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1. Session on Test Construction for
BED Faculty
(Part I)
September 6, 2022

2. Test
Construction
Teacher-made tests should be able to
adequately assess the attainment of pre-defined
instructional objectives. Following are suggested
steps in test construction.

3. • Identify instructional objectives and specific learning
outcomes and state them in terms of desired
changes in student behavior. These factors will guide
the construction of test items later on.
• Outline the subject matter topics to be covered by the test
• Prepare a table of specifications. This is a two-way
chart that relates the learning outcomes to the course content.

4. •Select appropriate types of tests. The choice of type of test
principally depends on what will be assessed.
Ex. Essays are more appropriate when the learning outcomes
to be measured are organization of thoughts or ideas;
comprehension; application; synthesizing; analyzing; and
evaluating skills which can be gleaned from the learner’s
written work; and interests, appreciations, beliefs,
viewpoints/opinions, attitudes, and value judgements
expressed in one’s own writing.
Ex. Objective Tests are more appropriate choice if the teacher
wants to assess student’s knowledge and ability to recall such
knowledge.

5. Important:
In selecting the test, there should be a harmony with the instructional
objectives and the teaching methodologies.

6. • Construct the test items. Once the type of test is
determined, the teacher engages in constructing the
appropriate items.
Order the items. Test items are usually ordered or
sequenced according to degree of difficulty. Test items are
usually arranged from the easiest to the most difficult,
because the students may suffer from a mental block if the
first items are the most difficult. Relatively easier items at
the beginning of a test are psychologically motivating.

7. Write the directions. Test directions must satisfy
clearly and simply what are expected of the
examinees.
Ex. “ Solve the following problems, show your
solutions and express the answers to the nearest
tenth.” is better than “ Solve the following
problems.”
Prepare the answer sheet and the scoring key.

8. Constructing Objective Test Items
Poor: Where does the
Philippine Congress hold
sessions?
( The item has many possible
answers, but the expected
answer is Batasang
Pambansa.)
Improved:
What is the name of the
building where the Philippine
Congress hold sessions?
Short-answer items
The items should be so worded as to elicit a brief and specific response

9. The item should not be directly lifted
from the book
Poor:
Mastery tests are
typically criterion-
referenced tests.
Improved:
What type of test
compares the examinee’s
performance with specific
learning outcomes?

10. A complete direct question is better
than an incomplete statement.
Poor:
Congress holds sessions
in Batasang Pambansa.
Better:
What is the name of
the building where
Congress holds
sessions?

11. If the response called for is a numeral,
the degree of specificity should be
indicated.
Poor:
The quotient obtained when
6 is divided by 8 is 7.
Improved:
If 6 is divided by 8, the
quotient, rounded off to the
nearest tenth is (.7)

12. Blanks provided for in a series of items should be
uniform in length o avoid giving cues. All blanks should
be placed at the right of the items to facilitate checking
Poor: Identify the following
measures of central location:
A. The most reliable______
B. The midpoint of a
distribution______
C. _______ is the measure of
central location that has the
greatest frequency of occurrence
Improved:
On the blanks provided, write the
measures of central location being
described:
A. The most reliable _____
B. The midpoint of a distribution
_____
C. The score that has the greatest
frequency of occurrence ______.

13. Do not over mutilate an item
Poor:
For every _______there
is an equal and
___________.
Improved:
For every action, there
is an equal and
opposite ________.

14. The blank should not appear at the start of the item. It is
perplexing to think of the answer when what is asked for
is not yet given.
Poor:
The ( pistil) is the part
of the flower that holds
the pollen grains.
Improved:
The part of the flower that
holds the pollen grains is called
______
Better:
What part of a flower hoods
the pollen grains?
(pistil)

15. The blank should correspond to a significant word in the
item; never to an article, conjunction, or preposition,
unless those are the foci of the item.
Poor:
The smallest unit ( of)
society is the family.
Improved:
The smallest unit of society is
the
( family).
Acceptable:
Insert the correct preposition
on the blank provided for.
The accident resulted ( in ) the
death of ten persons.

16. True or False or Alternative-response items
Poor:
There are so many societal
problems but most young
people do not care about
them. A person who is truly
socially responsible goes out
of his way to respond to the
problem of the society.
Improved:
A socially responsible
person participates
actively in solving societal
problems.
1. Avoid long, complicated items.

17. 2. Avoid the use of negative statements, especially
double negatives. A negative statement is used only if
significant learning requires it.
Poor:
If the probability of a
correlation is .92, then the
variables being correlated
are not significantly
unrelated.
Improved:
If the probability of a
correlation coefficient
is .92, then the
variables are
significantly related.

18. 3. The truth or falsity of an opinion is relative to the beholder.
Hence, if an item expresses an opinion, its source must be
given, unless the ability to identify the source is the one being
specifically measured.
Poor:
T F The insurgency
problem in the Philippines
is under control.
The answer is either true or
false, based on the opinion
of the examinee.
Improved:
TF According to Pres.
Estrada, the insurgency
problem in the
Philippines in under
control.

19. 4. The number of TRUE statements should be
approximately equal to the number of false
statements. A ratio of 40 to 60 still acceptable
though.

20. 5. The length of true and false statements
should be approximately equal to avoid giving
clues.
Poor:
T F The period of pendulum is
inversely proportional to
the square root of its
length because the longer
the length, the slower it
will take the pendulum to
swing to and from.
Improved:
T F The period of a pendulum
is inversely proportional to
the square root of its
length.

21. 6. To lessen guesswork on the part of the
students, modified true-or-false item is
preferable to a simple true-or-false item.
Poor:
Write T if the statement is
true or F if it is false: The
median is the least
reliable measure of
central location.
Improved:
Write true if the statement is correct.
If not, change the underlined word to
make the statement correct.
Write the new word on the space
before the item.
( Mode). The median is the least
reliable measure of central location.

22. 7. The item should contain only one idea; otherwise,
the examinee may agree with one and disagree with
the other.
Poor:
T F Sound does not travel
in a vacuum, hence
sound is louder in air
than water.
(The first part is true, the second
is false)
Improved:
T F Sound is louder when it
travels in air than in water.
Improved:
T F Sound does not travel in
vacuum.

23. MATCHING TYPE
1. Use homogeneous material in the same matching exercise so as not to
confuse the learner.
Poor:
Column A
___1. Discovered the Philippines
___2. First President of the Phil.
Commonwealth
___3. Discovered America
___4. President of the Japanese
-sponsored Phil. Republic
___5. Wrote Noli Me Tangere
Column B
A. Jose Rizal
B. Jose Laurel
C. Elpidio Quirino
D. Christopher Columbus
E. Apolinario Mabini
F. Manuel Quezon
G. Ferdinand Magellan
H. Gregorio del Pilar
I. Diego silang

24. Improved:
Match the descriptions in Column A with the names of
heroes in Column B. An answer in Column B can be used
only once.
Column A
____1. Sublime Paralytic
____2. Founder of the Katipunan
____3. Wrote Noli Me Tangere
____4. Brains of the Katipunan
____5. Founder of the La Solidaridad
____6. Hero of Tirad Pass
Column B
A. Andres Bonifacio
B. Apolinario Mabini
C. Diego Silang
D. Emilio Jacinto
E. Gregorio del Pilar
F. Graciano Lopez Jaena
G. Jose Rizal

25. 2. Include an unequal number of premises
and responses, unless the direction specifies
that a response may be used more than once.
The example given in 1 has more responses
than premises.
3. In the direction, indicate the basis for
matching the items in the two columns. See
the direction given in the improved item in 2.
4. Keep the shorter items on the right column.
See example in 1.

26. 5. Keep the list of items to be matched brief. Brevity will
enable the examinee to read the responses rapidly; with
the sweep of an eye. Literally. See example in 2.
6. Arrange the list of responses in logical order ( e.g.
alphabetically for words and chronologically for years.)See
the improved item in 1.
7. Place all the items on the same page so that the student
does not have to flip the test pages each time s/he looks
for the correct response.

27. Source:
Engineering the Curriculum ( a Guidebook for Educators and School Managers)
Flordeliza C. Reyes, DLSU-Taft.

28. Thank you and keep
up the good work!

29. WW
(SR)
WW
(CR)
SELECT
ED
RESPON
SE
CONSTRUC
TED
RESPONSE
PERFORMANCE TASK
30-
50%
50-
70%
A M M T T T
A
M
T
2. Identify in the TOS the corresponding Performance Level and
Assessment Format (WW-SR; WW-CR; PT).
RAPATAN2021

30. A M M T T T
A
A
M
RAPATAN2
ALIGNMENT OF COMPETENCY WITH PERFORMANCE LEVEL
2. Identify in TOS Corresponding Performance Level and
Assessment Format (WW-SR; WW-CR; PT).
M
M

31. A
M M
T T T
A
M
T
x x x x x
x x x x
x x x
RAPATAN2
1. Classify Quarter Competencies into A-M-T.
2. Identify in TOS Corresponding Performance Level and
Assessment Format (WW-SR; WW-CR; PT).
3. Complete in TOS No. and % of Items, Total Items and
No. of days/hrs.

32. RAPATAN2
MODULAR/BLENDED/ONLINE MODALITIES

33. OPEN BOOKS CONSTRUCTED RESPONSE TEST CHECKLIST
CONSTRUCTED
RESPONSE TYPE
CHECKLIST ITEMS
OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make Meaning competency are
given to the student to read and analyze.
3. Directions ask the student to determine which selection is the
best in line with the Make Meaning-type of learning competency.
Student is also asked to support answer by citing important
parts of the selection.
4. Directions also contain permission to the student to use
references and the Internet. Directions also clearly state
persons or materials the student is not allowed to consult.
5. The length and readability of the selections are developmentally
appropriate. As much as possible, the selections are
contextualized in the Philippine setting.
6. A table is given for students to discuss their choice. A prompt
on how to begin the answer may or may not be found.
7. Students have to do C-E-R in their answer. They make a Claim
on which is the best. They have to give Evidence citing texts
and Reason to justify their choice.

34. No article is selected. If an article is selected, there is no discussion.
In addition to Level 3 response, student is able to point out the weaknesses of
or limitations of other articles.
Student’s reasoning or explanation of his or her choice is coherent. Student is
able to support his or her answer with specific texts from the article.
Student’s reasoning or explanation explanation of his or her choice is
coherent. However, student is not able to support his or her answer with
appropriate texts from the article.
Student’s reasoning or explanation explanation of his or her choice is
confusing. However, in line with the learning competency, student is
able to mention important parts of the chosen article.
OPEN BOOKS CONSTRUCTED RESPONSE TEST HOLISTIC RUBRIC