This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Holy Angel School of Caloocan teacher training series for primary school, intermediate and high school teachers. This was conducted on June 3, 2013.
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Holy Angel School of Caloocan teacher training series for primary school, intermediate and high school teachers. This was conducted on June 3, 2013.
Topic: Table of Specification
Student Name: Shoaib
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
Constructing Objective Supply Type of ItemsEzr Acelar
Used in Assessment of Learning 1.
Includes discussion for completion types of tests, short answer items, non-objective supply type, essay type, selected-response types,
Topic: Table of Specification
Student Name: Shoaib
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
Constructing Objective Supply Type of ItemsEzr Acelar
Used in Assessment of Learning 1.
Includes discussion for completion types of tests, short answer items, non-objective supply type, essay type, selected-response types,
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
Educational Psychology Developing Learners 8th Edition Ormrod Test Bankkynep
Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
We share invaluable insights and helpful information that can prove to be beneficial for all. From escaping the stress of examination to the importance of co-curricular activities, we cover everything.
Embrace the future of education in our
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pros and cons, and elevate global
educational standards. Join us on this
enlightening journey to explore, learn,
and celebrate the transformative
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1. Table of Specification (TOS)
with an Overview on Test
Construction
Presented to the teachers of
DepEd Bacoor City
June 6, 2016
Presented by:
Arnel O. Rivera
FacultyMember
BNHS-Villa Maria
CAS, LPU-Cavite
http://www.slideshare.net/sirarnelPHhistory
3. For every problem
there is a solution. If
you are not part of the
solutionthen you are
part of the PROBLEM.
Chinkee Tan
Chink Positive
4. 1 3 % ofstudentsw h o gotlowgradesin
examsarecausedbyfaultytestquestions.
WORLDWATCH, ThePhiladelphiaTrumpet(August 2005)
5. Common observation of students
on test questions
Hindi kasama sa lessons.
Masyadong mahaba ang question at
mga pagpipilian.
Hindi maayos ang layout ng test, putol-
putol ang mga sentence.
Nakakalito ang mga tanong. Minsan
wala sa pagpipiliaan ang sagot.
6. Possible reasons for faulty test
questions:
Questions are copied verbatim from the
book or other resources.
Not consulting the course outline.
Much consideration is given to reduce
printing cost.
No TOS or TOS was made after making
the test.
7. Factors to consider in preparing test
questions (Oriondo & Antonio, 1984)
Purpose of the test
Time available to prepare, administer
and score the test.
Number of students to be tested.
Skill of the teacher in writing the test.
Facilities available in reproducing the
test.
8. “To be able to prepare a
GOODTEST, one has to have
a masteryofthesubject
matter,knowledgeofthe
pupilstobetested,skillin
verbalexpressionandthe
useofthedifferenttest
format”
Evaluating Educational Outcomes
(Oriondo & Antonio,1984)
9. Characteristics of Good Tests
Validity – the extent to which the
test measures what it intends to
measure
Reliability – the consistency with
which a test measures what it is
supposed to measure
Usability – the test can be
administered with ease, clarity
and uniformity
10. Other Things to Consider
Scorability – easy to score
Interpretability – test results can
be properly interpreted and is a
major basis in making sound
educational decisions
Economical – the test can be
reused without compromising the
validity and reliability
11. General Steps in Test Construction
DRAFT
PRODUCE A
T.O.S.
ORDER
TEST ANALYZE
SUBMISSION
12. Table of Specifications (TOS)
A two way chart that relates the
learning outcomes to the course
content
It enables the teacher to prepare a test
containing a representative sample of
student knowledge in each of the areas
tested.
14. KPU Paradox
Knowledge (Remembering) – answers
the question what,whereandwhen?
(ano,saanatkailan)
Process (Application & Analysis) –
answers the question how? (paano)
Understanding (Analysis) – answers the
question why?(bakit)
15. THE LEVELS OF COGNITIVE
DOMAIN
The levels are the guiding posts in
constructing test items. Regardless of
what type of teacher-made tests the
teacher will prepare, the items must follow
the pattern set for evaluation.
The following items are features of
levels with regards to the objectives of the
lessons.
16. 1. KNOWLEDGE (Remembering) –
includes those objectives that deal with
recall, recognize facts, terminology, etc.
Example: Sino ang kauna-unahang
bayani ng Pilipinas na nakipaglaban sa
mga Kastila?
17. 2. COMPREHENSION (Understanding)
– includes some level of understanding.
It requires the learners to change the
form of communication to see the
connection or relations among parts of a
communication (interpretation) or draw a
conclusion (inference).
Example: Bakit sa tabing dagat naninirahan
ang mga sinaunang Pilipino?
18. 3. APPLICATION (Applying) – it
requires the pupils to use previously
acquired information in a setting other
than the one in which it was learned.
Example:
Alin sa mga sumusunod ang uri ng
pamumuhay noong panahon ng Martial
Law?
19. 4. ANALYSIS (Analysing) – It requires
the pupils to identify the logical errors
(point out the prediction or erroneous
inference), differentiate among facts,
opinions, assumptions, hypothesis or
conclusions, draw relationships among
ideas or to compare and contrast. Example:
Alin sa mga sumusunod ang dapat
ginawa ng mga Pilipino upang
makamit ang inaasam na kalayaan laban
sa mga Kastila?
20. 5. SYNTHESIS (Creating) – objectives at
this level require the pupils to [produce
something unique or original. Test
questions at this level require the pupils to
solve unfamiliar problems or combine
parts to form a unique or novel whole.
Example: Bilang mag-aaral, paano ka
makakatulong sa pagpapanatili ng
kalinisan n gating kapaligiran?
21. 6. EVALUATION (Evaluating) – Under
this objective, the learners are required
to form judgments about the value of
methods, ideas, people or products that
have a specific purpose.
Example: Alin sa mga sumusunod ang
higit na mabisang paraan ng pagsugpo
sa ipinagbabawal na gamot?
22. Tips in Preparing the Table
of Specifications (TOS)
Don’t make it overly detailed.
It's best to identify major ideas and skills
rather than specific details.
Use a cognitivetaxonomy that is most
appropriate to your discipline.
Weigh the appropriateness of the distribution
of checks against the students' level, the
importance of the test, the amount of time
available.
23. General Rules in Writing Test
Questions
Number test questions continuously.
Keep your test question in each test group
uniform.
Make your layout presentable.
Do not put too many test questions in one
test group.
T or F: 10 – 15 questions
Multiple Choice: max. of 30 questions
Matching type: 5 questions per test group
Others: 5 – 10 questions
24. Some additional guidelines to consider
when writing items are described below:
1. Avoid humorous items. Classroom testing is
very important and humorous items may
cause students to either not take the exam
seriously, become confused or anxious.
2. Items should measure one’s knowledge of the
item context not their level of interest.
3. Write items to measure what students know,
not what they do not know. (Cohen & Wallack)
25. Anatomy of a Perfect
Multiple Choice Tests
What is the effect of releasing a ball in
positive gravity?
a) It will fall “down.” correct
b) It will retain its mass. true but unrelated
c) It will rise. false but related
d) Its shape will change. false and unrelated
26. Multiple Choice Questions
1. Use negatively stated stems sparingly and
when using negatives such as NOT,
underline or bold the print.
2. Use none of the above and all of the above
sparingly, and when you do use them, don't
always make them the right answer.
3. Only one option should be correct or clearly
best.
27. Multiple Choice Questions:
4. All options should be homogenous and
nearly equal in length.
5. The stem (question) should contain only
one main idea.
6. Keep all options either singular or plural.
7. Have four or five responses per stem
(question).
28. Multiple Choice Questions:
7. When using incomplete statements place
the blank space at the end.
8. When possible organize the responses.
9. Reduce wordiness.
10. When writing distracters, think of incorrect
responses that students might make.
30. Situational Judgment Tests (SJT)
Is a type of test which presents realistic
scenarios similar to those that would be
encountered in real life.
(http://blog.careerbuilder.co.uk/2015/06/11/what-
you-need-to-know-about-situation-judgement-
tests/)
31. Situational judgment tests (SJT)
Situational judgment tests present
the test-taker with realistic, hypothetical
scenarios and ask the individual to
identify the most appropriate response or
to rank the responses in the order they
feel is most effective.
(https://en.wikipedia.org/wiki/Situational_judgeme
nt_test)
32. Why use SJTs?
Situational judgment test’s are
designed to clarify the difference
between averagefrom superiorresponse.
The most effective response will look at
the situation from various angles,
consider a wider range of action, and
take account the long-term consequences
of action. (Sharpley, 2010)
33. Formats in SJT questions
Ranking questions ask you to rank in
order your response to a situation.
Multiple choice questions ask you to
choose the most appropriate action or
decision to take in a given situation.
(http://www.foundationprogrammeguru.co.uk/the-
situational-judgement-test.html)
34. Things to remember in making SJT
Questions
Since SJT questions require learners to
identify the bestor worstanswer, the
stem should be presented in a manner in
which the test taker will choose the
correct answer by eliminating the
distractors.
35. Things to remember in making SJT
Questions
In making the choices, the correct
answer should always be the one that
actually solves the problem or answer the
question. Logically, the “correct” answers
need to be distinct from the other answer
options. Hence if two answer options
seem very similar, it would be very
difficult to identify the “distractor”.
(http://www.foundationprogrammeguru.co.uk/the-situational-
judgement-test.html)
37. Example:
Kalabisan
(Surplus)
Ang kalabisan ay dahilan upang
magkaroon ng pagbaba ng
presyo upang makamit ang
presyong ekwilibriyo.
Sa presyong 1,000, ang demand para
sa cellphone A ay 10,000. Ngunit ang
naprodyus na cellphone A ay 14,000.
Ano ang dapat gawin upang
magkaroon ng ekwilibriyo?
A.
B.
Bawasan ang supply
Bawasan ang demand Answer: D
C. Taasan ang presyo
D. Ibaba ang presyo
38. Knowledge:
Alin sa mga sumusunod ang
nagpapahiwatig na may kakapusan sa
bansa?
A. Kung mabilis ang paggawa ng produkto.
B. Kung sagana ang produkto sa pamilihan.
C. Kung may kaguluhan sa pulitika.
D. Kung limatado ang suplay ng kalakal sa
bansa.
39. Process:
• Sa papaanong paraan mo maitataguyod ang karapatan sa
tamang impormasyon?
A. Pag-aralan ang nakatatak sa etiketa ukol sa sangkap,
dami, at komposisyon ng produkto.
B. Palaging pumunta sa timbangang-bayan upang matiyak
na husto ang biniling produkto.
C. Pahalagahan ang kalidad at hindi ang tatak ng produkto
o serbisyong bibilhin.
D. Palagiang gumamit ng recycled na produkto upang
mapangalagaan ang kapaligiran.
40. Understanding:
• Maituturing na kagustuhan ang isang bagay kapag higit ito sa
batayang pangangailangan. Kailan maituturing na batayang
pangangailangan ang isang produkto o serbisyo?
A. Magagamit mo ito upang maging madali ang mahirap na
gawain.
B. Nagbibigay ito ng kasiyahan at kaginhawaan.
C. Hindi mabubuhay ang tao kapag wala ang mga ito.
D. Makabibili ka ng maraming bagay sa pamamagitan nito.
41. Understanding:
Nagsimula sa maliit na puhunan ang negosyo ni Mang
Cenon, hanggang ito ay lumaki at nagkaroon ng iba’t ibang
sangay sa Bulacan. Alin ang HINDI dahilan ng kanyang pag-
unlad?
A. Maayos ang kanyang pangangasiwa.
B. Marami siyang kabarkada at kaanak
C. Malawak ang kanyang kaalaman sa negosyo.
D. Mahusay siyang makitungo sa kanyang mga tauhan.
42. Things to Remember:
Making a good test takes time
Teachers have the obligation to
provide their students with the
best evaluation
Tests play an essential role in the
life of the students, parents,
teachers and other educators
Break any of the rules when
you have a good reason for
doing so! (emphasis mine)
(Mehrens, 1973)
43.
44. POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY
Jesus Ochave Ph.D.
VP Research Planning & Development
Philippine Normal University
45. For questions , comments or if you want
to download this file, log-on to:
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