The document discusses the various purposes and stages of developing assessments or tests for students. It outlines four main stages of test preparation: 1) planning content and format, 2) writing test items, 3) determining grading criteria, and 4) revisions. General guidelines are provided for writing high-quality test items that accurately measure learning objectives. Tips are also given for determining item types, number of items, and creating tables of specifications to map objectives to assessments.
The document provides guidance on developing and using a table of specifications (TOS) to help teachers construct valid classroom tests. A TOS helps ensure tests are aligned to instruction by mapping objectives, time spent on each objective, and cognitive level taught to the number and type of test items. It provides evidence that tests accurately measure the intended content and require similar levels of thinking to what was taught. The document explains how to create a sample TOS and use it to determine the proportion of test items devoted to each objective based on class time. An effective TOS can improve the validity of inferences made from classroom tests.
This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
The document outlines 8 steps in developing an assessment tool:
1. Examine instructional objectives
2. Create a table of specification
3. Construct test items
4. Assemble the test items
5. Check the assembled test
6. Write directions
7. Make an answer key
8. Analyze and improve the test items
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
This document provides guidance on developing effective classroom assessment tools. It discusses general principles of testing and assessment including measuring all learning objectives. It also outlines the steps to develop assessment tools, which include examining learning objectives, creating a table of specifications, constructing test items, assembling the test, and analyzing/improving the test items. The document describes different types of assessment tools like multiple choice tests, true/false, essays and their guidelines for effective creation. Overall, the document aims to help teachers create valid and reliable classroom assessments that accurately measure student learning.
This document discusses assessment and test construction. It explains that assessment determines if educational goals are being met and helps teachers evaluate what is being taught and learned. It also discusses summative assessment, the grading system, and common student observations about tests. Key principles of test construction are outlined, including validity, reliability, discrimination, and comprehensiveness. The document emphasizes the importance of the Table of Specification in guiding test construction and providing a test map that describes topic coverage and cognitive levels.
Development of classroom assessment toolsAko Cheri
This document outlines the steps for developing classroom assessment tools, including constructing a table of specification (TOS). It defines a TOS as a two-way chart that describes test topics and the number of items per topic. The document explains how to prepare a TOS by listing topics, determining objectives, specifying time spent on topics, determining percentage allocation per topic, and distributing items to objectives. An example shows how to calculate the percentage and number of items for a specific topic.
The document provides guidance on developing and using a table of specifications (TOS) to help teachers construct valid classroom tests. A TOS helps ensure tests are aligned to instruction by mapping objectives, time spent on each objective, and cognitive level taught to the number and type of test items. It provides evidence that tests accurately measure the intended content and require similar levels of thinking to what was taught. The document explains how to create a sample TOS and use it to determine the proportion of test items devoted to each objective based on class time. An effective TOS can improve the validity of inferences made from classroom tests.
This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
The document outlines 8 steps in developing an assessment tool:
1. Examine instructional objectives
2. Create a table of specification
3. Construct test items
4. Assemble the test items
5. Check the assembled test
6. Write directions
7. Make an answer key
8. Analyze and improve the test items
The document discusses developing and improving classroom-based assessments. It provides definitions of assessment and classroom-based assessment, noting that assessment is an integral part of instruction that enhances student learning. Various types of assessment tools are described, including tests, performance assessments, portfolios, observations, and self-reports. Guidelines are provided for planning assessments, selecting test items, constructing different item types like multiple choice and essay, and improving assessments through analysis and collaboration with colleagues.
This document provides guidance on developing effective classroom assessment tools. It discusses general principles of testing and assessment including measuring all learning objectives. It also outlines the steps to develop assessment tools, which include examining learning objectives, creating a table of specifications, constructing test items, assembling the test, and analyzing/improving the test items. The document describes different types of assessment tools like multiple choice tests, true/false, essays and their guidelines for effective creation. Overall, the document aims to help teachers create valid and reliable classroom assessments that accurately measure student learning.
This document discusses assessment and test construction. It explains that assessment determines if educational goals are being met and helps teachers evaluate what is being taught and learned. It also discusses summative assessment, the grading system, and common student observations about tests. Key principles of test construction are outlined, including validity, reliability, discrimination, and comprehensiveness. The document emphasizes the importance of the Table of Specification in guiding test construction and providing a test map that describes topic coverage and cognitive levels.
Development of classroom assessment toolsAko Cheri
This document outlines the steps for developing classroom assessment tools, including constructing a table of specification (TOS). It defines a TOS as a two-way chart that describes test topics and the number of items per topic. The document explains how to prepare a TOS by listing topics, determining objectives, specifying time spent on topics, determining percentage allocation per topic, and distributing items to objectives. An example shows how to calculate the percentage and number of items for a specific topic.
This document provides an overview and study guide for a course on test construction techniques and principles. The course consists of 10 modules that cover topics such as basic terms in educational evaluation, types of tests and classifications, characteristics of tests, test construction methodology, and test item development. The study guide outlines the tasks, activities, resources, and estimated time commitment for each module. It also describes the course's use of a socio-constructivist pedagogical approach and online learning management system platform. The overall goal is to teach skills relevant for educational assessment and evaluation across various fields of study.
The document discusses test construction and characteristics of good tests. It provides information on different types of tests, including multiple choice tests and true/false questions. Guidelines are presented for writing high quality test items, such as ensuring stems and alternatives are clear, concise, and avoid logical flaws. Tests should be valid, reliable, usable, and economical. Teachers who are well-trained in test construction tend to create better quality assessments.
Reading test specifications assignment-01-pptBilal Yaseen
This document outlines the test specifications for a reading comprehension assessment for 4th grade ESL students in Iraq. It will include multiple choice, true/false, and matching questions to measure students' reading achievement based on the semester curriculum. The test aims to place students in appropriate classes for the next semester. It provides accommodations for adolescent ESL learners and uses clear, plain language in passages and items. Scoring will be dichotomous with 1 point for a correct answer and 0 for incorrect.
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
Table of specification curriculum board feb 23michelepinnock
This document discusses curriculum implementation and evaluation. It emphasizes the importance of developing a Table of Specifications (TOS) to ensure proper alignment between curriculum objectives, content, instruction, and assessment. A TOS classifies test items based on the objectives and topics they address to demonstrate content validity and ensure all content is sufficiently covered. The document provides examples and benefits of a TOS, such as ensuring a match between what is taught and tested. It also discusses other factors that influence curriculum design like cognitive levels, time, and content emphasis.
The document discusses test specifications, which are written documents that provide essential background information to guide the test development process. Specifications are generative documents used to create equivalent test items. They make explicit the design decisions in the test and allow new versions to be created by others. Specifications should include a general description, prompt attributes, response attributes, sample items, and supplements if needed. Validity, reliability, practicality, washback, authenticity, transparency, and scorer reliability are important criteria for specifications. Scoring can be analytical by rating language components separately or holistic by an impressionistic method.
This document discusses the importance and components of a Table of Specifications (TOS). It notes that a TOS is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic. It emphasizes that a TOS identifies the objectives and content to be measured, helps ensure a fair test, and should be developed before instruction begins. Using a TOS can improve the validity of teacher-made tests and thereby provide a more valid assessment of student achievement.
The document discusses the characteristics of a good test. A good test is both valid and reliable. Validity means a test measures what it is intended to measure, such as a math test measuring math ability not reading ability. Reliability means test scores are consistent and not due to random chance. Tests can be made more reliable by including more test items and using objective scoring methods. Characteristics like a large number of test items, objective scoring, and piloting a test widely increase reliability.
The document discusses objective tests and provides information about their key characteristics:
- Objective tests usually have a definite set of answers and assess recall of facts through methods like fill-in-the-blank questions.
- The document also discusses criterion-referenced tests which measure student performance against learning standards, and norm-referenced tests which compare student performance to others.
- Advantages and criticisms of both types of tests are presented along with steps for developing tables of specifications to design objective tests.
The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
The document discusses the characteristics of a good test. It defines key concepts like validity, reliability, and practicality. It explains that a good test must be valid, reliable, practical to administer, comprehensive, objective, simple, and easy to score. It also outlines various methods to establish a test's validity and reliability, such as using a table of specifications, conducting item analysis, and calculating internal consistency or test-retest reliability. Good tests also consider factors like administrability, scorability, and test length.
This document provides guidance on writing effective multiple choice exam questions. It discusses the strengths and weaknesses of multiple choice questions, describes the components of a multiple choice question, and provides tips and guidelines for writing high quality multiple choice questions that assess different levels of learning. Sample exam questions are also included to illustrate how to write questions targeting various levels of Bloom's taxonomy, from knowledge to evaluation.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
The document provides guidance for teachers to evaluate student work consistently according to shared standards. It outlines ground rules for leaving personal biases at the door and basing scores solely on evidence from the work. A formal scoring protocol is presented to guide teachers through individually assessing samples, comparing scores, and coming to agreement on anchor pieces to exemplify each level of performance. Reflection questions after scoring aim to draw insights about student strengths/weaknesses and ways to improve future assignments and standards. The goal is for teachers to work together toward fair and coherent assessment of student performance.
This document provides guidance on developing test specifications, or a test blueprint, for an assessment. It outlines key information to include such as the assessment objectives, intended audience, testing environment limitations, and a formula for determining the number of test items per instructional objective based on teaching hours. The test specifications help ensure the assessment is appropriately targeted and administered.
This document summarizes key points from a seminar on aligning assessments. The seminar covered:
- Defining assessment and exploring how it fits within a standards-based system
- Analyzing classroom assessment options and aligning them to content standards
- Discussing four types of assessments: selected response, constructed response, performance, and personal communication
- Learning how to choose assessments that best measure specific standards while being efficient to implement
The goal was for teachers to understand how to align assessments to standards and design assessments that inform instruction and support student learning.
This document discusses classroom-based assessment tools. It defines classroom assessment as a process of identifying, gathering, organizing and interpreting information about what learners know and can do. The document lists different types of assessment tools used in the classroom, including quizzes, tests, essays, demonstrations, presentations, and performance-based assessments. It distinguishes between formative and summative assessment, noting that formative assessment is used to help students improve their learning, while summative assessment occurs at the end of a learning period to measure student achievement. The key goal of assessment is to use the information gathered to provide remediation, enrichment, or reinforcement activities to help students perform better.
This document provides information and guidance for developing effective assessment tasks. It discusses linking assessment to learning outcomes, setting the appropriate level according to the NQF framework, and different types and purposes of assessment. Guidelines are provided for writing good learning outcomes and developing rubrics and criteria for assessment tasks. Different taxonomies for generating outcomes and assessments are explained, including Bloom's and Biggs' SOLO taxonomy. The document also covers reliability and validity in assessment, and provides tips for writing exam papers and checklists for moderation. Participants will work on tasks to develop assessment activities and criteria for outcomes, and compare sample exam papers.
This document discusses developing effective assessment instruments. It defines assessment and criteria, and outlines objectives like describing how tests are used by instructional designers. It also covers types of criterion-referenced tests, designing tests for different domains, determining mastery levels, writing test items, formats, and evaluation. Key aspects include relating all assessment back to the objectives, allowing multiple opportunities to demonstrate skills, and using tools like portfolios to assess growth over time. The goal is to create valid assessments that accurately measure learners' abilities and provide useful feedback for improving instruction.
The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
This document provides an overview and study guide for a course on test construction techniques and principles. The course consists of 10 modules that cover topics such as basic terms in educational evaluation, types of tests and classifications, characteristics of tests, test construction methodology, and test item development. The study guide outlines the tasks, activities, resources, and estimated time commitment for each module. It also describes the course's use of a socio-constructivist pedagogical approach and online learning management system platform. The overall goal is to teach skills relevant for educational assessment and evaluation across various fields of study.
The document discusses test construction and characteristics of good tests. It provides information on different types of tests, including multiple choice tests and true/false questions. Guidelines are presented for writing high quality test items, such as ensuring stems and alternatives are clear, concise, and avoid logical flaws. Tests should be valid, reliable, usable, and economical. Teachers who are well-trained in test construction tend to create better quality assessments.
Reading test specifications assignment-01-pptBilal Yaseen
This document outlines the test specifications for a reading comprehension assessment for 4th grade ESL students in Iraq. It will include multiple choice, true/false, and matching questions to measure students' reading achievement based on the semester curriculum. The test aims to place students in appropriate classes for the next semester. It provides accommodations for adolescent ESL learners and uses clear, plain language in passages and items. Scoring will be dichotomous with 1 point for a correct answer and 0 for incorrect.
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
Table of specification curriculum board feb 23michelepinnock
This document discusses curriculum implementation and evaluation. It emphasizes the importance of developing a Table of Specifications (TOS) to ensure proper alignment between curriculum objectives, content, instruction, and assessment. A TOS classifies test items based on the objectives and topics they address to demonstrate content validity and ensure all content is sufficiently covered. The document provides examples and benefits of a TOS, such as ensuring a match between what is taught and tested. It also discusses other factors that influence curriculum design like cognitive levels, time, and content emphasis.
The document discusses test specifications, which are written documents that provide essential background information to guide the test development process. Specifications are generative documents used to create equivalent test items. They make explicit the design decisions in the test and allow new versions to be created by others. Specifications should include a general description, prompt attributes, response attributes, sample items, and supplements if needed. Validity, reliability, practicality, washback, authenticity, transparency, and scorer reliability are important criteria for specifications. Scoring can be analytical by rating language components separately or holistic by an impressionistic method.
This document discusses the importance and components of a Table of Specifications (TOS). It notes that a TOS is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic. It emphasizes that a TOS identifies the objectives and content to be measured, helps ensure a fair test, and should be developed before instruction begins. Using a TOS can improve the validity of teacher-made tests and thereby provide a more valid assessment of student achievement.
The document discusses the characteristics of a good test. A good test is both valid and reliable. Validity means a test measures what it is intended to measure, such as a math test measuring math ability not reading ability. Reliability means test scores are consistent and not due to random chance. Tests can be made more reliable by including more test items and using objective scoring methods. Characteristics like a large number of test items, objective scoring, and piloting a test widely increase reliability.
The document discusses objective tests and provides information about their key characteristics:
- Objective tests usually have a definite set of answers and assess recall of facts through methods like fill-in-the-blank questions.
- The document also discusses criterion-referenced tests which measure student performance against learning standards, and norm-referenced tests which compare student performance to others.
- Advantages and criticisms of both types of tests are presented along with steps for developing tables of specifications to design objective tests.
The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
The document discusses the characteristics of a good test. It defines key concepts like validity, reliability, and practicality. It explains that a good test must be valid, reliable, practical to administer, comprehensive, objective, simple, and easy to score. It also outlines various methods to establish a test's validity and reliability, such as using a table of specifications, conducting item analysis, and calculating internal consistency or test-retest reliability. Good tests also consider factors like administrability, scorability, and test length.
This document provides guidance on writing effective multiple choice exam questions. It discusses the strengths and weaknesses of multiple choice questions, describes the components of a multiple choice question, and provides tips and guidelines for writing high quality multiple choice questions that assess different levels of learning. Sample exam questions are also included to illustrate how to write questions targeting various levels of Bloom's taxonomy, from knowledge to evaluation.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
The document provides guidance for teachers to evaluate student work consistently according to shared standards. It outlines ground rules for leaving personal biases at the door and basing scores solely on evidence from the work. A formal scoring protocol is presented to guide teachers through individually assessing samples, comparing scores, and coming to agreement on anchor pieces to exemplify each level of performance. Reflection questions after scoring aim to draw insights about student strengths/weaknesses and ways to improve future assignments and standards. The goal is for teachers to work together toward fair and coherent assessment of student performance.
This document provides guidance on developing test specifications, or a test blueprint, for an assessment. It outlines key information to include such as the assessment objectives, intended audience, testing environment limitations, and a formula for determining the number of test items per instructional objective based on teaching hours. The test specifications help ensure the assessment is appropriately targeted and administered.
This document summarizes key points from a seminar on aligning assessments. The seminar covered:
- Defining assessment and exploring how it fits within a standards-based system
- Analyzing classroom assessment options and aligning them to content standards
- Discussing four types of assessments: selected response, constructed response, performance, and personal communication
- Learning how to choose assessments that best measure specific standards while being efficient to implement
The goal was for teachers to understand how to align assessments to standards and design assessments that inform instruction and support student learning.
This document discusses classroom-based assessment tools. It defines classroom assessment as a process of identifying, gathering, organizing and interpreting information about what learners know and can do. The document lists different types of assessment tools used in the classroom, including quizzes, tests, essays, demonstrations, presentations, and performance-based assessments. It distinguishes between formative and summative assessment, noting that formative assessment is used to help students improve their learning, while summative assessment occurs at the end of a learning period to measure student achievement. The key goal of assessment is to use the information gathered to provide remediation, enrichment, or reinforcement activities to help students perform better.
This document provides information and guidance for developing effective assessment tasks. It discusses linking assessment to learning outcomes, setting the appropriate level according to the NQF framework, and different types and purposes of assessment. Guidelines are provided for writing good learning outcomes and developing rubrics and criteria for assessment tasks. Different taxonomies for generating outcomes and assessments are explained, including Bloom's and Biggs' SOLO taxonomy. The document also covers reliability and validity in assessment, and provides tips for writing exam papers and checklists for moderation. Participants will work on tasks to develop assessment activities and criteria for outcomes, and compare sample exam papers.
This document discusses developing effective assessment instruments. It defines assessment and criteria, and outlines objectives like describing how tests are used by instructional designers. It also covers types of criterion-referenced tests, designing tests for different domains, determining mastery levels, writing test items, formats, and evaluation. Key aspects include relating all assessment back to the objectives, allowing multiple opportunities to demonstrate skills, and using tools like portfolios to assess growth over time. The goal is to create valid assessments that accurately measure learners' abilities and provide useful feedback for improving instruction.
The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
Rubric\'s Cube--Complimenting, Critiquing, and Challenging Student Work (NELB...Mark Eutsler
The document discusses the use of grading rubrics in student assessment. It provides tips for designing effective rubrics, including involving students, limiting criteria, using clear descriptors, and providing models. Rubrics should clarify expectations and facilitate learning if designed well. Common pitfalls to avoid are rubrics that don't match course goals, have too few levels, or are too complex. Providing feedback linked to rubric criteria is important.
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
This document discusses constructing and scoring subjective test items, specifically essay tests. It provides guidance on developing essay test questions, including extended and restricted response items. Scoring methods like analytic and holistic rubrics are covered. The key steps in developing a scoring rubric are outlined, which is an organized way to assess student work and provide feedback. Rubrics make teacher expectations clear and support student learning.
This document provides information on constructing and scoring subjective test items, specifically essay questions. It discusses the different types of essay questions, how to write good questions, scoring methods like analytic and holistic rubrics, and the process for developing scoring rubrics. The key points are that essay tests assess higher-level thinking and the ability to explain ideas in writing. Scoring reliably requires preparing ideal answers, using consistent methods, and developing clear rubrics that define different levels of performance.
PLANNING CLASSROOM TESTS AND ASSESSMENTSSANA FATIMA
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
The document provides guidance on effective curriculum design. It defines key terms like generative topic, essential question, and assessment. It recommends designing curriculum backwards, starting with identifying the overall point and desired understandings, then determining acceptable evidence and assessments, and finally planning learning experiences and instructional tasks. It discusses assessing student learning and understanding rather than making evaluations. It also presents examples of essential questions and provides models for curriculum planning and unit design.
This document provides guidance on designing effective rubrics for assessing student performance. It defines what a rubric is and compares rubrics to checklists. Rubrics can be holistic, assessing the overall quality of work, or analytic, assessing various criteria separately. The document recommends determining clear criteria and descriptors, involving students, limiting criteria to key aspects, using concrete language and examples, and pilot testing rubrics. Rubrics should be task-specific and altered based on experience to improve clarity and usefulness for students.
This document discusses formative assessment and its role in student learning. It defines formative assessment as assessments that provide feedback to students but do not count toward final grades. The document emphasizes that formative assessment should foster higher-order learning skills in students such as analysis, synthesis, and evaluation. It also notes that different types of assessments can impact student learning in different ways and should be selected carefully.
The document discusses using classroom assessment effectively by prioritizing standards and student needs, using data teams to focus improvement efforts, and sharing strategies. It emphasizes using formative assessments to make decisions about curriculum, instruction, and student understanding. Quick pre-assessments like KWL charts are recommended to evaluate what students already know. Assessments should be valid by aligning with objectives and instruction, and reliable by producing consistent results. Selecting assessments should consider how the results will improve student learning compared to no assessment.
The document discusses assessing student learning outcomes through various assessment methods and tools. It begins by defining outcome assessment as gathering information on whether instruction is achieving desired student learning outcomes. It then provides 13 principles of good practice in assessing outcomes, such as ensuring alignment between outcomes, instruction, and assessment. Various assessment methods and tools are described, including traditional paper-and-pencil tests and authentic assessments involving student products or performances. The concept of constructive alignment between outcomes, instruction, and assessment tasks is also explained.
This document discusses key concepts related to assessment of learning. It defines assessment, measurement, evaluation and testing. It outlines different modes of assessment including traditional, performance, and portfolio assessments. It also discusses types of assessment processes such as diagnostic, formative and summative assessments. Principles of quality assessment are outlined including clarity, appropriateness, validity, reliability, fairness, and practicality. Different methods of developing tests are also discussed such as identifying objectives, determining test type, constructing items, and validating tests.
The document discusses traditional strategies for assessing student learning, including tests, questionnaires, and visual identification. It describes different types of test formats like multiple choice, essays, and alternative questioning techniques. Essays are discussed as being useful for assessing higher-order thinking but not factual recall. Questionnaires and inventories are presented as self-report tools to understand student interests and abilities through questions like checklists and Likert scales. Visual identification is defined as having students match images to concepts. The document advocates using a variety of assessment strategies to best evaluate student skills and knowledge in art education.
This document discusses constructing subjective test items, specifically essay tests. It covers several key points:
- Subjective tests require long written responses and assess how students use their mind and feelings to make logical claims. They are more challenging to administer and evaluate but can be more valid.
- Essay questions can be extended response, requiring lengthy answers, or restricted response, with brief answers. Good essay questions cover major concepts and demand higher-level thinking.
- Scoring of essay tests can be done analytically, assessing each part of the answer separately, or holistically, with an overall impression. Rubrics are used to clearly define scoring criteria.
- When constructing essay questions, examiners should indicate expected
Similar to Stages of test writings final by joy,, language testing (20)
Stages of test writings final by joy,, language testing
1. STAGES OF TEST WRITINGS…
Writing Quality Test Items
Creating an assessment is a critical component of the overall instructional sequence. Assessments
serve the dual purpose of providing feedback to the instructor on the effectiveness of instructional
activities and monitoring student's mastery of course-specific learning objectives. Since a student's
final course grade in many courses rests primarily on their test grades, it is important to ensure that
these assessments are well-planned, valid measures of student understanding.
Stages in Test Preparation:
1. Plan Test Content and Format
Determine the material to be covered by the test
Review learning objectives to be assessed by the test
Create a table of specifications
Determine length and format of the test
2. Write Test Items
Create test items using the preparations guidelines
Arrange items in the exam by grouping according to item type
Write directions for each group of items
3. Determine Grading Criteria and Scale
Include brief description of grading policy or point distribution in the relevant test directions
4. Revisions and Corrections
Examine outcome of the exam to identify problems with specific test items
Revise, edit, or delete test items if necessary
General Guidelines for Writing Test Items:
Do Do Not
Determine the purpose of the assessment Ask questions that do not assess one of your learning
and the utilization of the outcome scores. objectives.
Utilize the table of specifications to guide the Focus on trivial issues that promote the shallow
type, number, and distribution of questions. memorization of facts or details.
Match the requirements of the test items to Intentionally target test questions toward a specific sub-
the designated learning objectives. set of students.
Write using simple, complete grammar and Make test items intentionally difficult or tricky.
wording.
Create items that are worded at the average Include more test items that can be answered by the
2. reading level of the target student average student in the designated amount of time.
population.
Ensure that each test item has one Utilize items provided by a publisherÂ's testbank without
undisputedly correct answer. reviewing each item for its relevance to course-specific
learning goals.
Write test items at a level of difficulty that
matches the learning objective and student
population.
Include a variety of test item formats.
Tips to improve the overall quality of test items and assessments:
Prepare more test items that you need so that you can review and delete ineffective items
prior to the test.
Write test items well in advance of the test date, then wait several days to review the items.
This type of fresh perspective may help you to identify potential problems or areas of
confusion.
Review all test items once they are compiled for the test to ensure that the wording of one
item does not give away the answers to another item.
Within each group of test items, order questions from the least to most difficult.
Have a naive reader review test items to identify points of confusion or grammatical errors.
Determining the Number of Assessment Items:
The number of items you include in a given assessment depends upon the length of the class period
and the type of items utilized. The following guidelines will assist you in determining an assessment
appropriate for college-level students.
Item Type Average Time
True-false 30 seconds
Multiple-choice 1 minute
Multiple-choice of higher level learning objectives 1.5 minutes
Short Answer 2 minutes
Completion 1 minute
Matching 30 seconds per response
Short Essay 10-15 minutes
Extended Essay 30 minutes
Visual Image 30 seconds
Creating a Table of Specifications:
A table of specifications is simply a means of connecting learning objectives, instructional activities
and assessment. The following steps will guide you in the creation of a table of specifications:
Develop learning objectives based on the taxonomy of educational objectives
Identify instructional activities that target the learning objectives
3. Implement instructional activities
Reflect on instructional activities and identify relevant learning objectives that will be assessed
based on the instructional experience
Determine the relative importance and weighting of each objective
Generate test items based on the designated learning objectives
Review Checklist:
_____ Is this item an appropriate measure of my learning objective?
_____ Is the item format the most effective means of measuring the desired knowledge?
_____ Is the item clearly worded and easily understandable by the target student population?
_____ Are items of the same format grouped together?
_____ Are various item types included in the assessment?
_____ Do students have enough time to answer all test items?
_____ Are test instructions specific and clear?
_____ Does the number of questions targeting each objective match the importance weighting of that
objective?
_____ Are scoring guidelines clearly available to students?
Resource Links:
Michigan State University's Writing Test Items
Cornell University's Construction of Objective Tests
References:
Aiken, L. R. (2000). Psychological Testing and Assessment (10thEdition). Boston, MA: Allyn
and Bacon
Chatterji, M. (2003). Designing and Using Tools for Educational Assessment. Boston, MA: Allyn
and Bacon.
Gronlund, N. E. (2003). Assessment of Student Achievement (7thEdition). Boston, MA: Allyn
and Bacon.
Johnson, D. W. & Johnson, R. T. (2002). Meaningful Assessment: A Manageable and
Cooperative Process. Boston, MA: Allyn and Bacon.
McKeachie, W. J. (1999). Teaching Tips: Strategies, Research, and Theory for College and
University Teachers (10thEdition). Boston, MA: Houghton Mifflin Company.
Popham, W. J. (2000). Modern Educational Measurement: Practical Guidelines for Educational
Leaders (3rdEdition). Boston, MA: Allyn and Bacon.
Trice, A. D. (2000). A Handbook of Classroom Assessment. New York: Addison Wesley
Longman, Inc.
Summative Menu Links
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Matching
Short Answer
Essays
Creative Alternatives
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Questions concerning the Park University Faculty Development: Quick Tips website should be directed
to cetl@park.edu.
Reference citation:
Mandernach, B. J. (2003). insert appropriate page title. Retrieved insert date, from Park University
Faculty Development Quick Tips.
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- Quick Links -
Types of validity
Explanations > Social Research > Design > Types of validity
Construct | Content | Internal | Conclusion | External | Criterion | Face | Threats | See also
5. In a research project there are several types of validity that may be sought. In summary:
Construct: Constructs accurately represent reality.
o Convergent: Simultaneous measures of same construct correlate.
o Discriminant: Doesn't measure what it shouldn't.
Internal: Causal relationships can be determined.
Conclusion: Any relationship can be found.
External: Conclusions can be generalized.
Criterion: Correlation with standards.
o Predictive: Predicts future values of criterion.
o Concurrent: Correlates with other tests.
Face: Looks like it'll work.
Construct validity
Construct validity occurs when the theoretical constructs of cause and effect accurately represent
the real-world situations they are intended to model. This is related to how well the experiment is
operationalized. A good experiment turns the theory (constructs) into actual things you can
measure. Sometimes just finding out more about the construct (which itself must be valid) can be
helpful.
Construct validity is thus an assessment of the quality of an instrument or experimental design. It
says 'Does it measure the construct it is supposed to measure'. If you do not have construct
validity, you will likely draw incorrect conclusions from the experiment (garbage in, garbage
out).
Convergent validity
Convergent validity occurs where measures of constructs that are expected to correlate do so.
This is similar to concurrent validity (which looks for correlation with other tests).
Discriminant validity
Discriminant validity occurs where constructs that are expected not to relate do not, such that it
is possible to discriminate between these constructs.
Convergence and discrimination are often demonstrated by correlation of the measures used
within constructs.
Convergent validity and Discriminant validity together demonstrate construct validity.
Nomological network
6. Defined by Cronbach and Meehl, this is the set of relationships between constructs and between
consequent measures. The relationships between constructs should be reflected in the
relationships between measures or observations.
Multitrait-Multimethod Matrix (MTMM)
Defined by Campbell and Fiske, this demonstrates construct validity by using multiple methods
(eg. survey, observation, test) to measure the same set of 'traits' and showing correlations in a
matrix, where blocks and diagonals have special meaning.
Content validity
Content validity occurs when the experiment provides adequate coverage of the subject being
studied. This includes measuring the right things as well as having an adequate sample. Samples
should be both large enough and be taken for appropriate target groups.
The perfect question gives a complete measure of all aspects of what is being investigated.
However in practice this is seldom likely, for example a simple addition does not test the whole
of mathematical ability.
Content validity is related very closely to good experimental design. A high content validity
question covers more of what is sought. A trick with all questions is to ensure that all of the
target content is covered (preferably uniformly).
Internal validity
Internal validity occurs when it can be concluded that there is a causal relationship between the
variables being studied. A danger is that changes might be caused by other factors.
It is related to the design of the experiment, such as in the use of random assignment of
treatments.
Conclusion validity
Conclusion validity occurs when you can conclude that there is a relationship of some kind
between the two variables being examined.
This may be positive or negative correlation.
External validity
External validity occurs when the causal relationship discovered can be generalized to other
people, times and contexts.
7. Correct sampling will allow generalization and hence give external validity.
Criterion-related validity
This examines the ability of the measure to predict a variable that is designated as a criterion. A
criterion may well be an externally-defined 'gold standard'. Achieving this level of validity thus
makes results more credible.
Criterion-related validity is related to external validity.
Predictive validity
This measures the extent to which a future level of a variable can be predicted from a current
measurement. This includes correlation with measurements made with different instruments.
For example, a political poll intends to measure future voting intent.
College entry tests should have a high predictive validity with regard to final exam results.
Concurrent validity
This measures the relationship between measures made with existing tests. The existing tests is
thus the criterion.
For example a measure of creativity should correlate with existing measures of creativity.
Face validity
Face validity occurs where something appears to be valid. This of course depends very much on
the judgment of the observer. In any case, it is never sufficient and requires more solid validity to
enable acceptable conclusions to be drawn.
Measures often start out with face validity as the researcher selects those which seem likely
prove the point.
Threats
Validity as concluded is not always accepted by others and perhaps rightly so. Typical reasons
why it may not be accepted include:
Inappropriate selection of constructs or measures.
Insufficient data collected to make valid conclusions.
Measurement done in too few contexts.
Measurement done with too few measurement variables.
Too great a variation in data (can't see the wood for the trees).
8. Inadequate selection of target subjects.
Complex interaction across constructs.
Subjects giving biased answers or trying to guess what they should say.
Experimental method not valid.
Operation of experiment not rigorous.
See also
Validity, Three izings of research
The Purpose of Tests
By Melissa Kelly, About.com Guide
See More About:
assessments
high stakes testing
What is the reason why teachers give students tests? Why do school districts and states create high
stakes tests for their students? On one level, the answer to this seems fairly obvious: the reason why we
give tests is to see what students have learned. However, this only tells part of the story. Tests have
many purposes in our schools. One thing that should be stressed is that in the end, tests should be for
the benefit of the student and not the teacher, school, district, or state. Unfortunately, this is not always
the case. Following is a look at some of the major reasons why students are given assessments in and
out of the classroom.
1. To Identify What Students Have Learned
The obvious point of classroom tests is to see what the students have learned after the completion of a
lesson or unit. When the classroom tests are tied to effectively written lesson objectives, the teacher
can analyze the results to see where the majority of the students are having problems with in their class.
These tests are also important when discussing student progress at parent-teacher conferences.
2. To Identify Student Strengths and Weaknesses
Another use of tests is to determine student strengths and weaknesses. One effective example of this is
when teachers use pretests at the beginning of units in order to find out what students already know
9. and where the teacher's focus needs to be. Further, learning style and multiple intelligences tests help
teachers learn how to best meet the needs of their students through instructional techniques.
3. To Provide a Method for Awards and Recognition
Tests can be used as a way to determine who will receive awards and recognition. For example, the
PSAT is often given in the 10th grade to students across the nation. If a student is a National Merit
Scholar due to the results on this test, they are offered scholarships and other forms of recognition.
4. To Gain College Credit
Advanced Placement exams provide students with the opportunity to earn college credit after
successfully completing a course and passing the exam with high marks. While every university has its
own rules on what scores to accept, most do give credit for these exams. In many cases, students are
able to begin college with a semester or even a year's worth of credits under their belts.
5. To Provide a Way to Measure a Teacher and/or School's Effectiveness
More and mores states are tying funding to schools to the way that students perform on standardized
tests. Further some states are attempting to use these results when they evaluation and give merit
raises to the teachers themselves. This use of high stakes testing is often contentious with educators
since many factors can influence a student's grade on an exam. Additionally, controversy can sometimes
erupt over the number of hours schools use to specifically 'teach to the test' as they prepare students to
take these exams.
6. To Provide a Basis for Entry into an Internship, Program, or College
Tests have traditionally been used as a way to judge a student based on merit. The SAT and ACT are two
common tests that form part of a student's entrance application to colleges. Additionally, students
might be required to take additional exams to get into special programs or be placed properly in classes.
For example, a student who has taken a few years of high school French might be required to pass an
exam in order to be placed in the correct year of French.
Related Articles
What Is High-Stakes Testing? - New Teacher
What's at Stake - New Teacher
The Impact on You - New Teacher
Arguments Against High-Stakes Testing - New Teacher
Testing with Criterion Referenced Tests
10. Melissa Kelly
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