Assessment of learning 1

Development
of
Classroom
Assessment
Tools
Learning Outcomes
At the end of this chapter, the students should be able to:

• Define the following terms: Clarify 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, objective test,
subjective test, stem, distracters, key option.
• Discuss the different principles of testing assessing
• Identify the different qualities of assssment tools
• Identify the different steps in developing test items
• Discuss the steps in developing table of specification
Learning Outcomes
At the end of this chapter, the students should be able to:

• Construct a table of specification using the different format

• Discuss the different format of assessment tools
• Determine the advantages and disadvantages of the
different format of test item
• Identify the different rules in constructing multiple choice
test, matching type test, completion test, true or false test
• Construct multiple choice test, matchin type test,
completion test, true or false test.
General principle of testing
1. Measure all instructional objectives

When a teacher construct test items to measure the learning

progress of the students, they should match all the learning
objectives posed during instruction.

2. Cover all the learning task

The teacher should contrust a test that contains a wide range

of sampling of items
General principle of testing
3.Use appropriate test items
The test items constructed must be appropriate to
measure learning outcomes.

4. Make test Valid and reliable

Measure what is supposed to measure from students.
The test is reliable when the scores of the students
remain the same or consistent.
General principle of testing

6. Use test to improve learning

Should be utilized by the teacher properly to

improve learning by discussing the skills or
competencies on the items that have not been
learned or mastered by the learners.
Principle of high quality assessment

Assessing the performance of student in a very

critical task for classroom teacher .Teacher made test
are developed by a classroom teacher to assess the
learning progress of the students within the
classroom
 Clarify of the learning target

The learning outcomes must be

S pecific
M easurable
A ttainable
R ealistics
T ime-bound
Appropriateness of assessment tool
Objective test- requires student to select the correct
response from several alternatives or to supply a word or
short phrase to answer a question or complete a statement.

Subjective test- Type of test that permits the student to

organized and present an original answer.

Performance assessment- students are ask to perform real-

world task that demonstrate meningful application..
Appropriateness of assessment tool

Portfolio assessment- Based on the systematic, longitudinal

collection of student work created in response to specific
known instructional objectives.

Portfolio- purposeful collection of students work that exhibits

the students efforts, progress and achievement in one or
more areas.
Appropriateness of assessment tool
Oral questioning- The ability of the students to communicate orally is
very relevant to this type of assessment. This is also form of formative
assessment.

Observation technique- The teacher will obsrve how students carry out
certain activities either observing the process or product.

Self-report- students may be used to evaluate both performance and

attitude.
Different qualities of assessment tools
Validity- refers to the appropriateness of score-based
inferences, or decisions made based on the students test result.

Reliability- refers to the consistency of measurement, that is

how consistent test results or other assessment results from
one measurement to another.

Fairness- test item should not have any biases. It should not be
offensive to any examinee subgroup.
Different qualities of assessment tools

Objectivity- two raters who assess the same students on the

same test cannot agree on the score, the test lacks objectivity
and neither of the score from the judges is valid.
lack of objectivity reduces test validity in the same way.

Scorability-Should be easy to score, direction for scoring should

be clearly stated in the instruction.
Different qualities of assessment tools
Adequacy- means that the test should contain a wide range of
sampling of items to determine the educational outcomes or
abilities so that the resulting scores are representatives of the
the total performance in the areas measured.

Administrability- Administered unifromly to all students so that

the scores obtain will not vary due to factors other differences
of the students.
Different qualities of assessment tools

Practicality and efficiency

Refers to the teacher familiarity with the methods

used, time required for the asessment, complexity
of the administration, ease of scoring
 STEPS IN DEVELOPING ASSESSMENT
TOOLS
1. Examine the instructional objectives of the topics previously
discussed
2. Make a table of specificattion
3. Construct the test items
4. Assemble the test items
5. Checked the assembled test items
6. Write directions
7. Make the answer key
8. Analyze and improve the test items
Different format of table of specification
Format 1 of a table of specification

Specific Cognitive Type of test item Total points

Objectives Level Number

Solve Application Multiple- 1 and 2 4points

worded choice
problems in
consecutive
integers
Different format of table of specification
Format 1 of a table of specification

Specific Cognitive Type of test item Total points

Objectives Level Number

Solve Application Multiple- 1 and 2 4points

worded choice
problems in
consecutive
integers
Specific Objectives- Refers to the intended learning outcomes
stated as specific instructional objective covering a particular
test topic .

Cognitive Level- Pertain to the intellectual skill or ability to

correctly answer a test item using Bloom’s Taxonomy.

Type of test- Identifies the types or kind of test a test item

Item number- Identifies the question number as it appears in

the test.

Total points - Summarize given to a particular test

Format 2 Table of specification one way table of specification

Contents No of class No of items Cognitive level test item

session distributon

KC A HOTS

basic conceptfraction 1 2 1-2

Addition of fraction 1 2 3-4

Substraction of fraction 1 2 5-6

Multiplication and division of 3 6 7-12

fraction
Application problem solving 4 8 13-20

total 10 20
Format 3 Table of specification two-way table specification
Content Class Krathwohl’s Cognitive Level
session
R U A A E C TOTAL ITEM
ITEMS DISTRIBUTION
concepts 2 1-2
z-score 4 3-6
t-score 4 7-10
stanine 6 11-16
percentile rank 6 17-22
Application 8 23-30
Total 30
DETERMINING THE NUMBER OF TEST ITEMS
ASSESSMENT FORMAT AVERAGE TIME TO ANSWER

TRUE OR FALSE 30 SECONDS

MULTIPLE CHOICE 60 SECONDS

MULTIPLE CHOICE OF HIGHER LEVEL 90 SECONDS

LEARNING OBJECTIVES

SHORT ANSWER 120 SECONDS

COMPLETION 60 SECONDS

MATCHING 30 SECONDS PER RESPONSE

SHORT ESSAY 10-15 MINUTES

EXTENDED ESSAY 30 MINUTES

VISUAL IMAGE 30 SECONDS

GUIDELINES IN CONSTRUCTING MULTIPLE CHOICE TEST

1. Make a test that is practical or with real world applications to the students.
2. Use diagram or drawing whwn asking question about application, analysis or
evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotations,
from secondary courses like published book or newspaper.
4. Use tables, figures, or charts when asking question to interpret.
5. Use picture if possible whwn students are required to apply concept and principles.
6. List the choices options vertically not horizontally.
7. Avoid trivial question
8. Use only one correct answer or best answer format
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the item
12. Do not use “none of the above” options when asking for a best answer.
13. 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.
EXAMPLES OF MULTIPLE CHOICE ITEM

KNOWLEDGE

THE MOST STABLE MEASURE(S) OF CENTRAL TENDENCY IS THE ________

A. MEAN
B. MEAN AND MEDIAN
C. MEDIAN
D.MODE

COMPREHENSIVE LEVEL

WHICH OF THE FOLLOWING DESCRIBES NORMAL DISTRIBUTION

A. THE MEAN IS GREATER THAN THE MEDIAN

B. THE MEAN, MEDIAN MODE ARE EQUAL
C. THE SCORES ARE MORE CONCENTRATED AT THE OTHER PART OF THE DISTRIBUTION
D. MOST OF THE SCORES ARE HIGH
 EXAMPLES OF MULTIPLE CHOICE ITEM
APPLICATION LEVEL

WHAT IS THE STANDARD DEVIATION OF THE FOLLOWING SCORES OF 10 STUDENTS IN

MATHEMATICS QUIZ 10, 13, 16 , 16, 17 , 19 , 20, 20, 20, 25?

A. 3.90
B.3.95
C. 4.20
D.4.25

ANALYSIS LEVEL

WHAT IS THE STATISTICAL TEST USED WHEN YOU TEST THE MEAN DIFFERENCE BETWEN PRE-TEST
AND POST-TEST?
A.ANALYSIS OF VARIANCE
B. T-TEST
C. CORRELATION
D. REGRESSION ANALYSIS
 ADVANTAGES OF MULTIPLE CHOICE TEST

1. Measure 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 perfing students
 DISADVANTAGE OF MULTIPLE CHOICE TEST

1. Time consuming to construct a good item

2. Difficult to find effective and plausible distracters
3. Scores can be influence by the reading ability of the
examiness.
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
recognize and express ideas.
 GUIDELINES IN CONSTRUCTING MATCHING TYPE TEST

1. The description and options must be short and

homogeneous
2. The description must be written at the left side
3. Should be more option than decriptors
4.Matching directions should specify the basis for
matching.
5.Avoid too many correct answers.
 GUIDELINES IN CONSTRUCTING MATCHING TYPE TEST

6. When using name always include the

complete name.
7. Use number for the decriptors and capital
letters for
the options to avoid confusion.
8. Arrange the options into a chronological order
or alphabetical or
 GUIDELINES IN CONSTRUCTING MATCHING TYPE TEST

9. The descriptors and options must be written

in the same page.
10. A minimum of three items and a maximum of
seven items for elementary level and a
maximum of seventeen items for secondary and
tertiary levels.
 Example of Matching type test
MATCH THE FUNCTION OF THE PART OF THE COMPUTER IN COLUMN A WITH ITS NAME
IN COLUMN B. WRITE THE LETTER OF YOUR CHOICE BEFORE THE NUMBER.

COLUMN A COLUMN B
1. Store information waiting to be used A. Central Unit
2. Consider as the brain of the computer B. Hardware
3. Hand-held device used to move the cursor C. Hardware
4. An example of an output D. Mass storage device
5. Stores permanent information E. Mouse
6. Physical aspect of the computer F. Monitor
7.Used to display the output G. Processor
8.The instrion fed into the computer H.printer
9. Pre-loaded data I. Random access memory
10.Permits a computer to store large amount of J. Read only memory
dat
k. Sotware
L. Universal Serial bus
 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 test
3.It is appropriate to assessthe 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 descriptors and options
3. it assesses only low level of cognitive domain such
as knowledge and comprehension.
 A test is appopriate in assessing the behavioral
objectives such as “Identify”
Select or organized.It is also suited to assess the
knowledge and comprehension level in
cognitive domain
 Guideline in constructing True or False

1. Avoid writing a very long statement be concise.

2. Avoid trivial questions
3.It should contain only one idea in each item except
for statement showing the relationship between
causes and effect.
4. it can be used for establishing cause and effect
relationship
 Guideline in constructing True or False

1. Avoid writing a very long statement be concise.

2. Avoid trivial questions
3.It should contain only one idea in each item except
for statement showing the relationship between
causes and effect.
4. it can be used for establishing cause and effect
relationship
 Guideline in constructing True or False

5. Avoid using pinion based statement

6. Avoid using negative or double negatives.
7. Avoid specific determiner never, always , all,none,
8. Avoid specific determiner such as “some,
sometimes, and may.
9. The number of true items must be the same with the
number of false items.
 Guideline in constructing True or False

10. Avoid gramatically clues

11. Avoid statement directly taken from the book.
12.Avoid arranging the statements in a logical order
13.Direction should indicate where or how the students
should mark their answer.
 Examples of True or false type of test
Direction:Write your answer before the number in each item.
Write T if the statement is True and F if the statement is False.
T F 1. Test constructor should never phrase a test item in the
negative.
T F 2. Photosynthesis is the process by which leaves make a plant
food
T F 3. Theequation 3x3 + x 3 + 6 = 4x6 + 6
T F 4. All parasites are animals
 Advantages of True or false type of test
1. Covers a lot of content in a short span of time
2. It is easier to prepare compared to multiple choice and matching
typeof test.
3. it is easier to score because it can be scored objectively compared
to a test that depends on the judgment of the rater’s.
4. It is used useful when there are two alternatives only
5. The score is more reliable than essay test.
 Disdvantages of True or false type of test

1. Limited only to low level of thinking skills as

knowledge and comprehension, or recognition or
recall information.
2.High probability of guessing the correct answer
50% compared to multiple choice which consist of
four options 25%
Supply type or Subjective type of test items
Require students to create and supply their own answer or
perform a certain task to show mastery of knowledge or skills.

Subjective test items- require the student to organize and

present an original answer

Essay Test - is form of subjective type of test measure a complex

cognitive skills or processes
 kinds of subjective type test items

A. Completion type or short answer test

alternative form of assessment because the
examinee needs to supply or create the
appropriate word, symbol or number to
answer the questions
Guidelines in constructing completion
type or short answer test
 Examples of Completion and short answer
Question Completion Form

Essay Item 1. Which suplly type item is
used to measure the ability to organize
and integrate material?
Distracters 2. What are the incorrect
options in a multiple choice item called
Essay Item 1.Supply type item used to
measure the ability to organize and
integrate material is called___________
Distracters 2. The incorrect options in a
multiple choice test item are called
_____________
Advantages of a completion or short
answer test
1. It covers a broad range of topic
in a short span of time.
2. It is easier to prepare and less
time consuming
3. It can access effectively the
lover level of blooms taxonomy
4. It reduces the possibility of
guessing the correct answer.
5. It covers greater amount of
contents than matching type test
Disdvantages of a completion or short
answer test
1.Appropriate for question that can be
answered with short responses.

2. There is a difficulty in scoring when

the question are not prepared clearly.

3. It can assess only the knowledge,

comprehension and application

4. It is not adaptable in measuring

complex learning outcomes

5. Socring is tedious and time

consuming
Extended Response Essay

Allow student to
determine the length
and complexity of the
response
Restricted Response Essay

An essay item that

places strict limits on
both content and the
response given by the
students.
 ADVANTAGES OF ESSAY TEST

1. It easier to prepare and less time consuming

2.It measures higher order thinking skills
3.it allow student to express Individuality
4. The students have a chance to express their own
ideas
5.It reduces guessing answer
It present more realistic task to the students
6. It emphasizes on the integration and application of
Ideas.
 DISADVANTAGES OF ESSAY TEST

1. It cannot provide an objective measure of the

achievement
2. it needs so much time to grade and prepare scoring
criteria.
3.The scores are usually not reliable
4. It measure limited amount of contents and objectives
5. low variation of scores
6. It usually encourages bluffing