Assessment of

Learning 1

Mary Grace M. Adolfo

Instructor
Module 5
Lesson 1
Principles of Test Development
 Planning a Test and Construction of
Table of Specificattions (TOS)

1. Identify the objectives or lesson outcomes

▪ Must cover the various levels of Bloom Taxonomy

2. Deciding on the type of objective test to be prepared

3. Prepare a table of specifications (TOS)

▪ Test map that guides the teacher in constructing the test
 Planning a Test and Construction of
Table of Specificattions (TOS)
4. Constructing the draft test items
▪ It is advised that the number of items to be
constructed in the draft should be double the
desired number of items

5. Try-out and validation

a. Test taking
b. Arrange Scores
c. Determine the Upper and the Lower Group
 REMEMBERING

1. Who is the author of Ars Magna?

2. What are the steps of scientific method?
3. Why did Fibonacci died?
 UNDERSTANDING

1. Select the best definition of assessment.

2. What does the line, “Let no one ignorant of
Geometry enter here”?
3. What is the main idea in the following paragraph?
 APPLYING

1. In a progressivist point of view, how will you

teach “Parts of the Microscope” to your
students?
2. What are the other ways to reduce garbage in
DDOSC?
3. Solve for x (hypotenuse) using the Pythagorean
Theorem.
 ANALYZING

1. Based on the selection above, what are the motives of

the author?
2. Which of the statement is relevant to the saying, “All is
number.”?
3. Based on the selection, what will happen next?
 EVALUATING

1. Read the short paragraph, what went wrong on the

statement?
2. Do you agree with the author? Why or why not?
3. What is the best title for the selection above?
 CREATING

1. How many ways can you implement a “Nobody is late in

DDOSC” in Maragusan branch?
2. Make a slogan about poverty
3. Make a short poem about your family
 Module 5
Lesson 2
Fundamental types, purpose, and qualities
of good tests and related tools
STUDY THE PDF
 Module 5
Lesson 3
Consideration in test item development
 ITEM DIFFICULTY

The number of people who answer a particular test item correctly

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑎𝑛𝑠𝑤𝑒𝑟 𝑡ℎ𝑒 𝑖𝑡𝑒𝑚 𝑋 𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑙𝑦

𝐷𝐼𝐹𝐹𝐼𝐶𝑈𝐿𝑇𝑌 𝐼𝑁𝐷𝐸𝑋 =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑎𝑛𝑠𝑤𝑒𝑟 𝑖𝑡𝑒𝑚 𝑋
 ITEM DIFFICULTY

INDEX RANGE INTERPRETATION ACTION

0.0-0.25 Difficult Revise or discard

0.26-0.75 Rightly Difficult Retain

0.76 – above Easy Revise or discard

 DISCRIMINATION INDEX

Difference between the proportion of high performing students who got an item right
and the low performing students who got an item right

𝐹𝑂𝑅𝑀𝑈𝐿𝐴 = 𝐷𝑖𝑓𝑓𝑖𝑐𝑢𝑙𝑡𝑦 𝐼𝑛𝑑𝑒𝑥 𝑜𝑓 𝑈𝑝𝑝𝑒𝑟 𝐺𝑟𝑜𝑢𝑝 − 𝐷𝑖𝑓𝑓𝑖𝑐𝑢𝑙𝑡𝑦 𝐼𝑛𝑑𝑒𝑥 𝑜𝑓 𝐿𝑜𝑤𝑒𝑟 𝐺𝑟𝑜𝑢𝑝

 ITEM DIFFICULTY

INDEX RANGE INTERPRETATION ACTION

-1.0 - -0.50 Discriminate but Discard

questionable
-0.55 - 0.45 Non-discriminating Revise

0.46 – 1 Discriminating Retain

 Module 6
Lesson 1
Test Result and Educational Decision
Making
 Data-driven educational decision
making

❑ Process by which educators examine assessment data to

identify student strength and weakness and apply
findings in their practice
❑ Teachers have accurate instructional decisions
 “Old tools” vs “New tools”

❑ Old tools as sources of assessment information:

intuition, teaching philosophy, and psexperience
❑ New tools as sources of assessment information:
standardized test, and other assessment tools
 Module 6
Lesson 2
Fundamental Analytical Techniques
Measure of Central Tendency
Measure of Variability
 Normal and Skewed Distribution

Normal Distribution
❑ most of the values are
aggregated around the
mean and the number of
value decreases as you
move below or above
the mean
❑ Mean=median=mode
❑ Bell-shaped
 Normal and Skewed Distribution

Negatively Skewed
❑ Mean is less than the median and
the mode
POSSIBLE REASONS
a. Students are smart
b. Test items are very easy
c. Effective instruction
d. Enough time to finish the
instruction
e. Students prepared for the exam
 Normal and Skewed Distribution

Positively Skewed
❑ Mean is greater than the median and
the mode
POSSIBLE REASONS
a. Ineffective teaching method and
instruction
b. Students are unprepared
c. Test items are difficult
d. Not enough time to answer the test
 Module 6
Lesson 3
Fundamental Techniques in Interpreting
test Results
 Test Interpretation

❑ Process of analyzing scores in a test and translating

qualitative data into quantitative and grading into
numerical
 Scores

1. Raw Score – number of points received on a test

2. Scaled Score – result of transformation usually through a

consistent scale (essay)
 Method of Interpretation

1. Norm-referenced grading
❑ Most commonly used grading system
❑ Student’s grade is placed in relation to the performance
of a group
❑ Describes the performance of a student with reference
to a particular group of learners
❑ Promotes competition in the class (they would not help
one another since the mean would be raised)
 Method of Interpretation

e.g. A = 30, 40, 50, 55, 60, 65, 70, 75, 80, 85
B = 60, 65, 70, 75, 80, 85, 90, 90, 95, 100
- Illustrates problem of equivalency (valedictorian problems)
 Method of Interpretation

2. Criterion-referenced grading
❑ Based on a fixed criterion measure
❑ There is a fixed target and the students must achieve it
to pass and it will not change based on the quality
❑ Students can help one another without worrying about
his/her grade
 ASSIGNMENT (BY GROUP)

Create five test items of each type of paper-and-pencil test.