DEvelopment-of-Assessment-TOOL in ElementaryS-1.pdf

Evaluation

1. Development of Classroom
Assessment Tools
Charity Arellano Aldover Ph.D
College of Teacher Education
Batangas State University
e-mail: [email protected]

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Learning Objective
■Define related terms in the development CAT
■Discuss the different principles of testing and
assessing
■Identify the different qualities of assessment tool
■Discuss the steps in developing CAT
■Discuss the steps in developing TOS
■Construct TOS using different format
■Discuss the different format of assessment tools
■Determine the advantage and disadvantage of
different format of test item

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Learning Objective
■Identify the different rules in constructing multiple-
choice test, matching type, completion test or true of
false
■Construct multiple-choice test, matching type,
completion test , true or false

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General Principles of Testing (Ebel
and Frisbie (1999)
■Measure all instructional objectives (Match all
learning objective posed during the instructions)
■Cover all the learning task( construct test that
cover a wide range of sampling of items which reflect
total performance in the area being measured)
■Use appropriate test items ( Test item constructed
must be appropriate to learning outcomes)
■Make test valid and reliable.
■Use test to improve learning. ( Test score should
be utilized properly to improve learning)

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Principles of High Quality
Assessment
■Clarity of the learning targets
-focus on the student learning objective rather
than teacher activity.
- SMART
■Appropriateness of Assessment Tools

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Appropriateness of
Assessment Tools
■Objective Test (Require to select the correct answer.
(True or false, matching type, and multiple –choice
question
■Subjective Test
■Performance Assessment
■Portfolio Assessment
■Oral questioning
■Observation Techniques
■Self report

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Subjective test
■Permit the students to organize and
present an original answer.
■It could be short or long general
general question
■No specific answer
■Usually scored on opinion based

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Performance Assessment
Mueller(2010)
■ Assessment which students are asked to perform
real –world task that demonstrate meaningful
application of essential knowledge and skill.
■Appropriately measure learning objective which focus
on the ability to demonstrate skill and knowledge in
real life situation

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Portfolio Assessment
■Assessment based on systematic, longitudinal
collection of students’ work created in respond to
known instructional objectives and evaluated in
relation to the same criteria. ( Ferenz 2001)
■Purposeful collection that exhibits student effort,
progress and achievement in one or more area over
a period of time
■Measure growth and development of student

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Oral Questioning
■Collect assessment data by oral questioning
■This is form of formative assessment to
communicate clearly
■Useful when check the ability of students

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Self -report
▪The response of the students may be
used to evaluate both performance and
attitude
▪Assessment tools could include sentence
completion, likert scale, checklist or
holistics scales.

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Observation Techniques
▪Teacher will observe how student carrying
the task it could be process or the product
▪It could be formal ( planned in advanced)
or informal (done spontaneously
▪Performance observed during instruction
are monitored, described ,classified or
analyzed

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Different Qualities of
Assessment Tools
▪Validity
▪Reliability
▪Fairness
▪Objectivity
▪Scorability
▪Adequacy
▪Administrability
▪Practicality and Efficiency

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Reliability
▪Consistency of measurement
▪Reliability 0 .61 above is acceptable

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Validity
▪Appropriateness of score- based
inference; or decision made based on the
student test result
▪Extent to which a test measure what is
supposed to measure.

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Fairness
▪Test should not have any biases
▪Test items should not be offensive to any
examinee subgroup.
▪A test can only be good if it is fair to all.

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Objectivity
▪It is agreement of two or more rater
concerning the score of student.

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Scorability
▪Should be easy to score, direction for
scoring should be clearly stated in the
instruction.
▪Provide answer sheet and answer key for
the one who will check the test

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Adequacy
Test should contain wide range of
sampling of item to determine educational
outcomes or abilities so that resulting score
are representative of total performance of
the areas measured.

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Administrability
▪Administered uniformly to all students so
that score obtained will not vary
▪Clear provision for instruction for student,
proctor and even the one who will check
the test

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Practicality
▪Refers to familiarity with method used ,
time required for the assessment,
complexity of the administration, ease
scoring. Ease of interpretation of the test
result, and material must be at lower cost

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How to make TOS
▪TOS –chart or table that details the content and level of
cognitive assess on a test as well as the type and
emphases of test item
▪Important in addressing validity and reliability of the
test items.
▪Useful guide in constructing a test and in determining
the type of test item that need to be constructed

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Step in Developing Assessment Tools
1.Examine the instructional objectives or topics
previously discussed
2.Make Table of Specification
3.Construct the test items
4.Assemble the test items
5.Check the assembled test item
6.Make the answer key
7.Analyze and improve the test item

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Preparing a TOS
■Recall all the learning outcomes to be measured
■Make outline of the subject Matter to be covered in
the test
■Decide on the number of item per subtopic
Number of item= ( number of class
session times desired total number
of item)/Total number of class
session

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TOPIC Times NO of time
INtroduction 4 (4 x 50 )/20= 10
Learning Outcomes 3 (3 x 50 )/3 = 8
CAT 5 ( 5 x 50)/20= 13
Improving test 8 19
20 50

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OUTPUT
IT is the time for you to
prepare TOS.

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Presentation of OUTPUT
1.Write your TOS in one Manila Paper
2.Have one member present in the
class

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Specific
Objective
Cognitive
Level
Type of
Test
Item
Number
Total point
Solve worded
problems in
consecutive
integer
Application Multiple
Choice
1,2 2

Different Format of TOS

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One Way TOS
Content Number of
Class
Session
Numb
er of
Item
Cognitive Level Test Item
Distributio
n
K-C A HOTS
Basic Concept
of Fraction
1 22 - - 1-2
Addition of
Fraction
1 22 - - 3-4
Subtraction 1 22 - - 5-6
Multiplication
of Fraction
3 66 - - 7-12
Application/Pr
oblem Solving
4 8- 5 3 13-20
TOTAL 10 2012 5 3 20

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Topic TIME Percent COGNITIVE LEVEL TOTAL
K C AP An SY Eva
I 4 13.33 1-3 11-12 21 22 - 23 8
II 6 20 4-7 - 23-26 27 28-29 30 12
III 8 26.67 8-10 13-15 16
IV 12 40 - 16-20 24
TOTAL 30 100 10 60

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■For elementary and secondary level, the
guidelines in constructing test will be
stipulated in DepEd order number 33,
series 2004 must be followed. That is
factual information 60%.moderately
difficult or more advanced question
30% and Higher order thinking skill 10
% for distinguishing honor students

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Constructing the Test Items
General Guidelines for Constructing Test
Item
1.Begin writing item far enough or in advance
so that you will have time to revise.
2.Match item to intended outcomes at
appropriate level of difficulty to provide valid
measure of instructional objectives. Limit the
question to the skills being assessed

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Constructing the Test Items
General Guidelines for Constructing Test
Item
3. Be sure each item deals with important aspect
of the content area and not with trivia.
4. Be sure the problem posed is clear and
unambiguous.
5. Be sure item is independent with all others.
6. Be sure the item has one or best answer on
which experts would agree.

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Constructing the Test Items
General Guidelines for Constructing Test
Item
7. Prevent unintended clues to an answer in the
statement or question.
8. Avoid replication of the textbook in writing test items.
9. Avoid trick or catch question in an achievement test
10. Try to write items that require higher- order thinking
skills

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Determining the Number of Items
Assessment Format Average time to Answer
True or False 30 seconds
Multiple Choice 60 seconds
Multiple –choice Of Higher
level of Learning activities
90 seconds
Short Answer 120 seconds
Completion 60 second
Matching Type 30 seconds

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Determining the Number of Items
Assessment Format Average time to Answer
Short Essay 10-15 minutes
Extended Essay 30 minutes
Visual Image 60 second seconds

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◆Use to measure knowledge outcome
and other learning outcomes such as
comprehension , application…
◆Commonly used format in measuring
students’ achievement at different level
of learning
Multiple –Choice test

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◆Multiple –choice item consist of three
parts
- the stem( Problem or questions)
-the keyed option ( correct answer)
-alternatives(( distracters or foil)
Multiple –Choice test

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1. The capital city of Canada
is____.
a. Vancouver
b. Montreal
c. Toronto
*d. Ottawa
1. Stem: presents the problem
2. Keyed Response: correct or best answer
3. Distracters: appear to be reasonable answers to the
examinee who does not know the content
4. Options: include the distracters and the keyed response.
4
1
3
2

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1.Make the test practical or with real-world
application to the students.
2.Use diagram or drawing when asking question
about application, analysis or evaluation
3.When ask to interpret or evaluate about quotation,
present actual quotation from secondary sources
like published books or newspaper
General Guideline in Constructing
Multiple Choice Test

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4. Use table, figure, or chart when asking question to
evaluate.
5. Use picture if possible when students are required
to apply concept and principles
6. List the choices/option vertically not horizontally
7. Avoid trivial question
8. Use only one correct answer or best answer format
9. Use three to five option to discourage guessing
General Guideline in Constructing
Multiple Choice Test

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10. Be sure that distractors are plausible and
effective
11. Increase the similarity of the option to increase
the difficulty of the item.
12. Do not use” none of the above’ option when
asking for the best answer
13. Avoid using “all the above: option. It is usually
the correct answer and makes the item too easy for
the examinee with partial knowledge.
General Guideline in Constructing
Multiple Choice Test

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1.The stem should written in question form or
completion form or direction form.
When possible, state the stem as a direct question
rather than as incomplete statement.
Guideline Constructinfg the Stem
Undesirable Desirable
Alloys are ordinarilly
produced by _____
How are alloys ordinarilly
produced

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2. Do not leave the blank at the beginning , middle
of the stem when using completion form of
multiple- choice type of test
Word completion or fillin questions so that
missing information is at, or near the end of, the
sentence. Makes reading and responding easier.
Poor: In the year ______ , Canada turned 100 years old.
Better: Canada turned 100 years old in the year _____ .
Guideline Constructinfg the Stem

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3. The stem should pose the problem
completely
4. The stem should be clear and conscise
5.Avoid excessive and meaningless use of
words in the stem.
6. Avoid negative words, as they are
often overlooked by students.
Guideline Constructinfg the Stem

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Guideline Constructinfg the Stem
7.Avoid grammatical clues in the correct
answer.
(Grammatical errors provide unintentional
clues to the answer)

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1.There should be one correct answer in
each item.
2.List option in vertical not horizontal
order beneath the stem.
3.Arrange the option in logical and use
capital letter to indicate each option
such as A, B, C, D, E
Guideline in Constructing Option

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4. No overlapping option; keep it
independent
5. All option must be homogenous in content
to increase the difficulty of item
6. As much as possible the length of the
option must be the same or equal.
(When in doubt, students will select the longest
alternative as the correct answer)
Guideline in Constructing Option

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7. Avoid using the phrase” all of the
above”
8.Avoid using the phrase “ none of the
above” or “I don’t know”
Guideline in Constructing Option

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1.The distracters should be plausible.
2.The distracters should be equally popular to all
examinees.
1.Avoid using ineffective distracters.
2.Each distracter should be chosen by at least 5% of
the examinee but not more than the key key
answer.
3.Revise distracters that are over attractive to the
teacher. They might ambiquous to the examinee
Guideline in Constructing Distracter

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1.Knowledge Level
The most specific measure of central tendency is
the______.
A. Mean
B. Mean and Median
C. Median
D. Mode
Example of Multiple Choice Test

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Comprehension Level
Which of the following statements describes normal
distribution?
A. The mean is greater than the median.
B. The median and the mode are equal.
C. The score are more concentrated at the

other part of distribution.
D. Most of the score are high.
Example of Multiple –Choice test

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Application Level
What is the standard deviation of the following
scores of 10 students in mathematics quiz: 10, 13,
16, 16, 17, 19, 20, 20, 20, 25?
A. 3.90
B. 3.95
C. 4.20
D. 4.25
Example of Multiple –Choice test

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Analysis Level
What is the statistical test used when you test the
mean difference between pre-test and post test?
A. Analysis of variance
B. T- test
C. Correlation
D. Regression Analysis
Example of Multiple –Choice test

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1.Measures learning outcomes from the
knowledge to evaluation level.
2.Scoring is highly objective, easy and
reliable
3.Scores are more reliable than
subjective type of test
4.Measure broad samples of content
within a short span of time
Advantage of Multiple –Choice
Test

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5. Distracters can provide diagnostics
information
6. Item analysis can reveal the difficulty
of an item and can discriminate the
good and poor performing students
Advantage of Multiple –Choice
Test

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1.Time consuming to construct a good
item
2.Difficult to find effective and plausible
distractors
3.Scores can be influenced by the
reading ability of the examiners
Disadvantage of Multiple –choice
tes