(MST) Test Construction and Material (class report(s)/discussion(s)) DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow CREDIT/s: education-portal

1. WHAT is a TEST?
Yenna Monica D. P.

2. A Test is an…
• assessment – to
measure a test taker’s
knowledge, skill,
aptitude, physical
fitness or classification
in many other topics
Yenna Monica D. P.
• action which produces
discoveries that can be
used to evaluate product
quality

3. Types of Test
• Achievement
• Diagnostic
• Aptitude
• Proficiency
• Placement
• Admission
Yenna Monica D. P.

4. “A Good Test
is Said To Be
Tested on a
Tripod”
Yenna Monica D. P.
Standardization

5. What is Validity?
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It refers to
whether
the test
measures
what it
claims to
measure.
Approaches to Validity
1.Face Validity
2.Content Validity
3.Construct Validity
4.Criterion –
Related Validity

6. What is Reliability?
Yenna Monica D. P.
• It refers to stability of the
test scores
• The ability to provide
consistent test
measurement on repeated
occasion
• It answers the question
“If I administer this test again
to the same students, is the
score likely to move-up or
down by a large amount or
relatively stable?”

7. What is
Standardization?
Yenna Monica D. P.
• It refers to stability of the test scores
• The ability to provide consistent test
measurement on repeated occasion
• It answers the question “If I administer
this test again to the same students, is the
score likely to move-up or down by a large
amount or relatively stable?”

8. Yenna Monica D. P.
• Is an exam
designed to assess
how much
knowledge a person
has in certain area
or set of areas
•Is a standardized
test used to
measure developed
skill or knowledge
through planned
classroom
instruction or
training
Achievement Test

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Achievement Test
Basic Premise
The main goal of any
achievement test is to
measure what sort of
information the test-
taker already knows.

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Major Steps in Constructing
Achievement Tests
1. Planning of Test
2. Preparation of Test Design
3. Preparation of the blueprint
4. Writing of Items
5. Preparation of Scoring Key and
Marking Scheme

11. Yenna Monica D. P.
PLANNING
of a TEST
 Determining the Objectives of the Test
 Determining the maximum time allotment
and maximum marks
Step 1

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PREPARATION
of DESIGN for
the TEST
Important Factors to Consider in Design
Step 2
•Weight to Objectives
•Weight to Content
•Weight to Form of Questions
•Weight to Difficulty Level

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PREPARATION
of DESIGN for
the TEST2.1 Weight to Objectives
Step 2
Indicates what objectives are to be
tested and what weight has to be
given per objective
No
1
2
3
4
5
6
Objectives
Knowledge
Understanding
Application
Analysis
Synthesis
Evaluation
TOTAL
Marks
3
2
6
8
4
2
25
Percentage
12%
8%
24%
32%
16%
8%
100%

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PREPARATION
of DESIGN for
the TEST2.2 Weight to Content
Step 2
Indicates the various aspects of the
content to be tested and the weight to
be given
No
1
2
Contents
Topic 1
Topic 2
TOTAL
Marks
15
10
25
Percentage
60%
40%
100%

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PREPARATION
of DESIGN for
the TEST2.3 Weight to Form of Questions
Step 2
Indicates the forms of questions to be
included in the test and its weight
No
1
2
3
Forms of Questions
Objective Type
Short Answer Type
Essay Type
TOTAL
Marks
7
14
5
25
Percentage
28%
56%
6%
100%

16. Yenna Monica D. P.
PREPARATION
of DESIGN for
the TEST2.4 Weight to Difficulty Level
Step 2
Indicates weight to be given to
different levels of questions
No
1
2
3
Level of Difficulty
Easy
Average
Difficult
TOTAL
Marks
5
15
5
25
Percentage
20%
60%
20%
100%

17. Yenna Monica D. P.
PREPARATION
of BLUEPRINT
Step 3
Is a 3-dimensional chart giving the
placement of objectives, content and
form of questions
BLUEPRINT

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WRITING of
ITEMS
Step 4
1. The test writer writes items according to
the blueprint.
2. The difficulty level has to be followed
3. It should be checked whether all items
can be answered within time set.
4. Arrange questions in the order of difficulty

19. Yenna Monica D. P.
PREPARATION
of SCORING
KEY
Step 5
No
1
2
3
Answers
A
B
C
D
Marks
1pt
1pt
1pt
1pt

20. TYPES of TEST ITEMS
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21. Yenna Monica D. P.
Types of Test Items
1. Objective Type
Supply Type
(Alternate
Response, Labeling, Id
entification, Fill in the
Blank, Enumeration, C
ompletion)

22. Yenna Monica D. P.
Types of Test Items
1. Objective Type
Advantages of Objective Type
- Difficulty in preparing good items
- Problem of guessing answers
- Problem of cheating
- Inefficiency of testing complicated skills
- High printing cost

23. Yenna Monica D. P.
Types of Test Items
1. Objective Type
Selection Type
(Multiple Choice,
Matching Type)
Limitations of Objective Type
- Large amount of materials/coverage
can be tested in very short time
- Objectivity of Scoring
- Easy to Check
- It reduces the subjective element of
the examiner
- If carefully planned, it measures
higher mental process

24. Yenna Monica D. P.
Types of Test Items
2. Short Answer Type
A question may
require at most three
value points
Advantages of Short-Answer Type
- Large portion/coverage can be coved
- No opportunity of guessing
- Easy to construct, measures simple
outcome
- Useful in interpreting
diagrams, charts, graphs

25. Yenna Monica D. P.
Types of Test Items
2. Short Answer Type
Limitations of Short-Answer Type
- It is more subjective than objective
types of items
- May encourage student to memorize
facts
- Mechanical scoring is not possible

26. Yenna Monica D. P.
Types of Test Items
3. Essay Type
- A free response test item
- Helps in evaluating complex
skills
- Ensures broad understanding of
the learner
Advantages of Essay Type
-Easy to prepare
-Useful in measuring certain abilities/skill
-Permits examinee to write down
comprehensively what he knows of/about
-Promote creativity and creative thinking
-Eliminate guessing
-Reduces spot copying
-Low printing cost

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Types of Test Items
3. Essay Type
Limitations of Essay Type
-Minimum validity
-Lack of reliability
-No objectivity
-It is a time-consuming test
-Needs more time to check

28. METHODOLOGY of TEST
CONSTRUCTION
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29. Yenna Monica D. P.
Methodologies
Constructing Multiple Choice
Stem/Question:
1. Use direct question scheme
2. Item should be clear, definite and explicit
3. Eliminate redundant language or non-
functioning words
4. Avoid negatively stated items
5. Avoid double jeopardy
TEST
CONSTRUCTION
Choices:
1. Present alternatives in logical alphabetical or
numerical order
2. Present 4 or more options
3. Response alternatives should be mutually
exclusive
4. Use attractive and plausible alternatives
5. Make responses appear in random order
6. Use responses, “all of the above”, “none of the
above” with caution
7. Follow rules of grammar

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Methodologies
Constructing Matching
Type/Exercise
TEST
CONSTRUCTION
1. Use homogenous material in a single matching
exercise
2. Include unequal number of responses and
premise
3. Keep the list of items to be matched brief and
place the shorter responses at the right
4. Arrange the responses in alphabetical or
logical order
5. Place all the items for the matching type on
the same page

31. Yenna Monica D. P.
Methodologies
Constructing True-False or
Alternative Response
TEST
CONSTRUCTION
1. Make statements 100% True or False if they
are to be judged.
2. Avoid the use of negatives and (especially)
double negatives
3. Avoid long complex sentences
4. Avoid two ideas in one statement unless
cause-effect relation
5. If opinion is used, attribute it to the source.
6. Avoid the use of modifiers
(none, always, never, nothing, only, alone)
unless they are part of a fact or truth
7. True and False statements should be
approximately equal in number, equal in
length and randomly arranged to avoid clues.
8. The correct response should not follow a
pattern.
Note: If this test is used alone, the maximum
number of items should be 50 as suggested
by Bradfield and Moredock

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Methodologies
Constructing Supply Type Items
TEST
CONSTRUCTION
1. Require definite clear-cut, short-term answer.
2. Don’t take statements directly from textbook
to use as a basis for short items
3. A direct question is generally desirable than
incomplete statements
4. When the answer is to be expressed in
numerical units, indicate the type of answer
required.
5. Blanks for answer should be equal in length
6. Don’t have too many blanks in an item.

33. Yenna Monica D. P.
Methodologies
Constructing Essay-Type Items
TEST
CONSTRUCTION
1. Limit problem to the question poses
2. Use word that conveys meaning to the students
3. Use essay question for the purpose it best serves
that is organization, handling complicated ideas and
writing
4. Determine in advance the weight expected for the
complete answer
In terms of brevity of response:
Essay question can be a simple recall, short-
answer question, or a discussion type
In terms of scope and latitude of answer:
Essay question can be controlled or uncontrolled.

34. Yenna Monica D. P.
TEST
REPRODUCTION
1. All items should be spaced on the page so that
students can easily read them
2. As a general rule, the item should be
presented as a whole on one page
- T/F completely printed on one page
- Multiple choice and alternatives must be together
- Matching Types must all be in one page
3. When answers are to be written on test papers
space should be provided in column at the left
of the page.

35. Yenna Monica D. P.
TEST
ADMINISTRATION
1. Readiness of the examiner
2. Readiness of the examinees
3. Conducive testing conditions
4. Examiner’s rapport with the examinees
5. Testing Time
6. Clear giving of directions
7. Examiner’s conduct during the test

36. Yenna Monica D. P.
TEST ASSEMBLY
1. Items should be arranged according to types.
- Provide set of directions for each types of test
2. Items should be arranged in order of difficulty
- Items in each type should be arranged simple to
complex
3. Items of the same subject matter content
maybe grouped together.

37. END
^.^
Yenna Monica D. P.