Table of Specifications

No. Of
Item
LEVEL OBJECTIVE %
number
points
1,3,5,7,9 16.67
Knowledge Identify types of objective tests 5
or 1-5 %
Comprehensio Know when to use the types of 2,4,6,8,10 16.67
5
n objective test or 6-10 %
11,13,15,1
Create questions using the types of 7, 16.67
Application 5
objective test 19 or 10- %
15
12,14,16,1
Choose the appropriate objective 8, 16.67
Analysis 5
test to be use in a certain topic 20 or 15- %
20
Summarize and give brief
Synthesis explanation on the tyoes of
objective test 33.32
Part II 10
Write an essay on which type of %
Evaluation objective
test do they like and why
DEVELOPMENT
OF

ASSESSMENT
TOOLS:
KNOWLEDGE &
REASONING
TYPES OF OBJECTIVE TESTS
Multiple Choice Type Items
True or False Items
Matching Types and Supply
Type Items
Enumeration and Filling of
Blanks
Essays(classified as non objective test)
 PLANNING A TEST AND
CONSTRUCTION OF TABLE
OF SPECIFICATIONS (TOS):
IMPORTANT STEPS IN PLANNING FOR
A TEST
Identifying test objectives
Deciding on the type of
objective test to be prepared
Preparing a Table of
Specifications (TOS)
Try out and Validation
 Identifying Test Objectives

An OBJECTIVES TEST, it is to be
comprehensive, must cover the various levels
of Blooms Taxonomy.

Each objectives consist of statement of what

is to be achieved and preferably, by how many
percent of the students.
Deciding on the type of objective test

The test objectives dictate the kind

of objective test that will be designed
and constructed by the teacher.
Preparing a table of specifications

Table of Specifications ( T O S )
- is a test map that guides the teacher in c
onstructing a test

- ensures that there is a balance between e

asy and difficult items
 NUMB
ER
ITEM
LEVEL OBJECTIVES OF %
NUMBERS
POINT
S
Identify types of 1,3,5,7,9 or 16.67
KNOWLEDGE objective tests 1-5
5
%
TAB Know when to
LE use the 2,4,6,8,10 16.67
OF COMPREHENSION or 6-10
5
%
types of
SPE objective test
CIFI Create questions
CATI using the 11,13,15,17 16.67
APPLICATION types of ,19 or 10-15
5
%
ON
objective test
Choose the
appropriate 12,14,16,18
16.67
ANALYSIS objective test to , 20 or 15- 5
%
be use in a 20
certain topic
Summarize and
give brief
SYNTHESIS explanation on
the types of

TOS objective test

Write an essay
Part II 10
33.32
%
on which type
EVALUATION of objective test
 CONSTRUCTING TEST ITEMS

The actual construction of the test items f

ollow the TOS.
As general rule, it is advised that actual n
umber of items to be constructed in the draf
t double the desired items.
ITEMS ANALYSIS AND TRY- OUT

The test draft is tried out to a group of pupil

s or students.
 MULTIPLE
CHOICE TEST
MULTIPLE CHOICE TEST
Offers more than two options per items to choose from.
Each items consist o two parts: the Stem and the Options.
In the options there is a correct or best while the others are consid
ered distracters
Distracters should be attractive
 GUIDELINES ON CONTRUCTIN
G
MULTIPLE CHOICE ITEMS
1Do not use unfamiliar words, terms and phrases.
Do not use modifiers that are vague and whose
2 meanings can differ from one person to the next
such as much, often, always, and usually.

Avoid complex or awkward word arrangements. Also,

3 avoid of negatives in the stem as this may add
unnecessary comprehension difficulties.

Do not use negatives or double negatives as such

statements tend to be confusing. It is better to use
MULTIPLE
4 simpler sentences rater than sentences that would
CHOICE require expertise in grammatical construction.
 Each item should be as short as possible, otherwise you
5 risk testing for more reading comprehension skills.

6Distracters should be equally plausible and attractive

GUI
DEL All multiple choice options should be grammatically
7 consistent with the stem.
INE
S The length, explicitness or degrees of technicality of
8 alternatives should not be determinants of the
correct answers.

9Avoid stems that reveal the answer to another item.

1 Avoid alternatives that are synonymous or those that,
MULTIPLE include or overlap others.
CHOICE 0
 1 Avoid presenting sequences items in the same order as it the
text.
1
1 Avoid used of assumed qualifiers that many examinees may
GUI 2
not be aware of

DEL Avoid use of unnecessary words or phrases which are not

INE relevant to the problem at hand ( unless such discriminating
ability is he primary in tent of the evaluation). The items
S 1 value is particularly damaged if the unnecessary material is
design to distract or mislead. Such items test the students
3 reading comprehension rate than knowledge of subject
matter.

1 Avoid use of non-relevant sources of difficulty such as requiring

a complex calculation when only knowledge of principle is
4 being tested.

MULTIPLE
CHOICE
1 Avoid alternatives that are synonymous or those that, include
or overlap others.
5
 16 Include as mush as possible in the stem. This allow less
repetition and shorter choice options.

Use the None of the above option only when the

keyed answer is totally correct. When choice of the
17 best response is intended, None of the Above is
GUI not appropriate since the implication has already
been made that the correct response may e partially
DEL inaccurate.
INE Note that use of All of the Above may allow credit for
partial knowledge. In multiple option item, (allowing
S 18
only one point choice) if a student only knew the two
options were correct, he could then reduce the
correctness f All of the above. This assumes you
are allowed only one correct choice.

Having compound response choices may purposefully

19
increase difficulty of al item.

The difficulty of a multiple choice item my be controlled

MULTIPLE by varying the homogeneity or degree of similarity f
20 responses. Te more homogenous, the more difficult
CHOICE
the items.
TRUE or FALSE
CONSTRUCTING A TRUE or FALSE TEST

BINOMIAL-CHOICE
TESTS
are tests that have only two (2) options
such as true or false, right or wrong,
good or better, and so on.
Advantages :
1. True/false items are relatively easy to prepare since each item
Disadvantages :
1. True/false items, however, may not give a true estimate of th
Skills Mastered
Good Fo
r:
Knowledge level content

Evaluating student understanding of popular

misconceptions
Concepts with two logical responses
 Rules in constructing True or False
1. Do not give a hint (inadvertently) in the body of questio
n
 2. Avoid using the words always, never, often
and other adverbs that tend to be either alw
ays true or always false.
R
U
LE
S

TRUE/FALSE
 3. Avoid long sentences as these tend to be true.
Keep sentences short.

R
U
LE
S

TRUE/FALSE
 3. Avoid long sentences as these tend to be true.
Keep sentences short.

R
U
LE
S

TRUE/FALSE
 4. Avoid trick statements with some minor misleading word
or spelling anomaly, misplaced phrases, etc.

A wise student who does not know the about the

R subject
thus get the
matter may detect this strategy and
answer correctly.
U
LE
S

TRUE/FALSE
 5. Avoid quoting verbatim from reference materials
or textbooks.

This practice sends wrong signal that it is

R necessary to memorize the textbook word for
word and thus, acquisition of higher thinking
U skills are not given importance.

LE
S 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
or always. Moderately worded statements are
more likely to be true than false. Statements with
many, oft en, sometimes, generally,
TRUE/FALSE frequently or so me should be avoided.
 7. With true or false questions, avoid grossly
disproportionate number of either true or false
statements or even patterns in the occurrence
R of true and false statements.

U
LE
S

TRUE/FALSE
MATCHING TYPE AND
SUPPLY TYPE ITEMS
 MATCHING TYPE

Consist of a column of key words presented on

the left side of the page and a column of options
placed on the right side of the page. Student are
required to match the options associated with t
he given key word(s)

May be considered as modified multiple choice

type items.
Keywords:
PREMISES the items in column for which a match
is sought.

RESPONSES the items in the column from which t he

selection made.
USE OF MATCHING TYPE

The ability to identify the relationship between t

wo things and sufficient number of homogenous p
remises and responses can be obtained, A matching ex
ercise seems most appropriate.
It is compact and efficient method of measuring s
uch simple knowledge outcomes. Some teachers c
onsidered the relationship important in a variety f
ields.
EXAMPLE: Match the items in column A with the items in colu
mn B.
A B
1. Magellan a. First President of the Republic
2. Mabini b. National Hero
3. Rizal c. Discovered the Philippines
4. Lapu- Lapu d. Brain of Katipunan
5. Aguinaldo e. The Great Printer
f. Defended Limasawa Island

Matching type items ,unfortunately ,often test lower order thinking skills
(knowledge level) and are unable to test higher order thinking skills such as
application and judgment skills.
 A variant of the matching type items is the data sufficiency
and comparison type of test illustrated below:

EXAMPLE: Write G if the item on the left is greater than the item on the rig
ht;
L if the item on the left is less than the item on the right;
E if the item on the left equals the item on the right and
D if the relationship cannot be determined.
A B
1. square root of 9 ______ a. -3
2. square of 25 ______ b. 615
3. 36 inches ______ c. 3 meters
4. 4 feet ______ d. 48 inches
5. 1 kilogram ______ e. 1 pound

The data sufficiency test above can, if properly constructed, test higher order
thinking skills. Each item goes beyond simple recall of facts and, in fact requires
the student to make decisions.
Another useful devices for testing lower order thinking skills is the supply type
of test. 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.

EXAMPLE:
The study of life and living organisms is called .

Supply type test depend heavily on the way that the stems are constructed. these t
est allow for one and only one answer .
 Possible to construct supply type of test that will test
higher order thinking as the following example will show:

EXAMPLE:
Write an appropriate synonym for each of the following.
Each blank correspond to a letter

Metamorphose: ---------
Flourish: ----------.

The appropriate synonym for the first is change with six(6)letters while
the appropriate synonym for the second is GROW with FOUR(4)
letters.
ESSAY
 ESSAY
Essay tests let students display their overall understanding
of a topic and demonstrate their ability to think critically, organi
ze their thoughts, and be creative and original.
 STRENGTHS & LIMITATIONS
OF ESSAY ITEMS
STRENGTHS
Measures higher-order thinking skills
Easy to prepare
Have a good effect on students learning
Present a more realistic task to the student

LIMITATIONS
Limited sampling of content
Time-consuming to score
Difficult to score objectively and reliably
 RESTRICTED RESPONSE

Content is usually limited by restricting the scope of the topic to

be discussed
TY
PE
S EXAMPLE:
OF What are the main body parts of plant?
ES
Describe each part.
SA
Y
ITE
M EXTENDED RESPONSE

The student is generally free to select any factual

information that can help in organizing the response.

EXAMPLE:
ESSA
LogoType
Comment on the term New Normal that refers to
the environment condition and climate change.
Y
WRITING GOOD ESSAY ITEMS
1.
 SCORING ESSAYS
1. Prepare scoring criteria or model answer.
S
U
G
G
E
S
TI
O
N
S

ESSA
Y
 SCORING ESSAYS
1. Prepare scoring criteria or model answer.
S
U
G
G
E
S
TI
O
N
S

ESSA
Y
Enumeration &
Filling of Blanks
Enumeration and Filling of Blanks

Present a test question as text and

blank spaces where the user must enter the corre
ct answer for each blank space.
Lesson Plan in Assessment of Learning 1

I. Objectives: Students must be able to:

Construct Objective Tests
Construct a Table of Specifications
II. Subject-Matter/Content:
Topic: Development of Assessment Tools: Knowledge and Reasoning
References: Internet, Assessment of Learning 1 by Rosita de
Guzman-Santos, Ph.D.
Materials: Computer, Projector, White board
III. Procedure:
A. Preparation
1. Ask what the students know about the topic.
B. Lesson Proper
1. Lecture
2. Q and A with students
IV. Evaluation:
Test Yourself Quiz
Test Question Draft
DEVELOPMENT OF ASSESSMENT TOOLS: KNOWLEDGE AND REASONING

Name: ___________________________________________ Block:______ Date:_______

______
Test I. Read each item carefully and write F if the statement is False and T if the statement is tru
e.
____1. Multiple choice is a binomial-choice test.
____2. True-False Test tests the higher order thinking skills
____3. Matching Type is considered as the modified multiple choice type items.
____4.Supply Type Items is classified as non-objective tests.
____5. Multiple Choice Test has two parts, the stem and the option.
____6. Multiple Choice Test only have two options.
____7. True-False Test has more than two options in each item.
____8. Supply Type Items consist of a stem and a blank
____9. One of the 14 types of abilities that can be measured by essay items is Questions on c
ause and effect.
____10. Long sentences on True-False test tend to be true, hence it should be avoided.
Test Question Draft
Test II. Create a question on the topic Basic Concepts in Assessment using one of the Types of O
bjective Tests. (5pts.)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____
Test III. Choose an appropriate Type of Objective Test to be use on the following test objectives.
Write your answer on the blank provided.

1. Identify the subject and the verb in each sentence. ___________________________

2. Determine the parts of a sewing machine. _____________________________________
3. Summarize the process of photosynthesis. _____________________________________
4. Construct a sentence using subject and predicate. ____________________________
5. Determine the elements of Religion. ___________________________________________
6. Explain the separation of church and state. ____________________________________
7. Give the steps in planning for a test.____________________________________________
8. Forming appropriate verb forms. _______________________________________________
9. Compare and contrast things using the adjective. _____________________________
10. Identify a valid and invalid argument. _________________________________________
Test Question Draft
Test IV. Construct a simple TOS and state below the TOS what kind of objective Tests
You are going to apply.

No.
Item
LEVEL OBJECTIVE Of %
number
points
Knowledge
Comprehensio
n
Application
Analysis
Synthesis
Evaluation
Total
 THANK YOU!

END