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Classroom Test

The document provides a comprehensive guide on constructing classroom tests to evaluate student learning, emphasizing the importance of validity, reliability, usefulness, and objectivity. It outlines steps for test creation, types of questions, and criteria for assessing knowledge levels, highlighting the need for alignment with learning outcomes and appropriate cognitive levels. Additionally, it discusses the professional judgment of teachers in determining the number of items and the assessment of objectives based on class time spent.

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naikbishnupriya19
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4 views11 pages

Classroom Test

The document provides a comprehensive guide on constructing classroom tests to evaluate student learning, emphasizing the importance of validity, reliability, usefulness, and objectivity. It outlines steps for test creation, types of questions, and criteria for assessing knowledge levels, highlighting the need for alignment with learning outcomes and appropriate cognitive levels. Additionally, it discusses the professional judgment of teachers in determining the number of items and the assessment of objectives based on class time spent.

Uploaded by

naikbishnupriya19
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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Classroo

m test
HOW TO CONSTRUCT
Classroom test
-to evaluate student learning.

-goal is to create a test that is

valid,

reliable,

useful and

objective
steps
purpose: Decide what the test is intended to measure
specifications: plan for the test- content and structure
test items selection: types of questions to include and the content to cover
Item preparation: Write the questions
Administering: Give the test to the students
Evaluate the test: Analyze the results and the test itself
Use the results: Use the results to improve instruction and learning
types of questions
• Closed-answer: (objective type tests)

multiple choice,
matching,
fill-in,
true/false, and
short-answer questions
• Essay: A type of test that asks students to write answers to questions

• A) short answer type

• B) Long answer type


Test criteria
•Test items

-to measure the appropriate level of knowledge


-align with the learning outcomes
-measure important scientific concepts
Test intended to
The thinking of students that emphasizes

-recall,

-memorization,

-identification, and

-comprehension

(typically considered to be at a lower level, Anderson et al, 2001)


Continued…
The thinking include processes that require learners

-to apply,

-to analyze,

-to evaluate, and

-to synthesize

(Higher levels of thinking)


reviewing the two test items
The first item:

-to assess student thinking at a lower level because it asks the student to
recall facts and identify the same facts in the answer choices given. This
question does not require students to do more than repeat the information
presented in the textbook.

In contrast, the second item:

-addresses similar content but is written to assess higher levels of thinking.


This item requires students recall information about a scientific concept and
apply that information to the examples given
Evidence for test content wrt time
-considering the amount of actual class time spent on each objective

- Things that were discussed longer or in greater detail should appear in


greater proportion on your test. This approach is particularly important for
subject areas that teach a range of topics across a range of cognitive levels.

-In a given unit of study there should be a direct relation between the amount
of class time spent on the objective and the portion of the final assessment
testing that objective. If you only spent 10% of the instructional time on an
objective, then the objective should only count for 10% of the assessment
How many items should be on
your test?
If the teacher decides to use 5 to 7 items

-The number of items to include on any given test is a

A) professional decision made by the teacher based on the number of objectives in the unit

B) his/her understanding of the students,

C) the class time allocated for testing, and

D) the importance of the assessment.

-Shorter assessments can be valid, provided that the assessment includes ample evidence
on which the teacher can base inferences about students’ scores
professional judgment of the
teacher
Based on the number of items per objective as calculated in Column E, the teacher must
now decide which objectives to assess and with how many items. The teacher must also
decide whether the objective should be tested at a low or high level based on the learning
objective and how the content was taught. If you look at the first objective “Identify the
various groups who settled the Middle Atlantic Colonies” the teacher determined that this
should be included on the test – 10% of the total class time was spent on this objective
and thus 10% (or one item) of the test should assess this objective. The teacher has
indicated that he/she will select or construct one multiple choice item to assess this at a
lower cognitive level that will require the student to identify or recall or recognize the
correct answer. As mentioned above the teacher must decide which type of question to
use to assess each objective at the correct level. When making this decision a teacher
should consider the best way to get the desired information from the student

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