test development process final_de jorge

8/2/2019 Test Development Process Final_de Jorge

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TEST DEVELOPMENTPROCESS

ConstructionStage

Prepared by:


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Steps in Constructing Tests:

Planning

Preparing Reproducing

Administering

Scoring

Evaluating

Interpreting


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Preparing the test

The first draft of the test should be prepared as early aspossible.

The test should include more than one type of objectiveitems to minimize monotony on the part of the examinee.

The items should be arranged in an ascending order of

difficulty.

More items should be included in the first draft of the testfor possible inclusion in the final draft.

The first and final drafts of the tests should be revised and

refined.


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Basic test item formats:

Provided by John Boker, PhD.

Multiple-choice

Matching

Alternative

Completion/Short-answer

Essay


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MULTIPLE-CHOICE

This test is made up of items which consists ofthree or more plausible options in each item. Thechoice is multiple in the sense that student mustchoose only one correct or best option from the

rest.

The multiple-choice test is regarded as one of

the best test forms in testing outcomes. This formis most valuable and widely used in standardizedtests due to its flexibility and objectivity in scoring.


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MULTIPLE-CHOICE

Advantages Disadvantages

Can measure all levels of student

ability.Enables wide sampling of subject

content .Quick and easy to score.Enables objective scoring.Can be analyzed for

effectiveness.

Difficult to construct good items.Tendency to measure simple

recall.


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Suggestions for the Constructionof Multiple-Choice Test

Statements borrowed from textbooks or other reference materialsmust be avoided.

All options must be plausible with each other to attract the studentsto choose incorrect responses where only those with highintellectual levels can get the best option.

All options must be grammatically consistent.

Articles an and a are avoided as last word in an incompletesentence.

Four or more options must be provided in each item to minimizeguessing.

The order of correct answer in all items are randomly arranged

rather than following a regular pattern.


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Stem-and-option variety:

It is most commonly used in

classroom testing, boardexaminations, civil serviceexaminations and many others. Thestem serves as the problem and is

followed by four or more optionsfrom which the examinees select thecorrect answer or best option.


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Sample:

A cognitive domain of

behavioral objective that

judges the value of a workby use of external standards

of excellence is

1. Analysis2. Synthesis

3. Evaluation

4. Comprehension

1 2 543


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Setting-and-option variety:

The optional response to this type

of test are dependent upon a setting orfoundation of some sort. The settingcan consist of a graphicalrepresentation, equation, picture,

sentence, paragraph, or some formsof representation.


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Sample:

Graphical representation

The total apples sale for the month of December is 1.___1____

1. P 1000

05

10

15

Sales of apples

Month


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Group-term variety:

This variety consists of a group ofwords or terms in which one does notbelong to the group.

Sample:

Choose the word which does not belong to the group. Write thenumberonly

as your answer at the right column.


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Contained-options variety:

This variety is designed to identifyerrors in a word, phrase, sentence orparagraph.

Sample:

1. Bread and butter are staple food for Americans. No error

1 2 3 4 5 6

1 43 52


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MATCHING TYPE

This type consists of two columnsin which proper pairing relationship oftwo things is strictly observed. For

instance, Column A is to be matchedwith Column B.


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MATCHING TYPE

ADVANTAGES DISADAVANTAGES

Relatively easy to

construct.Conserves examinees

reading time .Enables efficient and

objective scoring.

Generally unsuitable for

testing higher-order

abilities.Tendency to measure

simple recall.


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Suggestions for the Construction ofMatching Type

1. Avoid using heterogeneous material in matching exercise. Thus,only homogeneous material must be used. (ex. If item 1 answer isname of person, hence, all the items question must be answered

with name of person.

2. Unbalanced matching type is preferable.

3. Each category must be grammatically consistent

4. All options, including distractors or wrong responses, must be

plausible or closely related with each other.

5. The item column must be places at the left or Column A and theoption column at the right or Column B.

6. Option column must be arranged in alphabetical order and dates inchronological order to facilitate the selection of the correct answer.

7. There should be only one correct response in each item


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Sample:

Direction: Match Column A with Column B. Write the letteronly as

your answer at the right column.

Column A Column B

1. A kind of test which is a predictive a. accomplishment 1._c_

measure of persons likelihood of

benefit from instruction or b. achievement 2._g_

experience in a given field.

2. A test used to determine the grade or c. aptitude 3. _i_

year level the pupil be enrolled after

quitting from school for several years. d. diagnostic 4._f_

3. A test which predicts how well a person

is likely to do in a certain school subject e. intelligence 5._h_or task.


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ALTERNATIVERESPONSE

This test consists of a series of

items where it admits only one correctresponse in each item from the two orthree constant options to be chosen.

This type is commonly used in

classroom testing, particularly, thetwo-constant alternative type or trueor false type. Other forms are right-

wrong, plus-minus, yes-no, correct-


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TRUE/FALSE

ADVANTAGES DISADVANTAGES

Efficient for testing

large sample of

information.Enables efficient

and objective

scoring.

Permits high guess

factor.Difficult to construct

effective items.


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Suggestions for the Constructionof True-False Test

1. The test items must be arranged in groups of five to facilitatescoring. The groups must be separated by two single spaces andthe items within a group by a single space.

2. In indicating response, it must be simple as possible where a singleletter is enough to facilitate scoring, for instance, T for True and Ffor False or X for True and O for False, and many others.

3. The use of similar statements from the book must be avoided tominimize rote memory in studying.

4. The items are carefully constructed so that the language is withinthe level of the students/examinees, hence, flowery statements areavoided.

5. Specific determiners like all, always, none, never, not,nothing, and no are more likely to be false and should be

avoided.


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Sample:

Direction: Write X if the statement is true and O, if false. Do not guess,right minus wrong. Write your answer at the right column.

1. Essay examination is easy to score. 1. ___O___

1. Objective type of test saves time and 2. ___X___

energy in answering the questions.

3. Objective type of test is easy to construct. 3. ___O___

3. Essay examination encourages cheating 4. ___O___


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COMPLETION/SHORTANSWER

This test is one of the easiest toconstruct among the objective typeswhere the item appears as a direct

question, a stimulus word or phrase, ora specific direction. The responserequires the subject to recall

previously learned material and theanswers are usually short consisting ofeither a word or a phrase.

This test is applicable in natural


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COMPLETION/SHORTANSWER


Minimizes guessingEnables coverage of

fairly wide content.Relatively easy to

construct.

Measures limited range

of abilities.Cannot be machine-scored.Scoring is highly

dependent onjudgement.


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Suggestions for the Constructionof Completion Test

Avoid:

1. Indefinite statements.

2. Over mutilated statements.3. Giving the student unwarranted

clues to the desired response.

But,

Arrange the test so as to facilitatescorin


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ESSAY

Essay examination consists ofquestions to which the studentsrespond in one or more sentences to a

specific questions or problem. It iswidely considered as a measuringinstrument for evaluating knowledge

of the subject matter or to measureskill in writing where it tests student'sability to express his ideas accuratelyand to think critically within a certain

eriod of time. In other words, an


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ESSAY


Can be quickly and

easily constructed.

Eliminates guessing .Can test higher order of

thinking .

Limits amount of

content sampled.Time-consuming toscore.Results in low scoring

reliability.


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SUGGESTIONS INCONSTRUCTING AN ESSAY

v If an essay examination to be usedeffectively in the classroom, it mustbe planned and constructed carefully

in advance.

v It must show major aspects of thelesson in framing questions, so care

must be taken to distribute questionsevenly among the different units.

v After the test has been planned and

the questions have been written


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v In assembling the test questionsinto a final form, the teacher shouldbe careful that he phrases the

questions vividly so that its cope willbe clear to the students.

v Time limit on the coverage of each

question should be reckoned so thatstudents have adequate time toanswer.

test development process final_de jorge

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