Different Formats of Classroom Assessment Tools PDF

DIFFERENT FORMATS OF CLASSROOM ASSESSMENT TOOLS
DIFFERENT FORMATS OF CLASSROOM

ASSESSMENT TOOLS
There are different types of assessing the performance of students. We
have objective test, subjective test, performance based assessment,
oral questioning, portfolio assessment, self- assessment and
checklist. Each of this has their own function and use. Type of
assessment tools should always be appropriate with the objectives of
the lesson.
There are two general types of test item to use in achievement test
using paper and pencil test. It is classified as selection-type items
and supply type items.
SELECTION TYPE OR OBJECTIVE TEST ITEM
Selection type items require students to select the correct

response from several options. This is also known as objective
test item. Selection type items can be classified as: Multiple-
choice; matching type; true or false; or interpretative exercises.
Objective test item requires only one correct answer in each item.
KINDS OF OBJECTIVE TYPE TEST

In this section, we shall discuss the different format of objectives types

of test items and the general guidelines in constructing multiple-choice
type of test, guidelines in constructing the stem, options and
distracters, advantages and disadvantages of multiple-choice, guidelines
in constructing matching type of test, advantages and disadvantages of
matching type of test, guidelines in constructing true or false and
comprehension types of test, advantages and disadvantages of true or false
and interpretative exercises.
A. MULTIPLE-CHOICE TEST

A MULTIPLE-CHOICE TEST IS USED TO MEASURE KNOWLEDGE OUTCOMES AND OTHER

TYPES OF LEARNING OUTCOMES SUCH AS COMPREHENSION AND APPLICATIONS. IT IS
THE MOST COMMONLY USED FORMAT IN MEASURING STUDENT ACHIEVEMENTS AT
DIFFERENT LEVELS OF LEARNING.
MULTIPLE-CHOICE ITEM CONSISTS OF THREE PARTS: THE STEM, THE KEYED OPTION
AND THE INCORRECT OPTIONS OR ALTERNATIVES. THE STEM REPRESENTS THE
PROBLEM OR QUESTION USUALLY EXPRESSED IN COMPLETION FORM OR QUESTION
FORM. THE KEYED OPTION IS THE CORRECT ANSWER. THE INCORRECT OPTIONS
OR ALTERNATIVES ALSO CALLED DISTRACTERS OR FOIL.
GENERAL GUIDELINES IN CONSTRUCTING
MULTIPLE-CHOICE TEST

1. Make a test item that is practical or with real-world applications to the

students.
2. Use diagram or drawing when asking question about application, analysis or
evaluation.
3. When ask to interpret or evaluate about quotations, present actual
quotations from secondary sources like published books or newspapers.
4. Use tables, figures, or charts when asking question to interpret.
5. Use pictures if possible when students are required to apply concepts and
principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the
item.
12. Do not use "none of the above" options when asking for a best answer.
13. Avoid using "all of the above" options. It is usually the correct answer
and makes the item too easy for the examinee with partial knowledge.
GUIDELINES IN CONSTRUCTING THE STEM

1. The stem should be written in question form or completion form. Research

showed that it is more advisable to use question form.
2. Do not leave the blank at the beginning or at the middle of the stem when
using completion form of a multiple-choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the stem.
6. State the stem in positive form. Avoid using the negative phrase like "not"
or "except". Underline or capitalize the negative words if it cannot be
avoided. Example: Which of the following does not belong to the group? Or
which of the following does NOT belong to the group.
7. Avoid grammatical clues in the correct answer.
GUIDELINE IN CONSTRUCTING OPTIONS
1. There should be one correct or best answer in each item.

2. List options in vertical order not a horizontal order beneath the stem.
3. Arrange the options in logical order and use capital letters to indicate
each option such as A, B, C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to increase the difficult of an
item.
6. As much as possible the length of the options must be the same or equal.
7. Avoid using the phase "all of the above".
8. Avoid using the phase "none of the above" or "I don't know."
GUIDELINES IN CONSTRUCTING THE DISTRACTERS

1. The distracter should be plausible.

2. The distracter should be equally popular to all examinees.
3. Avoid using ineffective distracters. Replace distracter(s) that are not
effective to the examinees.
4. Each distracter should be chosen by at least 5% of the examinees but not
more than the
key answer.
5. Revise distracter(s) that are over attractive to the teachers. They might be
ambiguous to the examinees.
ADVANTAGE OF MULTIPLE CHOICE TEST

1. Measure learning outcomes from the knowledge to evaluation level.

2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subject type of test.
4. Measures broad samples of content within a short span of time.
5. Distracters can provide diagnostics information.
6. Item analysis can reveal the difficulty of an item and can discriminate the
good and the poor performing students.
DISADVANTAGE OF MULTI-CHOICE TEST

1. Time consuming to construct a good item.

2. Difficult to find effective and plausible distracters.
3. Scores can be influence by the reading ability of the examiners.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the student's ability to organize and express
ideas.
Don't hesitate to ask any questions!

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DIFFERENT FORMATS OF CLASSROOM ASSESSMENT TOOLS

DIFFERENT FORMATS OF CLASSROOM

Selection type items require students to select the correct

In this section, we shall discuss the different format of objectives types

A MULTIPLE-CHOICE TEST IS USED TO MEASURE KNOWLEDGE OUTCOMES AND OTHER

1. Make a test item that is practical or with real-world applications to the

1. The stem should be written in question form or completion form. Research

1. There should be one correct or best answer in each item.

1. The distracter should be plausible.

1. Measure learning outcomes from the knowledge to evaluation level.

1. Time consuming to construct a good item.

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