CHAPTER 3: PLANNING THE TEST

“In learning you will teach, and in teaching you will learn.”
― Phil Collins

Test Development Process

Though identified to be traditional, teacher-made tests are one of the most utilized
assessment tools in assessing learners’ achievement of the competencies in the teaching-
learning environment. They have been made part and parcel of any instructional situation.
With proper planning and appropriate administration, these teacher-made tests can
provide valid, reliable and efficient results on the learning of the students. This section will
provide the guidance on the development of the test.

At the end of the lesson, the students must have:

 Analyzed and identified from the given situations roles of assessment and
aspects to be considered in the development of the test.
 Analyzed and identified from the given competency the level of cognitive domain
and whether a test is an appropriate assessment tool.
 Constructed a one-way and a two-way table of specification on the specialized
topic related to one’s major field.

According to De Guzman and Adamos (2015), the success in the teaching-learning

process is accountably focused on the assessment in the classroom environment. From the
results of the tests, they can be inferred how well or how poor the learners have done in the
subject as well as how effective have been the teacher in delivering the instruction.

OVERALL TEST DEVELOPMENT PROCESS

The process of test constructions for classroom testing applies the same initial steps in
the construction of any instrument designed to measure a psychological construct. The figure
below illustrates the common steps shared by various authorities like Crocker and Algina; Miller,
et al; and Russel and Airasian as cited by De Guzman and Adamos (2015) and Navarro, Santos
and Corpuz (2015).
A. Planning Phase
In this phase, the purpose of the test is identified; the learning outcomes to be
assessed are clearly specified and lastly, a table of specifications is prepared to guide
the item construction phase.

B. Item Construction Phase

The test items are constructed following the appropriate item format for the
specified learning outcomes of instruction in this phase.

C. Review Phase
In this phase, the items are examined by the teacher or his/her peers and in some
case the superior, prior to administration based on the judgment of their alignment to
content and behavior components of the instructional competencies, and after
administration, based on an analysis of students’ performance in each item.

Figure 2: Test Development Process for Classroom Tests

IDENTIFYING PURPOSE OF TEST

For formative and summative purposes, the tests as assessment tools aim to gather
valid and reliable information that is useful to both the teacher and the learner. (De Guzman &
Adamos, 2015).Further, learners can improve their learning through feedback after a formative
assessment while teachers can also improve the pedagogical aspect of the teaching-learning
process. For instance that a multiple choice test will be used, the teacher must consider the
distracter options that will identify the error of the learners in mastering a skill or understanding a
concept. Thus, the teacher must carefully select the relevant content or skills to be covered in
the test.
On the other hand, a test takes a different purpose if it is given at the end of the
instructional process. The test considers the planned competencies to be developed in the unit
of work. Rigor in the selection of learning competencies to be tested is determined by the
purpose of the teacher in giving the test (De Guzman & Adamos, 2015).

SPECIFYING THE LEARNING OUTCOMES

De Guzman and Adamos (2015) stated that as advances occur in the field of
educational and cognitive psychology, assessment has changed particularly in defining learning
and its domains and it has influenced curriculum designing in various level. According to
Anderson, the efforts of curriculum makers have recently and more seriously focused on
defining learning standards in terms of outcomes that spell out what learners should know and
able to do along established hierarchical levels of cognition (De Guzman & Adamos (2015).
Consequently, how to assess the different learning targets defined by the intended
outcomes from knowledge of facts and information covered by the curriculum at every level
must be recognized and addressed. The teacher must be well aware and with full understanding
of the various facets of these learning targets: what operative processes or skills they can
demonstrate, what bigger and newer ideas can they form and derived, the innovative product
and processes they can create including their authentic application in real-life, since, these
learning outcomes are considered essential to be achieved as a result for instructions (De
Guzman & Adamos (2015).
At the end of an instructional process, summative tests are given to focus on the
accomplishment of the learning outcome, thus, it is inevitable to use appropriate methods and
techniques for assessment. According to De Guzman and Adamos (2015), each learning
outcome that includes knowledge, reasoning, skills, products, and affect when properly stated,
defines the behavior or task to be performed within a given content area. How to elicit this
behavior is a part of the instruction planning stage.

For example from this given situation:

A quiz was given after reading a short story in the English class.
Content: Elements of a Short Story
Learning Target: The learner must be able to identify the elements in the short story he/she
had read.
Assessment Tool: 10 Item Short-answered Test/10 Item Multiple Choice Test
 Finally, classroom tests need to be carefully planned to ensure that they truthfully and
reliably quantify what are intended to be measured.

PREPARING A TEST SPECIFICATION

As mentioned previously, the teacher must determine the two significant elements in
planning a test that is determining appropriately the learning outcomes to be assessed and how
they will be assessed. Regardless of the subject area, a classroom test must cover the learning
outcomes intended and essential to be achieved within the unit or period of work, in terms of
cognitive skills or competencies to be performed and demonstrated (De Guzman & Adamos,
(2015). The curriculum dictates the instructional and assessment strategies to be applied, while
assessment informs both the curriculum and instruction what decisions to make improve
learning.

Figure 3: Trilogy of Curriculum, Instruction, and Assessment by Fives & DiDonato-

Barnes as cited by De Guzman & Adamos (2015)

As part of the preparation, a Table of Specification (TOS) is set up to ensure a good test.
This commonly called the blueprint of test construction and assessment. It shows basically
WHAT will be tested that is the content area (i.e. subject matter) covered and the target learning
outcomes (i.e. competencies); and HOW it will be tested to obtain the information needed that is
the test format (i.e. type of assessment question or task to be used and the item distribution to
attain an effective and balanced sampling skills to be tested (De Guzman & Adamos, (2015). It
should be noted that more important a learning outcome is, the more likely will there be more
points allotted. According to McMillan as cited by De Guzman and Adamos (2015), some rules
of thumb are suggested in determining how many items are sufficient for good sampling. A
minimum of ten items is needed to assess each knowledge learning targets but which should
represent a good cross-section of difficulty of items. However, at least five items for each one if
there are more specific learning targets to be tested to allow criterion-referenced interpretation
of mastery and eighty percent correct of items for a competency is an acceptable mastery
criterion.

Below are sample tables of specification for your reference.

A quiz was given after reading a short story in the English class.
Content: Elements of a Short Story
Learning Target: The learner must be able to identify the elements in the short story he/she
had read.
Assessment Tool: 10 Item Short-answered Test/10 Item Multiple Choice Test

Table 1. Simple One-way Table of Specification for a Quiz

Objective Element Number of Items

Character 2
At the end of the reading
Setting 2
session, the learners must be
Conflict 2
able to identify the elements
Plot 2
of a short story.
Theme 2
TOTAL 10

An examination will be planned for the Grade 4 Science class covering the First Quarter.

Figure 3. An Image of the Curriculum Guide for Grade 4 Science First Quarter as reference
for the sample Table of Specification
Table 1. Initial Plan for the Table of Specification
WHAT will be tested? HOW it will be tested?
Content Outcome/ skill Type of Assessment
1. classify materials based on the ability Performance Assessment (Skill)
to absorb water, float, sink, undergo and Written Examination
A. Grouping of decay
different 2. identify the effects of decaying Written Examination
materials as to materials on one’s health and safety;
their Properties 3. demonstrate proper disposal of waste Performance Assessment
according to the properties of its (Product or Skill)
materials;
4. describe changes in solid materials Written Examination
when they are bent, pressed,
hammered, or cut
5. describe changes in properties of Written Examination
B. Changes that
materials when exposed to certain
materials
conditions such as temperature or
undergo
when mixed with other materials
6. identify changes in materials whether Written Examination
useful or harmful to one’s
environment

Table 2a is an example of a simple one-way table of specification that includes only the
competency to be assessed and the number of items or points per identified competency. This
shows that enough sampling is done for every competency.

Table 2a. Simple One-way Table of Specification on the First Quarter Grade 4 Science
Examination
Content Outcome/ skill Number of Items or
Number of Points
1. classify materials based on the ability to absorb 10
water, float, sink, undergo decay
C. Grouping of
2. identify the effects of decaying materials on 10
different materials
as to their one’s health and safety;
Properties Not Included since a
3. demonstrate proper disposal of waste according
performance task is
to the properties of its materials;
required
4. describe changes in solid materials when they 10
are bent, pressed, hammered, or cut
5. describe changes in properties of materials 10
D. Changes that when exposed to certain conditions such as
materials undergo temperature or when mixed with other
materials
6. identify changes in materials whether useful or 10
harmful to one’s environment
TOTAL 50
 On the other hand, a two-way table of specification contains the test format for the
assessment of the corresponding competencies as well as the number of items or points as
shown in Table 2b. The test format is based on the behavior on the competency.

Table 2b. Sample Two-way Table of Specification Table on the First Quarter Grade 4 Science
Examination

Content Outcome/ skill Test Format Number of Items

or Number of
Points
1. classify materials based on the ability to
Objective Form 10
absorb water, float, sink, undergo decay
A. Grouping of 2. identify the effects of decaying materials
different Objective Form 10
on one’s health and safety;
materials as to
their Properties 3. demonstrate proper disposal of waste
Not Included since a performance
according to the properties of its
materials;
task is required
4. describe changes in solid materials when
Objective Form 10
they are bent, pressed, hammered, or cut
5. describe changes in properties of
B. Changes that
materials when exposed to certain Objective Form
materials 10
conditions such as temperature or when
undergo
mixed with other materials
6. identify changes in materials whether
Objective Form 10
useful or harmful to one’s environment
TOTAL 50
Furthermore, an expanded table of specifications contains a cross section of the type of test to
be included in the examination with the corresponding number of items or points as reflected on
the next page. The types of tests are selected to assess the competency in a variety of ways.
This considers principle of reliability since a behavior can be assess in two of more different
ways.

Table 2c. An Expanded Table of Specification on the First Quarter Grade 4 Science
Examination

Objective Type of Test Performance

Content Outcome/ skill Multiple Short- Matching Product
Choice answered Type Assessment
1. classify materials based on
the ability to absorb water, 5 items 5 items
A. Grouping float, sink, undergo decay
of different 2. identify the effects of
materials decaying materials on one’s 5 items 5 items
as to their health and safety;
Properties 3. demonstrate proper disposal
Not Included since a performance
of waste according to the Rubric
task is required
properties of its materials;
4. describe changes in solid
materials when they are bent, 5 items 5 items
pressed, hammered, or cut
5. describe changes in
B. Changes properties of materials when
that
exposed to certain conditions 5 items 5 items
materials
undergo such as temperature or when
mixed with other materials
6. identify changes in materials
whether useful or harmful to 5 items 5 items
one’s environment
Subtotal 25 (50%) 15 (30%) 10 (20%)
TOTAL 50 items
 The table of specification can also take other criteria for the distribution of test items like
the level of difficulty as shown in Table 2c and level of cognitive domain as illustrated in Table
2d. In this way, there is balance in the distribution of test items.

Table 2d. A Table of Specification on the First Quarter Grade 4 Science Examination as to
Level of Difficulty

Outcome/ Skill Level of Difficulty Total

Content Easy Average Difficult (100 %)
(50%) (30%) (20%)
1. classify materials based on
the ability to absorb water, 5 items 3 items 2 items 10 (20%)
A. Grouping float, sink, undergo decay
of different 2. identify the effects of
materials decaying materials on one’s 5 items 3 items 2 items 10 (20%)
as to their health and safety;
Properties 3. demonstrate proper disposal
Not Included since a performance
of waste according to the Rubric
task is required
properties of its materials;
4. describe changes in solid
materials when they are bent, 5 items 3 items 2 items 10 (20%)
pressed, hammered, or cut
5. describe changes in
B. Changes properties of materials when
that
exposed to certain conditions 5 items 3 items 2 items 10 (20%)
materials
undergo such as temperature or when
mixed with other materials
6. identify changes in materials
whether useful or harmful to 5 items 3 items 2 items 10 (20%)
one’s environment
Subtotal 25 15 10 50
TOTAL 50 (100%)
Table 2e. A Table of Specification on the First Quarter Grade 4 Science Examination as to
Level of Cognitive Domain with the Type of Test

Outcome/ skill Level of Cognitive Domain Total

Content Remembering Understanding Applying Analyzing (100 %)
1. classify materials
based on the ability to 5 items 3 items 2 items 10
absorb water, float, (MT) (MC) (MC) (20%)
A. Grouping sink, undergo decay
of 2. identify the effects of
different decaying materials on 5 items 3 items 2 items 10
materials one’s health and (SA) (MC) (MC) (20%)
as to their safety;
Propertie 3. demonstrate proper
s disposal of waste
Not Included since a performance task is
according to the Rubric
properties of its
required
materials;
4. describe changes in
solid materials when
5 items 3 items 2 items 10
they are bent,
pressed, hammered,
(SA) (MC) (MC) (20%)
or cut
5. describe changes in
properties of
B. Changes materials when
that
materials
exposed to certain 2 items 5 items 3 items 10
undergo conditions such as (SA) (MT) (MC) (20%)
temperature or when
mixed with other
materials
6. identify changes in
materials whether 3 items 4 items 3 items 10
useful or harmful to (SA) (MC) (MC) (20%)
one’s environment
10 12
Subtotal 15 (30%) 13 (26%)
(20%) (24%) 50
TOTAL (100%)
Legend: SA – Short-answered Test MT – Matching Type
MC – Multiple Choice P - Performance

Now, it’s your turn to make a table of specification.

Please refer to the activities for your assessment and evaluation.