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TEST DEVELOPMENTPROCESS
ConstructionStage
Prepared by:
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Steps in Constructing Tests:
Planning
Preparing Reproducing
Administering
Scoring
Evaluating
Interpreting
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Preparing the test
The first draft of the test should be prepared as early aspossible.
The test should include more than one type of objectiveitems to minimize monotony on the part of the examinee.
The items should be arranged in an ascending order of
difficulty.
More items should be included in the first draft of the testfor possible inclusion in the final draft.
The first and final drafts of the tests should be revised and
refined.
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Basic test item formats:
Provided by John Boker, PhD.
Multiple-choice
Matching
Alternative
Completion/Short-answer
Essay
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MULTIPLE-CHOICE
This test is made up of items which consists ofthree or more plausible options in each item. Thechoice is multiple in the sense that student mustchoose 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 formis most valuable and widely used in standardizedtests due to its flexibility and objectivity in scoring.
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MULTIPLE-CHOICE
Advantages Disadvantages
Can measure all levels of student
ability.Enables wide sampling of subject
content .Quick and easy to score.Enables objective scoring.Can be analyzed for
effectiveness.
Difficult to construct good items.Tendency to measure simple
recall.
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Suggestions for the Constructionof Multiple-Choice Test
Statements borrowed from textbooks or other reference materialsmust be avoided.
All options must be plausible with each other to attract the studentsto choose incorrect responses where only those with highintellectual levels can get the best option.
All options must be grammatically consistent.
Articles an and a are avoided as last word in an incompletesentence.
Four or more options must be provided in each item to minimizeguessing.
The order of correct answer in all items are randomly arranged
rather than following a regular pattern.
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Stem-and-option variety:
It is most commonly used in
classroom testing, boardexaminations, civil serviceexaminations and many others. Thestem serves as the problem and is
followed by four or more optionsfrom which the examinees select thecorrect answer or best option.
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Sample:
A cognitive domain of
behavioral objective that
judges the value of a workby use of external standards
of excellence is
1. Analysis2. Synthesis
3. Evaluation
4. Comprehension
1 2 543
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Setting-and-option variety:
The optional response to this type
of test are dependent upon a setting orfoundation of some sort. The settingcan consist of a graphicalrepresentation, equation, picture,
sentence, paragraph, or some formsof representation.
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Sample:
Graphical representation
The total apples sale for the month of December is 1.___1____
1. P 1000
05
10
15
Sales of apples
Month
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Group-term variety:
This variety consists of a group ofwords or terms in which one does notbelong to the group.
Sample:
Choose the word which does not belong to the group. Write thenumberonly
as your answer at the right column.
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Contained-options variety:
This variety is designed to identifyerrors in a word, phrase, sentence orparagraph.
Sample:
1. Bread and butter are staple food for Americans. No error
1 2 3 4 5 6
1 43 52
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MATCHING TYPE
This type consists of two columnsin which proper pairing relationship oftwo things is strictly observed. For
instance, Column A is to be matchedwith Column B.
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MATCHING TYPE
ADVANTAGES DISADAVANTAGES
Relatively easy to
construct.Conserves examinees
reading time .Enables efficient and
objective scoring.
Generally unsuitable for
testing higher-order
abilities.Tendency to measure
simple recall.
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Suggestions for the Construction ofMatching Type
1. Avoid using heterogeneous material in matching exercise. Thus,only homogeneous material must be used. (ex. If item 1 answer isname of person, hence, all the items question must be answered
with name of person.
2. Unbalanced matching type is preferable.
3. Each category must be grammatically consistent
4. All options, including distractors or wrong responses, must be
plausible or closely related with each other.
5. The item column must be places at the left or Column A and theoption column at the right or Column B.
6. Option column must be arranged in alphabetical order and dates inchronological order to facilitate the selection of the correct answer.
7. There should be only one correct response in each item
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Sample:
Direction: Match Column A with Column B. Write the letteronly as
your answer at the right column.
Column A Column B
1. A kind of test which is a predictive a. accomplishment 1._c_
measure of persons likelihood of
benefit from instruction or b. achievement 2._g_
experience in a given field.
2. A test used to determine the grade or c. aptitude 3. _i_
year level the pupil be enrolled after
quitting from school for several years. d. diagnostic 4._f_
3. A test which predicts how well a person
is likely to do in a certain school subject e. intelligence 5._h_or task.
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ALTERNATIVERESPONSE
This test consists of a series of
items where it admits only one correctresponse in each item from the two orthree constant options to be chosen.
This type is commonly used in
classroom testing, particularly, thetwo-constant alternative type or trueor false type. Other forms are right-
wrong, plus-minus, yes-no, correct-
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TRUE/FALSE
ADVANTAGES DISADVANTAGES
Efficient for testing
large sample of
information.Enables efficient
and objective
scoring.
Permits high guess
factor.Difficult to construct
effective items.
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Suggestions for the Constructionof True-False Test
1. The test items must be arranged in groups of five to facilitatescoring. The groups must be separated by two single spaces andthe items within a group by a single space.
2. In indicating response, it must be simple as possible where a singleletter is enough to facilitate scoring, for instance, T for True and Ffor False or X for True and O for False, and many others.
3. The use of similar statements from the book must be avoided tominimize rote memory in studying.
4. The items are carefully constructed so that the language is withinthe level of the students/examinees, hence, flowery statements areavoided.
5. Specific determiners like all, always, none, never, not,nothing, and no are more likely to be false and should be
avoided.
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Sample:
Direction: Write X if the statement is true and O, if false. Do not guess,right minus wrong. Write your answer at the right column.
1. Essay examination is easy to score. 1. ___O___
1. Objective type of test saves time and 2. ___X___
energy in answering the questions.
3. Objective type of test is easy to construct. 3. ___O___
3. Essay examination encourages cheating 4. ___O___
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COMPLETION/SHORTANSWER
This test is one of the easiest toconstruct among the objective typeswhere the item appears as a direct
question, a stimulus word or phrase, ora specific direction. The responserequires the subject to recall
previously learned material and theanswers are usually short consisting ofeither a word or a phrase.
This test is applicable in natural
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COMPLETION/SHORTANSWER
ADVANTAGES DISADVANTAGES
Minimizes guessingEnables coverage of
fairly wide content.Relatively easy to
construct.
Measures limited range
of abilities.Cannot be machine-scored.Scoring is highly
dependent onjudgement.
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Suggestions for the Constructionof Completion Test
Avoid:
1. Indefinite statements.
2. Over mutilated statements.3. Giving the student unwarranted
clues to the desired response.
But,
Arrange the test so as to facilitatescorin
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ESSAY
Essay examination consists ofquestions to which the studentsrespond in one or more sentences to a
specific questions or problem. It iswidely considered as a measuringinstrument for evaluating knowledge
of the subject matter or to measureskill in writing where it tests student'sability to express his ideas accuratelyand to think critically within a certain
eriod of time. In other words, an
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ESSAY
ADVANTAGES DISADVANTAGES
Can be quickly and
easily constructed.
Eliminates guessing .Can test higher order of
thinking .
Limits amount of
content sampled.Time-consuming toscore.Results in low scoring
reliability.
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SUGGESTIONS INCONSTRUCTING AN ESSAY
v If an essay examination to be usedeffectively in the classroom, it mustbe planned and constructed carefully
in advance.
v It must show major aspects of thelesson in framing questions, so care
must be taken to distribute questionsevenly among the different units.
v After the test has been planned and
the questions have been written
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v In assembling the test questionsinto a final form, the teacher shouldbe careful that he phrases the
questions vividly so that its cope willbe clear to the students.
v Time limit on the coverage of each
question should be reckoned so thatstudents have adequate time toanswer.
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