The document discusses developing assessment instruments. It describes criterion-referenced assessments which directly measure skills based on performance objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. When developing tests, considerations include matching learning domains to items and determining mastery levels. Effective test items use goal-centered, learner-centered, context-centered, and assessment-centered criteria. Alternative assessment instruments also require identifying elements to evaluate, sequencing elements, selecting response formats, and determining scoring.

1. DEVELOPING ASSESSMENT
INSTRUMENTS
By Raheen Brooks

2. Background
 Achievement testing is having a major impact on
the school-reform movement, and the learner-
assessment plays a important part in it’s impact. The
terms of the learner-centered assessment are
consistent in there meaning with the traditional
definitions of criterion-referenced testing. The
learner-centered assessments are linked to the
instructional quality of school literature.

3. Ideas
 An important concept or idea in this chapter is the
criterion-referenced assessment, which is an
instrument that is made up of items or performance
tasks that directly measure skills that are described in
one or more performance objectives.
 Another important concept is criterion which is used
when assessment items serve as a benchmark in
determining the adequacy of a learner’s performance
in meeting objectives goals.

4. The four types of criterion-referenced
tests and their functions
 Entry Skills Tests: It is the
first test type. It is basically
an entry skill test that is
given to learners before they
begin their instruction.
 Pretests: The second test
type. It is used show
progression in learning after
instruction by comparing
them to post testers and also
to profile the learners into
categories.
 Practice Test: The third test
example with the purpose to
aid active learner
participation during
instruction
 Posttests: The final test
example, which are given
after instruction but they are
the complete opposite of
pretest.

5. Test Design
 You have to take thing into consideration
when trying to develop a criterion-referenced
test. The primary consideration is matching
the learning domain with an item or
assignment task.

6. Mastery Levels
 Mastery level is a concept that’s is the
opposite of criterion. Most times it is applied
to a test for the entire duration of a course.
Instructors who work with mastery learning
system believe that mastery is equivalent to
the level of performance normally expected
from advance learners.

7. Test Item Criteria
 Test item criteria includes goal-centered
criteria, learner-centered criteria, context-
centered criteria, and assessment-centered
criteria.

8. Goal-Centered Criteria

9. Learner-Centered Criteria

10. Context-Centered Criteria

11. Assessment-Centered Criteria

12. Mastery Criteria

13. Test Item Format and Performance
Objectives
 Changes can be made from the best response
format to one that will save test time or the
scoring average time.
 Testing environment also plays an important
factor in the item format system. The
equipment and facility are available for the
test environment.

14. Objectives Tests
 Objective tests involves test items that are
easy for learners to complete and designers
for the score.

15. Writing Objective Test Items
 When developing effective objective test
items it is important to use the four main
criteria that are centered on goals, learners,
contexts, or assessments

16. Writing Directions

17. Sequencing Items

18. AlternativeAssessment Instruments for
Performances, Products, andAttitudes
 Developing alternative assessment instruments used to
measure performance, products, and attitudes that requires
writing directions

19. Developing The Instrument
 1. Identify the elements to be evaluated
 2. Paraphrase each element
 3. Sequence the elements on the instrument
 4. Select the type of
 5. Determine how the instrument will be
scoredjudgment

20. Developing the Response Format
 The fourth step in developing an instrument to
measure performances, products, or attitudes
is to determine how the evaluator will make
and record the judgements.