1. WRITING TEST
QUESTIONS

2. TYPES OF CLASSROOM TEST
 MATCHING
Most often used to measure the lower levels of the
cognitive domain.
 MULTIPLE CHOICE
The most popular, flexible, versatile and useful of all
types of test because it is the most adaptable for
measurement of all levels of the cognitive skills.

3. Types of Classroom Test (cont’)
 SHORT ANSWER
This test evaluates retention of specific points,
demands accurate information and measures higher
levels of cognitive skills. minimizes guessing since
there are no choices given.
 TRUE/FALSE
Applicable to a wide range of subject matter and
adaptable for use in situations where the
measurement of acquisition of factual/non-interpretive
information is desired.

4. Avoid replication of the
textbook.
Encourages simply
memorization and repetition
of the textbook passages.
Guidelines in constructing tests - multiple choice,
true/false, matching, and short answer questions.
GUIDELINE REASON
Avoid confusing students
with too many negatives
in a question.
Rarely tests content
knowledge.
Avoid using incomplete
sentences.
Provides grammatical clues
to the correct answer.

5. GUIDELINE REASON
Avoid using “All of the above
(AOTA)” and “None of the above
(NOTA)” as a choice.
Students are rewarded for
incomplete or negative learning.
Write all answer choices to be
approximately the same length.
Correct answers are often the
longest.
Adjust the level of the question to
the level of thinking required to
answer it.
You can measure higher order
thinking skills by the way you word
a question.
Proofread all items before copying
the test.
Typographical errors are more
often made in incorrect answers
and may be apparent to test wise
students.

6. PROCEDURE IN WRITING TEST
QUESTIONS:
1. Determine the total number of items to be included
in the test.
2. Select the course objectives to be included in the
test.
3. Determine the number of questions for each course
objective.
4. Establish a table that lists the levels and the course
objectives to be tested.
5. Determine the number of question at each level.
6. Decide on the number of questions to be asked
according to the content area or objective.

7. Bloom’s Taxonomy
• 1950s- developed by Benjamin Bloom
Bloom’s Revised
Taxonomy
• 1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy

8. • Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
(by Lorin Anderson)
New Terms
(by Benjamin Bloom)
Original Terms

9. LEVELS OF QUESTIONS
• Lower level questions are those at the
remembering, understanding and lower
level application levels of the taxonomy.
• Higher level questions are those requiring
complex application, analysis, evaluation
or creation skills.

10. BLOOM’S REVISED TAXONOMY
RememberingRemembering
UnderstandingUnderstanding
ApplyingApplying
AnalyzingAnalyzing
EvaluatingEvaluating
CreatingCreating
PYRAMID

11. Remembering
The learner is able to recall, restate and
remember specific information from long-
term memory.
– Requires recall of information previously
learned.
– Requires no understanding or judgment.
– Good for testing factual information.
Sample key words – Recognizing, Listing,
Describing, Identifying, Retrieving,
Naming, Locating, Finding, …
Item types: MC, T/F, Matching, Short Answer
Can you recall information?

12. Remembering: sample key words
• List
• Memorize
• Relate
• Show
• Locate
• Distinguish
• Give example
• Reproduce
• Quote
• Repeat
• Label
• Recall
• Know
• Group
• Read
• Write
• Outline
• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort
Recall or
recognition of
specific
information

13. Understanding
The learner grasps the meaning of
information by interpreting and translating
what has been learned.
• Requires student to understand the information
and utilize it in a specified situation.
Sample key words: Interpreting, Exemplifying,
Summarizing, Inferring, Paraphrasing,
Classifying, Comparing, Explaining, …
Item types: MC, T/F, Matching,
Short Answer
Can you explain ideas or concepts?

14. Understanding: sample key words
• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganize
• Associate
• Describe
• Report
• Recognise
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main idea
• Estimate
• Define
Understanding
of given
information

15. Applying
The learner makes use of information in a
context different from the one in which it
was learned.
• Requires students to understand the
information and apply their knowledge in a
new situation.
Sample key words: Implementing, Carrying out,
Using, Executing
Item types: MC, Short Answer, Essay
Can you use the information in another
familiar situation?

16. Applying: sample key words
• Translate
• Manipulate
• Exhibit
• Illustrate
• Calculate
• Interpret
• Make
• Practice
• Apply
• Operate
• Interview
• Paint
• Change
• Compute
• Sequence
• Show
• Solve
• Collect
• Demonstrate
• Dramatize
• Construct
• Use
• Adapt
• Draw
Using strategies,
concepts, principles
and theories in new
situations

17. Analyzing
The learner breaks learned information into
its parts to best understand that
information.
• Requires student to break down information to
obtain the meaning of the material or demonstrate
how it is organized or structured.
• Requires the student to analyze the situation,
interpret data, set goals, and determine actions.
Sample key words: Comparing, Organizing,
Deconstructing, Attributing, Outlining, Finding,
Structuring, Integrating
Item types: MC, Short Answer, Problems, Essay
Can you break information into parts to explore
understandings and relationships?

18. Analyzing: sample key words
• Distinguish
• Question
• Appraise
• Experiment
• Inspect
• Examine
• Probe
• Separate
• Inquire
• Arrange
• Investigate
• Sift
• Research
• Calculate
• Criticize
• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyze
• Diagram
• Relate
• Dissect
• Categorize
• Discriminate
Breaking
information down
into its component
elements

19. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
• Requires judgment based standards and specific
criteria.
Sample key words: Checking,
Hypothesizing, Critiquing,
Experimenting, Judging, Testing,
Detecting, Monitoring
Item types: MC, Essay
Can you justify a decision or course of action?

20. Evaluating: sample key words
• Judge
• Rate
• Validate
• Predict
• Assess
• Score
• Revise
• Infer
• Determine
• Prioritize
• Tell why
• Compare
• Evaluate
• Defend
• Select
• Measure
• Choose
• Conclude
• Deduce
• Debate
• Justify
• Recommend
• Discriminate
• Appraise
• Value
• Probe
• Argue
• Decide
• Criticize
• Rank
• Reject
Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria.

21. Creating
The learner creates new ideas and
information using what has been previously
learned.
• Requires taking previously learned information
and putting the elements together to create
something new
Sample key words: Designing,
Constructing, Planning, Producing,
Inventing, Devising, Making
Item types: MC, Essay
Can you generate new products, ideas, or
ways of viewing things?

22. Creating: sample key words
• Compose
• Assemble
• Organize
• Invent
• Compile
• Forecast
• Devise
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Compile
• Generate
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.

23. Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?

24. Questions for Understanding
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?

25. Questions for Applying
• Do you know of another instance
where…?
• Can you group by characteristics such
as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you
develop a set of instructions about…?

26. Question for Analyzing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
)

27. Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?

28. Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would
you deal with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?