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Preparing and Preparing and Using Achievement Tests Using Achievement Tests

Focus:Focus: Preparing Test Preparing Test

SpecificationsSpecifications

Sequence in Preparing Instructionally Sequence in Preparing Instructionally Relevant Assessment Relevant Assessment (N. E. Gronlund 2006)(N. E. Gronlund 2006)

INSTRUCTION Indicates the learning outcomes

to be attained by students.

ACHIEVEMENT DOMAIN Specifies the particular set of learning task to be assessed.

ACHIEVEMENT ASSESSMENT Provides a procedure designed to measure

the instructionally relevant learningtasks specified in the achievement domain.

Is thereclose

agreement?

Self-Assessment: Evaluating the Test Plan

Checklist for Evaluating the Test Plan

Sneak peek: Steps in preparing and using an achievement test.

Specifying the instructional objectives. Preparing the test specifications. Constructing relevant test items. Arranging the items in the test. Preparing clear directions. Reviewing and evaluating the assembled test. Administering the test and making an item

analysis.

Illustrative Action Verbs for Defining Objectives in the Cognitive Domain of the Revised Bloom’s Taxonomy (N. E. Gronlund 2006)N. E. Gronlund 2006)

Taxonomy Categories Sample Verbs for Stating Specific Learning Outcomes

Remember Indentifies, names, defines, describes, lists, matches, selects outlines

Understand Classifies, explains, summarizes, converts, predicts, interprets, illustrates

Apply Demonstrates, computes, solves, modifies, arranges, operates, relates, uses

Analyze Differentiates, diagrams, estimates, separates, orders, subdivides, distinguishes between

Evaluate Judges, criticizes, compares, justifies, concludes, discriminates, detects

Create Combines, creates, formulates, designs, composes, constructs, rearranges, revises.

Functions of Test Specifications

Describe the achievement domain being measured.

Provide guidelines for obtaining a representative sample of test tasks.

Building a Table of Specifications

Selecting the learning outcomes to be tested.

Outlining the subject matter. Making the two-way chart. (Table of

Specifications)

Selecting the Learning Outcomes to be Tested

Recall of knowledge Intellectual abilities and skills General skills (laboratory, performance,

and communication) Attitudes, interest, and appreciation

Outlining the Subject Matter

Identify the coverage of the unit or the scope of the testing period.

List down the major subject matter categories. (A detailed outline of subject matter is intended for instructional purpose)

Let’s talk about it…

Sample Table of Specification

Practical Guide for Test Item Placement

No. of days allotted to the subject matter or topic.

Desired learning competencies (skills developed during the lessons)

No. of test items to be prepared

Sample Computation

Subject Matter Time Spent on the Subject Matter.

% of Total Time Spent on the

Subject Matter

Formula:(Time Spent on

Subject Matter divided byTotal Time)

Number ofItems per Subject Matter

Formula:(% of Total Time Spent

times Total Numberof Items)

Laws of Motion 5 days 5 day /35 days X 100%

14%

14% X 60 items8.4 or 8 items

Building a Table of Specification: Making the Two-way Chart.

Learning OutcomesSubjectMatter

KnowsUnderstands

PrinciplesApplies

Principles

TotalNumber of ItemsTerms Facts Procedures

Linear Motion 4 2 2 2 10

Newton’s Laws of Motion

4 3 4 3 15

Momentum and Collisions

4 3 3 10

Circular Motion and Law of Gravity

4 5 3 3 15

Matter and Energy 4 2 2 2 10

Total Numberof Items

20 15 2 14 8 60

Self-Assessment: Evaluating the Assembled Test

Checklist for Test Evaluating the Assembled Test

Rule of Thumb…

ASSESSMENT is not just to provide numbers but gain INSIGHTS.

Next steps….

Sample Test Items

1. Newton’s second law of motion explains why all objects fall with equal acceleration. Which of the following best summarizes this?

A. Inertia is equal for all objects. B. The force-to-mass ratio is equal for all objects C. Gravity exerts force on all objects regardless of their size. D. Air resistance slows larger objects more than it slows smaller objects.

2. The SI unit for force, Newton, is the same as the unit for weight in defining and calculating acceleration. What is the reason for this?

A. Weight is an expression of the force of gravity

B. Newton’s contributions to physics were so vast that

several physical properties are named for him.

C. Newton works in acceleration calculation because it

expresses an object’s inertia.

D. While weight and mass are generally

interchangeable, they are both used differently in

acceleration calculation and must be expressed

with different units.

3. The picture shows the circular path of a toy plane being swung around on a string. What path would the toy take if the string broke?

4. The diagram depicts a 2-kg mass colliding with and sticking to a second box.

What is the mass of the second box?

A. 4 kg B. 6 kg C. 8 kg D. 9 kg

5. Which body is in equilibrium?A. Satellite orbiting the Earth in a circular orbit.

B. Ball falling freely toward the surface of

Earth.

C. Car moving with a constant speed along

a straight, level road.

D. Projectile at the highest point in its

trajectory.

6. The gravitational potential energy, with respect to Earth, that is possessed by an object is dependent on the object’s___.

A. acceleration C. position

B. momentum D. speed

End of Presentation