CHAPTER 3 - Lesson 1 Notes
CHAPTER 3 - Lesson 1 Notes
“In learning you will teach, and in teaching you will learn.”
― Phil Collins
Though identified to be traditional, teacher-made tests are one of the most utilized
assessment tools in assessing learners’ achievement of the competencies in the teaching-
learning environment. They have been made part and parcel of any instructional situation.
With proper planning and appropriate administration, these teacher-made tests can
provide valid, reliable and efficient results on the learning of the students. This section will
provide the guidance on the development of the test.
The process of test constructions for classroom testing applies the same initial steps in
the construction of any instrument designed to measure a psychological construct. The figure
below illustrates the common steps shared by various authorities like Crocker and Algina; Miller,
et al; and Russel and Airasian as cited by De Guzman and Adamos (2015) and Navarro, Santos
and Corpuz (2015).
A. Planning Phase
In this phase, the purpose of the test is identified; the learning outcomes to be
assessed are clearly specified and lastly, a table of specifications is prepared to guide
the item construction phase.
C. Review Phase
In this phase, the items are examined by the teacher or his/her peers and in some
case the superior, prior to administration based on the judgment of their alignment to
content and behavior components of the instructional competencies, and after
administration, based on an analysis of students’ performance in each item.
For formative and summative purposes, the tests as assessment tools aim to gather
valid and reliable information that is useful to both the teacher and the learner. (De Guzman &
Adamos, 2015).Further, learners can improve their learning through feedback after a formative
assessment while teachers can also improve the pedagogical aspect of the teaching-learning
process. For instance that a multiple choice test will be used, the teacher must consider the
distracter options that will identify the error of the learners in mastering a skill or understanding a
concept. Thus, the teacher must carefully select the relevant content or skills to be covered in
the test.
On the other hand, a test takes a different purpose if it is given at the end of the
instructional process. The test considers the planned competencies to be developed in the unit
of work. Rigor in the selection of learning competencies to be tested is determined by the
purpose of the teacher in giving the test (De Guzman & Adamos, 2015).
As mentioned previously, the teacher must determine the two significant elements in
planning a test that is determining appropriately the learning outcomes to be assessed and how
they will be assessed. Regardless of the subject area, a classroom test must cover the learning
outcomes intended and essential to be achieved within the unit or period of work, in terms of
cognitive skills or competencies to be performed and demonstrated (De Guzman & Adamos,
(2015). The curriculum dictates the instructional and assessment strategies to be applied, while
assessment informs both the curriculum and instruction what decisions to make improve
learning.
As part of the preparation, a Table of Specification (TOS) is set up to ensure a good test.
This commonly called the blueprint of test construction and assessment. It shows basically
WHAT will be tested that is the content area (i.e. subject matter) covered and the target learning
outcomes (i.e. competencies); and HOW it will be tested to obtain the information needed that is
the test format (i.e. type of assessment question or task to be used and the item distribution to
attain an effective and balanced sampling skills to be tested (De Guzman & Adamos, (2015). It
should be noted that more important a learning outcome is, the more likely will there be more
points allotted. According to McMillan as cited by De Guzman and Adamos (2015), some rules
of thumb are suggested in determining how many items are sufficient for good sampling. A
minimum of ten items is needed to assess each knowledge learning targets but which should
represent a good cross-section of difficulty of items. However, at least five items for each one if
there are more specific learning targets to be tested to allow criterion-referenced interpretation
of mastery and eighty percent correct of items for a competency is an acceptable mastery
criterion.
A quiz was given after reading a short story in the English class.
Content: Elements of a Short Story
Learning Target: The learner must be able to identify the elements in the short story he/she
had read.
Assessment Tool: 10 Item Short-answered Test/10 Item Multiple Choice Test
An examination will be planned for the Grade 4 Science class covering the First Quarter.
Figure 3. An Image of the Curriculum Guide for Grade 4 Science First Quarter as reference
for the sample Table of Specification
Table 1. Initial Plan for the Table of Specification
WHAT will be tested? HOW it will be tested?
Content Outcome/ skill Type of Assessment
1. classify materials based on the ability Performance Assessment (Skill)
to absorb water, float, sink, undergo and Written Examination
A. Grouping of decay
different 2. identify the effects of decaying Written Examination
materials as to materials on one’s health and safety;
their Properties 3. demonstrate proper disposal of waste Performance Assessment
according to the properties of its (Product or Skill)
materials;
4. describe changes in solid materials Written Examination
when they are bent, pressed,
hammered, or cut
5. describe changes in properties of Written Examination
B. Changes that
materials when exposed to certain
materials
conditions such as temperature or
undergo
when mixed with other materials
6. identify changes in materials whether Written Examination
useful or harmful to one’s
environment
Table 2a is an example of a simple one-way table of specification that includes only the
competency to be assessed and the number of items or points per identified competency. This
shows that enough sampling is done for every competency.
Table 2a. Simple One-way Table of Specification on the First Quarter Grade 4 Science
Examination
Content Outcome/ skill Number of Items or
Number of Points
1. classify materials based on the ability to absorb 10
water, float, sink, undergo decay
C. Grouping of
2. identify the effects of decaying materials on 10
different materials
as to their one’s health and safety;
Properties Not Included since a
3. demonstrate proper disposal of waste according
performance task is
to the properties of its materials;
required
4. describe changes in solid materials when they 10
are bent, pressed, hammered, or cut
5. describe changes in properties of materials 10
D. Changes that when exposed to certain conditions such as
materials undergo temperature or when mixed with other
materials
6. identify changes in materials whether useful or 10
harmful to one’s environment
TOTAL 50
On the other hand, a two-way table of specification contains the test format for the
assessment of the corresponding competencies as well as the number of items or points as
shown in Table 2b. The test format is based on the behavior on the competency.
Table 2b. Sample Two-way Table of Specification Table on the First Quarter Grade 4 Science
Examination
Table 2c. An Expanded Table of Specification on the First Quarter Grade 4 Science
Examination
Table 2d. A Table of Specification on the First Quarter Grade 4 Science Examination as to
Level of Difficulty