Lecture 3 Development of Classroom Assessment Tools

LECTURE 3: DEVELOPMENT
OF CLASSROOM
ASSESSMENT TOOLS
LEARNING OUTCOMES
At the end of the chapter, you should be able to:
1. Define the following terms: clarity of the learning target, appropriateness of assessment
tools, validity, reliability, fairness, objectivity, comprehensiveness, ease in scoring and
administering, practicality and efficiency, table of specifications, matching type of test,
multiple-choice test, true or false test, completion test, objective test, subjective test, stem,
distracters, key points;
2. Discuss the different principles of testing/assessing;
3. Identify the different qualities of assessment tools;
4. Identify the different steps in developing test items;
5. Discuss the steps in developing table of specifications;
6. Construct a table of specifications using the different formats;
7. Discuss the different format of assessment tools;
8. Determine the advantages and disadvantages of the different format of test item;
9. Identify the different rules in constructing multiple-choice test, matching type test, completion
test, true or false test; and
10. Construct multiple-choice test, matching type test, completion test, true or false test.
INTRODUCTION
•The instructional objectives must be specific,

measurable and observable.
•Teachers must develop test items that
should match with the instructional
objectives appropriately and accurately.
GENERAL PRINCIPLES OF TESTING
Measure all instructional objectives. When a teacher constructs test
items to measure the learning progress of the students, they should
match all the learning objectives posed during instruction. That is why
the first step in constructing a test is for the teacher to go back to the
instructional objectives.
Cover all the learning tasks. The teacher should construct a test that
contains a wide range of sampling of items. In this case, the teacher
can determine the educational outcomes or abilities that the resulting
scores are representatives of the total performance in the areas
measured.
GENERAL PRINCIPLES OF TESTING
Use appropriate test items. The test items constructed must be
appropriate to measure learning outcomes.
Make test valid and reliable. The teacher must construct a test that
is valid so that it can measure what it is supposed to measure from the
students. The test is reliable, when the scores of the students remain the
same or consistent when the teacher gives the same test for the second
time.
Use test to improve learning. The test scores should be utilized by
the teacher properly to improve learning by discussing the skills or
competencies on the items that have been learned or mastered by the
learners.
PRINCIPLES OF HIGH QUALITY ASSESSMENT
•Assessing the performance of every student is a very critical task
for classroom teacher.
•Teacher-made tests are developed by a classroom teacher to
assess the learning progress of the students within classroom.
•The strengths of a teacher-made test lie on its applicability and
relevance in the setting where they are utilized.
•Its weaknesses are the limited time and resources for the teacher to
utilize the test and also some of the technicalities involved in the
development of the assessment tools.
•Test constructors believed that every assessment tool
should possess good qualities.
•Validity and reliability are considered to be the most
common technical concepts in assessment.
•Assessment should be carefully developed so that it may
serve whatever purpose it is intended for and the test
results must be consistent with the types of assessment that
will be utilized.
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.
The performance task of the students should also be clearly
presented.
The teacher should also discuss clearly with the students the
evaluation procedures, the criteria to be used and the skills to be
assessed in the task.
(APPROPRIATENESS OF ASSESSMENT TOOL)
Appropriateness of Assessment Tool
The type of test used should always match the
instructional objectives or learning outcomes of the
subject matter posed during the delivery of the
instruction.
Teachers should be skilled in choosing and
developing assessment methods.
Objective test
Requires student to select the correct response from
several alternatives or to supply a word or short phrase
to answer a question or complete a statement.
It includes true-false, matching type, & multiple-choice
questions.
The word objective refers to the scoring.
Subjective test
Permits the student to organize and present an
original answer.
It includes either short answer or long general
questions.
This type of test has no specific answer.
It is scored on an opinion basis.
Performance assessment
Students are asked to perform real-world
tasks.
It can measure learning objectives which focus
on the ability of the students to demonstrate
skills or knowledge in real-life situations.
Portfolio assessment
Assessment based on the systematic,
longitudinal collection of student work created
in response to specific known instructional
objectives and evaluated in relation to the
same criteria.
Oral questioning
Collecting assessment data by asking questions.
The most commonly used of all forms of assessment
in class.
The ability of the students to communicate orally is
very relevant to this type of assessment; a form of
formative assessment.
Observation Technique
The teacher will observe how students carry out
certain activities either observing the process or
product.
There are two types of observation techniques:
formal and informal observations.
Self-report
The responses of the students may be used to
evaluate both performance and attitude.
Assessment tools could include sentence
completion, likert scales, checklists, or holistic
scales.
(DIFFERENT QUALITIES OF ASSESSMENT TOOLS)
Validity
-refers to the appropriateness of score-based
inferences; or decisions made based on the students’
test results
-the extent to which a test measures what it is
supposed to measure
Reliability
-the consistency of measurement; that is, how
consistent results or other assessment results from
one measurement to another
-when it can be used to predict practically the same
scores when test administered twice to the same
group of students (RI of 0.61 above)
Fairness
-the test items should not have any biases
-it should not be offensive to any examinee
subgroup
-test can only be good if it is fair to all
examinees
Objectivity
-agreement of two or more raters or test
administrators concerning the score of a student
-lack of objectivity reduces test validity in the
same way that the lack of reliability influence
validity
Scorability
-the test should be easy to score, direction for
scoring should be clearly stated in the
instruction
-provide the students an answer sheet and the
answer key for one who will check the test
Adequacy
-the test should contain a wide range of
sampling of items to determine the educational
outcomes or abilities so that the resulting scores
are representatives of the total performance in
the areas measured
Administrability
-test should be administered uniformly to all students
so that the scores obtained will not vary
-there should be a clear provision for instruction for
the students, proctors and even the one who will
check the test or the test scorer
Practicality and Efficiency

-teacher’s familiarity with the methods used, time
required for the assessment, complexity of the
administration, ease of scoring, ease of interpretation
of the test results and the materials used must be at
the lowest cost
STEPS IN DEVELOPING ASSESSMENT
TOOLS
1) Examine the instructional objectives of the topics previously
discussed;
2) Make a table of specifications (TOS);
3) Construct the test items;
4) Assemble the test items;
5) Check the assembled test items;
6) Write directions;
7) Make the answer key; and
8) Analyze and improve the test items.
CONSTRUCTION OF THE TABLE OF
SPECIFICATIONS (TOS)
1. Selecting the learning outcomes to be measured;

2. Make an outline of the subject matter;
3. Decide on the number of items per subtopic;
4. Construct the format; and
5. Construct the test items.
DECIDE ON THE NUMBER OF ITEMS PER SUBTOPIC
Example on how to compute the number of items in each topic:

Number of item for the topic: Synthetic division
Number of class session discussing the topic: 3
Desired number of items: 10
Total number of class sessions for the unit: 10
NOTE:
1.The number of item for each level will depend on the skills
the teacher wants to develop in his students. In the case of
tertiary level, the teacher must develop more higher-order
thinking skills (HOTS) questions.
2.For elementary and secondary levels, the guidelines in
constructing test will be as stipulated in the DepEd Order 33,
Series 2004 must be followed. That is, factual information
60%, moderately difficult or more advanced questions 30%,
and HOTS 10% for distinguishing honor students.
GENERAL GUIDELINES FOR CONSTRUCTING TEST
ITEMS (KUBISZYN & BORICH, 2007)
1) Begin writing items far enough or in advance so that you will
have time to revise them;
2) Match items to intended outcomes at appropriate level of
difficulty to provide valid measure of instructional objectives.
Limit the questions to the skill being assessed;
3) Be sure each item deals with an important aspect of the content
area and not with trivia;
4) Be sure the problem posed is clear and unambiguous;
5) Be sure that the item is independent with all other items. The
answer to one item should not be required as a condition in
answering the next item. A hint to one answer should not be
embedded to another item;
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.
Grammatical inconsistencies such as a or an give clues to the
correct answer to those students who are not well prepared for the
test;
8) Avoid replication of the textbook in writing test items; do not
quote directly from the textual materials. You are usually not
interested in how well students memorize the text. Besides,
taken out of context, direct quotes from the text are often
ambiguous;
9) Avoid tricky or catchy questions in an achievement test. Do not
waste time testing how well the students can interpret your
intentions; and
10)Try to write items that require higher order thinking skills.
DETERMINING THE NUMBER OF TEST ITEMS
Consider the following average time in constructing the number
of test items.
The length of time and the type of item used are also factors to
be considered in determining the number of items to be
constructed in an achievement test.
The number of items included in a given assessment will also
depend on the length of the class period and the type of items
utilized.
ASSEMBLE THE TEST ITEMS
After constructing the test items following the

different principles of constructing test item, the next
step to consider is to assemble the test items. There
are two steps in assembling the test: (1) packaging
the test; and (2) reproducing the test.
ASSEMBLE THE TEST ITEMS
Group all test items with similar format;

Arrange test items from easy to difficult;
Space the test items for easy reading;
Keep items and option in the same page;
Place the illustrations near the description;
Check the answer key; and
Decide where to record the answer.
Write directions
Check the assembled test items
Make the answer key
Analyze and improve the test items
DIFFERENT FORMATS OF CLASSROOM
ASSESSMENT TOOLS
There are two general types of test item
to use in achievement test using paper and
pencil test. It classified as selection-type
items and supply type items.
DIFFERENT FORMATS OF CLASSROOM
ASSESSMENT TOOLS
Selection Type or Objective Test Items
-require students to select the correct response from
several options;
-also known as objective test item;
-selection type items can be classified as: multiple-choice,
true or false, or interpretative exercises; and
-objective test item requires only one correct answer in
each item.
KINDS OF OBJECTIVE TYPE TEST
(MULTIPLE-CHOICE TEST)
(MULTIPLE-CHOICE TEST)
Used to measure knowledge outcomes and other types of
learning outcomes such as comprehension and
applications.
It is the most commonly used format in measuring student
achievements at different levels of learning.
MCQ consists of three parts: the stem, the keyed, and the
incorrect options or alternatives (distracters or foil).
GENERAL GUIDELINES IN CONSTRUCTING
MULTIPLE-CHOICE TEST
1. Make a test item that is practical or with real-world applications to the
students;
2. Use a diagram or drawing when asking question about application,
analysis or evaluation;
3. When ask to interpret or evaluate about quotations, present actual
quotations from secondary sources like published books or newspapers;
4. Use tables, figures, or charts when asking question to interpret;
5. Use pictures if possible when students are required to apply concepts
and principles.
GENERAL GUIDELINES IN CONSTRUCTING
MULTIPLE-CHOICE TEST
6. List the choices/options vertically not horizontally;
7. Avoid trivial questions;
8. Use only one correct answer or best answer format;
9. Use three to five options to discourage guessing;
10. Be sure that distracters are plausible and effective;
11. Increase the similarity of the options to increase the difficulty of the
item;
12. Do not use “none of the above” options when asking for a best answer;
and
13. Avoid using “all of the above” options.
GUIDELINES IN CONSTRUCTING THE STEM
1. The stem should be written in question form or completion form;
2. Do not leave the blank at the beginning or at the middle of the stem
when using completion form of a multiple-choice type of test;
3. The stem should pose the problem completely;
4. The stem should be clear and concise;
5. Avoid excessive and meaningless use of words in the stem;
6. State the stem in positive form. Avoid using the negative phrase like
“not” or “except”. Underline or capitalize the negative words if it cannot
be avoided. Example: Which of the following does not belong to the
group? Or which of the following does NOT belong to the group?
7. Avoid grammatical clues in the correct answer.
GUIDELINES IN CONSTRUCTING OPTIONS
1. There should be one correct or best answer in each item;
2. List options in vertical order not a horizontal order beneath the stem;
3. Arrange the options in logical order and use capital letters to indicate
each option such as A, B, C, D, E;
4. No overlapping options;
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”; and
8. Avoid using the phrase “none 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. Replace distracter/s that are
not effective to the examinees;
4. Each distracter should be chosen by at least 5% of the
examinees but not more than the key answer;
5. Revise distracter/s that are over attractive to the teachers. They
might be ambiguous to the examinees.
1. KNOWLEDGE LEVEL
The most stable measure(s) of central tendency is the

______.
A.Mean
B. Mean and Median
C.Median
D.Mode
2. COMPREHENSION LEVEL
Which of the following statements describes normal

distribution?
A. The mean is greater than the median.
B. The mean, median and mode are equal.
C. The scores are more concentrated at the other part of
the distribution.
D. Most of the scores are high.
3. APPLICATION LEVEL
What is the standard deviation of the following scores of

10 students in mathematics quiz, 10, 13, 16, 17, 19, 20,
20, 20, 25?
A. 3.90
B. 3.95
C. 4.20
D. 4.25
4. 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
(MATCHING TYPE TEST)
GUIDELINES IN CONSTRUCTING MATCHING TYPE
OF TEST
1. The descriptions and options must be short and homogeneous;
2. The descriptions 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. Failure to
indicate how matches should be marked can greatly increase the time
consumed by the teacher in scoring;
GUIDELINES IN CONSTRUCTING MATCHING TYPE
OF TEST
5. Avoid too many correct answers;
6. When using names, always include the complete name to avoid
ambiguities;
7. Use numbers for the descriptions and capital 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; and
10.Three to seven items for elementary and a maximum of seventeen
items for secondary and tertiary levels.
(TRUE OR FALSE TYPE)
GUIDELINES IN CONSTRUCTING TRUE OR FALSE
TEST
1. Avoid writing a very long statement. Eliminate unnecessary
word/s in the statement;
2. Avoid trivial questions;
3. It should contain only one idea in each item except for
statements showing the relationship between cause and effect;
4. It can be used for establishing cause and effect relationship;
5. Avoid using opinion-based statement, if it cannot be avoided
the statement should be attributed to somebody;
TEST
6. Avoid using negative or double negatives. Construct the statement
positively. If this cannot be avoided, bold negative words or underlined it
to call the attention of the examinees;
7. Avoid specific determiner such as “never”, “always”, “all”, “none” for they
tend to appear in the statements that are false;
8. Avoid specific determiner such as “some”, “sometimes”, and “may” they
tend to appear in the statements 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);
TEST
11.Avoid statement directly taken from the textbook;

12.Avoid arranging the statements in a logical order; and
13.Directions should indicate where or how the students should
mark their answer.
Direction: Write your answer before the number in each item. Write T if the
statement is TRUE and F if the statement is FALSE.
DIFFERENT FORMATS OF CLASSROOM ASSESSMENT
TOOLS
Supply Type of Subjective 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
-classified as: short answer or completion type and essay
type items (restricted or extended response)
KINDS OF SUBJECTIVE TYPE OF TEST ITEMS
(COMPLETION TYPE OR SHORT ANSWER
TEST)
GUIDELINES IN CONSTRUCTING COMPLETION TYPE OR
SHORT ANSWER TEST
1. The item should require a single word answer or brief and definite
statement. Do not use indefinite statement that allows several
answers;
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; do not eliminate so many words so
that the meaning of the item statement will not change;
4. Do not leave the blank at the beginning or within the statement. It
should be at the end of the statement;
GUIDELINES IN CONSTRUCTING COMPLETION TYPE OR
SHORT ANSWER TEST
5. Use direct question rather than incomplete statement. The
statement should pose the problem to the examinee;
6. Be sure to indicate the units in which to be expressed when the
statement requires numerical answer;
7. Be sure that the answer the student is required to produce is
factually correct;
8. Avoid grammatical clues; and
9. Do not select textbook sentences.
Direction: Write your answer before the number in each item. Write the
word(s), phrase, or symbol(s) to complete the statement.
KINDS OF SUBJECTIVE TYPE OF TEST ITEMS
(ESSAY ITEMS)
EXTENDED RESPONSE ESSAYS
Allows the students to determine the length and complexity of the response.
Useful in assessing the synthesis and evaluation skills of the students.
Examples:
1. Present and describe the modern theory of evolution and discuss how it is
supported by evidence from the areas of (a) comparative anatomy, (b)
population genetics.
2. From the statement, “Wealthy politicians cannot offer fair representation
to all the people.” What do you think is the reasoning of the statement?
Explain your answer.
RESTRICTED RESPONSE ESSAYS
Places strict limits on both content and the response given by the students.
The content is usually restricted by the scope of the topic to be discussed and
the limitations on the form of the response is indicated in the question.
Examples:
1. List the major facts and opinions in the first state of the nation address
(SONA) of Pres. Duterte. Limit your answer to one page only. The score will
depend on the content, organization and accuracy of your answer.
2. Point out the strengths and weaknesses of a multiple-choice test. Limit your
answer to five strengths and five weaknesses. Explain each answer in not
more than two sentences.
GUIDELINES IN CONSTRUCTING ESSAY TEST ITEMS
1. Construct essay question used to measure complex learning
outcomes only.
2. Essay questions should relate directly to the learning outcomes
to be measured.
3. Formulate essay questions that present a clear task to be
performed.
4. An item should be stated precisely and it must clearly focus on
the desired answer.
5. All students should be required to answer the same question.
GUIDELINES IN CONSTRUCTING ESSAY TEST ITEMS
6. Number of points and time spent in answering the question must
be indicated in each item.
7. Specify the number of words, paragraphs or the number of
sentences for the answer.
8. The scoring system must be discussed or presented to the
students.
1.Choose a leader you admire most and explain why you admire
him or her.
2.Pick a controversial issue in the Duterte administration. Discuss the
issue and suggest a solution.
3.If you were the principal of a certain school, describe how would
you demonstrate your leadership ability inside and outside of the
school.
4.Describe the differences between Norm-referenced assessment
and criterion-referenced assessment.
5.Do you agree or disagree with the statement, “Education comes
not from books but from practical experience”. Support your
position.
SUGGESTIONS FOR GRADING ESSAY TEST
1. Decide on a policy for dealing with incorrect, irrelevant or illegal
responses.
2. Keep scores of the previously read items out of sight.
3. The student’s identity should remain anonymous while his/her paper is
being graded.
4. Read and evaluate each student’s answer to the same question before
grading the next question.
5. Provide students with general grading criteria by which they will be
evaluated prior to the examination.
6. Answer the test question yourself.
7. Write your comments on their papers.

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LECTURE 3: DEVELOPMENT

•The instructional objectives must be specific,

Practicality and Efficiency

1. Selecting the learning outcomes to be measured;

Example on how to compute the number of items in each topic:

After constructing the test items following the

Group all test items with similar format;

The most stable measure(s) of central tendency is the

Which of the following statements describes normal

What is the standard deviation of the following scores of

What is the statistical test used when you test the

11.Avoid statement directly taken from the textbook;

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