Unit 7

EDUCATIONAL ASSESSMENT
AND EVALUATION
(8602)
Prepared by
HUMA NAZ
Unit # O 7
Planning and Administering
Classroom Tests
Planning a Test
The main objective of classroom assessment is to obtain
valid, reliable and useful data regarding student learning
achievement.
Classroom tests and assessments can be used for the
following instructional objectives:
Pre-testing
Test Specifications
Pre Testing
Tests and assessments can be given at the beginning
of an instructional unit or course to determine:-
weather the students have the prerequisite skills
to what extent the students have already achieved
the objectives
ii. During the Instruction Testing
 provides bases for formative assessment
 monitor learning progress
 detect learning errors
 provide feedback for students and teachers
CONT…
iii. End of Instruction Testing
 measure intended learning outcomes

 used for formative assessment
 provides bases for grades, promotion etc
Test Specifications
In testing, table of specification is the blueprint of the
assessment which specifies.
Percentages and weightage of test items and measuring
constructs.
It includes constructs and concepts to be measured, tentative
weightage of each construct, specify number of items for
each concept, and description of item types to be
constructed.
CONT….
 Fulcher & Davidson (2009) divided test specifications into the following four
elements:
 Item specifications: Item specifications describe the items, prompts or

tasks, and any other material such as texts, diagrams, and charts which are
used as stimuli.
 Presentation Model: Presentation model provides information how the

items and tasks are presented to the test takers.
 Assembly Model: Assembly model helps the test developer to combine test
items and tasks to develop a test format.
 Delivery Model: Delivery Model tells how the actual test is delivered.
Scoring Essay Type Items
 A rubric or scoring criteria is developed to evaluate/score an essay
type item.
 A rubric is a scoring guide for subjective assessments. It is a set of
criteria and standards linked to learning objectives that are used to
assess a student's performance on papers, projects, essays, and
other assignments.
 Rubrics allow for standardized evaluation according to specified
criteria, making grading simpler and more transparent.
 A rubric may vary from simple checklists to elaborate
combinations of checklist and rating scales.
Name and describe five of the most important
factors of unemployment in Pakistan
CONT…
Administering the Test
1. Test Assembly
Assembly of the test comprises the following steps:
Group together all item of similar format
Arrange test items from easy to hard
Space the items for easy reading
 Keep items and their options on the same page of the test
Position illustrations, tables, charts, pictures diagrams or maps near
descriptions
Answer keys must be checked carefully
Determine how students record answers
Provide adequate and proper space for name and date
Test directions must be precised and clear
Test must be proofread to make it error free
Make all the item unbiased (gender, culture, ethnic, racial etc)
2. Reproduction of the Test
Manage printing of the test if test takers are large in
number
Manage photocopy from a proper/new machine
Use good quality of the paper and printing
 Retain original test in your own custody
Be careful while making sets of the test (staple
different papers carefully)
Manage confidentiality of the test
3. Administration of the Test
Maintain a positive attitude for achievement
Maximize achievement motivation
 Equalize advantages to all the students
Rotate distributions
Monitor students continuously
Minimize distractions
Give time warnings properly
Collect test uniformly
Count the answer sheets, seal it in a bag and hand it over to
the quarter concerned.
4. Test Taking Strategies
Students need to follow directions carefully.
Students need to understand how to budget their time.
Students need to check their work.
For each item, students need to read the entire test item and all the
possible answers very carefully.
Answer the easier questions first and persist to the end of the test.
Students need to make educated guesses.
Use test item formats for practice.
 Review the practice items and answer choices with students.
 Practice using answer sheets.
5. Steps to Prevent Cheating
Take special precautions to keep the test secure

Students should be provided sufficient space
Use special seating arrangements while placing the students for the test
Create and maintain a positive attitude concerning the value of tests
Scoring the Test
Scoring Objective Test Items
Scoring Key
A scoring key can be made by marking the correct answers on a blank

copy of the test.
Scoring Objective Test Items
Scoring Stencil
When separate answer sheets are used, a scoring stencil is more
convenient
Scoring Criteria
 In scoring objective tests, each correct answer is usually
counted as one point.
 If some items are counted two points, some one point, and
some half point, the scoring will be more complicated without
any accompanying benefits.
 When students are told to answer every item on the test, a
student’s score is simply the number of items answered
correctly.
Computing item difficulty
The difficulty of a test item is indicated by the percentage of
students who get the item right.
we can compute item difficulty (P) by means of following
formula:
P=(R/T)x 100
R = the number of students who got the item right
T = equals the total number of students who tried the item.
Scoring Essay Type Test Items
According to N.E. Gronlund (1990) the chief
weakness of the essay test is the difficulty
of scoring.
The objectivity of scoring the essay questions

may be improved by following
a few rules developed by test experts.
1. Prepare a scoring key in
advance
The scoring key should include the major points of the acceptable
answer, the feature of the answer to be evaluated, and the weights
assigned to each.
We can prepare a scoring key for the question as follows:
1) Outline of the acceptable answer

2) Main features of the answer and the weights assigned to each
Content: Allow 4 points to each elements of teaching.
Comprehensiveness: Allow 2 points.
Logical organization: Allow 2 points.
Irrelevant material: Deduct upto a maximum of 2 points
and so on….
2. Use an appropriate scoring
method
There are two scoring methods commonly used by the classroom
teacher. The point method and the rating method.
The point method: The teacher compares each answer with the
acceptable answer and assigns a given number of points in terms of how
will each answer approximates the acceptable answer and it is suitable for
restricted response questions.
The rating method: The teacher reads each answer and places it in one
of the several categories according to quality. For example, the teacher
may set up five categories: Excellent – 10 points, good – 8 points,
average – 6 points, weak – 4 points and poor – 2 points.
This method is suitable in an extended response type of question

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EDUCATIONAL ASSESSMENT

 measure intended learning outcomes

 Item specifications: Item specifications describe the items, prompts or

 Presentation Model: Presentation model provides information how the

Take special precautions to keep the test secure

A scoring key can be made by marking the correct answers on a blank

The objectivity of scoring the essay questions

1) Outline of the acceptable answer

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