A Critique on Teacher Made Test

1. Teacher-Made Tests
Ms. Rosalina C. Pasoquen
Mr. John Julius Kim T. Bellido
Master of Arts in Teaching English
ENG 205 – Language Testing
Dr. Rommel R. Castro
Professorial Lecturer
May 27, 2018

2. What is a
teacher-made
test?

3. It is a test that is
personally made by the
teacher to measure
students’ performance.

4. Guidelines in
Constructing a
Test
1. Consider your reasonsfor testing.
2. Maintain consistency
3. Use testing methods that are appropriate
to learning goals
4. HelpStudents prepare
5. Use consistent language
6. Design test items that allow students to
showa range of learning

5. 1. Consider your
reasons for testing.
• Will this quiz monitor the
students’ progress so that you
can adjust the pace of the
course?
• Will ongoing quizzes serve to
motivate students?
• Will this provide data for a
grade at the end of the quarter?
• Will this mid-term challenge
students to apply concepts
learned so far?

6. 2. Maintain consistency
• Maintain consistency between goals for
the course, methods of teaching, and
the tests used to measure achievement
of goals.

7. 3. Use testing methods that are
appropriate to learning goals.
• For example, a multiple choice test
might be useful for demonstrating
memory and recall, but it may
require an essay or open-ended
problem-solving for students to
demonstrate more independent
analysis or synthesis.

8. 4. Help Students prepare.
• You can help students prepare for the
test by clarifying course goals as well as
reviewing material. This will allow the test
to reinforce what you most want students
to learn and retain.

9. 5. Use consistent language
• (in stating goals, in talking in class, and in writing
test questions) to describe expected outcomes. If
you want to use words like explain or discuss, be
sure that you use them consistently and that
students know what you mean when you use them.
• Common error: draw vs. illustrate

10. 6. Design test items that
allow students to show
a range of learning.
• That is, students who have not
fully mastered everything in the
course should still be able to
demonstrate how much they
have learned.

11. Reference
• https://www.washi
ngton.edu/teaching
/constructing-tests/
• Google images

13. Sample teacher-made tests
1. The usual
2. The strange

14. Criteria Excellent (5) Good (3) Could Be Improved
(2)
Stating Specific Learning
Outcome
Learning outcomes are specific
and focused.
Learning outcomes are
specific but less focused.
Learning outcomes are less
specific.
Table of Specification Chart specifically shows which
items measure the different
levels of Bloom’s Taxonomy.
Information specified in the
chart lacks clearness with its
target in the different level
of Bloom’s Taxonomy.
Table of Specification does
not target the different
levels of Bloom’s Taxonomy.
Test Reproduction Items are spaced for easy
reading (i.e., items are not
crowded and sufficient blank
space is present).
Items are not organized well
but neatly spaced.
Overall presentation of the
test is not planned well.
Test Directions Directions specify how and
where the students are to record
responses for selection items
(e.g., circle, underline, check)
and for supply items (e.g.,
separate sheet of paper, blue
book, back of test).
Lack of clarity in some
directions.
All directions stated have a
minimal vagueness.
Test Items Item stems are stated in simple,
clear language.
50% of the test questions
are not clearly stated.
75% of the test questions
are not clearly stated.
Essays Questions measure the intended
learning outcomes with a set of
criteria
Questions need clarity to
come up with the intended
outcome with vague criteria
Questions does not measure
the intended outcome and
not guided by criteria

15. Or do you want to come up with
your own set of criteria?