Powerpoint presentation about test development process
- 3. Planning Phase This is where the learning outcomes to be assessed and competencies to be measured are specified (what to test). Based on the target outcomes and competencies, the teacher decides on the type and method of assessment to be used (how to test). A table of specifications is prepared to guide the item construction phase. The important steps in planning for a test are: 1. Re-examine the instructional outcomes. Review the set instructional outcomes. -Do they cover the various levels of learning taxonomy? -Do they require the application of higher-order thinking skills (HOTS) or evoke critical thinking?
- 4. 2. Determine the competencies to be measured. -What knowledge, skills, and values are expected for students to learn or master? 3. Decide on the type and method of assessment to use. -What test can appropriately measure if the set instructional outcomes are achieved? -Can the test cover the learning outcomes intended and essential to be achieved? -What test format is best to use? The important steps in planning for a test are: 4. Prepare a Table of Specification (TOS) Table of specification is a test blueprint that details the content area to be covered in a test, the classification of test items according to test type/format,
- 5. and the item number or placement in a test to achieve a fair and balanced sampling of skills to be tested. There are several formats in the preparation of a TOS.
- 7. Test Design and Construction Phase This is where test items are designed and constructed following the appropriate item format for the specified learning outcomes of instruction. The test items are dependent upon the educational outcomes and materials/topics to be tested. This phase includes the following steps:
- 8. 1. Item Construction According to Osterlind, 1989), the perils of writing test items without adequate forethought are great. Decisions about persons, programs, projects, and materials are often made on the basis of test scores. If a test is made up of items haphazardly written by untutored persons, the resulting decisions could be erroneous. Such errors can sometimes have serious consequences for learners, teachers, and the institution as a whole. Performances, programs, projects, and materials could be misjudged. Obviously, such a disservice to examinees as well as to the evaluation process should be avoided if at all possible.
- 9. Guidelines For Writing Test Items (Kubiszyn and Borich (2007) Begin writing items far enough or in advance so that you will have time to revise them. Match items to intended outcomes of an appropriate level of difficulty to provide a valid measure of instructional objectives. Limit the question to the skill being assessed. Be sure each item deals with an important aspect of the content area and not with trivia. Be sure the problem posed is clear and unambiguous. Be sure that the item is independent of all other items. The answer to one item should not be required as a condition in answering the next item. A hint to one answer should not be embedded in another item. Be sure the item has one or the best answer on which experts would
- 10. Guidelines For Writing Test Items (Kubiszyn and Borich (2007) Prevent unintended clues to an answer in the statement or question. Grammatical inconsistencies such as a or an give clues to the correct answer to those students who are not well prepared for the test. Avoid replication of the textbook in writing test items. Do not quote directly from the textual materials. Avoid tricky questions in an achievement test. Do not waste time testing how well the students can interpret your intentions.
- 11. Try to write items that require higher-order thinking skills.
- 13. OBJECTIVE TEST This test consists of questions or items that require factual answers. This test can be quickly and unambiguously scored by the teacher or anyone who has the answer key. The response options are often structured that can easily be marked as correct or incorrect, thus minimizing subjectivity or bias on part of the scorer. a. Selection Test. In this test type, the students select the best possible answer/s from the choices that are already given and do not need to recall facts or information from their memory
- 14. a.1 True-false test contains items with only two fixed choices (binary options). The students simply recognize a correct or an incorrect statement that can stand for their knowledge and understanding of facts or information shared. a.2 Matching type test provides two columns for learners to connect or match words, phrases, or sentences. Column A at the left side contains the descriptions
- 15. called premises and column B on the right side contains the options for answers called responses. The items in Colum A are numbered while the items in Column B are labeled with capital letters. The convention is for learners to match the given response on the right with the premise on the left. a.3 Multiple-choice test requires test-takers to choose the correct answer from the list of options given. It includes three parts: the stem, the keyed option, and the incorrect options or alternatives.
- 16. The stem represents the problem or question usually expressed in the completion form or question form. The key option is the correct answer. The incorrect options or alternatives are also called the distractors or foils
- 18. b. Supply Test The supply test, otherwise known as the constructed-response test, requires students to create and supply their own answers or perform a certain task to show mastery of knowledge or skills rather than choosing an answer to a question. It includes short answer, completion type, essay type items. These tests can be categorized as either objective or subjective. They are in objective form when definite answers are asked from the examinees and which answers observe stable scoring or are not influenced by the judgment of the scorers. On the other hand, they are in the subjective form when students are allowed to answer items in the test in their own words or using their original ideas.
- 19. b.1 Short-answer test contains items that ask students to provide exact answers. Rather than simply choosing from several options provided, the examinees either provide clearly-defined answers or compose short phrases for answers.
- 20. b.2 Completion test or fill-in-the-blank test requires examinees to supply word/s, phrase/s symbol/s, or number/s to complete a statement.
- 21. Subjective Test. This test allows the student to organize and present answers in their own words or using their original ideas. This test can be influenced by the judgment or opinion of the examinees and the scorers; nevertheless, it allows assessment of aspects in students’ performance that are complex and qualitative. Questions raised may elicit varied answers that can be expressed in several ways. b.3 Essay test is a subjective type of test that requires examinees to structure long written response to answer a question. This test measures complex cognitive skills or processes and is usually scored on an opinion basis. It may require the examinees to give definitions, provide interpretations, make evaluations or comparisons, contrast concepts, and demonstrate knowledge of the relationships (Morrow, et al., 2016).
- 22. b.3.1 Restricted response essays set limits on the content and response given by the students. Limitations in the form of the response are well- specified in the given essay question/item. Example: Point out the limitations of objective type of test in 300 words. Your answer will be scored in terms of content and organization (5pts.), quality of writing (3 pts.), and grammar usage and mechanics (2 pts.). b.3.2. Extended response essays allow the students wide latitude of expression in terms of the length and complexity of the response. It is
- 23. best suited to measure the examinee’s ability to organize, integrate, synthesize, and evaluate ideas. Example: Is a valid test reliable? Thoroughly discuss y
- 26. c. Performance Test. This assessment type requires students to perform a task or activity or do an actual demonstration of essential and observable skills and the creation of products. This may be in the form of simulated performance or work samples. c.1 Simulated performance requires examinees to carry out the basic rudiments of skill in a realistic context rather than simply choosing an answer from a ready- made list. Examples are recital, dramatic enactment, role-playing, participating in debate, public speaking, and entrepreneurial activity, etc.
- 27. c.2 Product-based focuses on the final assessable output and not on the actual performance of making the product. Examples are portfolios, multimedia presentations, posters, ads, and bulletin boards.
- 29. 2. Test Assembling After constructing the test items, arrange the test items. There are two steps in assembling the test: (1) packaging the test; and (b) reproducing the test. Gabuyo (2012) sets the following guidelines for the assembling of the test. • Group all test items with similar format. • Arrange test items from easy to difficult. • Space the test items for easy reading. • Keep items and options on the same page. • Place the illustrations near the description.
- 30. • Check the answer key. 3. Writing direction All test directions must be complete, explicit, and simply worded. The type of answer that is elicited from the learners must be clearly specified. The number of items to which they apply, how to record their answers, the basis of which they select answers, and the criteria for scoring or scoring system, and the time allocated for each type of test (if so required) should also be indicated in the test instructions.
- 32. 4. Checking on the assembled test items Before reproducing the test, it is very important to proofread first the test items for typographical and grammatical errors and make necessary corrections if any. If possible, let others examine the test. This can save time during the examination as it will not anymore cause any distraction to the students.