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Constructing Quality Test Questions

The Grade III Test Constructors of DepEd - San Felipe, Zambales namely Mrs. Marites A. Trapsi, Master Teacher I; Mrs. Marilyn F. Funiestas, Teacher III; Ms. Ronalee A. Rosales, Teacher I; and Mrs. Daisy F. Piocos, Master Teacher I.

The Grade III Test Constructors of DepEd - San Felipe, Zambales namely Mrs. Marites A. Trapsi, Master Teacher I; Mrs. Marilyn F. Funiestas, Teacher III; Ms. Ronalee A. Rosales, Teacher I; and Mrs. Daisy F. Piocos, Master Teacher I.

Quarterly evaluation is approaching quickly. In this connection, let me ask you the following frequently asked questions: (1) Did you start planning and framing your test questions? (2) Are you trying to take advantage of the previous test questions? By the way, I asked these questions because of their importance to this article "Constructing Quality Test Questions."

There are several ways to enhance the consistency of the classroom examination. What we need is a re-examination of the topics we need to consider so that we can be aware of what is appropriate given the type of learners in the 21st century.

First, prepare a test blueprint.

The test blueprint refers to the table of specification that we usually do as we plan for our test. This acts as a tool that guides teachers on the material and number of test items in each learning objective. It also increases the validity of the analysis of the test results. One way to ensure the validity of the test results is to match the number of days of teaching the basic learning competence with the number of test items. For example, "recognize numeral 0-10" is the learning competence. This skill has been taught for nine days. The question is, how many test items are we going to create if we have 45 days as a cumulative number of days that we actually taught before the test period and our test item is 30 days? Teachers need to decide on this matter in order to build relevant test questions.

In addition, the table of specification outlines the type of reasoning skills to be tested. By simply looking at our specification table, we can quickly recognize the various learning abilities that we are trying to assess. This also acts as the framework of the pointers to review for the quarter concerned.

Second, match question type to the level of learning targets desired.

The construction of a specific question should be consistent with the test blueprint. We should stop posing a question that is unrelated to the learning competence. Going back to the ability listed above: remember the number 0-10. The query "Which of the following number is read as eleven?" is irrelevant to the ability.

In certain cases, this is the weakest ability of the teachers in the construction of the test. There are some evaluation elements that are not associated with learning abilities. As a result, because of these irrelevant questions, learners tend to get low grades. School heads, therefore, need to provide technical assistance to these teachers so that they can come up with good quality test questions.

Third, construct questions carefully.

We need to be very careful about our issue. The most critical aspect of creating a query is the collection of words. The vocabulary that we are going to use should be at the level of the learners. Evitate the use of high-sounding words particularly for Grade One class. Learners will never understand what we're trying to ask if we're going to use hyperbolic terms. For an instance, in the ability we use, the question "Which cipher is one?" is already beyond the level of the learners.

In addition, close attention should be paid to distractors or alternatives in writing. This should be our practice to frame the multiple-choice test form. The selection must be linked to each other in order for the pupils to think objectively before giving or writing their final response. As an example, "What is the place value of one in fifteen?" The options include ten, tens, tenth, and tenths. In the example given, it can be seen that the options are connected to each other. So, the learners need to think first, before they give their final response.

Moving on, the tests most of the teachers used are the preferred response and the designed response. In the selected response, learners are required to pick possible answers from the predetermined list. It involves several options, true or false, and a matching type. Furthermore, it is considered to be less difficult in terms of the thinking skills needed to respond to them.

The built response tests the capacity of learners to communicate effectively. It includes completion, extended response, and essay.

With this knowledge, the test builders will have the clues to frame their test questions. There is also confidence that the issues they are building are of quality as they consider all these things.