Evaluating Teacher-Made Test in STEM, Math and Science: Alignment, Cognitive Taxonomic Levels, and Item Construction
DOI:
https://doi.org/10.65339/ijsis.V1.I3.210Keywords:
Assessment Quality, Bloom’s Revised Taxonomy, Curriculum Alignment, STEM Education, Tables of Specifications, Teacher-Made Tests, Test Construction QualityAbstract
This study evaluated the quality of teacher-made examinations in Science, Technology, Engineering, and Mathematics (STEM), Science, and Mathematics at Bambang National High School, Nueva Vizcaya, Philippines, focusing on curriculum alignment, cognitive demands, and test construction quality. Guided by Bloom’s Revised Taxonomy and curriculum–assessment alignment principles, the study employed a descriptive research design using qualitative content analysis of 18 second-quarter examination papers and their corresponding Tables of Specifications (TOS) from School Year 2024–2025. Documents were selected through purposive and convenience sampling and evaluated using structured content analysis protocols, curriculum competency mapping, and a test construction observation guide. Frequencies and percentages were used to summarize the findings. Results revealed varying levels of assessment alignment, with Physics recording the highest examination–TOS alignment (96.67%) and Empowerment Technology the lowest (48.33%). Curriculum competency alignment was generally high, although Grade 8 Mathematics recorded only 31.58%. Remembering-level questions predominated in Science and Earth and Life Science, while Mathematics and Physics demonstrated broader cognitive distributions. Common construction flaws included implausible distractors, multiple correct answers, overlapping choices, and negatively worded items. The study concluded that assessment quality requires improvements in curriculum alignment, cognitive balance, and item construction. Regular assessment reviews, teacher professional development, collaborative planning, and item validation were recommended. The study supports Sustainable Development Goal 4 (Quality Education) by promoting curriculum-aligned and cognitively appropriate classroom assessments. Its institutional sustainability contribution lies in providing evidence to strengthen teacher assessment competencies, systematic examination review, and continuous improvement of educational assessment practices.
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