MODES OF ASSESMENT

A. Traditional Assessment
1. Assessments in which students select an answer or recall information to complete the
assessment. Test may be standardized or teacher made test, these tests may be
multiple-choice, fill-in-the-blanks, true-false, matching type.
2. Indirect measures of assessment since the test items are designed to represent
competence by extracting knowledge and skills from their real life context.
3. Items on standardized instrument tends to test only the domain of knowledge and skill
to avoid ambiguity to the test takers.
4. One-time measures to rely on a single correct answer to each item. There is a limited
potential for traditional test to measure higher order thinking skills.

B. Performance Assessment
1. Assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills (Jon Muelier).
2. Direct measures of students performance because task are design to incorporate
contexts, problems and solution strategies that student would use in real life;
3. Designed ill-structured challenges since trhe goal is ot help students prepare for the
complex ambiguities in life.
4. Focus on processes and rationales. There is no single correct answer, instead students
are led to craft polished, thorough and justifiable responses, performances and
products.
5. Involve long-range projects, exhibits, and performances are linked to the curriculum.
6. Teacher is an important collaborator in creating tasks, as well as in developing
guidelines for scoring and interpretation.

C. Portfolio Assessment
1. Portfolio is a collection of student’s work specifically selected to tell a particular story
about the student.
2. A portfolio is not a pile of student work that accumulates over a semester or year.
3. A portfolio contains a purposefully selected subset of student work.
4. It measures the growth and development of students.

THE KEY TO EFFECTIVE TESTING

Objectives: The specific statements of the aim of the instruction; it should express what
the students should be able to do or know as a result of taking the course;
the objectives should indicate the cognitive level, affective level and
psychomotor level of expected performance.

Instruction: It consists all the elements of the curriculum designed to teach the subject
including the lesson plans, study guide and reading and homework
assignment, the instruction should corresponds directly to the objectives.

Assessment: The process of gathering, describing or quantifying information about the

performance of the learner, testing components of the subject, the weight
given to different subject matter areas on the test should match with the
objectives as well as the emphasis given to each subject area during
instruction.
 Evaluation: Examining the performance of students and comparing and judging its
quality. Determining whether or not the learner has met the objectives of the
lesson and the extent of understanding.

INSTRUCTIONAL OBJECTIVES

Instructional Objectives play a very important role in the instructional process and the
evaluation process. It serves as guides for teaching and learning communicate the intent of the
instruction to others and it provide a guidelines for assessing the learning of the students.
Instructional objectives also known as behavioral objectives or learning objectives are statement
which clearly describe an anticipated learning outcome.

Characteristics of well-written and useful instructional objectives.

1. Describe a learning outcome.

2. Be student oriented-focus on the learner not on the teacher.
3. Be observable or describe an observable product.
4. Be sequentially appropriate.
5. Be attainable within a reasonable amount of time.
6. Be developmentally appropriate.

BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES

1. COGNITIVE DOMAIN call for outcomes of mental activity such as memorizing, reading,
problem solving, analyzing, synthesizing and drawing conclusions.

2. AFFECTIVE DOMAIN refers to a person’s awareness and internalization of objects and

stimulation, it focus on emotions.

PSYCHOMOTOR DOMAIN it focus on the physical and kinesthetic skills of the learner. This domain
is characterized by the progressive levels of behaviors from observation to mastery of physical
skills.

Bloom’s cognitive Taxonomy

Bloom indentified six levels within the cognitive domain from simple recall of facts as the
lowest level through increasingly more complex and abstract mental level, to the highest level that
can classified as evaluation. Verb samples for stating specific learning outcomes that represent
intellectual activity on each level are presented her.

1. Knowledge – recognizes student’s ability to use rote memorization and recall facts.
Verb sample: define, name, recognize, repeat, list, label, memorize, select, cite, reduce,
state.
Test questions focus on the identification and recall of information.

2. Comprehension – involves students’ activity to read subject matter, extrapolate and

interpret important information and put other ideas to their own words.
Verb samples: describe, classify, explain, discuss, express, indentify, translate, restate,
review, give examples, interpret, summarize.
Test questions should focus on the use of facts, rules and principles.
 3. Application – students take new concept and apply the to another situation.
Verb samples: construct, arrange, compute, discover, show, relate, produce, prepare,
predict, solve, dramatize, interpret.
Test questions focus on applying facts or principles.

4. Analysis – students have the ability to take new information and break it down into
parts to differentiate between them.
Sample verbs: determine, differentiate, distinguish, estimate, point out, discriminate,
categorize, compare, criticize, examine , experiment, debate.
Test questions focus on separation of a whole into components and parts.
5. Synthesis – creating a pattern where one did not previously exist.
Sample verb: assemble, compose, create, formulate, plan, prepare, design, reorganize,
rewrite, rearrange, propose, set up.
Test questions focus on combining ideas to form a new whole.

6. Evaluation – involves students’ ability to look at someone else’s ideas or principles and
see the worth of the work and the value of the conclusion.
Sample verbs: conclude, justify, criticize, assess, judge, predict, rate, evaluate, select,
choose, support, compare, argue, appraise.
Test questions focus on developing opinions, judgment or decisions.

Krathwohl’s affective taxonomy refers to person’s awareness and internalization of objects and
stimulation.

1. Receiving – listens to ideas

Verb samples: identify, select, give, listen to ideas
2. Responding – answers questions about ideas
Verb samples; read, select, tell, write, assist, present
3. Valuing – thinks about how to take advantage of ideas, able to explain them well
Verb samples: explain, follow, initiate, justify, propose

4. Organizing – commits to using ideas, incorporate them to activity

Verb samples: prepare, follow, explain, relate, synthesize, integrate, join, generalize

5. Characterizing – incorporate ideas completely into practice, recognized by the use of

them
Verb samples: solve, verify, propose, modify, practice, qualify

Psychomotor Domain

This domain is characterized by the progressive levels of behaviors from observation to

mastery of physical skills. From lowest level to highest level.

1. Observing – active mental attending of a physical event.

2. Imitating – attempted copying of a physical behavior.
3. Practicing – trying a specific physical activity over and over.
4. Adapting – fine tuning, making minor adjustment in the physical activity in order to
perfect it.
Factors to consider when constructing Good Test items

A. VALIDITY is the degree to which the test measures what is intended to measure. It is
the usefulness of the test for a given purpose. A valid test is always reliable.

B. REALIBILITY refers to the consistency of score obtained by the same person when
retested using the same instrument or one that is parallel to it.
C. ADMINISTRABILITY the test should be administered uniformly to all students so that
the scores obtained will not vary due to factors other than differences of the students’
knowledge and skills. There should be a clear provision for instruction for the students,
proctors and even the who will check the test or the scorer.
D. SCORABILITY the test should be easy to score, directions for scoring is clear, provide
the answer sheet and the answer key.
E. APPROPRIATENESS the test item that the teacher construct must assess the exact
performances called for in the learning objectives. The test item should require the
same performance of the student as specified in the learning objectives.
F. ADEQUACY the test should contain a wide sampling of items to determine the
educational outcomes or abilities so that the resulting scores are representatives of the
total performance in the areas measured.
G. FAIRNESS the test should not be biased to the examinees. It should not be offensive to
any examinee subgroups. A test can only be good if it is also fair to all test takers.
H. OBJECTIVITY represents the agreement of two or more raters or a test administrators
concerning the score of a student. If the two raters who assess the same student on the
same test cannot agree on score, the test lacks objectivity and the score of neither judge
is valid, thus, lack of objectivity reduces test validity in the same way that lack reliability
influence validity.

TABLE OF SPECIFICATIONS

Table of specification is a device for describing test items in terms of the content and the
process dimensions. That is, what student is expected to know and what he or she is expected to do
with that knowledge. It is described by combination of content and process in the table of
specification.

Sample of One way table of specification in Linear Function

Number of Class Sessions Test Item

Content Number of Items Distribution

1. Definition of linear 2 4 1-4

function
2. Slope of a line 2 4 5-8
3. Graph of linear function 2 4 9-12
4. Equation of linear 2 4 13-16
function
5. Standard Forms of a line 3 6 17-22
6. Parallel and 4 8 23-30
perpendicular lines
7. Applications of linear 5 10 31-40
functions
TOTAL 20 40 40
Number of items = Number of class sessions x desired total number of items
Total number of class sessions

Example: Number of items for the topic “definition of the linear function”.
Number of class sessions = 2
Desired number of items = 40
Total number of class sessions = 20

Number of items = Number of class sessions x desired total number of items

Total number of class sessions
=2x40
20

Number of items = 4

Sample of two way table of specification in Linear Function

Content Class Knowledg Comprehensio Applicatio Analysi Synthesi Evaluatio Tota

hour e n n s s n l
s
1. Definition
of Linear 2 1 1 4
function 1 1
2. Slope of a
line 2 1 1 1 1

3. Graph of
linear 2 1 1 1 1 4
function
4. Equation
of linear 2 1 1 1 1 4
function
5. Standard
forms of a 3 1 1 1 1 1 1 6
line
6. Parallel
and 4 1 2 1 2 8
perpendic
ular lines
7. Applicatio
ns of 5 1 1 3 1 3 3 10
linear
functions
TOTAL 20 4 6 8 8 7 7 40
 Partido College
School of Graduates Studies & Research
Goa, Camarines Sur

Education 218-Seminar in
Supervision Test Construction
Evaluation & Analysis of
Teaching

Submitted to:
SALVADOR COMBO
Professor

Submitted by:
MA. SALVE C. BERCES
MAED- Administration & Supervision