PRINCIPLES AND METHODS OF 1

CLASSROOM (TEST
CONSTRUCTION CONT…)
 NOOR ATIQAH BT AHMAD SOHIMI (824708)
 AIN EZANI BT JAMILAN (824692)
 NORFARAH NAJLAA BT ZAMERI (824712)
 2

OUTLINE
Objective items format
Type of objective item
 Multiple Choice
 True false
 Matching item
Subjection item
Essay items
Type of essay item
 Restricted response
 Extended response
Guidelines for constructing essay questions
Rules for grading essay questions
NOOR ATIQAH BT AHMAD SOHIMI (824708)

OBJECTIVE ITEM
FORMAT
NOOR ATIQAH BT AHMAD SOHIMI (824708)

DEFINITION AND CHARACTERISTICS OF

OBJECTIVE ITEM
• A test that consist of factual questions that require short
answer that can be quickly to answer and scored.
• Easy to prepare and quick to mark
• Should cover important content and skills
• The reading level and vocabulary of each item should be
as elementary as possible
• The question should be stated in an unambiguous manner
• Should avoid confusing sentence and not too much
wording
NOOR ATIQAH BT AHMAD SOHIMI (824708)

Multiple Choice TYPE OF

Matching item OBJECTIVE
Alternate Choice ITEM
FORMAT
NOOR ATIQAH BT AHMAD SOHIMI (824708)

MULTIPLE CHOICE

• Basic format of question that have question,

correct answer and distractors
• Useful for assessing recall of facts and application
of knowledge
• Can be used until higher education level
• Contain two parts:
a) the stem, which identifies the question or
problem
b) the response alternatives (answer)
NOOR ATIQAH BT AHMAD SOHIMI (824708)

EXAMPLE
NOOR ATIQAH BT AHMAD SOHIMI (824708)

PROS CONS

• Assess various levels of • Difficult to test attitudes

learning outcomes, from towards learning because
basic recall to application, correct responses can be
analysis, and evaluation easily faked
• More reliability because test • Test takers may perceive
item is less susceptible to questions to be tricky or too
guessing picky
• Easy to score and quickly to • Does not allow test takers to
answer demonstrate knowledge
• Focus on a relatively course beyond the options
material than can increase provided
the validity of assessment
NOOR ATIQAH BT AHMAD SOHIMI (824708)

GUIDELINE TO CREATE MULTIPLE 9

CHOICE QUESTION
STEM RESPONSE
Ask direct question rather than incomplete Be sure there is only one correct or best
statement. response to the item.
Eliminate irrelevant information from the stem Make alternatives approximately equal in
length.
Bold or capitalize negative statement. Three or four options are best
Ex : Which of the following is NOT capital city
of Malaysia

Don’t create redundant or repetition All options should be parallel in structure

question and similar in length for easy to read

Use "story problems" – literally or figuratively – Options should avoid clang associations,
to present scenarios that require placed in a logical order, not overlap
comprehension and analysis each other
NOOR ATIQAH BT AHMAD SOHIMI (824708)

10

MATCHING ITEM

• Basic format consist of two lists (steam and

response)
• Should be a one-to-one correspondence
between the two lists
• Considered to be a special case of multiple-
choice item
• Useful to measure understanding of concepts or
objective
NOOR ATIQAH BT AHMAD SOHIMI (824708)

11

EXAMPLE
NOOR ATIQAH BT AHMAD SOHIMI (824708)

12

PROS CONS
Require short periods of
reading and response time. Difficult to construct due to the
Can cover more content. problem of selecting a
common set of stimuli and
responses
Provide objective
measurement of student
achievement or ability
Have difficulty measuring
learning objectives requiring
more than simple recall of
Easily graded and scored information.
NOOR ATIQAH BT AHMAD SOHIMI (824708)

13

GUIDELINE TO CREATE MATCHING

QUESTION
• The list should be homogeneous
• Must have clear direction
• Avoid perfect matching by placing more items in
the response list than in the premises list
• Arrange the list in some logical order
• Longer phrases should be at premises list and short
phrases in response list
NOOR ATIQAH BT AHMAD SOHIMI (824708)

14

ALTERNATE CHOICE

• A special case of multiple choice item where

limit to only two choices of answer
• Most popular type is true-false item
• The variation of answer can include:
• Correct – not correct
• Yes – no
• Fact – opinion
NOOR ATIQAH BT AHMAD SOHIMI (824708)

15

EXAMPLE
NOOR ATIQAH BT AHMAD SOHIMI (824708)

16

PROS CONS
Quick and easy to
High percentage to
construct, answer and
guessing
score

Predominantly lower-
Can be scored
level skills are
efficiently and
appropriately assesse
objectively
with these item
NOOR ATIQAH BT AHMAD SOHIMI (824708)

17

GUIDELINE TO CREATE ALTERNATE

CHOICE

• Avoid the use of absolute term and other

specific determiners
• Avoid testing trivial knowledge
• Bold or italics negative statement
• True and false statement should be of
equal length
AIN EZANI BT JAMILAN (824692)

18

SUBJECTIVE ITEMS
AIN EZANI BT JAMILAN (824692)

OUTLINE
19

Introduction • What does subjective item mean?

• Constructed Response Item

Examples • Problem Solving Item

• What are the advantages

Pros and and disadvantages
Cons administering this type of
item?
AIN EZANI BT JAMILAN (824692)

INTRODUCTION
20

• Subjective items = any Nonspecific

Involves
feelings

items/questions which
Dependent
permits the students to Based on on
opinion conditions
Concept
organize and present an related with
of the mind

“subjective”
original answer in the form
of explanations.
AIN EZANI BT JAMILAN (824692)

21

EXAMPLES OF SUBJECTIVE ITEMS

Constructed
Short – Problem
Response
answer essay solving
Items

Performance
test items
AIN EZANI BT JAMILAN (824692)

22

CONSTRUCTED RESPONSE ITEMS

Constructed response items means an assessment which

requires the students to “ construct” relevant response
towards the questions given.

”Construct” = Students need to apply knowledge, skills

and critical thinking abilities to the real-world,
standards–driven performance tasks.

Also being known as “ open-response” items.

AIN EZANI BT JAMILAN (824692)

23

EXTENDED RESPONSE ITEMS

A type of constructed response items

Requiring students to read a prompt or a specified text article,

reflect on the key points, and then develop a meaningful
essay or analysis of the information.
 24

EXAMPLE OF
EXTENDED
RESPONSE
ITEMS
AIN EZANI BT JAMILAN (824692)

25

Questions which present the student

with a problem situation or task and
require a demonstration of work
procedures and a correct solution, or
just a correct solution.

PROBLEM
This kind of test item is classified as a
subjective type of item due to the SOLVING
procedures used to score item
responses. ITEMS

Instructors can assign full or partial

credit to either correct or incorrect
solutions depending on the quality
and kind of work procedures
presented.
AIN EZANI BT JAMILAN (824692)

EXAMPLES OF PROBLEM SOLVING

26

ITEMS
AIN EZANI BT JAMILAN (824692)

PROS AND CONS 27

Pros Cons
Provides more
details about the Greater scoring
student’s subjectivity
cognitive process

Reduces the Requires time to

likelihood of administer and
guessing score

May not cover

Flexible in
entire range of
construction
knowledge
824712 - NORFARAH NAJLAA ZAMERI

DEFINITION AND 28

CHARACTERISTICS OF ESSAY ITEM

 The Essay question format allows the student freedom
to construct and present ideas in their own words.
 Essay questions often demand the use of higher level
thinking skills, such as analysis, synthesis, and
evaluation.
 it allows the students to express themselves and
demonstrate their reasoning related to a topic.
 Giving the students freedom in terms of presentation
style and also the length or the short answer
824712 - NORFARAH NAJLAA ZAMERI

29

RESTRICTED
RESPONSE
- Limits on the content.

TYPES OF - Limit on the response.

ESSAY EXTENDED
QUESTION RESPONSE
- allow student to choose the scope of the
topic
- Student is able to demonstrate to use of
higher-order cognitive skills
824712 - NORFARAH NAJLAA ZAMERI

30

RESTRICTED RESPONSE

• The restriction of the response allows for the

measurement of specific outcomes.
• Boundaries of response are clear – use words like
list, define, explain
• Requires students to respond with short answers
• Content is usually limited by restricting the scope of
the topic to be discussed
• Form of student response is restricted by the
question
824712 - NORFARAH NAJLAA ZAMERI

31

EXAMPLE
824712 - NORFARAH NAJLAA ZAMERI

32

EXTENDED RESPONSE
• Allows the student to have freedom of choice in the
selection of the information necessary to write a coherent
essay within the scope of the topic question.
• Allow student to express their own ideas and
interrelationships among idea & use their own strategy for
organization.
• Students have the opportunity to come up with ideas,
critically respond to responses, submit rational arguments
and constructive constructs based on questionnaires.
• This item encourages students to demonstrate the process
of thinking of Higher Order Thinking Skills (HOTS)
824712 - NORFARAH NAJLAA ZAMERI

33

EXAMPLE
824712 - NORFARAH NAJLAA ZAMERI

34

GUIDELINES FOR CONSTRUCTING ESSAY

QUESTIONS

Restrict use of essay questions to those learning

Restrict outcomes that cannot be satisfactorily measured by
selective response items.
Formulate questions that will call forth the behavior
Formulate specified in the learning outcomes.

Phrase each question so that the students’ task is

Phrase clearly indicated.

Indicate Indicate the approximate time limit for each question.

Avoid Avoid the use of optional questions

824712 - NORFARAH NAJLAA ZAMERI

35

TASK WORDS
task assignment is required on subjective items to guide candidate answers
more specifically and also helps draw up scoring rules

• What? • Compare
• Who? used to get • Differentiate Obtain
information compound
• Where? about • Explain composition
knowledge • Describe information
• When? complex
• Discuss
• How? • conclude
824712 - NORFARAH NAJLAA ZAMERI

36

RULES FOR GRADING ESSAY QUESTIONS

WHAT BIASES US IN GRADING ESSAYS?

Spelling
Writing style
Our knowledge of a student
Type of example used
Handwriting
824712 - NORFARAH NAJLAA ZAMERI
37

Prepare an outline of the expected answer

Prepare in advance.

Use the scoring method that is most

Use appropriate (points or rating).

GUIDELINES Decide on provisions for handling factors

FOR Decide on that are irrelevant to the learning outcomes
being measured (handwriting, spelling,
SCORING sentence structure punctuation, neatness).
ESSAY
QUESTIONS Evaluate
Evaluate all answers to each question
before going on to the next question.

Evaluate all answers without looking at the

Evaluate students’ names
824712 - NORFARAH NAJLAA ZAMERI
ADVANTAGES
• Easy to make - saving time
• Suitable for all subjects
• Suitable for high level
• Can measure how to build minds
- test the ability to organize,
analyze & interact students'
ideas
• Can train written skills
DISADVANTAGES
• The field to test is limited
• Students are able to predict the issue
• Less suitable to test student
achievement in a topic
• Less suitable for students who are less
skillful in using Language
• Has low reliability
• Checking the answer paper takes a
long time
 Recap
39

Subjective items means any questions which permits the student generate answers in a form
of explanation.
Examples :
1) Constructed Response Item
2) Problem Solving Items ( Computational Questions )
Pros
1) Reduce probability among students to guess the answer
Cons
1) Not easy to administer and scoring the answer (instructors)

Essay item
• allows the student freedom to construct and present ideas in their own words
• Test knowledge, experience, skills and level of cognitive abilities of students through writing.
Essay questions often demand the use of higher level thinking skills, such as analysis,
synthesis, and evaluation.
Type of essay item
• Restricted response - The restriction of the response allows for the measurement of specific
outcomes.(Requires students to respond with short answers)
• Extended response - Allows the student to have freedom of choice in the selection of the
information necessary to write a coherent essay within the scope of the topic question