1. Edu 4 – Assessment of Student Learning
Topic: Development of Varied
Assessment Tools: Knowledge and
Reasoning
Types of Objective Tests
Group 1:
Vargas, Maranatha E.
Vargas, Sarah Mae T.
Zabala, Ruffa/Zonio, Lealyn

2. Intended Learning Outcomes:
Focal Outcome: After three hours of discussion about
Objective Tests, the students will be able to develop
and test objective assessment tools for use in
evaluating instructional effectiveness.
Specifically, the students will be able to:
1. Define and Explain relative concepts in
formualtion of Objective Tests.
a. Understand Importance and purpose of Assessment.
b. Identify test objectives based on Anderson’s Levels of
Cognitive Domain.
c. Formulate a Table of Specifications (TOS).

3. Intended Learning Outcomes:
2. Develop a valid and reliable Objective Test.
2.1 Discuss the qualities of the different kinds of
objective tests.
a. Selection Type Objective Test
b. Supply Type Objective Test
2.2 Describe the procedure for constructing good
objective tests.
a. Selection Type Objective Test
b. Supply Type Objective Test
3. Evaluate Objective Tests.
a. Selection Type Objective Test
b. Supply Type Objective Test

4. Intended Learning Outcomes:
The presentation aims to:
1. Define and explain relative concepts in
formulation of Objective Tests.
a) Understand importance and purpose of Assessment.
b) Identify test objectives based on Anderson’s Levels of
Cognitive Domain.
c) Formulate a Table of Specifications (TOS).

5. Rationale
Why do we
assess?
Assessment and
feedback are crucial for
helping people
learn. (How People
Learn by Bransford,
Brown, and Cocking
1999)
To provide of timely
and informative
feedback to students
during instruction
and learning.
(Pellegrino, Chudowsky, and
Glaser 2001)
To find out how
much students
have learnt (UW)
To ensure that
students have
achieved certain
standards and
core knowledge
(UW)
"Are students
learning what
they are
supposed to be
learning?“
(edutopia)
Evaluates
progress
(Grant Wiggins)
Assessment Is
Needed for Learning

6. Rationale
Why do we
assess?
As a way of monitoring
our teaching (UW)
"Are we teaching what
we think we are
teaching?“
www.edutopia.org
"Is there a way to
teach the subject
better, thereby
promoting better
learning?“
www.edutopia.org
Helps educators set
standards
(Grant Wiggins)
Assessment Is Needed
for Effective Teaching

7. Rationale
Why do we assess?
• Improve student
learning
• Improve teaching
strategies
• MOTIVATE both Teacher
and Learner
What do we
assess?
• Students’progress,
and extent of
attainment of
expected learning
outcome/s
When do we
assess?
• Diagnostic Assessment
• Formative Assessment
• Summative
Assessment
How do we
assess?
• Objective Test
• Subjective Test

9. OBJECTIVE TESTS
Objective tests require a user to choose or
provide a response to a question whose
correct answer is predetermined.
(Computer Assisted Assessment center)
An objective test is a test that has right or
wrong answers and so can be marked
objectively. (www.teachingenglish.org.uk)
A test consisting of factual questions requiring
extremely short answers that can be quickly
and unambiguously scored by anyone with an
answer key (http://dictionary.reference.com/)
A test, such as one using multiple-choice
questions, in which the feelings or opinions of
the person marking it cannot affect the marks
given (British Dictionary)

10. OBJECTIVE TESTS
Objective tests measure the learners’ ability to
remember facts and figures as well as their
comprehension of course materials.
(http://www.polyu.edu.hk/obe/GuideOBE/obj
ective_tests.pdf)
A test presenting a number of factual
questions to be answered by one word or a
check mark instead of verbal expression and
organization of material (Merriam Webster
Dictionary)
assessment procedures where the
various test items can be marked
with total reliability by anybody
http://www2.rgu.ac.uk/celt/pgcerttlt
/assessing/assess12.htm

11. OBJECTIVE TESTS
Challenging to prepare
Quick to Check
Provides a quantifiable
and concrete result

12. • Selection Types/Selected Response Objective
Tests
• Arrangement Type
• Matching Type
• Multiple Choice
• Alternate Response Type (True-false items,
Yes/No, Agree/Disagree)
• Key List Test
• Interpretative exercises
• Supply Types/Constructed Objective Tests
• Enumeration
• Fill-in the blanks (Sentence Completion)
Objective Tests

13. “The evaluation of pupils’
progress is a major aspect of
the teacher’s job.“
Evaluating Educational Outcomes
(Oriondo & Antonio)

14. “13% of students who fail in class
are caused by faulty test
questions”
WORLDWATCH
The Philadelphia Trumpet
August 2005

15. Now, let’s
learn how to
construct a
good
Objective
Test.

16. Characteristics of Good Tests
• Validity –involves establishing that an
assessment measures what it is
supposed to measure (Erwin, 1991)
– instrument measures what we want it
to measure (Palomba and Banta 1999)
• Reliability – refers to the extent to
which trial tests of a method with
representative student populations
fairly and consistently assess the
expected traits or dimensions of
student learning within the construct of
that method. (Maki, 2004)

17. Steps in planning a Test:
STEP 1: Identifying Test Objectives
STEP 2: Deciding on the type of objective test
to be prepared.
STEP 3: Preparing a table of specifications (TOS)
STEP 4: Constructing the Test Items
STEP 5: Item Analysis and Try-out
Step 1: Planning for the test
Step 2: Preparing the test
Step 3: Analyzing and revising
the test

18. Intended Learning Outcomes:
The presentation aims to:
1. Define and explain relative concepts in
formulation of Objective Tests.
a) Understand importance and purpose of Assessment.
b) Identify test objectives based on Anderson’s Levels of
Cognitive Domain.
c) Formulate a Table of Specifications (TOS).

19. This kind of test is quick to mark, and provide a
quantifiable and concrete result.
a. Objective Test
b. Subjective Test
c. Summative Test
d. Diagnostic Test

20. The kind of test that is evaluated by giving an
opinion, usually based on agreed criteria is
____________.
a. Objective Test
b. Subjective Test
c. Summative Test
d. Diagnostic Test

21. OBJECTIVE TESTS
Challenging to prepare
Quick to Check
Provides a quantifiable
and concrete result

22. Steps in Planning a Test
Identify Test
Objectives based on
Core Competencies
in Curriculum Guide
Decide on type of
Test to Prepare
TOS
Writing the Test Item Analysis

23. Why is there a need
to align our
assessment to our
objectives?
Alignment increases the probability
that we will provide students with
the opportunities to learn and
practice the knowledge and skills
that will be required on the various
assessments we design
When assessments and objectives
are aligned, “good grades” are
more likely to translate into “good
learning”

24. Steps in planning a Test:
STEP 1: Identify Test Objectives based on Core
Competencies in Curriculum Guide
WHAT
WHEN
HOW
BY WHOM

25. Example: We want to construct a test of the Topic “Types of
Objective Tests” for an Edu 4 – Assessment of Student Learning
class. We can formulate the following objectives based on
Anderson’s Taxonomy of Educational Objectives:
Levels of Educational Objectives Test Objectives
Remember/Knowledge Students must be able to define and explain relative
concepts in formulation of Objective Tests.
Understand/Comprehension Students must be able to determine the difference
between the types of objective tests.
Apply/Application Students must be able to apply the procedure for
constructing objective test items.
Analyze/Analysis Students must be able to examine whether the
objective test items satisfy the requirement for
validity and reliability.
Synthesis/Evaluation Students must be able to choose appropriate type
of objective test to assess different levels of the
heirarchy of educational objectives.
Create Students must develop assessment tools for use in
evaluating instructional effectiveness.

26. Steps in planning a Test:
STEP 2: Deciding on the type of objective test
to be prepared.
The test objectives guide the kind of
objective tests that will be designed and
constructed by the teacher.

27. Example
Levels of
Educational
Objectives
Learning/Test Objectives Type of Objective Test
to be used
Remember The students must be able to define relative
concepts in formulation of Objective Tests.
Enumeration
Multiple Choice
Understand The students must be able to determine the
difference between the types of objective tests.
True-false
Matching Type
Apply The students must be able to apply the procedure
for constructing objective test items.
Multiple Choice
Alternate Response
Type
Analyze The students must be able to examine whether
the objective test items satisfy the requirement
for validity and reliability.
Multiple Choice
True-False
Interpretative Exercises
Evaluation The students must be able to choose appropriate
type of objective test to assess different levels of
the heirarchy of educational objectives.
Matching Type
Create Develop objective assessment tools for use in
evaluating instructional effectiveness

28. Deciding on the type of objective
test to be prepared.
• The following array shows the most common
questions types used at various cognitive levels.
Factual Knowledge Understanding/
Application
Analysis and
Evaluation
Multiple Choice
True/False
Matching Type
S. Completion
Identification
Multiple Choice
Short Answer
Problems
Multiple Choice
Modified
True/False
Henry Ellington & Shirley Earl, 1999

29. Steps in planning a Test:
• STEP 3: Preparing a table of specifications
(TOS)
A TOS, sometimes called a test blueprint,
is a table that helps teachers align objectives,
instruction, and assessment (e.g., Notar, Zuelke,
Wilson, & Yunker, 2004).

30. Table of Specifications (TOS)
• A two way chart that relates the learning
outcomes to the course content (Kubiszyn &
Borich, (2003)
• It enables the teacher to prepare a test
containing a representative sample of student
behavior in each of the areas tested.
• Provide the link between teaching and testing.
(University of Kansas, 2013)

31. Importance of TOS:
i. In order to understand how to best modify a TOS to meet
your needs, it is important to understand the goal of this
strategy: improving validity of a teacher’s evaluations based
on a given assessment. Validity is the degree to which the
evaluations or judgments we make as teachers about our
students can be trusted based on the quality of evidence
we gathered (Wolming
& Wilkstrom, 2010).
ii. Ensures that there is balance between items that test
lower level thinking skills and those which test higher
order thinking skills.
iii. The use of a Table of Specifications can provide teacher
made tests with validity (Notar, Charles, 2004).

32. Table of Specification
Level
(level of objective to be
tested)
Learning Objective Item #s
(item numbers
where
objective is
being tested)
No.
(number
of items)
%
(percentage out
of the total for
the particular
objective)
No./total No. *
100 = %
Remember/Knowledge The students must be able to define
relative concepts in formulation of
Objective Tests.
1, 3, 5, 7, 9 5 20%
Understand/Comprehe
nsion
The students must be able to determine
the difference between the types of
objective tests.
2, 4, 6, 8, 10 5 20%
Apply/Application The students must be able to apply the
procedure for constructing objective test
items.
11, 13, 15,
17, 19
5 20%
Analyze/Analysis The students must be able to examine
whether the objective test items satisfy
the requirement for validity and
reliability.
12, 14, 16,
18, 20
5 20%
Synthesis/Evaluation The students must be able to choose
appropriate type of objective test to
21, 22, 23,
24, 25
5 20%

33. Table of Specification
Content Outline R U A A E C Total
Define and explain relative concepts in
formulation of Objective Tests.
A. Importance of Assessment
B. Defining Objective Test
C. Steps in Planning a Test
5 5
Develop a valid and reliable Objective
Test
A. Discuss qualities of the different
kinds of Objective Tests
B. Describe Procedure for
constructing good objective tests
5 5 10
Evaluate Objective Tests 5 5 10
Total Number of Items 5 5 5 5 5 25
Professors Marjorie Devine & Nevart Yaghlian , Center for
Teaching Excellence

34. Steps in planning a Test:
• STEP 4: Constructing the Test Items
Draft Test should contain twice (double) as
much test items than the desired number of
items in the final test.

35. Example
Learning Objective No.
(number of
items)
No. Of items in
the draft test
The students must be able to define relative
concepts in formulation of Objective Tests.
5 10
The students must be able to determine the
difference between the types of objective tests.
5 10
The students must be able to apply the
procedure for constructing objective test items.
5 10
The students must be able to examine whether
the objective test items satisfy the requirement
for validity and reliability.
5 10
The students must be able to choose appropriate
type of objective test to assess different levels of
the heirarchy of educational objectives.
5 10
Total 25 50

36. Steps in planning a Test:
• STEP 5: Item Analysis and Try-out
– The test draft is tried out to a group of pupils or
students, so that we can determine:
• Item characteristcs though item analysis
• Characteristics of the test itself (validity, reliability and
practicability)

37. Steps in Planning a Test
Identify Test
Objectives based on
Core Competencies
in Curriculum Guide
Decide on type of
Test to Prepare
TOS
Writing the Test Item Analysis

38. 1. Arrange the following steps in planning a test
in chronological order by using numbers 1,2,3,4,5.
_____ Preparing a table of specifications (TOS)
_____ Item Analysis and Try-out
_____ Identifying Test Objectives
_____ Constructing the Test Items
_____ Deciding on the type of objective test to be
prepared.

39. General Rules in Writing Test
Questions
• Number test questions continuously.
• Keep your test question in each test group
uniform.
• Make your layout presentable.
• Do not put too many test questions in one
test group.
– T or F: 10 – 15 questions
– Multiple Choice: max. of 30 questions
– Matching type: 5 questions per test group
– Others: 5 – 10 questions

40. Some additional guidelines to consider
when writing items are described below:
1. Avoid humorous items. Classroom testing is
very important and humorous items may
cause students to either not take the exam
seriously or become confused or anxious.
2. Write items to measure what students know,
not what they do not know. (Cohen & Wallack)