Topic  Planning the

Classroom Test
3
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Plan a classroom test by deciding on its purpose;
2. Specify the learning objectives of a classroom test;
3. Develop test specifications of a classroom test;
4. Select best item types of a classroom test;
5. Decide on the rubrics or marking schemes of a classroom test;
6. Prepare the test items for a classroom test; and
7. Describe the considerations in preparing relevant test items.

 INTRODUCTION
In this topic we will focus on methods of planning classroom tests. Testing is part
of the teaching and learning process. The importance of planning and writing a
reliable, valid and fair test cannot be underestimated. Designing tests is an
important part of assessing learnersÊ understanding of course content and their
level of competency in applying what they have learned. Whether you use low-
stake quizzes or high-stake mid and final semester examinations, careful design of
the tests will help provide more calibrated results. Assessments should reveal how
well learners have learnt based on what the teachers want them to learn while the
instructions facilitates their learning. Thus, solely conducting a summative
assessment at the end of a teaching programme is not sufficient. It is helpful to
think about assessing learners at every stage of the planning process. Identifying
ways in which to assess their learners help determine the most suitable learning
activities.

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In this topic we will discuss the general guidelines applicable to most assessment
tools. Topics 4 and 5 will discuss in detail the objective and essay tests. Authentic
assessment tools such as projects and portfolios will be discussed in the respective
topics.

3.1 PURPOSE OF CLASSROOM TESTING

Tests can be referred to as:

(a) Traditional paper and pencil or computer-based tests in the form of multiple-
choice, short answer or essay tests; and

(b) Performance assessments such as projects, interviews, presentations or other

alternative assessments.

Tests provide teachers with an objective feedback as to how much learners have
learnt and understand the subject taught. Commercially published achievement
tests can provide, to some extent, evaluation of the knowledge levels of individual
learners but only limited instructional guidance in assessing a wide range of skills
taught in any given classroom.

Teachers know their learners. Tests developed by the individual teachers for use
in their own class are the most instructionally relevant. Teachers can tailor tests to
emphasise the information they consider important and to match the ability levels
of their learners. If carefully constructed, classroom tests can provide teachers with
accurate and useful information about the knowledge retained by their learners.

The key to this process is the test questions that are used to elicit evidence of
learning. Test questions and tasks are not just a planning tool; they also form an
essential part of the teaching sequence. Incorporating the tasks into teaching and
using the evidence of the learnersÊ learning to determine what happens next in the
lesson is truly an embedded formative assessment.

„Sharing high quality questions may be the most significant thing we can do to
improve the quality of student learning,‰ (William, D., 2011).

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3.2 PLANNING THE CLASSROOM TEST

A well-constructed test must have high quality items. A well-constructed test is an
instrument that is able to provide accurate measure of the test takerÊs ability within
a particular domain. It is worth spending time to write high quality items for tests.
In order to produce high quality questions, the test construction has to be properly
planned. The following are the six steps of test planning:

(a) Deciding its purpose;

(b) Specifying the learning objectives;

(c) Developing test specifications;

(d) Selecting best item types;

(e) Deciding its rubrics or marking scheme; and

(f) Preparing test items.

We will look at these in detail in the following subtopics.

3.2.1 Deciding Its Purpose

The first step in test planning is to decide on the purpose of the test. Tests can be
used for many different purposes. If the test is to be used formatively, the test can
indicate precisely what the learner needs to study and to what level. The purpose
of formative tests is to assess progress and to direct the learning process. These
tests will have limited sample of learning outcomes. Teachers must prepare a
sufficient mix and difficulty levels of items. These items are used to make
corrective prescriptions such as a review for the whole group and practice
exercises for some learners. If the test is to be used in a summative manner, the test
will have broad coverage of objectives.

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Another important purpose of testing is selection. The test is used to make

decisions about whether or not candidates will be admitted, pass or fail. Tests that
lead to an assessment and provide evidence that a given level of knowledge or
skill has been mastered (for example by awarding course credits) are referred to as
summative tests.

Tests can also serve a diagnostic purpose. In such cases, the test is used to provide
learners with insights into gaps in their current knowledge and skill sets.
Alternatively, tests can also be used to motivate learners to exhibit effective
studying behaviour.

3.2.2 Specifying the Learning Objectives

The next step is to consider the learning objectives and the relative importance of
the learning objectives. Teachers will have to select the appropriate knowledge and
skills to be assessed and include more questions with regard to the more important
learning objectives.

The learning objectives that the teachers would like to emphasise on will
determine not only what materials to include in the test but also the specific form
of the test. For example, if it is important for learners to be able to solve long
division problems rapidly, consider giving a speed test. If it is important for
learners to understand how historical events affect one another, short answer or
essay questions might be appropriate. If it is important that learners remember
dates, multiple-choice or fill-in-the-blank questions might be appropriate.

3.2.3 Developing Test Specifications

Making a test blueprint or Table of Specifications is the next important step that
teachers should do. The table describes the content, the behaviour of the learners
and the number of questions in the test corresponding to the number of hours
devoted to the learning objectives in class. In fact, exactly how many questions to
include in a test is based on the importance of the objectives, the type of questions,
the subject matter and the amount of time available for testing.

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Table of Specifications is a plan prepared by the classroom teacher as a basis for

the test construction. It is a two-way table which describes the topics to be covered
in a test and the number of items associated with each topic. The table ensures that
a fair and representative sample of questions appear in the test. Teachers cannot
measure every topic or objective and cannot ask every question they may wish to
ask. A Table of Specifications allows the teacher to construct a test which focuses
on the key areas and weightage (in percentage) given in different sections of the
test based on their importance. A Table of Specifications provides the teacher with
evidence that a test has content validity and that it covers what should be covered.
This table also allows the teacher to view the test as a whole.

A sample of the Table of Specifications shown in Table 3.1 has content on one
column and cognitive levels across the top. However, teachers could also arrange
the content across the top and levels down the column. In this sample, the teacher
who prepared the table grouped „Remembering‰ and „Understanding‰ levels
together. It is very likely that he believed a straight recall was too simple to be
considered as real learning.

Table 3.1: A Sample of Table of Specifications

Levels
Content Remembering and Applying Analysing, Evaluating Total
Understanding (%) (%) and Creating (%) (%)
Topic 1 15 15 30 60
Topic 2 10 20 10 40
Total 25 35 40 100

For a Table of Specifications to be useful, it normally contains more details than

the sample shown in Table 3.1. The number of questions to be included in a test
is based on the importance of the objectives, the type of questions, the subject
matter and the amount of time available for testing. A more detailed Table of
Specifications is shown in Table 3.2.

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In the example shown in Table 3.2, the vertical columns on the left of the 2-way
table show a list of the topics covered in class and the amount of time spent on
those topics. The topics can also be further subdivided into subtopics such as
„Subtract two numbers without regrouping 2-digit numbers from a 2-digit
number‰ under the topic „Subtraction within the range of 1000‰.

The amount of time spent in the topics as shown in the column „Hours of
Interaction‰ can be used as a basis to compute the weightage or percentage and
the number of questions or items for each topic. For example, the teacher has spent
20 hours teaching the three topics of which 6 hours are allotted to „Addition with
the highest total of 1000‰. Thus, 6 hours from a total of 20 hours amount to 30% or
9 items from the total 30 items as planned by the teacher.

The teacher might have a reason for allocating 25%, 35% and 40% for the levels
„Remembering‰, „Understanding‰ and „Applying‰ respectively. Perhaps he is
trying to train his Year 2 learners to pay more attention to the „thinking‰ questions.
The 25% of „Remembering‰ level is actually 7.5 questions, 35% of
„Understanding‰ level is 10.5 questions and 40% of „Applying‰ level is
12 questions. The total 30 is not affected as the number 7.5 and 10.5 are
conveniently rounded up to 8 and 10.

The cells in the # columns can be arbitrarily filled or computed using a simple
formula. In the first # column, the topic „Addition ...‰ under the level
„Remembering‰ should be 25%  9 = 2.25, the topic „Subtraction ...‰ under
„Remembering‰ is 25%  9 = 2.25 and the topic „Multiplication ...‰ under
„Remembering‰ is 25%  12 = 3. The teacher can either round up the numbers 2.25,
2.25, 3 to 3, 2, 3 or 2, 3, 3.

The teacher, especially one who is newly trained, is advised to have this Table of
Specifications together with the subject syllabus reviewed by the subject matter
expert or the subject Head of Department to confirm whether the test plan would
actually measure what it set out to measure. When the test items have been drafted
and assembled, it is advisable to once again submit the draft test paper and the
Table of Specifications to the Head of Department or the recognised subject matter
expert to evaluate whether the test items do, in actual fact, assess the defined
content. Content validity is different from face validity. Face validity assesses
whether the test „looks valid‰ to the examinees who sit for the test whereas content
validity requires recognised subject matter experts to evaluate whether the test
items assess the defined content.

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It is obvious that the Table of Specifications benefits learners in two ways:

(a) Improves the validity of teacher-construct tests; and

(b) Able to improve learnerÊs learning.

The Table of Specifications helps to ensure that there is a match between what is
taught and what is tested. From the example, we can see that classroom assessment
is driven by classroom teaching which in turn is driven by learning objectives.

SELF-CHECK 3.1

1. What is a Table of Specifications?

2. How does a Table of Specifications enhance the validity of a test?

3.2.4 Selecting Best Item Types

Before deciding on a particular type of test format, teachers should first establish
the following:

(a) Does the testing make sense?

(b) What is it that the teachers would like to assess?

The determination of what it is that the teachers would like to measure with the
test should precede the determination of how they are going to measure it.

Tests and examinations involve an investigation of the learnersÊ knowledge,

understanding and skills as well as an assessment of the outcomes of that
investigation. It appears that the test format used is one of the main driving factors
in learnersÊ learning behaviour. For instance, learners prepare differently for
multiple-choice tests than they do for oral examinations. Which test format is best
suited to the teachersÊ purposes depends on the learning objectives. When it comes
to learning objectives for academic training, professional skills and complex skills,
it is often difficult to select a suitable test format. Many opt for a combination of
different test formats to investigate and assess whether a learner has achieved all
of the learning objectives. Test selection usually involves a degree of compromise
as each test format has its pros and cons. Table 3.3 lists some item types and their
respective purposes.

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Table 3.3: Item Types and their Respective Purposes

Item Type Purpose

Multiple-choice  Test for factual knowledge
 Assess a large number of items
 Score rapidly, accurately and objectively
Essay  Candidates are required to write an extended piece of test
based on a certain topic
 Assess higher-order thinking skills such as analysing,
evaluating and creating in BloomÊs taxonomy
Oral examination  The questions are primarily focused on knowledge,
understanding and application
 A test with closed-ended questions and open-ended questions

3.2.5 Preparing Rubrics or Marking Schemes

Preparing a rubric or marking scheme well in advance of the testing date will give
teachers ample time to review their questions and make changes to answers when
necessary.

The teacher should make it a habit to write a model answer which can be easily
understood by others. This model answer can be used by other teachers who act
as external examiners, if need be. Besides, a rubric can also be an effective tool to
help the teacher or the external examiner.

Coordination should be done once the test scripts are collected. The teacher should
try to read some of the answers from the scripts and review the correct answers in
the marking scheme. The teacher may sometimes find that learners have
interpreted the test question in a way that is different from what is intended.
Learners may come up with excellent answers that may be slightly outside of what
was asked. Consider giving these learners marks accordingly.

The teacher should make a note in the marking scheme for any error made earlier
but carried through the answer. Marks should be deducted if the rest of the
response is sound.

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A marking scheme may increase the efficiency of grading the test but they often
provide only limited information to promote learning. Besides marking scheme, a
rubric can be prepared to act as an additional tool to help the teacher or the external
examiner. Many of the limitations of a marking scheme can be overcome by having
rubrics which contain carefully considered and clearly stated descriptions of levels
of performance.

A rubric is a descriptive scoring scheme developed by teachers, and sometimes in

consultation with learners, to guide judgements with regard to the product or
process of learnersÊ assessment task.

In simpler terms, a rubric is an extended two dimensional checklist of what is

expected in assessment criteria matched against descriptions of how well the work
presents each criterion. It is particularly useful for evaluating assessment tasks
such as portfolios and projects.

General rubrics can help learners build up a concept of what it means to perform
a skill well. General rubrics do not „give away answers‰ to questions. Instead, they
contain descriptions such as „Explanation of reasoning is clear and supported by
appropriate details.‰ Descriptions like this help learners focus on what their
learning target is supposed to be. They provide clarification to learners on how to
approach the project. Rubrics will be discussed in greater detail in Topic 6 of this
module.

3.2.6 Preparing Test Items

While the different types of questions (multiple-choice, short answer, true-false,
matching and essay) are constructed differently, the following principles apply to
constructing questions and tests in general:

(a) Use simple and brief instructions for each type of question;

(b) Use simple and clear language in the questions;

(c) Write items that require specific understanding or ability developed in that
course, not just general intelligence or test-wiseness;

(d) Do not provide clues or suggest the answer to one question in the body of
another question;

(e) Avoid writing questions in the negative. If you must use negatives, highlight
them as they may mislead learners into answering incorrectly;

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(f) Specify the units and precision of answers;

(g) Try, as far as possible, to construct your own questions. Check to make sure
the questions fit the learning objectives and requirements in the Table of
Specifications if you need to use questions from other sources; and

(h) If an item is revised, recheck its relevance.

Guidelines to prepare and write multiple-choice, short answer, true-false,

matching, essay, portfolio and project assignments will be discussed in Topics 4,
5, 6 and 7 respectively.

3.3 ASSESSING TEACHER’S OWN TEST

Regardless of the types of tests used, teachers can assess their effectiveness by
asking the following questions:

(a) Did I Test What I Thought I was Testing for?

If you had wanted to know whether learners could apply a concept to a new
situation but mostly asked questions requiring learners to label parts or
define terms, that means you have tested for recall instead of application.

(b) Did I Test What I Taught?

For example, your questions may have tested the learnersÊ understanding of
surface features or procedures. On the other hand, you have been lecturing
on causation or relation such as how the bones of the feet work together
when we walk.

(c) Did I Test for What I Emphasised on in Class?

Make sure that you have asked most of the questions with regard to the
material you feel is the most important, especially if you have emphasised it
in class. Avoid questions on obscure material that are weighted the same as
questions on crucial material.

(d) Is the Material I Tested for Really What I Wanted Learners to Learn?
For example, if you had wanted learners to use analytical skills such as the
ability to recognise patterns or draw inferences but only used true-false
questions requiring non-inferential recall, you might try constructing more
complex true-false, or multiple-choice questions.

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Learners should know what is expected of them. They should be able to identify
the characteristics of a satisfactory answer and understand the relative importance
of those characteristics. This can be achieved in many ways. For example, you can
provide feedback on tests, describe your expectations in class or post model
solutions on a class blog. Teachers are encouraged to make notes on the test scripts.
When test scripts are returned to the learners, the notes will help them understand
their mistakes and correct them.

SELF-CHECK 3.2

1. What are some of the major steps in test planning? Elaborate.

2. Explain some of the advantages of the Table of Specifications.

3. Describe the advantages of using rubrics and marking schemes.

 The first step in test planning is to decide on the purpose of the test. Tests can
be used for many different purposes.

 The next step is to consider the learning objectives and the relative importance
of the learning objectives. Teachers will have to select the appropriate
knowledge and skills to be assessed and include more questions for more
important learning objectives.

 The learning objectives that teachers would like to emphasise on will

determine not only what material to include in the test but also the specific
format of the test.

 Making a test blueprint or Table of Specifications is the next important step

that teachers should do.

 The Table of Specifications describes the content, the behaviour of the learners,
the number of questions in the test corresponding to the number of hours
devoted to the learning objectives in class.

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 The Table of Specifications helps to ensure that there is a match between what
is taught and what is tested. Classroom assessment is driven by classroom
teaching which in turn is driven by learning objectives.

 The test format used is one of the main driving factors in the learnersÊ learning
behaviour.

 An objective test is a written test consisting of items or questions which

requires the respondent to select from a list of possible answers.

 Preparing a rubric or marking scheme well in advance of testing date will give
teachers ample time to review their questions and make changes to answers
when necessary.

Learning objectives Rubrics

Marking schemes Table of Specifications
Purpose of test Test items

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