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Chapter 4-TOS and Test Constructions

The document outlines the principles and steps for constructing effective classroom tests, emphasizing the importance of aligning tests with instructional objectives and learning outcomes. It provides guidelines for creating various types of test questions, including multiple-choice, true/false, and essay formats, while stressing the need for clarity and relevance in test items. Additionally, it highlights the significance of a well-structured Table of Specifications to ensure comprehensive coverage of topics and appropriate item distribution.

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Patro Jr. Rosales-Sulla
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6 views

Chapter 4-TOS and Test Constructions

The document outlines the principles and steps for constructing effective classroom tests, emphasizing the importance of aligning tests with instructional objectives and learning outcomes. It provides guidelines for creating various types of test questions, including multiple-choice, true/false, and essay formats, while stressing the need for clarity and relevance in test items. Additionally, it highlights the significance of a well-structured Table of Specifications to ensure comprehensive coverage of topics and appropriate item distribution.

Uploaded by

Patro Jr. Rosales-Sulla
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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Developed Varied

Assessment Tools
Joana Mae S. Peñalosa
Common Observation of
students on tests questions
Hindi kasama sa lessons 1

Mahaba ang questions at mga


pagpipilian
2

Nakakalito ang mga tanong. Minsan


wala sa pagpipilian ang sagot
3

Hindi maayos ang layout


putol putol ang sentence 4
General Principle of Testing
Measure all Cover all
1 Instructional objectives 2 Learning tasks

Use appropriate Make test


3 test items 4 valid and reliable

Use test
5 to improve learning
Steps in Constructing Classroom Tests
1. Identification of instructional objectives and learning
outcomes.
2. Listing of the Topics to be covered by the test.
3. Preparation of Table of Specification (TOS).
4. Selection of Appropriate type of tests.
5. Writing of test items.
6. Sequencing test items.
7. Writing the Directions and Instructions.
8. Preparation of Answer Key and Scoring Key.
TABLE OF SPECIFICATIONS
A Table of Specifications is a two-way chart which
describes the topics to be covered by a test and
the number of items or points which will be
associated with each topic.
1
Steps in Constructing
TABLE OF SPECIFICATIONS
Steps in Constructing TOS
1. List down the topics covered for inclusion of the test.
2. Determine the objectives to be assessed by the test.
3. Specify the number of hours spent teaching in a particular
topic.
4. Determine the number/percentage allocation of the test
items for each of the topics to be covered.
5. Determine the number of items to construct for each
topic.
6. Distribute the number of items in the objectives to be
tested.
No. of No. of Test
Area of Contents Recitation Items Placement

1. Definition of terms 7 8 1-8

2. Fertilization
2.1 Natural fertilizers 3 3 9-11

2.2 Commercial fertilizers 4 5 12-16

2.3 Compost pits 3 3 17-19

3. Kinds of crops
3.1 Leafy vegetables 5 6 20-25

3.2 Vine crops 5 6 26-31

4. Garden characteristics ideal to planting

4.1 Topography 4 4 32-35

4.2 Fencing 3 3 36-38

4.3 Water supply 6 7 39-45


TOTAL 40 45
Test
Construction
General Rules in Making Tests

Number test questions Keep your test question in Make your layout
continously each test group uniform presentable

Do not put too questions Items should measures


in one test group. Avoid humorous items knowledge not their level
of interest
Write items to measure what students know,
not what they do not know.
Multiple Test 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 main idea.
Multiple Test Questions
6. Keep all options either singular or plural.
7. Have four or five responses per stem (question).
8. When possible organize the responses.
9. Reduce wordiness.
10. When writing distracters, think of incorrect
responses that students might make.
Completion Test
1. Avoid giving the students UNWARRANTED clues to the
desire response. (e.g keywords, “a/an”, length of the
blank)
2. Arrange the test so as to facilitate learning.
3. Give the students a reasonable basis for the response
desire. (e.g. Jose Rizal was born in ____________.)
4. Do not use statements copied from their textbooks.
True or False Test
1. Each true-false item should test an important concept or piece of
information, not just a specific date or name. The knowledge being
tested should be significant.
2. True-false statements should be completely true of false,
without exception.
3. Avoid specific determiners and absolute statements
(never, only, none, or always).
4. Avoid qualifying statements and words that involve judgment and
interpretation (few, most, or usually).
5. Avoid negative statements and double negatives.
Matching Type of Test
1. Your clear directions at the start of each question need two parts:
a) how to make the match and
b) the basis for matching the response with the premise. You can also
include whether items can be re-used, but often pre-built
templates don’t allow for this.
2. All responses in Column B should be plausible answers to the
premises in Column A. Otherwise, the test loses some of its reliability
because some answers will be “giveaways.
3. Unequal responses.
4. One correct answer.
Short Answer and Essay Tests
1. Use essay question to measure complex learning
outcomes.
2. Point the students towards the answer you expect.
3. Formulate questions that presents clear tasks
performed.
4. State the number of points that the essay is worth.
5. Prepare the essay rubric.
6. Do not look on the names of your student.
Things to Remember
• Making a good test takes TIME.
• Teachers have the obligation to
provide their students with the BEST
EVALUATION
• Test plays an essential role in the life
of the students, parent, teachers and
other educators.
• BREAK any rule when you have good
reason to do so!
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY

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