CONSTRUCTINGPAPER-AND-PENCIL

TESTS

Jessa Paola G. CampoBBTEBTL IV-2NProf. Dumrique

OUTLINE OF THE REPORT:

I. General Principles of TestingII. Attributes of a Good TestIII. Steps in Constructing Classroom TestsIV. Preparing the Table of Specifications

(TOS)V. General Guidelines in Writing Test

ItemsVI.Writing Multiple-Choice Items

PAPER-AND-PENCIL TESTS

• Is one of the most common and systematic way of gathering information about the learners’ behavior and performance.

• Is a professional skill.

GENERAL PRINCIPLES OF TESTING

1. Measure all instructional

objectives.

2. Cover all learning tasks.

3. Use appropriate test items.

4. Make test valid and reliable.

5. Use test to improve learning.

ATTRIBUTES OF A GOOD TEST

• Validity – the degree to which a test measures what it seeks to measure.

• Reliability – the accuracy with which a test consistently measures that which it does measure.

• Objectivity – the extent to which personal biases or subjective judgment of the test scorer is eliminated in checking the student’ responses to the test items, as there is only one correct answer for each question.

• Scorability – easy to score or check as answer key and answer sheet are provided.

• Administrability – easy to administer as clear and simple instructions are provided in students, proctors, and scorers.

STEPSIN

CONSTRUCTING

CLASSROOM TESTS

• Identification of instructional objectives and learning outcomes.

• Listing of the Topics to be covered by the Test.

• Preparation of a Table of Specifications (TOS).

• Selection of the Appropriate Types of Tests.

• Writing of Test Items.• Sequencing the Items.• Writing the Directions or Instructions.• Preparation of the Answer Sheet and

Scoring Key.

PREPARING THE TABLE OF

SPECIFICATIONS (TOS)

First, it helps the teachers to decide on what to include and leave out in a test.

Second, it helps them determine how much weight to give for each topic covered and objective to be tested.

STEPS TO OBSERVE IN PREPARING A TABLE OF TEST SPECIFICATIONS:

1. List down the topics covered for inclusion in the test.2. Determine the objectives to be assessed by the test.3. Specify the number of days or hours spent for

teaching a particular topic.4. Determine percentage allocation of test items for

each of the topics covered.5. Determine the number of items to construct for

each topic.6. Distribute the number of items to the objectives to

be tested.

TABLE OF SPECIFICATION FOR A 50-ITEM TEST IN ECONOMICS

TOPIC/OBJECTIVE KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS TOTAL

The Nature of Economics 2 2 1 5 10

Economic Systems 3 2 3 2 10

Law of Demand and Supply

3 3 3 6 15

Price Elasticity of Demand and Supply

2 3 3 7 15

Total 10 10 10 20 50

GENERAL GUIDELINES IN WRITING TEST

ITEMS

1. Avoid Wording that is ambiguous and confusing.

2. Use appropriate vocabulary and sentence structure.

3. Keep questions short and to the point.

4. Write items that have one correct answer.

5. Do not provide clues to the answer.

WRITING MULTIPLE-

CHOICE ITEMS

• The most widely used form of the test.

• It can be in measuring different kinds of content and almost any type of cognitive behavior, from factual knowledge to analysis of complex data.

A multiple-choice item is composed of a stem, which sets up the problem and asks a question, followed by a number of alternative responses.

GUIDELINES IN WRITING EFFECTIVE MULTIPLE-CHOICE ITEMS:

1. Each item should be clearly stated, in the form of a question or an incomplete statement.

2. Do not provide grammatical or contextual clues to the correct answer.

3. Use language that even the poorest readers will understand.

4. Write a correct or best answer and several plausible distractors.

5. Each alternative response should fit the stem in order to avoid giving clues to its correctness.

6. Refrain from using negatives or double negatives.7. Use all of the above and none of the above only when

they will contribute more than another plausible distractor.8. Do not use items directly from the textbook.

End of my report :) <3