Instructors should be ready in instruction through the pedagogy of isntruction especially in test construction

1. TESTTEST
CONSTRUCTIONCONSTRUCTION

2. EVALUATIONEVALUATION
systematic collection of evidencesystematic collection of evidence
to determine whether in fact certainto determine whether in fact certain
changes are taking place in thechanges are taking place in the
learner as well as to determine thelearner as well as to determine the
amount or degree of change in anamount or degree of change in an
individual trainee.individual trainee.

3. TYPES OF EVALUATIONTYPES OF EVALUATION
1.Diagnostic1.Diagnostic
2.2. FormativeFormative
3.3. SummativeSummative

4. CHARACTERISTICS OFCHARACTERISTICS OF
INSTRUMENTINSTRUMENT
1.1. PracticabilityPracticability
2.2. UsefulnessUsefulness
3.3. ValidityValidity
4.4. ReliabilityReliability

5. PROCESS OF EVALUATION OFPROCESS OF EVALUATION OF
INSTRUCTIONINSTRUCTION
1. Preparation Phase1. Preparation Phase
•• Table of SpecificationsTable of Specifications
ADVANTAGES:ADVANTAGES:
A. Ensures an adequate coverage ofA. Ensures an adequate coverage of
objectives.objectives.
B. Helps in attaining an equitableB. Helps in attaining an equitable
distribution of skills measurement.distribution of skills measurement.

6. •• Categories of Cognitive SkillsCategories of Cognitive Skills
a.Remembering – simply recall of factsa.Remembering – simply recall of facts
b.Comprehending – interpretb.Comprehending – interpret
previously learned informationpreviously learned information
c.Thinking – more or less complexc.Thinking – more or less complex
intellectual activity such as analysis,intellectual activity such as analysis,
synthesis and judgmentsynthesis and judgment

7. •• Selecting Test Item TypesSelecting Test Item Types
A. Objective TypeA. Objective Type
1. Supply Type (Short answer, Fill in the blanks)1. Supply Type (Short answer, Fill in the blanks)
TIPS:TIPS:
1. Prepare the table of specifications.1. Prepare the table of specifications.
2. Write items in a straightforward 2. Write items in a straightforward
manner.manner.
3. Be brief as possible.3. Be brief as possible.
4. Avoid too many easy items.4. Avoid too many easy items.
5. Randomize correct responses5. Randomize correct responses
6. Ask a colleague to read items for 6. Ask a colleague to read items for
clarity.clarity.

8. 2. Selection Type 2. Selection Type
a. Constant alternatives a. Constant alternatives
b. Analogiesb. Analogies
c. Rearrangements (Chronological, c. Rearrangements (Chronological,
ranking)ranking)
d. Matching Testd. Matching Test

9. e. Multiple Choicee. Multiple Choice
TIPSTIPS
1.1. Provide only one or best answer.Provide only one or best answer.
2.2. Write four to five alternative responses.Write four to five alternative responses.
3.3. Relate ideas for the stem and responses within Relate ideas for the stem and responses within
the stem.the stem.
4.4. make responses brief and clear and of equal make responses brief and clear and of equal
length.length.
5.5. Make sure that statements proceed Make sure that statements proceed
grammatically from stem to responses.grammatically from stem to responses.
6.6. Underline the word all or except.Underline the word all or except.
7.7. Scatter correct responses in random orders.Scatter correct responses in random orders.

10. B.B. Essay TypeEssay Type
TIPS:TIPS:
1. Shld. be used when telling why, criticize,1. Shld. be used when telling why, criticize,
contrast, summarize, compare, explain why,contrast, summarize, compare, explain why,
trace development, evaluate…trace development, evaluate…
2. Should be stated unambiguously. (Use2. Should be stated unambiguously. (Use
language economically, thinking of likelylanguage economically, thinking of likely
responses of students.).responses of students.).
3. Should call for structured responses of3. Should call for structured responses of
somewhat limited scope.somewhat limited scope.
4. Decide for an absolute or relative scale of4. Decide for an absolute or relative scale of
scoring.scoring.
5. Don’t give too much essay test.5. Don’t give too much essay test.

11. 2. Administrative Phase2. Administrative Phase
•• Test scheduleTest schedule
•• Test conditionsTest conditions
3.Utilization Phase3.Utilization Phase
•• Checking Test ResultsChecking Test Results
•• Interpreting the TestInterpreting the Test
4.Reporting Phase4.Reporting Phase

12. B.B. Essay TypeEssay Type
TIPS:TIPS:
1. Shld. be used when telling why, criticize,1. Shld. be used when telling why, criticize,
contrast, summarize, compare, explain why,contrast, summarize, compare, explain why,
trace development, evaluate…trace development, evaluate…
2. Should be stated unambiguously. (Use2. Should be stated unambiguously. (Use
language economically, thinking of likelylanguage economically, thinking of likely
responses of students.).responses of students.).
3. Should call for structured responses of3. Should call for structured responses of
somewhat limited scope.somewhat limited scope.
4. Decide for an absolute or relative scale of4. Decide for an absolute or relative scale of
scoring.scoring.
5. Don’t give too much essay test.5. Don’t give too much essay test.