AL1 Week 5

Assessment of Learning 1 (by Y. Gabuyo, et. al) MR. EDWIN C.
SERINA
Week 5
DEVELOPMENT OF CLASSROOM ASSESSMENT TOOLS
General Instructions: Hello everyone! You are given with this notes that cover important points about the topic(s)
for the week. You are expected to read, study, and answer the activities given at the end of this self-learning
handout. You are also encouraged to use other learning resources about our topic. You can approach me for
some queries thru my messenger (Edwin Serina) or thru my email ad ([email protected]).
Within the week, you are expected to learn the following skills:
1. Define the following terms: clarity of the learning target, appropriateness of assessment tools,
validity, reliability, fairness, objectivity, comprehensiveness, ease in scoring and administering,
practicality and efficiency, table of specification, matching type of test, multiple-choice test, true or
false test, completion test, objective test, subjective test, stem, distracters, key points;
2. discuss the different principles of testing/assessing and the different qualities of assessment tools; and
3. identify the different steps in developing test items and table of specification using different formats.
Non-observable action verbs:

understand, appreciate, value, know, be familiar, enjoy
Principles of Testing
1. Measure all instructional objectives – match all the learning objectives posed during instructions.
2. Cover all the learning tasks – resulting scores should be representative of the total performance of the
areas measured.
3. Use appropriate test item – measure the learning outcomes.
4. Make test valid and reliable – measure what is supposed to measure with consistent results.
5. Use test to improve learning – test scores are used to improve learning; discuss not mastered skills or
competencies.
Clarity of the Learning Target
 focused on student learning objectives rather than teacher activity.
 learning outcomes are SMART (Specific, Measurable, Attainable, Realistic, Time-bound).
 performance task of students is clearly presented.
 discuss evaluation procedures, the criteria to be used and skills to be assessed.
Qualities of Assessment Tools
1. Validity refers to the appropriateness of score-based inferences; or decisions made based on the test
results. The extent to which a test measures what it is supposed to measure.
2. Reliability refers to the consistency of measurement – how consistent test results or other assessment
results from one measurement to another.
Reliable test is one which can be used to predict practically the same scores when test is
administered twice to the same group of students with reliability index 0.61 above.
3. Fairness means the test item should not have any biases, not offensive to any examinee subgroup.
4. Objectivity refers to the agreement of two or more raters or test administrators concerning the score of a
student. If the two raters who assess the same student on the same test cannot agree on the score, the
test lacks objectivity. Lack of objectivity reduces validity.
5. Scorability means that the test should be easy to score, direction for scoring should be clearly stated in
the instruction.
6. Adequacy means that the test should contain a wide range of sampling of items to determine the
educational outcomes or abilities so that resulting scores are representatives of the total performance
in the areas measured.
7. Administrability means that the test should be administered uniformly to all students so that 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 one who will
check the test or the test scorer.
8. Practicality and Efficiency refers to the teachers’ familiarity with the methods used, time required for the
assessment, complexity of the administration, ease of scoring, ease of interpretation of the test results
and the materials used must be at the lowest cost.
Steps in Developing Assessment Tools
1. Examine the instructional objectives of the topics previously discussed. Examine and go back to the
instructional objectives covered and match test items.
2. Make a table of specification (TOS).
It is the chart that details the content and level of cognitive level assessed on a test as well as the
types and emphases of test items.
- addresses validity and reliability of test;
- provides a way to ensure that the assessment is based from the intended learning outcomes;
- a way of ensuring that the number of questions on the test is adequate to ensure dependable results.
- a useful guide in constructing a test and in determining the type of test items that need to be
constructed.
- helps limit the coverage of the test and identify the necessary skills or cognitive level required to
answer the test item correctly.
Steps in preparing a TOS
• Select the learning outcomes to be measured.
• Make an outline of the subject matter to be covered in the test.
• Decide on the number of items per subtopic.
• Make the two-way chart.
• Construct the test items.
Different formats of TOS:

1. Format 1
2. Format 2 (one-way TOS)

3. Format 3 (two-way TOS)
Elementary / Secondary – DepEd Order No. 33, s. 2004: 60% factual information (easy), 30% moderately
difficult/more advanced questions, 10% HOTS for distinguishing honor students.
Tertiary – More on HOTS
3. Construct the test items.
Guidelines for constructing test items.
 Begin writing items far enough or in advance so that you will have time to revise them.
 Match items to intended outcomes at appropriate level of difficulty to provide valid measure of
instructional objectives. Limit the question to the skill being assessed.
 Be sure each item deals with an important aspect of the content area and not with trivia.
 Be sure the problem posed is clear and unambiguous.
 Be sure that the item is independent with all other items. The answer to one item should not be required as
a condition in answering the next item.
 Be sure the item has one or best answer on which experts would agree.
 Prevent unintended clues to an answer in the statement or question. A or an gives clues to the answer.
 Avoid replication of the textbook in writing test items or do not quote directly from textbooks.
 Avoid trick or catch questions in an achievement test. Do not waste time testing how well the students can
interpret your intentions.
 Try to write items that require HOTS.
Determining the Number of Test Items (for college students)

Checklist for Constructing Test Items
Yes No
The item is appropriate to measure a learning objective.
The item format is the most effective means of measuring the desired knowledge.
The item is clearly worded and can be easily understood by the target student
population.
The items of the same format are grouped together.
There are various item types included in the assessment.
The students have enough time to answer all test items.
The test instructions are specific and clear.
The number of questions targeting each objective matches the weight of importance
of that objective.
The scoring guidelines are discussed clearly and available to students.
4. Assemble the test items.

 Group all test items with similar format. (avoid confusion)
 Arrange test items from easy to difficult. (build confidence)
 Space the test items for easy reading.
 Keep items and option in the same page.
 Place the illustrations near the description.
 Check the answer key.
 Decide where to record the answer.
5. Write directions.
 clear
 contain the number of items to which they apply
 how to record the answers
 basis in selecting answers
 criteria for scoring or scoring system
6. Check the assembled test items.
1. Have proofreading for topographical or grammatical errors.
2. Let others examine and validate the content.
7. Make the answer key.

Have a fairly random sequence. No patterns should be observed. There must be equal number of true
and false answers.
8. Analyze and improve the test items.
Improving should be done after checking, scoring and recording the test.
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ACTIVITY FOR WEEK 5
1. Give the steps in developing assessment tools.

2. Why should the teacher avoid trick or catch questions in an achievement test?
3. How could the teacher build confidence to students in giving answers to a test?
4. What are the qualities of assessment tools? Give an example (activity done by the teacher) to each.
5. Determine the number of items for the topic on “Ecosystem” discussed by the teacher for 2 days and
supposed to have the desired number of items of 6 after the whole unit was finished for 4 days. Show all
solutions.

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Assessment of Learning 1 (by Y. Gabuyo, et. al) MR. EDWIN C.

Non-observable action verbs:

Different formats of TOS:

2. Format 2 (one-way TOS)

Determining the Number of Test Items (for college students)

4. Assemble the test items.

7. Make the answer key.

1. Give the steps in developing assessment tools.

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