CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur
MODULE 5
PROF.ED 8 – Assessment of Learning 1
Instructor: ELVIN C. FERNANDEZ
09165352762
[email protected] Year & section : BEED 3rd Year Name:___________________________ Secttion: ________
Lesson 5 Development and Administration of Test
I. LEARNING TARGET
At the end of this module, you should be able to:
1. Discuss the different principles of testing/assessing.
2. Identify the different qualities of assessment tools and the different steps in
developing test items.
3. Discuss the steps in developing table of specification.
4. Construct a table of specification using different formats.
II. WARM-UP
Below are sets of competencies targeted for instruction taken from a particular subject area
in the K to 12 curriculum. Check the assessment method appropriate for the given competencies.
Mathematics.
Check the competencies appropriate for the given test format/method.
Appropriate for Appropriate for
Appropriate for
Constructed Methods Other
Competencies Objective Test
Type of Test than a Written
Format
Format Test
1. Order fractions less than one.
2. Construct plane figures using ruler
and compass.
3. Identify cardinal numbers from
9001 through 900,000
4. Solve 2-3 step word problems on
decimals involving the four
operations.
5. Transform a division sentence
into multiplication sentence and
vice-versa.
Language:
Appropriate for Appropriate for
Appropriate for
Constructed Methods Other
Competencies Objective Test
Type of Test than a Written
Format
Format Test
1. Use words that describe person,
places, animals, and events.
2. Draw conclusions based on
picture –stimuli/passages
3. Write a different story ending.
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CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur
4. Write simple friendly letters
observing the correct format.
5. Compose riddles, slogans and
announcements from the given
stimuli.
III. OVERVIEW
Prof. Mallillin from a Teacher Education Institution in Metro Manila was
interviewed on her practice when preparing a test. She shared this:
When I plan my test, I first design its TOS, so I know what I should cover. I usually
prepare a two-way TOS. Weeks before the test, I usually give the TOS to my students, so they
have a guide in preparing for the test. I allot time in my class for my students to examine the
TOS of the test for them to check if there where topics not actually taught in my class. I find it
fair for them to know how much weight is given to every topic covered in the test. Most often,
the outcome of the test is good as almost all, if not all, of my students would pass the test.
This interview proves that preparing a TOS and making it accessible to students
are their guide in preparing for their test is very helpful from them to successfully pass their
test. Thus, preparing a TOS should become a standard practice of all teachers when assessing
students’ learning through a test.
IV. LESSON PROPER
General Principles of Testing
Ebel and Frisbie (1999) as cited by Garcia (2008) listed five basic principle that
should guide teachers in assessing the learning progress of the students and in developing
their own assessment tools. These principles are discussed below.
1. Measure all instructional objectives. When a teacher constructs test items to measure
the learning progress of the students, they should match all the learning objectives
posed during instruction.
2. Cover all the learning tasks. The teacher should construct a test that contains a wide
range of sampling of items. In this case, the teacher can determine the educational
outcomes or abilities that the resulting scores are representatives of the total
performance in the areas measured.
3. Ese appropriate test items. The test item constructed must be appropriate to measure
learning outcomes.
4. Make test valid and reliable. The test is reliable when the scores of the students remain
the same or consistent when the teacher gives the same test for the second time.
5. Use test to improve learning. The test scores should be utilized by the teacher properly
to improve learning by discussing the skills or competencies on the items that have not
been learned or mastered by the learners.
Principles of High Quality assessment
Assessing the performance of every student is a very critical task for the
classroom teacher. It is very important that a classroom teacher should prepare the
assessment tool appropriately. Teacher-made tests are developed by a classroom
teacher to assess the learning progress of the students within the classroom. It has
weakness and strengths. The strengths of a teacher-made test lie on its applicability and
relevance in the setting where they are utilize the test and also some of the technicalities
involved in the development of the assessment tools. Most literature consider the most
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CARAMOAN COMMUNITY COLLEGE
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common technical concepts in assessment are the validity and reliability.
Clarity of the Learning Target
When a teacher plans for his classroom instruction, the learning target should be
clearly stated and must be focused on student learning objectives rather than teacher
activity. The leaning outcomes should be Specific, Measurable, Attainable, Realistic and
Time-bound (SMART).
Appropriateness of Assessment Tool
The type of test should always match the instructional objectives or learning
outcomes of the subject matter posed during the delivery of the instruction.
1. Objective Test. It is a type of test that requires students to select the correct
response from several alternatives or to supply a word or short phrase to answer a
question or complete a statement. It includes true or false, matching type, and
multiple-choice questions. The word objective refers to the scoring, it indicates that
there in only one correct answer.
2. Subjective Test. It is type of test that permits the student to organize and present
an original answer. It includes either short answer questions or long general
questions. This type of test has no specific answer. Hence, it is usually scored on an
opinion basis, although there will be certain facts and understanding expected in
answer.
3. Performance Assessment. (Mueller 2010) is an assessment in which the student are
asked to perform real-world tasks that demonstrate meaningful application of
essential knowledge and skills. It is can appropriately measure learning objectives
which focus on the ability of the students to demonstrate skills or knowledge in real-
life situation.
4. Portfolio Assessment. It is an assessment that is based on the systematic
longitudinal collection of student work created in response to specific known
instructional objectives and evaluated in relation to the same criteria. Portfolio is
purposeful collection of student’s work that exhibits that student’s effort, progress
and development of students.
5. Oral Questioning. This method is used to collect assessment data by asking oral
questions. The ability of the students to communicate orally is very relevant to this
type of assessment. This is also form of formative assessment.
6. Observation Technique. There are two types of observation technique: formal and
informal observation. Formal observation are planned in advance like when the
teacher assess oral report or presentation in class while informal observation is
done spontaneously, during instruction like observing the working behavior of
students while performing a laboratory experiment in a biology class and the like.
7. Self-report. The response of the students may be used to evaluate both
performance and attitude. Assessment tools could include sentence completion, like
scales, checklists, or holistic scales.
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Different Qualities of Assessment Tools
1. Validity refers to the appropriateness of score-based inferences; or decisions made
based on the students test result. The extent to which a test measures what it is
supposed to measure.
2. Reliability refers to the consistency of measurement; that is, how consistent test
results or other assessment results from one measurement to another. We can say
that a test is reliable when it can be used to predict practically the same scores when
test administered twice to the same group of students and with a reliability index of
0.61 above.
3. Fairness means the test item should not have any biases. It should not be offensive
to any examinee subgroup. A test can only be good if it is fair to all examinees.
4. Objectivity refers to the agreement of two or more raters of test administrators
concerning the score of a student. If the two rates who assess the same student on
the same test cannot agree on the score, the test lacks objectivity and neither from
the score from the judges is valid. Lack of objectivity reduces test validity in the
same way that the lack of reliability influence validity.
5. Scorability means that the test should be easy to score, direction for scoring should
be clearly in the instruction. Provide the students an answer sheet and answer key
for the one who will check the test.
6. Adequacy means that the test should contain a wide range of sampling of items to
determine the educational outcomes or abilities so that the resulting scores are
representatives of the total performance in the areas measured.
7. Administrability means that the test should be administered uniformly to all
students so that the scores obtained will not very due to factors other than
differences of the students knowledge and skills. There should be a clear provision
for instruction for the students, proctors and even the one who will check the test or
the test scorer.
8. Practicality and Efficiency refers to the teachers’ familiarity with the methods used,
time required for the assessment, complexity of the administration, ease of scoring,
ease of interpretation of the test results and the materials used must be at the
lowest cost.
Steps in Developing Assessment Tools
1. Examine the instructions objectives of the topics previously discussed.
2. Make a table of specification (TOS).
3. Construct the test items.
4. Assemble the test items.
5. Check the assembled test items.
6. Write directions.
7. Make the answer key.
8. Analyze and improve the test items.
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CARAMOAN COMMUNITY COLLEGE
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1. Examine the instructional objectives of the topic previously discussed
The first step in developing an achievement test is to examine and go back to the
instructional objectives so that you can match with the test items to be constructed.
2. Make a Table of Specification (TOS)
Table of Specification (TOS) is a chart or table that details the content and level of
cognitive level assessed on a test as well as the types and emphases of test items. It is
very important in addressing the validity and reliability of the test items. The validity of
the test means that the assessment can be used to draw appropriate result from the
assessment because assessment guided against any systematic error.
Preparing a Table of Specification
Consider these steps in making a two-way chart table of specification. See also format 1 of
the table of specification for the other step.
a. Selecting the learning outcomes to be measured. Identify the necessary instructional
objectives needed to answer the test items correctly. The list of the instructional
objectives will include the learning outcomes in the areas of knowledge, intellectual skills
or abilities, general skills, attitudes, interest and appreciation. Use Bloom’s Taxonomy or
Krathwolh’s 2011 revised taxonomy of cognitive domain as guide.
b. Make an outline of the subject matter to be covered in the test. The length of the test
will depend on the areas covered in its content and the time needed to answer.
c. Decide on the number of items per subtopic. Use the formula to determine the number
of the item to be constructed for each subtopic covered in the test so that the number of
the item in each topic should be proportioned to the number of items.
Number of class session x desired total number of items
Number of items = ----------------------------------------------------------------------------
Total number of class session
d. Make the two-way chart as shown in the format 2 and format 3 of the Table of
Specification.
e. Construct the test items. A classroom teacher should always follow the general principle
of constructing test items. The test item should always correspond with the learning
outcome so that it serves whatever purpose it may have.
If properly prepared, a table of specification will help you limit the coverage of test and
identify the necessary skills or cognitive level required to answer the test item correctly.
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Different Formats of Table of Specification
a. Format 1 of a table of specification
The first format is composed of the specific objectives, the cognitive level, type of
test used, the item number and the total points needed in each item. Below is the
template of the said format.
Specific Objectives Cognitive Level Type of Test Item Number Total Points
Solve worded Application Multiple choice 1 and 2 4 points
problems in
consecutive
integers.
Specific Objectives refers to the intended learning outcomes state as specific
instructional objective covering a particular topic.
Cognitive Level pertains to the intellectual skills or ability to correctly answer a test item
using Bloom’s taxonomy of educational objectives. We sometimes refer to
this as the cognitive demand of a test. Thus, entries in the column could
be “ knowledge, comprehension, application, analysis, synthesis and
evaluation.
Type of Test Item identifies then type or kind of test item belongs to. Example of entries
in this column could be “ multiple choice, true or false, or even essay”.
Item Number simply identifies the question number as it appears in the test.
Total Points summarize the score given to a particular test.
Example how to compute the number of items in each test.
Number of item for the topic : Synthetic Division
Number of class session discussing the topic: 3
Desired number of item: 10
Total number of class session for the unit: 10
Number of class session x desired total number of items
Number of items = ----------------------------------------------------------------------------
Total number of class session
3 x 10
Number of items = -------------------
10
30
Number of items = -----------------
10
Number of items for the topic synthetic division = 3
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CARAMOAN COMMUNITY COLLEGE
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b. Format 2 of Table of Specification (one-way table of specification)
This type of TOS is easy to develop and use because it just works around the
objectives without considering the different levels of cognitive behavior.
Format and
No. of Hours No. and Percent
Topic Test Objective Placement of
Spent of Items
Items
Theories and Recognize important 0.5 Multiple Choice 5
Concepts concepts in personality Item #s 1-5 (10.0%)
theories
Psychoanalytic Identify the different 1.5 Multiple Choice 15
Theory theories of personality Item #s 6-20 (30.0%)
under the
psychoanalytic model
etc.
TOTAL 5 50
(100%)
c. Format 3 of Table of Specification (two-way table of specification)
One advantage of this format is that it allows one to see the levels of cognitive
skills and dimensions of knowledge that are emphasized by the test.
No. & KD* Level of Cognitive Behavior, Item Format, No. and
Time
Content Percent of Placement of Items
Spent
Items R U AP AN E C
Theories and 0.5 5 F 1.3
Concepts hours (10.0%) # 1-3
C 1.2
# 4-5
Psycho-analytic 1.5 15 F 1.2
Theory hours (30.0%) # 6-7
C 1.2 1.2
# 8-9 # 10-11
P 1.2 1.2
# 12-13 # 14-15
M 1.3 II.1 II.1
# 16-18 # 41 # 42
Etc.
Scoring 1 point per 3 points per item 5 points per item
item
OVERALL 50
5 20 20 10
TOTAL (100%)
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CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur
Another presentation is shown below:
No. & Level of Cognitive Behavior, Item Format, No. and
Time
Content Percent of Placement of Items
Spent
Items R U AP AN E C
Theories and 0.5 5 1.3
Concepts hours (10.0%) # 1-3
(F)
1.2
# 4-5
(C)
Psycho-analytic 1.5 15 1.2 1.2 1.2 1.2 II.1 II.1
Theory hours (30.0%) # 6-7 # 8-9 # 10-11 # 14-15 # 41 # 42
(F) (C) (C) (P) (M) (M)
1.2 1.3
# 12-13 # 16-18
(P) (M)
Etc.
Scoring 1 point per 3 points per item 5 points per item
item
50
OVERALL TOTAL 5 20 20 10
(100%)
*Legend: KD= Knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive)
I – Multiple Choice; II – Open-Ended
d. Format 4 of Table of Specification (three-way table of specification)
One advantage of this format is that it challenges the test writer to classify
objectives based on the theory behind the assessment. It is the variability of
thinking skills targeted by the test.
Time No. & Level of Cognitive Behavior, Item Format, No. and
Learning Spent
Content Percent of Placement of Items
Objective
Items R U AP AN E C
Theories Recognize 0.5 hours 5 1.3
and important (10.0%) # 1-3
Concepts concepts in (F)
personality 1.2
theories # 4-5
(C)
Psycho- Identify 1.5 15 1.2 1.2 1.2 1.2 II.1 II.1
analytic different hours (30.0%) # 6-7 # 8-9 # 10-11 # 14-15 # 41 # 42
Theory theories of (F) (C) (C) (P) (M) (M)
personality 1.2 1.3
under # 12-13 # 16-18
psychoanal (P) (M)
ytic model
Etc.
Scoring 1 point per item 3 points per item 5 points per item
OVERALL 5 50
20 20 10
TOTAL (100%)
*Legend: KD= Knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive)
I – Multiple Choice; II – Open-Ended
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CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur
V. DO IT YOURSELF
PERFORMANCE TASK:
Task 1: Select the right assessment objectives for a written test for one quarter competencies in the
K to 12 curriculum of any subject area and level your choice. Use the template below as your guide. ( Refer to
Curriculum Guide attached at the back )
Grade Level Subject Area
Quarter Covered Domain/s Covered
Content Standard
Performance Standard
Competencies Selected
Code Statement of Competency Topic Test Format Targeted
Task 2: Design a table of specifications for a written test covering the competencies selected in Task 1
where you know testing is the appropriate method. Use the three-way TOS for this test.
Time No. & Level of Cognitive Behavior, Item Format, No. and
Learning Spent Percent of Placement of Items
Content Objective
Items R U AP AN E C
Scoring
OVERALL 50
TOTAL ( 100% )
ASSESSMENT TASK
(use separate sheet for your answer)
Complete the TOS based on the given information.
No. & KD* Level of Cognitive Behavior, Item Format, No. and
Time
Content Percent Placement of Items
Spent
of Items R U AP AN E C
Disorders 3 ? F I.10 I.10 I.10
Usually First hours # 1-10 #? #?
Diagnosed in
Infancy,
Childhood or
adolescence.
Cognitive 3 ? C I.10 I.10 I.10
Disorders #? #? #?
Substance 1 10 P I.5 I.5
Related (10%) #? # ?
Disorder
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CARAMOAN COMMUNITY COLLEGE
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Schizophrenia 3 ? M I. 10 I.10 I.10
and other #? #? #?
Psychotic
Disorders
Total ? ? ? ? ? ? ?
Scoring 1 point per 3 points per item 5 points per item
item
OVERALL 100
10 45 25 30
TOTAL (100%)
VI. REFERENCES
Assessment in learning 1
( First Edition ) copyright 2020
Dr. Adonis P. David Dr. Evangeline F. Golla
Dr. Carlos P. Magno Dr. Violeta C. Valladolid
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CARAMOAN COMMUNITY COLLEGE
Caramoan, Camarines Sur
(Attachment for Performance task)
CONTENT PERFORMANCE
LEARNING COMPETENCY
STANDARDS STANDARDS LEARNING
CONTENT CODE
MATERIALS
The The learner... The learner...
learner...
Grade 7- FIRST QUARTER
Numbers demonstrates is able to 1. describes well-defined sets,
M7NS-
and understanding formulate subsets, universal sets,
Ia-1
Number of key concepts challenging and the null set and
Sense of sets and the situations cardinality of sets.
real number involving sets and 2. illustrates the union and
system. real numbers and M7NS-
intersection of sets and
solve these in a Ia-2
the difference of two sets.
variety of
3. uses Venn Diagrams to
strategies. M7NS-
represent sets, subsets,
Ib-1
and set operations.
4. solves problems involving M7NS-
sets. Ib-2
5. represents the absolute
value of a number on a
number line as the M7NS-
distance of a number from Ic-1
0.
6. performs fundamental M7NS-
operations on integers. Ic-d-1
7. illustrates the different
M7NS-
properties of operations
Id-2
on the set of integers.
8. expresses rational numbers
from fraction form to M7NS-
decimal form and vice Ie-1
versa.
9. arranges rational numbers M7NS-
on a number line. Ie-2
10. performs operations on M7NS-
rational numbers If-1
11. describes principal roots
M7NS-
and tells whether they are
Ig-1
rational or irrational.
12. determines between what
M7NS-
two integers the square
Ig-2
root of a number is.
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