TEACHER-MADE

TESTS
 TEACHER-MADE TESTS

 Criterion based
 Students are scored according to a standard, or
criterion, that the teacher decides represents an
acceptable level of mastery. 
 Example: teacher-made spelling test where there
are 20 words to be spelled and where the teacher
has defined an "acceptable level of mastery" as 16
correct (or 80%). 
 TEACHER-MADE TESTS

 Can be paper tests, response to specific, objectively

described tasks as in a checklist or rubric, or
mathematical tasks designed to measure discrete
tasks described in the IEP.  
 Name:
Reading Comprehension

Rex the Cat Write the correct answer on the blank.

1. I have a pet ___________

I have a pet a. cat
b. bat

cat. c. rat

2. My pet’s name is _________.

His name is d. Mat
e. Ned
Rex. f. Rex

My cat is fat. 3. My cat is _________.

g. fat and black

My cat is red. h. fat and red

i. cute and red
 TEACHER-MADE ASSESSMENT

 Designed to evaluate specific IEP goals

 It is often valuable to design the Teacher-Made

Assessment before writing the IEP to be sure you are
writing an IEP goal that you can measure, against a
metric that you can clearly define. ​
IEP Goal for Juan Dela Cruz

With pencil and paper, Juan will copy patterns of

shapes independently from a visual model with 90%
accuracy 4 of 5 trials.
Name:
_______________________________
Copy the shapes into the opposite
boxes.
 Three Types of Teacher-Made Tests

1. Selected Response Questions

A. Multiple Choice
B. True-False
C. Writing Matching

2. Constructed Response Questions

A. Short-answer
B. Essay Items

3. Performance Assessments
Selected Response Questions
Guidelines For Multiple Choice Questions

Write a clear stem

Develop distractors that provide insight into
student learning
Develop reasonable options
Arrange options in a logical order
Avoid providing clues to an answer
Selected Response Questions
Guidelines For True-False Questions

Use interpretive material to develop items that

span cognitive levels
Do not mix partially true with partially false
statements
Balance the number of items that are true and
the items that are false
Avoid providing clues that involve the use of
qualifiers
Selected Response Questions
Guidelines For Writing True-False Questions
The premises and responses should be arranged in a
logical order
Items should be arranged on the same page
Use no more than 5-6 for younger students
To avoid giving clues to an answer, make the options
homogeneous
Limit guessing by using answers more than once or
having an unequal number of premises to options
General Guidelines for Selected Response Questions
Questions should test knowledge, not ability to
strategize
Assessment should span the range of cognitive levels
(include ample HOTS)
Items should follow the conventions of written
language
Items should portray the diversity in the classroom
Potential bias is avoided (especially in terms of
vocabulary used)
Avoid humor in test setting
Constructed-Response Questions
Guidelines For Short-Answer Questions
Determine whether an item should be either short-
answer or multiple choice
Use interpretive material that engage students at
higher levels of cognition
Keep the stem brief
Word the item so that only one answer is correct
Omit only key words when using the completion form
of short-answer
Avoid clues to answers
Constructed-Response Questions
Guidelines For Short-Answer Questions
Write directions that clearly define the task

Write the prompt to focus students on the key

ideas they should address in their response

Use formatting features, such as bullets and ALL

CAPS to clarify the task
Guidelines for Performance Assessment
Specify the knowledge and strategies the student must
demonstrate.
Create a task that is meaningful to students.
Determine the format (product and/or process) of the
student responses.
Consider the supplies and resources to complete the
task.
Address the degree of structure appropriate for this
task.
Keep the reading demands of the prompt at a level
that ensures readability.
Address logistics in the task directions.
Gifted Student Checklist
• Learns new information
quickly
• Retains information easily
IEP Goal:
When asked to recite orally,
STUDENT will recall the
alphabet sound song 4 out of 5
trials with 80% accuracy.

Performance Task:

1. Listen to the alphabet sound song that the teacher will sing/share with
the class.

2. Sing the alphabet sound independently.

4. Rubric
A rubric is an assessment tool that clearly
indicates achievement criteria across all the
components of any kind of student work, from
written to oral to visual. It can be used for
marking assignments, class participation, or
overall grades.
5. Checklist
A checklist allows the rater to simply indicate
the presence of the expected component, but
it does not indicate the quality of the element,
a pass/fail of sorts. 
 Capital ABCDEFGHIJK
Letter
Recognitio LMNOPQRSTU
n
VWXYZ
Lowercase
abcdefghijk
Letter
Recognitio
n
lmnopqrstuv