Assessment of Learning - Finals PPT PDF

 SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS OVERVIEW: The previous chapter familiarized you with the initial process in developing classroom tests. True to all types of assessment tests, it always starts with a planning phase that basically answers the question, “what do I...

 SELECTING AND CONSTRUCTING TEST ITEMS AND TASKS OVERVIEW: The previous chapter familiarized you with the initial process in developing classroom tests. True to all types of assessment tests, it always starts with a planning phase that basically answers the question, “what do I test?” and leads you to the pre[parathion of a test blueprint or a table of specifications which delineate the essential learning outcomes to be assessed following a balanced distribution of items across the desired cognitive behaviors. The present chapter now brings you to answer the second question, “how do I test?” how do I operationalize assessment of the learning outcomes intended for a period of study? It now introduces you to a useful menu of test types that are appropriate to gauge the learning outcomes proposed by the curriculum standards, how to select them and to construct them. CATEGORIZING TEST TYPES Years of experience in school have introduced you to various types of formal and informal tests, some you have preferred for one reason or another and some you hope you would never encounter again let’s see how well you remember them. The table below randomly lists several test types familiar in you. With your group mates, see if you can create a tree chart or a concept map that organize these types according to a grouping system your group can think of. Use TEST TYPES as your key concept. Try to provide labels for your set categories if you want to. Be ready to post your tree domain the wall and be ready to explain your group output to the class.  TABLE 8.1 MENU OF TEST TYPES Matchi Extende Experimentation True/false ng d- essay Performance Compl Work sample Multiple- Yes/ tasks etion choice no Binary- Supply choice type Short answer Restricted- essay Identificati Enumerati Drawi on on ng Right/wrong Paper-pencil test Oral Selecti questioning on type task Simulation Project Figure 8.1 illustrates a general tree chart for test types. RELATING TEST TYPES WITH LEVELS OF LEARNING OUTCOMES A review of curricular frameworks of educational systems across various countries shows common integral domains that govern their content and performance standards In differrent subject areas. A. MEASURING KNOWLEDGE AND SIMPLE UNDERSTANDING Knowledge as it appears in cognitive taxonomies (Bloom, 1956; Anderson & Krathwol, 2004) as the simplest and lowest level is categorized further into what thinking process is involved in learning. Knowledge involves remembering or recalling specific facts, symbols, details, elements of events and principles to acquire new knowledge. TABLE 8.2 LEVELS OF DECLERATIVE AND PROCEDURAL KNOWLEDGE LEVEL DECLERATIVE PROCEDURAL Knowledge Remembers, restates, defines, identifies, recognizes, names, Remembers, restates, defines, identifies, recognizes, names, reproduces, reproduces, or selects specific facts, concepts, principles, rules or or selects correct procedure, steps, skills, or strategies. theories. Simple understanding: Converts, translates, distinguishes, explains, provides, examples, Converts, translates, distinguishes, explains, provides examples, comprehension summarizes, interprets, infers or predicts in own words, essential summarizes, interprets, infers, or predicts in own words, correct meaning of concepts and principles. procedure, steps, skills and strategies. Simple understanding: Uses existing knowledge of concepts, principles, and theories, in new Uses existing knowledge of correct procedures, steps, Application situations, to solve problems, interpret information and construct skills, or strategies, in new situation, to solve problems, interpret responses information, and construct responses.  The examples below will differentiate declarative and procedural knowledge as simple understanding involving comprehension and application. DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Is able to state the law of supply and demand. Is able to compute the area of a rectangle. COMPREHENSION COMPREHENSION Is able to explain the law of supply and demand. Is able to compare the size of two given lots in terms of area. APPLICATION: Is able to explain the rising prices of vegetables during APPLICATION: summer time. Is able to determine the number of 1x1 tiles needed to cover a 50 ft x 100 ft hall. Nikko (2001) gives categories of these lower-order thinking skills and some examples of generic questions for assessing them (see Table 8.3). The generic questions can be useful in formatting completion or short answer items to assess simple understanding. TABLE 8.3 CATEGORIES OF LOWER-ORDER THINKING SKILLS AND SAMPLE GENERIC LOW-LEVEL THINKING SKILLS QUESTIONS EXAMPLES OF GENERIC QUESTIONS Knowledge of terminologies What is ? Knowledge of specific facts When did happen? Knowledge of conventions Where are usually found? Knowledge of trends and sequences Name the stages in ? Knowledge of classifications and categories Which does not belong with the others? Knowledge of criteria By what criterion will you use to judge ? Knowledge of methods, principles, techniques When increases, what happens to ? Comprehension What do you mean by the expression ? Simple interpretations What makes interesting? Solving numerical problems Use the data above to find the ? Manipulating symbols equations Show that equals ? B. MEASURING DEEP UNDERSTANDING Beyond knowledge and simple understanding level comes deep understanding which requires more complex thinking processes. TABLE 8.4 ALIGNMENT OF LEARNING OUTCOMES AND COGNITIVE LEVELS KNOWLEDGE K N O W L E D G E - U N D E R S TA N D I N G D E E P U N D E R S TA N D I N G CONTINUUM Simple understanding COGNITIVE LEVELS/LEVELS OF LEARNING O UT C O M E LEVEL 1: R E M E M B E R I N G LEVEL 2: C O M P R E H E N D I N G L E V E L 4 : A N A LY Z I N G Re c a l l I n t e r p re t Organize Re c o g n i z e E xe m p l i f y Distinguish Name C l a s s i fy Outline Describe Compare Tr a n s f o r m Explain Diagnose In f e r Deconstruct LEVEL 3 : A P P LY I N G L E V E L 5 : E VA L U AT I N G Solve Critique Apply Assess Modify Defend Demonstrate Ju st i fy Employ Appraise Calculate Measure Generate L E V E L 6 : C R E AT I N G Plan Generate Produce Design Construct Compose  B O X 8. 1 : C O N S T R U C T E D - R E S P O N S E T Y P E ( S H O R T A N S W E R I T E M & E X T E N D E D E SS AY ) L O W E R - O R D E R : A c c o r d i n g t o t h e ar ti c l e y o u j u s t re a d , w h a t f a c t o r s c o n t r i b u t e t o c l i m a t e c h a n g e ? (Thi s is a s h o r t a n s w e r s u p p l y t y p e f o r a s i m p l e c o m p r e h e n s i o n q u e s t i o n s i n c e it is b a s e d o n a s p e c i fi c re a d i n g m ate r i al. W i t h o u t c i ti n g t h e s o u r c e f o r t h e re s p o n s e , it c o u l d a l s o b e a s i m p l e re c al l que s ti on.) H I G H E R - O R D E R : w r i t e a n arti c l e o n h o w t h e g o v e r n m e n t a n d t h e c o m m u n i t y c a n w o r k t o g e t h e r t o m i t i g a t e t h e fa c t o r s c a u s i n g e n v i r o n m e n t a l d a m a g e ? (Thi s is l i ke w i s e a s u p p l y t y p e b u t s i n c e it re q u i re s h i g h e r- o r d e r t h i n k i n g a t t h e “ c re a t i n g ” l evel , it wi l l call f o r a n e x t e n d e d - e s s a y i t e m. D e e p e r u n d e r s t a n d i n g is n e c e s s a r y t o d e m o n s t r a t e thi s o u t c o m e a s it i n v o l v e s s y n t h e s i s o f p re v i o u s i n f o r m a t i o n a n d o b s e r v a t i o n d e r i v e d f r o m m u l t i p l e s o u rc e s.) LOWER- ORDER: According to theBOX 8.2: you article SELECTED RESPONSE just read, TYPE (MULTIPLE- what contributes powerfully toCHOICE) climate change? A. Volcanic eruption B. Population explosion C. Forest denudation D. Carbon emission (The correct option is based on a specifi c material which calls for simple comprehension.) HIGHER-ORDER: which of the following factors which aff ect climate change can be controlled by man? E. Strong earthquake F. Volcanic eruption G. Melting of glaciers H. Carbon dioxide emission (Selection of the correct option analysis of the alternatives given. First, it calls for identifying those aff ecting climate change and later analyzing whether man can control it or not. Just being able to do one skill will not be adequate to select the correct option.)  TA B L E 8.6 C O M P L E X TYPES OF TH O UG H T T H I N K I N G SKILLS S A M P L E I T E M S T E M S QUESTIONS C o mp a r i n g De scri be t h e similarities a n d diff ere nce s b e t w e e n … C o m p a re t h e following t w o m e t h o d s for… Relating c a u s e a n d eff ect W h a t are m a j o r c a u s e s of…? W h a t w o u l d b e t h e m o s t likely eff ects o f … ? Justifying W h i c h o f t h e following alternatives w o u l d y o u favor, a n d w h y ? Explain w h y y o u a g re e or di sagre e w i t h t h e fol low ing statement. Summari zi ng State t h e m a i n points i ncl ude d in… Briefl y s u m m a r i z e t h e c o n t e n t s of… Generalizing Fo rmul at e several generalizations f ro m t h e fol l ow i ng d a t a … State a se t of principles that c a n expl ai n t h e following e ve nts; Inferring In light o f t h e facts pre s e n t e d, w h a t is m o s t likely to h a p p e n w h e n … ? H o w w o u l d s e na t o r X b e likely to re act to t h e f o l l o w i n g issue? Explaining W h y did t h e c an dl e g o o u t shortly after it w a s c o v e re d b y t h e jar? Explain w h a t t h e pre si de nt m e a n t w h e n h e said, “ t h e b uc k s t o p s w i t h m e ” Pe rsuading Wr i t e a letter to t h e principal to g e t a p p ro v a l for a class fi eld trip t o t h e state capital. W h y t h e s t u de n t n e w s p a p e r s h o u l d b e a l l o w e d t o de c i de w h a t s h o u l d b e pri nte d w i t ho ut prior approval f ro m te ache rs? Classifying G ro u p t h e following i t e ms ac c o rd i n g t o … W h a t d o t h e following i t e m s h a v e in c o m m o n ? Creating List as m a n y w a y s as y o u c a n think o f for… M a ke u p a story describing w h a t w o u l d h a p p e n if… Appl yi ng a principle U s i ng t h e principle of … as a guide, describe h o w y o u w o u l d sol ve t h e following  TABLE 8.7 EX AM P L ES O F P E R F O R M A N C E ASSESSM EN T TASKS THINKING FO R A D VA N C E D LEVEL P E R F O R M A N C E TASK SKILLS Analyze 1. Analytic m e m o s – writing a one or tw o page analysis of a specifi c problem or issue 2. Pros and cons Grid – making a list of pros and cons of a decision made 3. Content, form, and function outline – analyzing the what, h o w and w h y of the particular message of an advertisement, or commercial Evaluate 1. Muddiest point – identifying what students fi nd least clear in a lesson, story, demonstration 2. Misconception check – assessing student’s prior beliefs that can hinder learning 3. Empty outline – recalling and recognizing the important points of a lecture or reading Create 1. Application cards – designing an application of a learned scientifi c principle or procedure in real world. 2. Directed paraphrasing – translating what has be e n learned in one’s o w n words or form for a specifi c audience 3. Paper or project prospectus – writing a fi rst structure drafts of a paper or project CONSTRUCTING OBJECTIVE SUPPLY TYPE OF ITEMS The item types falling under supply type require the learners to construct a response to a question or directive. The sub-types however, differ in terms of the structure of the response needed to answer the item: 1. COMPLETION TYPE Table 8.8 illustrates the usual item structure for completion type. An item structure consists of a stimulus which defines the question or problem, and a response which defines what is to be provided or constructed by the learner. For a completion item. An incomplete statement with a blank is often used as stimulus and the response is a constructed word, symbol, numerical or phrase to complete the statement.  TA B L E 8. 8 C O M P L E T I O N T Y P E I T E M STI M U LU S STRUCTURE RESPONSE I n c o m p l e t e s t a t e m e n t w i t h a bl an k (s) Single w o rd or two, numerical, s y m b o l or phrase I L LU T R AT I V E I T E M S EXPECTED RESPONSE a. A f o u r- s i d e d p o l y g o n is c a l l e d a. Q u a d ri l a t e ra l b. T h e n o v e l , N o l i M e Ta n g e re , w a s w r i t t e n Spanish b y Dr. J o s e R i zal d u r i n g t h e colonial c. p e ri o d A b o o k t r a d e r sel ls b o o k s 3 0 % m o r e 45 t h a n w h a t h e p a y s f o r t h e m. Fo r a b o o k s o l d f o r 1 5 0 p e s o s , hi s pro fi t is pesos. a.There should only be one correct response to complete a statement. This contributes to efficiently in scoring since a key to correction can easily be prepared in advance when there is only one expected response b. The blank should be placed at the end or towards the end of the incomplete statement. This will provide the reader appropriate and adequate context before s/he gets to answer the blank and consequently avoids being perplexed. In sample B, if the blank is placed at the beginning like: c.Avoid providing unintended clues to the correct answer. The validity of a student’s score is jeopardized when s/ he answers correctly an item without really knowing what the correct response is. 2. S H O RT A N S W E R ITEMS Instead of supplying words to complete statements, relatively short answers are constructed as directed answers to questions, see table 8.9 for the item structure. T he sa mple items are the s a m e statements in table 8.8 which hav e b e e n transformed into interrogative form. Belong able to do this illustrates the fact that both test types can be used to test the s a m e learning outcomes requiring the same cognitive processes. TABLE 8.9 S H O RT A N S W E R I TEM STRUCTURE STIMULUS RESPONSE A n interrogative statement (direct question) Short phrases or statement ILLUSTRATIVE ITEMS EXPECTED RESPONSE a. W h a t is the four-sided polygon called? Quadrilater b. During wha t period w a s Noli M e Tangere written by Dr. Jose al Spanish Rizal? c. H o w m u c h does a bo o k trader gain for a book he sells for 45 150 pesos if he gets 3 0 % mo re than wha t he pays for it? CONSTRUCTING NON-OBJECTIVE SUPPLY TYPE Essay type Essay type likewise belongs to the supply category for the simple reason that the required response is to be fully constructed by the students. However, unlike the completion and short-answer items which are highly structured to elicit only one short correct answer, essay items are less structured to allow the students to organize freely their response using their own writing style to answer the question. This format therefore is appropriate for testing deep understanding and reasoning.  T h e r e a r e t w o v a r i a t i o n s o f e s s a y i t e m s : r e s t r i c t e d - r e s p o n s e a n d e x t e n d e d - r e s p o n s e. Ta b l e 8. 1 0 a p p r o x i m a t e s a structure for these t w o typ es of essay items. T h e s a m e stimulus structure c a n b e u s e d for b o t h types as well as the ex p e c t e d f o rm s response. S a m p l e items are p rov id ed to illustrate the variations. TA B L E 8.10 E S S AY I T E M S T I M U L U S S T R U C T U R E R E S P O N S E a. I nc o m p l e te s t a t e m e n t w ith a Single w o r d or tw o , numerical, s y m b o l or phrase blank(s) b. c. A directive (instructions) Set of related statements, discourse or p arag rap h Ty p e of es s ay items A. R e s t r i c t e d - r e s p o n s e t y p e – t h e q u e s t i o n o r d i r e c t i v e g i v e n s u g g e s t s a s p e c i fi c a t i o n i n c o n s t r u c t i n g t h e r e s p o n s e. I t c a n b e in t e rm s of l i m i t e d c o v e r a g e o f c o n t e n t s p e c i fi c l e n g t h o f r e s p o n s e , e x p e c t e d f o r m o f r e s p o n s e , o r d e fi n i t e p e r s p e c t i v e o r m i n d - set to b e used. 1. I L LU S T R AT I V E I T E M S D E S C R I P T I O N O F E X P E C T E D R E S P O N S E (Restricted content) To u r i s m s p o t t o b e d e s c r i b e d s h o u l d b e o n e W h a t is a f a m o u s t o u r i s m s p o t in t h e island o f f o u n d in Luzo n. L u z o n a n d w h y is it p o p u l a r ? Outside of Lu z o n will n o t b e considered. 2. (Restricted length) Le ng th of discourse shoul d no t e xc e e d half O n a half sheet of paper, describe the sheet of a writing pad. b e n e fi t s t h a t c o u l d b e d e r i v e d f r o m s a m a h a n g k a b a t a a n as a n organization. 3. (Restricted form) Re s p o n s e shoul d b e org anized in a t w o - tier outline Pre p a re a 2-tier outline of a n a d v o c a c y p l an for form. c o m m u n i t y i nv o l v em ent in w a s t e reduction a n d disposal. 4. (Restricted perspective) R e s p o n s e is a c c e p t a b l e w h e n t h e e x p l a n a t i o n Describe the origin of m a n according to the a d h e re s to theor y of evolution. the theor y of evolution. Explanations b a s e d o n other theories will not b e considered. B. E xt en d ed - r e s p o n s e t y p e – the question or directive d o e s not suggest a n y f o r m of restriction in the construction of the response. T h e s t u d e n t s a r e f r e e t o o r g a n i z e a n d e x p o u n d o n t h e i r i d e a s f r e e l y. 1. S A M P L E I T E M S D E S C R I P T I O N O F E X P E C T E D R E S P O N S E Explain h o w the prevailing socio-e c o n o m i c issues Students are free to focus o n a n y socio- a ff e c t t h e l i v e s o f t h e p e o p l e i n o u r c o u n t r y e c o n o m i c issue a n d c h o o s e w h i c h aspect of the t o d a y. people’s lives h e w ants to describe. 2. W h a t evidences of climate c h a n g e d o y o u n o w Students vary in their choice of e v i d e nc e a n d ob ser ve a n d w h a t w a y s c a n m a n mitigate their in thei a p p ro a c h to a d d res s t h e m. n e g a t i v e e ff e c t s ? 3. A re in favor of constitutional c h a n g e to Students clearly express their a r g u m e n t s in institute political re f o rm s ? S u p p o r t y o u r s u p p o r t of t h e side t h e y take. a n s w e r. Suggestions for constructing essay questions are given by Miller, Linn & Gronlund 1. Restrict the use of essay questions to those learning outcomes that cannot be measured satisfactorily by objective items. 2. Construct questions that will call forth the skills specific in the learning standards. 3. Phrase the question so that the student’s task is clearly defined. 4. Indicate an approximate time limit for each question. 5. Avoid the use of optional questions. TABLE 8.11 ANALYTIC SCORING VERY MODERSAT FAIRLY NEEDS CRITERION EXEMPLAR SATISFACTO SATISFACT ELY SATISFACT IMPROVEM Y RY ORY SATISFACT ORY ENT (6pts) (4pts) (5pts) ORY (2pts) (1pt) (3pts) Organization Clarity of message Creativity Total Overall rating F o r j u d g i n g a s p e c i fi c w r i t i n g g e n r e l i ke a n a r g u m e n t , t h e r u b r i c s h o w n i n Ta b l e 8. 1 2 c a n b e a d a p t e d f o r analytic scoring. T AVBELR EY8. 1 2 R U B R I C S F O R A N A MLY OD T IECR S AC O LR I N G FA I R LY TE NEEDS CRITERION E X E M P L A RY S A T I S FA C T O R S A T I S FA C T O Y S A T I S FA C T O IMPROVEME (6pts) Y RY S A T I S FA C T O RY NT (4pts) (5pts) RY (2pts) (1pt) (3pts) Fa c t s a n d o p i n i o n s clearly distinguished Credibility o f s o u rc e Re levance of materials used U s e d of logic To t a l Overall rating CONSTRUCTING SELECTED-RESPONSE TYPES While supply formats require learners to construct their response to questions or directives, selected-response types entail choosing the nearly best or most correct option to answer a problem. The greatest challenge for this item format is the construction of plausible options or distracters so not one stands out as attractively correct. There are three sub-types of the selected-response format depending on the number of given options: a. alternative form or binary choice provides only two options, b. multiple-choice type offers 3 to 5 options or solutions to a problem, and c. matching type gives a set of problems or premises and a set of options which will be appropriately paired. 1. B i n a ry cho ice o r alternate f o r m Table 8.1 3 s h o w s t h e varieties of structure using t h e alternate f o rm as s u g g e s t e d b y N i k ko (2 0 0 1 , p 136). VA R I E T Y S T I M U LU STa b l e 8.13 varietiesS o AfMbPiL nEa/ry S Uchoice G G E S T E D R E S P O N S E F O R M AT True - false S t a t e m e n t o r proposition T h e plane ts of t h e solar s y s t e m re vol ve a ro u n d t h e F sun. T Ye s – no Direct question D o t h e pl ane ts of t h e solar s y s t e m re volve a ro u n d Y N t h e sun? Right – w ro n g A c o mpu t at i o n , a n e qu at i o n , or Factors of 1 8 a re 2, 3, 6, 9. R W state me nt Correction Proposition w h i c h will b e T h e bigge st plane t in t h e solar s y s t e m is t h e Earth. R W corrected if incorrect. Correction: JUPITER Multiple true – false A multiple- choice s t e m is gi v e n Ebola virus is easily transmi tte d because : with 1. I t i s a i r- b o r n e. T F s t a t e m e n t s t o b e j u d g e d as true of false 2. It is t r a n s m i t t e d t h r o u g h b o d y liquids. T F 3. B o t h childre n a n d adults c a n b e aff ected. T F Ye s – n o with Direct que s t i o n s that requires 1. A re w e a t h e r s y s t e m s i nd e p e nd e n t of e a c h other? N explanation expl anati on for a n e gat i v e Y response. (if t h e s t u d e n t replies a N O , h e / s h e explains t h e 2. MULTIPLE-CHOICE ITEMS an s w e r ) Another selected-response item format is the multiple-choice. The wide choice for this format in classroom testing is mainly due to its versatility to assess various levels of understanding from knowledge and simple understanding to deep understanding.  T A B L E 8. 1 4 M U LT I P L E - C H O I C E I T E M S T I M U L USST R U C T U R E RESPONSE S T E M - ------ a) a n interrogative s t a t e m e n t or direct q u e s t i o n that e n d s in O p t i o n t o b e s e l e c t e d is t h e c orre c t a question mark answer or best answer or best a n s w e r. b) incomplete statement Letter or numerical of the selected O P T I O N S - 3 to 5 plausible alternatives f ro m w h i c h t o select t h e o p t i o n o r t h e c h o s e n d i s t r a c t e r. correct option. I L L U S T R AT I V E S I T E M S 1. Direct-q u e s t i o n f o r m (be s t a n s w e r version) W h a t f o r m o f g o v e r n m e n t is r u l e d b y a P r i m e M i n i s t e r ? a. Monarchy b. Pa r l i a m e n t a r y c. Presidential d. Fe d e r a l 2. Inc om pl e te - s t a t e m e n t f o rm (correct version) A m o n g the Asian countries, o n e whi c h has a g o v e rn m e n t with three Thailand b r a n c h e s is d.. a. Japan b. China c. Philippines DISTRACTERS 1. All distracters should appear plausible to uninformed test takers. This is the key to marking the item discriminating and therefore valid. The validity of the item suffers when there is a distracter that is obviously correct as option D or obviously wrong as option B in the following item.  TA B L E 8. 1 5 W AY S T O M A K E D I S T R A C T E R S P L AU S I B L E 1. U s e t h e stude nt’s m o s t c o m m o n errors. 6 U s e distracters t h a t are h o m o g e n o u s a n d similar i n c o n t e n t to t h e c orre c t o p t i o n (e.g. all a re inventors) 2. U s e important-sounding-w o rd s (e.g. S i g n i fi c a n t , 7 U s e distracters t h a t are parallel in f o r m a n d a c c u r a t e ) t h a t a re re le vant t o t h e i t e m s t e m. B u t d o grammatically c onsi s te nt w i t h t h e i t e m ste m. n o t o v e r d o it! 8 M a k e t h e distracters similar t o t h e corre ct a n s w e r 3. U s e w o rd s that h a v e ve rbal associati ons w i t h t h e in length, v o c a b ul a r y , s e n t e n c e structure , a n d i t e m s t e m e.g. c o m p l ex i t y of thought. politician, political) 4. U s e t ex t b o o k l a n g u a g e o r o t h e r p h r a s e o l o g y C A U T I O N : Distracte rs s h o u l d distract t h e u n i n f o rm e d , t h a t h a s the a p p e a r a n c e of truth. b u t they s h o u l d n o t result in trick q ue s t i o n s t h a t 5. U s e incorrect a n s w e r s t h at are likely to result f ro m m i s l e a d k n o w l e d g e a b l e s t u d e n t s ( d o n o t insert n o t in stude nt a c orre c t a n s w e r t o m a ke a distracter) m i s u n d e r s t a n d i n g o r c are l e s s n e s s (e.g. forgets t o c o n v e r t feet t o yards) 2.Randomly assign correct answers to alternative positions. Item writers have a tendency to assign the answer to the third alternative as they run short of incorrect alternatives. Students then who have been used to taking multiple- choice tests choose wily option C when guessing for greater chance of being correct. No deliberate order should be followed in assigning the correct answers (e.g. ABCDABCD or AACCBBDD) for ease in scoring. As much as possible have an equal number of correct answers distributed randomly in each of the distracters. 3.Avoid using “all-of-above” or “none-of-the-above” as distracters. Item writers think that using them adds difficulty to the item since it is a way to test reasoning ability. However, students without much thinking will tend to choose these “of-the-above” distracters haphazardly when they see at least two distracters as corrector incorrect without considering the remaining ones. When forced to come up with a fourth plausible option and there seems to be none available except “all-of-the-above” or “none-of-the-above”, do not make them as the correct answer. 3. MATCHING ITEMS Of the three general selected-response item formats, matching items appear differently. It consists of two parallel lists of words or phrases the students are tasked to pair. The first list which is to be matched is referred to as premises while the other lis t from which to choose its match based a kind of association is the options. Table 8.16 shows the item structure of matching items followed by two illustrative items. TABLE 8.16 MATCHING TYPE ITEM STRUCTURE List of premises List of responses Words or phrases to be matched or associated Homogenous alternatives or options from which to with an select appropriate word. what will match the premise. ILLUSTRATIVE ITEM 1 The first column describes events associated with Philippine presidents while the second column gives their names. In the space provided, write the letter of the president that matches the description. Column A Column B 1. First president of the republic a. Ramon Magsaysay 2. Declared martial law during his term b. Corazon Aquino 3. First president to resign from office c. Gloria Macapagal-Arroyo 4. First woman president d. Manuel L. quezon 5. Died in an airplane crash e. Fidel C. Ramos 6. A uniformed man elected into office f. Emilio Aguinaldo g. Joseph ejercito Estrada h. Manuel A. roxas i. Ferdinand Marcos The two illustrative items exemplify the guidelines in constructing matching items (Kubiszyn and Borich (2010): 1 Keep the list of premises and the list of options homogenous or belonging to a category. 2. Keep the premises always in the first column and the options in the second column. 3. Keep the list in the two columns unequal in number. 4. Test-directions always describe the basis for matching. 5. Keep the number of premises not more than eight (8) as shown in the two sample items. 6. Ambiguous should be avoided ‘’Thank you so much”