Karakoram International University

Department of Educational Development

B.Ed in Education
Semester I, autumn 2019
Course: Test Development and Evaluation
Instructor: Shamillah Shah
Email: shamillahshah123@yahoo.com
 WHAT IS A “TEST?”

A test is used to examine someone's knowledge of something to determine what he or she knows or has learned.
Testing measures the level of skill or knowledge that has been reached 
Definition 
 Webster: “a critical examination, observation, or evaluation” 
 Longman: “a set of questions, exercises, or practical activities to measure someone's skill, ability, or knowledge” 
 H. Douglas Brown: “a method of measuring a person’s ability, knowledge, or performance in a given domain
 BASIC CONCEPTS AND PRINCIPLES

A. TEST- B. MEASUREMENT- C. ASSESSMENT D. EVALUATION-

a) Test is used to examine someone's knowledge of something to determine what he or she knows or has
learned. Testing measures the level of skill or knowledge that has been reached.
b) MEASUREMENT-- assignment of numbers(quantity), uses variety of instrument: test, rating scale. It is the
process of obtaining numerical description of the degree of individual possesses. Quantifying of how much does
learner learned
c) Assessment is the process of documenting knowledge, skills, attitudes and beliefs, usually in measurable
terms. The goal of assessment is to make improvements. In an educational context, assessment is the process
of describing, collecting, recording, scoring, and interpreting information about learning 
d) Evaluation is the process of making judgments based on criteria and evidence.
 PURPOSE OF EDUCATIONAL TESTING AND
MEASUREMENT

 Instructional
Test is given to assess students’ progress in a subject
 Curricular
Given when decision are to be made about school curricula
 Selection
Test is given to determine students ability/suitability to enter school.(college entrance test)
 Placement
Test is given to group students (below average and geniuses)
 Personal
Assist individual to make wise decision for themselves e.g. aptitude test
 Use of Tests

 Achievement
 Improvement
 Diagnosis
 Prescription
 Grading
 Classification
 Prediction
Types of Test

 Intelligence test–
 Personality test
 Aptitude test
 Achievement test
 Prognostic test
 Performance test
 Diagnostic test
 Preference test
 Accomplishment test
 Scale test
Con,,

 Speed test
 Power test
 Objective test
 Teacher-made test
 Formative test
 Summative test
 Placement test
 Standardize test
  Proficiency Test

Proficiency tests are designed to measure

people’s ability in a language whether they have
any training in that language or not.

Diagnostic Test

Diagnostic test measures the knowledge and

skills of student. It is used to identify students’
strengths and weaknesses in past and present
learning.
  Achievement Test

Achievement tests are designed to measure a

student's performance in specific academic
areas such as reading, comprehension, written
or oral expression, and mathematical
computations

Aptitude Test

Aptitude tests are mainly made to assess

intelligence and knowledge. Aptitude tests most
commonly consist of numerical reasoning,
verbal reasoning, speed, accuracy abilities, and
more.
 Placement Test
Placement tests are planned to provide
information which will help to place students at
the stage of the teaching program most
appropriate to their abilities. 

Personality Test

This test is designed for assessing some aspects

of an individual’s personality.
 Intelligence Test

  Intelligence
test measures the mental ability
of an individual.
 The ability to judge, comprehend, and
reason
 The ability to understand and deal with
people, objects, and symbols.
 The ability to act purposefully, think
rationally, and deal effectively with the
environment
Speed test and power test
 Speed test
o These tests have a time limit in which
to complete them. The questions are
usually similar in difficulty. The
purpose of a speed test is to
determine how quickly an individual
is able to answer questions within a
certain time period. A simple
arithmetic question like ''564 + 854
= ?'' might be an item on a speed test.
o Speed tests tend to be used in
selection at the administrative and
clerical level.
 Power test
o These tests typically do not have a
time limit and are concerned with
the underlying ability of individuals.
The questions are usually more
difficult on power tests relative to
speed tests. An item that asks you to
critically evaluate the logic of an
argument might be an example of a
question found on a power test.
o Power tests tend to be used more at
the graduate, professional or
managerial level.
  Oral Test

It is a test where in the test taker gives his answer orally.

Criterion-referenced Test

Measure specific instructional objectives

Compares students’ performance to a specific criterion (Objectives or
Standard)
Norm-referenced Test

It is a test that evaluates a student’s

performance by comparing it to the
performance of a group students on the same
test
 Objective Test

In this test the ability of student is judged

through filling the blanks or selecting the
correct answer among the multiple options.

 Subjective Test

Subjective tests are also called essay type tests.

An essay test is one, which contains one or
more questions or other tasks that require
lengthy written responses from students.
 Formative Test
Formative tests are conducting without
informing the learner and it identifies the
trainee’s needs, his learning states and
difficulties during the instructions.

Summative Test
It is a test given at the end of instruction to
determine students’ learning and assign grades.
 Direct & Indirect Testing

Direct testing is easier to carry out when it is intended to measure the productive
skills of speaking and writing. The direct test requires the candidate to perform
exactly the skill which we wish to measure.
Example: objective: how well candidates pronounce a language direct
testing method: get them to speak
Indirect testing

Indirect testing attempts to measure the abilities underlie the skills in which we
are interested
Example: Grammatical knowledge contributes to writing ability, then a
grammar test may be used as an indirect test of writing.
Individual Test
It is a test administered to one student at a time.

Group Test
It is one administered to a group of students
simultaneously.
Concept of taxonomy in testing

What is taxonomy
Taxonomy is the process of naming and classifying things such as animals and plants into groups within a larger system, according to their similarities and differences.
In practice, a good taxonomy should be simple, easy to remember and easy to use.
Example

Bloom's taxonomy is a classification system of educational objectives based on the level of student
understanding necessary for achievement . Teachers can identify the level of chosen classroom objectives
and create assessments to match those levels
Main Focus of Bloom’s taxonomy

The main focus of Bloom’s Taxonomy is to improve student learning and thinking.
What is Bloom’s taxonomy and where did it come from?

1948: Benjamin Bloom and a group of psychologists studied classroom activities and goals teachers has while planning these activities.
Through this study three domains were concluded:
Cognitive Domain (thinking)
Affective Domain (feeling)
Psychomotor Domain(doing)
Cognitive Domain was split into a hierarchy of 6 thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation
1956: Original Bloom’s Taxonomy is published
 1995: Lorin Anderson, a former
student of Benjamin Bloom, led
another team of psychologists in
revising the original Bloom’s
Taxonomy to represent the 21st
century.
 Changes occurred in terminology,
structure, and emphasis.
 2001: The final revision of
Bloom’s Taxonomy was
published.
Terminology Changes

 Bloom’s six categories were changed from

noun to verb forms
 Thelowest level of the original ,knowledge
was renamed and become remembering
 Comprehension and synthesis were retitled
to understanding and creating
Structural Changes

 Bloom’s original cognitive taxonomy was one dimensional

form.
 With the addition of products, the revised bloom’s
taxonomy takes the form of two-dimentional table
 One of the dimension identifies “The Knowledge
Dimension” (or the kinds of Knowledge to be learned )
 Second identifies The Cognitive Process dimension (or the
process used to learn)
Two-dimentional table

 The Knowledge  The Cognitive process

Dimension Knowledge
1. Factual Knowledge 1. Remember
2. Conceptual Knowledge 2. Understand
3. Procedural Knowledge 3. Apply
4. Meta-Cognative 4. Analyze
Knowledge 5. Evaluate
6. Create
Changes in Emphasis

 USE: More authentic tool for curriculum

planning, instructional delivery and
assessment
 Aimed at broader audience
 Easily applied to all levels of education
 Revision emphasizes explanation and
description of subcategories
Cognitive Domain

Knowledge/ Remembering: The learner is able to recall, restate and remember learned information.
1.Recognizing
2.Listing
3.Describing
4.Identifying
5.Retrieving
6. Naming
7.Locating
8.Finding
Knowledge/ Remembering: Activities/ Examples
Comprehension/ Understanding

The learner grasps the meaning of information by interpreting

and translating what has been learned.
 Interpreting
 Exemplifying
 Summarising
 Paraphrasing
 Classifying
 Comparing
 Explaining
  
Comprehension/ Understanding: activities/ Examples

 Write a brief outline to explain this story to someone else.

 Write a summary report of the event.
 What do you understand by…..
 Paraphrase this chapter in the book.
 Retell the story in your own words.
 Outline the main points of this chapter.
 Application/ Applying

 The learner makes use of information in a context different from the one in which it was learned.
 Implementing

 Carrying out
 Using

 Executing

 Verbs
 Translate

 Illustrate

 Calculate

 Make

 Practice

 Apply
Application/ Applying: Activities/
Examples
 Make a model to illustrate an event
 Write a diary entry
 Make a scrapbook about the area of study.
 Make a topographic map
 Take and display a collection of photographs on a particular topic.
 Make up a puzzle or a game about the topic.
 Dress a doll in national costume.
 Make a clay model…
 Continue the story…
 Analysis/ Analyzing

The learner breaks learned information into its parts to best understand that information.
 Comparing
 Organizing
 Deconstructing
 Outlining
 Finding
 Structuring
 Integrating
Verbs
 Compare & Contrast
 Survey
 Detect
 Group
Analysis/ Analyzing: Activities/
Examples
 Design a questionnaire to gather information.
 Survey classmates to find out what they think about a topic and analyze the
results.
 Classify the actions of the characters in the book
 Construct a graph to illustrate selected information.
 Make a family tree showing relationships.
 Write a role play about the study area.
 Write a biography of a person studied.
 Prepare a report about the area of study.
Synthesis/ Creating
The learner creates new ideas and information using what has been previously
learned.
 Designing
 Constructing
 Planning
 Producing
 Inventing
 Devising
 Making
 Verbs
 Devise
 Propose
 Construct
 Plan
Synthesis/ Creating: Activities/
Examples
 Design a puzzle/ riddle.
 Come up with a solution of this problem.
 Suggest different ways to assess this task.
 Develop a proposal on a topic.
 Evaluation/ Evaluating
The learner makes decisions based on in-depth reflection, criticism and
assessment.
 Checking
 Hypothesising
 Critiquing
 Experimenting
 Judging
 Testing
 Detecting
 Monitoring
Verbs
 Judge
 Validate
 Reject/ defend
 Evaluation/ Evaluating: Activities/
Examples
 Write a letter to the editor
 Prepare and conduct a debate
 Prepare a list of criteria to judge this task.
 Write a speech arguing for/against…
 Make a booklet about five rules you see as important to be an
effective teacher. Convince others.
 Write a letter to HoD advising on changes needed.
 Write a half-yearly report.
 Evaluate the character’s actions in the story.
 Affective Domain
 An individual’s emotions, attitudes, appreciations, interests, and/or
values about “something” or someone
 Deals with attitudes, beliefs, behaviors, emotions and how much
value an individual places on something.
 Considered the most difficult domain to evaluate.
 Consists of five levels from simple to complex.
 Receiving

 Responding

 Valuing

 Organization

 Characterization
 Levels of Affective Domain
Level Description Verbs Objective
r

Receiving Being aware of, or attending to Listen Listen

something in the environment. Notice attentively to
Tolerate class
introduction.
Responding Showing some new behavior as a Comply Enjoy Voluntarily help
result of experience. Follow set up the
multimedia.
Valuing Showing some definite Carry out Express Attend optional
involvement or commitment. class.

Organization Integrating a new value into one's Choose Select a class of

general set of values relative to Consider Prefer your own choice
other priorities. and enroll
yourself.
Characterization Acting consistently with the new Act on Depict Join sports club
 Psychomotor Domain
 Refers to the development of manipulative, sensory, and motor
skills.
 Physical activities involving gross and/or fine motor skills, such as
coordination, skill, strength, manipulation, and speed.
 Deals with skills, actions and manual manipulation.
 Consists of five (5) levels from basic to complex.
 Imitation
 Manipulation
 Precision
 Articulation
 Naturalization
 Psychomotor Domain
1. Imitation: repeated the example given by instructor or role
model.
2. Manipulation : practicing and creating his or her own style.
3. Precision : performs skill without mistakes.
4. Articulation: proficient and competent performance of skill with
style or flair/ feel & ability.
5. Naturalization: mastery level skill performance without
cognition/ awareness.
 Sometimes referred to as “muscle memory” or automatic.
 Psychomotor Domain
Level Description Verbs Example

Imitation Copy actions of another; Copy, follow, replicate, Watch teacher and repeat
observe and replicate repeat, adhere/obey actions, process, or
activity

Manipulation Reproduce activity from Recreate, build, perform, Carry out task from written
instruction or memory execute, implement or verbal instruction

Precision Execute skills reliably, Demonstrate, complete, Perform an activity with

independent of help show, perfect, calibrate/ expertise and to high
standardize quality without help

Articulation Adapt and integrate Construct, solve, combine, Relate and combine
expertise to satisfy a non coordinate, integrate associated activities to
standard objective develop methods to meet
varying

Naturalization Automated, unconscious Define, aim, develop, Two or more skills

mastery of activity and devise combined, sequenced, and
related skills and strategies performed consistently and
with ease. The
 Concept of taxonomy in testing
“Taxonomy Testing Overview”
 Taxonomies serve a purpose, and that purpose should be tested.
 All taxonomies, whether created by subject matter experts or
taxonomists, should be tested.
 Testing involves participants, as sample or representative users.
Testing can be simple and basic, or elaborate and thorough,
depending on situation.
 Different types of tests are appropriate for different stages of
taxonomy development. An inappropriate test or inappropriately
timed text can be a waste of time and money
 Taxonomy Testing Overview

  Different tests for different stages of taxonomy test

development
 Design and development phase: to test ideas
 Draft completion phase: to test usability/functionality
 Implemented taxonomy: to periodically test quality  
Assessment using Bloom’s taxonomy

 In teaching using Bloom’s taxonomy requires careful planning and developing

 To discuss creating assessment based on Boom’s taxonomy ,we will using
framework .
 Designing and implementing an assessment is first step of measuring and
assessing students skills .
 After presenting the information and practicing it, the teacher should then
provide them with an opportunity to practice using the material being taught
in class. For example, after teaching about Bloom’s taxonomy, the teacher
could go through six questions, one for each level, with the students.
Together, the class can construct appropriate answers as a way to help
students see what will be expected of them when they complete a Bloom's
Taxonomy assessment on their own.
Assessment using Bloom’s taxonomy

 Developing a rubrics is a second step .it can improve students performance and can
help students become thoughtful ,judges of the quality of their own and other’s work
 To fairly grade these questions, it is important that you create an effective rubric.
Your rubric should allow students to earn partial points depending on how complete
and accurate their questions are.

 When measuring students on higher levels ,we are developing rubrics. It is important
for the instructor to consider key are as in which to measure students.
 Using rubrics for assessment ,it is benefit to inform students that whether they are
right or wrong and to let them know where they are and where they need to be .
Solo Taxonomy

 The Solo stands for:

 S: Structure of
 O:Observered
 L:Learning
 O:Outcomes
Definition of Solo Taxonomy
 The structure of observed learning
outcomes(SOLO) taxonomy is a model that describes
levels of increasing complexity in students understanding
of subject. It encourages students to think about where
they are currently with there learning, and what they
need to do in order.
 Solo taxonomy provides a simple and robust way of
describe how learning out comes grow in complexity from
surface to deep understanding.
 MAIN FIVE STAGES OF SOLO TAXONOMY 

Pre-
structural

Uni-structural

Multi-structural

Relational

Extended Abstract
  PRESTRUCTURAL OF SOLO TAXONOMY

 This is the first stage – where students don’t

really have any knowledge or understanding of
the topic being studied. A student who is pre-
structural will usually respond with ‘I don’t
understand’
UNISTRUCTURAL OF SOLO TAXONOMY

 Moving on from pre-structural, students

who are unstructured have a limited
knowledge of the topic – they may just
know one isolated fact about the topic. So,
a typical response might be: ‘I have some
understanding of this topic’
 MULTISTRUCTURAL OF SOLO TAXONOMY

 Progressingfrom unistructural to multistructural

simply means that the student knows a few facts
about this topic – but is unable to link them
together. So a typical response might be ‘I know
a few things about this topic’ or ‘I have gathered
some information about this topic’.
RELATIONAL SOLO TAXONOMY

 With relational, we are starting to move

towards higher level thinking – students are
able to link together and explain several
ideas around a related topic. So a typical
student ‘relational response might be: “ I
can see the connections between the
information I have gathered’.
EXTENDED ABSTRACT OF SOLO
TAXONOMY
 The final and most complex level is extended
abstract. With this, not only are students able to
link lots of related ideas together, but they can
also link these to other bigger ideas and concepts.
So a student response at this level might sound
like: ‘By reflecting and evaluating on my learning,
I am able to look at the bigger picture and link
lots of different ideas together’.
 Why do I think you should use it?
 It is excellent for both formative and summative assessment. It makes learning
challenging but visible and provides a framework for progression.

 Its great for finding out what students know before you start and then at any point
there after progress can be checked.

 It is easy to use when planning lessons or a scheme of work as you can scaffold the
learning experiences for the outcomes (constructive alignment) at unistructural,
multistructural, relational and extended abstract levels.

 It supports metacognition: what am I doing? – how well is it going? – what should I do

next?

 Challenge can be provided through feedback and feed forward, which could be: teacher
to student, student to teacher and student to student.