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Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
Identifying Test Objective (Assessment of Learning) - CES report 011114
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Identifying Test Objective (Assessment of Learning) - CES report 011114

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The main topic of my report is Identifying Test Objectives on my subject which is "Assessment of Learning". This presentation includes different kinds of test, its uses and objectives as well.

The main topic of my report is Identifying Test Objectives on my subject which is "Assessment of Learning". This presentation includes different kinds of test, its uses and objectives as well.

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  • 1. IDENTIFYING TEST OBJECTIVES Ces del Mundo
  • 2. "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do." -Grant Wiggins
  • 3. TEST CATEGORIES
  • 4. 1. SINGLE-SUBJECT TESTS  gaining individualized information on students' subjectspecific knowledge and abilities.  help the school teachers assess strengths, areas for improvements and the direction that the curriculum should move in.  use single-area evaluations for math or language/literacy content.  assesses students' linguistic abilities in terms of receptive language, expressive use, structure and memory.
  • 5. 2. MULTI-SUBJECT STANDARDIZED TESTS  are formal assessments with mathematically computed scores, which provide a measure of the students' aptitude based against grade-level norms  evaluate the elementary students' learning in different areas.  measures to assess multiple subjects, such as verbal comprehension, nonverbal reasoning and mathematical or quantitative abilities.  one example is the Achievement test
  • 6. ACHIEVEMENT TESTS  designed to measure academic ability and achievement of students in English, Reading, Mathematics, Science, and Filipino.  provide information on the strengths and weaknesses of students in specific learning competencies that are developed in the classroom.  used to evaluate school performance in comparison with a national norm.  act also as diagnostic tool to guide subject area coordinators, teachers, and guidance counselors in planning educational strategies that would lead to the improvement of instructional quality in schools
  • 7. 3. ALTERNATIVE ASSESSMENT often called authentic, comprehensive, or performancebased assessment usually designed by the teacher to gauge students' understanding of material. Examples of these measurements are open-ended questions, written compositions, oral presentations, projects, experiments, and portfolios of student work.  are designed so that the content of the assessment matches the content of the instruction.
  • 8. Effective assessments give students feedback on how well they understand the information and on what they need to improve, while helping teachers better design instruction. Assessment becomes even more relevant when students become involved in their own assessment. Students taking an active role in developing the scoring criteria, selfevaluation, and goal setting, more readily accept that the assessment is adequately measuring their learning.
  • 9. TYPES OF TEST
  • 10. Norm-Referenced Standardized tests compare students' performance to that of a norming or sample group who are in the same grade or are of the same age. Students' performance is communicated in percentile ranks, grade-equivalent scores, normal-curve equivalents, scaled scores, or stanine scores. Criterion-Referenced A student's performance is measured against a standard. One form of criterion-referenced assessment is the benchmark, a description of a key task that students are expected to perform. Examples: Chapter tests, Driver's License Test
  • 11. Survey Survey tests typically provide an overview of general comprehension and word knowledge. Examples: Interest surveys; Learning Styles Inventory Diagnostic Tests Diagnostic tests assess a number of areas in greater depth.
  • 12. Formal Tests Formal tests may be standardized. They are designed to be given according to a standard set of circumstances, they have time limits, and they have sets of directions which are to be followed exactly. Informal Tests Informal tests generally do not have a set of standard directions. They have a great deal of flexibility in how they are administered. They are constructed by teachers and have unknown validity and reliability. Examples: Review games; Quizzes
  • 13. Static (Summative) Tests Measures what the student has learned. Examples: End-of-chapter tests; Final examinations; Standardized state tests Dynamic (Formative) Tests Measures the students' grasp of material that is currently being taught. Can also measure readiness. Formative tests help guide and inform instruction and learning. Examples: Quizzes; Homework; Portfolios
  • 14. TEST FORMAT
  • 15. WRITTEN TEST Written tests are tests that are administered on paper or on a computer. A test taker who takes a written test could respond to specific items by writing or typing within a given space of the test or on a separate form or document.
  • 16. Multiple choice In a test that has items formatted as multiple choice questions, a candidate would be given a number of set answers for each question, and the candidate must choose which answer or group of answers is correct. There are two families of multiple choice questions. The first family is known as the True/False question and it requires a test taker to choose all answers that are appropriate. The second family is known as One-Best-Answer question and it requires a test taker to answer only one from a list of answers.
  • 17. Alternative response True/False questions present candidates with a binary choice - a statement is either true or false. This method presents problems, as depending on the number of questions, a significant number of candidates could get 100% just by guesswork, and should on average get 50%. Matching type A matching item is an item that provides a defined term and requires a test taker to match identifying characteristics to the correct term.
  • 18. Completion type A fill-in-the-blank item provides a test taker with identifying characteristics and requires the test taker to recall the correct term. Two types: 1. The easier version provides a word bank of possible words that will fill in the blanks. For some exams all words in the word bank are exactly once. If a teacher wanted to create a test of medium difficulty, they would provide a test with a word bank, but some words may be used more than once and others not at all. 2. The hardest variety of such a test is a fill-in-the-blank test in which no word bank is provided at all. This generally requires a higher level of understanding and memory than a multiple choice test. Because of this, fill-in-the-blank tests[with no word bank] are often feared by students.
  • 19. Essay Items such as short answer or essay typically require a test taker to write a response to fulfill the requirements of the item. In administrative terms, essay items take less time to construct. As an assessment tool, essay items can test complex learning objectives as well as processes used to answer the question. The items can also provide a more realistic and generalize task for test. Finally, these items make it difficult for test takers to guess the correct answers and require test takers to demonstrate their writing skills as well as correct spelling and grammar.
  • 20. Mathematical questions Most mathematics questions, or calculation questions from subjects such as chemistry, physics or economics employ a style which does not fall in to any of the above categories, although some papers employ multiple choice. Instead, most mathematics questions state a mathematical problem or exercise that requires a student to write a freehand response. Marks are given more for the steps taken than for the correct answer. If the question has multiple parts, later parts may use answers from previous sections, and marks may be granted if an earlier incorrect answer was used but the correct method was followed, and an answer which is correct (given the incorrect input) is returned.
  • 21. NON-WRITTEN TEST Written tests are tests that are administered on skills and performance. A test taker who takes a non-written test could respond to specific instructions by executing or doing the activity within a given time.
  • 22. Physical fitness tests A physical fitness test is a test designed to measure physical strength, agility, and endurance. They are commonly employed in educational institutions as part of the physical education curriculum, in medicine as part of diagnostic testing, and as eligibility requirements in fields that focus on physical ability such as military or police. Throughout the 20th century, scientific evidence emerged demonstrating the usefulness of strength training and aerobic exercise in maintaining overall health, and more agencies began to incorporate standardized fitness testing. Common tests include timed running or the multistage fitness test, and numbers of push-ups, situps/abdominal crunches and pull-ups that the individual can perform.
  • 23. Performance tests A performance test is an assessment that requires an examinee to actually perform a task or activity, rather than simply answering questions referring to specific parts. The purpose is to ensure greater fidelity to what is being tested. An example is a behind-the-wheel driving test to obtain a driver's license. Rather than only answering simple multiple-choice items regarding the driving of an automobile, a student is required to actually drive one while being evaluated. Performance tests are commonly used in workplace and professional applications, such as professional certification and licensure.
  • 24. Thank you for listening! J

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