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Aliena Report

This document outlines the process of planning teacher-made examinations, emphasizing the importance of preparing a table of specifications and constructing test items that align with intended learning outcomes. It discusses the phases of test development, including planning, item construction, and review, while highlighting the role of assessments in providing feedback for both students and teachers. The document also stresses the need for careful planning to ensure that tests accurately measure the intended competencies and learning outcomes.

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21 views22 pages

Aliena Report

This document outlines the process of planning teacher-made examinations, emphasizing the importance of preparing a table of specifications and constructing test items that align with intended learning outcomes. It discusses the phases of test development, including planning, item construction, and review, while highlighting the role of assessments in providing feedback for both students and teachers. The document also stresses the need for careful planning to ensure that tests accurately measure the intended competencies and learning outcomes.

Uploaded by

cmmangubat20
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 6:

TEACHER-MADE
EXAMINATION
A. PLANNING THE
TEST
Intended Learning Outcomes

At the end of the lesson, students


are expected to:
Prepare a table of specifications for
a classroom test.
OVERALL TEST DEVELOPMENT PROCESS

• The purpose of test construction for classroom


testing applies the same initial steps in the
construction of any instrument designed to measure a
psychological construct.

• Planning Phase- purpose of the test is identifies


learning outcomes to assessed and clearly specified
and lastly a table of specifications is prepared to guide
item construction phase.
B. Item Construction Phase- where the test items are
constructed following the appropriate its format for the
specified learning outcomes of instructions.

C. Review Phase- where items are examined by the teacher


or his/her peers, prior administration based on judgement of
their alignment to content and behavior components of the
instructional competencies, and after administration, based
on an analysis of student performance in each item.
IDENTIFYING PURPOSE OF TEST
• Testing as an assessment mechanism aims to gather valid
and reliable information useful to both learners and teachers
for formative as well as summative purposes.

• Classroom formative assessment seek to uncover what


students know and can do to get feedback on what they
need to alter or work on farther to improve learning.
• Teacher on the other hand, can use the result
to map out their pedagogical moves to
improve teaching learning for appropriate
mentoring.
• Feedback provided is used primarily to
address specific student learning problem
while instruction is still in progress ( Russel
and Airasian,2012).
• Multiple-choice items, lend themselves well
in the detecting and diagnosing the source
of difficulty in terms of misconceptions and
areas of confusion.

• Each option or alternative can represent a


type of error that student are likely to
commit.
Here’s a very simple illustration of multiple- choice items with
distractors selected to represent possible errors ofstudents:

1. Item: 9/12 – 2/4 =

A. 7/8 (Error in getting difference in both numerator and


denominator.
B. 3/12 (Correct option)
C. 4/12 (Error in changing dissimilar fractions to similar ones)
D. 6/12 (Error in getting difference between similar fractions)
• The test considers the planned competencies to be
developed in the unit of work.
• Their test motivation is contingent on stake they
put on testing, to “pass the test”, to “pass the
course” or to “get high grades”.
• Many teachers conveniently use testing as their
sole means to arrive at objective measures for
evaluating students’ performance and later, for
communicating grades to stakeholder.
SPECIFYING THE LEARNING OUTCOMES
• Assessment has changed considerably as advances occur
in the field of educational and cognitive psychology
particularly in defining learning and its domain.

• Defining learning has progressed from being simply an


accumulation of facts to being able to allow the learner
to interpret and apply such facts to create new
knowledge.
• The learning outcomes communicate both
specific content and nature of tasks to be
performed.

• Assessment then becomes a quality


assurance tool for tracking student progress
in attaining the curriculum standards in
terms of content and performance.
• Summative test given at the end of an
instructional process focus on the
accomplishment the learning outcomes
demarcated in every unit of work designed in
the curriculum.
• Classroom tests need to be carefully planned to
ensure that they truthfully and reliably
quantify what are intended to measured.
B. PLANNING THE
TEST BLUEPRINT
• The purpose of the test maybe, a teacher must
determine appropriately the learning outcomes to
be assessed and how they will be assessed.

• The curriculum dictates the instructional as well


as assessment strategies to be applied while
assessment informs both the curriculum and
instruction what decision to make to improve
learning.
• To assure the preparation of a good test, a
test is commonly set up in a two-way Table
of specifications (TOS) that basically spell
out needed.

• WHAT will be tested and HOW it will be


tested to obtain the information needed.
• WHAT covers two aspects: the content area (i.e
subject matter) being covered and the target
learning outcomes (i.e competencies).

• HOW specifies the test format i.e. the type of


assessment question or task to be used and the
item distribution to attain an effective and
balanced sampling of skills to be tested.
Individual Activity
Direction: Reflect on the lesson we have discussed (A. Planning the Test,
B. Planning the Test Blueprint). After that, provide a simple illustration of
multiple-choice item(any subject) with distractors selected to represent
possible errors of students.
Example:
1. Item: 9/12 – 2/4 =
A. 7/8 (Error in getting difference in both numerator and denominator.
B. 3/12 (Correct option)
C. 4/12 (Error in changing dissimilar fractions to similar ones)
D. 6/12 (Error in getting difference between similar fractions)
GROUP ACTIVITY
GROUP 1 GROUP 2
Create a poster, either Create a poetic
digital or non-digital, acrostic poem for the
which represents the word “TEST
overall process of BLUEPRINT”, then
planning the test. present it creatively.
References:
 https://www.scribd.com/presentation/782143601/CHAPTER-7-
PLANNING-THE-TEST

 https://www.slideshare.net/slideshow/planning-the-test/
35155082

 https://www.scribd.com/presentation/782146531/7grp-
CHAPTER-7-PLANNING-THE-TEST-t

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