This document provides guidance on developing teacher-made tests. It begins with an advance organizer and outlines the test development process. It then provides details on designing different item types, including selected-response, constructed-response, and interpretive exercise items. It gives guidelines for writing different item types and examples. The objectives are to explain assessment concepts and design aligned tests. It also discusses test specifications, characteristics, layout, instructions and scoring.

1. Developing a Teacher Made
Test
Dr. Carlo Magno
1

2. Advance Organizer
1 The Test Blueprint
Outline of the Test Development Process
Table of Specifications
2 Designing Selected-Response Items
Binary-choice items
Instructions in Writing Binary Type of Items
Multiple-choice items
Guidelines in Writing Multiple-choice Items
Matching items
Guidelines in Writing Multiple-choice Items
3 Designing Constructed-Response Items
Short-answer items
Guidelines in Writing Short Answer Items
Essay items
4 Designing Interpretive Exercise
Guidelines in Writing Intepretive Exercise
2
Examples of Interpretive Exercise

3. Objectives
• 1. Explain the theories and concepts that
rationalize the practice of assessment.
• 2. Make a table of specifications of the test
items.
• 3. Design pen-and-paper tests that are aligned
to the learning intents.
• 4. Justify the advantages and disadvantages of
any pen-and-paper test.
• 5. Evaluate the test items according to the
guidelines presented.
3

4. Outline of Test Development Process
• 1. Specify the ultimate goals of the education process
• 2. Derive from these the goals of the portion of the
system under study
• 3. Specify these goals in terms of expected student
behavior. If relevant, specify the acceptance level of
successful learning.
• 4. Determine the relative emphasis or importance of
various objectives, their content, and their behaviors.
• 5. Select or develop situations that will elicit the
desired behavior in the appropriate context or
environment, assuming the student has learned it.
• 6. Assemble a sample of such situations that together
represent accurately the emphasis on content and
behavior previously determined.
4

5. Outline of Test Development Process
• 7. Provide for the recording of responses in a form
that will facilitate scoring but will not so distort the
nature of the behavior elicited that it is no longer a true
sample or index of the behavior desired.
• 8. Establish scoring criteria and guides to provide
objective and unbiased judgment.
• 9. Try out the instrument in preliminary form.
• 10. Revise the sample of situations on the basis of
tryout information.
• 11. Analyze reliability, validity, and score distribution
in accordance with the projected use of scores.
• 12. Develop test norms and a manual, and reproduce
and distribute the test.
5

6. Test Length
• The test must be of sufficient length to yield
reliable scores
• The longer the test, the more the reliable the
results
• The test should be valid if it is reliable
• For the grade school, one must consider the
stamina and attention span of the pupils
• The test should be long enough to be
adequately reliable and short enough to be
administered
6

7. Test Instruction
• It is the function of the test instructions to
furnish the learning experiences needed in
order to enable each examinee to
understand clearly what he is being asked
to do?
• Instructions may be oral, a combination of
written and oral instruction is probably
desirable, except with very young children.
• Clear concise and specific.
7

8. Test layout
• The arrangement of the test items influences the speed
and accuracy of the examinee
• Utilize the space available while retaining readability.
• Items of the same type should be grouped together
• Arrange test items from easiest to most difficult as a
means of reducing test anxiety.
• The test should be ordered first by type then by content
• Each item should be completed in the column and page
in which it is started.
• If the reference material is needed, it should occur on the
same page as the item
• If you are using numbers to identify items it is better to
use letters for the options
8

9. Scoring the test
• Use separate answer sheets
• Punched key
• Overlay key
• Strip key
Plight of the student
• The teacher should discuss with the class the
content areas and levels of the cognitive domain
to be examined
• The discussion should utilize a vocabulary and a
level of complexity appropriate to the
development level of the student
• Types of test
• Examples of test type
9

10. Table of Specifications
One Grid TOS
Content Outline No. of items
1. Table of specifications 10
2. Test and Item characteristics 20
3. Test layout 5
4. Test instructions 5
5. Reproducing the test 5
6. Test length 5
7. Scoring the test 5
TOTAL 55 10

11. Table of Specifications
Two Grid TOS
Weight Content Knowledge Comprehension Application No. of items
(Time Outline 30% 40% 30% by content
Frame) area
35% 1. Table of specifications 1 4 4 9
30% 2. Test and Item characteristics 2 3 3 8
10% 3. Test layout 1 1 0 2
5% 4. Test instructions 0 1 0 1
5% 5. Reproducing the test 1 0 0 1
5% 6. Test length 1 0 1 2
10% 7. Scoring the test 2 1 0 3
8 10 8 26
The number of items in a cell is computed using the formula:
Given time
items X percentageof cognitive skill X total number of items 11
Total time

12. Classification of test Items
• Selected Response
– Binary Choices
– Multiple Choice
– Matching Type
• Constructed Response “Supply Test”
– Short Form answers - identification
– Completion – fill in the blanks, cloz test
– Essay
• Performance Type
– Paper and pencil type
– Identification type
– Simulation
12

13. Item Writing Commandments
• Thou shall not produce opaque directions to students
regarding how to respond to your instructions (opaque
directions)
• Thou shall not employ ambiguous statements in your
assessment item (ambiguous statements)
• Thou shall not unintentionally provide students with
clues regarding appropriate response (unintended
clues)
• Thou shall not employ complex syntax in your
assessment item (complex syntax)
• Thou shall not use vocabulary that is more advanced
than required (Difficult vocabulary)
13

14. SHORT ANSWER ITEMS
• 1. Word the item so that the answer is both brief
and definite.
• 2. Do not take statements directly from books to
use as a basis for short answer items.
• 3. A direct question is generally more
acceptable than an incomplete statement.
• 4. The answer to be expressed in numerical
units indicate the type of answer wanted.
• 5. Blanks for answers should be equal in length.
• 6. Do not use to many blanks.
14

15. Writing supply items
1. Require short, definite, clear-cut, and explicit answers
FAULTY: Earnest Hemingway wrote______
IMPROVED: The Old Man and the Sea was written by
_______.
Who wrote The Old man and the Sea?
2. Avoid multimutilated statements
FAULTY: _____ pointed out in ____ the freedom of thought
in America was seriously hampered by ___, ____, & __.
IMPROVED: That freedom of thought in America was
seriously hampered by social pressures toward
conformity was pointed out in 1830 by ______.
15

16. Writing supply items
3. If several equal answers equal credit should be given to
each one.
4. Specify and announce in advance whether scoring will
take spelling into account.
5. In testing for comprehension of terms and knowledge
of definition, it is often better to supply the term and
require a definition than to provide a definition and
require the term.
FAULTY: What is the general measurement term
describing the consistency with which items in a test
measure the same thing?
IMPROVED: Define “internal consistency reliability.”
16

17. Writing supply items
6. It is generally recommended that in completion items
the blanks come at the end of the statement.
FAULTY: A (an) ________ is the index obtained by dividing
a mental age score by chronological age and
multiplying by 100.
IMPROVED: The index obtained by dividing a mental age
score by chronological age and multiplying by 100 is
called a (an) ________
7. Minimize the use of textbook expressions and
stereotyped language.
FAULTY: The power to declare war is vested in ______
IMPROVED: Which national legislative body has the
authority to declare war?
17

18. Writing supply items
8. Specify the terms in which the response is to be given.
FAULTY: Where does the Security Council of the United Nations
hold its meeting?
IMPROVED: In what city of the United States does the Security
Council of the United Nations hold its meeting?
FAULTY: If a circle has 4-inch diameter, its area is_____
IMPROVED: A circle has 4-inch diameter. Its area in square
inches correct to two decimal places, is _____
9. In general, direct questions are preferable to incomplete
declarative sentences.
FAULTY: Gold was discovered in California in the year ___
IMPROVED: In what year was gold discovered in California?
18

19. Writing supply items
10. Avoid extraneous clues to the correct answer
FAULTY: A fraction whose denominator is greater than its
numerator is a _____
IMPROVED: Fractions whose denominator are greater
than their numerators are called _____
19

20. ALTERNATIVE RESPONSE ITEM
• 1. Avoid broad general statements if they are to be
judged true or false.
• 2. Avoid trivial statements.
• 3. Avoid the use of negative statements.
• 4. Avoid long complex sentences.
• 5. Avoid including two ideas in one statement unless
cause and effect relationship are being measured.
• 6. If the opinion is being used, attribute it to some
source unless the ability to identify opinion is being
specifically measured.
• 7. True statements and false statements should be
equal in length.
• 8. The number of true and false statements should be
approximately equal.
20

21. Writing TRUE-FALSE Items
1. Avoid the use of “specific determiners”
FAULTY: No picture-no sound in a television set may
indicate a bad 5U4G.
IMPROVED: A bad 5U4G tube in a television set will result
in no picture sound.
2. Base true-false items upon statements that are
absolutely true or false, without qualifications or
exceptions.
FAULTY: World War II was fought in Europe and the Far
East.
IMPROVED: The primary combat locations in terms of
military personnel during World War II were Europe
and the Far East.
21

22. Writing TRUE-FALSE Items
3. Avoid negative stated items when possible and
eliminate all double negatives.
FAULTY: It is not frequently observed that copper turns
green as a result of oxidation.
IMPROVED: Copper will turn green upon oxidizing.
4. Use quantitative and precise rather than qualitative
language where possible.
FAULTY: Many people voted for Gloria Arroyo in the 2003
Presidential election.
IMPROVED: Gloria Arroyo received more than 60 percent
of the popular votes cast in the Presidential election of
2003.
22

23. Writing TRUE-FALSE Items
5. Avoid stereotypic and textbook statements.
FAULTY: From time to time efforts have been made to explode the
notion that there may be a cause-and-effect relationship between
arboreal life and primate anatomy.
IMPROVED: There is a known relationship between primate anatomy
and arboreal life.
6. Avoid making the true items consistently longer than the false
items.
7. Avoid the use of unfamiliar or esoteric language.
FAULTY: According to some peripatetic politicos, the raison d‟etre for
capital punishment is retribution.
IMPROVED: According to some politicians, justification for the
existence of capital punishment can be traced to the Biblical
statement, “An eye for an eye.”
23

24. Writing TRUE-FALSE Items
8. Avoid complex sentences with many dependent
clauses.
FAULTY: Jane Austen, an American novelist born in 1790,
was a prolific writer and is best known for her novel
Pride and Prejudice, which was published in 1820.
IMPROVED: Jane Austen is best known for her novel Pride
and prejudice.
9. It is suggested that the crucial elements of an item be
placed at the end of the statement.
FAULTY: Oxygen reduction occurs more readily because
carbon monoxide combines with hemoglobin faster
than oxygen does.
IMPROVED: Carbon monoxide poisoning occurs because
carbon monoxide dissolves delicate lung tissue.
24

25. Writing Matching Type Test
1. Matching Exercises should be complete on a single
page.
2. Use response categories that are related but mutually
exclusive.
3. Keep the number of stimuli relatively small (10-15),
and let the number of possible responses exceed the
number of stimuli by two or three.
4. The direction should clearly specify the basis for
matching stimuli and responses.
5. Keep the statements in the response column short and
list them in some logical order
25

26. FAULTY: Match List A with List B. You will be given one
point for each correct match.
List A List B
a. cotton gin a. Eli Whitney
b. reaper b. Alexander Graham Bell
c. wheel c. David Brinkley
d. TU54G tube d. Louisa May Alcott
e. steamboat e. None of these
• Directions failed to specify the basis for matching
• List are enumerated identically
• Responses not listed logically
• Lacks homogeneity
• Equal number of elements
• Use of “None of the above”
26

27. IMPROVED: Famous inventions are listed in the left-hand
column and inventors in the right-hand column below.
Place the letter corresponding to the inventor in the
space next to the invention for which he is famous. Each
match is worth 1 point, and “None of these” may be the
correct answer. Inventors may be used more than once.
Inventions Inventors
__ 1. steamboat a. Alexander Graham-Bell
__ 2. cotton skin b. Robert Fulton
__ 3. sewing machine c. Elias Howe
__ 4. reaper d. Cyrus McCormick
e. Eli Whitney
f. None of these
27

28. Writing Multiple Choice
1. It is recommended that the stem be a direct question.
2. The stem should pose a clear, define, explicit, and
singular problem.
FAULTY: Salvador Dali is
a. a famous Indian.
b. important in international law.
c. known for his surrealistic art.
d. the author of many avant-garde plays.
IMPROVED: With which one of the fine arts is Salvador
Dali associated?
a. surrealistic painting
b. avant-garde theatre
c. polytonal symphonic music
d. impressionistic poetry
28

29. Writing Multiple Choice
3. Include in the stem any words that might otherwise be
repeated in each response.
FAULTY: Milk can be pasteurized at home by
a. heating it to a temperature of 130o
b. Heating it to a temperature of 145o
c. Heating it to a temperature of 160o
d. Heating it to a temperature of 175o
IMPROVED: The minimum temperature that can be used
to pasteurize milk at home is:
a. 130o
b. 145o
c. 160o
d. 175o
29

30. Writing Multiple Choice
4. Items should be stated simply and understandably, excluding all
nonfunctional words from stem and alternatives.
FAULTY: Although the experimental research, particularly that by
Hansmocker must be considered equivocal and assumptions
viewed as too restrictive, most testing experts would recommend as
the easiest method of significantly improving paper-and-pencil
achievement test reliability to
a. increase the size of the group being tested.
b. increase the differential weighting of items.
c. increase the objective of scoring.
d. increase the number of items.
e. increase the amount of testing time.
IMPROVED: Assume a 10-item, 10-minute paper-and-pencil multiple
choice achievement test has a reliability of .40. The easiest way of
increasing the reliability to .80 would be to increased
a. group size
b. scoring objectivity
c. differential item scoring weights
d. the number of items
e. testing time 30

31. Writing Multiple Choice
5. Avoid interrelated items
6. Avoid negatively stated items
FAULTY: None of the following cities is a state capital
except
a. Bangor
b. Los Angeles
c. Denver
d. New Haven
IMPROVED: Which of the following cities is a state capital?
a. Bangor
b. Los Angeles
c. Denver
d. New Haven
31

32. Writing Multiple Choice
7. Avoid making the correct alternative systematically different from
other options
8. If possible the alternatives should be presented in some logical,
numerical, or systematic order.
9. Response alternatives should be mutually exclusive.
FAULTY: Who wrote Harry Potter and the Goblet of Fire?
a. J. K. Rowling
b. Manny Paquiao
c. Lea Salonga
d. Mark Twain
IMPROVED: Who wrote Penrod?
a. J. K. Rowling
b. J. R. R. Tolkien
c. V. Hugo
d. L. Carrol
32

33. Writing Multiple Choice
10. Make all responses plausible and attractive to the less
knowledgeable and skillful student.
FAULTY: Which of the following statements makes clear the meaning
of the word “electron”?
a. An electronic tool
b. Neutral particles
c. Negative particles
d. A voting machine
e. The nuclei of atoms
IMPROVED: Which of the following phrases is a description of an
“electron”?
a. Neutral particle
b. Negative particle
c. Neutralized proton
d. Radiated particle
e. Atom nucleus
33

34. Writing Multiple Choice
11. The response alternative “None of the above” should be used with
caution, if at all.
FAULTY: What is the area of a right triangle whose sides adjacent to
the right angle are 4 inches long respectively?
a. 7
b. 12
c. 25
d. None of the above
IMPROVED: What is the area of a right triangle whose sides adjacent
to the right angle are 4 inches and 3 inches respectively?
a. 6 sq. inches
b. 7 sq. inches
c. 12 sq. inches
d. 25 sq. inches
e. None of the above
34

35. Writing Multiple Choice
12. Make options grammatically parallel to each other and consistent
with the stem.
FAULTY: As compared with the American factory worker in the early
part of the 19th century, the American factory worker at the close of
the century
a. was working long hours
b. received greater social security benefits
c. was to receive lower money wages
d. was less likely to belong to a labor union.
e. became less likely to have personal contact with employers
IMPROVED: As compared with the American factory worker in the
early part of the century, the American factory worker at the close of
the century
a. worked longer hours.
b. had more social security.
c. received lower money wages.
d. was less likely to belong to a labor union
e. had less personal contact with his employer
35

36. Writing Multiple Choice
13. Avoid such irrelevant cues as “common elements” and “pat verbal
associations.”
FAULTY: The “standard error of estimate‟ refer to
a. the objectivity of scoring.
b. the percentage of reduced error variance.
c. an absolute amount of possible error.
d. the amount of error in estimating criterion scores.
IMPROVED: The “standard error of estimate” is most directly related to
which of the following test characteristic?
a. Objectivity
b. Reliability
c. Validity
d. Usability
e. Specificity
36

37. Writing Multiple Choice
14. In testing for understanding of a term or concept, it is generally
preferable to present the term in the stem and alternative definitions
in the options.
FAULTY: What name is given to the group of complex organic
compounds that occur in small quantities in natural foods that are
essential to normal nutrition?
a. Calorie
b. Minerals
c. Nutrients
d. Vitamins
IMPROVED: Which of the following statements is the best description
of a vitamin?
15. Use objective items – items‟ whose correct answers are agreed by
experts
37

38. Factual Knowledge
• The Monroe Doctrine was announced about 10 years after the
a. Revolutionary War
b. War of 1812
c. Civil War
d. Spanish-American War
Conceptual Knowledge
2. Which of the following statements of the relationship between
market price and normal price is true?
a. Over a short period of time, market price varies directly with
changes in normal price.
b. Over a long period of time, market price tends to equal normal
price.
c. Market price is usually lower than normal price.
d. Over a long period of time, market price determines normal
price.
38

39. Translation from symbolic form to another form, or vice
versa
3. Which of the graphs below best represent the supply
situation where a monopolist maintains a uniform price
regardless of the amounts which people buy?
A B C D
S
S S
S S
Price
Price
Price
Price
S S
Quantity Quantity Quantity Quantity
39

40. Application
In the following items (4-8) you are to judge the effects of a particular
policy on the distribution of income. In each case assume that
there are no other changes in policy that would counteract the
effect of the policy described in the item. Mark the item:
A. If the policy described would tend to reduce the existing degree of
inequality in the distribution of income,
B. If the policy described would tend to increase the existing degree
of inequality in the distribution of income, or
C. If the policy described would have no effect, or an indeterminate
effect, on the distribution of income.
__ 4. Increasingly progressive income taxes.
__ 5. Confiscation of rent on unimproved
__ 6. Introduction of a national sales tax
__ 7. Increasing the personal exemptions from income taxes
__ 8. Distributing a subsidy to sharecroppers on southern farms
40

41. Analysis
9. An assumption basic to Lindsay‟s preference for
voluntary associations rather than government order… is
a belief
a. that government is not organized to make the best use
of experts
b. that freedom of speech, freedom of meeting, freedom
of association, and possible only under a system of
voluntary associations.
c. in the value of experiment and initiative as a means of
attaining an ever improving society
d. in the benefits of competition
41

42. Judgments in terms of external criteria
For items 14-16, assume that in doing research for a paper about the
English language you find a statement by Otto Jespersen that
contradicts one point of view in a language you have always
accepted. Indicate which of the statements would be significant in
determining the value of Jespersen‟s statement. For the purpose
of these items, you may assume that these statements are
accurate. Mark each item using the following key.
A. Significant positively – that is, might lead you to trust his
statement and to revise your own opinion.
B. Significant negatively – that is, night lead you to distrust his
statement
C. Has no significance
__ 14. Mr. Jesperson was professor of English at Copenhagen
University
__ 15. The statement in question was taken from the very first article
that Jespersen published
__ 16. Mr. Jespersen‟s books are frequently referred to in other works
that you consult.
42

43. Essay Questions
• 1. Ask questions or set tasks that will require the
examinee to demonstrate a command of essential
knowledge.
• 2. Ask questions that are determinate, in the sense that
experts could agree that one answer is better than
another.
• 3. Define the examinee‟s task as completely and
specifically as possible without interfering with
measurements of the achievement intended.
• 4. In general, give preference to more specific questions
that can be more answered briefly.
• 5. Avoid giving the examinee a choice among optional
questions unless special circumstances make such
option necessary.
• 6. Test the questions by writing an ideal answer
43

44. Types of Essays:
• General – extensiveness of responses
• Restrictive Response – reliable scoring
Learning outcomes measured by Essay:
• Explain cause-effect relationship
• Describe applications of principles
• Present relevant arguments
• Formulate tangible hypothesis
• Formulate valid conclusions
• State necessary assumptions
• Describe the limitations of data
• Explain methods and procedures
• Produce, organize, and express ideas
• Integrate learnings in different areas
• Create original forms
• Evaluate the worth of ideas
44

45. Understanding:
A. Comparison of two phenomena on a single designated basis:
Compare the writers of the English Renaissance to those of the
nineteenth century with respect to their ability tot describe nature
B. Comparison of two phenomena in general
Compare the French and Russian Revolutions
C. Explanation of the use or exact meaning of a phrase or statement
The book of John begins “In the beginning was the word…” From
what philosophical system does this statement derive?
D. Summary of a text or some portion of it
State the central theme of the Communist Manifesto
E. Statement of an artist’s purpose in the selection or organization of
material
Why did Hemingway describe in detail the episode in which
Gordon, lying wounded, engage the oncoming enemy?
What was Beethoven‟s purpose in deviating from the orthodox
form of a symphony in Symphony No. 6?
45

46. Application:
A. Causes or effects
Why may too frequent reliance on penicillin for the treatment of
minor ailments eventually result in its diminished effectiveness
against major invasion of body tissues by infectious bacteria?
B. Analysis
Why was Hamlet torn by conflicting desires?
C. Statement of relationship
It is said that intelligence correlates with school achievement at
about .65. Explain this relationship
D. Illustrations or examples of principles
Name three examples of uses of the lever in typical American
homes
E. Application of rules or principles
Would you weigh more or less on the moon? On the sun?
Explain.
F. Reorganization of facts
Some writers have said that the American Revolution was not
merely a political revolution against England but also a social
revolution, within the colonies, of the poor against the wealthy.
Using the same evidence what other conclusion is possible?
46

47. Judgment:
A. Decision for or against
Should members of the Communist Party be allowed to teach in
American colleges? Why or why not?
B. Discussion
Discuss the likelihood that four-year private liberal arts colleges
will gradually be replaced by junior colleges and state universities.
C. Criticism of the adequacy, correctness, or relevance of a
statement
The discovery of penicillin has often been called an accident.
Comment on the adequacy of this explanation.
D. Formulation of new questions
What should one find out in order to explain why some students of
high intelligence fail in school?
47

48. Designing Interpretive Exercise
• Guidelines in Writing Interpretive Exercise
• 1. Select an introductory that is in harmony with the
objectives of the course.
– Amount of emphasis of various interpretive skills is a factor.
– Do not overload test takers with interpretive items in a particular
area.
– Selection of introductory should be guided by general emphasis
to be given to the measurement of complex achievement.
• 2. Select introductory material that is appropriate to the
curricular experience and reading ability of the
examinees.
48

49. Guidelines in Writing
Interpretive Exercise
• 3. Select introductory material that is new to pupils.
• 4. Select introductory material that is brief but
meaningful.
• 5. Revise introductory material for clarity, conciseness,
and greater interpretive value.
• 6. Construct test items that require analysis and
interpretation of introductory material.
• 7. Make the number of items roughly proportional to the
length of the introductory material.
• 8. Observe all suggestions for constructing objective
test items.
49

50. • Ability to Recognize the Relevance of
Information
50

51. • Ability to Recognize Warranted and
Unwarranted Generalizations
51

52. • Ability to Recognize Inferences
52

53. • Ability to Interpret Experimental Findings
53

54. • Ability to Apply Principles
54

55. • Ability to Recognize Assumptions
55

56. Reading comprehension
• Bem (1975) has argued that androgynous people
are “better off” than their sex-typed counterparts 35. What is the independent variable in
because they are not constrained by rigid sex- the study?
role concepts and are freer to respond to a wider
variety of situations. Seeking to test this
hypothesis, Bem exposed masculine, feminine, a. Situations calling for independence and
and androgynous men and women to situations
that called for independence (a masculine nurturance
attribute) or nurturance (a feminine attribute). The b. Situation to make the sex type react
test for masculine independence assessed the
subject‟s willingness to resist social pressure by c. Situations to make the androgynous be
refusing to agree with peers who gave bogus flexible
judgments when rating cartoons for funniness (for
example, several peers might say that a very d. Situations like sex type, androgynous
funny cartoon was hilarious). Nurturance or and sex role concepts
feminine expressiveness, was measured by
observing the behavior of the subject when left
alone for ten minutes with a 5-month old baby. 36. What are the levels of the IV?
The result confirmed Bem‟s hypothesis. Both the
masculine sex-typed and the androgynous
subjects were more independent (less a. masculine attribute and feminine
conforming) on the „independence” test than
feminine sex-typed individuals. Furthermore, both attribute
the feminine and the androgynous subjects were b. rating cartoons and taking care of a
more “nurturant” than the masculine sex-typed
individuals when interacting with the baby. Thus, baby
the androgynous subjects were quite flexible, c. independence and nurturance
they performed as masculine subjects did on the
“feminine” task. d. flexibility and rigidity
56

57. Interpreting Diagrams
Instruction. Study the following illustrations and answer the following
questions.
101. Which group received the treatment?
Figure 1
a. group A b. group B
b. c. none of the above
102. Why did group B remain stable across the
experiment?
a. there is an EV
b. there is no treatment
c. there is the occurence of ceiling effect
103. What is the problem at the start of the
experiment?
Pretest Posttest a. the groups are nonequivalent
b. the groups are competing with each other
c. the treatment took place immediately
57