1. Classification of Tests Chapter # 2

2. Introduction
Test are classified into two: educational test (any test that measures the effect of instruction) and psychological test (a test that measures intangible trait like intelligence, emotional stability, personality and interest).

3. General Types of Educational Tests
Teacher Made Test(Informal Test,
Achievement Test) – constructed by the subject teacher, its main function is to measure student performance and determine whether or not the specified objectives are achieved.

4. Standardized Test or Formal Test
is the one that is developed by experts, administered and scored under standard conditions and interpreted with the use of standards.

5. Objective Types of Tests
Recognition or Selection Type
True-false Test, Matching Type, Multiple Choice and Analogy
Recall or Supply Type
Filling the blanks or completion type, Cloze Procedure, Enumeration and Identification.

6. Standardized Test
Intelligence Test – measures the general mental ability of the child.
Aptitude Test – measures specific ability or talent.
Personality Test – determine individual’s characteristics (emotion, extrovert, introvert, dominance or submissive.
Interest Inventory Test – determines the extent to which the person likes or dislikes a vocation or profession.

7. VARIETIES OF TRUE OR FALSE
True or False Type
is a simple declarative statement to which the pupil responds by indicating whether the statement is true or false.
VARIETIES OF TRUE OR FALSE
Modified True or False
instructed to write the word(s) which should be substituted to make the statement true
b. Cluster Type
a number of true or false statements are constructed around a broad area.

8. c. Controlled Correction Type
The pupil is directed to write the word, which should be substituted for the underlined word to make the statement true. The answers are controlled in the words that are given.
d. T-F-TF Variety
It is possible to test students’ knowledge of certain statements which are true under all circumstances, false under all circumstances, true at some circumstances and false at some circumstances.

9. Rule in constructing TRUE-FALSE TEST
Always make regular true-false Test RIGHT MINUS WRONG to avoid guessing.
2. Each item should refer only to one concept.
3. It must not include an opinion.
4. Avoid specific determiners that will lead students to answer true or false.
5. Avoid using a pattern for the occurrence of TRUE-FALSE statements.

10. Rules in Constructing Matching Type of Test
Matching Type Test
This type of test consists of two columns in which proper pairing relationship of two things is strictly observed. The components of matching type are: Set of premises, Set of responses, Key and Jokers.
Rules in Constructing Matching Type of Test
Give very clear directions and always indicate the basis for matching.
2. Be sure the materials in the test are
homogenous.

11. 3. Always provide a joker or jokers to avoid automatic pairing.
4. Place all items on same page.
5. Avoid a pattern for the response.

12. Completion or Filling the Blanks Rules in Constructing Completion Test
The examinees are required to fill out the blanks with word or words to form a complete statement.
Rules in Constructing Completion Test
The blank spaces should be located at the end or near the end of the statement, never at the beginning.
2. Be sure to have uniform length of the blank spaces to avoid clues.

13. 3. Avoid clues like a, an.
4. Don’t over mutilate the statements.
5. Give very clear instructions.
6. Be sure that there is only one correct answer to an item.
7. Direct the students to write their answers in one column either left or right side.

14. Multiple Choice Type
This type of test includes a direct question or an incomplete statement and a number of possible answers. The pupil is directed to select the correct or best answer to the direct question or the choice which correctly completes the incomplete statement.
This test has the following components:
Stem is the direct question or the incomplete statement.
Foils are the choices
Distracters are the choices which represents the “wrong” answers.
Key is the correct option.

15. Rules in Constructing Multiple Choice Test
Provide options that are plausible with each other to attract the students to choose distracters where only those with high intellectual levels can get the best option.
2. Provide options that are grammatically consistent. If the stem is singular, the options are all singular.

16. 3. Avoid the use of “a” and “an” as the last words of the stem.
4. Provide at least four options.
5. Be sure that the stem contains the central idea.
Identification Test
This test is a form of completion test in which a term is defined, explained, or indicated by a picture, diagram, or a concrete object.

17. Rules in Constructing Identification Test
The definition or explanation of the term may be given by means of a phrase or incomplete statement or in a question form.
2. The statement should be phrased that there is only one response.

18. Cloze Procedure (Test)
Enumeration
is a type of completion test in which there are two or more responses to an item.
Cloze Procedure (Test)
a procedure in which the reader attempts to anticipate meaning from context and to accurately supply the deleted words from the message.

19. Analogy Test
This type is made of items consisting of a pair of words that are related to each other. It is designed to measure the ability of students to observe the pair relationship of the first group to the second group. There are 15 kinds of relationship namely: Purpose, Cause and effect, part-whole, part-part, action to object, object to action, synonym, antonym, place, degree, characteristics, sequence, grammatical, numerical association.

20. Frequently used Analogies
Synonyms, Antonyms, worker and tool used, tool and object is used upon, worker and object he creates, cause and effect, effect and cause, material used and end product, function of a tool, part to whole, person and what he looks for, person and what he avoids, masculine and feminine.

21. Suggestions for the Construction of an Analogy Type
The relationship of the first pair of words must be equal to the relationship of the second.
2. Distracters must be plausible with the correct option to attract the students such that the process of obtaining a correct answer is by logical elimination.
3. All options must be constructed in parallel language.

22. 4. All items must be grammatically consistent.
5. Four or more options must be included in each item to minimize the chances of guessing. If using less than four options, a correction formula must be applied.
6. Only homogenous relationship must be included in each item. For instance, if purpose relationship is used in first pair of words, the second pair should also be purpose relationship.

23. The End of Chapter 2 Prepare for a test next meeting!