A Lecture Series in Prof Educ 109- Assessment of Students Learning 1

COURSE SYLLABUS

Course Code:

Prof Ed 110

Course Title:

Assessment of Students Learning 1

No. of lecture hours/week: 54 hours

No. of units:

3 units

I Vision, Mission, Goals, and Objectives

PSU Vision

The Pangasinan State University envisions to become the apex of academic excellence that produces globally competitive and morally upright professionals in Pangasinan and the Ilocos Region.

PSU Mission

PSU provides quality and relevant academic programs in the arts, sciences, and pursues scientific and technological endeavors for the technical and holistic development of professionals to meet the local and global demands.

Campus Goals and Objectives

Campus Goals

1. To produce competent and globally competitive teachers, highly skilled technicians and entrepreneurs for small and medium scale business and industrial establishments;

2. To provide opportunities for the poor and the disadvantaged to acquire quality education and make them productive and versatile citizens committed towards improving themselves, their families and their communities;

3. To promote efficiency and effectiveness of operations through a continuing program of human resource development and evaluation of programs, projects, and activities.

Campus Objectives

1. Provide students with relevant and quality education in the field of teacher education, entrepreneurship, technological and other professional programs to ensure their productive employment for empowerment;

2. Conduct periodic review of existing curricula with the end view of enriching and updating them to keep abreast of modern technology;

3. Design and develop relevant and responsive curricular programs that will meet the needs of a developing community;

4. Continuously upgrade the competencies of the faculty and personnel through closer supervision and well-planned faculty-staff development program;

5. Democratize access of poor but deserving students to quality education through institutionally-funded and privately sponsored scholarship programs;

6. Conduct educational, socio-economic and appropriate technological researches to improve instructional effectiveness, develop new technologies, and enhance current work processes thereby increasing productivity;

7. Strengthen the extension services to enable the out-of-school youths, unemployed adults, potential entrepreneurs, and the women sector to acquire the necessary skills and attitudes for gainful employment in order to improve the quality of life in the countryside;

8. Establish and maintain functional linkages with the public and private agencies/ institutions to bring about the cooperative and fruitful realization of the campus programs, projects, and activities;

9. Conduct periodic evaluation and review of the management system and processes in the campus to promote efficiency and effectiveness in the overall operation of the institution; and

10. To produce graduates with the necessary skills desirable work habits and attitudes and acceptable interpersonal and critical skills that can help in the local, regional, and national development and are capable to be globally competitive.

a. Program Objectives

Bachelor in Secondary Education (BSEd) Objectives

The Bachelor of Secondary Education (BSEd) program aims to inculcate physical, mental and moral development of teachers who are capable to meet the needs of the secondary school students. They should be equipped with the necessary knowledge, attitudes and skills in Communications Arts, Mathematics, Sciences, Information Technology, and Technology and Livelihood Education to be globally competitive as teachers in the current age of information and communication technology.

Specifically, it aims to develop teachers who

1. posses mastery of the subject matter in specific fields/ learning areas like Communications Arts (English and Filipino), Mathematics, Physical Science, Information Technology, and Technology and Livelihood Education;

2. have a deep understanding of the educational processes applied to secondary students relative to historical, social, cultural, and political, and other present day issues ;

3. have a mastery of the subject matter, the appropriate teaching strategies and educational materials needed;

4. understand individual differences as applied to learners and can be creative and innovative in meeting their needs ;

5. undergo professional growth and continuous education to be aware of the latest trends in education; and

6. give prestige and integrity to the teaching profession through adherence to the Code of Ethics for Teachers.

II Course Description

This course deals on the basic understanding of concepts and principles of classroom assessment to improve teaching-learning process. Emphasis is given on the establishment of high quality classroom-assessment method.

III Course Objectives

a. General Objectives

At the end of the semester the students should be able to acquire basic knowledge and concepts assessing the students learning achievements using the different kinds of tests.

b. Specific Objectives

1. Show understanding of the basic concepts and principles of high quality assessment;

2. Identify the role of assessment in making instructional decisions;

3. Match the learning targets and their appropriate assessment techniques;

4. Construct classroom assessment tools in measuring knowledge and thinking skills;

5. Interpret test results;

6. Demonstrate skills in reporting students' learning progress; and

7. Apply statistical procedures in standardizing teacher-made test.

IV COURSE Requirements

a. Regular Attendance

b. Passing the Quizzes, Midterm and Final Examinations

c. Active Participation in Class Discussion

d. Others

V Course Outline

Topics

No. of Hours

A. Orientation

1. University, College and Institutional Vision, Mission,

Goals and Objectives

1 hr.

2. Bases for Evaluation

3. Course Requirements and Grading System

4. Course Overview

B. Basic Concepts of Educational and Classroom Assessment

4 hrs.

1. Definitions: Measurement, Evaluation, Assessment

Educational Assessment

2. Historical Development of Educational Testting

3. Importance of Educational Assessment

4. Roles of Assessment in Making Instructional Decisions

a. Placement Purposes

b. Formative Purposes

c. Diagnostic Purposes

d. Summative Purposes

5. Scope of Educational Assessment

6. Organization and Administration of Educational Assessment Program

C. Establishing High Quality Classroom Assessment

1. Meaning of High Quality Classroom Assessment

1 hr.

2. Principles of High Quality Assessment

1 hr.

3. Clear and Appropriate Learning Targets

3 hrs.

a. Types of Learning Targets

1. Knowledge Learning Targets

2. Reasoning Learning Targets

3. Skill Learning Targets

4. Product Learning Targets

5. Affective Learning Targets

b. Sources of Learning Targets

5 hrs.

1. Blooms Taxonomy of Objectives

2. Textbooks

3. Existing List of Objectives

4. National Standards

c. Criteria for Selecting Learning Targets

2 hrs.

4. Appropriateness of Assessment Methods

5 hrs.

a. Objective Test

b. Essay Test

c. Performance Test

d. Oral Questioning

e. Observation

5. Validity

3 hrs.

a. What is Valid Instrument?

b. How is Validity Determined?

1. Content-Related Evidence

2. Criterion-Related Evidence

3. Construct-Related Evidence

6. Reliability

2 hrs.

a. Test of Stability

b. Test of Equivalence

c. Test of Internal Consistency

7. Fairnesss

2 hrs.

a. Student Knowledge of Learning Targets and Assessment

b. Opportunity to Learn

c. Prerequisite Knowledge and Skills

d. Avoiding Teacher Stereotypes

e. Avoiding Bias in Assessment Tasks and Procedures

8. Positive Consequences

3 hrs.

a. Positive consequences of:

1. students

2. teachers

3. parents

4. other stakeholders

9. Practicality and Efficiency

5 hrs.

a. Teacher Familiarity with the Method

b. Time Required

c. Complexity of Administration

d. Ease of Scoring

e. Ease of Interpretation

f. Cost

10. Assessment Standards and Concerns

3 hrs.

a. Ethics in:

1. gathering data

2. recording data

3. reporting data

b. Legally Mandated Standards

2 hrs.

1. Code of Fair Testing Practices in Education

2 Standards for Teacher Competence in Educational Assessment of

Students

3. Code of Professional Responsibilities in Educational Measurement

D. Development of Classroom Assessment Tools for Measuring

5 hrs.

Knowledge and Reasoning

1. Planning

a. Identifying test objectives

b. Preparing table of specifications

c. Selecting the test format

1. Objective Type of Test

a. Selection type

b. Supply type

2. Non- Objective Type of Test

a. Constructing Restricted & Extended Essay Test

b. Developing Rubrics for Essay Test

1. Setting Criteria

2. Setting Performance Levels

2. Construction and Tryouts

a. Item Writing

b. Content Validation

c. Item Tryout

d. Item Analysis

E. Utilization of Assessment Data

1. Norm-Referenced Interpretation

7 hrs.

a. Tabular and Graphical Presentation of Data

b. Descriptive Statistics

1. Measures of Central Tendency

2. Measures of Variability

3. Standard Scores

2. Criterion-Referenced Interpretations

1. Percentage Scores

2. Setting Mastery Criterion

3. Preparing TransmutationTable

TOTAL

54 hrs.

VI Teaching-learning Strategies

a. Lecture/Discussion

b. Computer-assisted instruction (CAI)

c. Computer-assistend learning (CAL)

d. Others

VII Bases for evaluation

a. Midterm and Final Examination

40%

b. Quizzes

30%

c. Participation (others)

30% TOTAL

100%

VIII Instructional Materials

IX References

Aerasian, Peter W. Classroom Assessment. 2nd ed. McGraw-Hill Book Co., 1994.

Gronlund, Norman E. Assessment of Student Achievement. 7 ed. Boston, New York: Pearson Education, Inc., 2003.

Kobiszyn, Tom et. al. Educational Testing and Measurement Classroom Application and Practices. 6th edition. Jemma Inc., 2000.

McMillan, James H. Classroom Assessment Principles and Practice for Effective Instruction. Boston: Allyn and Bacon, 1997.

Nitko, Anthony. Educational Assessment of Students. 2nd Edition. Englewood Cliffs: Prentice-Hall Inc., 1996.

Oosterhop, Albert. Developing and Using Classroom Assessments. 3rd edition. Columbos, Ohio: Upper Saddle River, New Jersey: 2003.

Payne, David Allen. Applied Educational Assessment. 2nd edition. Wadsworth Group, Thomson Learning Canada: 2003.

Puckett, Margaret B. et. al. Authentic Assessment of the Young Child-Celebrating Development and Learning. Merrill, 2000.

The University Committee

Chair:

Dr. Fe P. Fernandez

PSU Bayambang

Members:

Dr. Rosie Abalos

PSU Binmaley

Dr. Fe Soriano

PSU Lingayen

Dr. Edna Rosario

PSU San Carlos

Dr. Cecilia Junio

PSU Bayambang

Dr. Ofelia Fernandez

PSU Bayambang

Dr. Elizabeth Episcope

PSU Asingan

Dr. Armando Junio

PSU Bayambang

Dr. Rosario B. Miguel

PSU Sta. Maria

Mrs. Rochelle Palaming

PSU Bayambang

Dr. Amado Ramos

PSU Bayambang

Dr. Luzviminda Ramos

PSU Bayambang

Prof. Perla delos Santos

PSU Bayambang

Prof. Belinda Velasquez

Dr. Merlita Q. Santos

Director, Curriculum, Instruction, and Accreditation

Dr. Manolito C. Manuel

Vice President, Academic Affairs

Enhanced by:

ELIZABETH F. EPISCOPE

Assistant Professor II

Contents Noted:

ELIZABETH F. EPISCOPE

Chairman, Teacher Education Department

Associate Dean

Recommending Approval:

ELIZABETH F. EPISCOPE

Associate Dean

Approved:

PRISCILLA L. AGSALUD, Ed.D.

Campus Executive Director

DEFINITIONS:

MEASUREMENT- finding the amount or quantity; quantification; answer the questions how much, how great, how little, how much more, how much less, etc; gives a quantitative value; scores the level of achievement

KINDS OF MEASUREMENT:

1. Direct- can be measured directly e.g. length, width, time, etc

2. Indirect- can not be measured directly e.g. intelligence; aggressiveness

EVALUATION- ascertaining; judging; giving interpretation

Measurement

VS

Evaluation

- emphasis is on single aspect of matter- emphasis is on broad personality changes

or specific achievement, habits, skills, and major objectives of the educational

knowledge, ability

program

- centered on students

- centered on environment and what it does

to the student

- focused on individual points

- utilizes all tools and techniques of

measurement

- how much is learned

- improvement

ASSESSMENT a series or collection of measurement and evaluation processes and resultsHISTORICAL DEVELOPMENT

Ancient Times: Oral Test was the earliest type of examination

initiation by primitive tribe to test knowledge on tribal costumes, endurance, and bravery among young men before being admitted to the ranks of adult

crude oral test- used as test in the study of the bible

Greece- Socrates- employed searching type of oral test

Spartans- tested physical performance of young men after training them in physical development and stoicism

Athenians- examined young men by means of games and contests by requiring them to read, write, and sing

China- 220 BC- had elaborate national system of written examination for selecting public officials- our civil service was patterned from this

Italy- 1219 AD- written test was used in Educational Setting- University of Bologna, Italy

University of Paris- 13th century- candidates for certain degrees were required to defend their thesis

Cambridge, England in 1702- where the first written test was introduced

427-347 BC- Time of Plato and Quintillian- individual differences had already been recognized- beginning of Christian era

Testing During the 19th Century (1801-1900)

marked the beginning of educational and mental measurement

there was an improved technique in measuring the outcomes of learning and of determining human differences in terms of sensory skills

those who were involved were:

1. Horace Mamn- 1845- introduced to Boston schools the 1st Written Educational Test

2. Rev. George Fisher- 1864- English, devised and used the 1st Objective Achievement Test- Scale Book- he made for each subject Reading, Writing, Language, and Aristmetic; he was given honor by Ayres as inventor of Educational Measurement

3. Dr. J.M.Rice- 1834-1894- was the real inventor of Comparative Test in America; 1st Spelling Test administered to 60,000 school children; Modern Objective Test

4. Hermann Ebbinghaus-1885- founder of Experimental Study of Memory and introduced the Completion Test

5. J.Mckeen Cattell- 1883- 1st to use the term Mental Test; the father of Mental Testing

6. Alfred Binet and Henry Simon- 1895- France- pioneered the use of Intelligence Testing; came out with Binet-Simon Intelligence Scale in 1905

7. Francis Galton- English scientist-originated the use of Questionnaire Method and the Theory of Lugenics; invented the statistical and experimental techniques which improved the mental and educational tests

Testing During the 1st Half of the 20th Century (1901-1950) modern methods of measuring achievement and mental ability arouse from the theories and techniques developed previously

1. Dr. E.L. Thorndike- 1904- published the first book in Educational and Social Measurement; published the Thorndike Handwriting Scale which assigned quantitative values to different qualities of handwritng; he was givewn Ayres Honor of being the Father of Educational Measurement.

2. Cliff W. Stone- 1908- student of Thorndike- 1st to publish a Standardized Achievement Test in Arithmetic Reasoning

3. 1909-1915- Standardized Scales were publishied/appeared

Courtis- series of Arithmetic Tests

Hillegas- Composition Scales

Ayres- Spelling Scales

Thorndike- Drawing Scales

4. William McCall- published his book in Informal Objective Test

5. Binet and Simon-1905- devised the 1st Intelligence Scale in determining mentally retarded children. It was called the Binet-Simon Scale; revised in 1916- the I.Q. Test was used for the 1st time. (mental quotient)

6. Arthur Otis- with the help of Robert Yerkes and Lewis Terman, in 1917, developed the 1st Group Intelligence Test- used with the recruits of the U.S. Army

Army Alpha- Verbal Test

Army Beta- Non-Verbal /Performance Test

7. Pinter and Paterson-1917- Performance Test to measure intelligence of deaf children; was called Pinter-Paterson Performance Scale

8. Carl E. Seashore- 1915- constructed the 1st test to measure musical ability; Seashore Test of Musical Ability

9. Stenquist Test of General Mechanical Ability

10. Rogers-1918- published the test of Mathematical Ability

11. Margaret McAdory Siceloff- developed the McAdory Art Test in 1933

12. Applied to Business to measure success indicators:attitudes, sociability, levels of dominance and submissiveness, emotion, values, interests, introversion, extroversion- job placement

a. Scot-Man-to-Man Scale- measures personality traits, used for soldiers during the world war II

b. Woodworth Personal Data Sheet- measures the ability of soldiers to adjust to army life

c. 1919-Presscy- published a test to measure introversion-extroversion- X-O Test

d. Allport- made test of Ascendance; submissiveness

e. Hart-1925- test to measure social attitudes and interests

f. Watson- test to measure fair-mindedness 1925

g. Murray and Morgan- devised the TAT (Thematic Apperception Test)- measures personality

h. Hartstone and May- devised the Character Education Inquiry- designed to determine the nature and character of children

Testing since 1951

Project Talent- 1951- was a large scale, long range testing and research program

Its objectives are:

1. to enrich our understanding of human talents, and

2. develop and improve the methods of testing using test results

1960- extensive Battery Tests and Inventories were administered

1961- 13 year old school children were given battery test in Reading Comprehension, Science, Geography, and Non-verbal Tests

TESTING IN THE PHILIPPINES

Before 1898- Pre Spanish Time- used performance test to measure physical and mental prowess; young men were tested orally on what they read and wrote

Spanish Time- Oral Test on Catechism and other fields of instruction

1898-1900; 1901-1925

1924- Phil. Vocabulary Test- 1st Standardized Test

1924- Monroe Survey Commission evaluated the Phil conditions in public schools by Dr. Manuel Carreon and Dr. Isidro Panlasiquitook active part

1957- testing was used not only in school but also in business

1958- Achievement Test

1960-1962- all 4th year high school students took a common final examination for

promotion

1963- all grade VI students took common final examination for promotion

1974-1975- NCEE (National College Entrance Examination) by DECS (Department of Education Culture and Sports) with Narciso Albarracin, DECS Undersecretary as

chairman

NSAT/CS

Board Examinations

A. CHARACTERISTICS AND CLASSIFICATION OF MEASURING INSTRUMENTS

MEASUREMENT- implies the use of tools or instrument; provides quantitative description

of observed phenomena; answers the question how much; process of determining the

extents, dimensions, or quantity; quantification

THREE STEPS OF MEASUREMENT: (Thorndike/Hagen, 1977)

1. identifying and describing quality/attribute to be measured

2. determining operations by which attribute in perceivable

3. establishing observations in quantitative data

EVALUATION-what progress am I taking; process where the parts, processes, or outcomes

of a program are examined to see whether they are satisfactory. (Tuckman, 1975);

making judgment about values, for some purpose, of ideas, works, solutions, methods, materials etc. (Bloom, 1976); describing something in terms of selected attributes, and judging the dgree of acceptability of that which has been described

PRINCIPLES OF EVALUATION:

Comprehensive

* Comprehensive

Objective

* Descriptive

Based on Criteria- educational objectives* Cooperative

Diagnostic and Functional

Flexible

Cooperative

Dynamic, Creative

Correlated with educational principle

Valid, reliable, practical and appropriate

Administrability

Importance

Continuous

SCOPE OF MEASUREMENT AND EVALUATION

a. Areas:

b. Tuckmans Definition

1. achievement

1. parts

2. aptitude

2. processes

3. interest

3. outcomes

4. personality

c. Blooms Definition

d. others

1. value

1. relations

2. purpose

2. qualifications

3. ideas

3. experiences

4. works

4. trainings

5. solutions

5. achievement

6. methods

6. facilities

7. material

7. talents

IMPORTANCE AND FUNCTIONS OF MEASUREMENT AND EVALUATION:

a. research, instruction, school administration

b. uses of tests- instruction purposes, administrative purposes, selection and decision, classification and placement, accreditation and certification, evaluating educational programs

c. educational guidance, personal guidance, improvement of public relations

ASPECTS OF EVALUATION:

knowledge, abilities, skills, habits, attitudes, social adaptability, personality changes, and values

ORGANIZATION AND ADMINISTRATION OF THE SCHOOL EVALUATION PROGRAM

Program- system, order, planning

Head of the Institution- organize the testing program

Evaluation Committee- take charge of the evaluation activity

EVALUATION COMMITTEE:

Elementary- Head Teacher, Math teachers, guidance counselor

High School- Guidance Counselor, Head Teacher, Math Teachers

College- Guidance Counselor, chairman, math instructors encoder

CHARACTERISTICS OF THE MEMBERS OF THE EVALUATION COMMITTEE:

knows how to interpret test results

knows how encode

responsible, honest, accurate, careful, time conscious, etc

FUNCTIONS OF THE EVALUATION COMMITTEE:

1. prepares test schedules

2. consolidates test results

3. interpret test results using statistical procedures

4. makes black and white report of the test result with graphs for submission

CHARACTERISTICS OF EVALUATION PROGRAM:

1. have blueprint; flow chart- subcommittees with specified functions

2. clear-cut policies and objectives

3. systematic, well-organized

4. comprehensive

5. cooperative

6. dynamic

7. aims to improve instruction

COMPONENTS OF EVALUATION PROGRAM:

1. Goals, objectives, outcomes

2. Curricula

3. Additional educational programs

4. Instructional materials

5. Non-teaching aid physical facilities

6. Testing

7. The Learners

8. Marking and Grading

9. The teacher and his methods

10. Students services

11. Extra-co-curricular activities

12. Public relations

13. Administrators

14. Research

B. TEST DEVELOPMENT

TYPES OF TEST AND THEIR STRENGTHS AND WEAKNESSES

Two Big Groups of Tests: Standardized Tests and the Teacher-Made Tests

CLASSIFICATION OF STANDARD TESTS

I. According to Function

1. Psychological Test- measures individuals ability or personality

a. Intelligence Test- also known as the I.Q. test; measures mental ability

b. Aptitude Test- measures the potential ability to performs an activity

c. Personality Test- measures some aspects of individuals personality

1. Rating Scale- uses suggestive points for checking

2. Personality Inventory- determines personal characteristics such as emotional adjustment, tendencies toward introversion or extroversion, etc

3. Projective Test- measures individual responses reflecting the persons individuality e.g. Rorshach Test (Ink-Blot Test), TAT (Thematic Apperception Test)

d. Vocational and Professional Interest Inventory-determines the extent to which a persons likes and dislikes relating to a given vocation and profession

II. According to Construction

1. Structured Test-requires examinees to respond within given framework or design of test and correct responses are expected e.g. objective test whether standard or teacher-made test; also called restricted test because there are restrictions imposed

2. Unstructured Test- examinee is free to respond in any way he likes, thinks, feels, or has experienced and there are no correct answers; e.g. projective test; also called unrestricted test because there are no restrictions imposed

III. According to No. of Persons To Whom the Test is Administered

1. Individual Test- given to only one person at a time

2. Group Test- given to a group of persons at a time

IV. According to the Degree to which Words are Used

1. Verbal Test- paper and pencil test; questions maybe presented orally or in written form; responses requires words

2. Nonverbal Test- test is composed of symbols; instructions maybe given orally or in written form but answers are given solely in numbers, graphical representations, or three-dimensional objects, or materials

3. Performance Test- also nonverbal, does not require the use of paper and pencil for responding; the manipulation of physical objects or materials; e.g. arrangement of blocks; used to person with language difficulty

V. According to Difficulty

1. Speed Test- measures speed and accuracy

2. Power Test- have different degrees of difficulty arranged in ascending order of difficulty

VI. According to Arrangement

1. No Arrangement- arrangement of items is not important

2. Scaled Test- items are arranged in definite order or position usually in ascending order of difficulty or quality

VII. According to Amount of to be Performed

1. Maximum-Performance Test- examinee is urged to accomplish as much as he can to show his ability, capacity, etc. e.g. intelligence test, aptitude test, achievement test

2. Typical Performance Test

CLASSIFICATIONS OF TEACHER-MADE TESTS

I. Oral Examination-answers are given in spoken language

a. According to No. of Persons Who Will Take the Test

1. Individual Oral Examination- one student answers questions in presence of his classmates or other persons e.g. class recitation, oral defense of thesis, etc.

2. Group Oral Examination- two or more students are asked to answer a question in concert or in group e.g. choral speaking, choral renditions

b. According to the Objective of Measurement

1. Questions for Marking- graded according to the quality of answers e.g. graded recitation, oral defense

2. Questions for Selection- purpose of questioning is to fill up a vacant position for honor, scholarship, employment, and other competitive positions

II. Written Examinations

a. Essay- answers by discussion, enumeration, comparison, explanation, analysis, statements,

criticisms

1. Classification according to Brevity of Responses

a. Simple-Recall Question- demands short responses such as a sentence or two e.g. answer to questions who, what, when and where

b. Short-Answer Question- answered by a statement, a phrase or a sentence e.g. define, identify, list, find, state etc.

c. Discussion Type Question- answered by discussion e.g. explain, describe, interpret, compare, contrast, outline, etc.

2. According to Scope of Responses

a. Unrestricted or Uncontrolled Type- have very wide latitude; wider freedom of organizing ideas in any way; hard to score, not so valid and nor so reliable e.g. Describe the economic problems of our country.

b. Restricted or Controlled Type- limited in organizing response; there are guides in making a response; more valid and reliable e.g. Give and discuss the causes of Phil. Revolution starting with the remote causes followed by the immediate ones.

3. Other Types of Essay

a. Enumeration- a completion test with two or more responses

1. Complete Enumeration

2. Selective Enumeration

b. Description

c. Comparison

1. General

2. With Given Basis

d. Contrast

1. General

2. With Given Basis

CLASSIFICATIONS OF OBJECTIVE TEST

1. Recall Type

a. Simple Recall- a direct question; response is a single word, number, letter, or symbol

b. Completion- asked to supply the omitted important words e.g. Fill-in-the-Blank

c. Identification- defined, explained, or indicated by a picture, diagram, symbol, object

d. Labeling- labeling the parts indicated by arrows; can be a matching type

e. Enumeration- completion test where there are two or more responses

2. Recognition Type

a. Alternative-Response- one of only two possible responses e.g. true or false, right or wrong, yes or no

1. Yes-No

2. True-False

3. Right-Wrong

b. Multiple Choice- one is the correct answer from the given responses

c. Scaled Multiple Choice- choose option from the list of orderable categories, degrees or gradations e.g. Do you agree that the current government is better than the past government? a. agree b. uncertain c. disagree d. strongly disagree

d. Matching Type- with two or more columns; match the items of the columns

3. Rearrangement of Items- ask to assemble, order on some basis e.g. chronological order, geographical order, magnitude, alphabetical, importance, quality etc.

a. Rearrangement of Symbols

b. Rearrangement of Words

4. According to Response

a. Multiple Choice

b. Matching Type

c. Alternate Response

1. Yes-No

2. True-False

3. Right-Wrong

5. Supply Type or Restricted Response

a. Simple Recall

b. Fill-in-the-Blanks

c. Answer the ff

d. Essay for Short Answer

6. Extended Response

a. Comprehensive Examination

b. Essay for Term Paper

EDUCATIONAL TEST

VS

PSYCHOLOGICAL TEST

- measures the results and effects of instruc-

- measures a sample of behavior

tion in learning

e.g. good traits

- measures intangible aspects of behavior

e.g. attitudes, interests, intelligenceMASTERY TEST

VS

SURVEY TEST

- level of mastery of a specific

- batteries of achievement test;

objective

they cover wide areas of learning content;

designed to measure the total performance

individual in a given field of knowledge;

also the general achievement of the

students in a certain subject

INDIVIDUAL TEST

VS

GROUP TEST

- given to one person; one-to-one

- given to group of persons; economical

basis

SPEED TEST

VS

POWER TEST

- measures the no. of items an in-

- items are arranged in increasing

dividual can complete at a given

order of difficulty; measures the ability to

time

answer more and more difficult items

within a given field

VERBAL TEST

VS

NON-VERBAL TEST

- paper and pencil test;

- maybe pencil and paper test but words

oral test; words are necessary for

are not used in giving meaning or

the examinee to understand and respond

responding to the test items; may involve

to test items

numbers, drawings, or physical objects

FORMATIVE TEST

VS

SUMMATIVE TEST

- brief; gives idea on what had been

- assesses students learning achievement;

learned and suggest corrective measures

longer and broader; gives ideas on how

for mastery; e.g. daily quizzes

students change; grades are based on it;

e.g. departmental test

SUPPLY TEST

VS

SELECTION TEST

- requires the examinee to recall

- requires the examinee to recognize

and supply the naswer; e.g.

and select the correct reposnses; e.g.

completion test, fill-in-the-blanks,

multiple choice, matching type

essay test

CRITERION-REFERENCED TEST VS

NORM-REFERENCED TEST

- describes he performance of the

- how an individuals performance compares

students in terms of what an indi-

with others; presence of norms/standards

duals can do without reference to

the performance of others; based from

a criteria/objective e.g. spell 60 words

out of 100 words

INFORMAL TEST

VS

STANDARD TEST

- also called the teacher-made test;

- with norms, validity, and reliability;

aims to measure achievement,

prepared by curriculum experts;

progress, weakness, or defects

STANDARD TEST

VS

TEACHER-MADE TEST

- prepared by specialists/experts who know

- prepared by classroom teachers who

well the principles of test construction;

may not know well the principles

of test construction

- prepared very carefully following

- prepared haphazardly to meet the

accepted principles of test construction

the deadline for administration

- given to a large portion of population

- given to small group e.g. to a class

- with norms, validity, reliability and

- no norms or statistical treatment

statistical treatment

- highly objective

- maybe essay which case scoring is

subjective

- have norms for comparison

- no norms unless teacher computes

for the mean, median, and SD for

comparison and interpretation

- measures innate capacities, characteristics,

- measures subject achievement

and achievement

- used for long period of time

- used for short period

- accompanied by manuals of instructions

- no manuals, only directions

- copyrighted

- not copyrighted

TRUE OR FALSE TEST

a. Advantages:

1. applicability

2. adaptability

3. objectivity in scoring

4. ease in scoring

5. ease in administration

6. wide sampling of knowledge

b. Disadvantages:

1. suggestion effect of incorrect statements

2. guessing factor

3. not reliable due to chance factor

4. difficulty of framing and absolutely true or false statements

5. seldom applicable to measure complex understanding

c. Rules:

1. Avoid specific determiners.

e.g all. Always, never, none, no, nothing false

may, some, oftentimes, sometimes, frequently, generally, most - true

2. Avoid disproportionate number of either true or false statement; make half of the items true and the other half false.

3. Avoid exact wording from the testbook.

4. Avoid trick statements.

5. Limit each statement to exact point to be tested.

6. Avoid double negatives.

7. Avoid ambiguous statements.

8. Avoid unfamiliar, figurative, or literary language.

9. Avoid long statements especially those involving complex sentence structure.

10. Avoid qualitative language whenever possible.

11. Commands cannot be true or false.

12. If the statement is to test for truth or falsity or reason, the main clause should be true and the reason either true or false

13. Do not establish pattern.

14. Require the simplest possible method of indicating response.

15. Arrange the statement in groups; follow the correct format.

16. Use the true or false only for points that lend themselves unambiguously to this kind of item.

17. Inform students if a correction for guessing will be applied.

c. Directions:

Clear- How to respond

Where they will write the answers

Whether correction for guessing will be applied

d. Scoring

Each correct answer should be given one point

For modified true or false, you may give two points

MULTIPLE CHOICE

a. Advantages/Strengths:

1. Most flexible and versatile

2. Adaptable

3. Large number of items can be answered during normal examination period

4. Can be scored rapidly and objectively even by individuals who are unqualified to teach the subject

b. Disadvantages/Weaknesses:

1. Needs - Thorough knowledge of the course content

Awareness of the methodology of item- writing

Skill in the use of language

Level of students development

2. Not advisable for examining small groups of students on only one occasion

3. Can not be used to measure the ability to organize or to clearly express answers to acceptable language

c. Methods of Designing the Multiple Choice Type:

1. Best Answer Type- choices are all correct but there is one that is decidedly the best

2. Correct answer Type- there is only one correct answer.

Stem - questions form

declarative statement

incomplete statement

d. Rules:

1. The stem should contain the problem, the essential issue of the item, or the frame f reference when selecting the correct answer.

2. Arrange choices in chronological order, in a series of magnitudes, alphabetically etc.

3. Make all the destructors plausible and attractive response to the stem.

4. Do not make the correct answer obvious by making it unnecessarily different from therest of the choices.

5. All the alternatives for a given item should be approximately homogeneous in content, form and grammatical structure.

6. Write at least four choices per item or maybe ffive.

7. The use of the alternatives none of these or all of these should be used only with care.

8. In a best answer type, make sure that one and only one is clearly the best answer.

9. Express the responses to a multiple choice test item so that grammatical consistency is maintained.

10. Avoid double negative. This creates artificial difficulty in the test.

11. Make sure that the complete item is on the same page.

MATCHING TYPE

a. Strength:

1. Often used to measure lower levels of the cognitive domain- who, what, when, where situations

2. Scored rapidly, accurately, and objectively

3. Maybe used to measure higher levels of the cognitive domain, but it is not easy to develop such items

b. Weaknesses:

1. Difficult to develop a matching type item to measure higher levels of the cognitive domain

2. Premises must be homogeneous; it is hard to find enough important and homogeneous ideas to the premises of the items

3. Homogeneity of items places overemphasized rather than small portion of content area to be tested; hard to conform with the table of specifications; biased in sampling

Rules:

a. Direction must include:

1. Set a general frame of reference for responding to the items of the cluster

2. How to proceed in selecting responses

3. Where to record his responses

4. Inform whether or not answer could be used more than once

b. Premises:

1. Specify a detail of frame of sequence suggested in the introductory statement

2. Present specific problem to be solved

3. Expressed clearly and concisely

4. Errors of language must be avoided

5. Superfluous and unnecessarily difficult words should be avoided

6. Highly technical terms should be excluded unless essential to the concept being measured

7. Homogeneity of the premises should be strictly followed

c. The Alternates:

1. Must be grammatically appropriate to each premise of the cluster

2. Equally appealing, homogeneous

3. Greater than the number of premises

4. The list of alternates must be somewhat limited since the examinee must read a list of alternates each time he responds to a premise; the use of more than 10 alternates will result in loss of testing efficiency

d. Varieties of Matching Type

1. Imperfect Matching Type- an alternate response could be used more than once

2. Multi Matching Variety- has 3 or more columns; the first column is matched with the second column and the second column is matched with the third column

SIMPLE-RECALL TYPE OF TEST ITEM

a. Advantages:

1. It minimizes guessing

2. It measures retention of specific points and demands accurate information

3. It can measure high levels of cognitive skills

b. Limitations:

1. Excessive use may lead students to focus on memorization of facts and unrelated bit of information

2. Students may give a partially correct answer

3. It takes time because if the student does not readily know the answer, he has to pause to think in an effort to recall the word/answer.

c. Rules:

1. Avoid indefinite statements; indefinite questions are open to several answers.

2. Do not over mutilate your statements; over mutilated is worst than skeleton.

3. Omit only the key words or phrases rather than trivial ones.

4. Make blanks uniform in length.

5. Place the blanks near the end of the statement rather than at the beginning.

6. Avoid the use of extraneous hints designed to help the student identify the correct answer.

7. Always the units in which the answer is to be expressed for those supply test items that could have several answers depending upon the unit chosen.

8. Avoid directly lifting from the textbook.

9. Avoid grammatical clues to the correct answer.

10. If the answers are to be written on the test booklet or question sheet, provide sufficient space for students answers; the correct answer should be unnecessarily long.

ESSAY TEST ITEMS

a. Characteristics:

1. It is considered a supply test.

2. Student composes his responses in more than one sentence.

3. Quality and accuracy is judged subjectively only by someone skilled and informed in the subject.

4. Important feature- freedom of response.

5. Variation in response:

Extended Response- can be extremely challenging to the examinee; shows how well a student achieved higher level of educational goals; measures their ability to organize, evaluate, write clearly with precision and creativity

Restricted Response- measures achievement rather than the ability to write; to respond correctly the student needs to recall the proper information, organize it in suitable manner, arrive at logical and defensible conclusion, and express it in his own words

d. General Considerations in Preparing Good Essay Tests:

1. Give adequate time and thought to the preparation of essay questions.

2. The question should be written so that it will elicit the type behavior you want to measure.

3. Establish a framework within which the student will operate when he answers the question.

4. Decide in advance what factors will be included in an essay response.

5. Do not provide optional questions in an essay test.

6. Adapt the length of the responses and complexity of the question and answer to the maturity of the students.

7. Prepare a scoring key.

Rules in Constructing Essay Test Items:

1. Dont begin the essay question with discuss when the question fails to provide a basis for or limitation of the focus of discussion.

2. Dont ask for an expression of opinion when you intent is to measure the student learning or the ability to present evidence for or against.

3. Dont introduce essay questions with Write all you know about , In you opinion, What do you think.. , and so on.

4. Dont ask for comparison without clearly specifying the basis or bases on which the comparison will be made.

Scoring the Essay Test:

1. Score only one question at a time for all papers.

2. Try to score all the responses to a particular question without interruption.

3. Score the paper anonymously.

4. Score only on factors you decided will be considered.

5. Decide on the scoring system and use it consistently.

6. Score the papers yourself.

STAGES OF TEST DEVELOPMENT

I Planning the Test

a. Determining Objectives

b. Preparing Tables of Specifications

c. Selecting the appropriate Item Format

d. Writing the test items

e. Editing the test items

II Trying the Test

a. Administering the 1st Try-Out Item Analysis

b. Administering the 2nd Try-Out Item Analysis

c. Preparing the final form of the test

III Establishing Test Validity

IV Establishing Test Reliability

V Interpreting Test Scores

PURPOSES OF TEST:

1. Judging pupils mastery

2. Measuring growth over time

3. Ranking pupils based from their achievement

4. Diagnosing pupils difficulties

5. Evaluating the teachers instructional methods

6. Ascertaining the effectiveness the effectiveness of the curriculum

7. Motivating the students

PREPARING THE TEST ITEMS

1. Know the subject matter thoroughly

2. Know and understand the pupils being tested

3. Be skilled in verbal expression

4. Be thoroughly familiar with various test formats

GENERAL GUIDELINES FOR TESTCONSTRUCTION

1. Avoid replication of textbook when writing test items

2. The test item should be aimed at a specific objective

3. Begin writing items well ahead of time when they will be used

4. Consider the level of the item in relation to the purpose of testing

5. Do not allow the items to be interdependent

C. IMPROVING TEST ITEMS

TABLE OF SPECFICATION

e.g.

Course Content/ ObjectiveTime Spent

(Hours)Proportion of Time (%)No. of ItemsItem Placement

Chapter I- The Web of Life521

111-11

Chapter II- Diversity Among Living Things10422112-32

Chapter III-Patterns Among the Biosphere417823-40

Chapter IV- Within the Organism312641-46

Chapter V-Adaptation28447-50

Total24 hrs10050

CHARACTERISTICS OF A GOOD TEST

1. Validity- degree to which a test measures what it intends to measure; provides truthful information about people with regards to a specified class of behavior

Factors Considered to Influence Validity

a. Appropriateness of test items

b. Directions

c. Reading vocabulary and sentence structure

d. Difficulty of items

e. Construction of test items

f. Arrangement of items

g. Patterns of answers

2. Reliability- consistent; it does not change; consistency of scores

Reasons for Inconsistency:

a. Scorer reliability

b. Poor sampling

c. Instability of examinees performance

Various Ways of Establishing Reliability

a. Length of test

b. Difficulty

c. Objectivity

3. Administrability- can be administered with ease, clarity, and uniformity; test procedures are standardized; directions are simple, clear, and concise

4. Scorability- ease in scoring; direction for scoring is clear; scoring key is simple; answer sheets provided; can be scored with the simplest and quickest possible time by providing answer keys

5. Interpretability- test scores are easily evaluated

6. Objectivity- degree to which judgment is fair;

7. Economy- cheapest way of giving test

8. Adequacy- fairly wide sampling of items to measure educational objective

9. Utility- quality to meet the needs and purpose for the testing is constructed and administered

10. Comparability- results can be compared

ITEM ANALYSIS

a. Level of Difficulty- percentage of students who answer correctly each test item

NR

Where: P= percentage of students who answered

P=

(100)

the item correctly

NT

NR=no. of students who answered the item

Correctly

NT=total no. of students who attempted to

Answer the item

Interpretation:

P

Level of Difficulty

0-20%

Very Difficult(VD)

21-80%

Moderately Difficult (MD)

81-100%

Very Easy (VE)

e.g. (NT=50)

Item No.NRP (%)Level of Difficulty

11550MD

21283VE

32997VE

41033MD

52067MD

b. Discriminating Power- the ability of an item to differentiate between students who done well and who have done poorly

U-L

Where: D= index of discrimination power

D =

U= no. of students in the upper group who

N

who answered the item correctly

L= no. of students in the lower group

who answered the item correctly

Interpretation:

D

Interpretation

+0.40 and above

Very Good (VG)

+.02 to 0.39

Satisfactory (S)

0 to 0.19

Poor (P)

Procedure:

1. Arrange the scores from highest to lowest

2. Separate the upper 27% and lower 27% of the scores

e.g. (N=50X 0.27= 13.5 or 14)

Item No.ULDInterpretation

114120.14P

21060.29S

31170.29S

4310-0.50P

513120.07P

CHARACTERISTICS OF A GOOD TEST

more than 50% has D= 0.40 and Above

less than 40% has D= 0.40 to 0.20

less than 10% has D= 0.20 to 0

D. INTERPRETING TEST RESULTS

UNGROUP DATA

Mean

X= EX

N

Mode

Mo= most frequent score

Median

Mdn= the middle score

Standard Deviation

SD= EX2 - EX 2

N N

GROUPED DATA

Mean

X= Am +Efd i

N

Median

Mdn= Ll + N/2-cf i

fw

Mode

Mo= 3X- 2Mdn

Standard Deviation

SD= iEfd2 - Efd 2

N N

E. GRADING AND REPORTING

Prepared by:

ELIZABETH F. EPISCOPE

Instructor III

Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Asingan, Pangasinan

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