CLASSROOM ASSESSMENT TOOLS

                                                                  

Multiple-choice test (MCT)

v  A form of assessment in which students are asked to select the correct or best answer out of the choices from the list.

v  The most flexible of the objective item types and can be used to appraise the achievement of any of the educational.

v  It is considered to be the widely used form of test because of its versatility. It requires not only the recall of knowledge but also use skills of comprehension, interpretation, application, analysis, or synthesis to arrive at the keyed answer.

v  Consists of two basic parts:

·         The problem (stem)

May be in the form of either a question or an incomplete statement.

·         The list of suggested solutions (alternatives)

Contains one correct or best alternative (answer) and a number of incorrect or inferior alternatives (distractors).

a.    CHECKLIST FOR WRITING MULTIPLE-CHOICE ITEMS

Factors	Yes
1.    Are the item and the main problem in the stem clearly presented?	√
2.    Has the item been cast so that there is no repetition of key words or phrases in each option?	√
3.    Do the options come at the end of the stem?	√
4.    Have the responses been arranged in some systematic fashion, such as alphabetically or by length of options?	√
5.    Are all distracters plausible?	√
6.    Have all irrelevant clues been avoided?	√
7.    Are the correct answers randomly assigned throughout the test with approximately equal frequency?	√
8.    Is there only one correct or best answer?	√
9.    Has “all the above” been avoided?	√
10. Has the “none of the above” option been used sparingly or only when appropriate?	√
11. Have the overlapping options been avoided?	√
12. Have the negative statements been avoided? If used, has the negative been underlined or written in capital letters?	√

True or False Test is an Alternate-response item.

            An alternate-response item is one wherein there are only two possible answers to the item. Some variations of the basic true-false item include yes-no, right-wrong, and agree-disagree items.

Alternative choice test in which the student or examinee indicates whether each of several statements is true orfalse.

Types of True or False Tests

1.    Simple True or False

Write TRUE if the statement is correct and FALSE if otherwise.

Example:

            Baguio City is the summer capital of the Philippines.

2.    Modified True and False

Write TRUE if the statement is valid and FALSE if otherwise. If the statement is FALSE, underline the word(s) that make it wrong.

Example:

One calendar year has thirteen months.

3.    True or False with Correction

Write TRUE if the statement is correct and FALSE if otherwise. If the statement is false, rewrite or change the statement to make it right.

Example:

5     X 3 = 8                  Answer: False 5 + 3 = 8 or 5 x 3 = 15

4.    Cluster True or False

Circle T if the statement is TRUE and F if it is FALSE.

Example:

            Tests are productively used when:

            T          F          1. It analyzes students’ learning.

            T          F          2. It allocates fund.

            T          F          3. It improves curriculum.

5.    True or False with Options

Example:

            Write   A if only the first statement is TRUE.

                        B if the second statement is FALSE.

                        C if both statements are TRUE.

                        D if both statements are FALSE.

6.    Fact or Opinion

Example:

            Identify if the statement is a FACT or an OPINION.

1.    There are twelve months in a year.

2.    During the month of March, it never rains.

7.    Identifying Inconsistence in a Paragraph

Example:

            Circle the word(s) in any part of the paragraphs that make(s) the statement(s) wrong.

CHECKLIST FOR WRITING TRUE OR FALSE ITEMS

Factors	Yes
1.    Was each item expressed in clear, simple language?
2.    Was lifting statements verbatim from the text avoided?
3.    Have negative statements been avoided where possible?
4.    Have specific determiners, such as all, may, and sometimes been avoided?
5.    Have double-barreled items (part true and part false) been avoided?
6.    Have trick questions been removed?
7.    Is each items clearly true or false?
8.    Is their approximately the same number of true or false items?
9.    Have the items been edited?

Lesson 3: Matching Type Test (MTT)

ü  Matching Type Test (MTT)

§     An efficient arrangement of a set of multiple choice items with all stems, called premises, having the same set of possible alternative answers.

§     Usually composed of two columns, one is called stimulus question and the other is called the response.

§     Designed to measure students’ ability to single out pairs of matching phrases, words or other related facts from other separate lists.

§     Appropriate to use in measuring verbal associative knowledge (Moore,1997)or knowledge such as inventors- inventions, title- author, or objects and their basic characteristics.

Types of Matching type test

1.    Perfect Matching happens when an option is the only answer to one of the items in column A.

Column A                                                     Column B

Provinces                                          Tourist Destinations

1.    Albay                                            a. Luneta Park

2.    Bohol                                           b. Mount Mayon

3.    Banaue                                        c. Chocolate Hills

4.    Pangasinan                                d. Rice Terraces

5.    Manila                                          e. Hundred Islands

                                                      f. Pagsanjan Falls

                                                      g. Malolos Church

2.  Imperfect Matching happens when an option is the answer to more than one item in the column.  

Column A                                                     Column B

Tourist Destinations                                                   Provinces

1.    Luneta Park                                            a. Albay

2.    Mines View Park                                                b. Manila

3.    Chocolate Hills                                       c. Banaue

4.    Camp John Hay                                     d. Bohol

5.    Intramuros                                               e. Pangasinan

f. Baguio

g. Palawan

3.   Sequencing matching requires the examinees to arrange things step or events in chronological order.

      Arrange the steps on how to conduct historical research.

__________ 1.         Reporting

__________2.          Gathering of source materials

__________3.          Problem formulation

__________4.          Criticizing source materials

__________5.          Interpreting historical data

4.   Multiple Matching requires the examinees to match the item in column A to B, then match the answer from column B to column C and further match answers from column C to column D.

Match the provinces liste in column A with their capital towns in Column B and with the tourist spots they are known for.

            Column A                             Column B                             Column C                            

1.Bohol                                  a.   Tagaytay City                              I.   Underground River

2.Camarines Sur                 b.   Tagbilaran City                           II.   Taal Volcano

3.Batangas                            c.   Puerto Princesa                        III. Water Sports Complex

4.Palawan                             d.   Pili                                                IV. Chocolate Hills

                                                e.   Batangas City                             V.   Mayon Volcano

Table 7.3

CHECKLIST FOR WRITING MATCHING-TYPE TEST

Factors	Yes
1. Have you given the student clear,explicit instructions?	ü
2. Are the response and premise lists both homogeneous?	ü
3.Is one list shorter than the other?	ü
4. Are bothlists between 5 to 15 entries?	ü
5. Are the premises longer and more complex? Are the responses simple and short?	ü
6. Are the responsesarrange in a systematic order?	ü
7.Areboth lists relatively free of clues?	ü
8. Do both lists appear on the same page?	ü

Lesson 4: Completion Test

Completion Test

·         Requires the students to complete a sentence with the correct a word phrase.

Types of Completion Tests

1.    Identification Test

It refers to the process of summing up the results of tests, giving them some meaning based on value judgments. ____________________

2.    Enumeration

List  down the three branches of the Philippines government.

1.____________________

2.____________________

3.____________________

       3.    Filling the Blanks

            Bayang Magiliw

            Perlas ng _______________,

            Alab ng puso

            Sa _______________ mo’y buhay.

            _______________ hinirang

            Duyan ka ng _______________

            Sa manlulupig

            ‘Di ka _______________.

1.    Analogy

Father: Son, Mother: ______________