Educ 123 Assessment of Student Learning 1 - zjas

Section 3 Development of Tools for classroom-based Assessment

Chapter 7 Planning the Test
Assessment reflects the success of the teacher and learners in the teaching-learning process. The test results
will tell the performance of the student and how did the teacher have delivered the instruction.
Overall test Development Process
A. Planning Phase
 Purpose of the test is identified
 Learning outcomes to be assessed are clarified.
 A table of specification is prepared
B. Item Construction Phase
 Test items are constructed following the appropriate item format for specified learning
outcomes of instruction.
C. Review Phase
 Items are examined by the teacher, or his peers, prior to administration based on judgment of
their alignment to content and behavior and the behavior components of the instructional
competencies, and after administration, based on an analysis of students’ performance in each
item.

Identify 5.
purpose of
the test

Specify learning A. Planning

outcomes to be 4.
assessed Phase
Prepare
test
specificatio 3.
ns

Construct B. Test Construction

pool of
items Phase 2.

Review and
revise C. Review Phase
1.
items

1. Identifying the purpose of test

- The teacher should know what is the purpose of the assessment whether it is for diagnostic ,or
assessing the strengths and weaknesses of the students.
2. Specifying the Learning Outcomes
- The process for assessment recognize and addresses different learning targets defined by the intended
outcomes, the assessment should derive from what is considered essential to be achieved as a result of
instruction.
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3. Preparing the Blueprint
- In planning the test, the teacher should consider elements such as determining the learning outcomes
to be assessed and how will it be assessed as significant elements in designing the blueprint.

Curriculum To assure a good test, a test blueprint is

commonly used, Table of Specifications
gives evidence to the content validity. (TOS
has different formats, depending on the
purpose of the teacher, please have an
extensive research on it)

Instructions Assessment
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Chapter 8 “Selecting and Constructing Test Items and Tasks”

CATEGORIZING TEST TYPES

Relating Test Types With Levels of Learning Outcomes

A. Measuring Knowledge and simple understanding
If you can still remember, in Bloom’s and Anderson’s taxonomy on the cognitive domain, knowledge or
remembering is the simplest or the lowest level of learning. However, Anderson views that
remembering carries more than just recalling basic facts, principles and theories ands learning
interrelationships among basic elements of learning.

Declarative knowledge- requires comprehension of concepts, ideas and generalizations.

Procedural knowledge- application of skills and procedures learned in new situations.

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Declarative Knowledge Procedural Knowledge

Is able to state the law of supply and demand Is able to compute the area of a rectangle
Comprehension Comprehension
Is able to explain the law of supply and Is able to compare the size of two given lots in
demand terms of area.

Application: Application
Is able to explain the rising price of vegetables Is able to determine the number of 1x1 tiles
during summer time needed to cover a 50 ft x 100 ft hall.

B. Measuring Deep Understanding

Deep Understanding- requires more complex thinking process.
- Requires the 3 higher cognitive level i.e analysing, evaluating, and creating; Higher-
Order-Thinking-Skills.
Simple understanding- involves the first 3 cognitive levels i.e remembering, comprehending, and applying
; Lower-order-Thinking-skills.

Lower-Order: According to the article you just read, what
factors contribute to climate change. (This is a simple recall
question, since it is based on a specific reading material)
Higher-Order: Write an article on how the
government and the community can work
together to mitigate the factors causing
environmental damages? (It requires a
higher-order thinking at the “creating level.)
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Constructing Objective Supply Type of Items
1. Completion type- An item structure consist of
a stimulus which defines the question or
problem, and a response which defines what
is to be provided or constructed by the
learner. For a completion item, an incomplete
statement with a blank is often used as
stimulus and the response is a constructed
word, symbol, numerical or phrase to
complete the statement

Stimulus Response
a. a four-sided polygon Quadrilateral
called_________.
b. During what period was
Nolio Me Tangere written Spanish
by Dr. Jose Rizal?

Guidelines in constructing completion type items:

a. There should be only one correct response to complete a statement
b. A blank should be placed at the end or towards the end of the incomplete statement.
c. Avoid providing unintended clues to the correct answer.

2. Short Answer Items- instead of supplying words to complete statements, relatively short answers are
constructed as direct answers to questions.

Stimulus Response
c. What is a four-sided Quadrilateral
polygon called?
d. During what period was
Nolio Me Tangere written Spanish
by Dr. Jose Rizal?

Note: Similar to completion type, the short answer items can assess learners’ declarative and
procedural knowledge that require such thinking processes as remembering, comprehending, and
applying. Writing short-answer items similarly follow the guidelines in writing completion items.
1. State the item so that only one answer is correct
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2. State the item so that the required answer is brief. Requiring a long response would not
be necessary and it can limit the number of items students can answer within the
allotted period of time.
3. Do not use questions verbatim from books and other instructional materials.
4. Designated units required for the answer.
Example:
Poor: How much does the food caterer charge? ______
This could be answered in different ways like cost per head, per dish, per plate or as a full package.
Improved: How much does the food caterer charge per head.
5. State the item succinctly with words that students understand, avoid messy wording on
the questions.
Poor: As viewed by the creatures from the earth, when does the blood moon appear in the evening?
Improved: When does a blood moon appear?

Constructing Non-Objective Supply type

Essay Type- Essay type belongs to the supply category for the simple reason that the required response is to
be fully constructed by the students. Unlike completion and short response type, essay items are
less structured to allow students to organize freely their response using their own writing style to
answer the question. Moreover, this format is appropriate for testing deep understanding and
reasoning which involves comparison, deduction, induction, abstracting, decision-making,
problem solving and analysing perspectives which involves Higher-order thinking skills.
There are two variations of essay items:
a. Restricted-response
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Illustrative items Description of Expected Response

1. (Restricted content) Tourism spot to be described
What is a famous tourism spot in should be one found in Luzon.
the island of Luzon, and why is it Outside Luzon will not be
popular? considered.
2. (Restricted length) Length of discourse should not
On a half sheet of paper, describe exceed half sheet of a writing pad.
the benefits that could be derived
from sangguninang kabataan as an
organization
3. (Restricted form) Response should be organize in a
Prepare a 2-tier outline of an two-tier outline form.
advocacy plan for community
involvement in waste reduction and
disposal
4. (Restricted perspective) Response is acceptable when thye
Describe the origin of man explanation adheres to the theory
according to the theory of evolution. of evolution . Explanations based
on other theories will not be
considered.
- The question or directive given suggests a specification in constructing the response.
It can be in terms of limited coverage of content, specified length of response ,
expected form of response, or definite perspective of mind-set to be used.

C. Extended-response type- the question or directive does not suggest any form of restriction in the
construction of the response, the students are free to organize and expound on their ideas freely.

Sample items Description of Expected Response

1. Explain how the prevailing socio-
economic issues affect the lives
of the people in our country
today.
2. What evidences of climate
change do you now observe and
what ways can man mitigate
their negative effects?
The student is free to focus on any
socio-economic issue and choose
which aspect of the people’s lives
he want to describe.
Students vary in their choice of
evidence and their approach to
address them.

Suggestion for constructing essay questions:

1. Restrict the use of essay questions to those learning outcomes that cannot be measured satisfactorily
by objective items.
2. Construct questions that will call forth the skills specified in the learning standards.
3. Phrase the questions so that the student’s task is clearly defined.
4. Indicate an approximate time limit for each question.
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5. Avoid the use of optional question.
Note: A rubric should be used in checking the responses of the students in an essay type of test. (Have an
additional research on ANALYTIC & HOLISTIC RUBRIC)

CONSTRUCTING SELECTED-RESPONSE TYPES

Selected- Response types
- Entails choosing the nearly best or most correct option to answer a problem. The
greatest challenge for this item format is the construction of the plausible options or
distracters so no one stands out as attractively correct. There are 3 sub-types of the
selected-response format depending on the number of given options:

A. Alternate form or binary choice provides only two options,

B. Multiple-choice type offers 3 to 5 options,
C. Matching type gives a set of premises or problems and a set of options which will
be appropriately paired.

1. Binary Choice or Alternative form.

Variety Stimulus Sample/ suggested response

True-false Statement or proposition
Yes- No Direct Questions
Right- wrong A computation, an equation,
or statement
Corrections Proposition which will be
corrected if incorrect
Multiple true or false A multiple-choice stem is
given with statements to be
judged as true or false
Yes – no with Explanation Direct questions that requires
explanation for a negative
format
The planers of the solar
system revolve around the
sun. T F
Do the planets of the solar
system revolve around the
sun? Yes No
Factors of 18 are 2,3,6,9 RW
The biggest planet in the solar
system is the Earth.
Correction: Jupiter
Ebola virus is easily
transmitted because:
1. It is air-borne T F
2. It is transmitted
through body liquids T
F
3. Both Children and
adults can be affected
TF
1. Are weather systems
independent of each
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response. other Y N ( if students
replies a NO, he/she
explains the answer.)

2. Multiple- Choice Items

- The wide choice for this format in classroom testing is mainly due to its versatility to
assess various levels of understanding from knowledge and simple understanding to
deep understanding.
- Easy to score, less susceptible to guessing than alternate-choice and more familiar to
students as they often encounter them in different testing events.

Writing a good multiple-choice items requires clarity in the stem and the plausibility
or attractiveness of the distracters.
Parts of a Multiple- Choice Item
A. Stem- an interrogative statement or direct question that ends in a question mark; an incomplete
statement

E.g
What form of government is ruled by a prime minister? (Stem)
A. Monarchy B. parliamentary C. Presidential D. Federal

Guidelines:
o All words of the stem should be relevant to by itself the task
o Stem should be meaningful by itself and should fully contain the problem .
 Poor: The constitution is __________________.
 Improved: what does the constitution of an organization provide? (Direct question)
 The constitution of an organization provides______________ (Incomplete statement)

o The stem should use a question with only one correct or clearly best answer.

B. Distracters (Options)

What form of government is ruled by a prime minister?

A. Monarchy B. parliamentary C. Presidential D. Federal ( Distracters)
Guidelines:
 All distracters should be plausible to uninformed test takers.
 Randomly assign correct answers to alternative positions. ( do not use obvious patterns in assigning the
correct answer)
 Avoid using “all of-the-above” or “none-of-the-above” as distracters
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3. Matching type – consist of two parallel lists of words or phrases the students are tasked to pair, the
first list which is to be matched is referred to premises while the other list from which to choose its
match is based on a kind of association is the options.
- Appropriate in assessing knowledge outcomes for recall of terminologies,
classifications, and remembering facts, concepts, formulae and associatons.

List of premise List of responses

Words or phrases to be matched or Homogenous alternatives or options
associated with an appropriate from which to select what will match
word the premise.

Column A (List of premise) Column B (List of responses)

_______1. First president of the republic a. Ramon Magsaysay
_______2. Declared martial law during his term b. Corazon Aquino
_______3. First president to resign from office c. Gloria Macapagal –Arroyo
_______4. First woman president d. Manuel L. Quezon
_______5.died in an airplane crash e. Fidel V. Ramos
_______6. A uniformed man elected to office f. Emilio Aguinaldo
g. Joseph Ejercito Estrada
h. Manuel A. Roxas
i. Ferdinand Marcos

Guidelines:
1. Keep the list of premises and the list of options homogenous or belonging to a category.
2. Keep the premises always in the 1st column and the options on the 2nd column.
3. Keep the lists in the two columns unequal in number.
4. Test directions always describe basis for matching
5. Keep the number of premises not more than eight (8)
6. Ambiguous lists should be avoided.