TEACHERS EDUCATION PROGRAM

Bachelor of Elementary Education

THIRD YEAR

ASSESSMENT OF LEARNING 3
Ed MS6

Module 9 - 10
Construction of Sample Evaluation /Assessment Measures
Midterm– Week 9 - 10

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any other way without the express prior written consent of the owner.
 POLYTECHNIC COLLEGE OF BOTOLAN
Botolan, Zambales

Republic of the Philippines

POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan, Zambales
E-mail: [email protected]
Website: www.pcbzambales.com
Mobile number: 0949-155-1331

GENERAL INSTRUCTIONS:

1. Do not write anything on the module.

2. Read the directions carefully.
3. Perform the activities as suggested.
4. Answer all the activities/exercises.
5. Write your answers on the answer sheet provided for.
6. Add additional sheet for your answers if necessary.

I. Learning Outcomes

1. Distinguish different paper- and-pencil tests

2. Construct paper-and pencil tests in accordance with the
guidelines in test construction

II. Pre – Activity:

Try this:
Identifying truthfulness and Falsity of the statement. Write T if the statement is
true and F if it is false.

___________ 1. Paper and Pencil assessment is the most common and systematic way of
gathering information about the learners’ behavior and performance.

___________ 2. Essay tests usually consist of a question or statement to which you respond by selecting the best
answer from among a number of choices.

___________ 3. True-false tests contain statements that the student marks as being either true or false. In order to
qualify as true, all parts of the statement must be true. In general, true-false tests check your knowledge of facts.

___________ 4. Multiple-choice tests require students to write answers to statements or questions.

___________ 5. To complete a matching assessment activity, you must select one item from each of two columns.
The two items must fit together correctly based on the assessment directions.

III. LESSON PROPER:

Lesson: Types of Paper – and – Pencil Test

Paper and Pencil assessment refers to traditional student assessment formats such as
written test and other standardized tests. The different types of items in a paper-and pencil test: True
or False, Multiple Choice, Matching, Completion, Constructed Response and Essay. Development of
such tests require careful planning in terms of actual construction

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any other way without the express prior written consent of the owner.
 A. Constructing a Selected – Response Type

A.1 True – False Test

This type of Binomial Choice or alternate response test are tests that have only two (2) choices or
options such as true or false, right or wrong, good or bad and so on. A student who knows nothing of the
examination can make a guess and have a 50% chance of getting the correct answer. To offset this, a
modified true or false can be given where students explain their answer and disregard a correct answer if
the explanation is incorrect. Here are some rules in constructing true or false items.
1. Do not give hint in the body of the question.
2. Avoid using the words “always,” “never,” “often” and other words that tend to be always true or
always false.
3. Avoid long sentences as these tend to be “true.” Keep sentences short.
4. Avoid trick statements with some minor misleading or misspelled word.
5. Avoid getting verbatim from textbooks or reference materials. Students may think that they need to
memorize the book word for word.
6. Avoid specific determiners or give-away qualifiers. Statements with ‘never” “no” “all” or “always are
strongly worded statements that tends to be false than true. Moderately worded statement use
“many” “often” “sometimes” “generally” “frequently” or “some” are more likely to be true than false
and should be avoided.
7. Avoid systematic patterns in the occurrence of true or false statements. Students may sense it and
will get the correct answer not because they know the answer but sense the pattern.
8. Avoid double negatives. This makes the test unclear and confuse the students.

Mental Exercise 1:

Give one (1) non example of rule no 2, 3, 4,7,8. Improve on the non - examples for them to be a good
example.

A.2 Multiple Choice Test

The multiple choice type of test is a test in which students are asked to select the correct or best answer
of the choices from the list. It has more than two (2) options per item to choose from. There are two parts
in a multiple choice type of test a.) the stem and b.) the options. In the set of options, there is a correct or best
option and the rest are considered distracters. The distracters are attractive enough for those who are guessing
but have no appeal to those who know the answer. This feature of multiple - choice type of test that test the
higher order thinking skills of students. There are also rules of thumb to follow in constructing multiple choice test.
1. Do not use unfamiliar words, terms and phrases. Phrase the stem for only one correct answer.
2. Do not use modifiers that are vague and has different meanings from one person to another such as
much, often, usually, etc.
3. Avoid complex or awkward word statements. Also avoid use of negatives in the stem as this may
add comprehension difficulties.
4. Do not use negatives or double negatives to avoid confusion. Use only simpler statement.
5. Each stem item should be short as possible.
6. Distracters should be reasonable and attractive.
7. All multiple choice options should be grammatically consistent with stem.
8. The length, clarity or degree of technicality of alternatives should not be the determinants of the
correctness of the answer.
9. Avoid stems that reveal answer to another item.
10. Avoid alternatives that are synonymous with others or are the same.
11. Avoid presenting items in the same order as in the text.
12. Avoid use of assumed qualifiers that students may not be aware of.
13. Avoid use of unnecessary words or phrases that are not relevant to the problem at hand.
14. Pack the question in the stem. Avoid question with no answer.
15. Use the ‘None of the above” option only when the keyed answer is totally correct. “none of the
above” is not appropriate when the choice for best answer is intended.
16. Use of “all of the above” may allow credit for partial knowledge.
17. Use “none of the above” and “all of the above “ sparingly but best not to use them at all.
18. Having compound response choices may purposefully increase difficulty of an item.

Mental Exercise 2:

Construct a multiple choice item following rule no 1, 4, 5, 7,10, . (one for each rule)

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any other way without the express prior written consent of the owner.
 A.3 Matching Type

Matching type of test is an objective test consisting two sets of items to be matched with each
other for a specified attribute. It consists of column of premises (stem), column of responses (option) and
directions for matching the two. It is similar to multiple choice but easier and more efficient to construct. It
can be written to assess knowledge, comprehension, application, analysis level behaviors.
Here are some guidelines in constructing Matching Type of Test.
1. Match homogeneous not heterogeneous items. Example of homogeneous items: The items are all about
Filipino heroes, nothing more.
2. The stem (longer in construction than the options) must be in the first column while the options (shorter)
must be in the second column.
3. There should be more options to prevent the student from arriving at an answer by mere process of
elimination.
4. Response options should be arranged alphabetically or numerically, whichever is applicable.
5. Avoid using patterns.

Mental Exercise 3:
Analyze the matching type of test below. Is this perfect matching type of test written in accordance with
given guidelines? (Write your comments on the space provided in the answer sheet)

Column A Column B

1. Triangle A. Closed Plane Figure

2. Circle B. Ten – sided polygon
3. Right Angle C. Mark Twains
4. Circle D. Three – sided figure
5. Square E. Many sided figure
6. Polygon F. Angle that measures 90 degree
7. Octagon G. Four - Sided Figure
8. Pentagon H. Albert Einstein
I. Eight – sided figure

Mental Exercise 3A:

In what sense is a matching type test a variant of multiple choice type of test? Justify your answer.

B. Construction Supply Type or Constructed – Response Type

This test the lower order thinking skills of students. Like the multiple choice test, the items consist of
stem and a blank where the students write the correct answer. These tests allow for only one answer
and often test only the student’s recall of knowledge.

B.1 Completion Type of Test

Completion items are a type of short answer question or called fill in the blanks.
It is however possible to construct supply type of test that will test higher order thinking skills.
Example: Write the < in the blank if item in column A is less than in column B, > if item in column A is
greater than in column B and = if the items in column A equals in column B and D if cannot be
determined.
A B
1. 5 feet _________ a. 48 inches
2. 1 Pound _________ b. 1 kilogram
3. 1 inch _________ c. 2.54 centimeters
4. 2 Kms _________ d. 2 miles
5. 3 meters _________ e. 36 inches

Guidelines for the formulation of a Completion Type of Test

1. Avoid over mutilated (many blanks) sentences. Give enough clue to the student.
2. Avoid open ended item. There should only be one correct answer.
3. The blank should be at the end or near the end of the sentence. The question must
first be asked before an answer is expected.
4. Ask question on more significant item not on trivial matter.
5. The length of the blanks must not suggest the answer, make blanks uniform in size.

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any other way without the express prior written consent of the owner.
 Mental Exercise 4:

Construct a 5 – item supply type test to assess competency for Measurement for a fourth quarter in
Grade 3 Mathematics from the K to 12 Curriculum Guide.

Mental Exercise 4A:

In what sense is a supply type of test (fill in the blank) considered a variant of multiple choice of test?
Which is more difficult to construct? How?

B.2 Essays

Essays are classified as non - objective test and allows for the assessment of higher order thinking skills.
Students are required to write one or more paragraphs on a specific topic.
Essay questions can be used to attain variety of objectives:
1. Comparing
- Describe the similarities and differences between …….
2. Relating cause – and – effect
- What are the effects of …….
3. Justifying
- Explain why you agree or disagree with the statement …..
4. Summarizing
- Make a summary of ……
5. Generalizing
- Formulate a valid generalizations from ….
6. Inferring
- Given the facts, what is most likely to happen when ….
7. Classifying
- What are the common characteristics of ….
8. Applying
- Describe a situation that illustrates the principle of ….
9. Analyzing
- List and describe the characteristics of ….
10. Evaluating
- Given the rules, evaluate the ….
11. Creating
- Write a well organized report showing ….

B.2.1 Types of Essay

1. Restricted Essay – also referred to as short focused response.
Examples: “ Give an example, “ “Compare and contrast two processes” “List five reasons”
2. Non- restricted/Extended Essay – more complex and require longer responses.
Example: List down 5 characteristic of … and explain each of them.

Guidelines for the Formulation and Scoring of Essay Tests

1. Be specific in giving directions.
2. Put a time limit on the essay test.
3. Decide on your essay grading system before giving essay test.
4. Evaluate all of the students’ answers to one question before proceeding to the enxt question.
5. Evaluate essay answers without knowing the writer.
6. Do not provide optional questions.
7. Give information on how essay answers will be scored.
8. Emphasize higher order thinking skills.

The information contained in this document is a property of PCB. It may not be copied, reproduced, or released to any third party in
any other way without the express prior written consent of the owner.
 Mental Exercise 5:

Formulate one (1) restricted essay and one (1) extended essay.

VIII. REFERENCES:

1. Navarro, Rosita L., et al, 2017. Assessment of Learning 1 3rd Edition. Lorimar Publishing, Inc. Quezon City
2. Santos, Rosita G., et al, 2019. Assessment of Learning 1 4 th Edition. Lorimar Publishing, Inc. Quezon City
3. K to 12 Curriculum Guide

Prepared by:

Bernadette J. Atienza, Ed.D

Subject Instructor

The information contained in this document is a property of PCB. It may not be copied, reproduced, or released to any third party in
any other way without the express prior written consent of the owner.
 ASSESSMENT OF LEARNING 3
ANSWER SHEET

Name : ________________________________________ Module No._______________

Program/Course _________________________________ Date Submitted ___________
Title of Module:__________________________________
Instructor: Bernadette J. Atienza, Ed.D.

Pre-Activity:

Mental Exercise 1:

Give one (1) non example of rule no 1, 2, 3, 7,8. Improve on the non - examples for them to be a good example.

The information contained in this document is a property of PCB. It may not be copied, reproduced, or released to any third party in
any other way without the express prior written consent of the owner.
 Mental Exercise 2:

Construct a 5- item multiple choice item following rule no 1, 9, 6, 10, 4.

Mental Exercise 3:
Analyze the matching type of test below. Is this perfect matching type of test written in accordance with given
guidelines? Write your comments below.

Column A Column B

1. Triangle A. Closed Plane Figure

2. Circle B. Ten – sided polygon
3. Right Angle C. Mark Twains
4. Circle D. Three – sided figure
5. Square E. Many sided figure
6. Polygon F. Angle that measures 90 degree
7. Octagon G. Four - Sided Figure
8. Pentagon H. Albert Einstein
I. Eight – sided figure

Mental Exercise 3:

The information contained in this document is a property of PCB. It may not be copied, reproduced, or released to any third party in
any other way without the express prior written consent of the owner.
 Mental Exercise 3A:
In what sense is a matching type test a variant of multiple choice type of test? Justify your answer.

Mental Exercise 4:
Construct a 5 – item supply type test to assess competency for Measurement for a fourth quarter in
Grade 3 Mathematics from the K to 12 Curriculum Guide.

The information contained in this document is a property of PCB. It may not be copied, reproduced, or released to any third party in
any other way without the express prior written consent of the owner.
 Mental Exercise 4A:
In what sense is a supply type of test (fill in the blank) consider a variant of multiple choice of test? Which
is more difficult to construct? How?

Mental Exercise 5:

Feedback

10

The information contained in this document is a property of PCB. It may not be copied, reproduced, or released to any third party in
any other way without the express prior written consent of the owner.