Technical Assistance Needs on Multiple Choice Test Construction of Esp Teachers in SDO Imus City

Abstract

INTRODUCTION

So much have been said and written on why teachers administer tests on students. According to Kelly (2017), "At the school level, educators create tests to measure their students' understanding of specific content or the effective application of critical thinking skills. Such tests are used to evaluate student learning, skill level growth, and academic achievements at the end of an instructional period such as the end of a project, unit, course, semester, program, or school year. These tests are designed as summative assessments". Given this premise, test writers should be adept in writing good test questions and instructional supervisors should determine if needs for technical assistance exist among test writers to ensure that the test instruments satisfy the characteristics of a good test.

METHODS

Anchored on Derek Bruff's concept on multiple choice exams, this action research aimed to determine the priority needs for technical assistance of the Edukasyon sa Pagpapakatao (EsP) teachers as test writers in the Schools Division of Imus City. Using a self-madeyes-no checklist based on Cynthia J. Brame's guides on writing good multiple choice test questions, this research evaluated 20 teacher-made instruments in EsP across all grade levels. This paper utilized a descriptive design and quantitative method to show the details on some errors in constructing the multiple choice test which deviated from the principles of test construction. Results were tabulated and sorted according to frequency to determine the priority areas. Findings of this study were validated by the researcher's unit head.

RESULTS

The study revealed that the top 5 aspects of multiple choice test construction that are considered priority needs for technical assistance are presenting alternatives in a logical order, writing HOTS questions, writing clear and concise alternatives, writing meaningful stems, and writing plausible alternatives.

Recommendations included providing training on test construction to the teachers, intensifying item banking, and creating a pool of internal test evaluators in the schools who could serve as coaches or technical assistance providers to test writers.

DISCUSSIONS

This research was the first of its kind to be conducted in the division. The interventions recommended to address the technical assistance needs of the teachers could result in effective and efficient planning and writing tests/assessment tools that are competency-based and correctly written.