Direct and Indirect Assessment

Direct Assessment: Assesses the way you say you will. When the student is assessed in the
condition as stated in the performance or behavioral objectives (e.g., on a written examination, in
a lab setting, given tools, materials, and equipment).
Indirect Assessment: Assessment different than the way you said you would. Not done as
referenced by the condition (e.g., walking up to someone and asking for the answer to a question,
presenting a problem, than expecting academic knowledge).
Three Table of Specification examples are (Direct Assessment Table, Indirect Assessment
Table, and Course Content Assessment Table).

Table of Specifications
Knowing, Understanding,
Doing, Being Indicate Types
and Levels of Learning.

Course Content Assessment Table

Objectives by Unit
or Content Area
I. Fund. Of Metals
1. Types of
Equip.
2. Types of
Metals
3. Safety

Relative
Emphasis of Unit
or Content Area

Knowing

Understanding

Doing

Being

Item
Totals

Objectives to Be Included in
the Assessment

25%
10%

4
1
3

2
0
1

1
1
1

2
2
2

9
4
7

Assess as you said

you would in the
condition

20%

Direct Assessment Table

Objectives by Unit or Content Area
I. Fund. Of Metals
1.
Obj. 1
2.
Obj. 2
3.
Obj. 3
II. Metals Equipment
1. Obj. 1
2. Obj. 2
3. Obj. 3

Relative Emphasis of Unit or Content

Area

Objectives to Be Included in the Assessment

Assess as you said you would in
the condition

25%
10%
20%

15%
10%
15%

III.
1.
2.
3.

Indirect Assessment Table

Objectives by Unit or
Content Area
I. Fund. Of Metals
1. Obj. 1
2. Obj. 2
3. Obj. 3
II. Metals Equipment
1. Obj. 1
2. Obj. 2
3. Obj. 3
III.
1.
2.
3.

Relative Emphasis
of Unit or Content
Area

Knowing

Understanding

Doing

Being

Item
Totals

25%
10%
20%

4
1
3

2
0
1

1
1
1

2
2
2

9
4
7

15%
10%
15%

.
.
.

.
.
.

.
.
.

.
.
.

.
.
.

Objectives to Be
Included in the
Assessment

Assess as you
said you would in
the condition

Construction Instruments or Measuring Cognitive

Achievement Performance Objectives
Recognition: True/False, Multiple Choice, Matchingeverything in from of the student, it is up
to them to identify.
Constructive Response: Essay, Fill in the Blank, Short AnswerStudent must stimulate own
responses or answers.

Examples of Test Construction Questions:

Note: For each type of test item, there should be and justification in the directions. When
developing a test, you are not limited to the items denoted above.
Directions: This is a test of what you have learned during the first 8 hours of this course. The
results of this test will be used to clarify any points of difficulty and thus help you complete the
course successfully.
There are a total of 100 points possible on this test. There are 10 True/False questions (3 point
each for a total of 30 points), 5 Fill in the Blank Items (5 points each for a total of 25 points),
and 1 Essay Questions (for a total of 45 points).
You have one hour to complete the test.
For each True/False question, select the answer by circling the correct letter T or F.
For each Fill in the Blank item, select the answer that best completes the statement or answers
the question.

On the Essay question, write at clear, coherent, and organized explanation in a minimum 4
paragraphs that answers the question below.
True/False: Precision manufacturing requires the use of not only an understanding of systems
and processes as they relate to materials, but also computer hardware and software.
Fill in the Blank: The metal used on aircraft is called
Essay: Discuss 4 factors that have contributed fatigue in metal.