BSED-ENG2A_CONSTRUCTION OF WRITTEN TEST

1. Why do we need to keep the vocabulary simple and understandable in writing multiple-choice test items?

• a. To make the questions faster to write and revise.

• b. To avoid using unnecessary synonyms or technical terms.

• c. To ensure test-takers focus on the question’s content, not the language.

• d. To reduce the need for adding examples in questions.

2. What tests require learners to choose the correct answer or best alternative from several choices?

• a. Alternative Response Tests

• b. Constructed-Response Tests

• c. Matching-Type Tests

• d. Selected-Response tests

3. How will you avoid giving clues about the correct answer in writing options?

• a. By placing the correct answer in a random position.

• b. By writing all options in similar form and length.

• c. By using technical terms only in the correct answer.

• d. By including only one clearly detailed option.

4. How can you emphasize a negative word in a stem?

• a. By underlining every word in the stem.

• b. By placing the word at the end of the question.

• c. By using capitalization or bold formatting.

• d. By adding extra punctuation like exclamation marks.

5. What tests require learners to supply answers to a given question or problem?

• a. Alternative Response Tests

• b. Constructed-Response Tests

• c. Matching-Type Tests

• d. Selected-Response tests

6. A teacher is designing a matching-type test for a science class. The left column contains the names of planets, and the right column includes characteristics like "has rings," "supports life," and "closest to the Sun." Which guideline should the teacher apply to ensure the test is effective?

• a. Include more items in the premises list than in the options list.

• b. Make the items in each list logically related to each other.

• c. Use the same number of items in both lists to avoid confusion.

• d. Arrange the items in alphabetical order to improve clarity.

7. 7. A teacher creates a matching-type test with two lists: one containing historical figures and the other containing their contributions. The teacher notices that some contributions could apply to multiple figures. Which of the following issues best explains why the test might fail to assess students effectively?

• a. The lists are not homogenous, leading to irrelevant comparisons.

• b. The options are not concise, making the test unnecessarily complex.
  

• c. The premises do not have a single, clear corresponding answer.

• d. The test does not follow a format familiar to the students.

8. 8. Why is it important to ensure that the two lists in a matching-type test are homogenous, such as using terms and definitions?

• a. To make the test simpler and easier for students to guess answers.

• b. To prevent confusion and ensure logical comparison between items.

• c. To ensure that the premises list is shorter than the options list.

• d. To allow students to match items based on their preferences.

9. A teacher notices that some matching-type test items often confuse students. To address this, the teacher decides to design a new version of the test to promote higher-order thinking skills. How should the teacher proceed?

• a. Develop response options that are vague enough to increase difficulty and promote guessing.

• b. Construct items requiring students to match concepts with their deeper applications.

• c. Add detailed instructions to guide students in identifying correct matches easily.

• d. Simplify the test by reducing the number of items and focusing on recall tasks.

10. Arrange the general guidelines in writing a good and effective matching-type tests according to the discussion.
I. Include response options that are reasonable and realistic and similar length and grammatical form.
II. Make the response options short, homogeneous, and arranged in logical order.
III. Ensure that the stimuli are longer and the responses are shorter.
IV. Provide more response options than the number of stimuli.
V. Clearly state in the directions the basis for matching the stimuli with responses.
VI. Include only topics that are related with one another and share the same foundation of information.

• a. I, II, III, IV, V, VI

• b. I, III, II, IV, V, VI

• c. V, III, II, I, VI, IV

• d. V, III, VI, II, I, IV