DESIGNING & DEVELOPING CLASSROOM

ASSESSMENT TOOLS
3. Use appropriate test items.

• The test items constructed must be

Teachers- primary assessors of students. appropriate to measure learning
outcomes.

Teachers Design Assessment Tools (2 broad

purposes) 4. Make test valid and reliable.
1. To collect information that will inform • The teacher must construct a test
classroom instruction. that is valid so that it can measure
what it is supposed to measure
2. to monitor students’ progress towards
from the students.
achieving year-end learning outcomes.

• The test is reliable when the scores of

the students remain the same or
GENERAL PRINCIPLES OF TESTING
consistent when the teacher gives
Ebel and Frisbee (1999) as citied by Garcia the same test for the second time.
(2008) and Gabuyo (2012) listed five basic
principles that should guide teachers in
assessing the learning progress of the 5. Use test to improve learning.
students and in developing their own
assessment tools. • The test scores should be utilized by
the teacher properly to improve
learning by discussing the skills or
competencies on the items that have
1. Measure all instructional objectives.
not been learned or mastered by the
• When a teacher construct test items learners.
to measure the learning progress of
the students, they should match all
the learning objectives posed siting
instruction

• That is why the first step in

constructing a test is for the teacher
to go back to the instructional
objectives.

2. Cover all the learning tasks.

• The teacher should construct the test

that contains a wide range of
sampling of items.
PRINCIPLES OF HIGH QUALITY ASSESSMENT 3. Performance Assessment.

The learning outcomes must be Specific, • (Mueller, 2010) is an assessment in

Measurable, Attainable, Realistic and Time- which students are asked to perform
bound (SMART). real-world tasks that demonstrate
meaningful application of essential
knowledge and skills.
APPROPRIATENESS OF ASSESSMENT TOOL

The type of test used should always match 4. Portfolio Assessment.

the instructional objectives or learning
• It is an assessment that is based on
outcomes of the subject matter posed during
the systematic, longitudinal
the delivery of the instruction.
collection of student work created in
response to specific known
instructional objectives and evaluated
1. Objective Test
in relation to the same criteria
• It is a type of test that requires (Ferenz, K., 2001).
student to select the correct
response from several alternatives or • Portfolio is a purposeful collection of
to supply a word or short phrase to student’s work that exhibits the
answer a question or complete a students’ efforts, progress and
statement achievements in one or more areas
over a period of time.
It includes true-false, matching type, and
multiple-choice questions.
• It measures the growth and
• The word objective refers to the development of students.
scoring, it indicates that there is only
one correct answer. 5. Oral Questioning.

• This method is used to collect

2. Subjective Test. assessment data by asking oral
questions.
• It is a type of test that permits the
students to organize and present an • The most commonly used of all forms
original answer. of assessment in class, assuming
It includes either short answer questions or that the learner hears and shares the
long general questions. use of common language with the
teacher during instruction.
• This type of tests has no specific
answer. Hence, it is usually scored on • The ability of the students to
an opinion basis, although there will communicate orally is very relevant
be certain facts and understanding to this type of assessment.
expected in the answer.
 • This is also a form of formative DIFFERENT QUALITIES OF ASSESSMENT
assessment. TOOLS

1. Validity
6. Observation Technique.
• refers to the appropriateness of
• The teacher will observe how score-based inferences; or decisions
students carry out certain activities made based on the students’ test
either observing the process or results.
product.
• The extent to which a test measures
2 types:
what it’s supposed to measure.
(1) Formal observations - are planned in
advance like when the teacher assesses oral
2. Reliability
report or presentation in class.
• refers to the consistency of
(2) Informal observation - is done
measurement; that is, how consistent
spontaneously, during instructions like
test results or other assessment
observing the working behavior of students
results from one measurement to
while performing a laboratory experiment in a
another.
biology class and the like.

3. Fairness
The behavior is systematically monitored,
described, classified, and analyzed. • means the test items should not have
any biases.

7. Self-report • It should not be offensive to any

examinee subgroup.
• The responses of the students may be
used to evaluate both performance
• A test can only be good if it is fair to
and attitude.
all the examinees.
Assessment tools could include sentence
completion, likert scales, checklists, or
4. Objectivity
holistic scales.
• refers to the agreement of two or
more raters or test administrators
concerning the score of a student

• . If the two raters who assess the

same student on the same test
cannot agree on the score, the test
lacks objectivity and neither of the
score from the judges is valid.
5. Scorability STEPS IN DEVELOPING ASSESSMENT TOOLS

• means that the test should be easy to 1. Examine the instructional objectives of the
score, direction for scoring should be topics previously discussed.
clearly stated in the instruction.
2. Make a Table of Specifications (TOS)

• Provide the students an answer sheet 3. Construct the test items.

and the answer key for the one who
4. Assemble the test items.
will check the test.
5. Check the assembled test items.
6. Adequacy 6. Write directions.
• means that the test should contain a 7. Make the answer key.
wide range of sampling of items to
8. Analyze and improve the test items.
determine the educational outcomes
or abilities so that the resulting
scores are representatives of the
total performance in the areas
measured.

7. Administrability

• means that the test result should be

administered uniformly to all
students so that the scores obtained
will not vary due to factors other than
differences of the students’
knowledge and skills.

8. Practicality and Efficiency

• refers to the teacher’s familiarity

with the methods used, time
required for the assessment,
complexity of the administrations,
ease of scoring, ease of
interpretation of the test results and
the materials used must be at the
lowest cost.
GENERAL PRINCIPLES OF TESTING TABLE OF SPECIFICATION (TOS)

• is a chart or table that details the

content and level of cognitive level
assessed on a test as well as the
types and emphases of test items

Below is an example of table of specifications

which is composed of the specific objectives,
the cognitive level, types of test used, the
item number and the total points needed in
each item.

1. Specific Objectives - refers to the

intended learning outcomes stated as
specific instructional objectives covering a
particular test topic.

2. Cognitive Level - pertains to the

intellectual skill or ability to correctly answer
a test item using Bloom’s Taxonomy of
educational objectives. We sometimes refer
to this as the cognitive demand of a test item.

3. Type of Test Item - identifies the type or

kind of test a test item belongs to.

• Example of entries in this column

could be “multiple- choice, true or
false, or even essay.”

4. Item Number - simply identifies the

question number as it appears in the test.

5. Total Points - summarize the score given to

a particular test.
 ASSESSMENT AVERAGE TIME TO OBJECTIVE TESTS
FORMAT ANSWER
True 0r False 30 seconds • Refers to any written test that
Multiple Choice 60 seconds required the examinee to select the
Multiple Choice of 90 seconds correct answer from among one or
higher level learning more of several alternatives or supply
objectives a word or two and that demands an
Short answer 120 seconds objective judgement when it is
Completion 60 seconds scored.
Matching 30 seconds per
response
Short Essay 10-15 minutes 1. MULTIPLE CHOICE – used t o m e a s u r e k
Extended Essay 30 minutes n o w l e d g e outcomes and other types of
Visual Image 30 seconds learning outcomes such as comprehension
and application.
ASSEMBLE THE TEST ITEMS
• It is the commonly used format in
a. Group all items with similar format measuring student achievements at
different levels of learning.
b. arranges test items from easy to difficult
3 PARTS:
c. Space the items for easy reading.
1. STEM – represents the problem problem or
d. keep items and options in the same page question usually expressed in completion
e. place illustrations near the descriptions. form or question form.

f. Check the answer key 2. KEYED OPTION – the correct answer

g. decide where to record the answer 3. INCORRECT OPTIONS/ ALTERNATIVES –

also called as distracters or foil.

Guidelines.

• There should be one correct or best

answer.
• List options in vertical order not a
horizontal order beneath the stem
• Arrange the options in logical order
and use capital letters to
• indicate each option such as A, B, C,
D, E.
• All options must be homogenous in
content to increase the level of
difficulty of an item.
• As much as possible the length of the
options must be the same or equal.
 • Avoid using the phrase “all of the • There should be more options that
above” descriptions or indicate in the
• ‣ Avoid using the phrase “none of the directions that each option may be
above” or “I don’t know” used more than once to decrease the
chance of guessing.

Advantages • There should be more options that

‣ Comprehensive descriptions or indicate in the
‣ Objective directions that each option may be
‣ Reliable used more than once to decrease the
‣ Efficient chance of guessing.
‣ Diagnostic
‣ Analytical
• ‣ Matching directions should specify
Disadvantages the basis for matching. Failure to
‣ Time-consuming indicate how matches should be
‣ Challenging marked can greatly increase the time
‣ Biased consumed by the teacher in scoring.
‣ Ambiguous
‣ Limited • ‣ Avoid too many correct answers.
‣ Restrictive

• ‣ When using names, always include

2. MATCHING TYPE - consists of two the complete name (first name and
columns. C o l u m n A c o n t a i n s surname) to avoid ambiguities.
descriptions and must be placed at the left
side while Column B contains the options • ‣ Use number for the descriptions and
and placed at the right side. capital letters for the options to avoid
confusions to the students that have
a reading problem.
Guidelines

• The descriptions and options must be • ‣ Arrange the options into

short and homogenous. chronological order or alphabetical
order.
• The descriptions must be written at
the left side and marked it with • ‣ The descriptions and options must
Column A and the options must be be written in the same page.
written at the right side and marked it
with Column B.
Advantages: ‣ Avoid using opinion-based statement, if it
cannot be avoided, the statement should be
• Easy to make.
attributed to somebody.
• Reduces guessing.
‣ Construct the statement positively. If
• Tests connections between facts. negatives cannot be avoided, bold negative
words or underline it to call the attention of
• Scores are clear and reliable.
the examinees.
• Covers more content.
‣ Avoid specific determiner such as “never”,
Disadvantages: “always”, “all”, “none” for they tend to appear
in the statements that are false.
• Focuses on recall.
‣ Avoid specific determiners such as “some”,
• Hard to select good pairs.
“sometimes”, and “may” they tend to appear
• Limited to basic understanding. in the statements that are true.

‣ The number of true items must be the same

with the number of false items.
3. TRUE OR FALSE - the examinees
determines whether the statement presented ‣ Avoid grammatical clues that lead to a
is true or false. correct answer such as the article (a, an, the)

• True or false test item is an example of ‣ Avoid statement directly taken from the
a “force-choice test” because there textbook.
are only two possible choices in this
‣ Avoid arranging the statements in a logical
type of test.
order such as (TTTTT, FFFFF, TFTFTF,
TTFFTTFF)
• True or false type of test is appropriate
in assessing the behavioral objectives ‣ Directions should indicate where or how the
such as “identify”, “select”, or students should mark their answers.
“recognize”.

Guidelines in Constructing True or False Test Advantages:

‣ Avoid writing a very long statement. • Covers more content quickly.

Eliminate unnecessary word(s) in the • Easy to create.
statement (be concise).
• Simple to score.
‣ Avoid trivial questions.
• Good for two-option questions.
‣ It should contain only one idea in each item
except for statement showing the relationship • More reliable than essays.
between cause and effect. Disadvantages:
‣ It can be used for establishing cause and • Tests basic thinking skills.
effect relationship.
• High chance of guessing (50%).
SUPPLY TYPE OR SUBJECTIVE TYPE OF TEST 2 KINDS of essay items

• require students to create and supply (1). Extended response

their own answers or perform a
(2). Restricted Response
certain task to show mastery of
knowledge or skills.
• It is also known as constructed
4. COMPLETION TYPE OR SHORT ANSWER
response test.
TEST
Suply type items or constructed response
• is an alternative form of assessment
tests are classified as:
because the examinee needs to
a. short answer or completion type supply or create the appropriate
word(s), symbol(s), or number(s) to
b. essay type items (restricted response or
answer the question or complete a
extended response)
statement rather than selecting the
answer from the given options.

Another way of assessing the performance of

the students is by using the performance-
2 WAYS of constructing completion type
based assessment and portfolio
assessment which are categorized under (1.) Question form - What are the incorrect
constructed response test. options in a multiple-choice item called?

(2.) Complete the statement form - The

incorrect options in a multiple-choice test
1. Subjective test item
item are called __________________.
• requires the students to organize and
present an original answer (essay
test) and performance task to show Guidelines for Completion/Short Answer
mastery of learning (performance- Tests:
based assessment and portfolio
• Require one clear answer.
assessment)
• Use precise language.
2. Essay Test
• Omit only key words, not too many.
• a form of subjective type of test.
Essay test measures complex • Place blanks at the end of
cognitive skill or processes. statements.

• Prefer direct questions over

• This type of test has no one specific
incomplete statements.
answer per student.
• Specify units for numerical answers.
• Opinion based
• Ensure answers are correct facts.

• Avoid grammar hints.

 • Avoid copying textbook sentences. TYPES OF ESSAY TEST

1. EXTENDED RESPONSE ESSAYS - An essay

that allows the students to determine the
Advantages:
length and complexity of the response
• Covers many topics quickly. (Kubiszyn and Borich, 2007).

• Easy and quick to prepare.

• Tests recall, not recognition. Example of Extended Response Essay

Questions:
• Reduces guessing.
1. Present and describe the modern theory of
• Covers more content than matching evolution and discuss how it is supported by
type. evidence from the areas of (a) comparative
Disadvantages: anatomy, (b) population genetics.

• Limited to short answers. 2. From the statement, “Wealthy politicians

cannot offer fair representation to all the
• Scoring can be difficult if unclear. people.” What do you think is the reasoning of
• Tests only basic cognitive skills. the statement? Explain your answer.

• Cannot assess complex skills.

• Scoring takes time. 2. RESTRICTED RESPONSE ESSAY

• An essay item that places stick limits

on both content and the response
5. ESSAY ITEMS given by the students.
• classified as non-objective tests, • In this type of essay the content is
allow for the assessment of higher usually restricted by the scope of the
order thinking skills. topic to be discussed and the
limitations on the form of the
response is indicated in the question.
• Such tests require students to
organize their thoughts on a subject
matter in coherent sentences in order
to inform an audience. Example of Restricted Response Essay
Questions:
• In essay tests, students are required 1. List the major facts and opinions in the first
to write one or more paragraphs on a state of the nation address (SONA) of Pres.
specific topic. Benigno C. Aquino, Jr. Limit your answer to
one page only. The score will depend in the
content, organization and accuracy of your
answer.
2. Point out the strengths and weaknesses of • Unreliable scores without clear
a multiple-choice type of test. Limit your criteria.
answer to five strengths and weaknesses.
• Covers limited content.
Explain each answer in not more than two
sentences.

PREPARING A TABLE OF SPECIFICATIONS

(TOS)
Guidelines for Essay Test Items:
• is a test map that guides the teacher
• Use for complex learning outcomes.
in constructing a test.
• Align questions with learning goals.

• Clearly define the task.

The simplest TOS consists of four columns:
• Write precise and focused questions.
§ Level of objective to be tested
• Require all students to answer the
§ Statement of objective
same questions.
§ Item numbers
• Indicate points and time for each
question. § Number of items and percentage
• Specify word, paragraph, or sentence
limits.

• Share the scoring criteria with

students.

Advantages:

• Easy to prepare and quick.

• Assesses higher-order thinking skills.

• Allows individual expression.

• Students can plan their answers.

• Reduces guessing.

• Reflects realistic tasks.

• Focuses on idea integration and

application.

Disadvantages:

• Subjective scoring.

• Time-consuming to grade and set

criteria.