Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Session 2 test construction.mt's

764 views

Published on

Published in: Education
  • Be the first to comment

Session 2 test construction.mt's

  1. 1. The Road To Test Construction K toK to 1212Basic Education ProgramBasic Education Program
  2. 2. “The ultimate purpose of Test Construction is to improve the educational program of the school and to make it more effective. Thus, it should be considered as an essential part of the complete learning process for the improvement of teaching and learning.” FE S. J. HIDALGO K toK to 1212Basic Education ProgramBasic Education Program
  3. 3. OBJECTIVES • Identify the six cognitive domains of learning. • Discuss the features of the six domains of learning. • Construct test items that are congruent to the objectives and learning outcomes. K toK to 1212Basic Education ProgramBasic Education Program
  4. 4. PRIMING “The evaluation of the 21st century learners’ progress is a major aspect of the teacher’s job .” - Evaluating Educational Outcomes.- Oriondo & Antonio
  5. 5. To be able to prepare a good test, one has to have  a mastery of the subject matter,  knowledge of the students to be tested, skill in verbal expression and the use of the different test format.
  6. 6. HOW do we know that our students have learned what we have taught them? K toK to 1212Basic Education ProgramBasic Education Program
  7. 7. K toK to 1212Basic Education ProgramBasic Education Program
  8. 8. ACTIVITY 1 Act It Out 1. Discuss with the group the three domains of learning. 2. Poster of Famous Soap Opera will be given to each group. 3. Study the picture select one scene from the telenovela and act it out. 4. Formulate 3 questions each on the specified domains. K toK to 1212Basic Education ProgramBasic Education Program
  9. 9. 5. Report the group’s output using the template below. K toK to 1212Basic Education ProgramBasic Education Program QUESTIONS COGNITIVE AFFECTIVE PSYCHOMOTOR
  10. 10. Group 1: Group 2 K toK to 1212Basic Education ProgramBasic Education Program
  11. 11. Group 3: Group 4 K toK to 1212Basic Education ProgramBasic Education Program
  12. 12. Answer the following questions: • How did you find the task given to you? • How did you feel while doing the activity? • What do you think is the importance of knowing the 3 domains of learning in test construction? K toK to 1212Basic Education ProgramBasic Education Program
  13. 13. The 3 DOMAINS of Learning Source : http://agsc.tamu.edu/402/PPT_FILES/ TAXONOMY%20OF%20EDUCATIONAL %20OBJECTIVES2.ppt K toK to
  14. 14. • EMOTIONAL LEARNING: FEELING Concerned with attitudes, appreciations, interests, values and adjustments. AFFECTIVE DOMAIN K toK to
  15. 15. • PHYSICAL LEARNING: DOING Emphasizes speed, accuracy, dexterity, and physical skills PSYCHOMOTOR DOMAIN K toK to
  16. 16. • Often referred to as Instructional or Behavioral Objectives • One of the major categories in the Taxonomy of Educational Objectives • Most used of the domains COGNITIVE DOMAIN K toK to
  17. 17. ACTIVITY 2 1. Examine the list of learning competencies in all grading period. 2. Select five least mastered competencies in each grading period. 3. Construct 20 test items based on the selected least mastered competencies. K toK to 1212Basic Education ProgramBasic Education Program
  18. 18. 4. Categorized the questions into six cognitive levels. 5. Post your work in the designated corners. 6. Presentation of group output. K toK to 1212Basic Education ProgramBasic Education Program
  19. 19. 1. How do you find the task given to you? 2. How did you feel when you categorized the test questions into 6 cognitive domains? 3. What helped you in classifying the test questions? 4. In cases where the classification/clustering of test items was not the same as your team mates, how did you resolve the situation? 5. Did you encounter difficulty in constructing test items that reflects the 6 cognitive domains? Why? 6. What are the issues and concerns that you have in constructing test items?   K toK to
  20. 20. • Created hierarchy of cognitive skills that is often used to categorize the levels of cognitive involvement (thinking skills). • Arranged in hierarchical form, moving from the lowest level of cognition (thinking) to the highest level of cognition (or from the least complex to the most complex): Bloom’s Taxonomy K toK to 1212Basic Education ProgramBasic Education Program
  21. 21. • Provide structure to assist teachers in writing objectives and assessments. • Assist teachers in recognizing the various levels of question asking. • Serves as guide in constructing test questions that will develop the learner’s intellectual abilities and critical thinking. K toK to
  22. 22. • Bloom’s Taxonomy is an order of learning with six levels. COGNITIVE DOMAIN Knowledge Evaluation Synthesis Analysis Application Comprehension K toK to 1212Basic Education ProgramBasic Education Program
  23. 23. Category Key Words (verbs) Remembering: Recall previous learned information. defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
  24. 24. Category Key Words (verbs) Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Evaluating: Make judgments about the value of ideas appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
  25. 25. TEST CONSTRUCTION K toK to 1212Basic Education ProgramBasic Education Program
  26. 26. • It is estimated that 90% of all test questions asked in the US are of “Low Level” – knowledge and comprehension. (Wilen, W.W., 1992) Test Construction K toK to 1212Basic Education ProgramBasic Education Program
  27. 27. Test Construction Observations • Test items are recycled over periods of time. •Test items are copied from books, and other instructional materials. • Test items do not match objectives of the lessons. • Tests items are constructed without careful thinking/analysis/planning.
  28. 28. OLD TESTS THINKING Tests are normally used to figure out student success and failure make comparisons among students and their standing in school. K toK to 1212Basic Education ProgramBasic Education Program
  29. 29. NEW TESTS THINKING Tests should respect the uniqueness of each student. It should be used to enhance student learning, relating classroom to real life experiences. K toK to
  30. 30. K toK to
  31. 31. K toK to
  32. 32. TABLE OF SPECIFICATIONS K toK to 1212Basic Education ProgramBasic Education Program
  33. 33. K toK to
  34. 34. When to construct TOS? • The TOS should be done before constructing the test but it is ideal to construct it before the instruction begins to ensure that the test has instructional validity.
  35. 35. K toK to
  36. 36. LC No. of Days % Distribution of Items K P U P 1. 2 4 2.6 1 1     2. 5 11 6.6 1 3 3   3. 4 9 5.4 2 1 2   4. 3 7 4.2 1 2 1   5. 4 9 5.4 1 2 2   6. 5 11 6.6 1 3 3   7. 8 18 10.8     2  9 8. 7 16 9.6 2 3 5   9. 7 15 9       9 TOTAL 45 100 60 9 15 18 18
  37. 37. KNOWLEDGE 15% 9 PROCESS 25% 15 UNDERSTANDING 30% 18 PERFORMANCE 30% 18   100% 60 K toK to 1212Basic Education ProgramBasic Education Program
  38. 38. ACTIVITY 3 Prepare the First Summative Test in your learning area with table of specification that would assess student along: A – Knowledge B – Process/Skills C – Understanding D – Product/Performance
  39. 39. Reflection: • How would your learning on constructing effective test items help you as a Master Teacher? • How would it help your students and the school?
  40. 40. • Test items should : – be congruent with the terminal and performance objectives – measure the exact behavior and response stated in the objective – guide the process of writing the assessment items – prescribe the form of test item that is most appropriate for assessing achievement of the objective Things to Remember:
  41. 41. CLOSURE 1. Watch the  video presentation entitled, “Leader 2. How  will  you  show  your  concern  to  the  teachers  in  addressing  their  needs  in  terms  of  assessment  and  test  construction?  Teacher?
  42. 42. Thank You !

×