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# Designing paper & pencil tests 1

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• tnx 2 this presntation 'coz 8 allows us a future teachrs in administering test by d use of paper and pencil test accdg to the levl of understnding , skills or perfrmance and a basis/guide in making the table of specs. as stated
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### Designing paper & pencil tests 1

1. 1. ASSESSMENT OF STUDENT LEARNING 1 Development of Paper & Pencil Tests Msbandolon’j uly2013
2. 2. July 13, 2013 Objectives: 1. Define paper and pencil tests 2. Discuss the steps in the development of paper and pencil tests 2.1. recall the provisions of Deped Order no. 73, s. 2012 2.2. identify and discuss the different item format of paper and pencil tests 2.1 Determining Test Coverage 2.3. Preparing the TS 2.4. Discuss guidelines in writing objective type of tests
3. 3. Assessment in the K to 12 Curriculum (DepEd Oder No. 73, s. 2012 and DepEd Order No. 13, s. 2012 Knowledge-----------15% Process or Skills-----25% Understanding-----30% Performance or Product-------------30%
4. 4. Assessment in the K to 12 Curriculum (DepEd Oder No. 73, s. 2012 and DepEd Order No. 13, s. 2012 Knowledge-----------15% Process or Skills-----25% Undeestanding-----30% Performance or Product-------------30%
5. 5. Suggested assessment tools for measuring the level of knowledge 1.Selected response test a . Multiple choice b. Alternate response (t-f, y-n, r-w) c. Matching type 2.Constructed response a. Essays b. Fill-in the blanks c. Performance tasks
6. 6. 1. What is a closed figure with three equal sides and three equal angles? 2. Who has 5 balloons? 3. What did Ana buy with her money? 4. What is a proper fraction? 5. What does “put together” mean??
7. 7. Study the illustration 1. How many blue balloons are there? 2. How many balloons are bundled?
8. 8. Assessment tools for Process Skills Focus: learners construct meanings or make sense of the facts or information 1. outlining, organizing, analyzing, interpreting, translating, converting, or expressing the information in another format, 2. drawing analogies 3. constructing graphs, flowcharts, and maps or graphic organizer 4. drawing or painting pictures 5. role playing
9. 9. Ex. 1. Translate the given sets into an addition sentence 2. Ask the pupils to show the following using their sticks. (2, 4, 5, 8, 9, etc) 3. Make another addition sentence which is the same as 7 + 3 = 10.
10. 10. Concept
11. 11. “ex-” (to draw out) + “planare” ( make plain) = making it plain and simple; drawing out the meaning of ; or expressing what is comprehensible or understood
12. 12. Is Maria’s money enough to buy the notebooks? Why? If you were Maria, would you buy the same kind of toy? Why?
13. 13. Compare and contrast . . . ? State your conclusion or generalization . . . ? Derive the meaning of . . . from . . . ? Explain the concept about . . ? Express in your own words . . . Instruct or teach others about . . . ? Justify your action . . . ? Predict or visualize the next scenario . . . ? Prove or make your own stand on . . . ? Synthesize your ideas about If you understand you should be able to answer the following questions and tasks.
14. 14. Empathy is …………… Learned ability to grasp the world from someone else’s point of view – using one’s imagination to see and feel as others see and feel  The ability to get inside another person’s worldview and feelings  The ability to know how another feels  The ability to walk in another’s shoes  Deliberate act of feeling what is plausible, sensible, or meaningful in the ideas and actions of others, even if they are puzzling, off-putting, strange or difficult to access
15. 15.  Perspective…..  Ask students to infer the perspectives of the authors of textbooks , editorials, essay, and other texts Ask: What is the point of view of the authors of the text re what is true, verified, and important?  Provide opportunities for students to confront alternative theories and diverse points of view regarding the big ideas. (Example..)
16. 16.  Self knowledge……..  Perceive the personal style, prejudices, projections and habit of minds that both shape and impede own understanding; they are aware of what they do and why understanding is so hard.
17. 17. How can you change the digit “7” in to an even number in at least five ways? Restate the problem based on how you understand it.
18. 18. Activity 1.Recall the test items that your teachers used in testing. 2.What were the most commonly used items. Give examples of the items. 3.Do you think the items are of good quality? Why? Why not?
19. 19. Item Formats for paper & Pencil Tests 1.Multiple Choice Item Format 2.Completion Item Format 3.Alternative Item Format 4.Matching Type 5.Essays
20. 20. Item Formats of paper and Pencil Tests (Evaluation of Learning Outcomes: A Module for SH, SEAMEO Innotech Project Q-Learn) 1.Multiple-choice -two major parts : a. Stem – the part here the question is asked or the task is set b. Options – alternatives or choices: -decoys, distracters, foil (wrong options) -keyed response (correct answer) -formats of MC a. As questions, where the stem is a complete question ending with a question mark a. As incomplete statement, where each option is a way to complete the statement
21. 21. Guidelines for constructing Multiple Choice Item Format A.For Constructing The Main Stem 1. The main stem of the item maybe constructed in question form, completion form or direction form Question Form: Which is the same as four hundred seventy? Completion form; Four hundred seventy is the same as_______________. Direction Form Write the equivalent of four hundred seventy in Roman numerals.
22. 22. 2. The main stem should be clear. Avoid awkward items. Study and comment on this this item: If there are 9 chairs in the classroom and 16 children in the class, the classroom lacks how many chairs? What can you say about this item? Is this item easy to understand? Why? Is there a need to improve the item? How?
23. 23. Improved item: There are 16 children and 9 chairs in a room. How many more chairs are needed?
24. 24. 3. The question should not be trivial. There should be a concensus on its answer. Study the question below: What time does the sun set in the morning? Is the item testing an important skill or concept: Is there only one correct answer to the item. Why?
25. 25. 4. Questions that tap only rote learning and memory learning should be avoided Study the question below: Mango can be grown from _______. a. Seeds b. Spores C. Tubers Do you find this statement in books? Does this question requires the respondent to think thoroughly before giving the correct answer? Is this a good item? Why?
26. 26. 5. Questions should tap only one ability Study and comment on this item: How many 15 centavos are there in one peso? What skills are needed to be able to answer this item correctly? How can you improve this item?
27. 27. 6. Each question should only have one correct answer Study and comment on the item below: Mosquitoes and flies are disease carriers. How can we protect ourselves from these insects? a. Spray insecticides b. Destroy their young c. Clean the surroundings d. Use mosquito nets & cover our food Is there one correct answer to the question? Why How can you improve this item?
28. 28. Improved item (Item No. 6) Which is the correct way of protecting ourselves from disease carrier insects such as mosquitoes and flies? A. Cover stagnant places B. Leave garbage cans open C. Leave empty cans around
29. 29. 7. Write congruent test items. The skill and content of the learning objective being tested must be congruent to the skill and objective of the item Study the situation below: Learning objective: Identify polygons Item: Describe square Is their a match between the learning objective and the item? Why? How can you improve this item?
30. 30. Reminders: 1. Bring: a. K to 12 curriculum guide (science or any subject) G7 & 8 b. K to 12 curriculum guide G2 (any subject) 2.Pre lim exam will cover all the topics taken up for the whole quarter 3.Test type: a. True False b. Multiple type c. Essay
31. 31. Preparing the table of Specification *The four levels and the weights or percentages specified in DepEd Order No. 73, s. 2012 shall be the basis in designing the Table of Specification of Classroom Assessment in the K to 12 Curriculum