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Developing Assessment Tools

This document discusses the development of classroom assessment tools. It outlines general principles for creating valid and reliable assessments, including measuring all instructional objectives and using appropriate test items. It also discusses the importance of clear learning targets and selecting the appropriate assessment type. The document provides details on different qualities of assessment tools and the steps to develop assessments, including examining objectives, creating a table of specifications, constructing test items, and analyzing items. Formats for the table of specifications are also presented, which help ensure assessments are based on intended learning outcomes.

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1K views

Developing Assessment Tools

This document discusses the development of classroom assessment tools. It outlines general principles for creating valid and reliable assessments, including measuring all instructional objectives and using appropriate test items. It also discusses the importance of clear learning targets and selecting the appropriate assessment type. The document provides details on different qualities of assessment tools and the steps to develop assessments, including examining objectives, creating a table of specifications, constructing test items, and analyzing items. Formats for the table of specifications are also presented, which help ensure assessments are based on intended learning outcomes.

Uploaded by

blackraven
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson #4

Development of Classroom Assessment Tools

What do I need to know?


Objective:
at the end of this module, the  Distinguish the general principles on how to
create or construct assessment tools.
learner should be able to:
 Create own table of specification base on
topics discuss

General Principles of Testing


1. Measure all instructional objectives.
2. Cover all the learning tasks.
3. Use appropriate test items.
4. Make test valid and reliable.
5. Use test to improve learning.

Clarity of the Learning Target


 When a teacher plans for his classroom instruction, the learning target should be
clearly stated and must be focused on student learning objectives rather than
teacher activity.
 The learning outcomes must be SMART.

Appropriateness of Assessment Tool


1. Objective Test
2. Subjective Test
3. Performance Assessment
4. Portfolio Assessment
5. Oral Questioning
6. Observational Technique
7. Self-report

Different Qualities of Assessment Tool


1. Validity
2. Reliability
3. Fairness
4. Objectivity
5. Scorability
6. Adequacy
7. Administrability
8. Practically and Efficiency

Step in Developing Assessment Tools


1. Examine the instructional objectives of the topics previously discussed.

1 | Lesson #4 PROFED 7 - Assessment of Learning 1


2. Make a table of specification (TOS).
3. Construct the test items.
4. Assemble the test items.
5. Check the assembled test items.
6. Write directions.
7. Make the answers key.
8. Analyze and improve the test items.

Examine the Instructional Objectives of the Topics 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.

Table of Specification (TOS)


 Is a chart or table that details the content and level of cognitive level assessed on
a test as well as the types and emphases of test items (Gareis and Grant, 2008).
 Provides the test constructor a way to ensure that the assessment is based from
the intended learning outcomes.

Preparing a Table of Specification


1. Selecting the learning outcomes to be measured.
2. Make an outline of the subject matter to be covered in the test.
3. Decide on the number of items per subtopic.
4. Make the two-way chart as shown in the format 2 and format 3 of a Table of
Specification.
5. Construct the test items.

Different Formats if Table of Specification

A. Format 1 of Table of Specification

Specific Cognitive Type of Test Item Number Total Points


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

 Specific Objectives
Refer to the intended learning outcomes stated as specific instructional objective
covering a particular test topic.
 Cognitive Level
Pertains to the intellectual skill or ability to correctly answer a test item using Bloom’s
Taxonomy of educational objectives.
 Type of Test Item

2 | Lesson #4 PROFED 7 - Assessment of Learning 1


Identifies the type or kind of test a test item belongs to.
 Item Number
Simply identifies the question number as it appears in the test.
 Total Points
Summarize the score given to a particular test.

3 | Lesson #4 PROFED 7 - Assessment of Learning 1


B. Format 2 of Table of Specification (one-way table of specification)

Contents Number of Number Cognitive Level Test Item


Class Season of Items K-C A HOTS Distribution
Basic Concept 1 2 1-2
Fraction
Addition Fraction 1 2 3-4

Subtraction Fraction 1 2 5-6

Multiplication and 3 6 7-12


Division of Fraction

Application/Problem 4 8 13-20
Solving
Total 10 20

C. Format 3 Table of Specification (two-way table of specification)

Content Class Sessions Krathwohl’s Cognitive Level Total Items Item Distribution
Rem Und App Ana Eval Creating
Concept 1 2 1-2
Z-score 2 4 3-6
T-score 2 4 7-10
Stanine 3 6 11-16
Percentile rank 3 6 17-22
Application 4 8 23-30
TOTAL 15 30

4 | Lesson #4 PROFED 7 - Assessment of Learning 1


D. FORMAT 4 (TABLE OF SPECIFICATION)

IMPORTANT THINGS TO REMEMBER:

Number of Hours allotted to discuss the content X Total number of items (depends on teacher)
FORMULA NUMBER OF ITEMS PER CONTENT = Total number of hours consume to discuss all the topics

5 | Lesson #4 PROFED 7 - Assessment of Learning 1


CHECK YOUR PROGRESS #4
Answer the question below, the make some photo of it and send your output via messenger or
email: ()

Create a sample Table of Specification using the FORMAT C or D with following criteria:
1. Think of at least subject content you have already encountered and understand.
2. You have to decide the estimated time to enable you to teach that subject content.
3. For uniformity the total number of items is 30 items.
4. Then using the format C or D develop your Table of Specification.

Note:
 You’ve been familiar with the subject content to be used because in the next Lesson you will
construct Test items related to the Table of Specification you have created:

Thank you BTVED, Go BTVTED Go. Kaya ninyo yan….

6 | Lesson #4 PROFED 7 - Assessment of Learning 1


7 | Lesson #4 PROFED 7 - Assessment of Learning 1

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