Blueprint as a base In Building Better Teacher- Made Test

Milawati
Politeknik Negeri Madura
[email protected]

Abstract: teacher made test becomes popular in most rural nor urban school, since multiple
learning develop simultaneously during an educational experience. However, teacher often
reuse tests without analysing or revising them and seldom use statistical procedures to see how
a test or a test item is actually performing. Assesing students often means reaching for a test or
quiz that is already prepared, whether it be a test included a textbook or something another
teacher prepared. These aren’t neccessarily bad choices, but to make sure they are good
choices, the knowledgeable about the blueprint in making a teacher made test should be
known. This paper presents seven cornerstones of assessment, how to plan and how to make a
teacher made test blueprint. Knowing more about those issue will not only help the teacher to
assess the students more effectively, but it will also provide the teacher with a means of
evaluating the teaching learning process and help the teacher to produce test that will actually
motivate the students to learn.

Keywords : teacher made test, seven cornerstones, plan, blueprint.

Introduction

Even though many English as a Foreign Language (EFL) programs use Communicative
Language Teaching, all too often their assessment methods do not correspond to this
approach. This was the situation that perhaps could find not only in rural schools, but also in
urban one in last decade. At the time, teachers were encouraged to utilize communicative
methods and make language instruction interactive and relevant to the students’ real-
world interests, but at the same time they were asked to assess their students with teacher
made test smuch as multiple choice questions and fill-in-the-blanks. As ETS (2006) Well-
constructed teacher-made tests can provide teachers with the means to gather evidence about
what their students know and can do, help instructors identify students’ strengths and
weaknesses, keep tabs on student learning and progress, help teachers plan and conduct future
instruction, motivate and shape learning and instruction, guide students toward improving
their own performances, gauge whether students are mastering district,state, and national
education standards and determine if students are prepared for the high-stakes state or district
tests. However, not all teachers pay attention on the validity and reliability of the test. Some of
them just take the item of test from many sources of handbook, internet, journal etc directly,
without any sufficient consideration on the validity and reliability og the test item they take. In
accord to those condition, this paper will briefly start discussion on seven cornerstones of
assessment, how to plan and construct a teacher made test blueprint, in order to guide them to
write a well constructed item test.

Key concepts and considerations

Roger (204) mentions seven key concepts ; usefulness, reliability, validity, practicality,
washback, authenticity and transparancy are cornerstones in testing that help to
ensure that a test is solid. Usefullness means that teacher should consider what the purpose of
 a particular assessment is and whether this purpose congruen with the students they are
testing and the course they are teaching. Reliability refers to the consistency of a test, indeed
if the teacher tests the students more than once using the same test, the result should be the
same, assuming that nothing else had changed. Meanwhile, validity refers to a particular
instrument in fact measures what should be measured. For example: the teacher wants to
measure their students’ weight, the teacher can use human weight scale is valid, but if the
teacher uses another scale such as gold scale or rice scale will be not valid because it is not for
measuring human body. Figure shows an example of general information for the test
specification of a final exam for a higher education pre academic english language program
course.

General Test Information ---- Listening Test I

Purpose (why are you testing?) To test students mastery of listening for
level
I
Intended population (who are you testing?) Students in university second semester
Intended decisions / stakes (how important is High stakes – weighted as 40% of the final
the test for the course grade) grade

Listening : Multiple choice and short answer

Response format (what type of question will
you use? How will the test taker show
mastery of the objective?)

One test supervisor per 30 students

Number of examiners (how many people are
needed to administer the test? Are there any
restriction for test supervisor?)

Number and weighting of items / tasks (how Approximately

many question will there be on each part? Multiple choice : 35 %
How much will each part be worth for the Short answer : 65 %
overall grade of the test?)

Examination length (how much time will the Maximum of 00 minutes (5 minutes
assessment take overall? Is there a time @part)
length per section?)

Order of tasks (in what order will this Listening

sections be tested?)

Rating scale type (condition necessary for

making the exam) Listening (multiple choice and short answer)
: answer key agreed to before test (analytical
scale if necessary)

Reporting type ( how will the score be Single score (maximum 00%; pass mark 2
reported? As a whole score or per section? What is the passing grade?) 70%)

Figure . general test information of listening I

The next key concept is practicality which refers to how teacher friendly in given a test. It
includes the costs of test development and maintenance, time needed to administer and mark
the test, ease of marking, availability of suitably trained markers, and administration logistics.
Three others key concepts are washback, authenticity and transparancy. Washback
refers to the effects of testing on students, teacher, and the overall program. It can be positive
or negative washback. Next, authenticity means the tasks reflects real world situations and
contexts in which the language will be used to provide motivation for the students to perform
well. The last is transparency in which refers to the availability of information to students. In
this case, the students should aware of the skills, vocabulary and grammar they will be
expected to learn and a clear explanation of how these will be assessed.

How to plan teacher made test?

Planning teacher made test will give a systematical concept on what type of test, to whom it
will be tested, how much time the students should accomplished all the questions. As
Groundlund (998) and Khaahloe (2008) mention several item rules in teacher made test such
as to provide clear and understandable directions to students about how to respond, Be sure
the items themselves are clear (unambiguous) to students,provide intentional cues
regarding the correct response, use grammar and vocabulary consistent with the source of
instruction, keep reading level below students’ ability, format the item for efficient scoring, Be
sure content experts would agree on the correct answer and Write the item so that it measures
the specified learning target. Similarly, Ormrod (2008) has also proposed general guideline in
constructing teacher made test below:
Define tasks clearly and unambiguously
.Decide whether students should have access to reference materials
.Specify scoring criteria in advance
.Place easier and shorter items at the beginning of the instrument
.Set parameters for students’ responses

Creating a teacher - made test blueprint

est blueprints help the teacher over emphasizing one area or completely missing another area
that needs to be tested. Rogier (204) defines a blueprint as a tool to determine what is
important for the students to know and the relative weight of each area in relation to other
areas or skills being tested. At the same time, blueprint can help the teacher see that the
method used for assing matches the cohnitive demand that is intended. There are three ways in
making blueprint;
.listing the objective, the way they will be tested and how much of the total exam will
cover each area. For instance, listing the skill area (listening, reading, writing,
listening and grammar), the learning objective, the item/question type and the overall
percentage of important context of the test, see Figure 2.
2. Selecting a test that is already made and map it backward to see if it will fit the
teacher’s purpose or if items need to be added, adjusted or replaced. To map

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 backward the teacher may list each question, what it tests and the number of points it
worth.
3. Checking the content to be tested whether it is tested in the correct proportion to what
the teacher hope the students are learning.
Figure 3. shows sample questions that might be on a listening I test, the question has been
analyzed to determine the objectives being assesseed and the mix of item types being used.

Skill Learning Objective How objective will be tested Total

I
Listen and answer questions using
0
d %
short answer items
Listening
I
Listen and answer questions
0
d %
using short answer items
 dentify modal used 20 %
Listen and answer questions using short answer
and multiple choice items
identifying speaker’s method Listen and answer questions using 20 %
short answer and multiple choice
items

identifying the clue how speaker Listen and answer questions using 0%
follow certain conversation short answer items

figuring out missed information Listen and answer questions using 0%

multiple choice items

identifying idioms and phrasal Listen and answer questions using 20 %

verbs multiple choice items

Figure 2. List of the objective, the technique and the total number of item

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 Material Learning Objective Item Type of Item Cognitive Number of
Level Question
oral monologue Identify main idea of What is the main idea in Part A? C2 Part no , 3
Short answer
text (storm surge) oral monologue text . What is the main idea in Part B?
Identify key word of oral .What key words does the speaker repeat in Part Short answer C2 part no. 2
?
monologue text
oral monologue Identify condition isten to the dialogue, then complete the charts! Short C2 part 2 no , 2,
( tornado) nd possible result

oral dialogue dentify modal used . What does the girl mean when she says “ you ight want Multiple C2 part 3 no 3
to get some sleep before the next xam?” Choice
. The boy has to sleep before the next exam
. The boy should not sleep before the next exam
. The boy should probably try to sleep before the ext exam
. The boys want to sleep before the next exam.
. what does the boy say he should have done?
. What does the boy wish he could do?
Short C2 part 3 no , 2
answer

oral monologue (class dentifying speaker’s Short C2 Part 4 no

What is the speaker trying to convince you to do?
report) ethod answer C2 part 4 no 2
score 5)
Multiple
.Which three methods does the speaker use?
choice
score 7)
.She gives examples of the best adventure novels
.She suggests that you sail on a pirate ship

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 .She gives examples of why she thinks adventure
ovels are great.
.She asks you to imagine yourself in different
dventure scenes.
.She suggests that you read specific adventure
ovels.
.She compares adventure novels to other kinds of
ooks
oral dialogue dentifying the clue how isten to the dialogue, then write the answers! score 4) short answer C2 part 5 no , 2,
peaker follow .What books are the speakers talking about? 3. 4, 5
ertain conversation 2. Who has a copy of the book?
3. Why are his/her friends surprised?
4. How did he/she get the book?
5. What does he/ she think of the book?
oral monologue iguring out missed isten to the lecture, then circle the correct multiple C2 part 6 no , 2,
( History of the nformation nswer! (score 4) choice 3
telephone) .Which topic was discussed before the listening
passage?
a. The positive effects of cell phone use.
b. The negative effects of cell phone use.
c. The invention of cell phone
d. How many cell phones there are in the world.
2. Which topic was discussed during the
listening passage?
a. The history of cell phones
b. The negative effects of cell phone use
c. The best way to use cell phone
d. The most popular cell phones
3. Which topic will be discussed after the
listening passage?
a. The best brand of cell phone
b. Places to buy cell phones
c. The positive effects of cell phone use
d. Accidents caused by cell phone use

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oral monologue (Voice dentifying idioms and isten to the voice messages, then circle the best multiple C2 part 7 no , 2,
messages) hrasal verbs efinition for each idiom or phrasal verbs (score choice 3, 4, 5
)
Hang out
.Do laundry
.Spend time with somebody
.Leave the house
.Grab a bite
.Eat a meal
.Chew something
.Take something
.Stop by
.Go somewhere
.Leave somewhere
.Stop moving
.Be on for something
.Continue with plans for something
.Sit on something
.Go somewhere
. Head off
. Touch somebody’s head
. Leave
. Arrive
Figure 3. The Design Of Teacher Made Test Listening Comprehension Skill I

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 trategies for scoring teacher made test

Ormrod (2008) proposes strategies for scoring teacher made test, as it is escribed
as Specify scoring criteria in concrete terms, Unless specifically assessing rammar
skills, score grammar and spelling separately from the content of students’ esponses,
skim a sample of students’ responses ahead of time, score item by item rather han paper
by paper, try not to let prior expectations of students’ performance influence udgments
of their actual performance and keep students’ scores confidential. Figure 4. hows
sample of guidelines in scoring teacher made test that might be on a listening I est, there
will be a rubric and analytical scale to count students’ score.
PART NUMBER OF SCORING r
TYPE OF ITEM ITEM e
2. 3 if the answer is correct and the reason l
Short have relation with the question, the score a
answer will be scored 4 if the answer is correct, t
but the reason do not have any i
relationship with the question will be o
score 2 n
if the answer is not correct as well as the s
reason will be got no score or get score 0 h
if there is no answer and reason at all i
will get score 0 p
if the answer is correct and the reason
2, 3 have relation with the question, the score
short answer will be scored 4 if the answer is correct,
but the reason do not have any
relationship with the question will be 8
score 2
if the answer is not correct as well as the
reason will be got no score or get score 0
if there is no answer and reason at all
will get score 0
if the answer is correct and the reason
have relation with the question, the score
2 will be scored 4 if the answer is correct,
short answer but the reason do not have any
relationship with the question will be
score 2
if the answer is not correct as well as the
reason will be got no score or get score 0
if there is no answer and reason at all
will get score 0
for each correct item will score 4 for
each incorrect item will get no score or
score 0
if the answer is correct and the reason
Multiple choice have relation with the question, the score
item will be scored 5 if the answer is correct,
but the reason do not have any
short answer
 with the question will be score 2,5
if the answer is not correct as well
as the reason will be got no score or
get score 0
if there is no answer and reason at
all will get score 0
multiple choice for each correct item will score 7
for each incorrect item will get no
score or score 0
Short answer 2,3,4,5 if the answer is correct and the
reason have relation with the
question, the score will be scored 4
if the answer is correct, but the
reason do not have any relationship
with the question will be score 2
if the answer is not correct as well
as the reason will be got no score or
get score 0
if there is no answer and reason at
all will get score 0
Multiple choice 2, 3 for each correct item will score 4
for each incorrect item will get no
score or score 0
multiple choice 2, 3, 4, 5 for each correct item will score 7
for each incorrect item will get no
score or score 0
igure 4. Guideline for Scoring teacher made test on listening I

Conclusion
n summary, by reflecting on the test used by the teacher, how they are eveloped
and the results obtained from them, testing will not become so complex or eyond
comprehension. Indeed, it will provide students with a better experience,
mpowering them as learners instead of instilling fear of tests. In other words, blueprint
ay lead the teacher to write a well constructed teacher made test which, then, can be sed
to diagnose students’ difficulties in the teaching and learning process, to give score n
certain’s ability, to certify and monitor the education standard (ETS, 2006).
ommonly, it is done periodically for all subjects in order to improve the teaching
earning process and decide as a parameter whether the teaching learning process is
uccessfully done or not.

eferences

aklen, L. 995. Fun and challenging puzzles . Unpublished test. Whicita : Whicita
tate University.
--------, 2006. Paper and pencil assessment as an effective method . Retrieved on
ttp://www.psc-cfp.gc.ca/ppc-cpp/acs-cmptnc-evl-cmptnc/pp-instrmnt-pc-
ng.htm.(April 02, 202 at 0.PM).
TS. 2006. Unlocking the power of teacher made test . Retrieved on
ttp://www.ets.org/letstalk. (November th, 204 at 8Pm).
rmrod, Jeanne Ellis. 2008. Educational Psychology: Developing Learners, sixth
dition. New Jersey: Pearson education, Inc.

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 ronlund, N. E. 998. Assessment of tudent Achievement (7th editio n). UK: Allyn and
acon.
haahloe. 2008. The Use of Alternative Assessment in Institution Higher Education in
esotho. Lesotho : Lesotho College of Education.
ogier, dawn. 204. Assessment Literacy For Better Teaching Learning. U.S Embassy :
nglish Teaching Forum Vol 52 no 3, 204.