CLASS ROOM TESTING –

STEPS
BASIC STEPS IN CLASSROOM TESTING
Determine the purpose of testing

Developing the test specifications

Selecting appropriate item types

Preparing relevant test items

Assembling the test

Administering the test

Appraising the test

Using the results

1. Determine the purpose of testing

Tests can be used in an instructional program to

assess entry behavior(placement test), monitoring
learning progress(formative test), diagnose learning
difficulties (diagnostic test) and measure performance
at the end of instruction(summative test)
Characteristics of four types of achievement tests
Type of test Function of test Sampling Item characteristics
considerations
Readiness pretest Measure prerequisite Include each prerequisite Typically items are easy
entry skills entry behavior
Placement pretest Determine entry Select representative Typically, items have a
performance on course sample of course wide range of difficulty
objectives objectives
Formative Provide feedback to Include all unit objectives Items match difficulty of
students and teacher on if possible unit objectives
learning progress
Diagnostic Determine causes of Include sample of tasks Typically items are easy
recurring learning based on common and are used to pinpoint
difficulties sources of learning error specific causes of error
Summative Assign grades or certify Select representative Typically items have a
mastery at the end of sample of course wide range of difficulty
instruction objectives
2. Developing test specifications

To provide assurance that One device that has been

a classroom test will
measure a representative
sample of instructionally
relevant tasks, some types
of specifications to be used
widely used for this
purpose is a two way chart,
called the table of
specifications (or test
blueprint)
Building a table of specifications

Preparing a
list of
instructional
objectives

Preparing Outlining
the two-way the course
chart content
Table specification contd….
A table of specification is a device which provides a systematic procedure for obtaining a
representative sample of pupil behavior expected in a course while a test is prepared

By listing the objectives across the top of the table , each cell of the table can be weighed
according to the importance of each objective and each subject matter

Table of specification helps to avoid a limited and biased sample of pupil’s behavior and
neglect of important learning outcomes

It provides the teacher , who prepares the test, greater assurance that his test will measure
the learning outcomes and the course content in a balanced manner
• In making a blueprint for a test, only those objectives that can be assessed by
a written test should be included
• Only cognitive processes, such as recalling, recognizing, identifying, defining,
applying and generalizing can be tested with a written examination
• Examples of objectives that cannot be assessed by a written examination are
attitudes which can be tested only through self-reports or observation of
behavior
• Evaluation of performance skills can be assessed by rating scales and
observational techniques
Table of specification for a weather unit in junior health science
objectives Knows Understan Interprets Total no. Percent
ds of items of items
Basic Weather Specific Influence of Weather
terms symbols facts each factor maps
content on weather
information

Air pressure 2 2 2 3 3 12 20
Wind 1 4 2 8 2 17 28
Temperature 2 2 2 2 2 10 17
Humidity 3 2 1 2 5 13 22
&precipitatio
n
Clouds 4 2 2 8 13
Total no.of 12 12 9 15 12 60
items
Percent of 20 20 15 25 20 100
 Test blue print for a unit on Gastrointestinal system (Anatomy and
physiology)
Content Level of knowing Total Types of
items questions
Knowledge Applicatio Analysis, Percenta
&comprehensio n synthesis & ge
n evaluation
Structure and functions of 12 6 2 40 20 Essay-2
organs of digestion and Short answer-6
accessory organs MCQ/objective
type-12
Process of digestion and 6 3 1 20 10 Essay-2
absorption SA-2
MCQ/O-6
Metabolism of food 12 6 2 40 20 Essay-2
constituents SA -6
MCQ/O-12
No.of items 30 15 5 50
Percentage 60 30 10 100
3. Selecting appropriate item types

• Items used in classroom test are typically divided into two categories
1. The objective item, which is highly structured and requires the pupil to
supply a word or two or to select the correct answer from a number of
alternatives
2. The essay question, which permits the pupil to select, organize and present
the answer in essay form
The objective test items
• Classified into those that require the pupil to supply the answer and those that
require the pupil to select the answer from a given number of alternatives
1. supply types
1.1 short answer
• Eg: what is the formula for hydrochloric acid? (HCl)
1.2 completion
Eg: The formula for ordinary table salt is (NaCl)
2. Selection types
2.1 True- false or alternative response
2.2 Matching
2.3 Multiple-choice
Objective type- Advantages
• Present the pupil with a highly structured task that limits
the type of response they can make
• To obtain correct answer, the pupil must demonstrate
specific knowledge, understanding or skill called for in the
item
• Scoring is quick, easy and accurate
Objective type- Disadvantages
• The structuring makes the objective test item inappropriate
for measuring the ability to select, organize and integrate
ideas
• Students are not free to redefine the problem or to
organize and present the answer in their own words
The essay question type
• Extended response type:
• Pupils are given complete freedom in making their responses
• Eg: Describe what you think the role of the federal government should be in
maintaining a stable economy in the US. Include specific policies and
programs and give reasons for your proposals
• Restricted response type
• Nature, length and organization of the response is limited
• Eg: State two advantages and disadvantages of maintaining high tariffs on
goods from other countries
Extended response type- advantages
• Permits pupil to decide which facts they think are most pertinent
• To select their own method of organization
• Write as much as seems necessary for a comprehensive answer
• Tend to reveal the ability of the student to evaluate ideas, o relate them
coherently and to express them succinctly
• Reflects individual differences in attitudes, values and creative ability
Extended response type- Disadvantages
• It is inefficient for measuring knowledge of factual material because the
questions are so extensive that only a small sample of content can be
included in one test
• The scoring is difficult and apt to be unreliable because the answers include
an array of factual information of varying degree of correctness , organized
with varying degree of coherence and expressed with varying degrees of
legibility and conciseness
Restricted response type-
• Advantages
• More efficient in for measuring factual material
• Reduces somewhat the difficulty of scoring
• Disadvantages
• More highly structured task makes it less effective as a measure of the ability
to select ,organize and integrate ideas, which is one of the unique purposes to
be served by the essay test
Comparative advantages and disadvantages of essay and objective
tests
Learning outcomes measured
Preparation of questions
Sampling of course content
Control of pupil’s response
Objective test
Efficient for measuring
knowledge of facts,
understanding, thinking skills
Inefficient for measuring ability
to select and organize ideas,
writing abilities and problem
solving skills
Large number of questions
Preparation is difficult and time
consuming
provides extensive sampling of
course content
Complete structuring limits
response to that called for
Prevents bluffing and avoids
influence of writing skill
Essay test
Inefficient for measuring
knowledge of facts
Appropriate for measuring ability
to select and organize ideas,
writing abilities and problem
solving skills
Only few questions
Preparation relatively easy
Usually limited
Freedom to respond in own
words enables bluffing
Writing skill influence score
Comparative advantages and disadvantages of essay and
objective tests
Objective test
Influence on learning Encourages pupil to develop
a comprehensive knowledge
of specific facts and ability to
make fine discriminations
among them.
Can encourage the
development of
understanding, thinking skills
and other complex outcomes
if properly constructed
Reliability high reliability is possible
with well constructed tests
Essay test
Encourages pupils to focus
on larger units of subject
matter, with special
emphasis on the ability to
organize, integrate and
express ideas effectively
May encourage poor writing
habits, if time pressure is a
factor
Reliability is typically low,
primarily because of
inconsistent scoring
• A basic principle in selecting the type of test item to use is: Select the item
type that provides the most direct measure of the performance task described
in the intended learning outcome
• For eg:if the task is one of writing, naming or listing, the item should require
the pupils to supply the answer
• If the tasks calls for identifying a correct answer, a selection type item should
be used
General suggestions for writing test items
• Use your test specification as a guide to item writing
• Write more test items than needed
• Write the test items well in advance of the testing date
• Write each test item so that it calls forth the performance described in the
intended learning outcome
• Write each test item so that the task to be performed is clearly defined
• Write each test item at an appropriate reading level
• Write each test item so that it does not provide help in answering other items
in the test
• Write each test item so that the answer is one that would be agreed upon by
experts
• Write each test item so that it is at the proper level of difficulty
• Whenever a test item is revised, recheck its relevance
4. Preparing relevant test items
• Select and prepare the relevant test items
• Get ready for administering the test
5. Assembling the test
6. Administering the test
7. Appraising the test
8. Using the results
Take away………
• Steps of class room testing

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