STEPS IN DEVELOPING

ASSESSMENT TOOLS
 1. Examine the instructional objectives of the topic
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 the test items to be constructed.
 2. Make a table of specification (TOS)

-A table of specifications is a two-way chart which describes

the topics to be covered by a test and the number of items or
points which will be associated with each topic.
-Table of specification is very important in addressing the
validity and reliability of the test items.
 * Preparing a table of specification

A. Selecting the learning outcomes to be measured.

B. Make an outline of the subject matter to be covered in the test.
C. Decide on the number of items per subtopic.
number of items = number of class session x desired total number of items
total number of class session

D. Make the two-way chart as shown in the format 2 and format 3 of a

table of specification.
E. Construct the test items.
 * Different formats of table of specification
a. Format 1 of a Table of Specification

Specific Cognitive Type of Test Item Number Total Points

Objectives Level

Solve worded
problems in Application Multiple- 1 and 2 4 points
consecutive choice
integers.

Specific Objectives – refer the intended learning outcome (ILO)

Cognitive Level – pertains to the intellectual skills or ability to correctly answer a test item using
Bloom’s Taxonomy. ( knowledge, comprehension, application, analysis, synthesis, and evaluation ).
Type of Test Item – multiple-choice, true or false, or essay.
Item Number – identifies the question number as it appears in the test.
Total points – the score given to a particular test.
Example on how to compute the of items in each topic.

Number of item for the topic : synthetic division

Number of class session discussing the topic : 3
Desired number of items : 10
Total number of class sessions for the unit : 10
number of items = number of class sessions x desired total number of items
total number of class session
number of items = 3 x 10
10
number of items = 30
10
Number of items for the topic synthetic division = 3
 3. Construct the test items
A. General guidelines for constructing test items
1. Begin writing items far enough or in advance so that you will have time to revise them.
2. Match items to intended outcomes at appropriate level of difficulty to provide valid measure of instructional
objectives.
3. Be sure each item deals with an important aspects of the content area and not with trivia.
4. Be sure the problem posed 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 answer on which experts would agree.
7. Prevent unintended clues to an answer in the statement or question.
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. Do not waste time testing how well the students can
interpret your intentions.
10. Try to write items that require higher-order thinking skills.
B. Determining
the number of
test items
C. Checklist for
constructing test
items
 4. Assemble the test items

a. Group all test items with similar format.

b. Arrange test items from easy to difficult.
c. Space the test items for easy reading.
d. Keep items and option in the same page.
e. Place the illustrations near the description.
f. Check the answer key.
g. Decide where to record the answer.
 Check the test directions for
5. Write each item format to be sure
directions that it is clear for the
students to understand.
 It is very important to proofread first the
test items for typographical and
6. grammatical errors and make necessary
Check the corrections if any. Let others examine the
assembled test to validate its content. This can save
test items time during the examination and avoid
destruction of the concentration of the
students.
7. Make the answer key
* Be sure to check the answer
key. Avoid answers such as
TFTFTF or TTTFFF for true or
false type, and ABCDABCD
patterns for multiple choice type.
8. *Analyzing and improving the
Analyze test items should be done after
and checking, scoring and
improve recording the test. The details
the test of this part will be discussed in
items
the succeeding chapter.
THANK YOU ! 