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Educ 14 Report

The document provides guidelines for constructing written tests, including identifying the appropriate test format to measure learning outcomes. It discusses classifying tests by learning outcome, designing assessment plans aligned with objectives, and developing test items according to format guidelines. The goal is for learners to demonstrate knowledge and skills in constructing traditional test types applicable to outcomes. Choosing a test format depends on distinguishing objectives and requiring skills in setting objectives, outcomes, and specifications tables.

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Zaimun Iguin Tabanera
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51 views12 pages

Educ 14 Report

The document provides guidelines for constructing written tests, including identifying the appropriate test format to measure learning outcomes. It discusses classifying tests by learning outcome, designing assessment plans aligned with objectives, and developing test items according to format guidelines. The goal is for learners to demonstrate knowledge and skills in constructing traditional test types applicable to outcomes. Choosing a test format depends on distinguishing objectives and requiring skills in setting objectives, outcomes, and specifications tables.

Uploaded by

Zaimun Iguin Tabanera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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CONSTRUCTION OF

WRITTEN TEST
LESSON 5
• Identify the appropriate test format to measure
learning outcomes, and

• Apply the general guidelines in constructing test


for different test formats.
Significant culminating performance task and
success indicators

• At the end of the lesson, you should be able to


demonstrate your knowledge and skills in
constructing traditional types of test that are most
applicable to a particular learning outcome.
PERFORMANCE TASK SUCCESS INDICATORS
CLASSIFYING TEST Identify the test format that is most
appropriate for a particular learning
outcome

Create an assessment plan aligned with


the desired learning outcomes (DLOs)
DESIGNING TEST and the teaching and learning activites
(TLAs)
CONSTRUCTING TEST ITEMS Develop test items following the general
guidelines for test constructing of
different test formats
Prerequisite of the lesson
• The construction of good test requires specific skills
and experiences. To be able to successfully perform
the above culminating performance task, you should
be able distinguish the different test types formats,
and understand the processes and requirements in
setting learning objectives and outcomes and in
preparing the table of specifications.
• Classroom assessments are an integral part
of learners’ learning. They do more than just
measure learning. They also inform the
learners what needs to be learned and to
what extent and how to learn also provide
the parents some feedback about their
child’s achievement of the desired learning
outcomes.
• There are many ways by which learners can
demonstrate their knowledge and skills and
show evidence of their proficiencies at the
end of a lesson, unit, or subject.
While authentic/performance-based assessments
have been advocated as the better and more
appropriate methods in assessing learning
outcomes, particularly as they assess higher-level
thinking skills, traditional written assessment
methods such multiple choice test, are also
considered as appropriate and efficient classroom
assessment tools some types of learning target.
What are the general guidelines in choosing the
appropriate test format?
1.what are the objectives or desired learning outcomes of the
subject/unit/lesson being assessed?

Deciding on what test format to use generally


depends on your learning objectives or the
desired learning outcomes of the
subject/unit/lesson. Desired learning outcomes
are statements of what learners are expected to
do or demonstrate as a result of engaging in the
learning process.
What level of thinking is to assessed does cognitive
level of the test question match your instructional
objectives or DLOs?

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