PLANNING FOR

CLASSROOM TEST

Presented By

Aroosha Hussain

Ayesha Latif, Amina Hussain,

& Ayesha Bashir

Presented to :

Miss Sofia Akhtar

Motivate students

Measures achievement

Identify areas for review

Check instructional effectiveness

Maintain Learning

Atmosphere

Classroom tests and assessment play a central role in the evaluation of

student learning like

INTRODUCTION :CLASSROOM TESTS AND GENERAL PURPOSES

The main goal of classroom testing is to obtain valid, reliable

and useful information concerning student achievement.

Test planning: Goal is improved learning and instruction

The likelihood of

preparing valid, reliable

and useful classroom tests

is greatly enhanced if a

series of steps are used.

Determining the purposes

Developing specifications

Selecting appropriate test items

Preparing relevant test items

Assembling the test

Administering the test

Appraising the assessment and using the results

Steps for planning: Goal is improved learning and instruction

PURPOSE OF CLASS ROOM TESTING (instructional location)

Classroom test used for variety of

instructional purposes.

• These can be best describe in terms

of their location in the instructional

process which is closely parallel to

types of assessment.

PURPOSE OF CLASS ROOM TESTING (instructional location)

pretest (placement)

Tells about already achieved objectives

items similar to outcome measure

but not the same (like an alternative form)

Readiness

limited in scope

low difficulty level

Serve as basis of

remedial work, adapting

instruction

Pre-testing

Measure readiness and

entry performance

PURPOSE OF CLASS ROOM TESTING (instructional location)

Formative-testing

monitor learning progress

detect learning

errors

Provide feed back

During

instruction

Tests

Diagnostic-testing

Diagnose learning

difficulties

Summative testing

Broad coverage of objectives

Main purpose is determine of

final achievement

Grading Promotion Certification

End of

Instruction

PURPOSE OF CLASS ROOM TESTING (instructional location)

Table of specification

Table of specification also named as Blue print for test

Representativeness (what is the appropriate balance of content) is determined by importance, or time spent teaching that content.

Ensure proper emphasis given to all elements of a course of study

Tells us What is the content domain

Content validity evidence

Purpose

Developing a table of specification

Development of table of specification involves

Preparing a list of new objectives

Outlining the course

content

Preparing the two way

chart

Start with Instructional Objectives

– Biology 30: Circulation Unit Test

1. Identifies parts of circulation system.

2. Explains function of parts in relation to whole

system.

3. Distinguishes between circulation system and

other bodily systems.

Level Of Understanding

Content

Area

Knowledge Comprehension Application Total

Number

Total

Percentage

Parts

Functions

Relation To

Other

Systems

Total

Number

Total

Percentage

Need to Consider and Decide:

Length of Test

Weight to be given to each objective

Weight to be given to each level of taxonomy

Estimate number of items in each cell

Level Of Understanding

Content

Area

Knowledge Comprehension Application Total

Number

Total

Percentage

Parts 10 5 0 15 33.333

Functions 5 5 5 15 33.333

Relation To

Other

Systems

0 5 10 15 33.333

Total

Number

15 15 15 45 ……

Total

Percentage

33.333 33.333 33.333 …… 100

SELECTING APPROPRIATE TYPE OF TEST ITEMS

The tests constructed

by teachers may be

classified as

Objective type

Essay type

Selection of appropriate items depends upon

Nature of learning outcome to be

measured

Advantages and limitations of each type

Common practice to use

both types

Skills with which an item

constructed

SELECTING APPROPRIATE TYPE OF TEST ITEMS

Objective Type

Supply type

• Short answer

• Completion type

Selection type

• True false or alternative response

• Matching

• Multiple choice

Objective items

Strengths

•Can have many items

•Highly structured

•Scoring quick, easy, accurate

Limitations

•Cannot assess higher level skills (problem formulation, organization, creativity)

OBJECTIVE TYPE TEST

Advantages & disadvantages

ESSAY TYPE

Restricted response

e.g. Pak geography

Extended response

e.g. Note on pollution

ESSAY TYPE TEST

Essay Type Test

Advantages & disadvantages

Strengths•Can assess higher level skills

•More realistic

Limitations

• Inefficient for measuring knowledge

• Few items (poorer sampling)

• Time consuming

•Scoring difficult, unreliable

Thank you