Test - instrument, tool, method, or procedure used to measure a behavior.

Measurement - the qualification of the level of knowledge or skills.

Evaluation - judgement of the quality or worth.
Assessment - all activities teachers and students undertake.

Assessment FOR LEARNING - (Formative) KWL, Pre-test

Assessment AS LEARNING - metacognition
Assessment OF LEARNING - (Summative) Periodical test

Why Test?
* It assesses what students have learned.
* Identifies student's strengths and weaknesses.

Stages in Test Creation

1. Define the purpose
2. Determine item format
3. Determine what is to be tested
4. Write the items
5. Review the items
6. Prepare scoring key
7. Write directions
8. Evaluate

Types of Tests
Diagnostic Tests - measures that the students already know and not yet know
Formative Tests - simple test quiz or a recitation
Summative Tests - given at the end of the quarter and graded
Standardized Tests - standard for all

Types of Tests based on format/

* Multiple-choice questions
* True or false
* Matching
* Short answer (identification, fill-in-the-blank)
* Enumeration
* Esssay
* Oral

Construct - what do you want to measure

Example(s) reading comprehension, english proficiency, confidence

NEW BLOOM'S TAXONOMY (verb)

LOTS (lower order thinking skills) and HOTS (higher order thinking skills)
Remember - rote learning or memorization
Understand - explaining using own words
Apply - application
Analyze - breaking down into components
Evaluate - criticizing
Create - make something

Question Words
- who, what, where, when, why and how

Questio Phrases
- in what way, how often, to what extent, and how far

OBJECTIVES (Grade 1 - Tastes and Textures)

At the end of the lesson, the students will be able to:
QUESTIONS
1. Define tastes and textures;
1. What is taste and texture?
2. Explain the different types of tastes and textures;
2. What are the difference between the different tastes and textures?
3. Give the different types of tastes and textures and examples of it;
3. What are the different tastes and textures? Give examples.
4. Classify the different types of tastes and textures;
4. What were the tastes and textures for the given set of pictures?
5. Evaluate which is not an example of taste and texture; and,
5. How will you know if it has a tastes or a textures?
6. Construct a chart or graph giving the different types of tastes and textures.
6. What chart or graph can you use to create or show the similarities and
differences of each types of tastes and textures?

What is taste and texture? (REMEMBER)

1. What do you call the sensation of flavors?
a. color b. taste c. tongue d. texture

What are the difference between the different tastes and textures? (UNDERSTAND)
2. contains sugar: sweet :: contains salt: _________

What are the different tastes and textures? Give examples. (APPLY)
3 - 10. Enumerate the different tastes and texture. Give 1 example of each tastes
and textures.

What were the tastes and textures for the given set of pictures? (ANALYZE)
Directions: Look at the pictures. Write the correct taste or texture of each
picture.
11. (Picture of a mirror)
12. (Picture of a coffee)

How will you know if it has a tastes or a textures? (EVALUATE)

Directions: Look at the picture. Do you think it has a taste or a texture. Why? (3
points)
13 - 15. (Picture of a pineapple)

What chart or graph can you use to create or show the similarities and differences
of each types of tastes and textures? (CREATE)
Directions: Make a venn diagram. Write the similarities and differences of each
tastes and textures. (5 points)
16 - 20. Venn diagram

Considerations
* number of items
* phrasing of the questions
* answerability
* sequence of questions
* grade weights

Rubrics
Holistic Rubric - assess as a whole (Score with description)
Analytical Rubric - based on certain criteria ( Criteria, ratings and descriptors)
Single Point Rubric - provides ideal standard and allows for feedback (Criteria
with areas of improvement and evidence)

Common Pitfalls in Test Construction

* writing confusing questions
* including trick or false questions
* multiple choice with different lenghts
* creating page-flipping tests
* not arranging questios in logical order
* giving away answers elsewhere on the test
* writing unclear directions
* writing unimportant questions

FORMS OF VALIDITY
* face validity (looking out of it)
* content validity (content corresponds with the objective)
* construct validity (items should reflect)
* predictive validity (chances of predicting the learner what to learn)