TEST

CONSTRUCTI
ON Prepared by:
LERMA D. DELOS SANTOS
Teacher
LEARNING OBJECTIVES
0 0 0 0
Understand Design tests Develop a Analyze and
1
the principles 2
that align 3 of test
variety 4
revise test
of effective with learning items ( e.g, items to
test objectives. multiple choice, improve
construction. essay, clarity,
true/false) that
fairness and
accurately
difficulty
measure
student
learning.
 I.
INTRODUCTIO
N TO TEST
CONSTRUCTIO
N
1.PURPOSE OF ASSESSMENTS

1. Evaluate 2. Identify Learning

Understanding Needs They help pinpoint
Why we Assessments determine areas where students
struggle, enabling teachers
Assess? how well students grasp
concepts, skills, and to provide targeted
content taught in class. interventions.

3. Measure Educational
4. Provide Feedback 5. Guide Future
Outcomes
They give students Instruction Results inform
Assessments gauge overall
constructive insights into curriculum planning and
achievement and progress
their performance and help teaching approaches to
against curriculum
teachers refine better meet the needs of
standards or learning goals.
instructional strategies. all learners.
Are you the kind of teacher who ask the
following questions?

The poem “The Raven”

____________
Is it NOT true that
a.was written by Edgar Allan Poe
MAGELLAN discovered the
b.was written by Elizabeth
Philippines?
Browning
c.was written by Omar Khayyan
d.was written by Jose Gracia
Villa
When did the People Power
Revolution take in the Who was the author of
Philippines? the book quoted in the
a.February 23, 1986 footnote of Chapter 1 of
b.after the snap election the present textbook?
c.March 1, 1956
d.After Valentines’ Day in
1986
If you answered
“YES” to any of
the choices, then
you have a
“BIG PROBLEM.”
13% of the
students who
fail in class are
caused by
FAULTY test
WORLDWATCH
The Philippine Trumpet
August 2005
Possible reasons for faulty test
questions:
Questions are copied verbatim from the
0 book or other resources.
1
02 Not consulting the TEACHER’S
GUIDE.

Much consideration is given to

03 reduce printing cost.

04 No TOS or TOS made after making the

test.
“The
evaluation of
pupils
progress is a
major aspect
Evaluating Educational

of the
Outcomes
(Oriondo & Antonio)
Evaluation allows teachers to:

1. Measure Learning
Teachers can determine if
Outcomes
students have understood
the material, achieved
learning goals, and
mastered required skills.
Evaluation allows teachers to:

2. Identify Strengths and Weaknesses

By assessing progress,
teachers can identify areas
where students excel or
struggle, allowing for
targeted support or
enrichment.
Evaluation allows teachers to:

3. Guide Instructional Strategies

Evaluation helps teachers
adjust their teaching
methods, pacing, and
content to meet the needs
of their students more
effectively.
Evaluation allows teachers to:

4. Provide Feedback
Regular assessment gives
students and their parents
feedback on academic
performance, motivating
improvement and
engagement.
Evaluation allows teachers to:

5. Track Overall Development

Beyond academics,
evaluations can assess
social, emotional, and
behavioral growth, ensuring
holistic development.
2. TYPE OF ASSESSMENTS

Summative Used to evaluate student learning at the

Assessment end of an instructional period (e.g., end
of a unit, term, or course).

Examples:
final exams, end-of-unit tests,
standardized tests. Focuses on providing
a summary of achievement, often used
for grading purposes.
2. TYPE OF ASSESSMENTS
Ongoing assessments designed to
Formative
monitor student learning and provide
Assessments:
continuous feedback.

Examples:
quizzes, in-class activities, peer
assessments. Helps teachers identify
areas where students need more
support and adjust teaching strategies.
2. TYPE OF ASSESSMENTS
Diagnostic Used before instruction begins to assess
Assessments:
prior knowledge, strengths, and
weaknesses.

Examples:
pre-tests, skill assessments, entry
quizzes. Useful for identifying specific
areas to focus on in upcoming
instruction and ensuring students are
prepared for new content.
2. TYPE OF ASSESSMENTS

Placement Testing: Determines a student’s level of proficiency

in a subject to place them in the
appropriate instructional level.

Examples:
language proficiency tests, math placement
exams.

Helps ensure students are in learning

environments where they can be successful.
WORKSHOP ACTIVITY

Share types of assessments

you are using in your
classroom and how these
assessments help or
challenge your instructional
approach.
KEY TAKEAWAY
Each type of assessment has
a specific purpose, and
effective test construction
requires understanding how
to use each type
appropriately to enhance
student learning and track
progress.
II. PRINCIPLES
OF EFFECTIVE
TEST
CONSTRUCTIO
N
1.VALIDI
TY is the degree to
Validity
which a test accurately
measures what it is
intended to measure.
 CONTENT VALIDITY:
Ensuring the test covers
TYPES OF the full range of the
subject matter and aligns
VALIDITY with learning objectives.

CONSTRUCT VALIDITY: CRITERION-RELATED

Confirming the test VALIDITY:
measures the theoretical The extent to which test
construct or skill it’s scores correlate with an
supposed to (e.g., critical external criterion (e.g., test
thinking, reading scores that predict real-world
comprehension). performance or success).
2. RELIABILITY
Reliability refers to the
consistency of test scores
across different occasions,
scorers, and test forms.
 Test-Retest Reliability:
TYPES OF RELIABILITY Consistency of scores over
time.

Inter-Rater Reliability:
Internal Consistency:
Consistency between
Ensuring that all items
different scorers
on the test measure the
(especially important for
same concept or skill.
subjective items like
essays).
3. FAIRNESS AND
BIAS
A fair test provides equal
opportunities for all test-
takers, avoiding cultural,
gender, or language
biases.
 Cultural Bias:
Avoiding references or
TYPES OF BIAS language that may
disadvantage students
from different cultural
backgrounds.

Language Bias:
Gender Bias:
Using clear, simple
Ensuring content is
language to prevent
inclusive and doesn’t
misunderstanding,
favor one gender over
especially for non-native
another.
speakers.
4. PRACTICALITY
Practicality refers to the
feasibility of the test in
terms of time, resources,
and grading.
 Time Constraints:
Ensuring the test can be
FACTORS TO completed within the given
CONSIDER time without causing
undue stress.

Resources and Ease of Scoring:

Materials: Making Considering scoring
sure required methods that are
materials are readily efficient, especially for
available and large classes.
accessible.
WORKSHOP
ACTIVITY

Evaluate the following

test questions based on
validity, reliability,
fairness and practicality
ENGLIS 1. Multiple Choice (Grammar)
"Choose the correct word to complete the
H sentence."
The cat ___ sleeping on the mat.
a. is
b. are
c. am
d. was
EVALUATION
Validity: Reliability:
Aligns with the Simple question
objective of assessing format ensures
knowledge of subject- consistent scoring.
verb agreement.

Fairness: Practicality:
Clear and Quick and easy to
accessible administer.
language for all
students.
MATH 2. Fill in the Blank (Word
Problem)
"Maria has 12 apples. She
gives away 4 bananas. How
many apples does she have
left?"
Answer: ______
EVALUATION
Validity Issue: Reliability Issue:
The question tests Students might give
students' attention different answers
to details rather than depending on how they
their ability to interpret the problem.
subtract.
Fairness Issue:
Creates Practicality
unnecessary Issue:
confusion for Minimal.
younger students.
IMPROVEME 2. Fill in the Blank (Word
NT Problem)
"Maria has 12 apples. She
gives away 4 apples. How
many apples does she have
left?"
Answer: ______
KEY TAKEAWAY

A well-constructed test is valid,

reliable, fair, and practical. By
adhering to these principles,
educators can create
assessments that accurately
and consistently measure
student learning without
unintended barriers.
III. TYPES OF TEST
ITEMS AND
GUIDELINES FOR
WRITING THEM
1. OBJECTIVE
ITEMS
Objective test items provide
clear, predetermined
answers, making them
easier and faster to grade.
However, they require
careful construction to
ensure they accurately
assess student knowledge.
Multiple Choice Questions (MCQs)
Plausible Distractors:
Stem Clarity: Include distractors (incorrect
The question stem should be answer choices) that are
clear, concise, and free from reasonable, preventing
irrelevant details. Avoid using students from easily guessing
confusing or vague language. the answer. Avoid obviously
wrong options that don’t
challenge the student.
Avoiding “All of the Best Practices for MCQs:
Above” or “None of the Write questions that test
Above”: comprehension and
These options can lead to application, not just recall.
guessing strategies rather Ensure only one correct
than real comprehension, so answer to prevent
they’re generally ambiguity.
True/False Questions
Avoiding Absolutes:
Focusing on Clear
Words like “always” and
Statements: Statements
“never” can often signal the
should be concise, direct,
answer to students, making
and avoid double negatives.
the question easier to guess.
Each statement should be
Instead, use nuanced
indisputably true or false.
language that requires
thought.

Best Practices for True/False

Questions:
Use these to assess
straightforward facts or
concepts. Avoid complex ideas
that require explanation or
interpretation.
Matching Items
Avoiding Ambiguous
Grouping Related Items:
Matches: Ensure each item on
Items should be grouped by
one side of the match has only
category (e.g., terms and
one correct answer on the
definitions, dates and
other side. If possible, include
events) to avoid confusion.
more options than needed to
prevent guessing by
elimination.
Best Practices for
Matching Items:
Use matching questions to
assess knowledge of related
terms, definitions, or
processes. Keep the list short
to maintain clarity.
1. SUBJECTIVE
ITEMS
Subjective test items allow
students to generate responses
based on their understanding
and reasoning. While more
time-consuming to grade, they
provide insights into students’
thought processes and
application of knowledge.
Short Answer Questions
Being Specific in Using Prompts That Guide
Requirements: Clearly Thought:
define what you want the Short answer questions
student to provide, such as a should direct students
single-word answer, phrase, toward a specific idea or
or sentence. Avoid open- concept without leading
ended prompts unless it’s them to the answer.
intentional.
Best Practices for Short
Answer Questions:
Use these to assess basic
knowledge or brief
explanations. Ensure they
are specific enough to limit
varied interpretations.
Essay Questions
Creating Prompts That Align Setting Criteria for
with Higher-Order Thinking:
Evaluation: Provide a rubric
Essay questions should
or specific criteria so students
encourage analysis, synthesis,
understand how their
and evaluation, rather than
simple recall. Use terms like response will be graded. This
“explain,” “compare,” increases transparency and
“analyze,” or “evaluate” to fairness in scoring.
guide responses.

Best Practices for Essay

Questions:
Ensure that essays align with
learning objectives and are
reasonable within the test’s time
constraints. Provide examples or
templates if necessary to guide
KEY TAKEAWAY

Each type of test item has specific

guidelines to ensure it effectively
measures student understanding.
By following these guidelines,
educators can create clear, fair,
and valid questions across a range
of item types.
IV. CREATING A
TEST
BLUEPRINT/TOS
Steps to Create a Test Blueprint

Identify key objectives

1. Define Learning for the course, unit, or
Objectives topic being assessed.

Ensure objectives are specific,

measurable, and aligned with
Bloom’s Taxonomy (e.g.,
remembering, understanding,
applying, analyzing,
evaluating, creating).
Steps to Create a Test Blueprint

Divide the test

Step 2: Organize content into major
Content Areas topics or units.

Determine the Decide how many

importance of each questions or points
topic based on each content area
instructional time and should cover.
emphasis.
Steps to Create a Test Blueprint
Define which cognitive
levels (e.g., knowledge,
Step 3: Determine comprehension,
Cognitive Levels application, analysis)
should be assessed for
each content area.

Decide on the weight

Use Bloom’s
or number of
Taxonomy to balance
questions for each
lower-order and
cognitive level based
higher-order thinking
on the depth of
questions.
understanding
required.
Steps to Create a Test Blueprint

Assign a percentage or
Step 4: Allocate number of items for
Weight and Assign each cognitive level and
Question Types content area.

Decide on item types

(e.g., multiple-choice, Ensure a fair
true/false, essay) for each distribution of item
area and level, considering types that match both
the best format to objectives and
measure the learning cognitive demand.
objective.
Steps to Create a Test Blueprint
Verify that the blueprint
Step 5: Review and aligns with instructional
goals and provides
Revise the Blueprint
comprehensive
coverage.

Ensure that the weighting Make adjustments as

accurately reflects content needed to balance
importance and cognitive question types,
expectations. difficulty, and content
emphasis.
Determining the Weight of Diff erent Cognitive
Levels

Low-Level Cognitive Skills (e.g.,

Remembering, Understanding):

Typically, foundational knowledge,

definitions, and simple concepts.

Assign a moderate portion of the

test, ensuring essential knowledge is
assessed without overshadowing
higher-level skills.
Determining the Weight of Diff erent Cognitive
Levels
Mid-Level Cognitive Skills (e.g.,
Application, Analysis):

More complex skills that require

students to apply concepts to new
situations or break down
information.

These typically represent a

significant portion of the test, as
they assess comprehension beyond
Determining the Weight of Diff erent
Cognitive Levels
High-Level Cognitive Skills (e.g.,
Evaluation, Creation):

Advanced skills involving critical

thinking, judgment, and creativity.

Assign a smaller percentage but

ensure questions are challenging
and thought-provoking, reflecting a
deeper understanding.
KEY TAKEAWAY

A well-structured test blueprint

aligns assessments with course
goals, ensuring a balanced and
fair test that accurately
measures student learning
across various cognitive levels.
V. ANALYZING AND
REVISING TEST
ITEMS
ITEM ANALYSIS

Item analysis helps educators determine

the effectiveness of test items in
accurately assessing student knowledge.

By analyzing each item, teachers can

identify which questions need
improvement to enhance clarity, fairness,
and effectiveness.
ITEM ANALYSIS

Item analysis helps educators

determine the effectiveness of test
items in accurately assessing student
knowledge.

By analyzing each item, teachers can

identify which questions need
improvement to enhance clarity,
fairness, and effectiveness.
Item Analysis Techniques
Difficulty Index

The difficulty index

measures the percentage of
students who answered a
question correctly. It helps
identify if an item is too
easy or too difficult.
Item Analysis Techniques
Difficulty Index

Calculating the Difficulty Index:

Formula: A score close to 1.0
indicates an easy item, while a score
near 0.0 indicates a difficult item.
Interpreting Results: Ideally, the
difficulty index should be between
0.3 and 0.7, indicating that a
question is neither too easy nor too
difficult.
Item Analysis Techniques
Discrimination Index

The discrimination index

measures how well an item
distinguishes between high-
performing and low-
performing students. A high
discrimination index means
the question differentiates
Item Analysis Techniques
Discrimination Index

Calculating the Discrimination Index:

Formula: A positive value (closer to 1.0)
indicates good discrimination, while a value
close to 0.0 or negative may suggest the
question doesn’t effectively differentiate
students.
Interpreting Results: A high
discrimination index shows that high-
performing students correctly answered the
item, while low-performing students did not,
indicating the item is effective.
 Common Pitfalls in Test Items
Ambiguous Language: Double Negatives:
Avoid vague terms that Avoid questions that
could confuse students. contain two negatives (e.g.,
Ensure questions are clear “Which of the following is
and focused on the not incorrect?”) as they can
intended concept. confuse test-takers.

Overly Complex
Cultural Bias: Leading or Tricky
Vocabulary: Use
Review questions to ensure Questions: Avoid
straightforward language,
they are culturally inclusive questions designed to
especially for objective
and avoid references that mislead or “trick” students,
questions, unless advanced
may disadvantage students as these don’t effectively
vocabulary is the focus of
from different backgrounds. measure understanding.
assessment.
 Revising Items for Clarity and
Fairness
Techniques for Reword Ambiguous
Questions: Use precise
Revising Test Items:
language and direct
question stems to ensure
clarity.

Eliminate Bias and Adjust Difficulty Levels: Ensure Alignment with

Culturally Specific Use item analysis data to Learning Objectives:
References: adjust overly difficult or Reassess each question to
Replace terms or scenarios easy questions to better fit ensure it aligns with the
that may not be accessible the test’s intended knowledge or skills being
to all students with more difficulty. tested.
universal language.
WORKSHOP
ACTIVITY
Improve Mo Ako!
Directions: The following
multiple choice questions are
poorly constructed. Write a
better version of the
question.
ITEM 1.
POOR:
In objective testing, the term objective:
a. refers to the method of identifying the learning outcomes.
b. refers to the method of selecting the test content.
c. refers to the method of presenting the problem.
d. refers to the method of scoring the answers.
BETTER:
In objective testing, the term objective refers to the method:
a. identifying the learning outcomes.
b. selecting the test content.
c. presenting the problem.
d. scoring the answers.
ITEM 2.
POOR:
Which of the following is not a desirable practice when preparing MCQs?
a. stating the stem in a positive form.
b. using a stem that could function as s short-answer question.
c. underlining certain words in the stem for emphasis.
d. shortening the stem by lengthening the alternatives.
BETTER:
All of the following are desirable practices when preparing MCQs EXCEPT:
a. stating the stem in a positive form.
b. using a stem that could function as s short-answer question.
c. underlining certain words in the stem for emphasis.
d. shortening the stem by lengthening the alternatives.
ITEM 3.
POOR:
Why should negative terms be avoided in the stem of a MCQ?
a. they may be overlooked.
b. the stem tends to be longer.
c. the construction of alternatives is more difficult.
d. the scoring is more difficult.
BETTER:
Why should negative terms be avoided in the stem of a MCQ?
a. they may be overlooked.
b. they tend to increase the length of the stem.
c. they make the construction of alternatives more difficult.
d. they may increase the difficulty of the scoring.
ITEM 4.
POOR:
One advantage of MCQs over essay questions is that they:
a. measure more complex outcomes.
b. depend more on recall
c. require less time to score.
d. provide for a more extensive sampling of course content.
BETTER:
One advantage of MCQs over essay questions is that they:
a. provide for the measurement of more complex learning outcomes.
b. place greater emphasis on the recall of factual information.
c. require less ti,e for test preparation and scoring.
d. provide for a more extensive sampling of course content.
ITEM 5.
POOR:
Who was the third president of the United States?
a. George Washington
b. Bugs Bunny
c. Thomas Jefferson
d. Duffy Duck
BETTER:
Who was the third president of the United States?
a. George Washington
b. Benjamin Franklin
c. Thomas Jefferson
d. John Adams
 POINTS TO PONDER. . .
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
Jesus Ochave Ph.D.
VP Research Planning and Development
Philippine Normal University
KEY TAKEAWAY

Analyzing and revising test

items is essential for creating
effective assessments. Using
difficulty and discrimination
indices helps educators ensure
that each question fairly and
accurately assesses student
knowledge.
THANK
YOU