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DEPARTMENT OF TEACHER EDUCATION

LEARNING MODULE IN EDUC 75– ASSESSMENT OF STUDENT LEARNING 1

Lesson 7
Learning Outcomes:
1. Develop a classroom assessment tools for measuring learning outcomes,
2. Understand and apply the guidelines in making Table of Specifications;
3. Follow the steps in constructing assessment tools
LESSON 7: Developing of Classroom Assessment Tools for Measuring Learning
Outcomes.
Dictated by tradition, assessment in a classroom environment is associated largely
when teacher-led testing that focuses on the measurement of what the learners have
achieved as a result of instruction. Have classroom testing more commonly lends itself to
assessment of learning that basically qualifies the amount of content and skills learning for
grading purposes. Theoretically , the development of this type of test has been based on
subject- centered measurement which locates individuals on a quantitative continuum read
respect to a psychological construct (Crocker and Algina). The construct targeted to be
measured is achievement which refers to what the students obtained as a result of
instruction. Features, however, can use testing for different purposes and this basically
determines if design.
Assessment environment is accountability focus as it reflects the success of the
teacher and learners in the teaching learning process. The test results can be inferred do
speak of how well the learners have studied hard and hurdle the subject or course and the
teachers, of how effectively well they have delivered instruction. Teachers use other testing
as their principal means to arrive at objective measures of students performance, practice
also well accepted by the stakeholders.

A. Planning the Test

The process of test construction for classroom testing applies the same initial steps
in the construction of any instrument designed to measure a psychological construct. The
figure below illustrates these common steps shared by various authorities (Crocker and
Algina; Miller, et.al. 2009; Russel and Airasian, 2012).
A. Planning Phase - where purpose of the test is identified, learning outcomes to be
assessed are clearly specified and lastly a table of specification is prepared to
guide the item construction phase.
B. Item Construction Phase - Where test items are constructed following the appropriate
item format for the specified learning outcome of instruction.
C. Review Phase - where items are examined by the teacher or his /her peers, prior to
administration based on judgment of their alignment to content and behavior
components of the instructional competencies, and after administration, based
on analysis of students performance in each item.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

Phase 1 is the focus of this chapter while Phase B and C will be treated in the succeeding
chapters.

Identify purpose
of test

Specify learning
outcomes to be
A. Planning Phase
assessed

Prepare test
specifications

B. Item Construct
Construction Phase pool of Items

C. Review
Review Phase
and
Revise Items

Test Development Process for Classroom Tests

B. Identifying Purpose of Test
Testing and assessment mechanism aims together valid and reliable information
useful to both learners and teachers for formative as well as summative purposes.
Classroom formative assessment seek to uncover that what students know and can do to
get feedback on what they need to alter or work on further to improve their learning .
Teachers on the other hand, can use the results to map out their pedagogical moves to
improve teaching learning for appropriate mentoring. Feedback provided is used primarily to
address specific student learning problems while instruction is still in progress. With this
formatting purpose of testing, the behaviors to be tested as well as how the items can be
constructed will matter.
Multiple choice items, for instance, lend themselves well in 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 students are likely to commit.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 Alternatives are destructors in selected response items can be in terms of popular
falsehood , misconceptions , misinterpretations, or inadequately stated principles students
may likely adapt. By obtaining the option plus ability of the destructors, the teacher can
identify what to reinforce in the lesson follow up based on the most frequently chosen error.
This clearly illustrates a formative use of a classroom test for diagnosis given during the
instructional process. For this purpose in mind, the teacher carefully selects the relevant
content or skills to be covered in a test .
Given at the end of the instructional process, a test takes a different purpose the test.
the test considers the plan competencies to be developed in the unit of work period
consequently, the learners spend enormous time reviewing, recalling or re learning their past
lessons prior to testing period their test motivation is contingent on the say they put on
testing, to “pass the test”, to “pass the course “, or two 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 stakeholders. Rigor and the
selection of learning competency is to be tested is determined by the teacher's purpose in
giving the test.
C. Specifying the learning outcomes
Assessment has changed considerably as advance occur in the field of educational
and cognitive psychology particularly in defining learning and its domains. Consequently, this
has influenced curriculum designing for various educational levels. Defining learning has
progress from being simply an accumulation of facts being able to allow the learner to
interpret and apply such facts to create new knowledge. Developments in the assessment of
learning have, of late, focus on multiple measures of student performance and reflecting
different levels of outcomes of teaching learning process. The efforts of curriculum makers
have recently and more seriously focused on defining learning standards in terms of
outcomes that spell out what learners should now and be able to do a long stablished
hierarchical levels of cognition. The learning outcomes communicate both specific content
and nature of task be performed. Assessment then becomes a quality assurance tool for
tracking student progress in attaining the curriculum standards in terms of content and
performance.
Process for assessment recognize and address different learning targets defined by
the intended outcomes ,knowledge of facts and information covered by the curriculum at
every level to various facets I'm showing understanding of them: what operating process or
skills they can demonstrate, what bigger and newer ideas they can form and arrived, they
nobody products and processes they can create including their authentic application in real
life.
Some of the tasks given at the end of instructional process focus on the
accomplishment of the learning outcomes demarcated in every unit of work designing the
curriculum. As mentioned previously, the learning outcomes progress from lowest cognitive
level to the highest level attainable for the grade. It will therefore followed an assessment
framework to be adopted would suggest the inevitable use of appropriate methods and

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

techniques for assessment . Each learning outcome when properly stated, defines a
behavior or task to be performed we didn't give in content area. How to elicit this behavior
through testing as part of the construction planning phase.
Classroom test need to be carefully planned to ensure that they truthfully and reliably
quantify what are intended to be measured. Doesn't intend to assess amount of students
learning at the end of an instructional period, e.g. weeks lesson, a unit, or semester or at the
end of a course? This type of test is suppose instructional assessment tool expected to
cover the curriculum standards of a subject or course, grade or year level in terms of
measurable and demonstrable student outcomes. It can also be used as a pre instructional
assessment tool which can diagnose what the learners know of the new lesson for
instructional adjustment on the part of the teacher. As important as these two assessment
purposes he is utilizing the test as a means to inform the learners how they are learning and
how they are progressing .
D. Preparing a Test Blueprint
Whatever the purpose of the test may be, a teacher must determine appropriately the
learning outcome to be assessed and how they will be assessed. These are the two most
significant elements a classroom teacher must competently be definite about when planning
for a test. Regardless of what subject area he or she is teaching , a classroom test covers
the learning outcomes intended and essential to be achieved within a unit or period of work,
in terms of cognitive skills our competency is to be performed and demonstrated.
To assure the preparation of a good tests , a test blueprint is commonly set up in a
two way table of specification (TOS) that basically spells out what will be tested and how it
will be tested to obtain the information needed . What covers two aspects: the content area
being covered and the target learning outcomes. These two aspects should sample the
intended curriculum standards for the subject or course 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
an balanced sampling of skills to be tested. The length of death should be able to sample
what students should know based on an outline of work and not unease of constructing
questions particularly for low level outcomes. The more important and learning outcome is,
the more likely will there be more points allotted to it. Macmillan (2007) Suggests some rules
of thumb in determining how many items are sufficient for good sampling. A minimum of then
items is needed to assess each knowledge learning target in a unit but which should
represent a good cross section of difficulty of items. However, if there are more specific
learning targets to be tested, at least five items would be enough for each one to allow for
criterion reference interpretation for mastery. Eighty percent (80%) correct of items for a
competency is unacceptable mastery criteria.
A Table of Specification (TOS) takes different forms depending on what the teacher
wants to show. With only one element, e.g. the objectives are skills, in the TOS, it's called a
one-way grid showing a plan for testing different learning outcomes within the same topic
area. One way TOS is often used for skill oriented subjects like language and reading or for
classroom format the tests focusing on specific skills.
E. Types of TOS
1. A simple one - way TOS
Objectives/Skills Number of Items/points
1. Identify the statements with errors in verb 10
use.
2. Supply the correct verb forms in a 10
paragraph
3. Prepare a News article reporting a past 20
school activity.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 Total Items/Points 40

2. Two-way TOS
Content Outcome/skill Test Format Number of Items
A. Verb Usage 1. Identify the Objective 10
statements with
errors in verb use.
2. Supply the correct Objective 10
verb forms in a
paragraph
B. Communicative 3. Prepare a News Performance 20
Writing article reporting a
past school activity.
Total Points 40

3. Expanded TOS
Objective Performance
Subject Area Outcome/skill Product
Alternate Form Gap Filling
Assessment
A. Verb Usage 1. Identify the 10 Items
statements with (25%)
errors in verb
use.
2. Supply the 10 Items
correct verb (25%)
forms in a
paragraph
B. 3. Prepare a 20 Points
Communicative News article (50%)
Writing reporting a past
school activity.
Total 40 Points (100%)
Rubrics for Grammatical Accuracy (1opts) and Clarity
of Message (10pts) can be used to evaluate the
article.

4. Others Forms of Test Specifications – TOS for a Mastery Test

Miller, Linn & Grolund (2009) has shown a way of preparing a fable and
specifications that breaks down a learning outcome covering a wider domain. This is done
when the purpose of testing is to determine in particular the source of difficulty in mastering
an outcome. Again this is quite useful and skills oriented subject areas like mathematics and
language. For instance language, the outcome demonstrates “use of correct subject verb
agreement” can be broken into more specific tasks for diagnostic purposes.
With this type of specifications, the teacher can easily detect the areas the learners
have gained master in and those which need additional instructional attention. Will also be
easy to set a mastery criterion (e.g. 80%) for a test planned this way. This is rarely used
however, testing.
Subject Type Instructional Objectives
Use of correct verb Use of correct verb
Number of Items
forms with forms with Plural
Singular subjects Subject
First Person Subj. 5 5 10
Second Person 5 5 10
Subj.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 Third Person Subj. 5 5 10
Total Items 15 15 30

Formula:
Item % = No. of Hours Taught (100) No. of Items = Item % (Total No. of Items)
Total No. of Hours Total Item %
5 (20)
5
20

20 (75)
100
15

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1