Guidelines For Constructing Test Paper And Table Of Specification
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Guidelines for Constructing Test Paper and Table of Specification
“The evaluation of pupils’ progress is a major aspect of a teacher’s job.” - Evaluating Educational Outcomes (Oriondo & Antonio)
13% of students who fail in class are caused by faulty test questions. World Watch, The Philadelphia Trumpet, 2005
A test construction should intend to answer:
What kind of test is to be made?
What is the precise purpose?
What are the abilities to be tested?
Who will take the test?
What is the scope of the test?
Common Test Formats Multiple True
Choice
or False
Matching
Type
Enumeration Essay
Steps in Test Construction:
Make an outline
TOS
Draft
Submit for Checking
Revision
Reproduction
General Rules:
Number test questions continuously.
Make your layout presentable.
Follow our format (font style and size).
Test Items: Kinder – 20 to 25 items Primary – 30 items Intermediate – 30 to 40 items JHS – 50 to 60 items
T and F – 10 to 15 items MC – maximum of 20 items MT- 5 to 10 per group Others- 10
Multiple-Choice Item Writing Guidelines 3 parts:
1. a stem 2. the correct answer – called the key 3. several wrong answers, called distractors
Instruction. MULTIPLE CHOICE. Choose the letter that corresponds to your answer. Write it on the space before each number.
Helpful Tips:
Avoid repetition of choices. Change the format to matching type instead.
Check for correct grammar.
The stem must be in complete sentence.
The position of the correct answer should vary from item to item.
Word the stem positively; avoid negative phrasing such as “not” or “except.”
Consider the students’ reading level.
Avoid putting _______ in the stem. (sentence completion)
Choices: a.
c.
b.
d.
Or: a. b. c. d.
Arranged alphabetically; from shortest to longest
Of one kind only
TRUE OR FALSE
Statements are eitherclearly true or flase.
Make the sentences brief and concise.
Sentences are NOT quoted exactly from the text.
Avoid the following determiners: always, generally, not, never, etc.
Instruction:
TRUE OR FALSE. Read each statement carefully. Write TRUE if the statement is correct; write FALSE if otherwise.
Matching Type Test When to use matching type They are effective when you need to measure the learner’s ability to identify the relationship or association between similar items. They work best when the course content has many parallel concepts. • Terms and Definitions • Objects or Pictures and Labels • Symbols and Proper Names • Causes and Effects • Scenarios and Responses • Principles and Scenarios to which they apply
Instruction: MATCHING
TYPE. Match the ________ in Column A with the _________ in Column B. Write the letter of your answer on the space provided before each number.
Choose
from the options (or be specific) in the box that will best complete each statement.
Guidelines 1: Check your objectives to make sure this type of question is appropriate. 2: Give clear directions or instructions. 3: Use numbers to identify items in column A, capital letters to identify response in column B or vice versa. 4: Include more responses than premises or allow responses to be used more than once or vice versa. 5: Arrange items in column B in logical order or vice versa.
6.: Put the items with more words in column A. 7: Keep the two sets of items homogeneous. 8: Avoid using pattern in the correct answers. 9. Do not list premises in the same order as responses, and there should be NO pattern in the correct answers. 10. There should be NO keywords appearing in both a premise and response providing a clue to the correct answer. 11. All of the responses and premises for a matching item should appear on the same page.
What is an Essay Question? An essay question is a test item which contains the following elements:
1. Requires examinees to compose rather than select their response. 2. Elicits student responses that must consist of more than one sentence. 3. Allows original responses and response patterns. 4. Requires subjective judgment by a competent specialist to judge the accuracy and quality of student responses. 5. Provides students with an indication of the types of thinking and content to use in responding to the essay question.
Words commonly found in ESSAY test questions
ANALYZE: Break into separate parts and discuss, examine, or interpret each part.
COMPARE: Examine two or more things. Identify similarities and differences. Comparisons generally ask for similarities more than differences. (See Contrast.)
CONTRAST: Show differences. Set in opposition.
CRITICIZE: Make judgments. Evaluate comparative worth. Criticism often involves analysis.
DEFINE: Give the meaning; usually a meaning specific to the course of subject. Determine the precise limits of the term to be defined. Explain the exact meaning. Definitions are usually short.
DESCRIBE: Give a detailed account. Make a picture with words. List characteristics, qualities and parts.
DISCUSS: Consider and debate or argue the pros and cons of an issue. Write about any conflict. Compare and contrast.
ENUMERATE: List several ideas, aspects, events, things, qualities, reasons, etc.
EVALUATE: Give your opinion or cite the opinion of an expert. Include evidence to support the evaluation.
ILLUSTRATE: Give concrete examples. Explain clearly by using comparisons or examples.
INTERPRET: Comment upon, give examples, describe relationships. Explain the meaning. Describe, then evaluate.
OUTLINE: Describe main ideas, characteristics, or events. (Does not necessarily mean *write a Roman numeral/letter outline*.)
PROVE: Support with facts (especially facts presented in class or in the test).
STATE: Explain precisely.
SUMMARIZE: Give a brief, condensed account. Include conclusions. Avoid unnecessary details.
TRACE: Show the order of events or progress of a subject or event.
Important Dates: Quarterly Grade JHS:
Assessment Dates:
School: August 15, 16, 17 (AM only)
August 16 and 17
(Grades 7 and 9 - AM only; G8 and G10 - PM only)
Submission of Test Papers and TOS for Checking TEACHER GLC
to APAC
APAC
GLC
to GLC
to GLC
to TEACHER
(Teacher submits the TP to the SA for reproducing)
Dates:
July 30 to August 3
– Test Preparation
August 6 to 10
– Checking and Revising
August 13 and 14
– Reproducing and Sorting
“The evaluation of pupils’ progress is a major aspect of a teacher’s job.” - Evaluating Educational Outcomes (Oriondo & Antonio)
13% of students who fail in class are caused by faulty test questions. World Watch, The Philadelphia Trumpet, 2005
A test construction should intend to answer:
What kind of test is to be made?
What is the precise purpose?
What are the abilities to be tested?
Who will take the test?
What is the scope of the test?
Common Test Formats Multiple True
Choice
or False
Matching
Type
Enumeration Essay
Steps in Test Construction:
Make an outline
TOS
Draft
Submit for Checking
Revision
Reproduction
General Rules:
Number test questions continuously.
Make your layout presentable.
Follow our format (font style and size).
Test Items: Kinder – 20 to 25 items Primary – 30 items Intermediate – 30 to 40 items JHS – 50 to 60 items
T and F – 10 to 15 items MC – maximum of 20 items MT- 5 to 10 per group Others- 10
Multiple-Choice Item Writing Guidelines 3 parts:
1. a stem 2. the correct answer – called the key 3. several wrong answers, called distractors
Instruction. MULTIPLE CHOICE. Choose the letter that corresponds to your answer. Write it on the space before each number.
Helpful Tips:
Avoid repetition of choices. Change the format to matching type instead.
Check for correct grammar.
The stem must be in complete sentence.
The position of the correct answer should vary from item to item.
Word the stem positively; avoid negative phrasing such as “not” or “except.”
Consider the students’ reading level.
Avoid putting _______ in the stem. (sentence completion)
Choices: a.
c.
b.
d.
Or: a. b. c. d.
Arranged alphabetically; from shortest to longest
Of one kind only
TRUE OR FALSE
Statements are eitherclearly true or flase.
Make the sentences brief and concise.
Sentences are NOT quoted exactly from the text.
Avoid the following determiners: always, generally, not, never, etc.
Instruction:
TRUE OR FALSE. Read each statement carefully. Write TRUE if the statement is correct; write FALSE if otherwise.
Matching Type Test When to use matching type They are effective when you need to measure the learner’s ability to identify the relationship or association between similar items. They work best when the course content has many parallel concepts. • Terms and Definitions • Objects or Pictures and Labels • Symbols and Proper Names • Causes and Effects • Scenarios and Responses • Principles and Scenarios to which they apply
Instruction: MATCHING
TYPE. Match the ________ in Column A with the _________ in Column B. Write the letter of your answer on the space provided before each number.
Choose
from the options (or be specific) in the box that will best complete each statement.
Guidelines 1: Check your objectives to make sure this type of question is appropriate. 2: Give clear directions or instructions. 3: Use numbers to identify items in column A, capital letters to identify response in column B or vice versa. 4: Include more responses than premises or allow responses to be used more than once or vice versa. 5: Arrange items in column B in logical order or vice versa.
6.: Put the items with more words in column A. 7: Keep the two sets of items homogeneous. 8: Avoid using pattern in the correct answers. 9. Do not list premises in the same order as responses, and there should be NO pattern in the correct answers. 10. There should be NO keywords appearing in both a premise and response providing a clue to the correct answer. 11. All of the responses and premises for a matching item should appear on the same page.
What is an Essay Question? An essay question is a test item which contains the following elements:
1. Requires examinees to compose rather than select their response. 2. Elicits student responses that must consist of more than one sentence. 3. Allows original responses and response patterns. 4. Requires subjective judgment by a competent specialist to judge the accuracy and quality of student responses. 5. Provides students with an indication of the types of thinking and content to use in responding to the essay question.
Words commonly found in ESSAY test questions
ANALYZE: Break into separate parts and discuss, examine, or interpret each part.
COMPARE: Examine two or more things. Identify similarities and differences. Comparisons generally ask for similarities more than differences. (See Contrast.)
CONTRAST: Show differences. Set in opposition.
CRITICIZE: Make judgments. Evaluate comparative worth. Criticism often involves analysis.
DEFINE: Give the meaning; usually a meaning specific to the course of subject. Determine the precise limits of the term to be defined. Explain the exact meaning. Definitions are usually short.
DESCRIBE: Give a detailed account. Make a picture with words. List characteristics, qualities and parts.
DISCUSS: Consider and debate or argue the pros and cons of an issue. Write about any conflict. Compare and contrast.
ENUMERATE: List several ideas, aspects, events, things, qualities, reasons, etc.
EVALUATE: Give your opinion or cite the opinion of an expert. Include evidence to support the evaluation.
ILLUSTRATE: Give concrete examples. Explain clearly by using comparisons or examples.
INTERPRET: Comment upon, give examples, describe relationships. Explain the meaning. Describe, then evaluate.
OUTLINE: Describe main ideas, characteristics, or events. (Does not necessarily mean *write a Roman numeral/letter outline*.)
PROVE: Support with facts (especially facts presented in class or in the test).
STATE: Explain precisely.
SUMMARIZE: Give a brief, condensed account. Include conclusions. Avoid unnecessary details.
TRACE: Show the order of events or progress of a subject or event.
Important Dates: Quarterly Grade JHS:
Assessment Dates:
School: August 15, 16, 17 (AM only)
August 16 and 17
(Grades 7 and 9 - AM only; G8 and G10 - PM only)
Submission of Test Papers and TOS for Checking TEACHER GLC
to APAC
APAC
GLC
to GLC
to GLC
to TEACHER
(Teacher submits the TP to the SA for reproducing)
Dates:
July 30 to August 3
– Test Preparation
August 6 to 10
– Checking and Revising
August 13 and 14
– Reproducing and Sorting
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