Test Construction PreTest

If the test questions correspond to what they are intend to measure, it means that the test is _______________.

• valid

• standard

• reliable

• substandard

The teacher wants the students to differentiate ratio from proportion. Which kind of test/assessment do you think is BEST for this objective?

• apply knowledge of ratio and proportion in mathematical problems and real-life situations

• creates problems involving ratio and proportion, with reasonable answers

• defines and illustrates the meaning of ratio and proportion using concrete or pictorial models

• expresses ratios in their simplest forms

Which of the following is a form of an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list?

• True or False

• Multiple Choice

• Essay

• Problem Solving

What refers to the consistency with which the test serves as a measuring instrument?

• validity

• reliability

• standard

• substandard

The more items included in the test, the higher is the test's reliability.

• TRUE

• FALSE

Which is an example of a standardized test?

• National Achievement Test

• Oral Quiz

• Periodical Test

• Unit Test

"Two cars start at the same time at the same place and travel in opposite directions. One travels at the rate of 40 mph and the other at the rate of 35 mph. Represent the distance travelled by each car."

This type of test item is an example of ___________________.

• Analyzing

• Creating

• Applying

• Understanding

Which is the highest form of test difficulty based on revised Bloom's Taxonomy?

• Analyzing

• Creating

• Applying

• Understanding

In a True or False type of test, avoid trick statements with some minor misleading word or spelling anomaly, misplaced phrases, etc.

• True

• False

visualizes, names, and describes polygons with 5 or more sides

Which of the following is BEST aligned with the competency above?

• CREATING:

  Let the students draw, name and describe different polygons from real life

• UNDERSTANDING:

  Let the students describe and compare properties of polygons

• REMEMBERING:

  Let the students name the polygons you will show to them

• APPLYING:

  Let them make models of different solid figures