Assessment in learning chapter 5........

Assessment

1. Clarita C. Alingcayon, MAAS Faculty Member College of Teacher Education - KCP DISTINGUISHING AND CONSTRUCTING VARIOUS PAPER-AND-PENCIL-TESTS

2. INTRODUCTION Selected response true-false items multiple-choice type matching type Constructed-response enumeration completion essays

3. 5.1 PLANNING A TEST AND CONSTRUCTION OF TABLE SPECIFICATIONS (TOS) Important steps in planning for a test: Identifying test objectives/lesson outcomes Deciding on the type of objective test to be prepared Preparing a Table of Specifications (TOS) Constructing the draft test items Try-out and validation

4. must cover the various levels of Bloom’s taxonomy each objective consists of a statement of what is to be achieved preferably by the students IDENTIFYING TEST OBJECTIVES must align the test with the lesson objective/outcome DECIDING ON THE TYPE OF OBJECTIVE TEST

5. TOS a test map that guides the teacher in constructing a test ensures that there is balance between easy and difficult items in the test PREPARING A TABLE OF SPECIFICATIONS (TOS) a. level of objective to be tested b. statement of objective c. item numbers where such an objective is being tested d. number of items and percentage out of the total for that particular objective The simplest TOS consists of four columns:

6. As a general rule, it is advised that the actual number of items to be constructed in the draft should be double the desired number of items. CONSTRUCTING THE TEST ITEMS The purpose of try-out is to determine the: item characteristics through item analysis characteristics of the test itself-validity, reliability and practicality. ITEM ANALYSIS AND TRY-OUT

7. Development of paper-and-pencil test requires careful planning and expertise in terms of actual test construction 5.2 TYPES OF PAPER-AND-PENCIL TEST

8. Binomial-choice or alternate response tests are tests that have only two options 5.3 CONSTRUCTING SELECTED-RESPONSE TYPE TRUE-FALSE TEST Its is best that the teacher ensures that a true-false item is able to discriminate properly between those who know and those who are just guessing

9. Guidelines for Constructing Alternate-Response Test Rule 1 : Do not give a hint in the body of the question Rule 2 : Avoid using the words “always”, “never”, “often” and other words that tend to be either always true or always false Rule 3 : Avoid long sentences as these tend to be “true”. Keep sentences short. Rule 4 : Avoid trick statements with some minor misleading word or spelling anomaly, misplaced phrases, etc. A wise student who do not know the subject matter may detect this strategy and thus get the answer correctly.

10. Rule 5 : Avoid quoting verbatim from reference materials or textbooks. this practice sends the wrong signal to the students that it is necessary to memorize the textbook word and, thus acquisition of higher level thinking skills is not given due importance Rule 6 : Avoid specific determiners or give-away qualifiers. Rule 7 : With true or false questions, avoid a grossly disproportionate number of either true or false statements or even patterns in the occurrence of true and false statements Rule 8 : Avoid double negatives

11. Offers students with more than two options per item to choose from MULTIPLE CHOICE TESTS Each item consists of two parts: a. the stem b. the options In the set of options, there is a “correct” or “best” option while all the others are considered “ distracters”

12. Guidelines for Constructing Multiple Choice Items 1. Do not use unfamiliar words, terms and phrases 2. Do not use modifiers that are vague and whose meanings can differ from one person to the next 3. Avoid complex or awkward word arrangements. Also avoid the use negatives in the stem as this may add unnecessary comprehension difficulties 4. Do not use negatives or double negatives as such statements tend to be confusing 5. Each item should be as short as possible; otherwise you risk testing more for reading and comprehension skills

13. 6. Distracters should be equally plausible and attractive. 7. All multiple choice options should be grammatically consistent with stem 8. The length, explicitness, or degree of technicality of alternatives should not be the determinants of correctness of the answer 9. Avoid stems that reveal the answer to another item 10. Avoid alternatives that are synonymous with others or those that include or overlap others 11. Avoid presenting sequenced items in the same order as in the text

14. 12. Avoid use of assumed qualifiers that many examinees may not be aware of 13. Avoid use of unnecessary words or phrases which are not relevant to the problem at hand 14. Avoid use of non-relevant sources of difficulty 15. Pack the question in the stem 16. Use the “None of the above” option only when the keyed answer is totally correct. 17. Note that use of “all of the above” may allow credit for partial knowledge 18. Better still use “none of the above” and “all of the above” sparingly but best not to use them at all 19. Having compound response choices may purposefully increase difficulty of an item.

15. Guidelines for Constructing Matching Type of Test MATCHING TYPE Match homogeneous not heterogenous items The stem must be in the first column while the options must be in the second column The options must be more in number than the stems to prevent the student from arriving at the answer by mere process of elimination Arrange the options alphabetically or chronologically Direction of the test must be given

16. Like the multiple choice, the items in this kind of test consist of a stem and a blank where the students would write the correct answer 5.4 CONSTRUCTING SUPPLY TYPE OR CONSTRUCTED-RESPONSE TYPE Supply type tests depend heavily on the way the stems are constructed These tests allow for one and only one answer

17. tests that will test higher order thinking COMPLETION TYPE OF TEST Guidelines for Constructing Completion Type of Test Avoid overmutilated sentences Avoid open-ended item The blank should be at the end or near the end of the sentence Ask question on more significant item not on trivial matter The length of the blanks must not suggest the answer

18. classified as non-objective tests ESSAYS Essay questions can be used to measure attainment of a variety of objectives comparing relating cause-and-effect justifying summarizing generalizing inferring classifying applying analyzing evaluating creating

19. Types of Essay Restricted Essay - short focused response Non-Restricted/Extended Essay - much longer and complex

20. Guidelines for the Formulation and Scoring of Essay Tests Phrase the direction in such a way that students are guided on the key concepts to be included Inform the students on the criteria to be used for grading their essays Put a time limit on the essay test Describe on your essay grading system prior to getting the essays of your students Evaluate all of the students’ answers to one question before proceeding to the next question

21. 6. Evaluate answers to essay questions without knowing the identity of the writer 7. Whenever possible, have two or more persons grade each answer 8. Do not provide optimal questions 9. Provide information about the value/weight of the question and how it will be scored 10. Emphasize higher level thinking skills

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