UNFAMILIAR TERMINOLOGIES IN SCIENCE

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 aa apoptosis benthos bruxism

erubescent exsanguine degust entomophagy

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abomasum apoptosis bezoar bruxism

cerulean exsanguine emmetropia entomophagy

hallux glabrous hwyl incrassate

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autotomy benthos bezoar bruxism

deglutition degust emmetropia entomophagy

hoggin humdudgeon hwyl incrassate

lablab orrery pollex pinguid

ergometer erubescent cerulean exsanguine

deglutition degust emmetropia entomophagy

incunabula ingurgitate jumentous kinnikinnick

lablab orrery pollex pinguid

 furuncle fuscous hallux glabrous

hoggin humdudgeon hwyl incrassate

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BARRIERS IN TEST CONSTRUCTION
Ms. Alanganin – confusing statements
Mr. Highfalutin – difficult vocabulary
Ms. Madaldal – excessive wordiness
Ms. Magulo – complex sentence structure
Ms. Malabo – unclear instructions
Mr. Pulpol – unclear illustrative materials
Ms. Foringer – linguistically bound words
Ms. Colonial Mentality – culturally bound words
“To be able to prepare a good
test, one has to have a
mastery of the subject matter,
knowledge of the pupils to be
tested, skill in verbal
expression and the use of the
different test format”
Evaluating Educational Outcomes
(Oriondo & Antonio)
Types of Tests
 WHAT IS A TEST?
• A set of written or
spoken questions used
for finding out how
much someone knows
about a topic
(Macmillian Dictionary)
TYPE OF TESTS
EDUCATIONAL TESTS
- Primary function is the
measurement of results or
effects of instruction.

Ex. Achievement Tests.

PSYCHOLOGICAL TESTS
- Measures the tangible aspects of
behaviour such as attitudes, interests,
emotional adjustment, intelligence and
ability.

• Ex. Personality Tests

MASTERY TESTS
- Achievement tests which measure
the degree to which an individual has
mastered certain instructional
objectives or specific learning
outcomes.
SURVEY TESTS
- Measure a student’s general level
of the achievement regarding a
broad range of learning outcomes.
INDIVIDUAL TESTS
- Administered on a one-to-one
basis using questioning

Ex. Individual Intelligence tests

GROUP TESTS

- Administered to
groups of individuals
POWER TESTS
• Items are arranged in increasing
order of difficulty
• Measures the individual’s ability to
answer more and more difficult item
within a given field.
SPEED TESTS
- The speed and accuracy with
which the pupil is able to
respond to the items are then
measured.
VERBAL TESTS

- Makes use of words

- Mental test consists of items measuring
vocabulary, verbal reasoning, comprehension
etc.

Examples: Verbal reasoning test, aptitude test etc.

Who is the thief in the famous Indian
play “The Little Clay Cart”?
• A. Charudatta
• B. Vasantasena
• C. Mendria
• D. Sharvilaka
You got it
right!
D. Sharvilaka
NONVERBAL TESTS

- Paper and pencil tests or oral tests

- May involve drawings or physical
objects
Example: Non-verbal reasoning test
NON-VERBAL REASONING TESTS
INFORMAL TESTS
- Constructed by class-room
teachers

Ex: quizzes, long tests, etc.

STANDARDIZED TEST
- Constructed by text experts,
administered and scored under
standard conditions
Ex:
NCEE, NAT
CRITERION-REFERENCED
TEST
- Compares an individual's performance to the
acceptable standard of performance
- Requires completely specified objectives.

Applications
- Diagnosis of individual skill deficiencies
- Evaluation and revision of instruction
NORM-REFERENCED TEST

- Compares an individual's performance

to the performance of others.
- Requires varying item difficulties.

Ex: College entrance exams

 PLANNING
(Writing Objectives, Table of
Specifications)
 TABLE OF
SPECIFICATIONS
Definition
- A plan prepared by a classroom
teacher as a bases for a test
construction.
- A two-way chart which describes a
topics to be covered by a test and
the number of items or points which
will be associated with each topic.
Preparing Table of Specifications
Tables of specifications have
some commonalities. Among
them are course content,
behaviour, number of test items,
placement and percentage.
Selecting Appropriate Item Format
- Some item formats are less
appropriate than others for
measuring certain objectives.
Example #1:

“student will be able to organize

his ideas and write them in
logical and coherent fashion,”
Example #2:

“to obtain evidence of the pupils

factual recall of names, places,
dates, and events,”
Building Table of Specifications
- Preparing a list of instructional
objectives
- Outlining the course content,
- Preparing two-way chart.
 I. Remembering
Exhibit memory of previously learned material by recalling facts terms,
basic concepts, and answers.

1. Choose 11. Relate

2. Define 12. Select
3. Find 13. Show
4. How 14. Spell
5. Label 15. Tell
6. List 16. What
7. Match 17. When
8. Name 18. Where
9. Omit 19. Which
10. Recall 20. Who
21. Why
 Il. Understanding
Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas.

1. Classify 8. Infer
2. Compare 9. Interpret
3. Contrast 10. Outline
4. Demonstrate 11. Relate Rephrase
5. Explain 12. Show
6. Extend 13. Summarize
7. Illustrate 14. Translate
 Ill. Applying
Solve problems to new situations by applying acquired
knowledge, facts, techniques and rules in a different way.

1. Apply 9. Make use of

2. Build 10. Model
3. Choose 11. Organize
4. Construct 12. Plan
5. Develop 13. Select
6. Experiment with 14. Solve
7. Identify 15. Utilize
8. Interview
 IV. Analyzing
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to support
generalizations.

1. Analyze 9. Dissect 17. Motive

2. Assume 10. Distinguish 18. Relationships
3. Categorize 11. Divide 19. Simplify
4. Classify 12. Examine 20. Survey

5. Compare 13. Function 21. Take part in

6. Conclusion 14. Inference 22. Test for

7. Contrast 15. Inspect 23. Theme
8. Discover 16. List
 V. Evaluating
Present and defend opinions by making judgments about information,
validity of ideas, or quality of work based on a set of criteria.

1. Agree 12. Defend 23. Mark

2. Appraise 13. Determine 24. Measure
3. Assess 14. Disprove 25. Opinion
4. Award 15. Estimate 26. Prioritize
5. Choose 16. Evaluate 27. Prove
6. Compare 17. Explain 28. Rate
7. Conclude 18. Importance 29. Recommend
8. Criteria 19. Influence 30. Rule on
9. Criticize 20. Interpret 31. Select
10. Decide 21. Judge 32. Support
11. Deduct 22. Justify 33. Value
 VI. Creating
Compile information together in a different way by combining elements in a
new pattern or proposing alternative solutions.

1. Adapt 12. Develop 23. Minimize

2. Build 13. Discuss 24. Modify
3. Change 14. Elaborate 25. Original
4. Choose 15. Estimate 26. Originate
5. Combine 16. Formulate 27. Plan
6. Compile 17. Happen 28. Predict
7. Compose 18. Imagine 29. Propose
8. Construct 19. Improve 30. Solution
9. Create 20. Invent 31. Solve Suppose
10. Delete 21. Make up 32. Test
11. Design 22. Maximize 33. Theory
 REFERENCES
• https://www.google.com.ph/search?q=blooms+taxonomy&source=lnms&tbm=isch&sa=X&ei=5
VeuU6zqCZDwoATxz4LQCg&ved=0CAYQ_AUoAQ&biw=1440&bih=775#q=blooms+taxonomy
+revision&tbm=isch&facrc=_&imgdii=_&imgrc=N0V5IEkfhQeDfM%253A%3BDmhJKtP8LsC7f
M%3Bhttp%253A%252F%252Fclickerquestions.pbworks.com%252Fw%252Ff%252FBloomin
g%252520Peacock.png%3Bhttp%253A%252F%252Fclickerquestions.pbworks.com%252Fw
%252Fpage%252F31115153%252FWriting-questions-based-on-Bloom's-
taxonomy%3B742%3B497
• http://en.wikipedia.org/wiki/Bloom's_taxonomy
• http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-
objectives/writing-objectives
• - See more at: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-
objectives/writing-objectives#sthash.M2LNJ04F.dpuf
• http://www.specialconnections.ku.edu/?q=assessment/quality_test_construction/teacher_tools
/table_of_specifications
 CONSTRUCTING
(DECIDING ON THE TEST FORMAT
AND WRITING TEST)
A. CONSTRUCTING/IMPROVING
MAIN STEM

• The main stem of the test item

may be constructed in question
form, completion form or direction
form.
QUESTION FORM

Which is the same as four hundred

seventy?
a.
b.
c.
COMPLETION FORM
Four hundred seventy is the same
as_____.
a.
b.
c.
DIRECTION FORM
Add: 22
+ 43
a.
b.
c.
• The main stem should be clear.
• The question should not be trivial.
• Questions that tap only rote learning
and memory should be avoided.
• Questions should tap only one ability.
• Each question should have only one
answer, not several possible
answers.
B. CONSTRUCTING/IMPROVING
ALTERNATIVES

• Alternatives should be as closely related to each other as

possible.
• Alternatives should be arranged in natural order.
• Alternatives should be arranged according to length: from
shortest to longest or vice versa.
• Alternatives should have grammatical parallelism.
• Arrangemant of correct answers should not follow any
pattern.
RULES FOR CONTRUCTING ALTERNATIVE-
RESPONSE ITEMS

• Avoid specific determiners.

• Avoid a disproportionate number of either true or false
statements.
• Avoid the exact wording of the textbook.
• Avoid trick statement.
• Limit each statement to the exact point to be tested.
• Avoid double negatives.
• Avoid ambiguous statements
• Avoid unfamiliar, figurative, or literary language
• Avoid long statements, especially those involving complex
sentence structures.
• Avoid quantitative language wherever possible.
• Commands cannot be “true” or “false”.
• Require the simplest possible method of indicating the
response.
• Indicate by a short line by () where the response is to be
recorded.
• Arrange the statements in groups.
 RULES FOR CONSTRUCTING COMPLETION
ITEMS

• Avoid indefinite statements

• Avoid over mutilated statements
• Omit key words and phrases, rather than trivial details.
• Avoid lifting statements directly from the text.
• Make the blanks of uniform length.
• Avoid grammatical clues to correct the answer.
• Try to choose statements in which there is only one correct
response for the blanks.
• The required response should be a single word
or a brief phrase.
• Arrange the test so that the answers are in the
column at the right of the sentences.
• Avoid unordered series within an item.
• Prepare a scoring key that contains all
acceptable answers.
• Allow one point for each correctly filled blank.
SUGGESTIONS FOR CONSTRUCTING
MATCHING EXERCISES
• Be careful about what material is put into the question
column and what is put into the option column.
• Include only homogenous material in each matching
exercise.
• Check each exercise carefully for unwarranted clues that
may indicate matching parts.
• Be sure that the students fully understand the bases on
which matching is to be done.
• Out items on the left and number them, put options
on the right and designate them by letters.
• Arrange items and options in systematic order.
• Place all the items and options for a matching type
exercise on a single page, if possible.
• Limit a matching exercise to not more than 10-15
items.
SUPPLY TESTS
- require examinees to recall
and supply the answer

Ex. essay tests

USES OF ESSAY TESTS
• Assess the ability to recall, organize,
and integrate ideas.
• Assess the ability to express oneself in
writing.
• Assess student understanding of
subject matter.
ADVANTAGES OF USING ESSAY
QUESTIONS

• Allows the student to express himself in

his own words.
• Measures complex learning outcomes.
• Promotes the development of problem-
solving skills.
ADVANTAGES OF USING ESSAY QUESTIONS
• Easy and economical to administer.
• Encourages good study habits in students.
• Does not encourage guessing and cheating
during testing.
TYPES OF ESSAY QUESTIONS
1. Restricted-Response Essay
Questions

• Limits both the content and response

• Useful for measuring learning outcomes
requiring interpretation and application
of data in a specific area.
Example
Describe two situations that demonstrate
the application of law and demand. Do not
use those examples discussed in the
class.
ADVANTAGES OF RESTRICTED RESPONSE
QUESTIONS

• Restricted response question is

more structured.
• Measure specific learning
outcomes.
• Provide for more ease of
assessment.
LIMITATIONS OF RESTRICTED RESPONSE
QUESTIONS

• Restricts the scope of the topic to

be discussed and indicating the
nature of the desired response
TYPES OF ESSAY QUESTIONS

2. Extended Response Essay

Questions
- Used to select information that they
think is pertinent, to organize the answer
in accordance with their best judgment,
and to integrate and evaluate ideas as
they think suitable.
EXAMPLE OF EXTENDED RESPONSE ESSAY
QUESTIONS

Imagine that you and a friend found a

magic wand. Write a story about an
adventure that you and your friend
had with the magic wand.
• .
ADVANTAGES OF EXTENDED
RESPONSE QUESTIONS

• Measures learning outcomes at the

higher cognitive levels
• Expose the individual differences in
attitudes, values and creative ability
LIMITATIONS OF EXTENDED
RESPONSE QUESTIONS

• Insufficient for measuring

knowledge of factual materials

• Scoring is usually difficult and

unreliable
GENERAL AND SPECIFIC GUIDELINES IN
CONSTRUCTING TESTS

1.Restrict the use of essay questions

to those learning outcomes that
cannot be satisfactorily measured by
objective items.
2. Construct question that will
call forth the skills specified in
the learning standards.
Example:
Write a two page statement defending the
importance of conserving our natural
resources? (Your answer will be
evaluated in terms of its organization,
comprehensiveness, and relevance of the
arguments presented.)
3. Phrase the question so that the
student’s task is clearly indicated.

• Make it as specific as Possible

Example
Poor: Why do birds migrate?
Better: State three hypotheses that might
explain why birds migrate south in the fall.
Indicate the most probable one and give
reasons for your selection.
Example:
Poor: Compare the Democratic and Republican
parties.

Better: Compare the current policies of the

Democratic and Republican parties with regard
to the role of government in private business.
Support your statements with examples when
possible. (Your answer should be confined to
two pages. It will be evaluated in terms of the
appropriateness of the facts and examples
presented and the skill with which it is
organized.)
4. Indicate an approximate time and
limit for each question.

• As each question is constructed,

teacher should estimate the
approximate time needed for a
satisfactory response.
5. Avoid the use of optional questions

• The use of optional questions might

test the validity of the test results in
the other way.
 SCORING ESSAY QUESTIONS
Tips to remember…
• Use clear specifications of scoring
criteria
• Inform students of scoring criteria
• Use an initial review to find “anchor”
responses for comparison
• Use descriptive rather than judgmental
scores or levels (“writing is clear and
thoughts are complete” vs. “excellent”)
SCORING FOR RESTRICTED RESPONSE ESSAY
QUESTIONS
• In most instances, the teacher should
write an example of an expected
response
• For example, if the student is asked to
describe three factors that contributed
to the start of the Civil War, the teacher
would construct a list of acceptable
reasons and give the student 1 point for
each of up to three reasons given from
the list
SCORING FOR EXTENDED-RESPONSE ESSAY
QUESTIONS

Analytic Scoring Rubrics

• Consist of a rubric broken down into
key dimensions that will be evaluated
• Enables teacher to focus on one
characteristic of a response at a time
• Provides maximum feedback for
students
Holistic Scoring Rubrics
• Yield a single overall score taking into
account the entire response
• Can be used to grade essays more
quickly
• Does not provide as much specific
feedback as analytic rubric
• Should not consist of scores alone, but
rather contain scores accompanied by
statements of the characteristics of the
response
• Example Table 10.3 and 10.4
 SUGGESTIONS FOR SCORING ESSAY
QUESTIONS

• Prepare an outline of the expected

answer in advance and use a clear
scoring rubric
• Use the scoring rubric that is most
appropriate
• Decide how to handle factors that
are irrelevant to the learning
outcomes being measured
• Evaluate all responses to one question
before going on to the next one
• When possible, evaluate answers
without looking at the student’s name
• If especially important decisions are to
be based on the results, obtain two or
more independent ratings
• Look out for bluffing! Page 247
EVALUATION
DISCUSSANT:
MAIRODEN MISLANG GUEVARRA
First Tryout Third Tryout

Second Tryout
A.First Tryout
Item Analysis-
process of examining the pupils’
responses to each test item.

Specifically, what one looks for is the difficulty and

discriminating ability of the item as well as the
effectiveness of each alternative.
 U-L Index Method (Stocklein, 1957)
Steps in using this method:

1. Score the papers and rank them from highest to lowest

according to the total score.

2. Separate the top 27% and the bottom 27% of the papers.

3. Tally the responses made to each test item by each

individual in the upper 27% group.

4. Tally the responses to each test item by each individual in the

lower 27% group.
U-L INDEX METHOD (STOCKLEIN, 1957)

5. Compute the percentage of the upper group that got the

item right and call it “U”.
6. Compute the percentage of the lower group that got the
item right and call it “L”.
7. Average U and L percentage and the result is the difficulty
index of the item.
8. Subtract the L percentage from the U percentage and the
result is the discrimination index.
.00 - .20 Very Difficult

.21 - .80 Moderately Difficult

.81 – 1.00 Very Easy

DIFFICULTY INDEX AND DISCRIMINATION INDEX

Difficulty Index- we mean the percentage of

the pupils who got the item right. It can also be
interrupted as how easy or how difficult an item
is.

Discrimination index- separates the bright

pupils from the poor ones. Thus, a good test
item separates the bright from the poor pupils.
B. Second Tryout
After analyzing the results of the first tryout, test
items are usually revised for improvement. After
revising those items which need revision, another
tryout is necessary.
The revised form of the test is
administered to a new set of samples. The same
conditions as in the first tryout are followed
C. THIRD OR FINAL TRYOUT
After two revisions, the test is
considered ready to be in its final form.
The test is now in good terms of the
difficulty and the discrimination indices.
The test is ready to be tested for
reliability and validity.
ESTABLISHING THE TEST
VALIDITY

• Validity can be best defined as the

degree to which a test is capable of
achieving certain aims. It is
sometimes defined as truthfulness.
 KINDS OF VALIDITY

Criterion- Related
Content Validity
Validity Construct Validity

Related to how adequately the The degree to which the test

content of the test samples the
domain about which inferences
are to be made
Pertains to the empirical
technique of studying the
relationship between the test
and some independent
external measures (criteria).
scores can be accounted for
by certain explanatory
constructs in a psychological
theory
OTHER TIPS IN MAKING A
MULTIPLE CHOICE
TYPE OF TEST
Font
•Size/Type –minimum font size of point 12
should be used.
•A sans serif type face such as Verdana,
Calibri or Arial.
•Avoid underlining and use of italics. It is better
to use bold to format documents.
•Ensure documents are left aligned, not fully
justified.