2initial steps 2

7/31/2019 2Initial Steps 2

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The Initial Steps inDeveloping a ClassroomTest

Deciding What to Test and How to Test It


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Preparing Instructional Objectives

What types of learning outcomes do youexpect from your teaching knowledge-

understandings- applications-thinking skills-performance skills-attitudes?.. Clearly, definingthe intended learning outcomes is the first stepin good teaching- it is also essential in the

evaluation of pupil learning Sound evaluationrequires relating the evaluation procedures asdirectly as possible to the intended learningoutcomes.


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INSTRUCTIONALOBJECTIVES

Provide direction forthe instructionalprocess (byclarifying theintended learning

outcomes

Conveyinstructional intentto others ( pupils,parents, otherschool personnel,

the public)

Provide a basis forevaluating pupillearning ( bydescribing theperformance to be

measured)


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Content Validity

Stage 1Instructional

Objectives

Stage 2Instructional

Activities

Stage 3Tests

A Three-Stage Model of Classroom Measurement

Test items must validly measure the instructionalobjectives


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Why Objectives? Why not just write testitems?


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Where do goals come from?

Needs and wants of the society

School board

Superintendent

School Administration

Teachers


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The funneling of societal wants into objectives

Copyright Allyn & Bacon 2006

The needs and wants of society

Are shared with superintendentthrough the school board and

Are translated into educationalgoals by program coordinators, and

goals are then

Translated into school,classroom , and studentobjectives by principals and

teachers


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Goals and ObjectivesGoalsDefinition.Broad statements of very general educational outcomes that:do not include specific levels of performance.

tend to change infrequently and in response to societal pressureExamples:

Become a good citizenBe competent in basic skills areasBe creativeLearn problem solvingAppreciate artDemonstrate high-level thinking skills


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Goals and Objectives

Educational GoalGeneral aim or purpose of education that is stated

as broad, long-range outcome to work toward.Goals are used primarily in policy making andgeneral program planning

Example: Demonstrate proficiency in the basicskills in reading, writing, and arithmetic


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Instructional Objectives

Specific statements of a learner behavior or outcomes thatare expected to be exhibited by students aftercompleting a unit of instruction. A unit of instruction may,for example, mean:

a six-week lesson on Kapampangan culturea class period on subtracting with borrowing

Example:By Friday, the students will be able to recite the names of

the months in order



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Specific Learning Outcome

An intended outcome of instruction that has been statedin terms of specific and observable pupilperformance(e.g. Identifies details that are explicitlystated in a passage). S set of specific learning outcomesdescribes a sample of the types of performance thatlearners will be able to exhibit when they have achieveda general instructional objective( also called specific

objectives, performance objectives, behavioralobjectives and measurable objectives)



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Pupil PerformanceAny measureable or observable pupil

response in the cognitive, affective orpsychomotor area that is a result oflearning



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Educational Objectives

The identification and statement of educationalobjectives is the first step in developing tests.

Educational objectives are simply educationalgoals; that is what you hope the students willlearn or accomplish.

Educational objectives are also referred to asinstructional or learning objectives.


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Characteristics of Educational

ObjectivesScope refers to how broad or narrow anobjective is.

There are limitations associated withobjectives at either end of this continuum

and in practice it is probably best to strikea balance between the two extremes.


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ObjectivesDomain refers to the type of ability orcharacteristic being measured (i.e., cognitive,

affective, or psychomotor domain).Blooms Taxonomy provides a useful way of describing the complexity of a cognitive objectiveby classifying it into one of six hierarchicalcategories ranging from the most simple to themost complex.


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Blooms Taxonomy

A taxonomy of cognitive objectives developedby Bloom, Englehart, Furst, Hill and

Krathwohl ( 1956) is commonly referred to asBooms taxonomy. This taxonomy provides auseful way of describing the complexity of anobjective by classifying it into one of the sixhierarchical categories ranging from the mostsimple to the most complex.


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Bloom's Taxonomy of Educational Objectives

Level Description Example

Knowledge Rote-memory, learning facts. Name each state capital.

Comprehension Summarize, interpret, or explain

material

Summarize the use of symbols

on a map.

Application Use general rules and principlesto solve new problems.

Write directions for traveling bynumbered roads using a map.

Analysis Reduction of concepts into parts

and explain the relationship of

parts to the whole.

Describe maps in terms of

function and form.

Synthesis Creation of new ideas or results

from existing concepts.

Construct a map of a

hypothetical country with given

characteristics.

Evaluation Judgment of value or worth. Evaluate the usefulness of a map

to enable travel from one place

to another.


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ObjectivesFormat typically refers to the use of a behavioralversus nonbehavioral format.

Behavioral objectives specify activities that areobservable and measurable.

Nonbehavioral objectives specify activities thatare unobservable and not directly measurable.


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Writing Educational Objectives

Write objectives that cover a broadspectrum of abilities.

When feasible, identify behaviors thatare observable and directlymeasurable.

State any special conditions.When appropriate, specify an outcomecriterion.


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Table of Specifications

(or Test Blueprint)

The method of ensuring congruencebetween classroom instruction and testcontent is the development and applicationof a table of specifications, which is also

referred to as a test blueprint.


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Test Blueprint for a Unit on Subtraction without Borrowing

Content Outline Categories( Objectives) Knowledge Comprehension Application Total Percentage

1. The student will discriminate thesubtraction sign from the addition sign.

1 1 4%

2. The student will discriminate additionproblems from subtraction problems

2 2 8%

3. The student will discriminate correctlysolved subtraction problems fromincorrectly solved subtraction problems.

4 4 16%

4. The student will correctly solve single-digit subtraction problems.

6 6 24%

5. The student will correctly solvesubtraction problems with two-digitminuend and single digit subtrahend.

6 6 24%

6. The student will correctly solve double-digit subtraction problems

6 6 24%

TOTAL 3 4 18 25

PERCENTAGE 12% 16% 72% 100%


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Based on Content Areas (Number of Items)

Level of Objective

Content Areas Knowledg

e

Comprehension Applicatio

n

Analysis Synthesi

s

Evaluation Total

Scales of Measurement 2 2 2 6

Measures of CentralTendency

3 3 6

Measures of Variability

3 3 3 9

Correlation &Regression2 3 2 2 9


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Based on Content Areas (Percentages) Level of Objective

Content Areas Knowledge Comprehension Application Analysis Synthesis Evaluation Total

Scales of Measurement6.7% 6.7% 6.7% 20%

Measures of CentralTendency

10% 10% 20%

Measures of Variability

10% 10% 10% 30%

Correlation & Regression

6.7% 10% 6.7% 6.7% 30%

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