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Assessment in Learning 1
 Module 4
Development of Tools for
Classroom-Based Assessment
Lesson 4.1
Planning a Test
 Learning Outcomes
At the end of the lesson, students must be able to

1.Construct a two-way table of specifications for a

classroom test
2.Construct different types of test according to major
field of specialization
Learning Time!

Planning a Test
Activity: ARRANGE ME!
Try-out and Validation

Preparing a Table of Specifications

Constructing Test Items

Identifying Test Objectives

Deciding on the Type of Objective Test

Activity: ARRANGE ME!
Identifying Test Objectives

Deciding on the Type of Objective Test

Preparing a Table of Specifications

Constructing Test Items

Try-out and Validation

1 Identifying Test
Objectives
 Identifying Test Objectives
 An objective test, if it is to be comprehensive, must
cover the various levels of Bloom’s taxonomy.

 Each objective consists of a statement of what is to

be achieved and preferably, by how many percent of
the students.
 Identifying Test Objectives
Example
Topic: Quadratic Equation

R : Define Quadratic Equation

U : Explain Quadratic Equation
Ap : Solve word problems involving QE
An : Differentiate LE from QE
E : Solve the created word problems
C : Create word problems involving QE
 Identifying Test Objectives
◦ Example
Topic: Subject-Verb Agreement (Grade 5 English)
R: Identify the subject and verb in a given sentence.
U: Determine the appropriate form of a verb to be used given the
subject of a sentence
Ap: Write sentences observing rules on subject-verb agreement
An: Break down a given sentence into its subject and predicate
C: Formulate rules to be followed regarding subject-verb
agreement
2 Deciding on the Type of
Objective Test
 Deciding on the Type of Test
 The test objectives dictate the kind of objective tests
that will be designed and constructed by the teacher.
Come up with assigning what type of test will best fit
with the given objectives
two general types can be utilized:
a. objective test items
b. non-objective test items
3 Preparing a Table of
Specifications
 Preparing a Table of Specifications

 A TOS is a test map that guides the teacher in

constructing a test.

Spells out WHAT will be tested and HOW it will be

tested to obtain the information needed.

The actual construction of the test items follow the

TOS.
 Preparing a Table of Specifications

 TOS has a two-way chart which describes the topics

to be covered by a test and the number of item, points
or percent which will be allocated to each topic.

It also focuses on the key areas and weights of those

different areas based on their performance.
 Preparing a Table of Specifications
Steps in preparing a two-way TOS:
1. List the coverage of your exam/test.
2. Determine the percentage of items in each topic (teacher’s prerogative).
3. Reflect the objectives for each topic
4. Determine total items to prepare in each topic.
5. Distribute items to level of objectives to be measured (teacher’s
prerogative).
6. Polish the items
Preparing a Table of Specifications
Example:
1. Basic Concepts in Assessment of Student Learning (4 hours or 4
meetings)
Objectives:
◦ Enumerates the major purposes of classroom assessment (Remembering)
◦ Gives at least two types of assessment (Remembering)
◦ Classifies a given statement according to terminologies used in
assessment (Understanding)
◦ Classifies a given statement according to roles/purposes of assessment
(Understanding)
◦ Differentiates the nature of terminologies used in assessment in one’s own
words (Analyzing)
Example:
2. Shift of Educational Focus (2 hours or 2 meetings)
Objectives:
◦ Formulates at least two learning outcomes statements from the given
educational objectives (Applying)
◦ Determines the section of the statement which makes it incorrect
(Analyzing)
3. The Outcome of Student Learning (3 hours or 3 meetings)
Objectives:
◦ Enumerates the three types of learning (Remembering)
◦ Classifies a given learning outcome statement according to the domain of
learning and to the specific level it belongs (Understanding)
Example:
4. Assessing Learning Outcomes (1 hour or 1 meeting)
◦ Explains the principles of good practice in assessing learning outcomes in
one’s own words (Understanding)
◦ Formulates at least three supporting student activities from a given task
(Applying)
Types of Test
Test I – Classification
Test II – Enumeration
Test III – Essay
Test IV – Statement Analysis
Test V – Application
       Level of Objectives  
  No. % R U Ap An E C Total
Content Meetings             Items
 
           
Basic
Concepts in      
Assessment 4 40.00 5 20 5 30
of Student
Learning
             
Shift of    
Educational 2 20.00  
6 9 15
Focus

             
   
The Outcome
of Student 3 30.00 3 20 23
Learning

Assessing
Learning 1 10.00   4 3       7
Outcomes
   
Total 10 100.00 8 44 9 14 75
Example:
◦ Item arrangement
R: Test II (1-8)
Test I: Identification (Classification)
U: Test I (A: 1-10, B: 1-10, C: 1-10) & Test II: Enumeration
Test III (2: 4 pts.) Test III: Essay
Test IV: Statement Analysis
Ap: Test V (A: 1-6, B: 1-3)
Test V: Application
An: Test III (1: 5 pts.) & Test IV (1-9)
4 Constructing Test
Items
 Constructing Test Items
Ask the following questions:
1.What are the objectives or desired learning outcomes of
the subject/unit/lesson?

2.What level of thinking is to be assessed (i.e.

remembering, understanding, applying, analyzing,
evaluating, and creating)? Does the cognitive level of the
test question match your instructional objectives or
Desired Learning Outcomes (DLOs)?
 Constructing Test Items
Ask the following questions:
3. Is the test matched or aligned with the course's DLOS
and the course contents learning activities?

4.Are the test items realistic to the students?

 Constructing Test Items
Major categories and formats of traditional tests:
1. Selected-response type
- Multiple Choice, True or False, Matching Type,
Analogy Test,
2. Constructed-response type
- Completion Test, Identification Test, Simple Recall
Test, Rearrangement Test, Essay
 Try-out and
5 Validation
 Try-out and Validation
The test is tried to a group of pupils or students.

The purpose of try-out is to determine the:

a. Item characteristics through item analysis.
b. Characteristics of the test itself-validity, reliability,
and practicality.
Planning A Test
Identifying Test Objectives

Deciding on the Type of Objective Test

Preparing a Table of Specifications

Constructing Test Items

Try-out and Validation

Thank You!

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