Development of Classroom Assessment Tools

for Teaching-Learning Outcomes

TEST PLANNING
Presented by:
Erick Bryan Jazmin
Cedrick Caballa
John Kenneth Lontoc
LEARNING OBJECTIVES

Point out the different Principles of Assessment.

Identify the steps in Test Planning.
Explain the steps on the preparation of TOS.
Identify the ways in assembling, administering and
evaluating the test.
 GUIDE PRINCIPLES IN
CONDUCTING ASSESSMENTS
 Begin by specifying clearly and
exactly what you want to assess.
 The intended learning outcome /
lesson objective NOT THE CONTENT
is the basis of the assessment task.
 Set your criterion of success or
acceptable standard of success.
Make use of varied tools for
assessment data.
Learners must be given feedback
about their performance.
Assessment should be on a real-
world application.
Emphasize on the assessment of
higher-order thinking.
Provide opportunities
for self-assessment.
Assessment methods can
be classified as traditional
and authentic.
Traditional Assessment
assesses learning in the
cognitive domain.
Authentic Assessment tools
are the demonstrations of what
have been learned by either a
product or performance.
What is CLASSROOM ASSESSMENT?
Classroom Assessment is an integral part of the
curriculum implementation. It allows the teacher to
track and measure learner’s progress and to adjust
instructions accordingly.
Classroom Assessment informs the learners, as
well as their parents and guardians, of their progress.
Why is it IMPORTANT?

Any instruction requires continuous student assessment

for the purpose of enhancing the quality of the
instructional processes and improving student
learning.
TEST PLANNING
Main Goal is to acquire, assessment information
that are valid, reliable, and useful in connection
with the students’ progress and achievements.
STEPS IN TEST PLANNING
Determining the purpose of the test.
Preparing test specification.
Writing test items.
Assembling test forms.
Administering tests.
Evaluating test results.
STEP 1 – DETERMINING THE PURPOSE OF THE TEST

Understanding entry characteristics of students.

Monitoring learning progress of the
students throughout the instructional process.
Understanding the reasons for persistent
learning difficulties among students.
Grading general achievement level of
students at the end of instruction.
STEP 1 – DETERMINING THE PURPOSE OF THE TEST

Evaluating the effectiveness of instructional

processes and materials.
Providing feedback for students to monitor
and assess their learning progress.
Enhancing student understanding of their
interests and progress.
STEP 1 – DETERMINING THE PURPOSE OF THE TEST

Identifying students’ strengths and weaknesses in

terms of different aspects of subject matters they cover.

Providing information for the school

administration to convey and implement
curricular, extracurricular and counselling
activities.
Conducting research studies in terms of
students’ learning and progress.
STEP 2 – PREPARING TEST SPECIFICATION

What knowledge such as facts, concepts, principles,

generalizations, are necessary for students?
What content domain is necessary for students?
What cognitive skills and processes are planned
to be developed to deal with acquired
knowledge and content domain?
Table of Specification

Serves as the “Blue print” for test.

It assures the validity of the teacher’s

assessment.
Steps in preparing the Table of Specification
1. List down the topics covered for inclusion in the test.

Topics No. No. of % of Remembering Understanding Applying Analyzing Evaluating Creating Item
of Items Items 30% 20% 20% 10% 10% 10% Placement
Days
Short History of
Biology
Chemical
Compounds of Cell
Cell Structure
Animal Tissue
Plant Tissue
TOTAL
2. Specify the number of days/hours spent for teaching a particular topic.

Topics No. No. of % of Remembering Understanding Applying Analyzing Evaluating Creating Item
of Items Items 30% 20% 20% 10% 10% 10% Placement
Days
Short History of 5
Biology
Chemical 5
Compounds of Cell
Cell Structure 5
Animal Tissue 5
Plant Tissue 5
TOTAL 25
3. Determine the number of test items.
(no. of items = no. of days/total no. of days x total number of items)

Topics No. No. of % of Remembering Understanding Applying Analyzing Evaluating Creating Item
of Items Items 30% 20% 20% 10% 10% 10% Placement
Days
Short History of 5 10
Biology
Chemical 5 10
Compounds of Cell
Cell Structure 5 10
Animal Tissue 5 10
Plant Tissue 5 10
TOTAL 25 50
4. Determine percentage allocation of test items for each of the topics
(% of items = number of items/total number of items x 100)

Topics No. No. of % of Remembering Understanding Applying Analyzing Evaluating Creating Item
of Items Items 30% 20% 20% 10% 10% 10% Placement
Days
Short History of 5 10 20%
Biology
Chemical 5 10 20%
Compounds of Cell
Cell Structure 5 10 20%
Animal Tissue 5 10 20%
Plant Tissue 5 10 20%
TOTAL 25 50 100%
 5. Determine the number of item per complexity or level of
cognitive domain. (No. of items = Domain percentage x total number of items)
Levels of Cognitive Domains
Topics No. No. of % of Remembering Understanding Applying Analyzing Evaluating Creating Item
of Items Items 30% 20% 20% 10% 10% 10% Placement
Days
Short History of 5 10 20%
Biology
Chemical 5 10 20%
Compounds of Cell
Cell Structure 5 10 20%
Animal Tissue 5 10 20%
Plant Tissue 5 10 20%
TOTAL 25 50 100% 15 10 10 5 5 5
 BLOOMS TAXONOMY
CREATING

EVALUATING
ANALYZING

APPLYING
UNDERSTANDING

REMEMBERING
 6. Scatter the number of items per topic domain.

Levels of Cognitive Domains

Topics No. No. of % of Remembering Understanding Applying Analyzing Evaluating Creating Item
of Items Items 30% 20% 20% 10% 10% 10% Placement
Days
Short History of 5 10 20% 3 2 2 1 1 1
Biology
Chemical 5 10 20% 3 2 2 1 1 1
Compounds of Cell
Cell Structure 5 10 20% 3 2 2 1 1 1
Animal Tissue 5 10 20% 3 2 2 1 1 1
Plant Tissue 5 10 20% 3 2 2 1 1 1
TOTAL 25 50 100% 15 10 10 5 5 5
 7. Determine Item placement

Levels of Cognitive Domains

Topics No. No. of % of Remembering Understanding Applying Analyzing Evaluating Creating Item
of Items Items 30% 20% 20% 10% 10% 10% Placement
Days
Short History of 5 10 20% 3 2 2 1 1 1 1-10
Biology
Chemical 5 10 20% 3 2 2 1 1 1 11-20
Compounds of Cell
Cell Structure 5 10 20% 3 2 2 1 1 1 21-30
Animal Tissue 5 10 20% 3 2 2 1 1 1 31-40
Plant Tissue 5 10 20% 3 2 2 1 1 1 41-50
TOTAL 25 50 100% 15 10 10 5 5 5
STEP 3 – WRITING TEST ITEMS

Item Content
Writing Test Items
ITEM CONTENT

Assessment of intended learning outcomes with

respect to cognitive processes and subject matter
should be accomplished.
Item format should match the specifications in the
beginning of instructions.

The item should present a stimulus which is closest to a

real-life situation.
WRITING TEST ITEMS

What difficulty level is ideal for the items to be

developed?

What guidelines are to be used in producing the

items?
STEP 4 – ASSEMBLING TEST ITEMS

TEST ASSEMBLING
Record test items

Review test items

Arrange items in a test

TEACHER SHOULD PLAN FOR:

Selecting a representative sample of items.

Grouping items of items.

Ordering of items.

Directions to be presented.
SAMPLE TEST FORMAT AND TIME PER ITEM

ITEM TYPE TIME ESTIMATE PER

ITEM
Multiple Choice 1-1.5 Minute
T/F 30 Seconds
Matching 30 Seconds/Response
Short Answer 2 Minutes
FIB 1 Minute
Visual Image Included Add 30 Seconds
STEP 5 – ADMINISTERING TESTS
PRACTICE BEFORE THE ASSESSMENT
Maintaining Assessment Security and Integrity.

Preparing Students for Testing.

Preparing Test Administrators for Testing.

Selecting a Testing Environment.

PRACTICES DURING ASSESSMENT

Maintaining Assessment Security and Integrity.

Testing Materials.

The Testing Room Environment.

Reading Directions.
PRACTICES DURING ASSESSMENT

Observing Testing.

Random Responses and Changing Answers.

Collecting Testing Materials.

PROCEDURES FOLLOWING TEST ADMINISTRATION

Maintaining Assessment Security and Integrity

Checking Answer Documents

STEP 5 - EVALUATING TEST RESULTS

After tests are administered, they are scored and the

scores are given back to the students
Tests should then be returned to students with the
correct answers and some comments that will help
improve student learning
Checking the results carefully gives good feedback to
students, helps evaluate instructional quality, and
helps in the preparation of better future tests.
SCORE ANALYSIS

Test Score Level Analysis entails the distributional

characteristics of the total scores and subscale scores
Item Level Analysis requires obtaining some item
statistics and deciding on whether:
Items function as intended or not.
Students have major difficulties with
respect to content and cognitive
processes assessed by the item.
CRITERION-REFERENCED INTERPRETATION

The interpretation of a test score as a measure of

the knowledge, skills, and abilities, an individual or
group can demonstrate from a clearly defined
content or behavior domain.
NORM-REFERENCED INTERPRETATION

The interpretation of a test score as a measure of

the student’s performance against their peers.
THANK YOU for listening!