DIFFERENT CLASSROOM ASSESSMENT TOOLS 11.

Increase the similarity of the options to

Two general types of test item increase the difficulty of the item.
1. Selection-type items or also known as 12. Do not use "none of the above" options
objective type test when asking for a best answer.
2. Supply type items. 13. Avoid using "all of the above" options. It is
usually the correct answer and makes the item
Kind of Objective type of test too easy for the examinee with partial
1. Multiple Choice Guidelines in Constructing the Stem
2. Matching type 1. The stem should be written in question form
3. True or false or completion form. Research showed that it is
more advisable to use question form.
Multiple-choice item consists of three parts 2. Do not leave the blank at the beginning or at
1. the stem - Question the middle of the stem when using completion
2. the keyed option - correct answer form of a multiple-choice type of test.
3. the incorrect options or alternatives / 3. The stem should pose the problem
distracters - wrong answers completely.
4. The stem should be clear and concise.
General Guidelines in Constructing Multiple- 5. Avoid excessive and meaningless use of
choice Test words in the stem.
1. Make a test item that is practical or with real- 6. State the stem in positive form. Avoid using
world applications to the students. the negative phrase like "not" or "except."
2. Use diagram or drawing when asking Underline or capitalize the negative words if it
question about application, analysis or can-not be avoided.
evaluation. 7. Avoid grammatical clues in the correct
3. When ask to interpret or evaluate about answer.
quotations, present actual quotations from
secondary sources like published books or Guidelines in Constructing Options
newspapers. 1. There should be one correct or best answer
4. Use tables, figures, or charts when asking in each item.
question to interpret. 2. List options in vertical order not a horizontal
5. Use pictures if possible when students are order beneath the stem.
required to apply concepts and principles. 3. Arrange the options in logical order and use
6. List the choices/options vertically not capital letters to indicate each option such as A,
horizontally. B, C, D, E.
7. Avoid trivial questions. 4. No overlapping options; keep it independent.
8. Use only one correct answer or best answer 5. All options must be homogenous in content
format. to increase the difficulty of an item.
9. Use three to five options to discourage 6. As much as possible the length of the options
guessing. must be the same or equal.
10. Be sure that distracters are plausible and 7. Avoid using the phrase "all of the above."
effective. 8. Avoid using the phrase "none of the above"
or "I don't know."
 Matching type item consists of two columns.
Guidelines in Constructing the Distracters - Column A contains the descriptions and must
1. The distracters should be plausible. be placed at the left side also called as premise
2. The distracters should be equally popular to - Column B contains the options and placed at
all examinees. the right side also called as reponses
3. Avoid using ineffective distracters. Replace -The examinees are asked to match the options
distracter(s) that are not effective to the that are associated with the description(s).
examinees.
4. Each distracter should be chosen by at least Guidelines in Constructing Matching Type of
5% of the examinees but not more than the key Test
answer. 1. The descriptions and options must be short
5. Revise distracter(s) that are over attractive to and homogeneous.
the teachers. They might be ambiguous to the 2. The descriptions must be written at the left
examinees. side and marked it with Column A and the
Advantages of Multiple-choice Test options must be written at the right side and
1. Measures learning outcomes from the marked it with Column B to save time for the
knowledge to evaluation level. examinees.
2. Scoring is highly objective, easy and reliable. 3. There should be more options than
3. Scores are more reliable than subjective type descriptions or indicate in the directions that
of test. each option may be used more than once to
4. Measures broad samples of content within a decrease the chance of guessing.
short span of time. 4. Matching directions should specify the basis
5. Distracters can provide diagnostic for matching. Failure to indicate how matches
information. should be marked can greatly increase the time
6. Item analysis can reveal the difficulty of an consumed by the teacher in scoring.
item and can discriminate the good and poor 5. Avoid too many correct answers.
performing students. 6. When using names, always include the
complete name (first name and surname) to
Disadvantages of Multiple-choice Test avoid ambiguities.
1. Time consuming to construct a good item. 7. Use numbers for the descriptions and capital
2. Difficult to find effective and plausible letters for the options to avoid confusions to
distracters. the students that have a reading problem.
3. Scores can be influenced by the reading 8. Arrange the options into a chronological
ability of the examinees. order or alphabetical order.
4. In some cases, there is more than one 9. The descriptions and options must be written
justifiable correct answer. in the same page.
5. Ineffective in assessing the problem solving 10. A minimum of three items and a maximum
skills of the students. of 7 items for elementary level and a maximum
6. Not applicable when assessing the students' of 17 items for secondary and tertiary levels.
ability to organize and express ideas.
Advantages of Matching Type Test
Matching Type Test
1. It is simpler to construct than a multiple- 7. Avoid specific determiner such as "never",
choice type of test. "always", "all", "none".
2. It reduces the effect of guessing compared to 8. Avoid specific determiner such as "some",
the multiple-choice and true pr false type of "sometimes", and "may".
test. 9. The number of true items must be the same
3. It is appropriate to assess the association with the number of false items.
between facts. 10. Avoid grammatical clues that lead to a
4. Provides easy, accurate, efficient, objective correct answer such as the the arctic (a, an,
and reliable test scores. the).
5. More content can be covered in the given set 11. Avoid statement directly taken from the
of test. textbook.
12. Avoid arranging the statements in a logical
Disadvantages of Matching Type Test order such as (TTTTT, FFFFF, TFTFTF, TTFFTTFF).
1. It measures only simple recall or
memorization of information. Avantages of a true or false test
2. It is difficult to construct due to problems in 1. It covers a lot of content in a short span of
selecting the descriptions and options. time.
3. It assesses only low level of cognitive domain 2. Its easier to prepare compared to multiple-
such as knowledge and comprehension. choice and matching type of test.
3. It is easier to score because it can be scored
True or false type objectively compared to test that depends on
The examinees determine whether the the judgement of the rater(s).
statement presented is true or false. It is an 4. It is useful when there are two alternatives
example of a "force-choice test". Aappropriate only.
in assessing the behavioral objectives such as 5. The score is more reliable than essay test.
"identify", "select", or "organize".
Disadvantage of a true or false test
Guidelines in constructing true or false test 1. Limited only to low level thinking skills such
1. Avoid writing a very long statement. as knowledge and comprehension, or
Eliminate unecessary word(s) in the statement recognition or recall information.
(be concise). 2. High probability of guessing the correct
2. Avoid trivial questions. answer (50%) compared to multiple-choice
3. It should contain only one idea in each except which consist of four options (25%).
for statement showing the relationship
between cause and effect. Supply type or subjective type of test items
4. It can be used for establishing cause and
effect relationship. Supply type of items
5. Avoid using opinion-based statement. If it - require students to create and supply their
cannot be avoided the statement should be own answer or perform certain task to show
attributed to somebody. mastery of knowledge or skills.
6. Avoid using negative and or double - It is also known as constructed response test.
negatives. Construct the statement positively.
Supply type of items or constructed response Guidelines in Constructing Completion Type or
test are classified as; Short Answer Test
a. Short answer or completion type
b. Essay type items (restricted response or 1. The item should require a single word
extended response) answer or brief and definite statement.
Do not use indefinite statement that
Subjective test item allows several answers.
- requires the student to organize and present 2. Be sure that the language used in the
an original answer (essay test) and perform task statement is precise and accurate in
to show mastery of learning (performance- relation to the subject matter being
based assessment and portfolio assessment) or tested.
supply a word or phrase to answer a certain 3. Be sure to omit only key words; do not
question (completion or short answer type of eliminate so many words so that the
test). meaning of the item statement will not
change.
Essay test 4. Do not leave the blank at the beginning
- is a form of subjective type of test. or within the statement. It should be at
- Has no specific answer per student. the end of the statement.
- It is usually scored on an opinion basis, 5. Use direct question rather than
although there will be certain facts and incomplete statement. The statement
understanding expected in the answer. should pose the problem to the
- There are two types of essay items according examinee.
to the length of the answer: extended response 6. Be sure to indicate the units in which to
essay and restricted response essay. be expressed when the state-ment
requires numerical answer.
Kinds of subjective type of test items 7. Be sure that the answer the student is
● Completion type item or short answer required to produce is factually correct.
test 8. Avoid grammatical clues.
● Essay type item 9. Do not select textbook sentences.
Completion Type or Short Answer Test
Advantages of a Completion or Short
Completion or Short Answer Type is an Answer Test
alternative form of assessment be-cause the
examinee needs to supply or create the 1. It covers a broad range of topic
appropriate word(s), symbol(s) or number(s) to in a short span of time.
answer the question or complete a statement 2. It is easier to prepare and less
rather than selecting the answer from the given time consuming compared to
options. There are two ways of constructing multipl choice and matching
completion type or short answer type of test: type of test.
question form or complete the statement form.
 3. It can assess effectively the and present his knowledge in logical
lower level of Bloom’s and integrated answer.
Taxonomy. It can as sess recall
of information, rather than Types of Essay Items
recognition.
4. It reduces the possibility of There are two types of essay items:
guessing the correct answer extended response essay and restricted
because it re quires recall re-sponse essay.
compared to true or false items
and multiple-choice items b.1. Extended Response Essays
5. It covers greater amount of
contents than matching type An essay test that allows the students
test. to determine the length and complexity
of the response is called extended
Disadvantages of a Completion or Short response essay item (Kubiszyn and
Answer Test Borich, 2007). It is very useful in
assessing the synthesis and evaluation
1. It is only appropriate for questions skills of the students. When the
that can be answered with sher objective is to determine whether the
responses. stu-dents can organize ideas, integrate
2. There is a difficulty in scoring when and express ideas, evaluate information
the questions are not prepared in knowledge, it is best to use extended
properly and clearly. The question response essay test.
should be clearly stated so that the
answer of the student is clear. Using extended response essay item
3. It can assess only knowledge, has advantages and disadvan-tages.
comprehension and application Advantages are: demonstrate learning
levels in Bloom’s taxonomy of outcomes at the synthesis and
cognitive domain. evaluation levels; evaluate the answers
4. It is not adaptable in measuring with sufficient reliability to provide
complex learning outcomes. useful measures of learning; provides
5. Scoring is tedious and time more freedom to give responses to the
b. Essay Items question and provide creative
integration of ideas. Disadvantages are:
It is appropriate when assessing more difficult to construct extended
students’ ability to organize and response essay questions; scoring is
present their original ideas. It consists time con-suming than restricted
of a few number of questions wherein response essay.
the examinee is ex-pected to
demonstrate the ability to recall factual Examples of Extended Response Essay
knowledge; organize his knowledge; Questions:
1. Present and describe the modern Example of Restricted Response Essay
theory of evolution and discuss how Questions:
it is supported by evidence from the
areas of (a) comparative anatomy, 1. List the major facts and opinions in
the first state of the nation address
(b) population genetics. (SONA) of Pres. Benigno Cojuangco
Aquino, Jr. Limit your answer to one
2 From the statement, “Wealthy page only. The score will depend on
politicians cannot offer fair representa- the content, organization and
tion to all the people.” What do you accuracy of your answer.
think is the reasoning of the state- 2. Point out the strengths and
ment? Explain your answer. weaknesses of a multiple-choice
type of test. Limit your answer to
b.2. Restricted Response Essays five strengths and five weaknesses.
Explain each answer in not more
An essay item that places strict limits on than two sentences.
both content and the response given by
the students is called restricted Guidelines in Constructing Essay Test
response essay item. In this type of Items
essay the content is usually restricted
by the scope of the topic to be 1. Construct essay question used to
discussed and the limitations on the measure complex learning
form of the response is indicated in the outcomes only.
question. 2. Essay questions should relate
directly to the learning outcomes to
When there is a restriction on the form be measured.
and scope of the answer of the students 3. Formulate essay questions that
in an essay test, there can be present a clear task to be
advantages and disadvantages. The performed.
advantages are: it is easier to prepare 4. An item should be stated precisely
questions; it is easier to score; and it is and it must clearly focus on the
more directly related to the specific desired answer.
learning outcomes. The disadvantages 5. All students should be required to
are: it provides little opportunity for the answer the same question.
students to demonstrate their abilities 6. Number of points and time spent in
to organize ideas, to integrate answering the question must be
materials, and to develop new patterns indicated in each item.
of answers; it measures learning 7. Specify the number of words,
outcomes at comprehension, paragraphs or the number of
application and analysis levels only. sentences for the answer.
8. The scoring system must be
discussed or presented to the
students. Disadvantages of Essay Test
Example of Essay Test Item
1. It cannot provide an objective
1. Choose a leader you admire most measure of the achievement of the
and explain why you admire him or stu-dents.
her. 2. It needs so much time to grade and
2. Pick a controversial issue in the prepare scoring criteria
Aquino administration. Discuss the 3. The scores are usually not reliable
is-sue and suggest a solution most especially without scoring cri-
3. If you were the principal of a teria.
certain school, describe how would 4. It measures limited amount of
you demonstrate your leadership contents and objectives.
ability inside and outside of the [Link] variation of scores.
school. 6. It usually encourages bluffing.

Advantages of Essay Test Suggestions for Grading Essay Test

Zimmaro (2003) suggested different
1. It is easier to prepare and less time guidelines in scoring an essay type.
consuming compared to other These guidelines are very important in
paper and pencil tests. the performance of the students to
2. It measures higher-order thinking avoid or lessen the subjectivity of the
skills (analysis, synthesis and evalu- scoring.
ation).
3. It allows students’ freedom to 1. Decide on a policy for dealing with
express individuality in answering incorrect, irrelevant or illegal re-
the given question. sponses.
4. The students have a chance to 2. Keep scores of the previously read
express their own ideas in order to items out of sight.
plan their own answer. 3. The student’s identity should
5. It reduces guessing answer remain anonymous while his/her
compared to any of the objective paper is being graded.
type of test. 4. Read and evaluate each student’s
6. It presents more realistic task to the answer to the same question before
students. grading the next question.
7. It emphasizes on the integration 5. Provide students with general
and application of ideas. grading criteria by which they will
be evaluated prior to the
examination.