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General Principles of Testing

The document discusses principles for developing effective assessment tools. It outlines five key principles: 1) measure all instructional objectives, 2) cover all learning tasks, 3) use appropriate test items, 4) make tests valid and reliable, and 5) use tests to improve learning. It also discusses the importance of clarity in learning targets and using assessment tools appropriately. Several types of assessment tools are described, including objective tests, subjective tests, performance assessments, portfolios, oral questioning, observation, and self-reports. The goal is to develop tools that accurately assess student performance and provide information to improve learning.

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775 views3 pages

General Principles of Testing

The document discusses principles for developing effective assessment tools. It outlines five key principles: 1) measure all instructional objectives, 2) cover all learning tasks, 3) use appropriate test items, 4) make tests valid and reliable, and 5) use tests to improve learning. It also discusses the importance of clarity in learning targets and using assessment tools appropriately. Several types of assessment tools are described, including objective tests, subjective tests, performance assessments, portfolios, oral questioning, observation, and self-reports. The goal is to develop tools that accurately assess student performance and provide information to improve learning.

Uploaded by

dj choo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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DEVELOPING ASSESSMENT TOOLS

General Principles of Testing

Ebel and Frisbie (1999) as cited by Garcia (2008) listed five basic principles that
should guide teachers in assessing the learning progress of the students and in
developing their own assessment tools.
1. Measure all instructional objectives. When a teacher construct test items to
measure thee learning progress of the students, they should match all the learning
objectives posed during instruction. That is why the first step in constructing a test
is for the teacher to go back to the instructional objectivves.

2. Cover all the learning task. The teacher should construct a test that contains a
wide range of sampling of items. In this case, the teacher can determine the
educational outcomes or abilities that the resulting scores are representatives of
the total performance in the areas measured.

3. Use appropriate test items. The test items constructed must be appropriate to
measure learning outcomes.

4. Make test valid and reliable. The teacher must construct a test that is valid so
that it can measure what it is supposed to measure from the students. The test is
reliable when the scores of the students remain the same or consistent when the
teacher gives the same test for the second time.

5. Use test to improve learning. The test scores should be utilized by the teacher
properly to improve learning by discussing the skills or competencies on the
items that have not been learned or mastered by the learners.

Principles of High Quality Assessment


Assessing the performance of every student is a very critical task for classroom
teacher. It is very important that a classroom teacher should a) Prepare the assessment
tools appropriately. b)Teacher-made tests are developed by classroom teacher to assess
the learning progress of the students within the classroom. It has weaknesses and
strengths. The strength of a teacher-made test lie on its applicability and relevance in the
setting where they are utilized. Its weaknesses are the limited time and resources for the
teacher to utilize the test and also some of the technicalities involved in the development
of the assessment tools.
Test constructors believed that every assessment tool should possess good
qualities. Most literatures consider the most common technical concepts in assessment
are the validity and reliability. For any type of assessment, whether traditional or authentic,
it should be carefully developed so that it may serve whatever purpose it is intended for
and the test results must be consistent with the type of assessment that will be utilized.
In this section, we shall discuss the different terms such as clarity of the learning
target, appropriateness of an assessment tools. Once these qualities of a good test are
taken into consideration in developing an assessment tool, the teacher will have accurate
information about the performance of each individual pupil or students.

CLARITY OF THE LEARNING TARGET

When a teacher plan for their classroom instruction, the learning target should be
clearly stated and must be focused on student learning objectives rather than teacher
activity.

The learning outcomes must be Specific, Measurable, Attainable, Reliable and


Time-Bounded (SMART). The performance task of the students should also be clearly
presented so that they can accurately demonstrate what they are supposed to do and
how the final product should be done. The teacher should also discuss clearly with the
students the evaluation procedures, the criteria to be used and the skills to be assessed
in the task.

APPROPRIATENESS OF ASSESSMENT TOOL


1. Objective Test. It is a type of test that requires student to select the correct
response from several alternatives or to supply a word or short phrase to
answer a question or complete a statement. It includes true-false, matching
type and multiple-choice questions. The word objective refers to the scoring,
it indicates that there is only one correct answer.

2. Subjective Test. It is a type of test that permits the student to organize and
present an original answer. It includes either short answer questions or long
general questions. This type of test has no specific answer. Hence, it is
usually scored on an opinion basis, although there will be certain facts and
understanding expected in the answer.

3. Performance Assessment. (Mueller, 2010) is an assessment in which


students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills. It can appropriately measure
learning objectives which focus on the ability of the students to demonstrate
skills or knowledge in real-life situations.

4. Portfolio Assessment. It is an assessment that is based on the systematic,


longitudinal collection of student work created in response to specific known
instructional objectives and evaluated in relation to the same criteria
(Ferenz, K.,2001). Portfolio, is a purposeful collection of student’s work that
exhibits the student’s efforts, progress and achievements in open or more
areas over a period of time. It measures the growth and development of
students.

5. Oral Questioning. This method is used to collect assessment data by


asking oral questions. The most commonly used of all forms of assessment
in class assuming that the learner hears and shares the use of common
language with the teacher during instruction. The ability of the students to
communicate orally is very relevant to this type of assessment. This is also
a form of formative assessment.
6. Observation Technique. The teacher will observe how student carry out
certain activities either observing the process or product. There are two
types observation techniques, formal and informal observation. Formal
observation are planned in advanced like when the teacher assess oral
report or presentation in class while Informal observation is done
spontaneously, during instruction like observing the working behavior of
students while performing a laboratory experiment in a biology class and
the like. The behavior of students involved in his performance during
instruction is systematically monitored, described, classified and analyzed.

7. Self-report. The responses of the students may be used to evaluate bot


performance and attitude. Assessment tools could include sentence
completion, likert sclases, checklist or holistic scales.

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