Escolar Documentos
Profissional Documentos
Cultura Documentos
VARIED TOOLS:
KNOWLEDGE AND
REASONING
Types of Objective Tests:
a. true-false items
b. multiple-choice type items
c. matching items
d. enumeration and filling of blanks; and
e. essays
Planning Test and Construction of Table of
Specification (TOS)
The important steps in planning for a test are:
Identifying Test Objectives. An objective
test, if it is to be comprehensive, must cover
the various levels of Bloom’s taxonomy. Each
objective consists of a statement of what is to
be achieved and preferably, by how many
percent of the students.
EXAMPLE: We want to construct a test in the topic:
“Subject-Verb Agreement in English” for a Grade V
class. The following are typical objectives:
KNOWLEDGE. The students must be able to identify
the subject and the verb in a given sentence.
COMPREHENSION. The students must be able to
determine the appropriate form of a verb to be used
given the subject of a sentence.
APPLICATION. The students must be able to write
sentences observing rules on subject-verb agreement.
ANALYSIS. The students must be able to break down
a given sentence into its subject and predicate.
SYNTHESIS/EVALUATION. The students must be
able to formulate rules to be followed regarding
subject-verb agreement.
Deciding on the type of objective test. The test
objectives guide the kind of objective tests that will
be designed and constructed by the teacher.
Preparing a table of specifications. A test map
that guides the teacher in constructing a test. The
simplest TOS consists of 4 columns: (a) level of
objective to be tested, (b) statement of objective,
(c) item numbers where such an objective is being
tested, and (d) number of items and percentage out
of the total for that particular objective.
TABLE OF SPECIFICATIONS PROTOTYPE
LEVEL OBJECTIVE ITEM NO. %
NUMBERS
1. Knowledge Identify 1, 3, 5, 7, 9 5 16.67 %
subject-verb
2. Forming 2, 4, 6, 8, 10 5 16.67 %
Comprehensio appropriate
n verb forms
3. Application Determining 11, 13, 15, 17, 5 16.67 %
subject and 19
predicate
4. Analysis Formulating 12, 14, 16, 18, 5 16.67 %
rules on 20
agreement
5. Synthesis/ Writing of Part II 10 pts 33.32 %
evaluation sentences
observing
rules on
subject-verb
agreement
Constructing the test items. The actual construction
of the test items follows the TOS. As a general rule, it
is advised that the actual number of items to be
constructed in the draft should be double the desired
number of items. For instance, of there are five (5)
knowledge level items to be included in the final test
form, then at least ten (10) knowledge level items
should be included in the draft.
Item analysis and try-out. The test draft is tried out
to a group of pupils of students. The purpose of this
try out is to determine the: (a) item characteristics
through item analysis, and (b) characteristics of the
test itself-validity, reliability, abd practicality.
CONSTRUCTING A TRUE-FALSE TEST
Here are some rules of thumb in constructing true-
false items:
RULE 1. Do not give a hint (inadvertently) in the
body of the question.
Example. The Philippines gained its independence
in 1898 and therefore celebrated its centennial year
in 2000.
RULE 2. Avoid using the words “always”, “never”,
“often” and other adverbs that tend to be either
always true or always false.
EXAMPLE. Christmas always fall on a Sunday
because it is a Sabbath day.
RULE 3. Avoid long sentences as these tend to be
“true”. Keep sentences short.
EXAMPLE. Tests need to be valid, reliable, and
useful, although, it would require a great amount of
time and effort to ensure that tests possess these
test characteristics.
RULE 4. Avoid trick statements with some minor
misleading word or spelling anomaly, misplaced
phrases, etc. A wise student who does not know the
subject matter may detect this strategy and thus
get the answer correctly.
EXAMPLE. True or False. The Principle of our
school is Mr. Albert P. Panadero.
RULE 5. Avoid quoting verbatim from reference
materials or textbooks. This practice sends the wrong
signal to the student that it is necessary to memorize
the textbook word for word and thus, acquisition of
higher level thinking skills is not given due
importance.
RULE 6. Avoid specific determiners or give-away
qualifiers. Students quickly learn that strongly
worded statements are more likely to be false than
true, for example, statements with “never”, “no”,
“all”, “always”. Moderately worded statements are
more likely to be true than false. Statements with
“many”, “often”, “sometimes”, “generally”,
“frequently”, or “some” should be avoided.
RULE 7. With true or false questions, avoid a
grossly disproportionate number of either
true or false statements or even patterns in
the occurrence of true and false statements.
MULTIPLE CHOICE TESTS
A generalization of the true-false test, the multiple choice
type of t4est offers the student with more than (2) options
per item to choose from. Each item in a multiple choice test
consists of two parts: (a) the stem, and (b) the options.
(More Homogeneous)
Thailand is located next to:
a. Laos & Kampuchea
b. India & China
c. China & Malaya
d. Laos & China
e. India & Malaya
MATCHING TYPE AND SUPPLY TYPE ITEMS
The matching type items may be considered as modified multiple
choice type items where the choices progressively reduce as one
successfully matches the items on the left with the items on the
right.
EXAMPLE: Match the items in column A with the items in column
B.
COLUMN A COLUMN B
__ 1. Magellan a. First President of the Republic
__ 2. Mabini b. National Hero
__ 3. Rizal c. Discovered the Philippines
__ 4. Lapu-Lapud. Brain of the Katipunan
__ 5. Aguinaldo e. The great painter
f. Defended Limasawa island
Another useful device for testing lower order
thinking skills is the supply type of tests. Like the
multiple choice test, the items in this kind of test
consist of a stem and a blank where the students
would write the correct answer.
P x 100
Where:
Ru – the number in the upper group who
answered the item correctly
RL – the number in the lower group who
answered the item correctly
T – the total number who tried the item
■
INDEX OF ITEM DISCRIMINATING POWER
D
Where:
P – percentage who answered the item
correctly (index of difficulty)
R – number who answered the item correctly
T – total number who tried the item
P x 100 = 40%
The smaller the percentage figure the more difficult
the item.
■
Estimate the item discriminating power using the
formula below:
D
The discriminating power of an item is reported as
a decimal fraction; maximum discriminating power
is indicated by an index of 1.00.
Maximum discrimination is usually found at the 50
percent level of difficulty
0.00 – 0.20 = very difficult
0.21 – 0.80 = moderately difficult
0.81 – 1.00 = very easy
VALIDATION
After performing the item analysis and
revising the items which need revision, the
next step is to validate the instrument. The
purpose of validation is to determine the
characteristics of the whole test itself,
namely, the validity and reliability of the test.
Validation is the process of collecting and
analyzing evidence to support the
meaningfulness and usefulness of the test.
VALIDITY
Validity is the extent to which a test
measures what is purports to measure or as
referring to the appropriateness, correctness,
meaningfulness and usefulness of the specific
decisions a teacher makes based in the test
results.
Criterion-related evidence of validity refers to
the relationship between scores obtained
using the instrument and scores obtained
using one or more other tests (often called
criterion).