West Visayas State UniversityCOLLEGE OF ARTS AND SCIENCESLa Paz, Iloilo City

CONSTRUCTION OF TESTSAND OTHER MEASUREMENT / EVALUATION / ASSESSMENT TOOLS

Test is a device used to obtain information needed for evaluation purposes. They provide teachers with information that can aid them in improving instruction. They also provide students with information that can aid them in improving themselves.

Measurement is the process by which information about the attributes or characteristics of things are determined or differentiated. It is limited to quantitative description of an attribute.

Assessment - the reasons for assessment: diagnose students strength and weaknesses, monitor students progress, assign grades, determine ones own instructional effectiveness, influence public perceptions of educational effectiveness, help to evaluate teachers and clarify teachers instructional attentions

Evaluation is the process of summing up the results of measurements or tests, giving them meaning based on value judgments (Hopkins / Stanley, 1981). It is a systematic process of determining the extent to which instructional objectives are achieved by pupils (Gronlund, 1981). It includes quantitative description (measurement) or qualitative description and value judgment concerning the result of measurement. Evaluation cannot be undertaken apart from the teaching because it validates the objective, and points out the effectivity and propriety of the learning experiences.

What are the Scope of Evaluation?

1. Assessment of curricular offerings, school programs and industrial materials and facilities.2. Assessment of the mentors.3. Assessment of the pupils / students.

Why Evaluate?

1. As students requirements to exit the course2. To prepare students for other tests and examination3. To answer professional accountability / index of teacher performance4. To maintain universal academic standards (benchmark for the department)

What to Evaluate?

1. Students academic performance based on the specific objectives explicitly stated in the syllabi.2. Learning outcomes achieved by the students that are the products of teaching.3. Learning outcomes achieved by the students that can be categorized as cognitive, affective, and psychomotor.

How to Evaluate?

A. By Giving Tests

1. Pencil and Paper Tests for Cognitive Learning Outcomes Classification of Testa. Educational TestPrimary function is the measurement of results or effect of instruction.e.g. Periodic Examination, Achievement Test

Types of Educational Test

1. Criterion Referenced test are designed to determine whether or not an individual has reached a target performance level on a specific scale called for by the test exercises. The main concern is not to compare the performance of a student relative to a present target.

Example A teacher may aim for the students to learn addition of dissimilar fractions with 80% accuracy. He teaches the concept and gives a 20 item test on adding of dissimilar fractions. Anne got 75%. She is 5% short than the criterion. Mario got 90%. He exceeded the target performance by 10%.

2. Norm Referenced Tests is constructed for the purpose of determining the performance of a student with reference to a target group.Example 1) Marie got P80 in NCEE. She is much better than 80% of the students who took the tests.

2) Psychological Tests measures the intangible aspects of behavior such as attitudes, interests, emotional adjustments, intelligence and ability.

B.By Using Other Evaluation Tools for Non Cognitive Learning Outcomes

a. Authentic Evaluation Toolsb. Portfolios and Reflections c. Celebrations and Other Culminating Activities

What are the Uses of Test?

1. Instructional UsesTest results focus teachers attention on specific objectives need to be emphasized more, the teaching methods that have to be utilized more or those that need to be improved.

2. Administrative UsesTests are useful for making selection decisions. They provide information that would be accepted in particular programs. They are necessary in determining whether a particular innovative program or teaching strategy or medium of instruction is more effective in attaining educational goals.

3. Guidance UsesTest results are useful in predicting an individuals success in a field of study and thus aid him in choosing an appropriate course of study.

What are the Steps in Test Construction?

1. Determine the purpose of the tests Unit Test, Chapter test, MidTerm Exam2. Prepare a table of specifications or test blueprint3. Select the appropriate test items4. Construct relevant test5. Assemble the test6. Administer the test7. Appraise the test results8. Use the test results for the purposes it was intended9. Review the test items for improvement and future use

What are the Steps in Preparing a Table of Specification?Table of Specification is a matrix where the rows consist of the specific topics or skills and the columns are the objectives cast in terms of Blooms Taxonomy of educational objectives. It is consist of the item number and the number of items prepared for each cell.

A. Review the syllabusHow much content was covered?How much of the objectives were accomplished?

B. Determine the number of items in a Table of SpecificationDetermine the number of days spent in each topic.

C. Divide the total number of items by the total number of days.

D. Multiply the quotient to the number of days spent for each topic to determine the number of items per topic.

What are the Characteristics that Objectives Must Possess?

1. Objectives should be written in terms of observable student behavior.Example: Poor: To understand the addition of dissimilar fractionsBetter: To solve at least 8 out of 10 exercises in addition of dissimilar fractions.

2. Objectives should contain only terms that have precise meanings.The word understand means different to different people.

3. Objectives should be unitary.Example:To read the poems written by Edgar Allan Poe. To appreciate poems written by Edgar Allan Poe.

4. Objectives should be realistic. Objectives should consider the time available for teaching, time limit for testing and characteristics of the learners.

What are the Hierarchy of Educational Objectives?Blooms Hierarchy of Educational Objectives (Cognitive Domain)

1. Knowledge pertains to objective related to simple recall rate memory learning and knowledge of facts. This is: To say the first letters of the alphabete.g. To point all es in a word To define mammal.

2. Comprehension refers to knowledge of facts with understandinge.g. To translate word sentences to number sentence. To summarize the main idea of a paragraph. To predict the ending of a story.

3. Application is the ability to use given abstractions (idea, rule, procedure) appropriate to a new situation and apply it correctly.e.g. To follow safety rules when the fire drill bell rings. To make a cookies using a recipe. To write 10 sentences using past tense of the verb.

4. Analysis is the ability to break down a concept into its constituent elements in order to illustrate the hierarchy, show the basis of organization and indicate how it conveys its effect.e.g. To underline the main idea in a letter. To distinguish the similar terms. To identify parts of the sentence.

5. Synthesis refers to the ability of the learner to put together certain bits of information into a whole information.e.g. To derive a formula. To make a recipe. To construct a collage.

6. Evaluation is making of judgments about the value, purpose of ideas, work solutions, methods and materials. The criteria for evaluations may be determine by the student or the teacher and the judgments may be quantitative or qualitative.e.g. To draw a conclusion based on the data. To write a critique of a short story.

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Topic: Addition of Dissimilar Fractions

Objectives:

At the end of the topic, the students should be able to:1. identify similar fractions from dissimilar fractions (knowledge)2. define dissimilar fractions in their own words (comprehension)3. add dissimilar fractions (application)4. state the rule in adding dissimilar fractions (synthesis)

Table of Specification

ObjectivesObjective LevelTotal No. of ItemsNo. of Hours

ContentKnowledgeComprehensionApplicationSynthesis

1. Similar and Dissimilar Fractions111

2. Least Common Multiple1121

3. Changing Dissimilar Fractions to Similar Fractions11132

4. Adding Dissimilar Fractions111142

Total2341106

Instrumentation of the Taxonomy of Educational Objectives: Cognitive Domain

TAXONOMYCLASSIFICATIONKey WordsEXAMPLES OF INFINITIVESEXAMPLES OF DIRECT OBJECTS

1.00 KNOWLEDGE

1.10 Knowledge of specifics

1.11 Knowledge of terminologyTo define, to distinguish, to acquire, to identify, to recall, to recognizeVocabulary, terms, terminology, meaning(s), definitions, referents, elements

1.12 Knowledge of specific factsTo recall, to recognize, to acquire, to identifyFacts, factual information, (sources), (names), (dates), (events), (persons), (places), (time periods), properties, examples, phenomena

1.20 Knowledge of ways and means of dealing with specifics

1.21 Knowledge of conventionsTo recall, to identify, to recognize, to acquireForm(s), conventions, uses, usage, rules, ways, devices, symbols, representations, style(s), format(s)

1.22 Knowledge of trends, sequencesTo recall, to recognize, to acquire, to identifyAction(s), processes, movement(s), continuity, development(s), trend(s), sequence(s), causes, relationship(s), forces, influences

1.23 Knowledge of classifications and categoriesTo recall, to recognize, to acquire, to identifyArea(s), type(s), feature(s), class(es), set(s), arrangement(s), classification(s), category / categories

1.24 Knowledge of criteriaTo recall, to recognize, to acquire, to identifyCriteria, basics, elements

1.25 Knowledge of methodologyTo recall, to recognize, to acquire, to identifyMethods, techniques, approaches, uses, procedures, treatments

1.30 Knowledge of universals and abstractions in a field

1.31 Knowledge of principles, generalizationsTo recall, to recognize, to acquire, to identifyPrinciple(s), generalization(s), proposition(s), fundamentals, laws, principal elements, implication(s)

1.32 Knowledge of theories and structuresTo recall, to recognize, to acquire, to identifyTheories, bases, interrelations, structure(s), formulation(s)

2.00 COMPREHENSION

2.10 TranslationTo translate, to transform, to give in own words, to illustrate, to prepare, to read, to represent, to change, to rephrase, to restateMeaning(s), sample(s), definitions, abstractions, representations, words, phrases

2.20 InterpretationTo interpret, to reorder, to rearrange, to differentiate, to distinguish, to make, to draw, to explain, to demonstrateRelevancies, relationships, essentials, aspects, new view(s), qualification, conclusions, methods, theories, abstraction

2.30 ExtrapolationTo estimate, to infer, to conclude, to predict, to differentiate, to determine, to interpolate, to extrapolate, to fill in, to drawConsequences, implications, conclusions, factors, ramifications, meanings, corollaries, effects, probabilities

3.00 APPLICATIONTo apply, to generalize, to relate, to choose, to develop, to organize, to use, to employ, to transfer, to restructure, to classifyPrinciples, laws, conclusions, effects, methods, theories, abstractions, situations, generalizations, processes, phenomena, procedures

4.00 ANALYSISTo distinguish, to detect, to identify, to classify, to discriminate, to recognize, to categorize, to deduceElements, hypothesis / hypotheses, conclusions, assumptions, statements (of act), statements (of intent), arguments, particulars

4.10 Analysis of relationshipsTo analyze, to contrast, to compare, to distinguish, to deduceRelationships, interrelations, relevance / relevancies, themes, evidence, fallacies, arguments, cause effect(s) consistency / consistencies, parts, ideas, assumptions

4.20 Analysis of organizational principlesTo analyze, to distinguish, to detect, to deduceForm(s), pattern(s), purpose(s), point(s) of view(s), technique(s), bias(es), structure(s), theme(s), arrangement(s), organization(s)

5.00 Synthesis

5.10 Production of a unique workTo write, to tell, to relate, to produce, to constitute, to transmit, to originate, to modify, to documentStructure(s), pattern(s), product(s), performance(s), design(s), work(s), communications, effort(s), specifics composition(s)

5.20 Production of a plan, or proposed set of operationsTo propose, to plan, to produce, to design, to modify, to specifyPlan(s), objectives, specification(s), schemantic(s), operations, way(s), solutions, means

5.30 Derivation of a set of abstract of operationsTo produce, to derive, to develop, to combine, to organize, to synthesize, to classify, to deduce, to develop, to formulate, to modifyPhenomena, taxonomies, concept(s), scheme(s), theories, relationships, abstraction, generalizations, hypothesis / hypotheses, perceptions, ways, discoveries

6.00 Evaluation

6.10 Judgments in terms of internal evidenceTo judge, to argue, to validate, to assess, to decideAccuracy / accuracies, consistency / consistencies, fallacies, reliability, flaws, errors, precision, exactness

6.20 Judgments in terms of external criteriaTo judge, to argue, to consider, to compare, to contrast, to standardize, to appraiseEnds, means, efficiency, economy / economies, utility, alternatives, courses of action, standards, theories, generalizations

General Principles in Constructing the Different Types of Test.1. The test items should be selected carefully. Only important facts should be considered.2. The test should have extensive sampling items3. The test items should be carefully expressed in simple clear, definite, and meaningful sentences.4. There should be only one possible correct response for each test item.5. Each item should be independent of the other items as much as possible.6. Lifting sentences from books should not be done to encourage thinking and understanding.7. The first person I and We should not be used.8. Various types of tests should be used to avoid monotony.9. Majority of the test items should be of moderate difficulty. Few difficult and few easy items should be included. The test items should be arranged in ascending order of difficulty. Easy items should be at the beginning and the most difficult items at the end. This will encourage the examinee to pursue the test. Up to the end.10. Clear, concise, and complete direction should precede all types of test. Sample test items may be provided for expected responses.11. Items that can be answered by previous experience alone without knowledge of the subject matter shouldnot be included.12. Catchy words should not be used in the test items.13. Test items must be based upon the objectives of the course and upon the course content.14. The test should measure the degree of achievements or determine the difficulties of the learners.15. The test should emphasize the ability to apply and use facts as well as knowledge of facts.16. The teacher should answer /perform the test her/himself (to come up with an answer key) to determine its approximate time allotment (in the case of the midterm / final exams, when the time allotted is 1 hours) The teacher must do the test in an hour or less depending upon the subject / course, type of tests included, and target objectives /performance the teacher purports /intends her/his students must achieve. 17. The test should be of such length that within the time allotted it could be completed by all or nearly all of the students.18. Rules governing good language expression, grammar, spelling, punctuation and capitalization should be observed in all items.19. Information on how the scoring should be done should be provided.20. Scoring keys in correcting and scoring the test should be provided.

Pointers to be Observed in Constructing and Scoring the Different Types of Test.A. RECALL TYPES

1. Simple Recall Type This type consists of questions calling for a single word or expression as an answer. Items in question form usually begin with who, where, when, and what. Scoring: One point for each correct answer.

2. Completion Type Only important words should be omitted. Blanks should be of equal lengths. The blank as much as possible is placed near or at the end. Articles a /an / the should not be provided before the omitted word or phrase to avoid clues for answers. Scoring: One point for each correct answer.

3. Identification Type The items should make the examinee think of a word / number / formula, or group words/ expression / numbers that would complete the statement or answer the question / problem. Scoring: One point for each correct answer.

4. Enumeration Type The exact number of expected answers should be stated. Blanks should be of equal lengths Scoring: One point for each correct answer.>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Examples:1)Faulty:Ernest Hemingway wrote _____________________________Improved:The Old Man by the Sea was written by ______________________________OrWho wrote The Old Man by the Sea?2)Faulty:________________ pointed out in _____ that freedom of thought in America was seriously hampered by _________, _________, _____________, and ____.

Improved:That freedom of thought in America was seriously hampered by social pressures toward conformity was pointed out in 1930 by __________________ . >>>>>>>>Examples:

Faulty:Milk can be pasteurized at home byA, heating it to a temperature of 1300.B. heating it to a temperature of 1450.C. heating it to a temperature of 1600.D. heating it to a temperature of 1750.

Improved:The minimum temperature that can pasteurize Milk at home isA. 1300B. 1450C. 1600D. 1750

Faulty:None of the following cities is a state capital exceptA. BangorB. Los AngelesC. DenverD. New Haven Improved: Which of the following cities is a state capital?A. BangorB. Los AngelesC. DenverD. New Haven