This document provides guidelines for constructing various types of paper-and-pencil test items, including matching, completion, arrangement, identification, analogy, and interpretation items. It discusses the purpose and format of each item type and provides 3-5 guidelines for writing each effectively. Examples of written test items are also included to illustrate the guidelines. The overall document aims to help educators create objective paper tests that accurately measure students' knowledge and skills.

1. Chapter 5
Constructing Objective
Paper And Pencil Tests
(part 3)
Reference: Measuring and Evaluating
Learning Outcomes: A Textbook in
AL 1 and 2
Carlito D. Garcia Ed D

2. Writing Matching
Items

3. Matching items
• It is designed to measure students’ ability to single
out pairs of matching phrases, words or other related
facts from separate lists.
• It is basically an efficient arrangement of a set of
multiple-choice items with all stems, called premises,
having the same set of possible alternative answers.
• Matching items are appropriate to use in measuring
verbal associative knowledge (Moore, 1997) such as
inventors and inventions, titles and authors, or
objects and their basic characteristics.

4. 5 Guidelines…
1. Specify the basis for matching the premises
with the responses. Sound testing practice
dictates that the directions spell out the
nature of the task. It is unfair and
unreasonable that the student should have to
read through the stimulus and response list in
order to discern the basis for matching.
2. Be sure that the whole matching exercise is
found in one page only. Splitting the exercise
is confusing, distracting and time-consuming
for the student.

5. 5 Guidelines…
3. Avoid including too many premises on one
matching item. If a matching exercise is to
long, the task becomes tedious and the
discrimination too fine.
4. Both the premises and the responses in the
same general category or class (e.g.
inventors – inventions; authors – literary
works; objects – characteristics).
5. Premises or responses composed of one or two
words should be arranged alphabetically.

6. Directions: Match Column A with Column B. You
will be given one point for each correct match.
___1. Execution of Rizal A. 1521
___2. Pseudonym of Ricarte B. 1896
___3. Hero of Tirad Pass C. Gregorio
del Pilar
___4. Arrival of Spaniards in Phil. D. Spolarium
___5. Masterpiece of Juan Luna E. Vibora

7. Directions: Match Column A with Column B. You
will be given one point for each correct match.
__1. National Hero of the Phil. A. Aguinaldo
__2. Hero of Tirad Pass B. Bonifacio
__3. Brain of the Katipunan C. Del Pilar
__4. Brain of the Phil. Revolution D. Aquino
__5. The Sublime Paralytic E. Mabini
F. Rizal

8. Writing Completion Items

9. Writing Completion Items
• Completion items require the students to associate
an incomplete statement with a word or phrase
recalled from memory (Ashman, 1991).
• Each completion test items contains a blank, which
the students must fill in correctly with one word or
a phrase.
• Inasmuch as the student is requires to write the
correct response, the completion item is a form of
supply item. Completion test items are useful for
the testing or specific facts.

10. Guidelines…
1. As a general rule, it is best to use ONE
blank in a completion item.
* The Philippines is at the
_________ and _________ of
_________.
*The Philippines is located in
the continent of _________.

11. Guidelines…
2. The blank should be placed NEAR or at
the END of the sentence.
* _________ is money earned
from the use of money.
* Money earned from the use
of money is _________.

12. Guidelines…
3. Give clear instructions indicating
whether synonyms will be correct and
whether spelling will be a factor in scoring.
Directions: On your answer
sheet, write the expression
that completes each of the
following sentences. The word
should be EXACT. Synonyms
will NOT be accepted.

13. Guidelines…
4. Be definite enough in the incomplete
statements so that only one correct
answer is possible.
* The highest building is
________.
* The highest building in Asia
is _________.

14. Guidelines…
5. Avoid using direct statements from the
textbook with a word or two missing.
* A part of speech typically
denoting a person, place, thing,
animal or idea is _________.
* A name of person, places,
things, etc. is called
_________.

15. Guidelines…
6. All blanks for all items should be of
equal length and long enough to
accommodate the longest response.
* The country which has 7,107
islands is ____________.
* The K-pop invasion is from
_____.
* The country which has 7,107
islands is ____________.
* The K-pop invasion is from
____________.

16. Writing Arrangement
Items

17. Writing Arrangement Items
Arrangement items are used for
testing knowledge of sequence and
order.
•words alphabetically
•events chronologically
•numbers according to magnitude
• stages in a process
• incidents in a story
•jumbled words in a sentence

18. 3 Guidelines…
1. Items to be arranged should belong
to one category only.
2. Provide instructions on the rationale
for arrangement or sequencing.
3. Specify the response code students
have to use in arranging the items.
4. Provide sufficient space for the
writing of answer.

19. Directions: The four words are arranged
at random. On your answer sheets,
rearrange the words so that they will form
a sentence.
much the
costs
rose
Answer:
________________________________

20. Writing Completion-
drawing Items

21. Writing Completion-Drawing Items
As pointed out in the
previous chapter, a
completion-drawing item
is one wherein an
incomplete drawing is
presented which the
student has top complete.

22. 2 Guidelines…
1. Provide instruction on how the
drawing will be completed.
2. Present the drawing to be
completed.

23. Writing correction
Items

24. Writing Correction Items
The correction type of
test item is similar to the
completion item, except
that some words or
phrase have to be
changed to make the
sentence correct.

25. 3 Guidelines…
1. Underline or italicize the word or
phrase to be corrected in a sentence.
2. Specify in the instruction where
students will write their correction of
the underlined or italicized word or
phrase.
3. Write items that measure higher
levels of cognitive behavior.

26. Directions: Change the underlined word or
phrase to make each of the following
statements correct. Write your answer on the
space before each number.
_________1. Inflation caused by increase
demand is known as oil-push.
_________2. Inflation is the phenomenon of
falling prices.
_________3. Expenditure on non-food items
increases with increased income according to
Keynes.
_________4. The additional cost for producing
an additional unit of a product is average cost.

27. Writing identification
Items

28. Writing Identification Items
An identification type
of test item is one
wherein an unknown
specimen is to be
identified by name or
other criterion.

29. 3 Guidelines…
1. The direction of the test should
indicate clearly what has to be
identified, like persons,
instruments, dates, events, steps
in a process and formulas.
2. Sufficient space has to be provided
for the answer to each item.
3.The question should not be copied
verbatim from the book.

30. Directions: Following are phrase
definitions of term, opposite each number,
write the term defined.
_________1. Weight divided by volume
_________2. Degree of hotness or
coldness of a body
_________3. Changing speed of a moving
body
_________4. Ratio of resistance to effort

31. Writing Enumeration Items

32. Writing Enumeration Items
An enumeration item is
one wherein the
student has to list
down parts or
elements/components
of a given concept or
topic.

33. 2 Guidelines…
1. The exact numbers of expected
answers have to be specified.
2. Spaces for the writing of answers
have to be provided and should be
of the same length.

34. Directions: List down or enumerate
what are asked for each of the
following.
Underlying Causes of World Wars I and
II
1. _____________________________
2. _____________________________
3. _____________________________

35. Writing Analogy
Items

36. Writing Analogy Items
An analogy items consists
of a pair of words, which
are related to each other
(Calmorin, 1994). This
type of item is often used
in measuring the student’s
skill in sensing association
between paired words or
concepts.

37. 5 Guidelines…
1. The pattern of relationship in the first
pair of words must be the same pattern in
the second pair.
Sampaguita : Philippines –
Heart : Love
Sampaguita : Philippines –
Rose of Sharon : Korea

38. 5 Guidelines…
2.Options must be related to the correct
answr.
Bonifacio : Philippines,
________ ; USA
a. Jefferson
b. Lincoln
c. Madison
d. Washington

39. 5 Guidelines…
3.The principle of parallelism has to be
observed in writing options.
Gun : Hunting –
Pen : ________
a. Clicking
b. Viewing
c. Typing
d. Writing

40. 5 Guidelines…
4. More than three options have to
be included in each analogy item
top lessen guessing.
5. All items must be
grammatically consistent.

41. Writing interpretative
Items

42. Writing Interpretative Items
Interpretative test item
is often used in testing
higher cognitive behavior.
This kind of test item
may involve analysis of
maps, figures or charts or
even comprehension of
written passages.

43. 4 Guidelines… (Airisian)
1. The interpretative exercise must
be related to the instruction
provided the students.
2. The material to be presented to
the students should be new to
them but similar to what was
presented during instruction.

44. 4 Guidelines… (Airisian)
3. Written passages should be as brief
as possible. The exercise should not
be a test of general reading ability.
4. The students have to interpret,
apply, analyze and comprehend in
order to answer a given question in
the exercise.

45. Writing Short story
explanation Items

46. Writing Short Story Explanation Items
This type of item is
similar to an essay test
but requires a short
response, usually a
sequence or two. This
type of question is a good
practice for the students
in expressing themselves
concisely.

47. 2 Guidelines…
1. Specify in the instruction of the
test, the number of sentences that
the students can use in answering
the question.
2. Make the question brief and to the
point for the students not to be
confused.

48. Assessment of Learning
Thank You!!
Presented by: Niel Richard C. Lopez
BSED-III