Development of Classroom Assessment Tools Examine the Instructional Objectives of the Topics Previously Discussed

• The first step in developing an achievement test is to examine and go back to

General Principles of Testing the instructional objectives so that you can match with the test items to be
1. Measure all instructional objectives. constructed.
2. Cover all the learning tasks.
3. Use appropriate test items. Table of Specification (TOS)
4. Make test valid and reliable. • Is a chart or table that details the content and level of cognitive level assessed
5. Use test to improve learning. on a test as well as the types and emphases of test items (Gareis and Grant,
2008).
Principles of High Quality Assessment • Provides the test constructor a way to ensure that the assessment is based
• Assessing the performance of every student is a very critical task for from the intended learning outcomes.
classroom teacher.
• It is very important that a classroom teacher should prepare the assessment Preparing a Table of Specification
tool appropriately. A. Selecting the learning outcomes to be measured.
B. Make an outline of the subject matter to be covered in the test.
Clarity of the Learning Target C. Decide on the number of items per subtopic.
• When a teacher plans for his classroom instruction, the learning target should D. Make the two-way chart as shown in the format 2 and format 3 of a Table of
be clearly stated and must be focused on student learning objectives rather than Specification.
teacher activity. E. Construct the test items.
• The learning outcomes must be SMART.
Different Formats of Table of Specification
Appropriateness of Assessment Tool
1. Objective Test A. Format 1 of Table of Specification
2. Subjective Test Cognitive Type Item Total
Specific Objectives
3. Performance Assessment Level of Test Number Points
4. Portfolio Assessment Solve worded problems in Multiple-
5. Oral Questioning Application 1 and 2 4 points
consecutive integers. choice
6. Observational Technique
7. Self-report • Specific Objectives
– Refer to the intended learning outcomes stated as specific instructional
Different Qualities of Assessment Tool objective covering a particular test topic.
1. Validity
2. Reliability • Cognitive Level
3. Fairness – Pertains to the intellectual skill or ability to correctly answer a test item using
4. Objectivity Bloom’s Taxonomy of educational objectives.
5. Scorability
6. Adequacy • Type of Test Item
7. Administrability – Identifies the type or kind of test a test item belongs to.
8. Practically and Efficiency
• Item Number
Step in Developing Assessment Tools – Simply identifies the question number as it appears in the test.
1. Examine the instructional objectives of the topics previously discussed.
2. Make a table of specification (TOS). • Total Points
3. Construct the test items. – Summarize the score given to a particular test.
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.
 B. Format 2 of Table of Specification (one way table of specification) 8. Avoid replication of the textbook in writing test items; do not quote directly
Number from the textual materials.
Number
of Test Item 9. Avoid trick or catch questions in an achievement test.
Contents of Cognitive Level
Class Distribution 10. Try to write items that require HOTS.
Items
Season
K-C A HOTS Determining the Number of Test Items
Basic Concept Assessment Format Average Time to Answer
1 2 1-2
Fraction True-False 30 seconds
Addition Multiple-choice 60 seconds
1 2 3-4
Fraction Multiple-choice of higher
Subtraction level 90 seconds
1 2 5-6
Fraction learning objectives
Multiplication Short Answer 120 seconds
and Completion 60 seconds
3 6 7-12
Subtraction of Matching 30 seconds per response
Fraction Short Essay 10-15 minutes
Application/ Extended Essay 30 minutes
Problem 4 8 13-20 Visual Image 30 minutes
Solving
Total 10 10 Assemble the Test Items Guidelines
A. Group all test items with similar format.
C. Format 3 Table of Specification B. Arrange test items from easy to difficult.
(two-way table of specification) C. Space the test items for easy reading.
Class D. Keep items and option in the same page.
Content
Sessions
Krathwohl’s Cognitive Level
Total Item E. Place the illustrations near the description.
Rem. Und. App. Eva. Creating
Items Distribution F. Check the answer key.
Concept
Z-score
G. Decide where to record the answer.
T-score
Stanine Write Directions
Percentile
rank • Check the test directions for each item format to be sure that it is clear for the
Application students to understand.
Total

Check the Assembled Test Items

Construct the Test Items
• In this section, we shall discuss the different format of objectives type of test
items, the step in developing objective and subjective test, the advantage and its
limitations.
General Guidelines for Constructing Test Items
1. Begin writing items far enough or in advance so that you will have time to
revise them.
2. Match item to intended outcomes at appropriate level of difficulty to provide
valid measure of instructional objectives.
3. Be sure each items deals with an important aspect of the content area and
not with trivia.
4. Be sure the problem posed is clear and ambiguous.
5. Be sure that the item is independent with all the other items.
6. Be sure the item has one or best answer on which experts would agree.
7. Prevent unintended clues to an answer in the statement or question.
• Before reproducing the test, it is very important to proofread first the test items
for typographical and grammatical errors and make necessary corrections if any.
Make the Answer Key
• Be sure to check your answer key so that the correct answers follow a fairly
random sequence.
Analyze and Improve the Test Items
• Analyze and improve the test items should be done after checking, scoring and
recording the test.
Different Formats of Classroom Assessment Tools
• Type of assessment tool should always be appropriate with the objectives of
the lesson.
• There are two general types of test item to use in achievement test using
paper and pencil test. It is classified as selection-type items and supply type
items.
Selection type or Objective Test Items
• Selection type items require students to select the correct response from
several options. This is also known as objective test item. Selection type items
can be classified as: multiple-choice; matching type; true or false; or
interpretative exercises.
• Objective test item requires only one correct answer in each item.
Kinds of Objective Type Test
A. Multiple-choice Test
– Is used to measure knowledge outcomes and other types of learning
outcomes such as comprehension and applications.
– Multiple choice item consist of three parts: the stem, the keyed option and the
incorrect options or alternatives.
2. List options in vertical order not a horizontal order beneath the stem.
3. Arrange the options in vertical order and use capital letters to indicate each
option such as A, B, C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to increase the difficulty of an
item.
6. As much as possible the length of the options must be the same or equal.
7. Avoid using the phrase ‘all of the above’.
8. Avoid using the phrase ‘non of the above’ or ‘I don’t know’.
Guidelines in Constructing the Distracters
1. The distracters should be plausible.
2. The distracters should be equally popular to all examinees.
3. Avoid using ineffective distracters.
4. Each distracters should be chosen by at least 5% of the examinees but not
more than the key answer.
5. Revise distracters that are over attractive to the teachers.

General Guidelines in Constructing Multiple-choice Test Example of Multiple-choice Items

1. Make a test item that is practical or with real-world application to the students. 1. Knowledge Level
2. Use diagrams or drawing when asking question about application, analysis or - The students are required only to recall.
evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotation The most stable measures of central tendency is the _______.
from secondary sources like published books or newspapers. A.Mean
4. Use tables, figures, or charts when asking question to interpret. B.Mean and Median
5. Use pictures if possible when students are required to apply concepts and C.Median
principles. D.Mode
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions. 2. Comprehension Level
8. Use only one correct answer or best answer format. - the students are required to describe.
9. Use three to five options to discourage guessing 10. Be sure that distracters
are plausible and effective. Which of the following statements describe normal distribution?
11. Increase the similarity of the options to increase the difficulty of the item. A.The mean is greater than the median.
12. Do not use ‘none of the above’ options when asking for best answer. B.The mean median and mode are equal.
13. Avoid using ‘all of the above’ options. C.The scores are more concentrated at the other
part of the distribution.
D.Most of the scores are high.
Guidelines in Constructing the Stem
1. The stem should be written in question form or completion form. 3. Application Level
2. Do not live the blank at the beginning or at the middle of the stem when using - the students are asked to apply.
completion form of a multiple-choice type of test.
3. The stem should pose the problem completely. What is the standard deviation of the following scores of 10 students in
4. The stem should be clear and concise. mathematics quiz, 10, 13, 16, 16, 17, 19, 20, 20, 25?
5. Avoid excessive and meaningless use of words in the stem. A.3.90
6. State the stem in positive form. B.3.95
7. Avoid grammatical clues in the correct answer. C.4.50
D.4.25
Guidelines in Constructing Options
1. There should be one correct answer in each item.
4. Analysis Level
- the students are required to distinguish.
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
Advantage of Multiple-choice Test
1. Measure 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. Measures board samples of content within a short span of time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate the
good and poor performing students.
Disadvantage of Multiple-choice Test
1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influence by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and express
ideas.
B. Matching Type Test
• Matching Type Test has two column, the column A which contains the
description and must be place at the left side while column B contains options
and placed at the right side.
Guidelines in constructing Matching Type of Test
1. The description and options must be short and homogenous.
2. The description must be written at the left side and marked it with Column A
and the options must be written at the right side and marked it with Column B to
save time for the examinees.
3. There should be more options than descriptions or indicate in the directions
that each option may be used more than once to decrease the chance of
guessing.
4. Matching directions should specify the basis for matching.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first and surname) to
avoid ambiguities.
7. Use numbers for the descriptions and letters for the options to avoid
confusions to the students that have a reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10. A minimum of three items and a maximum of seven items for elementary
level and a maximum of seventeen items for secondary and tertiary levels.
Advantage of Matching Type Test
1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and true or
false type of test.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.
C. True or False Type
• A “force-choice test”
• The students are required to choose the answer true or false in recognition to a
correct statement or incorrect statement.
Guidelines in constructing True or False Test
1. Avoid writing a very long statement.
2. Avoid trivial questions.
3. It should contain only one idea in each item except for statement showing the
relationship between cause and effect.
4. It can be used for establishing cause and effect.
5. Avoid using opinion-based statement, it it cannot be avoided the statement
should be attributed to somebody.
6. Avoid using negative or double negatives.
7. Avoid specific determiner such as “some”, “always”, “all”, “none” for they tend
to appear in the statement that are false.
8. Avoid specific determiner such as “some” “sometimes,” and “may” that tend to
appear in the statement that are true.
9. The number of true items must be the same with the number of false items.
10. Avoid grammatical clues that lead to a correct answer such as the article (a,
an, the).
11. Avoid statement directly taken from the textbook.
12. Avoid arranging the statement in a logical order such as (TTTTT-FFFFF,
TFTFTFTF, TTFFTTFFTT)
13. Directions should indicate where or how the students should mark their
answer.
Advantage of a True or False Test
1. It covers a lot of content in a short span of time.
2. It is easier to prepared compared to multiple-choice and matching type test.
3. It is easier to score because it can be scored objectively compared to a test
that depends on the judgement of the caters.
4. It is useful when there are two alternatives only.
5. The score is more reliable than essay test.
Disadvantages of True or False Test
1. Limited only to low level of thinking skills such as knowledge and
comprehension, or recognition or recall information.
2. High probability of guessing the correct answer (50%) compared to multiple-
choice which consist of four options (25%).
Supply Type or Subject Type of Test Items
• Require students to create and supply their own answer or perform a certain
task to show mastery of knowledge or skills.
• Also known as constructed response test.
Constructed response test are classified as:
A. Short answer or completion type
B. Essay type items (restricted or extended response)
Subjective Test Items
• Requires the student to organize and present an original answer (essay test)
and perform task to show mastery of learning (performance-base assessment
and portfolio assessment) or supply a word or phrase to answer a certain
question (completion or short item type of test).
Essay test
• Is a form of subjective type of test.
• Measures complex cognitive skills or process.
Kinds of Subjective Type Test Item
A. Completion Type or Short Answers Test
- Is an alternative form of assessment because the examinee needs to supply or
create appropriate words, symbols or numbers to answer a question or complete
a statement.
Restricted Response Essay Questions
Restricted response usually limits both the content and the response by
restricting the scope of the topic to be discussed.
Useful for measuring learning outcomes requiring interpretation and application
of data in a specific area.
Example of Restricted Response
• Describe two situations that demonstrate the application of the law of supply
and demand. Do not use those examples discussed in class.
• State the main differences between the Vietnam War and previous wars in
which the United States has participated.
Extended Response Essay Questions
Extended response question allows student to select information that they think
is pertinent, to organize the answer in accordance with their best judgment, and
to integrate and evaluate ideas as they think suitable.
They do not set limits on the length or exact content to be discussed.
Examples of Extended Response Essay Questions
• Compare developments in international relations in the administrations of
President William Clinton and President George W. Bush. Cite examples when
possible.
• Imagine that you and a friend found a magic wand. Write a story about an
adventure that you and your friend had with the magic wand.

Two Ways of Constructing Completion Type or Short Answer Type Test

• Question form; and
• Complete the statement form

Guidelines in Constructing Completion Type or Short Answer Type Test

1. The item should require a single word answer.
2. Be sure that the language used in the statement is precise and accurate in
relation to the subject matter being tested.
3. Be sure to omit only key words.
4. Do not leave the blank at the beginning or within the statement.
5. Use direct question rather than incomplete statement.
6. Be sure to indicate the units in which the statement requires numerical
answers.
7. Be sure the answer of the student is required to produce is factually correct.

Essay Item
• Ability to organize and present their original ideas.
“Type of Essay Items”
• Extended response essay
• Restricted response essay
Types of complex outcomes and related terms for writing essay questions Advantage of Essay Test
Outcomes Sample Verb Sample Questions 1. It is easier to prepare and less time consuming compared to other paper and
Describe the situation and pencil test.
differences between Phil. 2. It measures HOTS.
Comparing compare, clarify, describe 3. It allows students’ freedom to express individually in answering the given
Educ. And Singapore Educ.
System. question.
Summarizes briefly the 4. Students have the chance to express their own ideas.
convert, draw, estimate, 5. It reduces guessing answer compared to any of the objective type of test.
Interpreting content of second SONA of
summarizes 6. It presents more realistic task to the students.
the present President.
Using the facts presented, 7. It emphasizes on the integration and application of ideas.
Inferring Derive, draw, estimate what is most likely to
happen when ___? Disadvantage of Essay Test
Solve the solution set of 1. It cannot provide an objective measure of the
Arrange, compute, achievement of the students.
Applying the equation X2+3X-24=0
describe, solve 2. It needs so much time to grade and prepare
using factoring method.
List and describe the scoring criteria.
Breakdown, describe, characteristics of a 3. The scores are usually not reliable most
Analyzing specially without scoring criteria.
differentiate, list good assessment
instrument. 4. It measures limited amount of contents and objectives.
Formulate a 5. Low variation of scores.
Compose, design, hypothesis about 6. It usually encourages bluffing.
Creating
draw, formulate ”Mathematics
Attitude” Suggestions for Grading Essay Test
Design a scoring guide 1. Decide on a policy for dealing with incorrect,
Arrange, combine, irrelevant or illegal responses.
Synthesizing in evaluating portfolio
design 2. Keep scores of the previous read items out of
assessment.
Explain the function of sight.
Generalizing
Construct, develop,
assessment of 3. The student’s identity should remain
explain anonymous while his/her paper is being
learning.
graded.
Describe the strengths
Evaluating
Appraise, criticize,
and weaknesses of 4. Read and evaluate each student’s answer to
describe the same question before grading the next
using performance
question.
5. Provide students with general grading criteria by which they will evaluated
Guideline in constructing essay test items
prior to the examination.
1. Construct essay question used to measure complex learning outcomes only.
6. Use analytic scoring or holistic scoring.
2. Relate directly to the learning outcomes to be measured.
7. Answer the test question yourself by writing the ideal answer to it so that you
3. Formulate essay questions that present a clear task to be performed.
can develop the scoring criteria from your answer.
4. An item should be stated precisely.
8. Write your comments on their papers.
5. All students should be required to answer the same question.
6. Number of points and time spend in answering the question must be indicated
in each item.
7. Specify the number of words, paragraphs or the number of sentence for the
answer.
8. The scoring system must be discussed or presented to the students.