STEP IN DEVELOPMENT ASSESSMENT TOOLS

1. STEPS IN DEVELOPING AN
ASSESSMENT
TOOLS
LORADEL B. LEGASPI

2. STEP IN
DEVELOPING
ASSESSMENT
TOOLS
1. Examine the
instructional
objectives of the
topics
previously
discussed.
2. Make a table
of specification
(TOS).
3. Construct the
test items.
4. Assemble the
test items.
5. Check the
assembled test
items.
6. Write
directions.
7. Make the answers
key.
8. Analyze and
improve the test
items.

3. I. EXAMINE THE
INSTRUCTIONAL
OBJECTIVES
OF THE TOPICS
PREVIOUSLY
DISCUSSED
• The first step in developing an
achievement
test is to examine and go back to
the
instructional objectives so that you
can match
with the test items to be
constructed.

4. II. MAKE A TABLE
OF
SPECIFICATION
(TOS)
• Table of Specification (TOS)- is a chart or table that
details the content and level of cognitive level
assessed on a test as well as the types and emphases
of test items (Gareis and Grant, 2008).
• Provides the test constructor a way to ensure
that the assessment is based from the
intended learning outcomes.

5. A. PREPARING A
TABLE OF
SPECIFICATION
A. Selecting the learning outcomes to be measured –
identify the
necessary instructional objectives needed to answer the test
items
correctly. The list of the instructional objectives will include the
learning
outcomes in the areas of knowledge,intellectual skills or
abilities, general
attitudes, interest, and appreciation.
B. Make an outline of the subject matter to be covered in
the test-
the length of the test will depend on the areas covered in ita
content and
the time needed to answer

6. C. Decide on the number of items per subtopic – use this formula to determine
the
number of items to be constructed for each subtopic covered in the test so that
the
number of items in each topic should be proportioned to the number of class
sessions
D. ake the two-way chart as shown in the format M2 and format 3 of a
table
of specification.
E. Construct the test items – a classroom teacher should follow the general
principle
of constructing the test items. The test item should always correspond with the
learning
outcomes so that it serves whatever purpose it may have.
Number of items = Number of class sessions x desired total number of items
Total number of class session

7. DIFFERENT FORMATS OF TABLE OF SPECIFICATION
Format 1 of Table of Specification
Specific
Objectives
Cognitive Level Type of Test Item Number Total Points
Solve worded
problems in
consecutive
integers.
Application Multiple-choice 1 and 2 4 points

8. • Specific Objectives
– Refer to the intended learning outcomes stated as
specific instructional objective covering a
particular test topic.
• Cognitive Level
– Pertains to the intellectual skill or ability to
correctly answer a test item using Bloom’s
Taxonomy of educational objectives.

9. • Type of Test Item
– Identifies the type or kind of test a test item
belongs to.
• Item Number
– Simply identifies the question number as it
appears in the test.
• Total Points
– Summarize the score given to a particular test.

10. B. FORMAT 2 OF TABLE OF SPECIFICATION
(ONE WAY TABLE OF SPECIFICATION)
Contents Number of
Class
Season
Number
of Items
Test Item
Distribution
K-C A HOTS
Basic Concep Fraction 1 2 1-2
Addition Fraction 1 2 3-4
Subtraction Fraction 1 2 5-6
Cognitive Level
Multiplication and
Division of Fraction
3 7-12
Application/Problem Solving 4 8 13-20
Total 10 20

11. C. FORMAT 3 TABLE OF SPECIFICATION
(TWO-WAY TABLE OF SPECIFICATION)
Content Class
Session
s
Rem. Und. App. Eva. Creating Total
Items
Item
Distribution
Concept 1 2 1-2
Z-score 2 4 3-6
T-score 2 4 7-10
Stanine 3 6 11-16
Percentile rank 3 6 17-22
Application 4 8 23-30
Krathwohl’s Cognitive Level
Total 15 30

12. III.
CONSTRUCT
THE TEST
ITEMS
In this section, we shall discuss the
different format of objectives type of
test items, the step in developing
objective and subjective
test, the advantage and its
limitations.

13. A. GENERAL
GUIDELINES FOR
CONSTRUCTING
TEST ITEMS
1. Begin writing items far enough or in
advance so that you will have time to
revised them
2. Match item to intended outcomes at
appropriate level of difficulty to
provide valid measure of instructional
objectives.

14. 3. Be sure each items deals with an important aspect of the content area and not
with trivia.
4. Be sure the problem posed is clear and ambiguous.
5. Be sure that the item is independent with all the other items.
6. Be sure the item has one or best answer on which experts would agree.
7. Prevent unintended clues to an answer in the statement or question.
8. Avoid replication of the textbook in writing test items; do not quote directly from
the textual materials.
9. Avoid trick or catch questions in an achievement test.
10. Try to write items that require HOTS

15. B. DETERMINING
THE NUMBER OF
TEST ITEMS
Considering the following average
time in constucting the number of
test items. The length of time and the
type of item used are also factors
to be considered in determining the
number of items to be constructed
in an achievement test

16. Assessment Format Average Time to Answer
True-False 30 seconds
Multiple-choice 60 seconds
Multiple-choice of higher level
learning objectives
90 seconds
Short Answer 120 seconds
Completion 60 seconds
Matching 30 seconds per response
Short Essay 10-15 minutes
Extended Essay 30 minutes
Visual Image 30 seconds

17. IV. ASSEMBLE
THE TEST
ITEMS
GUIDELINES
These are two steps in assembling the test: (1) packaging the test; and
(2) the test.
In assembling the test, consider the following guidelines:
A. Group all test items with similar format.
B. Arrange test items from easy to difficult.
C. Space the test items for easy reading.
D. Keep items and option in the same page.
E. Place the illustrations near the description.
F. Check the answer key.
G. Decide where to record the answer.

18. V. WRITE
DIRECTIONS
• Check the test directions for each item
format to be sure that it is clear
for the students to understand. The test
direction should contain the
number of items to which they apply how to
record their answer; the
basis of which they select the answer; and
the criteria for scoring
system

19. VI. CHECK THE
ASSEMBLED
TEST ITEMS
• Before reproducing the test, it is
very important to proofread first the
test
items for typographical and
grammatical errors and make
necessary
corrections if any.

20. VII. MAKE THE
ANSWER KEY
• Be sure to check your answer
key so that the correct answers
follow a
fairly random sequence. Avoid
answers such as TFTFTF, etc, or
TTTFFF for
a true of false type, and
ABCDABCD patern for multiple-
choice type.

21. VIII. ANALYZE
AND IMPROVE
THE TEST
ITEMS
• Analyze and improve the
test items should be done
after checking, scoring
and recording the test.