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Steps in Developing Assessment Tools EDUC 7

The document outlines the steps in developing assessment tools, including examining instructional objectives, making a table of specification, and different formats for tables of specification. It discusses examining objectives, creating a two-way chart or table of specification detailing content and cognitive levels, and constructing test items.

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Leah Jean Polita
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45 views3 pages

Steps in Developing Assessment Tools EDUC 7

The document outlines the steps in developing assessment tools, including examining instructional objectives, making a table of specification, and different formats for tables of specification. It discusses examining objectives, creating a two-way chart or table of specification detailing content and cognitive levels, and constructing test items.

Uploaded by

Leah Jean Polita
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Steps in Developing Assessment Tools

1. Examine the instructional objectives of the topics previously discussed.


The first step in developing an achievement test is to examine and go back to the
instructional objectives so that you can match with the test items to be constructed.
2. Make a table of specification (TOS)
Table of Specification (TOS) is a chart or table that details the content and level of
cognitive level assess on a test as well as the types and emphases of test items (Garnis
and Grant 2008).

Preparing a Table of Specification

a. Selecting the learning outcomes to be measured.


b. Make an outline of the subject matter to be covered in the test.
c. Make the two-way chart as shown in the format 2 and format 3 of a Table of
Specification
d. Construct the test items.

Different formats of table of specification


Gronlund (1990) lists several examples and format on how a table of specification should
be prepared.
a. Format 1.

➢ Specific Objectives refer to the intended learning outcomes stated as specific objective
covering a particular test topic.

➢ Cognitive Level pertains to the intellectual skill or ability to correctly answer a test item
using Bloom’s Taxonomy of educational objectives.

➢ Type of Test Item identifies the type or kind of test a test item belongs to.

➢ Item Number simply identifies the question number as it appears in the test.
➢ Total Points summarize the score given to a particular test.

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 session for the unit: 10

Number of items = number of class session x desired total number of items


total number of class session

Number of items = 3 x 10
10
Number of items = 30
10
Number of topic for synthetic division = 3

b. Format 2 (One-way Table of Specification)


c. Format 3(Two-way Table of Specification)

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