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Shaina Joice Portugal

Test construction involves developing valid and reliable assessments to measure student achievement of learning outcomes. A test should include a representative sample of questions that assess different cognitive levels, from basic knowledge to higher-order thinking. To guide test development, teachers create a table of specifications that maps learning outcomes to content areas and determines the distribution of question types. Following best practices like considering student level and test purpose helps ensure a test effectively evaluates what it intends to measure.

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28 views12 pages

Shaina Joice Portugal

Test construction involves developing valid and reliable assessments to measure student achievement of learning outcomes. A test should include a representative sample of questions that assess different cognitive levels, from basic knowledge to higher-order thinking. To guide test development, teachers create a table of specifications that maps learning outcomes to content areas and determines the distribution of question types. Following best practices like considering student level and test purpose helps ensure a test effectively evaluates what it intends to measure.

Uploaded by

Jhustin Agustin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LTS COMPONENTS:

Test Construction
Presented by: SHAINA JOICE MACABANTI PORTUGAL
BSN - 1B
Test
- It is a device used to obtain information.

- It is systematic series of questions or tasks designed


to measure knowledge, skills, performance, or similar
behavior of students. The main purpose is to yield
scores so that the level of achievement of different
students are compared (successfully accomplished).
The Purpose of Testing

• To assess how well students are achieving the stated


goals of the lesson.

• To provide the instructor with an opportunity to reinforce


the stated objectives and highlight what is important for
students to remember.
Characteristics of Good Test

Validity - the extent to which the test measures what it


intends to measure.

Reliability - the consistency with which a test


measures what is it supposed to measure
Table of Specification (TOS,)

• A two way chart that relates the


learning outcomes to the course content

•It enables the teacher to prepare a


test containing a representative
sample of student behavior in each of
the areas tested.
Tips in Preparing the Table of
Specifications (TOS)
• Don't make it overly detailed.

• It's best to identify major ideas and skills


rather than specific details.

• Use a cognitive taxonomy that is most


appropriate to your discipline.

• Weigh the appropriateness of the distribution of checks against the students' level, the
importance of the test, the amount of time available.
The Levels of Cognitive
The levels are the guiding posts in constructing test items.
Regardless of what type of teacher-made tests the teacher
will prepare, the items must follow the pattern set for
evaluation.
The following items are features of levels with regards to
the objectives of the lessons.
1. Knowledge
includes those objectives that deal with recall,
recognize facts, terminology, etc.
3. Application
it requires the pupils to use previously acquired
information in a setting other than the one in
2. Comprehension which it was learned

includes some level of understanding. It requires


the learners to change. the form of
communication to see the connection or
relations among parts of a communication
(interpretation) or draw a conclusion (inference).
4. Synthesis
objectives at this level require the pupils to
[produce somthing unique or original. Test
questions at this level require the pupils to solve
unfamiliar problems or combine parts to form a
unique or novel whole. 6. Evaluation
Under this objective, the learners are
required to form judgments about the
value of methods, ideas, people or
products that have a specific purpose.
5. Analysis
It requires the pupils to identify the logical errors
(point out the prediction or erroneous inference),
differentiate among facts, opinions, assumptions,
hypothesis or conclusions, dtraw relationships
among ideas or to compare and contrast.
Some Additional Guidelines to
Consider when Writing Items are
Described Below:
1 2 3
Avoid humorous items. Items should measure one's Write items to measure what
Classroom testing is very knowledge of the students know, not what they
important and humorous items item context not their level of do not know. (Cohen &
may cause students to either not interest. Wallack)
take the exam seriously, become
confused or anxious.
5 Most Commonly used Test Format

1. Multiple Choice
2. True or False
3. Matching Type
4. Fill-in the blanks (Sentence Completion)
5. Essay
thankyou for
listening!!

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