ut

e it b
u ca n't se
o
“When yo in d , y mber
u st th e w Reme
perfect, yo op expecting people e i s l i k e
l k t o
are.”
u can like
them for w
to be “Lov n feel it.” rks, A Wa
ho they a a
you c cholas Sp
h, you can N i
e a woman laug ―
– Donald
Miller
“Love all, trust a few, do wrong to none.” “If you can mak
hing.”
― William Shakespeare, All's Well That make her do anyt ― Marilyn Mon
roe
Ends Well

CONSTRUCTION OF
WRITTEN TESTS
 ING
E THE HOOS • WHAT ARE THE
R C T
AT A ES IN T ES
WH L IN I ATE GENERAL GUIDELINES
• WHAT ARE THE • DE P R
GUI PPRO IN WRITING TRUE OR
GUIDELINES IN E A
T H ? FALSE ITEMS?
MAT
WRITING MULTIPLE- FOR THE RIES
A RE GO
CHOICE TEST? HA T
ATE F • WHAT ARE THE
• W JOR C ATS O T? GENERAL GUIDELINES
MA FORM T E S
• WHAT ARE THE L
AND ITIONA IN WRITING SHORT-
D
GUIDELINES IN TRA ANSWER TEST ITEMS?
WRITING MATCHING-
TYPE ITEMS? • S IG
NIFI • WHAT ARE THE
CULM CANT GENERAL GUIDELINES
IN
PERF ATING FOR WRITING ESSAY
ORMA
E TAS N
K AND C
TESTS?
SUCC
E
INDIC SS • WHAT ARE THE
AT
PRER ORS GENERAL GUIDELINES
EQUIS FOR WRITING
O F TH I TE PROBLEM-SOLVING
IS
L E SS TESTS?
ON
 OBJECTIVE
CONSTRUCTION OF WRITTEN TEST
S
At the end of the week 13 the
students would be able to:
• Identify the test format that is
most appropriate for a particular
learning outcome; and,
• Apply the general guidelines in
constructing test items.
 MOTIVATIONAL
ACTIVITY:
Instructions:
The entire class will be divided into
two groups, and they will complete
words that related to the current
topic.
The first part (set a) of the word
puzzle needs to be completed before
moving on to the second part (set b).
In (set a), there are questions to be
answered, and the results/answers
will have assigned numbers for each
letter. These numbers will aid in
completing the (set b) word puzzle.
 SIGNIFICANT CULMINATING PERFORMANCE TASK
AND SUCCESS INDICATORS PREREQUISITE OF THIS
LESSON

SUMMARY:
At the end of the lesson, you should
be able to:
• Demonstrate knowledge and skills
in constructing traditional types of
tests that are most applicable to a
particular learning outcome.
You are considered successful in this culminating performance task
if you have satisfied at least the following indicators of success:
Performance Tasks Success Indicators

Classifying tests Identify the test format that is most

appropriate for
a particular learning outcome

Designing a test Create an assessment plan aligned

with the desired
learning outcomes (DLOs) and the
teaching and learning activities
(TLA's)

Constructing test Develop test items following the

items general guidelines
for test construction of different test
formats.
 PREREQUISITE OF THIS LESSON
 The construction of good tests requires specific skills and experience.
To be able to successfully perform the above culminating performance
tasks, you should be able to distinguish the different types and formats
and understand the processes and requirements in setting learning
objectives and outcomes and in preparing the table of specifications.

 Classroom assessments are an integral part of learner's learning

where:
 they do more than just measure learning;
 inform the learners what needs to be learned and to what extent
and how to learn them; and
 also provide the parents some feedback about the child's
achievement of the desired learning outcomes.
 PREREQUISITE OF THIS LESSON

 It is important that assessment tasks or test are meaningful

and further promote deep learning, as well as fulfill the
criteria and principles of test construction.

 To learn or enhance your skills in developing good and effective

test items for a particular test format, you need to go back and
review your prior knowledge on different test formats; how and
when to choose a particular test format that is the appropriate
measure of your subject; and how to construct good and
effective items for each format.
 GENERAL GUIDELINES IN
CHOOSING APPROPRIATE FORMAT

What are the guidelines in choosing the

appropriate test format?

Not every test is universally valid for every

type of learning outcome. For example, if
an intended outcome for a Research
Method 1 course is “to design and
produce a research study relevant to one’s
field study”, you cannot measure this
outcome through a multiple-choice test or
a matching-type test.
 To guide you on choosing the appropriate test format
and designing fair and appropriate yet challenging test,
you ask the following important question:

1. What are the objectives or desired learning

outcomes of the subject/unit/lesson being
assessed?

• Deciding on what test format to use generally

depend on your learning objective or the
desired learning outcomes of the
subject/unit/lesson. Desired learning
outcomes (DLOs) are statement of what
learners are expected to do or demonstrate
as a result of engaging in the learning process.
 To guide you on choosing the appropriate test format and designing fair and
appropriate yet challenging test, you ask the following important question:

2. What level of thinking is to be assessed (i.e., remembering,

understanding, applying, analyzing, evaluating and creating) Does
the cognitive level of the test question match your instructional
objective or DLOs?

• The level of thinking to be assessed is also an important factor to consider

when designing your test, as this well guide you in choosing the appropriate
format. For example, if you intend to assess how much your learners are able
to identify important concepts discussed in class (i.e., remembering or
understanding level), a selected – response format such as multiple-choice
test would be appropriate. However, if you to assess how your students will be
able to explain and apply in another setting a concept or framework learned in
class (i.e., applying and/or analyzing level), you may consider giving
constructed -response test format such as essays.
 To guide you on choosing the appropriate test format and designing fair and
appropriate yet challenging test, you ask the following important question:

3. Is the test matched or aligned with the courses DLOs and course content or
learning Activities?

• The Assessment task should be aligned with the instructional activities and
the DLOs. Thus, it is important that you are clear about what DLOs are to be
addressed by your test and what course activities or task are to be
implemented to achieve the DLOs.
 To guide you on choosing the appropriate test format and designing fair and
appropriate yet challenging test, you ask the following important question:

For example, if you want learners to articulate and justify their

stand on ethical- decision making and social responsibility
practices in business (i.e., DLO), then an essay test and class
debate are appropriate measures and tasks for this learning
outcome. A multiple-choice test may be used but if you intend to
assess learners’ ability to recognize what ethical and unethical
decision-making practice. In the manner, matching -type test may
be appropriate if you want to know whether your students can
differentiate and match the different approaches or terms to their
definition.
 To guide you on choosing the appropriate test format and designing fair and
appropriate yet challenging test, you ask the following important question:

4. Are the test Items realistic to the students?

• Test item should be meaningful and realistic to the learners.

They should be relevant or related to their everyday
experiences. They should be relevant or related to their
everyday experiences. The use of concepts, terms, or situation
that have not been discussed in the class or that they never
encountered ,read, or heard about should be minimized or
avoided, This is to prevent learners from making wild guesses,
which will undermine your measurement of what they have
really learned from the class.
 GENERAL CATEROGIES AND FORMATS OF TRADITIONAL
TEST
What are the Major Categories and
Formats of traditional Test?

For the purpose of classroom assessment,

traditional test fall into two general
categories;(1) Selected-Response type, in
which learners select the correct response
from the given options, and (2)
Constructed-Response type, in which the
learner are asked to formulate their own
answer. The Cognitive capabilities
required to answer selected-response
items are different from those required by
constructed-response items, regardless of
content.
 SELECTED – RESPONSE TEST
Require learners to choose the correct answer or best alternative from several
choices. While they can cover a wide range of learning materials very
efficiently and measure a variety of learning outcomes, they are limited when
assessing learning outcomes that involve more complex and higher-level
thinking skills. Selected-response test include.
• Multiple Choice Test
It is the most commonly used format in formal testing and typically consist of a
stem (problem), one correct or best alternative (Correct Answer), and three or
more incorrect or inferior Alternatives (Distractors).
• True- False or Alternative Response Test
It generally consisted of a statement and deciding if the statement is true or
false.
• Matching Type Test
It consisted of two set of items to be matched with each other based on a
specific attribute.
 CONSTRUCTED – RESPONSE TEST
Require learners to supply answer to a given question or problem. These
includes:
• Short Answer Test
It consisted of open – ended question or incomplete sentence that require
learners to create for each item.
• Completion - It consist of incomplete statement that require the learners to
fill in the blanks with the correct word or phrase.
Example: Complete the sentence.
In every action there is an equal and ______ reaction.
(opposite)
• Identification – It consist of statement that require the learners to identify or
recall the term/concept, people, places or event that is being described.
Example: Identification
He was the first President of the Philippines.
(Emilio Aguinaldo)
 CONSTRUCTED – RESPONSE TEST
• Enumeration – It requires the learner to list down all possible
answer to the question.
Example: Enumerate the Five Senses.
Touch, Smell, Taste, Hearing , Sight
• Essay Test
It consisted of problems/question that require learners to compose
or construct written responses.
• Problem – Solving Test
It consisted of problems/question that require the learners to solve
problem in the quantitative or non-quantitative setting using
knowledge and skills in mathematical concept and procedure,
and/or other higher order cognitive skills (e.g., reasoning, analysis,
critical thinking and skills).
WHAT ARE THE GUIDELINES IN
WRITING MULTIPLE-CHOICE TEST?
• It is the most commonly used format in
formal testing and typically consists of
a stem(problem), one correct or best
alternative (correct answer), and three
or more incorrect or inferior
alternatives(distractors).
• Writing Multiple choice items requires
content,mastery,writing skills, and
time. Only good and effective items
should be included in the test.
• Poorly written test items could be
confusing and frustrating to learners
and yield test scores that are not
appropriate to evaluate their learning
and achievement.
WHAT ARE THE GUIDELINES IN
WRITING MULTIPLE-CHOICE TEST?
• Multiple choice questions—also known as
fixed choice or selected response items—
require students to identify right answers
from among a set of possible options that
are presented to them. Possible answers
are "fixed" in advance rather than left open
for the learner to generate or supply.

• The advantage of these items is that they

can be scored rapidly, providing quick
feedback to students and enabling efficient
ways to assess large numbers of students
over a broad range of content. One
drawback is that constructing good
multiple-choice items takes time, especially
if you are writing questions to test higher
order thinking.
 3 TYPES OF GENERAL GUIDELINES IN
WRITING MULTIPLE-CHOICE TEST
• CONTENT

1.Write items that reflect only one specific content and cognitive processing skills.

Faulty: Which of the following is a type of statistical procedure used to test a

hypothesis regarding significant relationship between variables, particularly in terms
of the extent and direction of association?

A. ANCOVA C. Correlation
B. ANOVA D. t-test

Good: Which of the following is an inferential statistical procedure used to test

hypothesis regarding significant differences between two qualitative variables?

A. ANCOVA C. Correlation
B. ANOVA D. t-test
 3 TYPES OF GENERAL GUIDELINES IN
WRITING MULTIPLE-CHOICE TEST
2. Do not lift and use statements from the textbook or other
learning materials as test questions.

3. Keep the vocabulary simple and understandable based on

the level of learners/examinees.

4. Edit and proofread the items for grammatical and spelling

before administering them to the learners.
 3 TYPES OF GENERAL GUIDELINES IN
WRITING MULTIPLE-CHOICE TEST
• STEM

1. Write the directions in the stem in a clear and understandable

manner.
2. Write stems that are consistent in form and structure, that is,
present all items either in question form or in descriptive or
declarative form.
3. Word the stem positively and avoid double negatives, such as NOT
and EXCEPT in a stem. If negative word is necessary, underline or
capitalize the word emphasis.
4. Refrain from making the stem too wordy or containing too much
information unless the problem/question requires the facts presented
to solve the problem.
 3 TYPES OF GENERAL GUIDELINES IN
WRITING MULTIPLE-CHOICE TEST
• OPTIONS

1. Provide there (3) to five (5) options per item, with only one being the
correct or best answer/alternative.
2. Write options that are parallel or similar in form and length to avoid giving
clues about the correct answer.
3. Place options in a logical order(e.g., alphabetical, from shortest to
longest).
4. Place the correct answer response randomly to avoid a discernable
pattern of correct answers.
5. Use none-of-the-above carefully and only when there is one absolutely
correct answer, such as in spelling or math items.
6. Avoid all-of-the-above as an option, especially if its intended to be the
correct answer.
7. Make all the options realistic and reasonable.
GUIDELINES IN WRITING MATCHING-TYPE ITEMS
The matching test item format requires learners to
match a word, sentence,or phrase in one column (e.g:
premise) to a corresponding word, sentence or phrase in
a second column (e.g: response).it is not appropriate
when you need to measure the learners ability to
identify the relationship or association between two
similar items. They work best when the course content
has many parallel concept. While matching type test
format is generally used for simple recall of information ,
you can find ways to make it applicable or useful in
assessing higher level of thinking such as applying and
analyzing.
GUIDELINES IN WRITING MATCHING-TYPE ITEMS
GUIDELINES IN WRITING MATCHING-TYPE ITEMS:

1. Clearly state in the directions the basis for matching the stimuli/premise with
the responses.

2. Ensure that the stimuli/premise are longer and responses are shorter.

3. For each item, include only topics that are related with one another and
share the same foundation of information.

4. Make the response options short, homogeneous, arranged in logical

manner.

5. Include response options that are reasonable and realistic and similar in
length and grammatical form.

6. Provide more response options than the number of stimuli.

GUIDELINES IN WRITING TRUE OR FALSE ITEMS

Different Variations of True or False

Items
1. T-F Correction or Modified True-or-
False Question
* In this format, the statement is
presented with a key word or phrase
that is underlined, and the learner has to
supply the correct word or phrase.
Example: Multiple-Choice Test is
authentic.
2. Yes-No Variation- In this format, the
learner has to choose yes or no, rather
than true or false.
3. A-B Variation- In this format, the
learner has to choose A or B, rather
than true or false.
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE ITEMS?
1. Include statements that are completely true or
completely false.
2. Use simple and easy-to-understand statements.
3. Refrain from using negatives-especially double
negatives.
4. Avoid using absolutes such as "always" and "never".
5. Express a single idea in each item.
6. Avoid the use of unfamiliar words or vocabulary.
7. Avoid lifting statements from the textbook and other
learning materials.
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE ITEMS?
True or false items are used to measure learners' ability to identify whether a
statement or proposition is correct/true or incorrect/false. They are best used
when learners' ability to judge or evaluate is one of the desired learning
outcomes
There are different variations of the true or false items. These include the
following:
1. T-F Correction or Modified True-or-False Question.
In this format, the statement is presented with a key word or phrase that is
underlined, and the learner has to supply the correct word or phrase. e.g.,
Multiple-Choice Test is authentic.
2. Yes-No Variation.
In this format, the learner has to choose yes or no, rather than true or false.
e.g., The following are kinds of test. Circle Yes if it is an authentic test and No if
not.
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE ITEMS?
Multiple choice test YES NO

Debates YES NO

End of the term YES NO

project
True or false YES NO

A-B Variation. In this format, the learner has to choose

A or B, rather than true or false. e.g.. Indicate which
of the following are traditional or authentic tests by
circling A if it is a traditional test and B if it is authentic.
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE ITEMS?
Traditional Authentic
Multiple choice test -A B
Debates A B
End of the term A B
project
True or false A B
Because true or false test items are prone to
guessing, as learners are asked to choose between
two options, utmost care should be exercised in
writing true or false items.
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE ITEMS?
The following are the general guidelines in writing true or false items:
1. Include statements that are completely true or completely
false.
Faulty: The presidential system of government, where the president is
only the head of state or government, is adopted by the United States,
Chile, Panama, and South Korea.
Good: The presidential system, where the president is only the head of
state
or government, is adopted by Chile.
Item #1 is of poor quality because, while the description is right, the
countries given are not all correct. While South Korea has a
presidential system of government, it also has a prime minister who
governs alongside with the president.
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE ITEMS?
2. Use simple and easy-to-understand statements.
Faulty: Education is a continuous process of higher adjustment
for human beings who have evolved physically and mentally,
which is free and conscious of God, as manifested in nature
around the intellectual, emotional, and humanity of man.
Good: Education is the process of facilitating learning or the
acquisition of
knowledge, skills, values, beliefs, and habits.
Item #1 is somewhat confusing, especially for younger learners
because there are many ideas in one statement…
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE ITEMS?
3. Refrain from using negatives— especially double
negatives.
Faulty: There is nothing illegal about buying goods through the
internet.
Good: It is legal to buy things or goods through the internet.
Double negatives are sometimes confusing and could result in wrong
answers, not because the learner does not know the answer but
because of how the test items are presented.
4. Avoid using absolutes such as “always” and “never.”
Faulty: The news and information posted on the CNN website is
always accurate.
Good: The news and information posted on the CNN website is
usually accurate.
WHAT ARE THE GENERAL GUIDELINES IN WRITING
TRUE OR FALSE
5. Express a single idea in each test item.
ITEMS?
• Faulty: If an object is accelerating, a net force must be acting on it, and the
acceleration of an object is directly proportional to the net force applied to the
object.
Good: If an object is accelerating, a net force must be acting on it.
Item #1 consists of two conflicting ideas, wherein one is not correct.
6. Avoid the use of unfamiliar words or vocabulary.
Faulty: Esprit de corps among soldiers is important in the face of hardships and
opposition in fighting the terrorists.
Good: Military morale is important in the face of hardships and opposition in
fighting the terrorists.
Students may have a difficult time understanding the statement, especially if the
word “esprit de corps” has not been discussed in the class. Using unfamiliar words
would likely lead to guessing.
7. Avoid lifting statements from the textbook and other learning materials.
 GUIDELINES IN WRITING
SHORT-ANSWER TEST ITEMS

What are the general guidelines in writing short-answer test

items?
1. Omit only significant words from the statement.
2. Do not omit too many words from the statement such that the
intended meaning is lost.
3. Avoid obvious clues to the correct response.
4. Be sure that there is only one correct response.
5. Avoid grammatical clues to the correct response.
6. If possible, put the blank at the end of a statement rather than
at the beginning.
 GUIDELINES IN WRITING
SHORT-ANSWER TEST ITEMS

A short-answer test item requires the learner to

answer a question or to finish an incomplete
statement by filling in the blank with the correct
word or phrase.
While it is most appropriate when you only intend
to assess learners' lower-level thinking, such as
their ability to recall facts learned in class, you
can create items that minimize guessing and
relevant clues to the correct answer.
 GUIDELINES IN WRITING
SHORT-ANSWER TEST ITEMS

The following are the general guidelines in writing good fill-in-

the-blank or completion test items:
1. Omit only significant words from the statement.
Faulty: Every atom has a central —
called a nucleus.
Good: Every atom has a central core called a(n)
In Item #1, the word "core" is not the significant word. The item
is also prone to many and varied interpretations, resulting to
many possible answers.
 GUIDELINES IN WRITING
SHORT-ANSWER TEST ITEMS

3. Avoid obvious clues to the correct response.

Faulty: Ferdinand Marcos declared martial law in 1972. Who
was the president during that period?
Good: The president during the martial law years was _
Item #1 already gives a clue that Ferdinand Marcos was the
president during this time because only the president of a
country can declares martial law.
 GUIDELINES IN WRITING
SHORT-ANSWER TEST ITEMS
4. Be sure that there is only one correct response.
Faulty: The government should start using renewable energy
sources for generating electricity, such as
Good: The government should start using renewable sources
of energy by using turbines called
Item #1 has many possible answers because the statement is
very general (e.g., wind, solar, biomass, geothermal, and
hydroelectric).
Item #2 is more specific and only requires one correct answer
(i.e., wind):
 GUIDELINES IN WRITING
SHORT-ANSWER TEST ITEMS
5. Avoid grammatical clues to the correct response.
Faulty: A subatomic particle with a negative electric charge is
called an
Good: A subatomic particle with a negative electric charge is
called a(n) —
The word "an" in Item #1 provides a clue that the correct
answer starts with a vowel.
 GUIDELINES IN WRITING
SHORT-ANSWER TEST ITEMS
6. If possible, put the blank at the end of a statement
rather than at the beginning.
Faulty: is the basic building block of matter.
Good: The basic building block of matter is _
In Item #1, learners may need to read the sentence until the
end before they can recognize the problem, and then re-read it
again and then answer the question.
On the other hand, in Item #2, learners can already identify the
context of the problem by reading through the sentence only
once and without having to go back and re-read the sentence.
ESSAY TESTS

 ESSAY TESTS measures higher-

order thinking skills of learners,
particularly their ability to
reason, analyze, synthesize, and
evaluate. They also the writing
abilities of the learners.
ESSAY TESTS

 They are most appropriate for

assessing learners:

1. understanding of subject-matter
content
2. ability to reason with their
knowledge of the subject
3. problem-solving and decision
skills because items or situations
presented in the test are authentic
or close to real-life experiences
 TWO (2) TYPES OF ESSAY TEST

1. Extended-Response Essay - Requires much longer and complex

responses. Typically demands a more thorough exploration of the subject
matter and a more extensive response from the students.

Example: Examine the impacts of climate change on global ecosystems.

Provide a comprehensive analysis of how rising temperatures, extreme
weather events, and melting ice caps contribute to ecosystem
disruptions.

2. Restricted-Response Essay - Much more focused and restrained.

Requires a concise and specific answer within a limited framework.

Example: Analyze the impact of a specific historical event on the

economic development of a country of your choice. Focus only on the
key factors and lasting effects. Be sure to provide at least three (3)
concrete and specific examples to support your answer.
GENERAL GUIDELINES IN CONSTRUCTING
GOOD ESSAY QUESTIONS:
1. Clearly define the intended learning outcome to be assessed
by the essay test.

2. Refrain from using essay tests for intended learning outcomes

that are better assessed by other kinds of assessment.

3. Clearly define and situate the task within a problem situation

as well as the type of thinking required to answer the test.

4. Present tasks that are fair, reasonable, and realistic to the

students.

5. Be specific in the prompts about the time allotment and

criteria for grading the response.
 PROBLEM-SOLVING TESTS

PROBLEM-SOLVING TESTS items are used to

measure learners’ ability to solve problems that
require quantitative knowledge and competencies
and/or critical thinking skills. These items present a
problem situation or task that will require learners
to demonstrate work procedures or come up with a
correct solution. Full or partial credit can be
assigned to the answers, depending on the
answers or solutions required.
GUIDELINES IN PROBLEM-SOLVING TEST ITEMS
There are different variations of the quantitative problem-
solving items. These include the following:

1. One answer choice - This type of question contains four

or five options and students are required to choose the best
answer.

Example: What is the mean of the following score

distribution: 32, 44, 56, 69, 75, 77, 95, 96?

A. 68 C. 72 E. 76
B. 69 D. 74

The correct answer is A. 68

GUIDELINES IN PROBLEM-SOLVING TEST ITEMS
2. All possible answer choices - This type of question has
four or five options, and students are required to choose all of
the options that are correct.

Example: Consider the following score distribution: 12, 14,

14, 14, 17, 24, 27, 28, 30. Which of the following is/are the
correct measure/s of central tendency? indicate all possible
answers.

A. Mean = 20 C. Median = 16 E. Mode = 14

B. Mean = 22 D. Median = 17

Options A, D, and E are all correct answers.

GUIDELINES IN PROBLEM-SOLVING TEST ITEMS

3. Type-In Answer - This type of question does not provide options

to choose from. Instead, the learners are asked to supply the correct
answer. The teacher should inform the learners at the start how their
answers will be rated. For example, the teacher may require just the
correct answer or may require learners to present the step-by-step
procedures for coming up with their answers. On the other hand, for
non-mathematical problem solving, such as a case study, the
teacher may present a rubric on how their answers will be rated.

Example: Compute the mean of the following score distribution: 32,

44, 56, 69, 75, 77, 95, 96. Indicate your answer in the blank
provided.

In this case, the learners will only need to give the correct answer
without having to show the procedures for computation.
GUIDELINES IN PROBLEM-SOLVING TEST ITEMS

Problem-solving test items are a good test format

as they minimize guessing, measure instructional
objectives that focus on higher cognitive levels,
and measure extensive amounts of content or
topics. However, they require more time for
teachers to construct, read, and correct, and are
prone to rater bias, especially when scoring
rubrics/criteria are not available. It is therefore
important that good quality problem-solving test
items are constructed.
GUIDELINES IN PROBLEM-SOLVING TEST ITEMS

The following are some of the general

guidelines for constructing good problem-
solving test items:

1. Identify and explain the problem clearly

2. Be specific and clear about the type of response
required from the students.
3. Specify the directions and bases for grading
students’ answers/procedures.
 ut
e it b
u ca n't se
o
“When yo in d , y mber
u st th e w Reme
perfect, yo op expecting people e i s l i k e
l k t o
are.”
u can like
them for w
to be “Lov n feel it.” rks, A Wa
ho they a a
you c cholas Sp
h, you can N i
e a woman laug ―
– Donald
Miller
“Love all, trust a few, do wrong to none.” “If you can mak
hing.”
― William Shakespeare, All's Well That make her do anyt ― Marilyn Mon
roe
Ends Well

THANK YOU EVERYONE!