LESSON 4

PLANNING A WRITTEN
TEST
GROUP 3
Marry Rose Ejada Carla Boco
Marc Cyril Montes Cristy Mae Buenaflor
Mary Anne Canales
  In developing a written test, the cognitive
behaviors of learning outcomes are usually
WHAT ARE targeted. For cognitive domain, it is important
THE to identify the levels of behavior expected from
OBJECTIVES the students. Traditionally, Bloom’s Taxonomy
was used to classify learning objectives based
FOR TESTING? on levels of complexity and specificity of the
cognitive behaviors.
  A table of specification (TOS), sometimes
called a test blueprint, is a tool used by
teachers to design a test. It is a table that maps
out the test objectives, contents, or topics
covered by the test; the levels of cognitive
WHAT IS TABLE behavior to be measured; the distribution of
OF items, number, placement and weights of test
SPECIFICATIONS items; and the test format. It helps ensure that
the course’s intended learning outcomes,
assessments, and instruction are aligned.
 The TOS is prepared before a test is created.
However, it is ideal to prepare one even before
the start of instruction.
  Learning assessment within the framework of
classroom instruction requires planning.
The following are the steps in developing a table of
WHAT ARE THE specifications:
GENERAL STEPS 1. Determine the objectives of the test.
IN DEVELOPING 2. Determine the coverage of the test
A TABLE OF 3. Calculate the weight for each topic
SPECIFICATIONS 4. Determine the number of items for the whole test.
5. Determine the number of items per topic.
  The instructional objectives or the intended
learning outcomes are identified at the start,
when the teacher creates the course syllabus.
There are three types of objectives:
Determine the (1)cognitive,(2) affective, (3)psychomotor.
Cognitive objectives are designed to increase
objectives of an individual’s knowledge, understanding, and
the test. awareness. On the other hand, affective
objectives aim to change an individual’s
attitude into something desirable, while
psychomotor objectives are designed to build
physical or motor skills.
DETERMINE  The next step in creating the TOS is to
THE determine the contents of the test. Only topics
COVERAGE or contents that have been discussed in class
and are relevant should be included in the test.
OF THE TEST.
  Once the test coverage is determined, the
weight of each topic covered in the test is
CALCULATE determined. The weight assigned per topic in
THE WEIGHT the based on the relevance and the time spent
to cover each topic during instruction. The
FOR EACH percentage of time for a topic in a test is
TOPIC. determined by dividing the time spent for that
topic during instruction by the total amount of
the time spent for all topics covered in a test.
 Topic No. of sessions Time Spent Percent of Time
(Weight)
Theories and 0.5 class session 30 min 10.0
Concepts
Psychoanalytic 1.5 class session 90 min 30.0
Theories
A test on the Theories of Trait Theories 1 class session 60 min 20.0
Personality for General Humanistic 0.5 class session 30 min 10.0
Psychology 101 class, the Theories
teacher spent ¼ to 1 ½ hours
class session. As such, the Cognitive 0.5 class session 30 min 10.0
Theories
weight for each topic is as
follows: Behavioral 0.5 class session 30 min 10.0
Theories
Social Learning 0.5 class session 30 min 10.0
Theories
TOTAL 5 class sessions 300 min or 100
5 hours
DETERMINE  To determine the number of items to be
THE NUMBER included in the test, the amount of time
needed to answer the items are
OF ITEMS FOR considered. As a general rule, student are
THE WHOLE given 30-60 seconds for each item in test
TEST. formats with choices.
  To determine the number of items to be
included in the test, the weights per topic are
DETERMINE considered. Thus, using the examples above,
THE NUMBER for a 60-item final test, Theories & Concepts,
OF ITEMS PER Humanistic Theories, Cognitive Theories,
Behavioral Theories, and Social Learning
TOPIC Theories will have 5 items, Trait Theories- 10
items, and Psychoanalytic Theories-15 items.
 Topic Percent of time No. of Items
(Weight)

Theory & Concepts 10.0 5

Psychoanalytic Theories 30.0 15

Trait Theories 20.0 10

Humanistic Theories 10.0 5

Cognitive Theories 10.0 5

Behavioral Theories 10.0 5

Social Learning Theories 10.0 5

TOTAL 100 50 items

  1. ONE-WAY TOS. A one-way TOS maps out the content or topic,
test objectives, number of hours spent, and format, number, and
placement of items.

Topic Test Objective No. of Hours Format and N0. and

Spent Placement of Percent of
items items
Theories and Recognize 0.5 Multiple 5
WHAT ARE THE Concepts important
concepts in
Choice item #s
1-5
(10.0%)

DIFFERENT personality
theories
FORMATS OF A Psychoanalytic Identify the
different
1.5 Multiple 15
Choice Item #s (30.0%)
TEST TABLE OF theories of
personality
6-20

SPECIFICATIONS under the

Psychoanalytic
Model
Etc.
TOTAL 5 50
(100%)
 2. TWO-WAY TOS. A two-way TOS reflects not only the content, time
spent, and number of items but also the levels of cognitive behavior
targeted per test content based on the theory behind cognitive
testing.
 One advantage of this format is that it allows one to see the levels of
cognitive skills and dimension of knowledge that are emphasized by
the test.
 It also shows the framework of assessment used in the development of
the test. However, this format is more complex than the one-way
format.
Content Time No. & KD* Level of Cognitive Behavior, item, Format, No. and Placement of
Spent Percent of Items
Items
R U AP AN E C

Theories 0.5 5 F I.3

and hours (10.0%) #1-3
Concept
C I.2
#4-5

Psycho- 1.5 15 F I.2

analytic hours (30.0%) #6-7
Theories
C I.2 I.2
#8-9 #10-11

P I.2 1.2
#12-13 #13-14

M 1.3 II.1 II.1

#16-18 #41 #42
  This type of TOS reflects the features of one-
way and two-way TOS. One advantage of this
format is that it challenges the test writer to
THREE-WAY classify objectives based on the theory behind
TOS the assessment. It also shows the variability of
thinking skills targeted by the test. However it
takes a much longer to develop this type of
TOS.
Content Learning Time Spent No. of Level of Cognitive Behavior and Knowledge Dimension
Objectives Items Item Format, No, and Placement of Items
R U AP AN E C

Theories Recognize 0.5 5 I.3 I.2

and important Hours (10.0%) #1-3 #4-5
Concepts concepts in (F) (C)
personality
theories

Psychoan Identify the 1.5 15 I.2 I.2 I.2 I.2 II.1 II.1
alytic different Hour (30.0%) #6-7 #8-9 #10-11(C) #14-15(P) #41(M) #42(M)
Theories theories of (F) (C) 1.2 1.3
personality #12-13 #16-
under (P) 18(M)
psychoanaly
tic model

etc..
Scoring 1 point 3 points 5 points
per item per item per item
OVERALL 50 20 20 10
TOTAL (100.0%)
*Legend: KD= knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive)
I-Multiple Choice, II- Open-Ended
THANK YOU!