Lesson 5- Construction of Written Test

How do you construct various types of traditional test formats to assess

learning?

The construction of good tests requires specific skills and experience. To be

able to successfully perform the performance tasks, you should be able to
distinguish the different test types and formats and understand the processes and
requirements in setting learning objectives and outcomes and in preparing the
table of specifications.

Classroom assessments are an integral part of learners’ learning. They do

more than just measure learning. They also inform the learners what needs to be
learned and to what extent and how to learn them. They also provide the parents
some feedback about their child’s achievement of the desired learning outcomes.
The schools also get to benefit from classroom assessments because learners’ test
results can provide them evidence-based data that are useful for instructional
planning and decision-making. As such, it is important that assessment tasks or
tests are meaningful and further promote deep learning, as well as fulfill the
criteria and principles of test construction.

There are many ways by which learners can demonstrate their knowledge
and skills and shoe evidence of their proficiencies at the end of the lesson, unit, or
subject. While authentic/performance-based assessments have been advocated as
the better and more appropriate methods in assessing learning outcomes,
particularly as they assess higher-level thinking skills, traditional written
assessment methods, such as multiple-choice tests, are also considered as
appropriate and efficient classroom assessment tools for some types of learning
targets. This is especially true for large classes and when test results are needed
immediately for some educational decisions. Traditional tests are also deemed
reliable and exhibit excellent content and construct validity.
To learn or enhance your skills in developing good and effective test items for
a particular test format, you need to go back and review your prior knowledge on
different test formats; how and when to choose a particular test format that is the
most appropriate measure of the identified learning objectives and desired learning
outcomes of your subject; and how to construct good and effective items for each
format.
What are the general guidelines in choosing the appropriate test format?
Not every test is universally valid for every type of learning outcome. For
example, if an intended outcome for a Research Method 1 course “to design and
produce a research study relevant to one’s field study,” you cannot measure this
outcome through a multiple-choice test or a matching-type test.
To guide you on choosing the appropriate test format and designing fair and
appropriate yet challenging tests, you should ask the following important
questions:
1. What are the objectives or desired learning outcomes of the
subject/unit/lesson being assessed?
 Deciding on what test format to use generally depends on your learning
objectives or the desired learning outcomes of the subject/unit/lesson.
Desired learning outcomes (DLOs) are statements of what learners are
expected to do or demonstrate as a result of engaging in the learning
process.
2. What level of thinking is to be assessed (i.e., remembering, understanding,
applying, analyzing, evaluating, and creating)? Does cognitive level of the test
question match your instructional objectives or DLOs?
The level of thinking to be assessed is also an important factor to consider
when designing your test, as this will guide you in choosing the appropriate
test format. For example, if you intend to assess how much your learners are
able to identify important concepts discussed in class (i.e., remembering, or
understanding level), a selected-response format such as multiple-choice
test would be appropriate. However, if you intend to assess how your students
will be able to explain and apply in another setting a concept or framework
learned in class (i.e., applying and/or analyzing level), you may consider
giving constructed-response test such as essays.
3. Is the test matched or aligned with the course’s DLOs and the course contents
of learning activities?
The assessment tasks should be aligned with the instructional activities and
the DLOs. Thus, it is important that you are clear about what DLOs are to
be addressed by your test and what course activities or tasks are to be
implemented to achieve the DLOs.
For example, if you want learners to articulate and justify their stand on
ethical decision-making and social responsibility practices in business (i.e.,
DLO), then an essay test and class debate are appropriate measures and
tasks for this learning outcome. A multiple-choice may be used but only if you
intend to assess learners’ ability to recognize what is ethical versus unethical
decision-making practice. In the same manner, matching-type items may be
appropriate if you want to know whether your students can differentiate and
match the different approaches or terms to their definitions.
4. Are the test items realistic to the students?
Test items should be meaningful and realistic to the learners. They should
be relevant their everyday experiences. The use of concepts, terms, or situations
that have not been discussed in the class or that they have never
encountered, read, or heard about should be minimized or avoided. This is to
prevent learners from making wild guesses, which undermine your
measurement of what they have really learned from the class.
What are the major categories and formats of traditional tests?
For the purpose of classroom assessment, traditional tests fall into two
general categories: (1) selected-response type, in which learners select the correct
response from the given options, and (2) constructed-response type, in which the
learners are asked to formulate their own answers. The cognitive capabilities
required to answer selected-response items are different from those required by
constructed-response items, regardless of content.
Selected-Response Tests require learners to choose the correct answer or best
alternative from several choices. While they can cover a wide range of learning
materials very efficiently and measure a variety of learning outcomes, they are
limited when assessing learning outcomes that involve more complex and higher-
level thinking skills. Selected-response test include:

 Multiple Choice Test. It is the most commonly used format in formal

testing and typically consists of a stem (problem), one correct best
alternative (correct answer), and three or more incorrect or inferior
alternatives (distractors).

 True-False or Alternative Response Test. It generally consists of a

statement and deciding if the statement is true (accurate/correct) or false
(inaccurate/incorrect).

 Matching-Type Test. It consists of two sets of items to be matched with

each other based on a specified attribute.

Constructed-Response Tests require learners to supply answers to a given

question or problem. These include:

 Short Answer Test. It consists of open-ended questions or incomplete

sentences that require learners to create an answer for each item, which is
typically a single word or short phrase. This includes the following types:

 Completion. It consists of incomplete statements that require the

learners to fill in the blanks with the correct word or phrase.

 Identification. It consists of statements that require the learners to

identify or recall the terms/concepts, people, places, or events that
are being described.

 Enumeration. It requires the learners to list down all possible answers

to the question.

 Essay Test. It consists of problems/questions that require learners to

compose or construct written responses, usually long ones with several
paragraphs.

 Problem-Solving Test. It consists of problems/questions that require

learners to solve problems in quantitative or non-quantitative settings using
knowledge and skills in mathematical concepts and procedures, and/or
other higher higher-order cognitive skills (e.g., reasoning, analysis, critical
thinking, and skills).
What are the general guidelines in writing multiple-choice test items?

Writing multiple choice items requires content mastery writing skills, and
time. Only good and effective items should be included in the test. Poorly written
test items could be confusing and frustrating to learners and yield test scores that
are not appropriate to evaluate their learning and achievement. The following are
the general guidelines in writing good multiple-choice items. Theyb are classified in
terms of content, stem, and options.

Content:

1. Write items that reflect only one specific content and cognitive processing
skills.

Faulty: Which of the following is a type of statistical procedure used to test a

hypothesis regarding significant relationship between variables,
particularly in terms of the extent and direction of association?

A. ANCOVA C. Correlation
B. ANOVA D. t-test

Good: Which of the following is an inferential statistical procedure used to

test a hypothesis regarding significant differences between two qualitative
variables?

A. ANCOVA C. Chi-Square
B. ANOVA D. Mann-Whitney Test

2. Do not lift and use statements from the textbook or other learning materials
as test questions.

3. Keep vocabulary simple and understandable based on the level of

learners/examinees.

4. Edit and proofread the items for grammatical and spelling before
administering them to the learners.

Stem:

1. Write the directions in the stem in a clear and understandable manner.

Faulty: Read each question and indicate your answer by shading the circle
corresponding to your answer.

Good: This test consists of two parts. Part A is a reading comprehension test,
and Part B is a grammar/language test. Each question is a multiple-
 choice test with five (5) options. You are to answer each question but
will not be penalized for a wrong answer or for guessing. You can go
back and review your answers during the time allotted.
2. Write stems that are consistent in form and structure, that is, present all
items either in question form or in descriptive or declarative from.

Faulty: (1) Who was the Philippine President during Martial Law?

(2) The first president of the Commonwealth of the Philippines was

__________.

Good: (1) Who was the Philippine President during Martial Law?

(2) Who was the first president of the Commonwealth of the

Philippines?

3. Word the stem positively and avoid double negatives, such as NOT and
EXCEPT in a stem. If a negative word is necessary, underline or capitalize
the words for emphasis.

Faulty: Which of the following is not a measure of variability?

Good: Which of the following is NOT a measure of variability?

4. Refrain from making the stem too wordy or containing too much information
unless the problem/question requires the facts presented to solve the
problem.

Faulty: What does DNA stand for, and what is the organic chemical of
complex molecular structure found in all cells and viruses and codes
genetic information for the transmission of inherited traits?

Good: As a chemical compound, what does DNA stand for?

Options:

1. Provide three (3) to five (5) options per item, with only one being the correct
or best answer/alternative.

2. Write options that are parallel or similar in form and length to avoid giving
clues about the correct answer.

Faulty: What is an ecosystem?

A. It is a community of living organisms in conjunction with the

nonliving components of their environment that interact as a system.
These biotic and abiotic components are linked together through nutrient
cycles and energy flows.
B. It is a place on Earth’s surface where life dwells.
 C. It is an area that one or more individual organisms defend against
competition from other organisms.
D. It is the biotic and abiotic surroundings of an organism or population.
E. It is the largest division of the earth’s surface filled with living
organisms.
Good: What is an ecosystem?

A. It is a place on the Earth’s surface where life dwells.

B. It is the biotic and abiotic surroundings of an organism or population.
C. It is the largest division of the Earth’s surface filled with living
organisms.
D. It is a large community of living and non-living organisms in a
particular area.
E. It is an area that one or more individual organisms defend against
competition from other organisms.

3. Place options in a logical order (e.g., alphabetical, from shortest to longest).

Faulty: Which experimental gas law describes how pressure of a gas tends to
increase as the volume of the container decreases? (i.e., “The
absolute pressure exerted by a given mass of an ideal gas is inversely
proportional to the volume it occupies.”)

A. Boyle’s Law D. Avogadro’s Law

B. Charles Law E. Faraday’s Law
C. Beer Lambert Law

Good: Which experimental gas law describes how pressure of a gas tends to
increase as the volume of the container decreases? (i.e., “The
absolute pressure exerted by a given mass of an ideal gas is inversely
proportional to the volume it occupies.”)

A. Avogadro’s Law D. Charles Law

B. Beer Lambert Law E. Faraday’s Law
C. Boyle’s Law

4. Place correct response randomly to avoid a discernable pattern of correct

answers.

5. Use Non-of-the-above carefully and only when there is one absolutely correct
answer, such as in spelling or math items.

Faulty: Which of the following is a nonparametric statistic?

A. ANCOVA D. t-test
B. ANOVA E. None of the above
C. Correlation

Good: Which of the following is a nonparametric statistic?

 A. ANCOVA D. Mann-Whitney U
B. ANOVA E. t-test
C. Correlation

6. Avoid All of the Above as an option, especially if it is intended to be the

correct answer.

Faulty: Who among the following has become the President of the Philippine
Senate?

A. Ferdinand Marcos D. Quintin Paredes

B. Manuel Quezon E. All of the Above
C. Manuel Roxas

Good: Who was the first ever President of the Philippine Senate?

A. Eulogio Rodriguez D. Manuel Roxas

B. Ferdinand Marcos E. Quintin Paredes
C. Manuel Quezon

What are the general guidelines in writing matching-type items?

The matching test item format requires learners to match a word, sentence,
or phrase in one column (i.e., premise) to a corresponding word, sentence, or
phrase in a second column (i.e., response). It is most appropriate when you need to
measure the learner’s ability to identify the relationship or association between
similar items. They work best when the subject content has many parallel
information, you can find ways to make it applicable or useful in assessing higher
level of thinking such as applying and analyzing.

The following are the general guidelines in writing good and effective
matching-type tests:

1. Clearly state in the directions the basis for matching the stimuli with the
responses.

Faulty: Directions: Match the following.

Good: Directions: Column I is a list of countries while Column II presents the

continent where these countries are located. Write the letter of the
continent corresponding to the country on the line provided in
Column I.

Item #1’s instruction is less preferred as it does not detail the basis for
matching the stem and the response option.
2. Ensure that the stimuli are longer, and the responses are shorter.

Faulty: Match the description of the flag to its country.

A B

_____Bangladesh A. Green background with a red circle in the

center
_____Indonesia B. One red strip on top and white strip at the
bottom

_____Japan C. Red background with white five-petal

flower in the center
_____Singapore D. Red background with large yellow circle in
the center
_____Thailand E. Red background with large yellow pointed
star in the center
F. White background with large red circle in
the center

Good: Match the description of the flag tom its country.

A B

____ Green background with a red circle in the A. Bangladesh

center
____ One red strip on top and white strip at the B. Hongkong
bottom
____ Red background with white five-petal flower C. Indonesia
in the center
____ Red background with large yellow circle in D. Japan
the center
____ Red background with large yellow circle in E. Singapore
the center
F. Vietnam

Item #2 is a better version because the descriptions are presented in the first
column while the response options are in the second column. The stems are
also longer than the options.

3. For each item, include only topics that are related with one another and
share the same foundation of information.
 Faulty: Match the following:
A B
____1. Indonesia A. Asia
____2. Malaysia B. Bangkok
____3. Philippines C. Jakarta
____4. Thailand D. Kuala Lumpur
____5. Year ASEAN was established E. Manila
F. 1967

Good: On the line to the left of each country in Column I, write the letter of
the country’s capital presented in Column II.

Column I Column II

____1. Indonesia A. Bandar Seri Begawan

____2. Malaysia B. Bangkok
____3. Philippines C. Jakarta
____4. Thailand D. Kuala Lumpur
E. Manila

Item #1 is considered an unacceptable item because its response options are

not parallel and include different kinds of information that can provide clues
to the correct/wrong answers. On the other hand, Item #2 details the basis
for matching and the response options only include related concepts.

4. Make the response options short, homogeneous, and arranged in logical

order.

Faulty: Match the chemical elements with their characteristics.

A B
_____ Gold A. Au
_____ Hydrogen B. Magnetic metal used in steel
_____ Iron C. Hg
_____ Potassium D. K
_____ Sodium E. With lowest density
F. Na

Good: Match the chemical elements with their symbols.

A B

_____ Gold A. Au
_____ Hydrogen B. Fe
_____ Iron C. H
_____ Potassium D. Hg
_____ Sodium E. K
 F. Na

In Item #1, response options are not parallel in content and length. They are
not also arranged alphabetically.

5. Include response options that are reasonable and realistic and similar in
length
and grammatical form.

Faulty: Match the subjects with their course description.

A B
_____ History A. Studies the production and
distribution of goods/services
_____ Political Science B. Study of politics and power
_____ Psychology C. Study of society
_____ Sociology D. Understands role of mental functions in
social behavior
E. Uses narratives to examine and analyze
past events

Good: Match the subjects with their course description.

A B
____1. Study of living things A. Biology
____2. Study of mind and behavior B. History
____3. Study of politics and power C. Political Science
____4. Study of recorded events in the D. Psychology
past
____5. Study of society E. Sociology
F. Zoology

Item #1 is less preferred because the response options are not consistent in
terms of their length and grammatical form.

6. Provide more response options than the number of stimuli.

Faulty: Match the following fractions with their corresponding decimal

equivalents

A B
____ 1/4 A. 0.25
____ 5/4 B. 0.28
____ 7/25 C. 0.90
____ 9/10 D. 1.25

Good: Match the following fractions with their corresponding decimal

equivalents
A B
 ____ 1/4 A. 0.25
____ 5/4 B. 0.28
____ 7/25 C. 0.90
____ 9/10 D. 1.25
Item #1 is considered inferior to Item #2 because it includes the same number
of response options as that of the stimuli, thus making it more prone to guessing.
What are the general guidelines in writing true or false items?

True or false items are used to measure learners’ ability to identify whether a
statement or proposition is correct/true or incorrect/false. They are best used when
learners’ ability to judge or evaluate is one of the desired learning outcomes of the
course.

There are different variations of the true or false items. These include the following:

1. T-F Correction or Modified True-or-False Question. In this format, the

statement is presented with a key word phrase that is underlined, and the
learner has to supply the correct word or phrase.

e.g., Multiple-Choice Test is authentic.

2. Yes-No Variation. In this format, the learner has to choose yes or no, rather
than true of false.

e.g., The following are kinds of test. Circle Yes if it is an authentic test
and No if not:

Multiple Choice Test Yes No

Debates Yes No
End-of-the Term Project Yes No
True or False Test Yes No

3. A-B Variation. In this format, the learner has to choose A or B, rather than
true or false.

e.g., Indicate which of the following are traditional or authentic tests by

circling A if it is a traditional test and B if it is authentic.

Multiple Choice Test A B

Debates A B
End-of-the Term Project A B
True or False Test A B
Because true or false test items are prone to guessing, as learners are asked
to choose between two options, utmost care should be exercises writing true
 or false items. The following are the general guidelines in writing true or false
items:

1. Include statements that are completely true or completely false.

Faulty: The presidential system of government, where the president is only
the head of state or government, is adopted by the United States, Chile,
Panama, and South Korea.
Good: The presidential system, where the president is only the head of state
or government, is adopted by Chile.
Item #1 is of poor quality because, while the description is right, the countries
given are not all correct. While South Korea has a presidential system of
government, it also has a prime minister who governs alongside with the
president.
2. Use simple and easy-to-understand statements.
Faulty: Education is a continuous process of higher adjustment for human
beings who have evolved physically and mentally, which is free and
conscious of God, as manifested in nature around the intellectual,
emotional, and humanity of man.
Good: Education is the process of facilitating learning or the acquisition of
knowledge, skills, values, beliefs, and habits.
3. Refrain from using negatives – especially double negatives.
Faulty: There is nothing illegal about buying goods through the internet.
Good: It is legal to buy things or goods through the internet.
Double negatives are sometimes confusing and could result in wrong answers,
not because the learner does not know the answer but because of how the
test are presented.
4. Avoid using absolutes such as “always”, and “never”.
Faulty: The news and information posted on the CNN website is always
accurate.
Good: The news and information posted on the CNN website is usually
accurate.
Absolute words such as “always” and “never” restrict possibilities and make
a statement as true 100 percent or all the time. They are also a hint for a
“false” answer.
5. Express a single idea in each test item.
Faulty: If an object is accelerating, a net force must be acting on it, and the
acceleration of an object is directly proportional to the net force
applied to the object.
 Good: If an object is accelerating, a net force must be acting on it.
Item #1 consist of two conflicting ideas, where one in not correct.
6. Avoid the use of unfamiliar words or vocabulary.
Faulty: Esprit de corps among soldiers is important in the face of hardships
and opposition in fighting the terrorists.
Good: Military morale among soldiers is important in the face of hardships
and opposition in fighting the terrorists.
Students may have a difficult time understanding the statement, especially if
the word “esprit de corps” has not been discussed in the class. Using
unfamiliar words would likely lead to guessing.
7. Avoid lifting statements from the textbook and other learning materials.

What are the general guidelines in writing a short-answer test item?

A short-answer test item requires the learner to answer a question or to
finish an incomplete statement by filling in the blank with the correct word or
phrase. While it is appropriate when you only intend to assess learners’ lower-level
thinking, such as their ability to recall facts learned in class, you can create items
that minimize guessing and relevant clues to the correct answer.
The following are the general guidelines in writing good fill-in-the-blank or
completion test items.
1. Omit only significant words from the statement.
Faulty: Every atom has a central _______ called a nucleus.
Good: Every atom has a central core called a (n) ______.
In Item #1, the word “core” is not a significant word. The item also prone to
many and varied interpretations, resulting to many possible answers.
2. Do not omit too many words from the statement such that the intended
meaning is lost.
Faulty: ____is to Spain as the ____is to United States and as _____ is to
Germany.
Good: Madrid is to Spain as the _____ is to France.
Item #1 is prone to many and varied answers. For example, a student may
answer the question based on the capital of these counties or based on what
continent they are located. Item #2 is preferred because it is more specific and
requires only one correct answer.
3. Avoid obvious clues to the correct response.
Faulty: Ferdinand Marcos declared Martial law in 1972. Who was the
President during that period?
Good: The president during the martial law years was _______.
 Item #1 already gives a clue that Ferdinand Marcos was the president during
this time because only the president of a country can declares martial law.
4. Be sure that there is only one correct response.
Faulty: The government should start using renewable energy sources for
generating electricity, such as _______.
Good: The government should start using renewable sources of energy by
using turbines called ___________.
Item #1 has many possible answers because the statement is very general
(e.g., wind, solar, biomass, geothermal, and hydroelectric). Item #2 is more
specific and only requires one correct answer (i.e., wind).
5. Avoid grammatical clues to the correct response.
Faulty: A subatomic particle with a negative electric charge is called an
_______.
Good: The basic building block of matter is ________.
The word “an” inn Item #1 provides a clue that the correct answer starts with
a vowel.
6. If possible, put the blank at the end of a statement rather than at the
beginning.
Faulty: ______ is the basic building block of matter.
Good: The basic building block of matter is ______.
In Item #1, learners may need to read the sentence until the end before they
can recognize the problem, and then re-read it again and then answer the
question. On the other hand, in Item #2, learners can already identify the
context of the problem by reading through the sentence only once and without
having to go back and re-read the sentence.
 What are the general guidelines in writing essay tests?
Teachers generally choose and employ essay tests over other forms of
assessment because essay tests require learners to create response rather than ton
simply select a response from among alternatives. They are the preferred form of
assessment when teachers want to measure learners’ high-order thinking skills,
particularly their ability to reason, analyze, and evaluate. They also assess learners’
writing abilities. They are most appropriate for assessing learners’ (1)
understanding of the subject-matter content, (2) ability to reason with their
knowledge of the subject, and (3) problem-solving and decision skills because items
or situations presented in the test are authentic or close to real life experiences.
There are two types of essay test: (1) extended-response essay and (2)
restricted-response essay.

Extended-Response Restricted-Response

Requires much longer and complex Is much more focused and restrained.
responses.

How are the leopard and tiger differ? Tina is preparing for a demonstration to
Support your answer with details and display at her schools’ science fair. She
information from the article. needs to show the effects of salt on the
buoyancy of egg.

Part A: Identify at least two other actions

that make Tina’s demonstration better.

Part B: Explain why each action would

improve the demonstration.

The following are the general guidelines in constructing good essay questions:

1. Clearly define the intended learning outcome to be assessed by the essay test.

To design effective essay questions or prompts the specific intended learning

outcomes are identified. If the intended learning outcomes to be assessed lack
clarity and specificity, the questions or prompts may assess something other than
what they intend to assess. Appropriate direct verbs that most closely match the
ability that learners should demonstrate must be used in the prompts. These
include verbs such as compose, analyze, interpret, explain, and justify, among
others.
2. Refrain from using essay test for intended learning outcomes that are better
assessed by other kinds of assessment.

Some intended learning outcomes can be efficiently and reliably assessed by

selected-type test rather than by essay test. In the same manner, there are
intended learning outcomes that are better assessed using other authentic
assessments, such as performance test, rather than by essay test. Thus, it is
important to take into consideration the limitations of essay tests when planning
and deciding what assignment method to employ for an intended learning outcome.

3. Clearly define and situate the task within a problem situation as well as the type of
thinking required to answer the test.

Essay questions or prompts should provide clear and well-defined tasks to the
learners. It is important to carefully choose the directive verb, to write clearly the
object or focus of the directive verb, and to delimit the scope of the task. Having
clear and well-defined tasks will guide learners on what to focus on when
answering the prompts, thus avoiding responses that contain ideas that are
unrelated or irrelevant, too long, or focusing only on some part of the task.
Emphasizing the type of thinking required to answer the question will also guide
students on the extent to which they should be creative, deep, complex, and
analytical in addressing and responding to the questions.

4. Present tasks that are fair, reasonable, and realistic to the students.

Essay questions should contain tasks or questions that students will be able to do
or address. These include those that are within the level of instruction/training,
expertise, and experience of the students.

5. Be specific in the prompts about the time allotment and criteria for grading the
response.

Essay prompts and directions should indicate the approximate time given to the
students to answer the essay questions to guide them on how much time they
should allocate for each item, especially if several essay questions are presented.
How the responses are to be graded or rated should also be clarified to guide the
students on what to include in their responses.

What are the general guidelines in problem-solving test items?

Problem-solving test items are used to measure learners’ ability to solve

problems that require quantitative knowledge and competencies and/or critical
thinking skills. These items present a problem situation or task that will require
learners to demonstrate work procedures or come up with a correct solution. Full
or partial credit can be assigned to the answers, depending on the answers or
solutions required.

There are different variations of the quantitative problem-solving items.

These include the following:
1. One answer choice – This type of question contains four or five options, and
students are required to choose the best answer.

Example: What is the mean of the following score distribution: 32, 44, 56,
69, 75, 77, 95, 96?
A. 68 D. 74
B. 69 E. 76
C. 72
The correct answer is A (68)

2. All possible answer choices – This type of question has four or five options,
and students are required to choose all of the options that are correct.

Example: Consider the following score distribution: 12, 14, 14, 14, 17, 24,
27, 28, 30. Which of the following is/are the correct measure/s of central
tendency? Indicate all possible answers.
A. Mean = 20 D. Median = 17
B. Mean = 22 E. Mode = 14
C. Median = 16
Options A, D, and E are all correct answers.

3. Type-In answer - This type of question does not provide options to choose
from. Instead, the learners are asked to supply the correct answer. The
teacher should inform the learners at the start how their answers will be
rated. For example, the teacher may require just the correct answer or may
require learners to present the step-by-step procedures in coming up their
answers. On the other hand, for non-mathematical problem solving, such as a
case study, the teacher may present a rubric how their answers will be rated.

Example: Compute the mean of the following score distribution: 32, 44, 56,
69, 75, 77, 95, 96. Indicate your answer in the blank provided.

In this case, the learners will only need to give the correct answer without
having to show the procedures for computation.

Example: Lilian, a 55-year old accountant, has been suffering from frequent
dizziness, nausea, and lightheadedness. During the interview, Lilian was
obviously restless, and sweating. She reported feeling so stressed and fearful
of anything without any apparent reason. She could no sleep and eat well.
She also started to withdraw from family and friends, as she experienced
frequent panic attacks. She also said that she was constantly worrying about
everything in work and at home. What might be Lilian’s problem? What
should she do to alleviate all her symptoms?

Problem-solving test items are good test format as they minimized guessing,
measure instructional objectives that focus on higher cognitive levels, and measure
extensive amounts of contents or topics. However, they require more time for
teachers to construct, read, and correct, and are prone to rater bias, especially
when scoring rubrics/criteria are not available. It is therefore important that good
quality problem-solving test items are constructed.
 The following are some of the general guidelines in constructing good
problem-solving test items.

1. Identify and explain the problem clearly.

Faulty: Tricia was 135.6 lbs. when she started with her Zumba/aerobics
exercises. After three months of attending the sessions three times a
week, her weight was down to 122.8 lbs. About how many lbs. did she
lose after three months? Write your final answer in the space provided
and show your computations. (This question asks, “about how many”
and does not indicate whether learners need to give the exact weight or
whether they need to round oof their answer and to what extent.)

Good: Tricia was 135.6 lbs. when started with her Zumba/aerobics
exercises. After three months of attending the sessions three times a
week, her weight was down to 122.8 lbs. How many lbs. did she lose after
three months? Write your final answer in the space provided and show your
computations. Write the exact weight; do not round off.

2. Be specific and clear of the type of response required from the students.

Faulty: ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity
juice in Philippines, aside from their Singapore market. The sales for
the juice in the Singapore market were S$5million more than those of
their Philippine market in 2016, S$3million more in 2017, and
S$4.5million in 2018. If the sales in Philippine market in 2018 was
PHP35million, what were the sales in Singapore market during that
year? (This is a faulty question because it does not specify in what
currency should the answer be presented.)

Good: ASEANA Bottlers, Inc. has been producing and selling Tutti Fruity
juice in Philippines, aside from their Singapore market. The sales for
the juice in the Singapore market were S$5million more than those of
their Philippine market in 2016, S$3million more in 2017, and
S$4.5million in 2018. If the sales in Mexican market in 2018 was
PHP35million, what were the sales in U.S. market during that
year? (This is a better item because it specifies in what currency should
the answer be presented, and the exchange rate was given.)

3. Specify in the directions the basis for grading students’ answer/procedures.

Faulty: VCV Consultancy Firm was commissioned to conduct a survey on

voters’ preferences in Visayas and Mindanao for the upcoming
presidential election. In Visayas, 65% are for liberal Party (LP)
candidate, while 35% are for the Nationalist Party (NP) candidate. In
 Mindanao, 70% of the voters are Nationalists while 30% are LP
supporters. A survey was conducted among 200 voters for each
region. What is the probability that the survey will show a greater
percentage of Liberal Party supporters in Mindanao than in the Visayas
region? (This question is undesirable because it does not specify the
basis for grading the answer.)

Good: VCV Consultancy Firm was commissioned to conduct a survey on

voters’ preferences in Visayas and Mindanao for the upcoming
presidential election. In Visayas, 65% are for liberal Party (LP)
candidate, while 35% are for the Nationalist Party (NP) candidate. In
Mindanao, 70% of the voters are Nationalists while 30% are LP
supporters. A survey was conducted among 200 voters for each
region.
What is the probability that the survey will show a greater percentage
of Liberal Party supporters in Mindanao than in the Visayas region?
Please show your solutions to support your answer. Your answer will
be graded as follows:

0 point = for wrong answer and wrong solution

1 point = for correct answer only (i.e., without or wrong solution)
3 points = for correct answer with partial solutions
5 points = for correct answer with complete solution
PEC 8- ACTIVITY NO. 5

1. What factors should be considered when choosing a particular test format?

2. What are the major categories and formats of traditional tests?

3. When are the following traditional tests appropriate to use?

- multiple-choice test - short-answer test

- matching-type test - essay test
- true or false test - problem-solving test

4. How should the items for the above traditional tests be constructed?