Title: The Use, Misuse, and Abuse of Test Construction in Educational Assessment
Authors: Justin M. Cuyugan
Grace N. Alfonso
Erwin R. Dela Vega
Loiusse Wenchelle R. Ladrillo Fatima Nicole R. Lejero
Reymond Q. Fajardo
Volume: 10
Issue: 7
Pages: 491-503
Publication Date: 2026/07/28
Abstract:
Test construction is crucial in the endeavor of evaluating students' acquisition of knowledge. This prompted academics to explore the multifaceted nature of test construction. Notably, the examined papers highlight the necessity for ongoing research on test construction. Given these prevalent issues, the study investigates test construction practices used in science and mathematics assessments for grades four, five, and six over a period of four quarters to identify common problems as misuse and abuse of best practices. Based on indicators such as the clarity of item stems, readability, grammatical consistency, and the plausibility of distracters, the study sought to determine if there were any prevailing issues that could be classified into either misuse or abuse for both subjects. Through content analysis of the test papers, the study found that in science assessments, misuse was seen in readability (6 incidents) while item stem clarity had significant abuses (27 incidents), among others. Some misuses in math tests included items' level of readability (21 cases) and how alternatives were put together (4 instances), whereas some abuses included unclear item stems (57 cases) and having multiple correct alternatives (11 situations). These results emphasize the need for improved test construction methods aiming at enhancing validity and reliability of educational assessments. It concludes that this study identified many deficiencies notably with regard to poor wording or grammar in test items. This calls for better trained item writers; more exacting review processes; mechanization of portions of the test assembly process.