Constructing Objective Paper and Pencil Test

Constructing Objective Paper and Pencil Test

Steps in Preparing the Table of Specification: (continuation)

1. List down the topics covered for inclusion in the test.

2. Determine the objectives to be assessed by the test.

3. Specify the number of days/hours spent for teaching a particular topic.

Steps in Preparing the Table of Specification: (continuation)

4 .Determine percentage allocation of the test items for each of the topics covered. The formula applied is as follows: % for a topic = Total Number Of Days/ Hours Spent The total number of hours/days spent teaching the topic

Example: Mrs. Garcia utilized 10 hours for teaching the unit on Pre Spanish Philippines. She spent 2 hours in teaching the topic, Early Filipinos and their Society. What percentage of test items should she allocate for the topic? % for a topic = 2 10 = 0.20 (20%)

Steps in Preparing the Table of Specification: (continuation)

5.Determine the number of the items for each topic. This can be done by multiplying the percentage allocation for each topic. This can be done by multiplying the percentage allocation for each topic by the total number of items to be constructed.

Example: Mrs. Garcia decided to prepare a 50- item test on the unit, Pre Spanish Philippines. How many items should she write for the Early Filipinos and their Society? 50 items x 0.20 = 10 items

Steps in Preparing the Table of Specification(continuation)

6.Distribute the numbers to the objectives. The number of items allocated for each objective depends on the degree of importance attached by the teacher to it.

Source: http://www.slideshare.net/daenice/preparing-the-table-of-specification

Criteria for Preparing Test Directions. Directions should be clearly written and as concise as possible.

Directions should appear above the relevant text or graphic and should refer to the examinees attention to the relevant item.

Directions should appear in a boldface typesource: constructing test items by Steven J. Osterlind1989Writing Multiple Choice ItemsMultiple-choice questions typically have 3 parts: a stem,correct answer called the key, and several wrong answers, called distractors.

Writing Multiple Choice Items(continuation) Format the items vertically, not horizontally (i.e., list the choices vertically)

Allow time for editing and other types of item revisions.

Use good grammar, punctuation, and spelling consistently.

Writing Multiple Choice Items(continuation) Have your questions peer-reviewed

Avoid giving unintended cues such as making the correct answer longer in length than the distractors.

Source:Writing analogy Items by Dawn M. Zimmaro, Ph.D. last revised 2004Writing analogy Items(continuation)It is important for teachers and students to state the nature of the relationship explicitly when discussing an analogy.Writing analogy ItemsAnalogy test- is a high-level mental ability test requiring the solution of problems stated as an analogies.

It is also a way of stating a comparative relationship between two sets of terms.

Prepared By: CTE 3 (Group 4)Cual, Bebelyn M.Daria, Ma. Maureen R.Lalong-isip, Constancia C.Opena, Claren C.Rentoria, Jelyn O.Senorin, Mischelle Anne B.