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Practicability is the third characteristic of assessment method. It

means the test can be satisfactorily used by teachers and researchers
without undue expenditure of time, money and effort. In other words,
practicability means usability.
Factors that Determine Practicability
The factors that determine practicability are: (1) ease of
administration, (2) ease of scoring, (3) ease of interpretation and application,
(4) low cost, and (5) proper mechanical make-up.
1. Ease of Administration
To facilitate ease of administration of the test, instruction must be
complete and precise. As a rule, group tests are easier to administer than
individual tests. The former is easier to administer because direction is given
only once to group of examinees thus, saves time and effort on the part of
the examiner or teacher.
2. Ease of Scoring
Ease of scoring depends upon the following such as (1) construction of
the test is objective, (2) answer keys are adequately prepared, and (3)
scoring directions are fully understood. Likewise, it is easier if examinees are
instructed to write their answer as letter or number or word in one column at
the right. It is obsolete and impractical to let the examinees write their
response column before the item or left column.
3. Ease of Interpretation and Application
Results of test are easy to interpret and apply if tables are presented.
All scores must be given equivalent from the tables without necessity of
computation. As a rule, norms must be based on age and grade/year level as
in the case of school achievement tests. It is also desirable if all achievement
tests must be provided with separate norms for rural and urban learners and
various degrees of mental ability.
4. Low Cost
It is more practical if the test is low cost material-wise. It is also
economical if test can be reused by future teachers.
5. Proper Mechanical Make-up
A good test must be printed clearly in an appropriate font size for the
grade or year level the test is intended to be given. Careful attention to the
pictures and illustrations must be given to lower grades.
Justness is the fourth characteristic of assessment method. It is the
degree to which the teacher is fair in assessing the grades of the learners.
The learners must be informed on the criteria they are being assessed. For
instance, in Mathematics class, the criteria are quizzes, 30%; assignment
and class participation, 30%; department test, 30%; and character, 10% with
a total of 100%. Character includes punctuality and regularity of attendance,
industry, courtesy, and honesty. The teacher must be just in assessing the
achievements of the learners based on the aforementioned criteria. If
learners achievements are assessed fairly and justly by teachers, they are
inspired and their interest to study hard is aroused.
Morality in Assessment
Morality in assessment is the fifth characteristics of assessment
method. It is the degree of secrecy grades of the learners. Morality or ethics
in assessment of tests results or grades must be confidential to avoid slow
learners from embarrassment. Learners who passed the test with flying
colors or the honors students, for instance, the top ten, must be published at
the Deans office Bulletin Board as incentive. But the learners with low scores
or grades must be kept confidential. Only the learners concerned and the
teacher should be aware of the test results or grades. Parents whose children
are low achievers must be informed in order that they can advise their
children to study hard or hire a tutor to assist their children in their studies.