This document outlines the initial steps in developing a classroom test, emphasizing Bloom's Taxonomy to categorize cognitive objectives and enhance higher-level thinking among students. It discusses considerations for assembling assessments, preparing students, and administering tests, including strategies to reduce test anxiety and prevent cheating. Key elements include providing clear directions, creating a comfortable testing environment, and ensuring test security.

1. The Initial Steps in Developing a
Classroom Test: Deciding Whatto Test
and How toTest it
Josie Highsmith
Chapter 7
EDU 402

2. Objectives& KeyChapterConcepts
1. Describe “Bloom’s Taxonomy of Cognitive Objectives.” Explainand give examples of each
category.
2. Discuss major considerations involved with assembling an assessment.
3. Discuss major considerations involved with preparing your students and administering an
assessment.
4. Be ableto apply strategies for reducing test anxiety.
5. Be able to apply strategies for reducing the likelihood
of cheating.

3. VocabularyWords
Application

4. Web 2.0Tool
-Slideshare-
What is it and How can you
use it in the classroom?

5. Bloom’sTaxonomy
• A taxonomyof cognitiveobjectives
• Provides a usefulway of describingthe complexityof anobjective by
classifyingit intoa category ranging from simpleto COMPLEX
• Teachers aim to teach the higher level categories
becausethey promote higher level thinking

6. Why is it Helpful?
“…it presents a framework that helps remind
teachers to include items reflecting more
complex educational objectives in their
tests.”

7. There are six categories within Bloom’s
Taxonomy…
Can you name
them? …

8. They are…
•Knowledge
•Comprehension
•Application
•Analysis
•Synthesis
•Evaluation

9. Knowledge
• Simplest level of Bloom’s Taxonomy
• Involves rote memory wherethe studentis required to memorizekeyfacts or
terms and learn newones
• Examples of Objectives Include:
-namingstatecapitals
-namingpresidents by order served

10. Comprehension
• Objectives in this levelrequire understandingand notjust memorization
• Verbs are used for what studentsare expected to do such as summarize,
interpret, or explain material
• Examples of objectives include:
-explainhow interestrates affect unemployment
-Summarizetheuse of each symbol on a map

11. Application
• These objectives involve rules, principles, or concepts to solve a problem thatthe
studenthas not already encountered
• Examples of Objectives include:
-Write directions for traveling by numbered road from
Any city to city
-Apply addition and subtractionof double digits to
Real world mathproblems

12. Analysis
• Objectivesinvolve the reductionof concepts intopartsand showing the
relationshipof partsto the whole
• Examplesof objectivesinclude:
-Describe maps in term of functionand form
-distinguishdifferent approachesof establishing
validity

13. Synthesis
• This level involves the creationof new ideas or results from existing
concepts
• Examplesof Objectives Include:
-Construct a map of a nonexistent country with given
characteristics
-Propose a plan tohelp stop pollutionin the air

14. Evaluation
• Highest level of Bloom’s Taxonomy
• Requires the student tomake evaluative judgments regarding the
qualityor value of something for a statedpurpose
• Examplesof Objectives Include:
-The studentwill evaluate the usefulness ofa map
To enable them to travel toa selecteddestination

15. What toThink AboutWhen AssemblingAn Assessment…
1. Follow your table of specifications
2. Provide clear directions to your students
3. State the question or taskasclearly as possible
4. Develop items or tasksthat canbe scored decisively
5. Avoid using cues or hints to correct answers
6. Arrange the items in a systematic manner
7. Include items that willpromote valid and reliable results
8. Thinkabout how many items you should include

16. How to Prepareyour studentsfor an Assessment
• Encourage the students to perform their best
• Follow strategies for reducing test anxiety
• Hold a review or practice session for the students before the test begins
• Give the students examples of test questions
• Make sure the testing environment is comfortable to all
students
• Administer the test fairly

17. Test Anxiety: What it isandHow you canreduceit
• Test anxiety is acommon type of anxietyamong students and it can become helpful when
studying for a test, however, it can hurt a student’s performance during a test if it reaches a
certain level
• How you can help:
-Relaxationtraining (breathing techniques)
-do not make the test a do-or-die situation
-arrange the items from easy to difficult
-provide multiple assessments over a grading period
-avoid unnecessary discussion before letting them begin

18. Strategies for PreventingCheating
• Keep the assessment materials secure
• Provide appropriate supervision during examinations
• Have your students clear off their desks before distributing the tests
• Do not assign another student to hand out tests; you should hand them out
yourself and to each individual student
• If permitted to have scratchpaper, have them turn it in
with the test
• Create two forms of the test
• Make sure spacing between students is appropriate

19. Find out howyou caninspire your studentsto overcometest
anxietyand evenovercomeit yourself in theprocess…
https://www.youtube.com/watch?v=oFMjbs3hoiU

20. Takea lookat howthis group offifth gradeteachershas a
unique way ofhelpingtheir students overcometest
anxiety…
https://www.youtube.com/watch?v=Qb16D43FCWQ

21. Sources
Reynolds, c. r., Livingston, r. b., & Willson, v. (2009). Measurement and assessment in
education. (2nd Ed.). Upper Saddle River, NJ.: Pearson.