1. The Road
To
Test Construction
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2. “The ultimate purpose of Test
Construction is to improve the
educational program of the school and
to make it more effective. Thus, it
should be considered as an essential
part of the complete learning process
for the improvement of teaching and
learning.”
FE S. J. HIDALGO
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3. OBJECTIVES
• Identify the six cognitive domains of
learning.
• Discuss the features of the six domains of
learning.
• Construct test items that are congruent to
the objectives and learning outcomes.
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4. PRIMING
“The evaluation of the 21st
century learners’
progress is a major aspect of the teacher’s job .”
- Evaluating Educational Outcomes.-
Oriondo & Antonio

5. To be able to prepare a good test, one has to
have
 a mastery of the subject
matter,
 knowledge of the students to
be tested,
skill in verbal expression and
the use of the different test
format.

6. HOW do we know
that our students
have learned what
we have taught
them?
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8. ACTIVITY 1
Act It Out
1. Discuss with the group the three
domains of learning.
2. Poster of Famous Soap Opera will
be given to each group.
3. Study the picture select one scene
from the telenovela and act it out.
4. Formulate 3 questions each on the
specified domains.
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9. 5. Report the group’s output using the
template below.
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QUESTIONS
COGNITIVE AFFECTIVE PSYCHOMOTOR

10. Group 1: Group 2
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11. Group 3: Group 4
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12. Answer the following questions:
• How did you find the task given to
you?
• How did you feel while doing the
activity?
• What do you think is the importance
of knowing the 3 domains of learning
in test construction?
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13. The 3 DOMAINS of Learning
Source :
http://agsc.tamu.edu/402/PPT_FILES/
TAXONOMY%20OF%20EDUCATIONAL
%20OBJECTIVES2.ppt
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14. • EMOTIONAL LEARNING: FEELING
Concerned with attitudes,
appreciations, interests, values and
adjustments.
AFFECTIVE DOMAIN
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15. • PHYSICAL LEARNING: DOING
Emphasizes speed, accuracy, dexterity, and
physical skills
PSYCHOMOTOR DOMAIN
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16. • Often referred to as Instructional or Behavioral
Objectives
• One of the major categories in the Taxonomy of
Educational Objectives
• Most used of the domains
COGNITIVE DOMAIN
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17. ACTIVITY 2
1. Examine the list of learning
competencies in all grading period.
2. Select five least mastered
competencies in each grading
period.
3. Construct 20 test items based on the
selected least mastered
competencies.
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18. 4. Categorized the questions into six
cognitive levels.
5. Post your work in the designated
corners.
6. Presentation of group output.
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19. 1. How do you find the task given to you?
2. How did you feel when you categorized the test
questions into 6 cognitive domains?
3. What helped you in classifying the test questions?
4. In cases where the classification/clustering of test items
was not the same as your team mates, how did you
resolve the situation?
5. Did you encounter difficulty in constructing test items
that reflects the 6 cognitive domains? Why?
6. What are the issues and concerns that you have in
constructing test items?
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20. • Created hierarchy of cognitive skills that is
often used to categorize the levels of
cognitive involvement (thinking skills).
• Arranged in hierarchical form, moving from
the lowest level of cognition (thinking) to
the highest level of cognition (or from the
least complex to the most complex):
Bloom’s Taxonomy
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21. • Provide structure to assist teachers in
writing objectives and assessments.
• Assist teachers in recognizing the various
levels of question asking.
• Serves as guide in constructing test
questions that will develop the learner’s
intellectual abilities and critical thinking.
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22. • Bloom’s Taxonomy
is an order of
learning with six
levels.
COGNITIVE DOMAIN
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension
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24. Category Key Words (verbs)
Remembering: Recall previous learned
information.
defines, describes, identifies, knows,
labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects,
states
Understanding: Comprehending the
meaning, translation, interpolation, and
interpretation of instructions and
problems. State a problem in one's own
words.
comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates.
Applying: Use a concept in a new
situation or unprompted use of an
abstraction. Applies what was learned in
the classroom into novel situations in the
work place.
applies, changes, computes, constructs,
demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.

25. Category Key Words (verbs)
Analyzing: Separates material or concepts
into component parts so that its
organizational structure may be
understood. Distinguishes between facts
and inferences.
analyzes, breaks down, compares,
contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines,
relates, selects, separates.
Evaluating: Make judgments about the
value of ideas
appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes,
discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports.
Creating: Builds a structure or pattern
from diverse elements. Put parts together to
form a whole, with emphasis on creating a
new meaning or structure
categorizes, combines, compiles,
composes, creates, devises, designs,
explains, generates, modifies, organizes,
plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes,
tells, writes.

26. TEST CONSTRUCTION
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27. • It is estimated that 90% of all test
questions asked in the US are of
“Low Level” – knowledge and
comprehension.
(Wilen, W.W., 1992)
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28. Test Construction Observations
• Test items are recycled over periods of
time.
•Test items are copied from books, and
other instructional materials.
• Test items do not match objectives of the
lessons.
• Tests items are constructed without
careful thinking/analysis/planning.

29. OLD TESTS THINKING
Tests are normally used to
figure out student success and
failure make comparisons among
students and their standing in
school.
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30. NEW TESTS THINKING
Tests should respect the
uniqueness of each student. It
should be used to enhance
student learning, relating
classroom to real life experiences.
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35. TABLE OF SPECIFICATIONS
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37. When to construct TOS?
• The TOS should be done before
constructing the test but it is ideal to
construct it before the instruction begins to
ensure that the test has instructional
validity.

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40. LC No.
of
Days
%
Distribution of
Items
K P U P
1.
2 4 2.6 1 1
2.
5 11 6.6 1 3 3
3.
4 9 5.4 2 1 2
4.
3 7 4.2 1 2 1
5.
4 9 5.4 1 2 2
6.
5 11 6.6 1 3 3
7.
8 18 10.8 2 9
8.
7 16 9.6 2 3 5
9.
7 15 9 9
TOTAL 45 100 60 9 15 18 18

41. KNOWLEDGE 15% 9
PROCESS 25% 15
UNDERSTANDING 30% 18
PERFORMANCE 30% 18
100% 60
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42. ACTIVITY 3
Prepare the First Summative Test in your
learning area with table of specification that
would assess student along:
A – Knowledge
B – Process/Skills
C – Understanding
D – Product/Performance

43. Reflection:
• How would your learning on constructing
effective test items help you as a Master
Teacher?
• How would it help your students and the
school?

46. • Test items should :
– be congruent with the terminal and performance
objectives
– measure the exact behavior and response stated
in the objective
– guide the process of writing the assessment
items
– prescribe the form of test item that is most
appropriate for assessing achievement of the
objective
Things to Remember:

48. CLOSURE
1. Watch the video presentation entitled, “Leader
2. How will you show your concern to the
teachers in addressing their needs in
terms of assessment and test
construction?
Teacher?

49. Thank You !