Construction of Test Draft

of TOS and Test Draft

Construction.
Unit X
For every problem there is a solution.
If you are not part of the solution then
you are part of the Problem.
Chinkee Tan
Recitation

What are your common observation why students

struggle on test Question?
Common observation of students on test questions:
Hindi kasama sa lessons
Masyadong mahaba ang questions at mga
pagpipilian.
Hindi maayos ang layout ng test, putol-putol
ang mga sentence.
Nakakalito ang mga tanong. Minsan wala sa
pagpipilian ang mga sagot.
Possible reasons for faulty test questions:
 Questions are copied verbatim from the book or other
sources.
 Not consulting the course outline.
 Much consideration is given to reduce printing cost.
 No TOS or TOS was made after making the test.
Factors to consider in preparing test questions
 Purpose of the test.
 Time available to prepare, administer and score the test.
 Number of students to be tested .
 Skill of the teacher in writing the test.
 Facilities available in reproducing the test.
Characteristics of Good Tests
A. Validity - is the degree to which the test measures what
is intended to measure. It is the usefulness of the test for a
given purpose. It is the most important criterion of a good
examination.
Factors Influencing the Validity of the Tests in General
1. Appropriateness of Test - it should be measure the
abilities, skill and information it is supposed to measure.
2. Directions - it should indicate how the learners should
answer and record their answers.
3. Reading Vocabulary and Sentence Structure - it
should be based on the intellectual level of maturity and
background experience of the learner.
Factors Influencing the Validity of the Tests in General
4. Difficulty of Items - it should have items that are not
too difficult and not too easy to be able to discriminate the
bright from slow students.
5. Construction of Test Items - it should not provide
clues so it will not be a test on clues nor ambiguous so it
will not be a test on interpretation.
Factors Influencing the Validity of the Tests in General
6. Lenght of the test - it should just be sufficient length so
it can measure what it is supposed to measure and not
that it is too short that it cannot adequately measure the
performance we want to measure.
7. Arrangement of Items - it should have items that are
arranged in ascending level of difficulty such that it starts
with the easy so that the students will pursue on taking the
test.
Factors Influencing the Validity of the Tests in General
8 . Patterns of Answer - it should not allow the creation
of patterns in answering the test.
Characteristics of Good Tests

B. Reliability - it refers to the consistency of

scores obtained by the same person when retested
using the same instrument or one that is parallel to
it.
Factors Affecting Reliability
1. Lenght of the Test - as a general rule, the longer the test, the higher
reliability. A longer test provides a more adequate sample of the
behavior being measured and is less distorted by chance factors like
guessing.
2. Difficulty of the Test - ideally, achievement tests should be
constructed such that the average score is 50 percent correct and the
scores range from near zero to perfect. The bigger spread of the
scores, the more reliable the measured difference is likely to be. A test
is reliable if the coefficient of correlation is not less than 0.85.
Factors Affecting Reliability
3. Objectivity - can be obtained by eliminating the bias,
opinions or judment of the person who checks the test.
Characteristics of Good Tests
C. Administrability - the test should be administered with
ease, clarity and uniform so that scores obtained are
comparable. Uniformity can be obtained by setting the
time limit and oral instructions.
D. Scorability - the test should be easy to score such that
directions for scoring are clear, the scoring key is simple;
provisions for answer sheets are made.
Characteristics of Good Tests
E. Economy - the test can be reused without
compromising the validity and reliability.
F. Adequacy - the test should contain a wide sampling of
items to determine the educational outcomes or abilities so
that the resulting scores are representatives of the total
performance in the areas measured.
G. Authenticity - the test should simulate real-life
situations.
General Steps in Test Construction
DRAFT
Produce a
T.O.S.

ORDER

TEST ANALYZE

SUBMISSION
Table
of
Specifi
(TOS)

cation
• A two way chart that
relates the learning
outcomes to the course
content
• it enables the teacher to
TO
S
prepare a test containing a
representative sample of
student knowledge in each
of the areas tested.
M’S
REVIS
ED
TAXO
BLOOM’S REVISED TAXONOMY
CREATING

HIGHER EVALUATING
ORDER ANALYZING

APPLYING

UNDERSTANDING LOWER
REMEMBERING ORDER
The Levels of COGNITIVE DOMAIN
The levels are the guiding posts in constructing test
items. regardless of what type of teacher-made tests the
teacher will prepare, the items must follow the pattern
set for evaluation.

The following items are features of levels with

regards to the objectives of the lessons.
LEVEL 1. KNOWLEDGE (REMEMBERING)

3 R’S
-FACTS
(TERMS, NAMES, DATES, PLACES)

-Includes those objectives that deal with

recall, recognize facts, terminology, series
of steps in doing an activity or process, etc.
LEVEL 1. KNOWLEDGE (REMEMBERING)

3 R’S
RECALLLING
RESTATING
REMEMBERING
LEVEL 1. KNOWLEDGE (REMEMBERING)

1. Who is the author

of Noli Me Tangere?
Who: Recalling - Remembering
LEVEL 1. KNOWLEDGE (REMEMBERING)

2.What are the steps

in doing an activity?
Listing - Remembering
LEVEL 1. KNOWLEDGE (REMEMBERING)

3.Why did Little Red

Riding Hood scream at
the Wolf?
Retrieving - Remembering
LEVEL 1. KNOWLEDGE (REMEMBERING)
When Creating Questions:
Use WH words

WHAT, WHEN, WHERE

(Recalling)

WHY HOW
(Retrieving)
(Listing)
LEVEL 2. COMPREHENSION (UNDERSTANDING)
-includes some level of understanding. It requires the
learners to change the form of communication to see the
connection or relations among parts of
communication(interpretation) or draw a
conclusion(inference).
-Getting the meaning of the information by interpreting
what was learned.
-INTERPRET, SUMMARIZE, INFER, CLASSIFY,
COMPARE, EXPLAIN.
LEVEL 2. COMPREHENSION (UNDERSTANDING)

1. Select the best definition of an adjective.

a. AAA
b. CCC
c. YYY

Classify - Understanding
LEVEL 2. COMPREHENSION (UNDERSTANDING)

2. What does the line, “What is essential is

invisible to the eye,” mean?

Interpreting - Understanding
LEVEL 2. COMPREHENSION (UNDERSTANDING)

3. What is the main idea of the selection?

a. BBB
b. HAH
c. HEI

Summarizing - Understanding
LEVEL 3. APPLICATION (APPLYING)

- It requires the students to use previously

acquired information in a setting other than the
one in which it was learned.

-IMPLEMENT, USE, EXECUTE

LEVEL 3. APPLICATION (APPLYING)

1. In a constructivist point of view, how will you

teach “The Different Parts of a Community” to
HS students?

New knowledge: Contructivism

*Constructivism was used in a different setting
LEVEL 3. APPLICATION (APPLYING)

2. What are the other ways to reduce garbage in

your community?

New knowledge: Proper Waste Disposal

*The learner implements new ways
LEVEL 3. APPLICATION (APPLYING)

3. Solve for x using the Pythagorean Theorem

9

6
LEVEL 3. APPLICATION (APPLYING)

3. Solve for x using the Pythagorean Theorem

9
The Pythagorean
x Theorem is first
used for the
Hypotenuse
6
LEVEL 3. APPLICATION (APPLYING)

3. Solve for x using the Pythagorean Theorem

9 The learner will
x use the formula in
finding a leg
instead of the
6 hypotenuse
LEVEL 4. ANALYSIS (ANALYZING)
-It requires the learner to identify the logical
errors (point out the prediction or erroneous
inference), differentiate among facts, opinions,
assumptions, hypothesis or conclusions, draw
relationships among ideas or to compare and
contrast.
-ORGANIZE, FIND, INTEGRATE, COMPARE
LEVEL 4. ANALYSIS (ANALYZING)
(Selection)

1. Based on the selection above, what does the

author believe in?

The learner chunks the selection into parts to

understand the author.
LEVEL 4. ANALYSIS (ANALYZING)
2. Which statement is relevant to the saying
“Beauty is in the eyes of the be holder”?

a. vvv
b. rrr
c. ttt
d. ooo
LEVEL 4. ANALYSIS (ANALYZING)
2. Which statement is relevant to the saying
“Beauty is in the eyes of the be holder”?

The learner will compare the different

statements to find the best answer.
LEVEL 4. ANALYSIS (ANALYZING)
(Selection)

3. Based on the selection, what will happen next?

The learner will organize the selection into parts

and assume what will happen next.
LEVEL 5. EVALUATION (EVALUATING)
Under this objective, the learners are required to
form judgment about the value of methods, ideas,
people, or products that have a specific purpose.
The learner makes decisions based on reflection,
criticisms and assessment.

REFLECT, CRITICIZE, ASSESS

LEVEL 5. EVALUATION (EVALUATING)
1. Read the short paragraph
(Short paragraph about a person doing an
experiment)
What went wrong on the experiment?
a. mmm
b. ooo
c. rrr
LEVEL 5. EVALUATION (EVALUATING)
1. Read the short paragraph
(Short paragraph about a person doing an
experiment)
What went wrong on the experiment?

The learner will criticize and study the paragraph

to know what went wrong.
LEVEL 5. EVALUATION (EVALUATING)
(Selection about an author’s point of view)

2. Do you agree with the author? Why? Why

not?

The learner will reflect and will assess if his

beliefs are connected to the point of view of the
author.
LEVEL 5. EVALUATION (EVALUATING)
(Selection)
3. What is the best title for the selection above?

a. uuu
b. ppp.
c. yyy
LEVEL 5. EVALUATION (EVALUATING)
(Selection)
3. What is the best title for the selection above?

All answers can be correct answer.

The learner will still evaluate the answers and

choose the best title for the selection.
LEVEL 6. SYNTHESIS (CREATING)
Objectives at this level require the learners to
produce something unique or original. Test
questions at this level require the learners to
solve unfamiliar problems or combine parts to
form a unique or novel whole.
The learner creates new ideas from what was
previously learned.
LEVEL 6. SYNTHESIS (CREATING)
The learner creates new ideas from what was
previously learned.

DESIGN, CONSTRUCT, MAKE, PRODUCE.

LEVEL 6. SYNTHESIS (CREATING)
1. How many ways can you implement a zero -
plastic ordinance in your own community?

Previous lesson: Keeping the Community Clean.

What will happen: The learner will make new

ways to use the lesson.
LEVEL 6. SYNTHESIS (CREATING)
2. Make a slogan about Drug dependence.

3. Construct a solution to solve our problems on

food shortage.

4. Make a short poem about your family.

Tips in Preparing the Table of Specification
• Don’t make it overly detailed.
• It’s best to identify major ideas and skills rather than
specific details.
• Use a cognitive taxonomy that is most appropriate to
your discipline.
• Weigh the appropriateness of the distribution of
checks against the students’ level, the importance of
the test, the amount of time available.