Made my Reyna Mugot and Hannah Borja

1. GENERAL
PRINCIPLES OF
TESTING

2. Testing
•A technique of obtaining
information needed for
evaluation purposes.
Test, quizzes, measuring
instruments – devices for
testing

3. 1. Measure All Instructional
Objectives
•Teachers should match the test items with
the learning objectives posed during
instruction.
• That is why, the first step of test construction is to go back to
the instructional objectives.

4. 1. Measure All Instructional
Objectives
•For example:
Objective: "Given a sentence written in the past
or present tense, the student will be able to re-
write the sentence in future tense with no errors
in tense or tense contradiction
Test Item: Re-write the given sentence into its
future tense.

5. 1. Measure All Instructional
Objectives
•For example:
Objective: Given a list of words, the
students will circle the noun with 90 %
accuracy.
Test Item: Give 10 examples of nouns.

6. 2. Cover all the learning
tasks.
•Construct a test that contains a wide range
of sampling items.
•A good learning task focuses and
measures a representative sample of the
teacher's learning objectives.

7. 3. Use appropriate test
items.
•A good test usually includes items that are
most appropriate for a particular objective
to check on learner achievement.

8. 4. Make test valid and
reliable.
•The test measures what is supposed to be
measured from the students.

9. “A good test is said to be tested on a
tripod.”
The test measures
what it claims to
measure.
Stability of the test
scores
Assessment and the procedures of
administering the assessment are
similar

10. 5. Use test to improve
learning.
•Discuss the skills or
competencies on the
items that have not been
learned or mastered by
the learners.

11. Five General Principles of
Testing
•Measure all instructional objectives.
•Cover all the learning tasks.
•Use appropriate test items.
•Make test valid and reliable.
•Use test to improve learning.

12. PRINCIPLES OF
HIGH QUALITY
ASSESSMENT

13. I. Clarity of the Learning Target
•The Learning Target must be
focused on student learning
objectives.
•The Learning outcomes must be
SMART!

14. I. Clarity of the Learning Target
•The performance task should be
clearly presented.
•The teacher should also discuss
clearly the criteria.

15. II. Appropriateness of the
Learning tool
• Teachers should choose and develop the appropriate
assessment methods.
• Kinds of Assessment:
1. Objective test – multiple choice; choose
the correct answer
2. Subjective test –original answers
3. Performance Assessment - perform real-
world tasks

16. P O RT F O L
I O

17. It is a systematic collection of student work
and related material that depicts a student’s
activities, accomplishments and achievements
It measures the growth and development of
the students.

18. It is a form of assessment
that students do together
with their teachers.
The teachers guide the
students in planning,
execution and evaluation of
contents of the portfolio.

21. It is used to collect
assessment data by
asking oral questions.

22. It is an effective way to stimulate student’s
motivation and participation.
It provides students with
opportunities to practice
self-expression

23. OBSERVA
TION
TECHNIQ
UE

24. The behavior of students involved in his performance during
instruction is systematically monitored, described, classified
and analyzed.
OBSERVATION
TECHNIQUE

25. TWO
TYPES:
OBSERVATION
TECHNIQUE
1. FORMAL
2. INFORMAL

26. Formal observations are planned in advance.
FORMAL
OBSERVATION

27. It is done spontaneously. In other words, an
unplanned opportunity emerges, in the
context of classroom activities, where the
teacher observes some aspect of individual
student learning.
INFORMAL
OBSERVATION

29. The responses of the
students may be used to
evaluate both
performance and
attitude.

30. T
QUALITIE
S
OF
ASSESSM
ENT

31. VALIDITY
It refers to the appropriateness of
score-based inferences; or decisions-
made based on the students’ test result.

32. RELIABILIT
Y It refers to the
consistency of
measurement;
that is, how
consistent test
result or other
assessment results
from one
measurement to
another.

33. FAIRNESS
The test item should
not have any biases.
A test can only be
good if it is fair to
all.

34. OBJECTIVIT
YRefers to the agreement of two or more
raters or test administrators concerning the
score of a student.
Lack of objectivity reduces test
validity in the same way that
the lack of reliability influence
validity.

35. SCORABILITY
It means that the test should be easy
to score, direction for scoring should
be clearly stated in the instruction.
Provide the students an
answer sheet and the answer
key for the one who will
check the test.

36. ADEQUACY
It means that the test should contain a
wide range of sampling of items to
determine the educational outcome or
abilities so that the resulting scores are
representatives of the total performance
areas measured.

37. ADMINISTRABILIT
Y
It means that the test
should be administered
uniformly to all students
so that the scores
obtained will not vary
due to factors.

38. It refers to the teacher’s 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 lower cost.