Test-Construction powerpoint presentation

powerpoint presentation of test construction

1. Test Construction

2. Paper & Pencil Test Performance-Based Test

3. Objective Items require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement. Two Categories of Test Items:

4. Subjective or Essay Items permit the student to organize and present an original answer. Two Categories of Test Items:

5. Objective Items include: Multiple choice True or False Matching Completion Two Categories of Test Items:

6. Subjective Items include: Short-answer essay Extended-response essay Problem solving Performance test items Two Categories of Test Items:

7. Tips for Constructing Test Items

8. Write test items that measure stated objectives. 2. Test only one idea or principle in each item.

9. 3. Group questions according to item type so students do not continuously shift response patterns.

10. 4. Lay choices either with short responses first, then long responses or vice versa. Sample: A. ______ A. ___________ B. ________ B. __________ C. __________ C. ________ D. ____________ or D. _______

11. 5. Begin the test with an easier item. 6. Do not use a series of independent questions in which the answer to one item depends upon knowing the correct answer to another item

12. 7. Do not provide clues in one item to the answer of another item. 8. Arrange the correct alternatives for multiple choice test items randomly. No pattern should be followed and no correct letter should dominate.

13. 9. Indicate the source of an opinion or authority if an item is based on that information. 10. Avoid ambiguous, trick or trivial questions.

14. Other Points to Consider…

15. Assessment Tools

16. MULTIPLE CHOICE Try to write items in which there is one and only one correct or clearly best answer. • The phrase that introduces the item (stem) should clearly state the problem. • Test only a single idea in each item.

17. MULTIPLE CHOICE • The position of the correct answer should vary randomly from item to item. All the responses/options should all be of same length.

18. MULTIPLE CHOICE There should be no grammatical clues to the correct answer. Format the choices vertically not horizontally. • Avoid negative phrasing such as “not” or “except”, “none of the above” and all of the above.

19. True or False True-false questions are typically used to measure the ability to identify whether statements of fact are correct. The questions are usually a declarative statement that the student must judge as true or false.

20. Objective Assessment Tools Tool Usual Practice Enhanced 1. True or False Test Items Any number multiplied by zero, the answer is zero. If you will multiply , 7 to zero or 11 to zero , the answer is still zero. 2. True or False Test Items Ang Mt. Mayon ay hindi matatagpuan sa Bicol. Ang Mt. Mayon ay matatagpuan sa Bicol.

21. Matching Type Questions Matching questions consist of a column of key words presented on the left side of the page and a column of options placed on the right side of the page. Students are required to match the options associated with a given key word(s).

22. Matching Type Questions Tips for writing matching questions: Provide more possible options than questions. Use longer phrases as questions and shorter phrases as options. Keep questions and options short and homogeneous.

23. Matching Type Questions Tips for writing matching questions: Avoid verbal cues and specific determiners (e.g., the, a, an). Number each question and use alphabetical letters for the options.  

24. Matching Type Questions Tips for writing matching questions: Specify in the directions the basis for matching and whether or not responses can be used more than once. Make all questions and all options the same type (e.g., a list of events to be matched with a list of dates).

25. Fill-in the Blanks An objective type of test which aims to recall, understand or analyze facts or ideas. Level of difficulty will depend on the target objective. Sentences, paragraphs may be used in this type of test. Likewise choices to choose from may also be given.

26. Fill-in the Blanks Avoid indefinite or “open-ended” completion items Avoid “Swiss cheese” items with too many blanks Omit only key words Put blanks near the statement rather than at the beginning

27. Fill-in the Blanks Require a one-word response or at most a short phrase of closely-related words Have students write their answers in a column to the left of the items to facilitate scoring

28. Fill-in the Blanks Never use “a/an” or similar appropriate construction preceding blanks in order to avoid grammatical clues to the correct answer Use blanks of the same length to avoid providing clues to the length of the correct responses

29. Fill-in the Blanks Avoid taking statements directly from the textbook or training manual because it encourages learners to just memorize key statements

30. Objective Assessment Tools Tool Usual Practice Enhanced 4. Fill in the blank Test 1. ______ of Luzon during American and _________ period . Vocal Music of Luzon during American and Japanese period was________.

31. Essay Essay exams are good to use when trying to determine what students know about a few broad topics. Students should be given the criteria used to grade the exams in advance to help them prepare for them.

32. Essay Tips for writing essay test questions: Specify the length of the answer desired for each question (e.g., number of words or pages) Require all students to answer the same questions.

33. Essay Indicate the relative importance of each question (e.g., time to be spent or points assigned).

34. Subjective Assessment Tool Tool Usual Practice Enhanced Short Essay Sumulat ng maikling talata tungkol sa “ Araw ng mga Puso ”. Sumulat ng talata kung paano ang paghahanda ng isang bata upang maging espesyal ang pagridiriwang ng “ Araw ng mga Puso ” at ilahad ito kung bakit isinasagawa ?

35. Short Answer Questions The short answer question requires students to supply the appropriate words, numbers, or symbols to answer a question or complete a statement.

36. Short Answer Questions The short answer question requires students to supply the appropriate words, numbers, or symbols to answer a question or complete a statement.

37. Long paper Arial 11 0.75 all side margin Header 1st page lamang Footer last page lamang Page number sa lower right side (ex. Page 1 of 5)- arial 9,italics

38. Title: FIRST QUARTERLY ASSESSMENT IN MAPEH 9 School Year 2022-2023 Name:_____ Score: ___ Grade and Section: __ Date: __ All Instructions BOLD italics Continous numbering ng test items Prepared by: all teachers in grade level Checked by: Dept head Approved: School head 35days sa TOS (4x a week na subj) 24 days sa TOS ang AP 18days sa TOS ang ESP

39. Budget of Work Test Blue Print (Table of Specifications)

40. TABLE OF SPECIFICATIONS Table of specifications, sometimes referred to as TEST BLUEPRINT, is a table that helps teachers align objectives, instruction and assessment.

41. WHAT ARE THE PARTS OF “TABLE OF SPECIFICATIONS”?

42. LEARNING COMPETENCY/ KASANAYANG PAGKATUTO

43. NO. OF RECITATION DAYS or NO. OF DAYS TAUGHT / BILANG NG ARAW NG PAGTUTURO

44. NO. OF RECITATION DAYS or NO. OF DAYS TAUGHT shall be drawn from the CG/LC – “Budget of Work”

45. NO. OF RECITATION DAYS or NO. OF DAYS TAUGHT shall be drawn from the CG/LC – “Budget of Work”

46. NO. OF ITEMS = No. of Days Taught X Total no. of items Total no. of days (BOW)

47. NO. OF ITEMS = 2 X 50 = 2.27 or 2 items 44

48. COGNITIVE PROCESS DIMENSIONS or TAXONOMY OF THINKING SKILLS

49. D.O. no. 8, 2015 (p.7) – It is strongly recommended that items in long quizzes/tests be distributed across the Cognitive Process Dimensions so that all are adequately covered.

50. D.O. no. 79, s. 2003 D.O. no. 33, s. 2004 The test shall be designed as follows: 60% easy items focused on basic content and skills expected of a student in each grade or year level; 30 % medium-level items focused on higher level skills; and 10% difficult items focused on desirable content or skills that aim to distinguish the fast learners.

51. This design shall apply to all forms of traditional as well as non-traditional assessment whenever applicable. It should be stressed that “easy” does not mean items that only require simple recall.

52. COGNITIVE PROCESS DIMENSIONS 60% 30% 10% Remembering Understanding Applying Analyzing Evaluating Creating

53. ITEM PLACEMENT/ KINALAGYAN NG AYTEM

54. PERCENT OF ITEMS/ BAHAGDAN NG AYTEM

55. Kasanayang Pagkatuto Blg . ng Araw ng Pagtuturo Blg . ng Aytem COGNITIVE PROCESS DIMENSIONS Kinalagyan ng Aytem 60% 30% 10% Rem. Und. App. Ana. Eval . Cre . A.PAKIKINIG 1. Nasasagot ang mga tanong sa mga detalye ng seleksyon . 2 2 1 1 1,2 B.PAGSASALITA 5.Nagagamit nang wasto ang mga panghalip . 3 3 2 1 3,4, 5 KABUUAN 45 50 10 10 10 7 8 5 TALAHANAYAN NG ISPESIPIKASYON

56. Always consider these… In test construction

57. Cognitive Process Dimensions

58. A robot is a machine. But it is not just any machine. It is a special kind of machine. It is a machine that moves. It follows instructions. The instructions come from a computer. Because it is a machine, it does not make mistakes. And it does not get tired. And it never complains. Unless you tell it to!

59. Robots are all around us. Some robots are used to make things. For example, robots can help make cars. Some robots are used to explore dangerous places. For example, robots can help explore volcanoes. Some robots are used to clean things.

60. These robots can help vacuum your house. Some robots can even recognize words. They can be used to help answer telephone calls. Some robots look like humans. But most robots do not. Most robots just look like machines.

61. Sample Test Item Remembering

62. According to the author, robots may be used to I. make cars II. explore volcanoes III. answer telephone calls A. I only B. I and II only C. II and III only D. I, II, and III

63. Sample Test Item Understanding Which of these statements correctly tell how the author feels about robots? A. Robots are old. B. Robots are helpful. C. Robots are confusing. D. Robots are dangerous.

64. Sample Test Items Applying In what places can we usually see robots? I. malls II. offices III. markets IV. playground V. laboratories I, II & III C. I, III & V C. I, II & V D. I, II & IV

65. Sample Test Items Analyzing Form a table and categorize the beneficial effects and disadvantages of having robots.

66. Sample Test Items Evaluating With the technology and advancement that we have today, write a paragraph to give your stand/position if robots are helpful to learning students like you.

67. Sample Test Items Creating Make a two-point outline about the selection . Construct a graphic organizer to interpret the selection.

68. Activity 2 Group Game: Penny Slide Each group will be given a task card which contains activities to do.

69. Questions: 1 . Which part of the activity excite you most? Why? 2. If we are to relate the activity with the classroom situation, what do you think will the pennies represent? 3. What about the pushing of the penny? 4. How can we relate the starting line and the end line to our teaching? to testing?

70. Questions: 5 . Why do you think did other pennies travel near while others move far? 6. In our assessment of our answer in number 5, what is the implication of this to the analysis of test results? 7. In our schools, what do we do after gathering/reporting the results of the test? Why do we do this? these?

71. After the test…

72. After the test we should… Conduct item analysis Frequency of incorrect response (to determine least mastered skills) Identification of the least mastered skills Evaluate the assessment tool given to verify/check the test question

73. How do we analyze the items? 1. Sort the score of students from highest to lowest. 2. Create a grid or spreadsheet to record the incorrect responses to each item for each student.

74. Sample Spread Sheet

75. Summary of Results Item Number Number of Incorrect Response 1 3 2 5 3 12 4 5 1 6 2 7 10 8 8 9 3 10 2 11 12 5

76. Questions: How many items are very easy items? Why did you say so? If we are to pick the three least mastered skills, what would it be? What should we do with the items that we have picked? Why is analysis of test important?

77. After the test we should consider that… Test is a two-fold tasks identify areas of the curriculum that need to be improved Identify the strong and weak learners in class

78. 1. Learners and parents discuss achievement and progress with teachers 2. Teachers use results to identify students who require greater challenges or additional support How are test results used?

79. 3. Schools use results to identify strengths and weaknesses in teaching programs and to set goals in literacy and numeracy 4. School system and government use results to review programs and support offered to schools How are test results used?

80. 1. Perception of evaluating teachers based on students’ scores 2. Smile and File Mode of Testing Smile to parents when reporting results and file away the results and never look at them again Refrain from:

81. 1. be trained on how to look into their class’ test results 2. to identify the students’ strengths and weaknesses 3. constantly monitor learners’ progress 4. meet regularly or conduct FGD to talk about strategies for improving instruction (for the class and individual students) What should teachers do?

82. 5. conduct post discussion with students and give feedback to tell students their strengths and weaknesses to correct misconceptions to discuss issues raised by the assessment to allow student to review their responses to help them how to evaluate their work What should teachers do?

83. 6. conduct practice test all year long 7. involve parents in their children’s improvement plan 8. practice good teaching Good teaching is good teaching. Hard work and motivation to learners to reach higher and achieve desired results is the best measure. What should teachers do?