ToT on Test Construction

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Assessment ToolsMOVITA O. CRUZAT

Head Teacher III


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1. Identify appropriate assessment tool usedfor each level of Assessment

2. Develop/Craft appropriate test item perassessment tool

3. Reflect on the importance of the teachersknowledge and skills in the use of

different assessment tools.


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Group tasks: (20 minutes)1. Using the template, list down at least 5assessment tools commonly usedduring assessment.

2. Identify and describe the purpose ofeach listed assessment tool.

3. Determine the level of assessmentwhere you can use the identified

assessment tool4. Report groups output for 2-3 minutes


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Assessment Tools Purpose Description Level of Assessment


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1. What should you consider in using anassessment tool for the different level of

assessment?2. What insights have you gained from this

activity?


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I. TRADITIONAL ASSESSMENTII. ALTERNATIVE ASSESSMENT


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are tests given to the students to measure

how much the students have learned


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-Assess factual information andconcepts

-Use selected response (multiple

choice, true or false or matchingtype format )

-Easily scored using answer keys-Typically secure (items are notknown in advance)


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A. Selective typea. Multiple choice

b. Alternative Response (true or false, yes or no)

c. Matching type

B. Supply typea. Completion test

b. Short answer test


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Any type of assessment in which studentscreate a response to a question or task


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Open ended questions or problems thatrequire students to think critically

Require constructed response to specificprompt (essay)

are open with no single best answer

Typically require an explanation or defense ofthe answer given

Require judgment-based scoring based oncriteria and performance standard (RUBRIC)


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I. Essay

II. Open ended question

III. Problem solving

IV. Reflective Journal


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Complex challenges that mirror real - lifesituations

Range in length form short term task to longterm task

Require students to address an identifiedaudience

Allow students greater opportunity to

personalize the task Are not secure ( task, evaluative criteria, and

performance standards are known in advance)


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I. Demonstration

II. Oral presentation

III. ProjectsIV. Research work

V. Field work

VI.

PortfolioVII. GRASPS


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A complex scenario that provides students

opportunity to demonstrate what they knowand are able to do concerning a givenconcept


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GOAL - Your task is ______________________________.The goal is to _______________________________.The problem or challenge is ________________.The obstacles to overcome are _______________. ROLE You are __________________________.You have been asked to ____________________.Your job is ___________________. AUDIENCE Your clients are _____________________.

The target audience is ________________.You need to convince __________________.


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SITUATIONThe context you find yourself in is __________The challenge involves dealing with _________

PRODUCT, PERFORMANCE and PURPOSEYou will create a ____________________ in order to__________________________.You need to develop _________ so that ______ STANDARDS and CRITERIA for SUCCESSYou performance needs to _______________.Your work will be judged by ________________.Your product must meet the following standards

___. A successful result will __________________.


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Possible Products and Performances

Written Oral Visual

Advertisement

Audio tapeComputergraphic

Journal Debate Collage

Magazinearticle

Dramatization Cartoon

Web site Puppet show Flyer

Play Rap PowerPointshow

Lab report Skit Scrapbook

Editorial Poetry reading Painting


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Suggested assessment tools

1. Selected-response Item provide severalresponse options to the students, and the

student selects from among the options.a. Multiple Choice Test

b. True or False

c. Matching Type

(Testing to Learn- Learning to Test by Joanne Capper page 45)


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Suggested assessment tools

2. Constructed response type of tests ask thestudent to create or construct a response. It

can be used to determine if the pupilsknowledge of facts is of sufficient, breadth anddepth. A rubric or scoring guide is necessary

a.Essay tests

b.Fill-in-the-blanksc.Performance tasks e.g. giving a speech or

designing an experiment)(Testing to Learn- Learning to Test by Joanne Capper page 45)


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The focus is on how pupils construct meaningsor makes sense of the facts and information.

Outlining, organizing, analyzing, interpreting,

translating, converting, or expressing theinformation in another format;

Drawing analogies(church- priest, puppy-dog)

Constructing graphs, flowcharts, and maps or

graphic organizers


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Transforming a textual presentation into adiagram

Drawing or painting pictures

Doing role plays


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a. Oral Discourse/Recitation Explain/justify something based on

facts/data, phenomena or evidence

Tell/retell stories Make connections of what was learned within

and across learning areas

Apply what has been learned in real life

situation


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b. Open-ended tests- Explanation

What is the key idea in _____

What might happen if _____- Interpretation

What are the implications of_____

What does ____ reveal about


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How is ____ applied in the larger world?- Application

How could we use ___ to overcome ____?

- Perspective

What are different points of view about?

What are the evidence for?

- Empathy

How might ____ feel about ____?- Self Knowledge

What are my strengths and weaknesses in______?


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a. Participation (e.g. in group projects)

Projects

Homework

Experiments

b. Portfolio

Collection of evidence like images, anecdotes

etc. to demonstrate mastery andinterpretation of a given set of concepts.


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SubjectArea Competency AssessmentTool Test Item AssessmentLevel


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BEST TEACHERSThe best teachers constantly monitor what ishappening to students as they set about learning

and investigate when things do not proceed asplanned or expected. They also inquire their ownpractice so they might get better at ensuring thattheir students learn successfully.


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