Session 2 test construction.mt's

The Road

To

Test Construction

K to K to 1212

Basic Education Basic Education Program Program

“The ultimate purpose of Test Construction is to improve the educational program of the school and to make it more effective. Thus, it should be considered as an essential part of the complete learning process for the improvement of teaching and learning.”

FE S. J. HIDALGO

K to K to 1212


OBJECTIVES

• Identify the six cognitive domains of learning.

• Discuss the features of the six domains of learning.

• Construct test items that are congruent to the objectives and learning outcomes.

K to K to 1212


PRIMING

“The evaluation of the 21st century learners’ progress is a major aspect of the teacher’s job .”

- Evaluating Educational Outcomes.-

Oriondo & Antonio

To be able to prepare a good test, one has to have

a mastery of the subject matter, knowledge of the students to be tested, skill in verbal expression and the use of the different test format.

HOW do we know

that our students

have learned what

we have taught

them?

K to K to 1212


K to K to 1212


ACTIVITY 1

Act It Out1. Discuss with the group the three

domains of learning.

2. Poster of Famous Soap Opera will be given to each group.

3. Study the picture select one scene from the telenovela and act it out.

4. Formulate 3 questions each on the specified domains.

K to K to 1212


5. Report the group’s output using the template below.

K to K to 1212


QUESTIONS

COGNITIVE AFFECTIVE PSYCHOMOTOR

Group 1: Group 2

K to K to 1212


Group 3: Group 4

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Answer the following questions:

• How did you find the task given to you?

• How did you feel while doing the activity?

• What do you think is the importance of knowing the 3 domains of learning in test construction?

K to K to 1212


The 3 DOMAINS of Learning

Source : http://agsc.tamu.edu/402/PPT_FILES/TAXONOMY%20OF%20EDUCATIONAL%20OBJECTIVES2.pptK to K to

1212Basic Education Basic Education

Program Program

• EMOTIONAL LEARNING: FEELING

Concerned with attitudes, appreciations, interests, values and adjustments.

AFFECTIVE DOMAIN

K to K to 1212


• PHYSICAL LEARNING: DOING

Emphasizes speed, accuracy, dexterity, and physical skills

PSYCHOMOTOR DOMAIN

K to K to 1212


• Often referred to as Instructional or Behavioral Objectives

• One of the major categories in the Taxonomy of Educational Objectives

• Most used of the domains

COGNITIVE DOMAIN

K to K to 1212


ACTIVITY 21. Examine the list of learning

competencies in all grading period.

2. Select five least mastered competencies in each grading period.

3. Construct 20 test items based on the selected least mastered competencies.

K to K to 1212


4. Categorized the questions into six cognitive levels.

5. Post your work in the designated corners.

6. Presentation of group output.

K to K to 1212


1. How do you find the task given to you?

2. How did you feel when you categorized the test questions into 6 cognitive domains?

3. What helped you in classifying the test questions?

4. In cases where the classification/clustering of test items was not the same as your team mates, how did you resolve the situation?

5. Did you encounter difficulty in constructing test items that reflects the 6 cognitive domains? Why?

6. What are the issues and concerns that you have in constructing test items?

K to K to 1212


• Created hierarchy of cognitive skills that is often used to categorize the levels of cognitive involvement (thinking skills).

• Arranged in hierarchical form, moving from the lowest level of cognition (thinking) to the highest level of cognition (or from the least complex to the most complex):

Bloom’s Taxonomy K to K to 1212


• Provide structure to assist teachers in writing objectives and assessments.

• Assist teachers in recognizing the various levels of question asking.

• Serves as guide in constructing test questions that will develop the learner’s intellectual abilities and critical thinking.

K to K to 1212


• Bloom’s Taxonomy is an order of learning with six levels.

COGNITIVE DOMAIN

Knowledge

Evaluation

Synthesis

Analysis

Application

Comprehension

K to K to 1212


Category Key Words (verbs)

Remembering: Recall previous learned information.

defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states

Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Category Key Words (verbs)

Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Evaluating: Make judgments about the value of ideas

appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure

categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

TEST CONSTRUCTION

K to K to 1212


• It is estimated that 90% of all test questions asked in the US are of “Low Level” – knowledge and comprehension.

(Wilen, W.W., 1992)

Test ConstructionK to K to 1212


Test Construction Observations

• Test items are recycled over periods of time.

•Test items are copied from books, and other instructional materials.

• Test items do not match objectives of the lessons.

• Tests items are constructed without careful thinking/analysis/planning.

OLD TESTS THINKING

Tests are normally used to figure out student success and failure make comparisons among students and their standing in school.

K to K to 1212


NEW TESTS THINKING

Tests should respect the uniqueness of each student. It should be used to enhance student learning, relating classroom to real life experiences.

K to K to 1212


K to K to 1212


TABLE OF SPECIFICATIONS

K to K to 1212


K to K to 1212


When to construct TOS?

• The TOS should be done before constructing the test but it is ideal to construct it before the instruction begins to ensure that the test has instructional validity.

K to K to 1212


LC No. of

Days%

Distribution of Items

K P U P

1.2 4 2.6 1 1

2.5 11 6.6 1 3 3

3.4 9 5.4 2 1 2

4.3 7 4.2 1 2 1

5.4 9 5.4 1 2 2

6.5 11 6.6 1 3 3

7.8 18 10.8 2 9

8.7 16 9.6 2 3 5

9.7 15 9 9

TOTAL 45 100 60 9 15 18 18

KNOWLEDGE 15% 9

PROCESS 25% 15

UNDERSTANDING 30% 18

PERFORMANCE 30% 18

100% 60

K to K to 1212


ACTIVITY 3

Prepare the First Summative Test in your learning area with table of specification that would assess student along:

A – Knowledge

B – Process/Skills

C – Understanding

D – Product/Performance

Reflection:

• How would your learning on constructing effective test items help you as a Master Teacher?

• How would it help your students and the school?

• Test items should :– be congruent with the terminal and

performance objectives– measure the exact behavior and response stated

in the objective– guide the process of writing the assessment

items– prescribe the form of test item that is most

appropriate for assessing achievement of the objective

Things to Remember:

CLOSURE

1. Watch the video presentation entitled, “Leaders Care.”

2. How will you show your concern to the teachers in addressing their needs in terms of assessment and test construction?

Teacher?

Thank You !

Session 2 test construction.mt's

Education

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