prof ed 5

1. Lack of content validity and Clarity
During a class test, students notice that
several questions seem unrelated to the
topics covered in class. Some questions
also appear ambiguous, making it difficult
to determine the correct answer.

2. Lack of consistency and inter-rater reliability
After completing a group project, students
realize that the grading criteria were
inconsistently applied by different
instructors. Some groups received higher
grades for similar work, while others
received lower grades.

3. Bias and lack of fairness
During a standardized test, students from
diverse cultural and linguistic backgrounds
struggle with certain vocabulary and language
conventions that are unfamiliar to them. As a
result, their performance on these items is
significantly lower compared to their peers.

4. Lack of clarity in instructions and scoring
criteria
In an essay assignment, students receive
vague instructions on the required length
and format of their essays. Additionally,
the grading rubric provided by the
instructor lacks clear criteria for
evaluation.

5. Lack of authenticity
In a multiple-choice exam, students
encounter questions that are overly simplistic
and unrelated to real-world applications of
the course material. Many students feel that
the assessment does not adequately reflect
the complexity of their learning.

6. Feasibility issues
Students are assigned a lengthy take-home
exam with a tight deadline, requiring them to
complete multiple essay questions and
problem-solving tasks within a short period.
Many students express frustration and stress
due to the overwhelming workload and time
constraints.

7. Lack of differentiation and accessibility
In a standardized test, students with disabilities
are not provided with appropriate
accommodations, such as extended time or
assistive technology, despite their documented
needs. As a result, these students struggle to
demonstrate their knowledge and skills on the
assessment.

8. Lack of timely and constructive feedback
After completing a midterm exam,
students receive their grades but no
feedback on their performance. Many
students express frustration at the lack of
guidance on areas for improvement and
how to enhance their learning.

9. Lack of alignment with learning objectives
Students complete a series of online
quizzes that are not directly aligned with
the course objectives or learning
outcomes. Many students question the
relevance of these quizzes and their
contribution to their overall learning.

10. Lack of adaptability and scalability
In a computer-based exam, technical issues
arise during the administration, causing
delays and interruptions in the testing
process. Despite attempts to resolve the
issues, students experience frustration and
anxiety due to the disruption.

11. ABUYOG COMMUNITY
COLLEGE
COMPETITIVENESS, ANALYTICAL, RESILIENCY, ETHICAL, SERVICE-ORIENTED
College of Arts,
Sciences, and
Education
Planning a
Written Test

12. - a method used by educators to
measure and assess students'
abilities systematically, fairly,
objectively, and procedurally by
giving tasks in the form of
questions and statements that
must be done by students so
that they can produce values
that symbolize student
achievement.
Test

13. Characteristics of a Quality Assessment Tool
1.Validity
2.Reliability
3.Fairness
4.Clarity
5.Authenticity
6.Feasibility
7.Differentiation
8.Feedback
9.Purposefulness
10.Adaptability

14. Important Steps in Planning for a Test
1. Identify test objectives/lesson outcomes
2. Decide on the type of objective test to be
prepared
3. Prepare a Table of Specifications (TOS)
4. Construct the draft Test Items
5. Try-out and validation

15. Identifying the Test Objectives
If one wants to have a comprehensive
objective test, the test item must cover the
various level of Bloom’s taxonomy.

16. Deciding on the type of objective test
“The test objectives guide the
kind of objective tests that will be
designed and constructed by the
teacher.”

17. Type of Objective Tests
Selected-response Constructed-response
Alternate response
Matching type
Multiple Choice
Sentence-completion
Short answer
Essay
Problem-solving

18. Prepare a Table of Specifications (TOS)
Table of Specifications
 Tool used by teachers to design a test
 Table that maps out the test objectives, contents, or
topics covered by the test; levels of cognitive behavior
to be measured; distribution of items, number,
placement, and weights of test items; and the test
format.
 “test blueprint”

20. Importance of TOS
• Ensures that the instructional objectives and what the test
captures match
• Ensures that the test developer will not overlook details that
are considered essential to a good test
• Make developing a test easier and more efficient
• Ensures that the test will sample all important content areas
and processes
• Offers an opportunity for teachers and students to clarify
achievement

21. General Steps in Developing a TOS
1. Determine the objectives of the test.
2. Determine the coverage of the test.
3. Calculate the weight for each topic.
 Weight assigned for each topic in the test is based
on the relevance and time spent to cover each topic
during instruction.

22. Topic Test Objectives No. of Hours
Spent Weight No. of items
Format and
Placement of
Items
1
Numbers
and
Number
Sense
describes well-defined sets, subsets,
universal sets, and null set and cardinality of
sets.
3 16%
illustrates the union and intersection of sets
and the difference of two sets.
3 16%
solves problem involving sets. 3 16%
2
Measure
ment
converts measurements from one unit to
another in both Metric and English Systems
2 11%
3 Algebra
translates English phrases to mathematical
phrases and vice versa
2 11%
differentiates between constants and
variables in a given algebraic expression. 1 5%
evaluates algebraic expressions for given
values of the variables. 3 16%
adds and subracts polynomials. 2 11%
TOTAL 19 100%

23. General Steps in Developing a TOS
4. Determine the number of items for the whole
test.
 Amount of time needed to answer the items are
considered.
 As a general rule, students are given 30-60 seconds for
each item in selected response tests.

24. General Steps in Developing a TOS
5. Determine the number of items per topic or
per objective.
 To determine the number of items per topic, weights per
topic and total number of items are considered.
 Multiply the weight by the total number of items.

25. Topic Test Objectives No. of Hours
Spent Weight No. of items
Format and
Placement of
Items
1
Numbers
and
Number
Sense
describes well-defined sets, subsets,
universal sets, and null set and cardinality of
sets.
3 16% 5
illustrates the union and intersection of sets
and the difference of two sets.
3 16% 5
solves problem involving sets. 3 16% 5
2
Measure
ment
converts measurements from one unit to
another in both Metric and English Systems
2 11% 3
3 Algebra
translates English phrases to mathematical
phrases and vice versa
2 11% 3
differentiates between constants and
variables in a given algebraic expression. 1 5% 2
evaluates algebraic expressions for given
values of the variables. 3 16% 4
adds and subracts polynomials. 2 11% 3
TOTAL 19 100% 30

26. Different Formats of Test TOS
One – way TOS
 Maps out the content or topic, test objectives, number
of hour spent, and format, number, and placement of
items.
 Easy to develop as it works around the objectives
without considering the different levels of cognitive
behaviors.

27. Topic Test Objectives No. of Hours
Spent Weight No. of items
Format and
Placement of
Items
1
Numbers
and
Number
Sense
describes well-defined sets, subsets,
universal sets, and null set and cardinality of
sets.
3 16% 5 MC # 1-5
illustrates the union and intersection of sets
and the difference of two sets.
3 16% 5 MC # 6-10
solves problem involving sets. 3 16% 5 PS # 16-20
2
Measure
ment
converts measurements from one unit to
another in both Metric and English Systems
2 11% 3 PS # 21-23
3 Algebra
translates English phrases to mathematical
phrases and vice versa
2 11% 3 MC #11-13
differentiates between constants and
variables in a given algebraic expression. 1 5% 2 MC #14-15
evaluates algebraic expressions for given
values of the variables. 3 16% 4 PS #24-27
adds and subracts polynomials. 2 11% 3 PS #28-30
TOTAL 19 100% 30

28. Different Formats of Test TOS
TWO – WAY TOS
 reflects not only the content, time spent, and number
of items but also the level of cognitive behavior
targeted per test content.
 Allows the developer to see the level of cognitive skills
and dimensions of knowledge that are emphasized by
the test.

31. Different Formats of Test TOS
THREE– way TOS
 Reflects the features of one-way and two-way TOS.
 Shows the thinking skills targeted by the test.