False Test:

9. Ambiguous and double negative statements must be avoided.

Some suggestions for the construction of multiple-choice test are:

5. Four or more options must be provided in each item to minimize guessing.

8. The best option has consistent length with distractors.

Sample Test Item of Stem-and-Options Variety:

1. The most reliable measure of central tendency is 1 2 3 4 5

Sample Test Item of Setting-and Option Variety:

Sample Test Item of a Structured-Response Variety:

Sample Test Item of the Contained-Options Variety:

1. Rice and fish are staple food for Filipinos. No error.

Suggestions for the Construction of Matching Type are:

3. Each category must be grammatically consistent.

4. All options, including distractor, must be plausible with each other.

7. There should be only one correct response in each item.

8. Be sure each item has a pair in the option column.

9. The ideal number of items is 5 to 10 and a maximum of 15.

4. Rearrangement Type. This type consists of a multiple-option item where it requires a

Sample Test Item of the Rearrangement Type:

1. Miss Montanilla, their instructor, gave them an excellent grade.

*1. 32514 2. 31425 3. 35421 4. 23514 5. 25143

There are 15 kinds of relationships. These types are as follows:

1. SHOE is to SHOELACE as DOOR is to

2. Cause and Effect Relationship

1. HEAT is to FIRE as WATER is to

1. SLICE is to LOAF as ISLAND is to

1. HAND is to ELBOW as FEET is to

5. Action to Object Relationship

1. OBEY is to CHILDREN as COMMAND is to

6. Object to Action Relationship

1. GUN is to SHOOT as CAR is to

1. DIG: ESCAVATE: KILL: _____________

1. FLY: SPIDER: MOUSE: _________________

1. WATER: AQUEDUCT: BLOOD: ___________________

10. Degree Relationship

1. POSSIBLE: PROBABLE: HOPE: _________________

11. Character Relationship

1. PILOT: ALERT: MARKSMAN: ________________

12. Sequence Relationship

1. TUESDAY: THURSDAY: SATURDAY: ______________

13. Grammatical Relationship

1. SHABBY: SHABBILY: HARMONIOUS: __________