SEMINAR-WORKSHOP

On
TEST CONSTRUCTION
June 26, 2015

Raymundo P. Pendor, PhD

 Registration .5:30

Discussion5:45

TQ critiquing7:30

Workshop and Presentation of

output 8:00
 A Teachers Philosophy
I have come to a frightening conclusion. I am the
decisive element in the classroom. It is my personal
approach that creates the climate. It is my daily mood that
makes weather. As a teacher I possess tremendous power to
make a students life miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations it is my response that
decides whether a crisis will be escalated or de-escalated, a
student humanized or dehumanized.

Haim Ginott: Teacher and Student

DEVELOPMENT OF A TOTAL PERSON

Psychomotor
 Teaching Learning Evaluation
Process

Learning Learning Evaluation of

Objectives Experiences learning
& outcomes
Contents

Ideal
Graduate
Student
.
Test - It is a device used to obtain information.
- It is systematic series of questions or tasks
designed to measure knowledge,
skills, performance, or similar behavior of
students. The main purpose is to yield scores
so that the level of achievement of different
students are compared (successfully
accomplished).

Uses of Test:
Improvement of Instruction
Understanding of oneself
Parents information and guidance
Making administrative decision and guidance
Aligning and Improving Student Learning
LEARNING

Curriculum Instruction
HCCS
STANDARDS

School Assessment
Improvement

ENVIRONMENT
Examination - A set of questions or exercises testing
knowledge or skills. It could be a
written, oral or practical.
Measurement - The process by which information
about the characteristics of things or
attributes of an individual
are determined and differentiated. It is
limited to quantitative description.
Evaluation - The process of summing up the results
of measurements interpreting them and
giving meaning based on value
judgments. It includes both quantitative
and qualitative description of the
results of measurement.
Assessment - A mechanism involving processes that
determine ability, interest or the effect
of instruction in the teaching learning
process
Types of Test:
(Classified in terms of their contents, functions,
item forms, administrative procedures, scoring system
and interpretation of results)

1. Psychological Test
Intelligence
Aptitude
Personality
Prognostic (predictive)
 Forms of Assessment
Portfolio assessment
Rubric assessment

Written exam
Oral exam
Practical exam
2. Educational Test
Achievement
Accomplishment
Performance
Diagnostic

3. Mastery Test and Survey Test

Mastery of specific learning outcome

General level of achievement

4. Individual or Group Test

 5. Speed Test
6. Power Test
7. Verbal and Non-verbal Test
8. Standardized Test
9. Informal Test (Teacher-made Test)
10. Criterion-Referenced Test
11. Norm-referenced Test

Types of Test

According to Function
F Educational
F Psychological
According to Administrative Procedure
F Individual Test
F Group Administered Test

According to Level of Performance

F Speed Test
F Power Test

According to Response
F Verbal Test
F Non-verbal Test
According to Interpretation

F Criterion-referenced Test
F Norm-referenced Test

According to Standard Condition

F Standardized Test
F Informal test (teacher-made test)
 TEACHER-MADE TEST
(Informal Test)
The quality of tests construction depends largely on
the part of the classroom teacher. Every classroom teacher is
interested to know how far and how deep he can facilitate,
orient and guide his students with the knowledge, ideas,
abilities, skills and attitudes that he wishes to build up in
order to achieve his teaching objectives.

A teacher who wishes to be competent in designing

test should determine the type of test suited to achieve a
definite aim and techniques.
 Teaching Learning Evaluation Process

Learning Objectives Learning Evaluation of

& Experiences learning outcomes
Contents

Feedback

Students
Ideal
Graduate
Instructional Objective - refers to the desired change
brought about by the planned
activities and measured by
means of evaluation that is
relevant and accurate.

Behavioral Objectives - are observable student

behaviors or observable
products of student behavior
 GUIDELINES IN FORMULATING
LEARNING OBJECTIVES

State objectives in terms of learner performance (rather

than the teacher)
State in behavioral terms
Begin with a verb
State objective as a learning product
State objectives as a learning behavior
State only one learning outcome at a time
Define your expected outcome and your interest.
Must be specific, measurable, attainable, relevant and time
bounded
Qualities Of Learning Objectives
(SMART)
Specific
Measurable
Attainable
Relevant
Time-bounded
 Model format in writing Clear, specific, and complete
behavioral (or performed) objectives in any area of
the curriculum:

- Time - indicate the time by which students should

meet the objectives.
Who - certain students who should meet the objectives
Behavior - the behavior to observe
Object - what is being studied, handled, or used
Performed level - criteria of performance that are desired
Condition - indicate related activities or materials that are
essential.
 CRITERIA OF GOOD TESTS
(educational tests for administrative supervising purposes)

VALIDITY - degree to which the instrument actually

measures what it is supposed to measure
or is capable of achieving its aims. It is
about the truthfulness of the test.
1. Content validity is related to how adequately the content of the test
samples the domain of the subject matter being
measured.
2. Criterion-related validity pertains to the techniques of studying the
relationship (correlation) between one set of
scores and a set of independent external measure.

3. Construct validity determined by analyzing the psychological

qualities, traits, or factors measured by a test
(intelligence, critical thinking,
reading comprehension or mathematical aptitude).
FACTORS THAT INFLUENCE VALIDITY

1. Appropriateness of Test Item

2. Directions
3. Reading Vocabulary and sentence structure
4. Difficulty of Items
5. Construction of Test Items
6. Length of the test
7. Arrangement of Items
8. Pattern of Answers
 CRITERIA OF GOOD TESTS
(educational tests for administrative supervising purposes)

RELIABILITY Shows the degree of consistency,

accuracy and stability of test scores in
two or more administrations of the test
under similar conditions.
Estimates of reliability
F Measures of stability (test-retest method)
F Measures of equivalence (parallel- form method)
F Measures of equivalence and stability (test-retest;
correlation)
F Measures of internal consistency split-half, kuder-
richardson estimates (correlation of odd-even numbered
items)
Factors that affect reliability

1. Length of test
2. Difficulty of the test
3. Objectivity
 ADMINISTRABILITY

GRADUATED DIFFICULTY

SCORABILITY

INTERPRETABILITY (Having a fixed norm)

ECONOMY
 TEACHER-MADE TESTS
(informal tests)

- to evaluate pupil absolute performance as a result of

instruction and used to improve student learning.
Frequent testing tried to classroom instruction
increases students achievement and provide data
to improve instruction.

a. Testing at the beginning of instruction

b. Testing during instruction
c. Testing at the end of instruction
STEPS IN CONSTRUCTING TEACHER-
MADE TESTS

1. Planning the test

2. Preparing the test
3. Reproducing the test
4. Administering the test
5. Scoring the test
6. Evaluating the test
7. Interpreting the test results
 PLANNING THE TEST

Determine the purpose of the test. (Placement, formative,

diagnostic or summative)
Identify the intended learning outcome. (It should reflect
the objectives of instruction)
Outline the subject matter
Prepare the Table of Specification (test blueprint of the
test paper)
Prepare the test items following the TOS.
Forms of Stating the Test Main Stem

1. Statement form
2. Question Form
3. Direction Form
GENERAL CONSIDERATIONS IN CONSTRUCTING
TEST ITEMS [Regardless of item format used]

Carefully define your instructional objectives. (SMART)

Prepare a test blue print (TOS), keep it before you, and continually
refer to it as you write the test. (Plan)
Formulate well-define questions. (Vague, ambiguous, too global)
Write each item on a separate card. (For item analysis)
Prepare a scoring key or guide, preferably as the item is being written.
(For revision)
Prepare more items that are actually needed.
Write the test item as soon as possible after the material has been
taught.
Prepare the items well in advance to permit reviews and editing.
Be careful when rewording a faulty item.
TYPES OF INFORMAL TEACHER-MADE TESTS
1. Essay Type
2. Objective Type

TWO TYPES OF OBJECTIVE TESTS

1. Recall type
a. Simple recall
b. Completion
2. Recognition type
a. Alternative Response
b. Multiple Choice
c. Matching
d. Rearrangement
e. Analogy
f. Identification
 Types of Constructing an Essay Examination

1. SELECTIVE RECALL. The basis is given.

Ex. Name the presidents of the Philippines who have been in the military before
their election.

2. EVALUATING RECALL. The basis is given.

Ex. Name the five departments in the Philippine government, which have had the
greatest influence on the economic development.

3. COMPARISON OF TWO THINGS. (Specific) there is one designated

basis.

Ex. Compare the traditional and modern methods of teaching Mathematics.

4. Decision (For or Against).

Ex. In your opinion, which is better, essay or objective examination?

5. Cause and Effects.

Ex. Why is values education given more emphasis by the government than
other subjects in the curriculum?

6. Explanation of the use of exact meaning of some phrases or

statement in a passage.

Ex. What does this passage mean Be the best of whatever you are, if you
cant be a pine on the top of the hill, be a scrub in the valleys, but be the
best little scrub at the side of the hill?
8. Summary of some unit of the test or some articles read.

Ex. Summarize in a paragraph or two the advantages and

disadvantages in the teaching of modern Mathematics.

9. Analysis.

Ex. What are the characteristics of Joseph Estrada which make you
understand why Filipino people sympathize with him?

10. Statement of relationships.

Ex. Why is knowledge on Algebra helpful in studying Statistics?

11. Illustrations of examples of principles in Science
construction in language.

Ex. From your own experience, give examples of the use of

Mathematics.

12. Classification.

Ex. To what class does human being belong in the animal kingdom?

13. Discussion.

Ex. Discuss briefly the function of the captain of the ship.

14. Statement of the aim.

Ex. State the rules in constructing matching type of test.

15. New method or procedure.

Ex. Suggest a plan for improving the quality of graduates.

 ADVANTAGES OF AN ESSAY
EXAMINATION
Easy to construct
Economical
Trains the core of organizing, expressing and
reasoning power
Minimize guessing
Develops critical thinking
Minimizes cheating
Develops good study habits (with comprehensive
rather than rote memory)
 DISADVANTAGES OF AN ESSAY
EXAMINATION

Low validity (limited sampling)

Low reliability (subjectivity in scoring)
Low usability (time consuming)
Encourages bluffing (on the part of the tester)
Difficult to correct or score (one or more
sentences, as answer to a question)
Disadvantageous for students with poor
penmanship
SCORING AN ESSAY EXAMINATION (to avoid
subjectivity of scoring)

Brush up the answers before scoring

Quickly read through the papers on the basis of your
opinion of their worthiness and sort them into five groups
(a) very superior (b) superior (c) average (d) inferior (e)
very inferior
Read the responses of the same item simultaneously
Re-read the papers in each group and shift any that you
feel have been misplaced
Avoid looking at the names of the paper you are scoring.
 RULES AND SUGGESTIONS FOR THE
CONSTRUCTION OF SIMPLE-RECALL TYPE

1. The test item should be worded that responses are brief

(Simple word, number, symbol or brief phrase)
2. Use direct-question form.
3. The blanks for the responses should be in a column
preferably at the right
4. Only one correct response to the question (in case it is
impossible, include all possible answers in the scoring
key)
5. Minimum use of textbook language in wording the
questions.
 DETERMINATION OF ITEM
EFFECTIVENESS

- by analyzing the students

responses to the items
Item Analysis answers the following questions:

1. Did the item function as intended?

a. Did norm-referenced test items adequately
discriminate between high and low achievers?
b. Did criterion-referenced test items adequately measure the
effect of instruction?
2. Were the test items of appropriate difficulty?

3. Were the test items free of irrelevant clues and other defects?

4. Were each of the distracters effective (in multiple-choice item)

 THE BENEFITS OF ITEM ANALYSIS
(Special value to classroom teachers)

1. Provides a basis for

a. Efficient class discussion of the test results

b. For remedial work
c. For general improvement of classroom instruction
d. Increase skill in test construction
 Rules and suggestions for the construction of
Simple-recall type:

1. The test item should be worded that responses are brief

(simple word, number, symbol or a brief phrase)
2. Use direct-question form.
3. The blanks for the responses should be in a column
preferably at the right.
4. Only one correct response to the question.
5. Minimum use of textbook language in wording the
questions.
Examples:

1. Convert 7,000 grams to kilograms. 1. ______

2. One and one-half meters of wire rope weighs 2. ______

15 kg. What is the weight of 100 m of the same
kind of rope?
 Rules and suggestions for the construction of a
Completion Test:

1. Avoid indefinite statements:

Ex. Jose Rizal was born in _____________.
Improved: Jose Rizal was born in Calamba, Laguna on ______.

2. Avoid over mutilated statements.

Ex. The ____ is obtained by dividing the ____ by the ____.
Imp. The statement should tell what it refers.
3. Avoid giving the students unwarranted clues to the
desired response.
a. Avoid lifting statements directly from the book.
b. Omit only keywords or phrases rather then trivial details
c. Avoid a or an immediately before the blank.
d. Do not indicate the expected answer by varying the length of
blanks or by using a dot for each letter in the correct word.
e. Guard against the possibility that one item or part of the test
may suggest the correct response to another item.
f. Avoid giving grammatical clues to the answer expected.
4. Arrange the test so as to facilitate scoring.

a. Allow one point for each blank correctly filled. Avoid

fractional credits or unequal weighing of items in test.
b. Select items to which only one correct response is
possible.
c. Blanks are numbered and the students are directed to
write his response on the appropriate numbered
blanks.
d. Prepare a key for scoring by writing on a copy of a test all
answers.
 Suggestions for the construction of a Multiple-
Choice test:

1. Avoid statements borrowed from textbooks. Use

familiar phrasing to test the comprehension of
students.
2. All options must be plausible with each other to
attract students to choose distractors or incorrect
responses. Only one correct answer is provided.
3. All options must be grammatically consistent with
the stem.
4. Four or more options must be provided in each item.
5. The order of correct answer in all items are
randomly arranged rather than following a regular
pattern.
6. The best option has consistent length with
distractors.
7. A uniform number of options in each item must be
used.
8. The options in each item are lettered or numbered.
The choice is made by indicating the letter or
number.
Five varieties of Multi-choice form:

1. stem-and-options variety
2. setting-and-option variety
3. group-term variety
4. structured-response variety
5. contained-options variety
Stem-and-Options variety:
Direction: Shade the circle at the right column
that corresponds to the correct answer.

Ex. 1. The most reliable measure of central tendency is 1 2 3 4

. 1. mode 3. arithmetic mean
2. median 4. geometric mean

2. What tool is used in conjunction with a T-square a b c d

to draw vertical lines?
a. triangle c. erasing shield
b. compass d. lettering guide
3. Which of the following would result in the a b c d
greatest reduction of calories if it were
eliminated form the daily diet?
a. 1 boiled egg
b. 1 tablespoon of butter
c. 1 slice of white, enriched bread
d. 1 tablespoon of granulated sugar

4. Which of the following political systems does a b c d

the author believe is the most stable?
a. Democracy c. Fascism
b. Communism d. Monarchy
Setting-and-Opinions variety:
Direction: The graphic material above is a test result in
Mathematics. Study and pick one correct answer from the options
numbered 1 to 4.

Ex. What is the number of cases who took the test in

Mathematics? a b c d
a. 30 b. 35 c. 38 d. 32
Group-term-variety:
Direction: Choose the word which does not
belong to the group. Write the number only at the
right column.

1. 3. a. _____
2. 4.
Structured-Response Variety:
Direction: Each item consists of two right sentences.
They are separated by tow bars [//] mark. Encircle letter d if the
statement directly causes the second sentence; and encircle n if
the first statement does not in any way cause the second
statement.

Ex.
d n 1. A young lady picks flower everyday. // She sells them
to the market.
d n 2. Maria suffers headache. // She walks under the rain.
Contained-Option variety:
Direction: Choose the word or phrase which is not
acceptable in formal written English. Shade the circle
corresponds to the number of your answers. Number 5 is to
be chosen if the sentence has no error.

Ex. Rice and fish are staple food for Filipinos. No error 12345
1 2 3 4 5
Reading Comprehension:
m According to the selection, Ramon Magsaysay was 12345
a great man and a great _____.
1. politician 2. businessman 3. educator 4. president

Vocabulary:
m The indigent Filipinos
1. poor 2. educated 3. wealthy 4. undesirable
Correct Usage:
m Carlos is anxious ____his grades 12345
1. over 3. about
2. into 4. of

Numerical facility:
m 25% of 80 is 12345
a. 16 b. 14 c. 20 d. 18

Problem Solving:
m Driver A can travel a distance of 315 km in 5 hours. 1 2 3 4 5
Calculate his speed.
1. 2. 3. 4.

Identification: 12345
m Science which deals with the study of fish.
1. conchology 2. zoology 3. ichthyology 4. biology
True or False:
Direction: Write X if the statement is True and O if the statement
is False at the right column of each item. Do not guess, right minus wrong.

1. Essay examination is easy to correct 1. _____

m What is the derivative with respect to x if (x+1)3?

x3
a. x3-3x-2 b. x3-2x-3 c. x3+3x+2 d. x3-2x+2 abcd
x3 x3 x3 x3

m Convert 12% compounded quarterly to compounds

monthly. abcd
a. 11.88% b. 15.87% c. 9.95% d. 13.90%
 GENERAL CONSIDERATIONS IN WRITING
OBJECTIVE ITEMS

Test for important facts and knowledge.

Tailor the questions to fit the examinees age and ability
level as well as the purpose of the test.
Write the item as clearly as possible.
Avoid lifting statements verbatim from the textbook.
There should be only one correct answer.
Avoid interrelated items.
Avoid negative questions whenever possible.
Do not give the answer away.
Get an independent review
 GUIDELINES FOR CONSTRUCTING/IMPROVING
MULTIPLE-CHOICE TEST ITEMS

1. The main stem of the test item may be constructed in

question form, completion form, or direction form.
2. The main stem should be clear. Avoid awkward
stems.
3. The question should not be trivial. There should
consensus on its answer.
4. Questions that tap only rote learning and memory
should be avoided.
5. Question should tap only one ability.
6. Each question should have only one answer, not
several answers.
 GUIDELINES IN CONSTRUCTING/IMPROVING
ALTERNATIVES (OPTIONS)

1. Avoid specific determiners(strongly worded

statements (all, always, never, no, etc.)
2. Alternatives should be in natural order.
3. Alternatives should be arranged according to
length : from shortest to longest or longest to
shortest.
4. Alternatives should have parallelism.
5. Arrangement of correct answers should not
follow any pattern.
SUGGESTIONS FOR MATCHING EXERCISES

1. Be careful what material is put into the question

column and what is put into the option column.
2. Include only one homogenous material in each
matching exercise. Do not mix persons with
places.
3. Check each exercise carefully for unwarranted
clues that may indicate matching parts.
4. Be sure that the students fully understand the
bases on which matching is to be done. (an
option for more that one items)
5. Put item on the left and number them, put
options on the right and designate them by
letters.
6. Arrange items and options in systematic order.
(date are arranged in chronological order; if
wordsthey are alphabetized)
7. Place all the items and options for the matching
exercise on the single page, if possible.
8. Limit a matching exercise to not more 10-15
items
 SCORING THE TEST
1. Two (2) options: S=RW
2. Three (3)options: S = R W or S = R W
K-1

3. Four (4) or more options: S= R

 CHECKLIST FOR EVALUATING THE
CLASSROOM TEST

A. Adequacy of Test Plan (TOS)

1. Does the test plan adequately describe the

instructional objectives and the content to
be measured?
2. Does the test plan clearly indicate the
relative emphasis to be given to each
objective and each content area?
 B. Adequacy of Test Items

1. Is the format of each item suitable for the learning

outcome being measured (appropriateness)?
2. Does each test item requires students to demonstrate
the performance described in the specific learning
outcome it measures (relevance)?
3. Does each test item present a clear and definite task
to be performed (clarity)?
4. Is each test item presented in simple, readable
language and free from excessive verbiage
(conciseness)?
5. Is each item of appropriate difficulty for the type of
test constructed (ideal difficulty)?
 B. Adequacy of Test Items

6. Does each test item have an answer that would be

agreed upon by experts (correctness)?
7. Is each test item free form technical errors and
irrelevance clues (technical soundness)?
8. Is each test item free from race, ethnic, and sex bias
(cultural fairness)?
9. Is each test item independent of the other items in the
test (independence)?
10. Is there an adequate number of test items for each
specific learning outcome (sample adequacy)?
 C. Adequacy of Test Format and Directions
1. Are test items of the same type grouped together in
the test (or within sections of the test)?
2. Are the test items arranged from easy to more
difficult within sections of the test and within the test
as a whole?
3. Are the test items numbered in sequence?
4. Is the answer space clearly indicated (on the test itself
or separate answer sheet) and is each answer space
clearly related to its corresponding test item?
5. Are the correct answers distributed in such a way that
there is no detectable pattern?
6. Is the test material well spaced, legible, and free of
typographical errors?
7. Are directions provided for each section of the test
and the test as a whole?
8. Are the directions clear and concise?
 Writing Test Directions
Directions should include the following:

1. What the students should do

2. How they are going to do it
3. Where they will record their answers
4. Indicate time allot to the test
5. Indicate the value of each item if necessary
6. Provide a specific set of directions for each
type of test
 How to improve the students Test Scores

1. Announce the test well in advance

2. Provide them and old copies of the test
3. Inform them of the coverage of the test
4. Study alone and with a group to prepare for the test
5. Specify the type of test
6. Read instruction carefully
7. Skip different item and return later
8. Review answer
9. Above helical arrangement of test difficulty
10. On essay test item, formulate an outline
 Guidelines in Administering the Test

1. Comfortable testing environment

2. Avoid giving warning about the importance of
the test
3. No test must be given after long vacation or
school activity
4. Provide reminder regarding time limit
5. Discourage cheating
6. Interruption must be minimized
7. Provide instruction before the test as to what
they will do after test
 Common barriers to be avoided in Test
Construction

1. Deficit vocabulary
2. Complex item structures
3. Ambiguous statement
4. Vague test instructions/directions
5. Biases (race, ethnic, sex)
Guidelines in Scoring Essay Questions

1. Check scoring key against actual answers

2. Grammar, writing style and penmanship be
considered separately from the content
3. One question at a time with out interruption
4. Score student response anonymously
5. Reread the answer
6. Provide comment
7. Set a realistic standard
 90%

PEOPLE RETAIN 80%

50%

30%

20%

10%

by reading by hearing by seeing by seeing it by saying it by doing it

themselves themselves themselves
TAXONOMY OF EDUCATIONAL OBJECTIVES
(cognitive domain)

Ev
Syn
An

Ap
C

K
CLASS/CATEGORY RELATED BEHAVIORS

KNOWLEDGE learns specifics, Define common terms,

steps in dealing with identifies objects, list,
specifics, stated gives sequences of acts,
principles and rules. state rules to explain.
(Remembering)

COMPREHENSION translates from one States in own words,

symbol system to converts from words to a
another, interprets, formula, infers, predicts,
extrapolates. explains.
(Understanding)
CLASS/CATEGORY RELATED BEHAVIORS

APPLICATION in problematic Explains relation of

situations, draws principles to practical
upon the appropriate situation, produces objects
facts and principles or procedures, solves
for solutions. problems, organize for
(Selecting and given purpose.
Using)
breaks objects and Differentiate, recognizes
ANALYSIS
situations down into inferences and supporting
their elements, showing facts, breaks down objects or
basic relationships, sees ideas into components,
organization principles. identifies relevant and
(Breaking into parts) irrelevant components.
CLASS/CATEGORY RELATED BEHAVIORS

puts together Develops a creative

knowledge to product, combines
SYNTHESIS produce unique elements to produce plan
communication, a or materials, restructures,
new plan, or a new reorders ideas or objects
set of operations, to produce new product.
builds a set of
abstract relations.
(Producing)

Makes judgments on Judges adequacy of a plan

the value of ideas, of action, appraises
EVALUATION acts, solutions, and product, critically
materials in evaluates, justifies
reference to some organization of ideas or
objectives or materials, supports a plan
criterion. (Judging) of action.
 Confirming

Speec Stor Conclusion or

Skit Ownh y implication
Photograph Statement Analogy
Diagra based on data
Events Poster Carbo Casual Relationships Diagram
Graph
m
Drama n Tape Summar Sculptur
Film Radi Outline e
Photograph Making Use
s CollageRecording y
Newspapers o Explain A List Illustration Of
Information Recordings Transfor
Confirm m Predic Defend A Maps A Knowledge
Gathering Illustrat
t Distinguis Drama
Magazine Match A Painting A
Define eExpress Relat Generaliz Apply
Articles h A Solution
Forecast
Filmstrip Paraphrase Infer
e Compar
e Change
A Play Describe Chang Summarize Choose Project
A
e Solve
Label Restate Exten Interpret Puzzle A
A Locat e Draw Model Show A Filmstrip
Memorize d
Definition Meeting
Shifting smoothly
Text Recogniz e Comprehension Sketch
Print
Nam Modify from one gear into
Reading e Recite
People e Report Dramatize another A Question
State
Dra Classify Produce A
A
w Writ Collect A paperCarbon
which
Dictionary Select e
Knowledge Application Prepare
follows an
Television Identif Discove
Shows Mak A
outline
y r e Mobile
Conclusio Analyze Classif Questionnaire
n Self- Appraise y
Examine
Compare Evaluation Analysis Survey Distinguis Parts of a
Evaluation
Recommendatio Recommend Researc h propaganda
Assess h Infer Investigat
n Critique e
A statement
Syllogism
Group
Weigh Categorize Compar identified
Discussion Solve Synthesis Takee a Argument
Court Concis Subdivide
part
Separate
Trial Summarizee Contrast broken down
Survey Judg Combine Differentiat Survey
What If
Rotate e e
Evaluatio Plan Hypothesi Role-play Point Out
n A Standard s
Construct Select A Model
Conside Develop Constru
Compared r Design Organize
Valuing ct Taking
Judging Produce Add to Create A Conclusion
the A Standard Invent Formulate Graph Apart
Outcome Established Articl
e A Firy Carbon
Editorial Invention Report
Game Son Report Story
Poem
Boo Speculate
g on or plan an alternate course of
k Formulate
action a hypothesis or Experime
question Set of rules, principles, ornt
standards
Putting Together
 EXAMPLE OF GENERAL INSTRUCTIONAL OBJECTIVES
AND BEHAVIOR TERMS FOR THE DIFFERENT
DOMAINS OF TAXONOMY

Illustrative General Instructional Instructional Behavior Terms for

Objectives Stating Specific Learning
Outcomes
I. COGNITIVE
Knowledge
Knows common terms, terminologies Defines Names
Knows specific facts Describes Outlines
Knows methods and procedures Identifies Reproduces
Knows basic concepts, conventions Labels Select
Knows principles, categories, criteria Lists States
Methodology, theories and structures Matches Recalls
Recognizes
Comprehension

Understanding facts and principles Converts Gives example

Interprets charts and graphs Distinguishes Paraphrases

Interprets verbal materials Defends Infers

Translates verbal materials to Estimates Predicts

mathematical formula
Estimates future consequences implied Explains Rewrites
in date

Justifies methods and procedures Extends Summarizes

Shows relationship, findings, similarities, Generalizes

differences and making comparisons Compare
Application
Applies concepts and principles to Changes Predicts
new situation Computers Prepares

Applies laws and theories Demonstrates Produces

to practical situations Discovers Relates

Solves mathematical problems Manipulates Shows

Constructs charts and graphs Modifies Solves

Demonstrates correct usage of a Operates Uses

method or procedures
Analysis
Recognizes unstated assumptions Breakdown Infers
Diagrams Outlines
Differentiates Points Out
Recognizes logical fallacies in Discriminates Relates
Distinguishes Selects
Reasoning
Identifies Separates
Illustrates Subdivides
Distinguishing facts and influences Compares

Evaluates the relevance of data

Analyzes organizational structure

of work (art, music, writing)
Synthesis

Writes a well organized theme Categories Organizes

Gives a well organized speech Combines Plans
Writes a creative short story Compiles Rearranges
(or poem, or music) Composes Reconstructs
Proposes a plan for an experiment Creates Relates
from different areas into a plan for Devises Reorganizes
solving a problem Designs Revises

Formulate a new scheme for

Classifying objects (or event or ideas)
Integrates learning from different Devices Reorganizes
areas into a plan for solving Design Revises
a problem Explains Rewrites
Formulates a new scheme (or events or Generates Summarizes
ideas) Modifies Tells
 Evaluation

Judges the logical consistency Appraises Discriminates

of written materials Compares Explains

Judges the adequacy with which Concludes Justifies

Conclusions are supported by date Contrasts Interprets
Criticizes Relates
Judges the value of work Describes Summarizes
(art, music, writing) by the
use of external standards of
excellence
II. AFFECTIVE

Receiving

Listed attentively ask locates

Shows awareness of the importance of chooses names
learning describes points out
Shows sensitivity to human needs and follows selects
social problems gives holds sits erect
Accepts difference of race and culture
Attends closely to the classroom activities
Responding

Completes assigns homeworks answers performs

Obeys school rules assists practices
Participants in class discussions complies presents
Complete laboratory work conforms reads
Volunteers for special tasks discusses recites
Shows interest in subjects greets reports
Enjoys helping others labels tells,
writes
Valuing

Demonstrates beliefs in the democratic completes joins

process describes justifies
differentiates proposes
explains reads
Appreciates good literature, art or music follows reports
forms selects

Appreciates the role of science

and other subjects in everyday life
 Organization

Recognizes the need for balance between adheres generalizes

freedom alters identifies
and responsibilities in democracy arranges integrates
Recognize the role of systematic combines modifies
planning in solving problems compares orders
Accepts responsibilities for his own completes organizes
behaviors defends prepares
Understand and accepts his own explains relates
strengths and limitations synthesis
Formulates life plans in harmony with
his abilities, interests and beliefs
III. PSYCHOMOTOR
construct execute
manipulate install
use connect
perform experiment
measure assemble
operate copy
handle
The following is a list of a new conditional statement
that could be included in the appropriate
performance objectives

1. From memory
2. Using a map of
3. On the handout, which describes
4. Given six different material samples without labels.
5. From the notes taken which viewing the beta tape
6. Using all problems (2) in the activity book
7. Within a 10-minute time span and from memory
8. When given the names of the provinces in
Mindanao
9. Using the activity book in Reading
10. With a compass, ruler, and protractor
11. Using an electric typewriter
12. Using the chemicals and glassware provided in the
tray
13. Using the film on Sister Stella L
14. Given the paper, computer and other materials
15. With the use of the microscope
TAXONOMY OF EDUCATIONAL OBJECTIVES
(affective domain)

RECEIVING : Sensitivity to the existence of certain

stimuli (willingness to receive)

RESPONDING : Active attention to stimuli.

Willingness to respond (Complies and knows why)

VALUING : Consistent belief and attitude of worth

help about the phenomenon.
(Internalize the concept of worth, motivated
and deliberate)
ORGANIZATION: Organizing, interrelating
and analyzing different relevant values.
(ordering or values as classified)

CHARACTERIZATION by a value or value

concept. (Behavior is guided by value).
Demonstration of behavior that shows that an
individual acts in a manner consistent with
those internalized values in which he behaves.
Affective Domain
C

R
R
PRINCIPLES TO GUIDE ASSESSMENT

1. Evaluation should relate directly to specific

instructional objectives.
2. Each evaluation activity should be designed to
promote further growth
doing or attempting the activity should be
useful practice in itself.
feedback should be useable by students
3. Application & interpretation of statistics should be
reasonable
Given scores of 10% 10% 80% 90%, (average of
47.5%) do you promote students to the next grade?
4. Must not hinder learning by introducing errors

5. Throughout a unit, a variety of evaluation strategies

should be used to provide opportunities for all
students to demonstrate achievement

6. Wherever possible, students should be involved in

establishing criteria for evaluation.

7. Frequency in scheduling of evaluation should provide

continuous assessment and feedback.
Workload (yours and the students)
Misconceptions
6. Self and peer evaluation in selected activities should
be part of overall plan.

7. All aspects of the evaluation component a unit

should be communicated so there are no surprises or
mysteries for students and parents.

8. To recognize the dignity and worth of the individual.

Confidentiality
Do not post grades
Do not have students grade other students
work
Do not give back examinations so others can
see students grade
 GUIDELINES FOR BEHAVIORAL OBJECTIVES

1. Begin each objective with an action verb which depicts

definite, observable behavior.
indefinite, formulate, list describe, recall
2. State each objective in terms of students performance rather
than teachers performance.
3. State each objectives as a learning product outcome or terminal
behavior) rather than in terms of the learning process.
4. State only the outcome or behavior in east objectives.
5. Make objectives clear, brief and unambiguous.
6. Start a set of behavioral objectives for a lesson with a phrase
such as:
At the end of the lesson the student will be able to:
7. Do not include trivial objectives.
 SPECIFICATIONS CONSTRUCTION

A table that shows what will be tested (and taught)

Theoretically, a completely detailed table of specifications would have
every learning objective listed for every lesson for the whole year.

It is also reductionism

* Try to reduce learning to individual skills,

misses that education is more than the sum of
its parts.
* Part of difference between training and education I talk
about in Social Context.
 Some movement toward that end of the continuum
here: Competency based education is an attempt
to move towards defining education in terms of a
finite number of specific competencies.

So we do not need that level of detail main topics

for year, main concepts for a unit plan good enough
 Sample Table of Specifications
Commonalities of Table of Specifications
1. Content
2. Behavior
3. Number of Items
4. Percentage
5. Placement
 Totals tell you at a glance what
percentage of course emphasis given
to each topic and what percentage
lower and higher level mental
processes
 Table of Specifications Relates the Outcomes to the
Content and Indicates the Relative Weight of each Area

Weight is usually based on how much time devoted to

teaching concept

But also how important it is that students remember, transfer to other

contexts, courses -->some important ideas may be easy to teach but
still important to include

Also determined by type of material --> dont put a lot of weight on higher
mental activity category for unit on memorizing state capitals --> dont
put a lot into recall for drama class on risk taking and creative dance

Weight start simple --> four topics, divide into 4, then maybe add bit
more to topic you are particularly interested in, or figure students will
be interested in, etc.
 Of Weighing With Rationale.

Weight usually given in %,

Usually out of 100%, but might make two separate
blueprints, one for 70% multiple choice, and second 30%
for written response
Blueprint for teaching --> dont just start teaching page
one on day one, or suddenly discover that its Easter and
youre still on first unit --> need to figure out how much
time youre going to allocate per unit, per concept within
units
 Blueprint for the test
Representative sample of course content --> not all
random sample
This is important so that you dont just choose
questions from last two weeks before exam

Representative sample of skills, cognitive levels

across content
Not just rote memorization; or just high level stuff
Often sabotage great course by teaching high level
skills (sculpturing, acting, playing solo) then giving rote
memorization test (date that Mozart composed 43rd
symphony) that does not reflect actual time spent
 Kids learn quickly what actually counts, so if you have rote
memorization test, dont try to get class discussion going!

Analyze results by level and content area

If students getting all lower level questions but missing

higher level, then youre not doing your job; if all have got
answers to one unit but not another, may have to reteach that
unit, etc.
 Strictly speaking there is a difference between a
Table of Specifications and a Blueprint:

Specifications refer to a plan of what is to be taught/tested

by weighing
A blueprint is the plan of the specific test, i.e., which
questions test which concept
So same specifications could give rise to several different
blueprints

Sample format of a Table of Specification (TOS)

Sample Table of Specification (TOS)

 HOLY CROSS COLLEGE OF SASA
Km. 9 Sasa, Davao City

COLLEGE DEPARTMENT
Types of Exam:
Subject: ______________________
MC -Multiple Choice TF-True or False
Exam Period:___________________ FB-Filling Blanks EN-Enumeration
ID-Identification ES-Essay
Semester: _____________________
PS-Problem Solving MT-Matching Type
Type of Exam:__________________

TABLE OF SPECIFICATION

Total
Content Knowledge Comprehension Application Analysis Synthesis Evaluation
Items %

Total

Percent 100

Remarks: ______________ Prepared by:

Checked by:____________ ______________________
Teacher
Date: _________________ _____________________
Date
Samson Polytechnic College of Davao
R.Magsaysay Ave., Davao City
College of Engineering

1
ASIAN INTERNATIONAL SCHOOL OF AERONAUTICS AND TECHNOLOGY
R. Magsaysay ve.., Davao City
Sta. Ana Ave..cor Leon Garcia St., Davao City
IMPROVING TEST
ITEMS
Analyzing test items
Interpreting test results
.
Difficulty Index
Discrimination Index
 U-L INDEX METHOD
1. Score the paper
2. Rank from Highest to lowest
3. Separate upper 27% and bottom 27%
4. Tally the responses to each test item by
each individual in the upper 27% Nu
5. Tally the responses to each test item by
each individual in the lower 27% ... Nl
6. Compute the percentage that got the item right in
the upper group U
7. Compute the percentage that got the item right in
the lower group L
8. Difficulty index Df, the average of U and L
9. Discrimination index Ds, the difference between
U and L

Df = 0.20 to 0.80, acceptable level of difficulty

Ds = 0.30 to 0.80, separates the bright from the
poor

0.00 - 0.20; very difficult

0.21 - 0.80; moderately difficult
0.81 - 1.00; very easy
JUDGEMENT

REJECT/DISCARD
ACCEPT/RETAIN
REVISE
GOOD LUCK
&
THANK YOU