DEVELOPMENT OF CLASSROOM

ASSESSMENT TOOLS
 KEY TERMS

• Clarity of the specification • Portfolio

learning target assessment
• Matching type of
• Appropriateness of test • Oral questioning
assessment tools
• Multiple-choice test • Self-report
• Validity
• True or false test
• Reliability
• Completion test or
• Fairness short answer test
• Objectivity • Objective test
• Comprehensiveness • Subjective test
• Ease in scoring and • Stem
administering
• Distracters
• Practicality and
• Key option
efficiency
• Performance-based
• Table of
assessment
 LEARNING OUTCOMES

1. Define the following terms : clarity of the learning target, appropriateness of assessment tools, validity, reliability,
fairness, objectivity, comprehensiveness, ease in scoring and administering, practicality and efficiency, table of
specification, matching type of test, multiple-choice test, true or false test, completion test, subjective test, objective
test, stem, distracters, key options;
2. Discuss the different principles of testing or assessing
3. Identify the different qualities of assessment tools
4. Identify different steps in developing test items
5. Discuss the steps in developing table of specification
6. Construct a table of specification using different formats
7. Discuss the different format of assessment tools;
8. Determine the advantages and disadvantages of the different format of test items;
9. Identify the different rules in constructing multiple-choice test, matching type test, completion test, true or false test,
and;
10. Construct multiple-choice test, matching type test, completion test, true or false test.
 GENERAL PRINCIPLES OF
TESTING

• Ebel and Frisbie (1999) as cited by Garcia (2008) – listed FIVE BASIC PRINCIPLES that guide the teachers
in assessing the learning progress of the students and developing their own assessment tools.
1. Measure all instructional objectives. The teacher should match the learning objectives posed during
instruction.
2. Cover all the learning tasks. The teacher should construct a test that contains a wide range of sampling
of items.
3. Use appropriate test items. The test items constructed must be appropriate to measure learning
outcomes.
4. Make test valid and reliable. The teacher must construct a test that is valid so that it can measure
what is supposed to measure from the students. The test is reliable when the scores of the students
remain the same consistent when the teacher gives the same test for the second time.
5. Use test to improve learning. The test scores should be utilized by the teacher properly to improve
learning by discussing the skills or competencies on the items that have not ben learned or mastered by
the learners.
 PRINCIPLES OF HIGH-
QUALITY ASSESSMENT
Assessing the performance of individual students is a very
critical task for classroom teacher.
Teacher-made test are developed by a classroom
teachers to assess the learning progress of the students
within the classroom. It also has strength and weaknesses:
the strengths of a teacher-made test lie on its applicability
and relevance in the setting where they are utilized, and the
weakness are the limited time and resources for the
teacher to utilize the test and some of the technicalities
involved in the development of the assessment tools.
Most literatures consider the most common technical
concepts in assessment:VALIDITY and RELIABILTY.
QUALITY OF A GOOD TEST IN
DEVELOPING AN ASSESSMENT
TOOL
Clarity of a learning target.
• The learning target should be clearly stated and must be
focused on student learning objectives rather than teacher
activity.
• The learning outcomes must be SMART (Sustainable,
Measurable, Attainable, Realistic, and Time-bounded.)
• The teacher should also discuss clearly to the students the
evaluation procedures, the criteria to be used, and the skills
to be assessed in the task.

Appropriateness of assessment tools

• The type of test used should always match the instructional
objectives or learning outcomes to the subject matter posted
during the delivery of the instructions.
• Teacher should be skilled in choosing and developing
assessment method appropriate for instructional decisions.
• Kinds of assessment tools commonly used to assess the
learning progress of the students:
Cont.

1.Objective test- is a type of test that requires student

to select the correct response from several
alternatives or to supply a word or short phrase to
answer the question or complete a statement. It
includes true-false, matching type, and multiple-choice
questions. The word objective refers to the scoring, it
indicates that there is only one correct answer.

2.Subjective test- is a type of test that permits the

student to organize and present an original answer. It
includes either short answer questions or long general
questions. This type of test has no specific answer,
because it’s an opinion basis although there will be a
certain facts and understanding expected in the
answer.
Cont.
3. Performance assessment- (Mueller, 2010) is an
assessment in which students are ask to perform real-
world tasks that demonstrate meaningful application of
essential knowledge and skills. It appropriately measure
learning objectives in which focus on the ability of the
students to demonstrate skills or knowledge in real-life
situations.
4. Portfolio assessment- is an assessment that is based on
the systematic, longitudinal collection of student work
created in response to specific known instructional
objectives and evaluated in relation to the same criteria
(Ferenz, K., 2001). Portfolio is a purposeful collection of
student’s work that exhibits the student’s efforts,
progress and achievements.
Cont.
5. Oral Questioning- a method used to collect assessment data by
asking oral questions. The ability of the students to communicate
orally is very relevant to this type of assessment.
6. Observation technique- the teacher will observe how students
carry out certain activities either observing the process or
product.
There are 2 types of observation techniques:
a) Informal observation- is done spontaneously during instruction
like observing the working behavior of students.
b) Formal observation- are planned in advance like when the
teacher assess oral report or presentation in class.
7. Self-report- the responses of the students may be used to
evaluate both performance and attitude. Assessment tools could
include completion, Likert scales, checklists or holistic scales.
DIFFERENT QUALITIES OF
ASSESSMENT TOOLS
1. Validity – refers to the appropriateness of score- range of sampling of items to determine the
based inferences; or decisions made based on the educational outcomes or abilities so that the
student’s test results or other assessment results. resulting scores are representative of the total
performance oin the areas measured.
2. Reliability - refers to the consistency of
measurement; that is, how consistent test results or7. Administrability- means the test should be
other assessment results from one measurement to administered uniformly to all students.
another. 8. Practicality and efficiency- refers to the teacher’s
3. Fairness- means the test should not have any biases. familiarity with the methods used, time required for
A test can only be good if it is fair to all the the assessment, complexity of the administration,
examinees. ease of scoring, ease of interpretation and the
4. Objectivity- refers to the agreement of two or more materials used.
test administrator concerning the score of a student.
Lack of objectivity reduces test validity in the same
way that the lack of reliability influence validity.
5. Scorability- means that the test should be easy to
score, direction for scoring should be clearly stated
in the instruction.
6. Adequacy- means that the test should contain a wide
Why should we test
a test?
 STEPS IN DEVELOPING ASSESSMENT
TOOLS

1. Examine The Instructional Objectives

Of The Topics Previously Discussed

The first step in developing an

achievement test is to examine and go
back to the instructional objectives so
that you can match with test items to
be constructed.
 2.MAKE A TABLE OF
SPECIALIZATION (TOS)

Is a chart or table that details the A useful guide in

content and level of cognitive level constructing a test and
assessed on a test as well as the types determining the type of
and emphases of test items (Gareis test items that you need
and Grant, 2008) to conduct.

Provides the test

constructor a way to
ensure that the assessment
is based from the intended
learning outcomes.
PREPARING A TABLE OF SPECIFICATION (TOS)

Steps in preparing a table of

specification used by the
test constructor

1. Selecting the learning 3.Decide on the items per

outcomes to be subtopic
measured.

2. Make an outline of the

subject matter to be 4. Construct a two-way
covered in the test chart

5.Decide on the items per

subtopic
 DIFFERENT FORMATS OF TABLE
OF SPECIFICATION

 Gronlund (1990) lists several examples and formats on how a table of specification should be prepared.
Format 1 of Table Of Specification
- is composed of specific objectives, cognitive level, type of the test used, the item number and
the total points needed in each item.
Specific objectives Cognitive level Type of test Item number Total points
Solve worded Application Multiple choice 1 and 2 4 points
problems in
consecutive integers

Specific objectives- refers to the intended learning outcome stated as specific

instructional objective covering a particular test topic.
Cognitive level- pertains to the intellectual skill or ability to correctly answer a
test item using Bloom’s Taxonomy of educational objectives. Also known as
cognitive demand.
 Type of test item- identifies the type or kind of test a test items belong to.
 Item number- simply identifies the question number as it appears in the tests.
 Total points – summarize the score given to a particular test.

Format 2 of Table Of Specification (one-way table of specification)

Contents Number Of Number Cognitive Level Test Item

Class Of Items Distribution
K-C A HOTS
Sessions
Basic Concepts Fraction 1 2 1-2
Addition Of Fraction 1 2 3-4
Subtraction Of Fraction 1 5-6
Multiplication and 3 6 7-12
Division of Fraction
Application/Problem 4 8 13-20
Solving
TOTAL 10 20
 Format 3 Of Table Of Specification (Two-way Table Of Specification)

Contents Class Krathwoll’s Cognitive Level

Session Remembering Understanding Applying Analyzing Evaluating Creating Total Items Item
Distribution

Concepts 1 2 1-2

Z-score 2 4 3-6

T-score 2 4 7-10

Stanine 3 6 11-16

Percentile 3 6 17-22
rank
Application 4 8 23-30

Total 15 30
 General guidelines in constructing the test items
 Kubiszyn and Borich (2007) suggested some general guidelines for
3 . C O N S TRUCT writing test items to help classroom teachers improve the quality of
T H E TE S T
ITEMS test items to write.
1. Begin writing items in advance.
2. Match items to intended outcomes at appropriate level of difficulty.
3. Be sure each item deals with an important aspect of content area.
4. Be sure the problem or question is clear and unambiguous.
5. Be sure that the item is independent with all other items.
6. Be sure the item has one or best item.
7. Prevent unintended clues to an answer in the statement or
question. Grammatical inconsistencies like a or an give to correct
answer.
8. Avoid replication of the textbook in writing test items; do not
quote directly from the textual materials.
9. Avoid trick or catch questions in an achievement test.
10.Try to write items that require higher-order thinking skills.
 4. DETERMINING THE
NUMBER OF TEST ITEMS

The length of time and ASSESSMENT FORMAT AVERAGE TIME TO ANSWER

the type of item used True-False 30 seconds
are also factors to be Multiple-choice 60 seconds
considered in Multiple-choice of higher-level learning 90 seconds
determining the number objectives
of test items. Short answer 120 seconds
These guidelines will be Completion 60 seconds
very important in Matching 30 seconds per response
determining appropriate Short essay 10-15 minutes
assessment (especially in Extended Essay 30 minutes
college). Visual Image 30 seconds
 5. CHECKLIST FOR
CONSTRUCTING TEST
ITEMS

YES NO
Item is appropriate to measure a learning objective.
Item format is the most effective means of measuring the desired knowledge.
Item is clearly worded and can be easily understood by the target student.
Items of the same format are grouped together.
There are various item types included in assessment.
The students have enough time to answer all the items.
The test instructions are all specific and clear.
The number of questions targeting each objective matches the weight of importance of that
objective.
The scoring guidelines are discussed clearly and available to students.
 6. ASSEMBLE
THE TEST
ITEMS

There are two steps in assembling the test: 1) packaging the test; and 2)reproducing the test.
In assembling the test items, consider the
following guidelines:

1. Group all items with similar format. 5. Place the illustrations near the
description.
2. Arrange test items from easy to difficult.
6. Check the answer key.
3. Space the test items for easy reading.
Decide where to record the answer.
4. Keep items and option in the same page
 Check the test items to be sure that it
WRITE DIRECTIONS is clear for the students to understand.

Proofread first the test items for

CHECK THE topographical and grammatical errors
ASSEMBLED ITEMS and make any corrections if any.

MAKE THE ANSWER

Be sure to check your answer key so
KEY that the correct answers follow a
random sequence.
Analyzing and improving the test item
ANALYZE AND should be done after checking,
IMPROVE THE TEST scoring, and recording the test.
ITEMS
 DIFFERENT FORMATS OF
CLASSROOM ASSESSMENT
TOOLS

 There are different types of assessing the performance of students: objective test, subjective test,
performance-based assessment, oral questioning, portfolio assessment, self-assessment and checklist.
 There are two general types of test item to use in achievement test:
1. Selection-type items 2. Supply type items

• Also known as constructed

• Also known as objective test item
and it only requires test item.
• It also classified as multiple-
choice; matching type; true or
false; or interpretative exercises.
response test and subjective type of
test items. It requires students to
create and supply their own
answer or perform a certain task
to show mastery of knowledge
or skills
TYPES OF OBJECTIVE TYPE TEST:
A.Multiple-choice Test
- is used to measure knowledge outcomes and other type of learning
outcomes such as comprehension and applications.
- it consists of three parts: the stem (represents the problem or question
usually expressed in completion form or question form), the keyed option
(correct answer) and the incorrect options or alternatives (also called
distracters or foils).
 G E N E RAL G UI D E LINE S I N C O N S T RUCT ING
M ULT I PLE -CH OICE T E S T

• Make a test item that is practical or with real-world applications to the students.
• Use diagram or drawing when asking question about application, analysis or evaluation.
• When ask to interpret or evaluate about quotations, present actual quotations from secondary sources like published
books or newspapers.
• Use tables, figures, or charts when asking question to interpret.
• Use pictures if possible when students are required to apply concepts and principles.
• List the choices/ options vertically not horizontally.
• Avoid trivial questions.
• Use only one correct answer or best answer format.
• Use three to five options to discourage guessing.
• Be sure that distracters are plausible and effective.
• Increase the similarity of the options to increase difficulty of the item.
• Do not use “none of the above” options when asking for the best answer.
• Avoid using “all of the above” options. It is usually the correct answer and makes the item too easy for the examinee
with partial knowledge.
Guidelines in Constructing The Stem
1. The stem should be written in question form or
completion form. Research showed that it is more
advisable to use question form.
2. Do not leave the blank at the beginning or at the middle
of the stem when using completion form of a multiple-
choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the
stem.
6. State the stem in positive form. Avoid using the negative
phrase like “not” or “except”. Underline or capitalize the
negative words if it cannot be avoided.
7. Avoid grammatical clues in the correct answer.
Guidelines the Constructing Options
1. There should be one correct or best answer in
each item.
2. List options in vertical order not a horizontal
order beneath the stem.
3. Arrange the options in logical order and use capital
letters to indicate each option such as A, B, C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to
increase the difficulty of an item.
6. As much as possible the length of the options must
be the same or equal.
7. Avoid using the phrase “all of the above”.
8. Avoid using the phrase “none of the above” or “I
don’t know”.
Guidelines in Constructing the Distracters
1. The distracters should be plausible.
2. The distracters should be equally popular to all
examinees.
3. Avoid using ineffective distracters. Replace
distracter(s) that are not effective to the
examinees.
4. Each distracter should be chosen by at least 5% of
the examinees but not more than the key answer.
5. Revise distracter(s) that are over attractive to the
teachers. They might be ambiguous to the
examinees.
 Advantages of Multiple-choice Test

1. Measures learning outcomes from the knowledge to evaluation level.

2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.
4. Measures broad samples of content within a short span of time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate the good and poor
performing students.
Disadvantages of Multiple-choice Test
1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influenced by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and
express ideas.
 B. Matching Type Test
Consist of two (2) columns. Column A contains the descriptions and must be placed at the left side, while Column B
contains the options and placed at the right side.

Guidelines in Constructing Matching Type of Test

1. The descriptions and options must be short and homogeneous.
2. The descriptions must be written at the left side and marked it with Column A and the options must be
written at the right side and marked it with Column B to save time for the examinees.
3. There should be more options than descriptions or indicate in the directions that each option may be used
more than once to decrease the chance of guessing.
4. Matching directions should specify the basis for matching. Failure to indicate how matches should be marked
can greatly increase the time consumed by the teacher in scoring.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first name and surname) to avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the options to avoid confusions to the students that
have a reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10. A minimum of three items and a maximum of 7 items for elementary level and a maximum of 17 items for
secondary and tertiary levels.
 Advantages of Matching Type Test
1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and true or
false type of tests.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.

Disadvantages of Matching Type Test

1. It measures only simple recall or memorization of information.
2. It is difficult to construct due to problems in selecting the
descriptions and options.
3. It assess only low level of cognitive domain such as knowledge
and comprehension
 c.TRUE OR FALSE TEST This test, lets the student to determine whether
the statement presented is true or false.

GUIDELINES IN CONSTRUCTING TRUE OR FALSE

1. Avoid writing a very long statement. Be concise. and may”, they tend to appear the statement true.
2. Avoid trivial questions. 9. The number of false items and true items should be
3. It should contain one idea. balance.
4. It can be used for establishing cause and effect 10. Avoid grammatical clues.
relationship. 11. Avoid statements directly taken from the textbook.
5. Avoid using opinion-based statement. 12. Avoid arranging the statements in the logical order.
6. Construct the statement positively. Bold negative 13. Directions should indicate where or how the
words or underline to call attention of the students should mark their answer.
examinees.
7. Avoid specific determiner such as “ never, always, all
and none” for they tend to appear the statement
false.
8. Avoid specific determiner such as “some, sometimes,
 ADVANTAGES OF TRUE OR FALSE
1. IT COVERS A LOT OF CONTENT IN A SHORT SPAN OF TIME.
2. IT IS EASIER TO PREPARE T MULTIPLE-CHOICE AND MATCHING TYPE OF
TEST.
3. IT IS EASIER TO SCORE BECAUSE IT CAN BE SCORED OBJECTIVELY
COMPARED TO A TEST THAT DEPENDS ON A JUDGEMENT OF THE RATERS.
4. IT IS USEFUL WHEN THERE ARE TWO ALTERNATIVES ONLY.
5. THE SCORE IS MORE RELIABLE THAN ESSAY TEST.

DISADVANTAGES OF TRUE OR FALSE

1. LIMITED ONLY TO LOW LEVEL OF THINKING SKILLS SUCH AS

KNOWLEDGE AND COMPREHENSION OR RECOGNITION TO
RECALL INFORMATION.
2. HIGH PROBALBILITY OF GUESSING THE CORRECT ANSWER (50%)
COMPARED TO MULTIPLE-CHOICE WHICH CONSISTS OF FOUR
OPTIONS.
 SUPPLY TYPE OR OSUBJECTIVE TYPE OF TEST:
- are classified as:
1. Short answer or completion type
2. Essay type items (restricted or extended response)

KINDS OF SUBJECTIVE TYPE OF TEST:

A.Completion Type or Short Answer test

- is an alternative form of assessment because the examinee needs to supply or create the
appropriate words, symbols or numbers.
-two ways in constructing completion type: question form or complete the statement
form.
Guidelines in completion type test:
1. The item should require a single word answer or brief and definite statement.
2. Be sure that the language used in the statement is precise and accurate in
relation to the subject matter being tested.
3. Be sure to omit only key words. Do not eliminate many words so that the meaning
is still the same.
4. Do not leave the blank at the beginning or within the statement. It should be in the
end.
5. Use direct questions rather than incomplete statement.
6. Be sure to indicate the units in which to be expressed when the statement
requires numerical answer.
7. Be sure that the answer the student is required to produce is factuality correct.
8. Avoid grammatical clues.
9. Do not select textbook sentences.
 ADVANTAGES OF DISADVANTAGES OF
COMPLETION TYPE COMPLETION TYPE

1. It covers a broad range of

topic in a short pan of time.
1. It is only appropriate for questions that
2. It is easier to prepare and
can be answered with short responses.
less time consuming
2. There is difficulty in scoring when the
compared to multiple choice
questions are not prepared properly
and matching type.
and clearly.
3. It can access effectively the
3. It can only assess knowledge ,
lower level of Bloom’s
comprehension and application levels in
Taxonomy.
Bloom’s Taxonomy of cognitive domain.
4. It reduces the possibility of
4. It is not adaptable in measuring
guessing the correct answer.
complex learning outcomes.
5. It covers greater amount of
5. Scoring is tedious and time consuming.
contents than matching type
test.
B. Essay Items
- it is appropriate when assessing students’ ability to organize and present their
original ideas.
- types of essay items:
 extended response- allows students to determine the length and complexity of the
response (Kubiszyn and Borich, 2007)
 restricted response- it places strict limits on both content and response given by the
students.
Guidelines in constructing essay items:
1. Construct essay question used to measure complex learning outcomes only.
2. The questions should relate directly to the learning outcomes to be measured.
3. Formulate essay questions that represents a clear task to be performed.
4. An item should be stated precisely and it must clearly focus to the desired answer.
5. All students should be required to answer the same questions.
6. Number of points and time spent in answering the question must be indicated in
each item.
7. Specify the number of words, paragraphs or the number of sentences for the
answer.
8. The scoring system must be discussed or presented in the students.
 ADVANTAGES OF ESSAY
TEST

1. IT IS EASIER TO PREPARE AND LLESS TIME CONCUMING COMPAREDTO

THE OTHER TESTS.
2. IT MEASURES HOTS *ANALYSIS, SYNTHESIS, AND EVALUATION*
3. IT ALOWS STUDENTS’ FREEDOM TO EXPRESS INDIVIDUALITY IN
ANSWERING THE GIVEN QUESTION
4. THE STUDENT HAVE A CHANCE TOEXPRESS THEIR OWN IDEAS.
5. REDUCES GUESSING ANSWER.
6. REPRESNTS MORE RELISTIC TASK TO THE STUDENTS.
7. IT EMPHASIZES ON THE INTEGRATION AND APPLICATION OF IDEAS.
 DISADVANTAGES OF ESSAY
ITEMS
1. IT CANNOT PROVIDE AN OBJECTIVE MEASURE OF THE ACHIEVEMENT OF THE
STUDENTS.
2. IT NEED SO MUCH TIME TO GRADE AND PREPARING SCORING CRITERIA.
3. THE SCORES ARE USUALLY NOT RELIABLE MOST ESPECIALLY WITHOUT
SCORING CRITERIA
4. IT MEARURES LIMITED AMOUNT OF CONTENTS AND OBJECTIVES.
5. LOW VARIATION OF SCORES.
6. IT USUALLY ENCOURAGES BLUFFING.