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-ofspecification

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 type

source: constructing test items by Steven J.

Osterlind1989

Writing Multiple Choice Items

Multiple-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 2004

Writing analogy
Items(continuation)
It

is important for teachers and students

to state the nature of the relationship
explicitly when discussing an analogy.

Writing analogy Items

Analogy

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.