Preparing and using achievement tests test specification


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Preparing and using achievement tests test specification

  1. 1. `Preparing andPreparing andUsing Achievement TestsUsing Achievement TestsFocus:Focus: Preparing TestPreparing TestSpecificationsSpecifications
  2. 2. Sequence in Preparing InstructionallySequence in Preparing InstructionallyRelevant AssessmentRelevant Assessment (N. E. Gronlund 2006)(N. E. Gronlund 2006)INSTRUCTIONIndicates the learning outcomesto be attained by students.ACHIEVEMENT DOMAINSpecifies the particular set oflearning task to be assessed.ACHIEVEMENT ASSESSMENTProvides a procedure designed to measurethe instructionally relevant learningtasks specified in the achievement domain.Is therecloseagreement?
  3. 3. Self-Assessment: Evaluating the Test Plan Checklist for Evaluating the Test Plan
  4. 4. Sneak peek: Steps in preparing andusing an achievement test. Specifying the instructional objectives. Preparing the test specifications. Constructing relevant test items. Arranging the items in the test. Preparing clear directions. Reviewing and evaluating the assembled test. Administering the test and making an itemanalysis.
  5. 5. Illustrative Action Verbs for Defining Objectives in the Cognitive Domainof the Revised Bloom’s Taxonomy (N. E. Gronlund 2006)N. E. Gronlund 2006)TaxonomyCategories Sample Verbs for Stating Specific Learning OutcomesRemember Indentifies, names, defines, describes, lists, matches, selects outlinesUnderstand Classifies, explains, summarizes, converts, predicts, interprets, illustratesApply Demonstrates, computes, solves, modifies, arranges, operates, relates,usesAnalyze Differentiates, diagrams, estimates, separates, orders, subdivides,distinguishes betweenEvaluate Judges, criticizes, compares, justifies, concludes, discriminates, detectsCreate Combines, creates, formulates, designs, composes, constructs,rearranges, revises.
  6. 6. Functions of Test Specifications Describe the achievement domain beingmeasured. Provide guidelines for obtaining arepresentative sample of test tasks.
  7. 7. Building a Table of Specifications Selecting the learning outcomes to betested. Outlining the subject matter. Making the two-way chart. (Table ofSpecifications)
  8. 8. Selecting the Learning Outcomes to beTested Recall of knowledge Intellectual abilities and skills General skills (laboratory, performance,and communication) Attitudes, interest, and appreciation
  9. 9. Outlining the Subject Matter Identify the coverage of the unit or thescope of the testing period. List down the major subject mattercategories. (A detailed outline of subjectmatter is intended for instructionalpurpose)
  10. 10. Let’s talk about it… Sample Table of Specification
  11. 11. Practical Guide for Test Item Placement No. of days allotted to the subject matter ortopic. Desired learning competencies (skills developedduring the lessons) No. of test items to be prepared
  12. 12. Sample ComputationSubject Matter Time Spenton theSubjectMatter.% of Total TimeSpent on theSubject MatterFormula:(Time Spent onSubject Matterdivided byTotal Time)Number ofItems per Subject MatterFormula:(% of Total Time Spenttimes Total Numberof Items)Laws of Motion 5 days 5 day /35 days X100%14%14% X 60 items8.4 or 8 items
  13. 13. Building a Table of Specification: Making the Two-wayChart.LearningOutcomesSubjectMatterKnowsUnderstandsPrinciplesAppliesPrinciplesTotalNumberof ItemsTerms Facts ProceduresLinear Motion 4 2 2 2 10Newton’s Laws ofMotion4 3 4 3 15Momentum andCollisions4 3 3 10Circular Motion andLaw of Gravity4 5 3 3 15Matter and Energy 4 2 2 2 10Total Numberof Items20 15 2 14 8 60
  14. 14. Self-Assessment: Evaluating the AssembledTest Checklist for Test Evaluating the Assembled T
  15. 15. Rule of Thumb…ASSESSMENT is not just to providenumbers but gain INSIGHTS.
  16. 16. Next steps….
  17. 17. Sample Test Items1. Newton’s second law of motion explains whyall objects fall with equal acceleration. Whichof the following best summarizes this?A. Inertia is equal for all objects.B. The force-to-mass ratio is equal for all objectsC. Gravity exerts force on all objects regardless oftheir size.D. Air resistance slows larger objects more than itslows smaller objects.
  18. 18. 2. The SI unit for force, Newton, is the same as the unit forweight in defining and calculating acceleration. What isthe reason for this?A. Weight is an expression of the force of gravityB. Newton’s contributions to physics were so vast thatseveral physical properties are named for him.C. Newton works in acceleration calculation because itexpresses an object’s inertia.D. While weight and mass are generallyinterchangeable, they are both used differently inacceleration calculation and must be expressedwith different units.
  19. 19. 3. The picture shows the circular path of a toy plane beingswung around on a string. What path would the toy takeif the string broke?
  20. 20. 4. The diagram depicts a 2-kg mass colliding with andsticking to a second box.What is the mass of the second box?A. 4 kg B. 6 kg C. 8 kg D. 9 kg
  21. 21. 5. Which body is in equilibrium?A. Satellite orbiting the Earth in a circular orbit.B. Ball falling freely toward the surface ofEarth.C. Car moving with a constant speed alonga straight, level road.D. Projectile at the highest point in itstrajectory.
  22. 22. 6. The gravitational potential energy, withrespect to Earth, that is possessed by anobject is dependent on the object’s___.A. acceleration C. positionB. momentum D. speed
  23. 23. End of Presentation