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    Development of Classroom Assessment Tools

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    Ma. Victoria Llamera
    The document discusses guidelines for developing effective classroom assessment tools. It outlines principles such as ensuring tests measure all instructional objectives, using appropriate test items, and utilizing assessments to improve student learning. Steps in developing assessments include examining objectives, creating a table of specifications, writing items, assembling the test, and revising items. Formats include objective tests, subjective tests, performance assessments, and portfolios. Guidelines are provided for constructing different item types like multiple choice questions. The goal is to develop valid, reliable, and fair assessments that accurately measure student learning.

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    Development of Classroom Assessment Tools

    Uploaded by

    Ma. Victoria Llamera
    85 views31 pages
    The document discusses guidelines for developing effective classroom assessment tools. It outlines principles such as ensuring tests measure all instructional objectives, using appropriate test items, and utilizing assessments to improve student learning. Steps in developing assessments include examining objectives, creating a table of specifications, writing items, assembling the test, and revising items. Formats include objective tests, subjective tests, performance assessments, and portfolios. Guidelines are provided for constructing different item types like multiple choice questions. The goal is to develop valid, reliable, and fair assessments that accurately measure student learning.

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    DEVELOPMENT OF CLASSROOM ASSESSMENT TOOLS

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    The document discusses guidelines for developing effective classroom assessment tools. It outlines principles such as ensuring tests measure all instructional objectives, using appropriate test items, and utilizing assessments to improve student learning. Steps in developing assessments include examining objectives, creating a table of specifications, writing items, assembling the test, and revising items. Formats include objective tests, subjective tests, performance assessments, and portfolios. Guidelines are provided for constructing different item types like multiple choice questions. The goal is to develop valid, reliable, and fair assessments that accurately measure student learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    85 views31 pages

    Development of Classroom Assessment Tools

    Uploaded by

    Ma. Victoria Llamera
    The document discusses guidelines for developing effective classroom assessment tools. It outlines principles such as ensuring tests measure all instructional objectives, using appropriate test items, and utilizing assessments to improve student learning. Steps in developing assessments include examining objectives, creating a table of specifications, writing items, assembling the test, and revising items. Formats include objective tests, subjective tests, performance assessments, and portfolios. Guidelines are provided for constructing different item types like multiple choice questions. The goal is to develop valid, reliable, and fair assessments that accurately measure student learning.

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    DEVELOPMENT OF

    CLASSROOM
    ASSESSMENT TOOLS
    The process of developing
    instructional objectives, must be
    specific, measurable and observable.
    Teachers must develop test items that
    should match with the instructional
    objectives appropriately and
    accurately
    .
    GENERAL PRINCIPLES OF TESTING
    Ebel and Frisbie (1999) as
    cited by Garcia (2008)
    Listed 5 Principles that
    should guide teachers in
    assessment tools.
    1. Measure all instructional objectives.- When a teacher
    constructs test items to measure the learning progress of
    the students, they should match all the learning
    objectives posed during instruction.
    2. Cover all the learning Tasks- The teacher should construct
    a test that contains a wide range of sampling of items.
    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.
    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
    PRINCIPLES OF HIGH QUALITY
    ASSESSMENT
    Teacher-made tests are
    developed by a classroom teacher
    to assess the learning progress of
    the students within the
    classroom;;It has weaknesses and
    strengths.
    STRENGTHS of a teacher-made test
    lie on its applicability and relevance in
    the setting where they are utilized.
    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 assessments
    tools.
    Test constructors believed
    that every assessment tool
    should possess good
    qualities.
    The most common technical
    concepts in assessment are
    the validity and reliability.
    CLARITY OF THE LEARNING TARGET
    When a teacher plans for his
    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, Realistic and
     

    APPROPRIATENESS OF
    ASSESSMENT TOOLS
    Teachers should be skilled in
    choosing and developing
    assessment methods
    appropriate for instructional
    decisions.
    KINDS OF
    ASSESSMENT
    TOOLS
    1.Objective Test – It is a type of test that
    requires students to elect the correct
    response from several alternatives or to
    supply a word or phrase to answer a
    question or complete a statement.
    Ex. True-false, matching type, and multiple
    questions
    2. Subjective Test – It is a type of test to
    permit the students to organize and present
    an original answer .It includes either short
    answer or long general questions.
    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.
    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.
    6. Oral Questioning- This method is
    used to collect assessment data by
    asking oral questions.
    7. Observation Technique- The
    teacher will observe how the
    students carry out certain activities
    either observing the process or the
    product.
     
    DIFFERENT QUALITIES OF ASSESSMENT TOOLS
     

    1.VALIDITY- refers to the appropriateness


    of scores-based inferences; or decisions
    made based on the students test
    results.
    2.REALIBILITY- refers to the consistency
    of measurement ; that is , how
    consistent test results of other
    assessment results from one
    measurement to another.
    3 Fairness- means that test
    items should not have any
    biases
    4. Objectivity – refers to the
    agreement of two or more
    raters or test administrators
    concerning the score of the
    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 the resulting score are
    representative of the total performance in the
    areas measured.
    8. Administrability – means that the test
    should be administered uniformly to all the
    students so that the scores obtained will not
    vary due to factors other the differences of
    the students knowledge and skills.
    9. Practicality and Efficiency – refers to the
    teacher’s familiarity with the methods used
    ,time required for the assessment, complexity
    of the administration of the 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 – you can match
    with the test items to be constructed.
     
    2. Make a tale of specification (TOS).- is very
    important in addressing the validity and the
    reliability of the test items.
     
    PREPARING A TOS
    a.Selecting the learning outcomes to be
    measured- the list of the instructional
    objectives will include the learning
    outcomes in the areas of knowledge,
    intellectual skills or abilities, general skills,
    attitudes, interest and appreciation.
    b.Make an outline of the subject matter to be
    covered in the test.
    c.Decide on the number of items per
    Used this formula:
    Number of items = Number of class sessions X desired total number
    of items

    __________________________________________________
    Total number of class session
     
    Number of items = 3X10
    ____
    10
    Number of Items = 30
    ___
    10 number of items for the synthetic
    division
    DIFFERENT FORMATS OF TOS
    Is composed :
     Specific objectives – refer to the intended learning outcomes
    stated as specific instructional objective covering a particular
    topic.
     Cognitive Level – pertains to the intellectual skill or ability to
    correctly answer a test item using Bloom’s Taxonomy
    ( knowledge,comprehension,application, anlysis, synthesis, and
    evaluation.
     Type of Test,Item – Identifies the type or kind of test a test item
    belongs to.
    Number, and Total points.
     Item Number – Simply identifies the question number as it
    Specific Objectives Cognitive Level Type of Test Item Numbers Total Points

    Solve word problems Application Multiple Choice 1 and 2 4 points


    consecutive integers
    1.Construct the test items
    General guidelines for constructing Test Items:
    2.Begin writing items far enough or in advance so that
    you will have time to revise them.
    3.Match items to intended outcomes at appropriate
    level of difficulty to provide valid measure of
    instructional objectives.
    4.Be sure each items deals with an important aspect of
    the content area and not with trivia.
    4. Be sure the problem posed is clear and unambiguous.
    5. Be sure that the item is independent with all other
    items.
    6. Be sure the item has one or best answer.
    7. Prevent unintended clues to an answer in the
    statement or question.
    8. Avoid application of the textbook in writing test
    items.
    9. Avoid trick or catch questions in an achievement test.
    1.Assemble the test items.
    Consider the following guidelines:
    2.Group al items with similar format.
    3.Arrange test items from easy to difficult.
    4.Space the test items for easy reading.
    5.Keep items and option in the same page.
    6.Place the illustration near the description.
    7.Check the answer key.
    8.Decide where to record the answer.
    1.Check the assembled test items –before the test , it is very
    important to proofread first the test items typographical and
    grammatical errors and make necessary corrections if any.
    2.Write directions – Check the test directions for each item format
    to be sure that it is clear for the students to understand.
    3.Make the answer key – Be sure to check your answer key so that
    the correct answer follow fairly random sequence.
    4.Analyze and improve the test items – Analyzing and improving the
    test items should be done after checking, scoring, and recording.
     
    DIFFERENT FORMATS OF CLASSROOM TOOLS.
     
    Objective Test, Subjective Test, Performance
    based assessment, oral questioning , Portfolio
    assessment, Self-assessment and checklist.
     
    General types of test items to used in
    achievements test.
     
    1.Selection Type – require students to
    select the correct response from
    several options.
     
     

    Kinds of Objective type Test


    Multiple Choice – is used to
    measure knowledge outcomes and
    other types of learning outcomes
    such comprehension and
    applications.
    GENERAL GUIDELINES IN CONSTRUCTING
    MULTIPLE CHOICE
    1.Make a test item that is practical or with real-
    world applications to the students.
    2.Use diagram or drawing when asking question
    about application, analysis evaluation.
    3.When ask or interpret or evaluate about
    question, present actual quotations from
    secondary source.
    4. Use tables, picture , figures, or charts when asking question to
    interpret.
    5. Use pictures if possible when students are required to apply
    concepts and principles.
    6. List the choices / options vertically not horizontally.
    7. Avoid trivial question.
    8. Use only one correct answer.
    9. Use three to five question to discourage guessing.
    10. Be sure that the distracters are plausible and affective.
    11. Increase the similarity of the options to increase the difficulty of
    the item.
    12. Do not use “all of the above” and ‘ None of the above “ options.

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