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Test Construction SDO QC AP HUMSS 2023

This document discusses test construction and validation. It covers topics like the purpose of testing, types of tests, barriers in test construction, characteristics of good tests, tips for writing multiple choice questions, and the process of test validation. The key points are that tests should be valid, reliable, and usable; evaluate what was taught; and be constructed carefully following best practices like having unambiguous questions and response options. The goal of testing should be student improvement rather than punishment.

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Mc Kenneth Baluyot
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107 views

Test Construction SDO QC AP HUMSS 2023

This document discusses test construction and validation. It covers topics like the purpose of testing, types of tests, barriers in test construction, characteristics of good tests, tips for writing multiple choice questions, and the process of test validation. The key points are that tests should be valid, reliable, and usable; evaluate what was taught; and be constructed carefully following best practices like having unambiguous questions and response options. The goal of testing should be student improvement rather than punishment.

Uploaded by

Mc Kenneth Baluyot
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TEST CONSTRUCTION

by Dr. Jenalyn I. Datuin

MC KENNETH M. BALUYOT – MTII, KNLHS


13 % of students who got
low grades in exams are
caused by faulty test
questions
WORLDWATCH
The Philadelphia Trumpet
“The evaluation of pupils’
progress is a major aspect of
the teacher’s job.”

Evaluating Educational outcomes


( Oriondo & Antonio)
Old belief about Teaching
Education is the process where the
notes of the teachers or the content in
the books are transferred to the
notebooks of the students, without
understanding them.
( Wiggins, 2009)
In your lesson plans, did you
ever bother to ask this
question:

• How do you know if you


have achieved your desired
result?
Sins of Testing
• Using test as a punishment rather than a
constructive tool
• Making tests takes the place of teaching
rather than serving as an evaluation tool
• Utilizing test to prove rather than improve
• Giving test that do not accurately reflect
the teaching that took place
• Delaying the return of the test papers
• Absence of satisfactory corrections and
explanations of errors
• Not analyzing the test after administering them
• Not discarding bad items
• Not giving feedback about tests
• Not preparing students for tests
• Lack of testing knowledge and training
• Using one testing method to tap given
knowledge
To avoid sins in testing we
should….
• Judge students’ performance against their own
knowledge
• Use tests for improvement
• Utilize tests to evaluate our teaching
• Use tests along with teaching and learning
• Construct item banks
• Tell students the purpose of the test and the
criteria for doing well
▪ Train teachers to ask students to explain
their given answers
▪ Base grades on number of tests, never on
the test
▪ Use multiple testing method to tap
knowledge of a given skill
▪ Return test papers with meaningful feedback &
not just with a numerical score
▪ Not hesitate to discard bad items or given the
whole test if it is of poor quality
• Plan the test in advance, not in the last few
minutes
• Familiarize the students with the testing method
• Make an effort to reduce students’ anxiety before a
test
• Not use test as a punishment
• Discuss test result with students
• Try to make test fun, challenging and interesting
• Examine carefully ready-made tests if they are
appropriate for the learning age and level of
students
Purpose of Testing
• Diagnose strengths and weaknesses
(Diagnoses of difficulties; assessing student’s
readiness for learning)
• Determine aptitude for learning (student
Placement)
• Measure learning (checking student’s progress)
• Gauge the effectivity of instruction
(evaluation of instruction)
• Clarify individuals (appraisal of teachers,
superiors, etc.)
What are test for?
• Inform learners and teachers of the strengths
and weaknesses of the process
• Motivate learners to review or consolidate
specific material
• Guide the planning development of the ongoing
teaching process
• Create a sense of accomplishment
• Determine if the objectives have been
achieved
• Encourage improvement
Barriers in Test Construction
❖ Confusing statements
❖ Difficult vocabulary
❖ Excessive wordiness
❖ Complex sentence structure
❖ Unclear instructions
❖ Unclear illustrative materials
❖ Linguistically bound words
❖ Culturally bound words
Characteristics of Good Tests
• Validity - the extent to which the test
measures to what is intends to measure
• Reliability – the consistency with which a test
measures what it is supposed to measure
• Usability – the test can be administered with
ease, clarity and uniformity
Other Things to Consider
✓Scorability – easy to score
✓Interpretability – test result can be properly
interpreted and is a major basis in making
sound educational decisions
✓Economical – the test can be reused
without compromising the validity and
reliability
Types of Test According to Purpose
• Diagnostic Test
• Aptitude Test
• Progress Test
• Achievement Test
• Proficiency Test
“ 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, skills in verbal
espression and the use of the different
test format”
Evaluating Educational outcomes
( Oriendo & Antonio)
5 Mostly Common Used Test Format

1. Multiple choice
2. True or false
3. Matching type
4. Fill in the blanks ( sentence completion)
5. Essay
Source: Turn out of the test questions In SST ( 2003-2007)
Table of Specification ( TOS )

A two-way chart that relates the learning


outcomes to the course content

It enables the teacher to prepare a test


containing a representative sample of the
student's behavior in each of the areas
tested
Tips in Preparing the table of
specification
• Don’t make it overly detailed.
• It is best to identify major ideas and skills
rather than specific details.
• Use a cognitive taxonomy that is most
appropriate to your discipline, including non-
specific skills the communication skills or
graphic skills or computational skills if such are
important to your evaluation of the answer
• Weigh the appropriateness of the
distribution of check against the students’
level, the importance of the test, the
amount of time available
• Match the question level appropriate to the
level of thinking skills
Test Item Distribution( Suggested)
Table of Specification ( TOS )

36 % 36 % 28 %
42 % 38 % 20 %
General Rules in Writing Test
Questions
• Number test questions continuously
• Keep your test question in each test group uniform
• Make sure layout presentable
• Do not put many test questions in one test group.
T or F: 10-15 questions
multiple choice max. of 30 questions matching type:
5 questions per test group others: 5-10 questions
Some Additional Guidelines to consider
when writing items are described below:
1. Avoid humorous items. Classroom testing is very
important and humorous items may cause students
to either not to take the exam seriously, become
confused or anxious
2. Items should measure one’s knowledge of the item
context not their level of interest.
3. Write items to measure what students know, not what
they do not know. ( Cohen & wallack)

26
Free powerpoint template: www.brainybetty.com
Multiple Choice – consist of two basic parts:
a problem (stem) and a list of suggested
solutions (alternatives).
The stem may be in the form of either a
question or an incomplete statement, and the
list of alternatives contains one correct or
best alternative (answer) and the number of
incorrect or inferior alternatives (distractors)

27
Free powerpoint template: www.brainybetty.com
Tumutukoy ito sa proseso ng pag-alis o
paglipat mula sa isang lugar o teritoryong
politikal patungo sa isang lugar pansamantala
man o permanente ang paninirahan.
STEM
A. Offshoring
B. Migrasyon
C. Globalisasyon
D. Stock Transfering
ALTERNATIVES
What to Look for on Multiple Choice
Tests
When checking the items for correctness:
❖Ensure that the stem asks a clear
question.
❖Reading level is appropriate to the
students.
❖ The stem is grammatically correct.
❖ Negatively stated stems are discouraged.

29
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Multiple Choice Questions
1. Use negatively stated stems sparingly and
when using negatives such as NOT,
underline or bold the print.
2. Use none of the above and all of the above
sparingly and when you do use them, don’t
always make them the right answer.
3. Only one option should be correct or
clearly best.
4. All options should be homogenous and
nearly equal in length.
5. The stem (question) should contain only
one idea.
6. Keep all option either singular or plural.
7. Have 4 or five responses per stem
(question)
1. Malaking letra lahat ng
Mga Dapat options
Tandaan
Hal. A. wika
sa
Pagsulat B. kultura
ng C. tradisyon
Multiple D. paniniwala
Choice
Test
• 2. Nakaayos ang mga
pagpipilian mula sa
maigsi papahaba vice
versa
Hal. A. wika
B. kultura
C. tradisyon
D. paniniwala
• 3. Kapag maigsi ang pagpipilian
isulat ito ng horizontally.
Hal. A. pana B. damit C. hikaw D. pagkain
TEST VALIDATION
INPUT RAW DATA
SUMMARY OF TEST
VALIDATION
PRINTED
RESULT
Maraming Salamat po sa
inyong pakikinig!!!!

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