Objectives:

at the end of the lesson, students are expected to:

• discuss the ways on how testing can be made Practical and
Efficient;
• appreciate the importance of each ways on how testing can be
made Practical and Efficient; through oral participation; and
• make a concept map about Practicality and Efficiency.
 Chapter 5:
Practicality
and Efficiency
Practic
ality
• Which means it should be use for the
improvement of instruction for outcome
assessment purposes.

• It also refers to intelligent utilization of

classroom time.
 Efficie
• To do something or produce something

ncy
without wasting any material time or
energy.

• The development, administration of

grading assessment with the less effort
of resource
 Ways on how testing
Familiarity with the method 1 can be made
2 Practical and
Time required
Ease of Scoring 3
efficient
4 Ease in Administration
Ease of Interpretation
6 Cost
Familiarity of the Method
While it is best that teachers utilize various
methods of assessment, it would be a waste of time and
resources if the teacher is unfamiliar with the method of
assessment. The assessment may not satisfactorily realize
the learning outcomes. The teacher may commit mistakes
in the construct or format of the assessment.
Consequently, the results would not be credible. Any
inference arising from the assessment results would not
be valid or reliable.
 Time Required
It may be easier said than done, but a desirable
assessment is short yet able to provide valid and
reliable results, Considering that time is a commodity
that many full-time teachers do not have, it is best that
assessments are quick to develop but not to the point of
reckless construction. Assessments should allow
students to respond readily but not hastily. Assessments
should also be scored promptly but not without basis. It
should be noted that time is a matter of choice - it
hinges on the teacher's choice of assessment method.
 Ease in
Administrati
Assessments should be easy to administer. To
avoid questions during the test or performance task.

that are vague willon

Instructions must be clear and complete. Instructions
confuse the students and they will
consequently provide incorrect responses. This may be a
problem with performance assessments containing long,
complicated directions and procedures. Students' efforts
are futile if directions are not expressed directly and
explicitly.
Ease Scoring
it is selected response formats are the
easiest to score compared to restricted and more
so extended-response essays. It also difficult to
score performance assessments like oral
presentations, research papers, and among others.
Selected response tests are objectively marked
because of each items has one correct or best
answer.
Ease Scoring
This contributes to the reliability of the test.
Performance assessment however make use of
rubrics and while this facilitates scoring, care
must be observed in rating to ensure objectivity.
According to McMillan 2007, it suggests that for
performance assessment, it is more practical to
use rating scales and checklist rather than writing
extended individualized evaluation .
 Ease of
In this, student are given a score that reflects their
Interpretation
knowledge, skills or performance. However, this is
meaningless if such score is not interpreted. Objective test are
the easiest to interpret. By establishing a standards. The teacher
is able to determine right away if a student passed the test.by
matching the score with the level of proficiency, teacher can
determine if the student reached the mastery or not. In
performance task, rubrics are prepared to objectively and
expeditiously rate students actual performance or product.
 Ease of
Interpretation
It reduces the time spent in grading because teachers
refer to the descriptors and performance levels in the rubrics
without the need to write long comments. Nonetheless, the
rubric would have to be shared with the students so that they
understand the meaning of the scores or grade given to them.
 Cost
Classrooms tests are generally inexpensive compared to
national or high- stakes tests. Hence, citing cost as a reason
for being unable to come up with valid and reliable tests is
simply unreasonable. As for performance task, example of
task that are not considerably costly are written and oral
reports, debates, and panel discussion. The student would
have to pay for their use of resources like computers and
copying facilities, among others.
 Cost
It is relevant to know that excessive testing may
just train student on how to take test but
inadequately prepares them for productive life as
an adult. It is paramount that other method or
assessment are used in lined with learning targets.
 Cost
It is recommended that one chooses the most
economical assessment. According to McMillan
2007, in his explanation of economy said “economy
should be thought of in the long run, and unreliable,
less expensive test or any assessment for that
matters, may eventually cost more in further
assessment”. In the school level, multiple choices
tests are still very popular especially in entrance
tests, classroom tests, and simulated board
examination.
Thank You
Any question ?