ASSESSMENT IN LEARNING 1

JEMER M. MABAZZA, PHD

 LESSON 4. PLANNING A WRITTEN TEST

A. Desired Significant Learning Outcomes

 In this lesson, you are expected to:
 Set appropriate instructional objectives for a written test; and
 Prepare a table of specification
 LESSON 4. PLANNING A WRITTEN TEST

B. Significant Culminating Performance Task and Success Indicators

 At the end of the lesson, you should be able to demonstrate your knowledge and skills in preparing a Test
Table of Specifications (TOS) reflective of appropriate instructional objectives. You are considered
successful in this culminating performance task if you have satisfied at least the following indicators of
success:
Performance Tasks Success Indicators
Select the right assessment objectives for a written In a set of competencies defined in the MELCs of a
test chosen subject area, you should be able to select the
right learning competencies that could be assessed
through a written test.
Design table of specifications for a written test Design a test table of specifications for one
quarterly test, covering the chosen competencies for
testing in the MELCs document referred to for
instruction.
 LESSON 4. PLANNING A WRITTEN TEST

C. What Need To Define The Test Objectives or Learning Outcomes Targeted for
Assessment
 Identify the intended learning outcomes in a course, where a written test is an appropriate
method to use.
 Learning outcomes are knowledge, skills, attitudes and values that every student
should develop throughout the course.
 Learning outcomes must be clearly articulated in lesson planning because it serves as the
basis for evaluating the effectiveness of the teaching and learning process determined
through testing or assessment.
 LESSON 4. PLANNING A WRITTEN TEST

D. What Are The Objectives For Testing?

 In developing a written test, the cognitive behaviors of learning outcomes are usually
targeted.
 For the cognitive domain, it is important to identify the levels of behavior expected from
the students.
 Traditionally, Bloom’s Taxonomy was used to classify learning objectives based on levels
of complexity and specificity of the cognitive behaviors.
 However, Anderson and Kratwohl, came up with a revised taxonomy, in which the nouns
used to represent the levels of cognitive behavior were replaced by verbs, and the
synthesis and evaluation were switched.
LESSON 4. PLANNING A WRITTEN TEST
 LESSON 4. PLANNING A WRITTEN TEST

E. Table of Specification (TOS)

 TOS, sometimes called a “test blueprint”, is a tool used by teachers to design a test
 A table that maps out the test objectives, contents or topics covered by the test; the levels
of cognitive behavior to be measured; the distribution of items, number, placement, and
weights of test items, and test format.
 Helps ensure that the course’s intended learning outcomes, assessments, and instruction
are aligned.
 The test TOS is important because it does the following:
1. Ensures that the instructional objectives and what the test captures match
2. Ensures that the test developer will not overlook details that are considered essential to a good test
 LESSON 4. PLANNING A WRITTEN TEST

3. Makes developing a test easier and more efficient

4. Ensures that the test will sample all important content areas and processes
5. Is useful in planning and organizing
6. Offers an opportunity for teachers and students to clarify achievement expectations
F. General Steps in Developing a Table of Specification
 Determines the objectives of the test
 Three Types of Objectives
1. Cognitive. Designed to increase an individual’s knowledge, understanding and
awareness
 LESSON 4. PLANNING A WRITTEN TEST

2. Affective. Aims to change an individual’s attitude into something desirable

3. Psychomotor. Designed to build physical or motor skills.
 There are objectives that are not meant for a written test and there are also cognitive
objectives that are sometimes better assessed through performance-based assessment

 Determines the coverage of the test

 Only topics or contents that have been discussed in class and are relevant should be
included in the test.
 Calculates the weight for each topic
 The weight assigned per topic in the test is based on the relevance and the time spent
to cover each topic during instruction.
LESSON 4. PLANNING A WRITTEN TEST
 LESSON 4. PLANNING A WRITTEN TEST

 The percentage of time for a topic in a test is determined by dividing the time spent
for that topic during instruction by the total amount of time spent for all topics
covered in the test
 Determines the number of items for the whole test
 To determine the number of items to be included in the test, the amount of time
needed to answer the items are considered.
 Determines the number of items per topic
 To determine the number of items to be included in the test, the weights per topic are
considered
LESSON 4. PLANNING A WRITTEN TEST
 LESSON 4. PLANNING A WRITTEN TEST

G. Different Formats of a Test Table of Specifications

 One-Way TOS
 Maps out the content or topic, test objectives, number of hours spent, and format,
number, and placement of items.
 Easy to develop and use because it just works around the objectives without
considering the different levels of cognitive behaviors.
 Cannot ensure that all levels of cognitive behaviors that should have been developed
by the course are covered in the test
LESSON 4. PLANNING A WRITTEN TEST
 LESSON 4. PLANNING A WRITTEN TEST

 Two-Way TOS
 Reflects not only the content, time spent, and number of items but also the levels of
cognitive behavior targeted per test content based on the theory behind cognitive
testing
 One advantage of this format is that it allows one to see the levels of cognitive skills
and dimensions of knowledge that are emphasized by the test.
 The format is complex than the one-way format.
LESSON 4. PLANNING A WRITTEN TEST
LESSON 4. PLANNING A WRITTEN TEST
LESSON 4. PLANNING A WRITTEN TEST
 LESSON 4. PLANNING A WRITTEN TEST

 Three-Way TOS
 Reflects the features of one-way and two-way TOS
 Challenges the test writer to classify objectives based on the theory behind the
assessment.
 Shows the variability of thinking skills targeted by the test. However, it takes a much
longer to develop this type of TOS
LESSON 4. PLANNING A WRITTEN TEST