Analysis on Teacher Made Tests in JRMSU: Basis for Departmental Tests

Aimed at evaluating the quality of teacher made tests within the Jose Rizal Memorial State University (JRMSU) system, guided by Bloom’s taxonomy and Gronlund’s typology of test formats, informed by psychometric perspectives from Classical Test Theory and Item Response Theory, this study documents how locally constructed assessments distribute cognitive demand, adhere to language in use standards (grammar and mechanics), and align with institutional learning outcomes. Using documentary analysis of test papers and Tables of Specifications across five JRMSU campuses, the research identifies over reliance on lower order thinking items, occasional misalignment between targeted and actual cognitive levels, and sporadic violations of item writing conventions. The discussion argues for faculty development, peer review of test items, and the institutionalization of departmental testing to stabilize validity and fairness. The sample concludes with actionable recommendations for assessment literacy, including calibration routines, item banks with annotated rationales, and alignment audits that link curriculum, instruction, and testing.