The document outlines the principles of high-quality assessment including validity, reliability, fairness, and appropriateness in developing test items. It emphasizes the necessity of aligning test items with instructional objectives and offers guidelines for constructing various types of assessments. Additionally, it discusses the importance of feedback, the role of assessment in learning improvement, and the ethical considerations in evaluating student performance.

1. PROF. ARIEL B. MABANSAG

2. Define terms such as validity, reliability, fairness,
appropriateness, table of specifications.
Discuss the principles of high quality assessment.
Identify the different steps in developing test items.
Discuss the steps in developing table of specification.

3. Construct a table of specification using the different
formats
Discuss the different format of assessment tools
Determine the advantages and disadvantages of the
different format of test item.
Identify the different rules in constructing, matching
type, multiple-choice test, completion test, true or false
test
Construct multiple-choice test, matching type test,
completion test, true or false test.

4.  Teachers must develop test items that should match with the
instructional objectives appropriately and accurately.
 The main goal of classroom testing and assessment is to
obtain valid, reliable, and useful information concerning
student achievement.
 This requires determining what is to be measured and then
defining it precisely so that tasks can be constructed that
require the intended knowledge, skills, and understanding
while minimizing the influence of irrelevant skills.

5. 1. Measure all instructional objectives
➢ Go back to the instructional objectives and match the test items.
2. Cover all the learning tasks.
➢ Construct a test that contains a wide range of sampling of items.
3. Use appropriate test items.
➢ Test items must be appropriate to measure learning outcomes.
4. Make test valid and reliable
➢ A test is valid if it can measure what it is supposed to measure from
the students.
➢ A test is reliable when the scores of the students remain consistent
when the test is given the second time
5. Use test to improve learning
➢ The test scores should be used to improve learning by discussing the
skills or competencies that have not been mastered by the learners

6. 1. Clarity and Appropriateness of Learning Targets
2. Appropriateness of Assessment Tool
3. Balance
4. Validity
5. Reliability
6. Fairness
7. Practicality and Efficiency
8. Continuity
9. Authenticity
10. Communication
11. Positive Consequences
12. Ethics

7. 1. Clarity and Appropriateness of Learning Targets
➢ Learning targets should be clearly stated, specific, and
centers on what is truly important

8. 2. Appropriateness of Assessment tools
➢ The type of test should match the learning outcomes
➢ Objective test - type of test that requires students to select the
correct response from several alternatives or supply a word or
phrase to answer a question or complete a statement.
➢ Subjective test – type of test that allows the student to organize
and present an original answer. (short answer or long general
questions)
➢ Performance Assessment – students are asked to perform real-
world tasks that demonstrate meaningful application of
essential knowledge and skills.

9. 2. Appropriateness of Assessment tools
➢ Portfolio Assessment – based on the systematic, longitudinal
collection of student work created in response to specific known
instructional objectives and evaluated in relation to the same
criteria.
➢ Oral Questioning – used to collect assessment data by asking oral
questions.
➢ Observation Technique – teacher observes how students carry out
certain activities either observing the process or product.
➢ Formal – planned in advance like when the teacher assess oral report
➢ Informal – done spontaneously, during instruction like observing the
working behavior of students while doing a laboratory experiment.
➢ Self-report – The responses of the students may be used to evaluate
both performance and attitude.
➢ Include Likert scales, checklists, or holistic scales.

10. OBJECTIVE
SUPPLY
OBJECTIVE
SELECTION
ESSAY
PERFORMANCE
BASED
ORAL QUESTION
OBSERVATI
ON
SELF-REPORT
Short
Answer
Completion
Test
Multiple
Choice
Matching
True/False
Restricted
Response
Extended
Response
Presentations
Papers
Projects
Athletics
Demonstratio
ns
Exhibitions
Portfolios
Oral
Examinations
Conferences
Interviews
Informal
Formal
Attitude
Survey
Sociometric
Devices
Questionna
ires
Inventories
ASSESSMENT METHODS

11. Targets
Assessment Methods
Objective Essay
Performance
-based
Oral
Questionning
Observation
Self-
Report
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better match
Learning Targets and their Appropriate Assessment Methods

12. Mode Description Examples Advantages Disadvantages
Traditional Paper-and-Pencil
test
Standardized and
teacher made
tests
• Scoring is
objective
•Administration
is easy since
students can take
at the same time.
•Preparation is
time consuming
•Prone to
guessing and
cheating
Performance Mode of
assessment that
requires actual
demonstration of
skills or creation
of products
Projects Measures
behavior that
cannot be
deceived
•Administration
is time
consuming
Porfolio Working
Portfolio
Show Portfolio
Documentary
Portfolio
Measures
students growth
and
development
Intelligence-fair
•Development is
time consuming
Rating tens to be
subjective
without rubrics

13. 3. Balance
➢ A balanced assessment sets targets in all domains of learning
or domains of intelligence.
➢ A balanced assessment makes use of both traditional and
alternative assessment
4. Validity
➢ The degree to which the assessment tool measures what it
intends to measure.

14. 5. Reliability
➢ The extent to which a test is dependable, self-
consistent and stable.
➢ Reliability refers to the consistency of assessment
results.
➢ High degree of reliability - If we obtain quite similar
scores when the same assessment procedure is used
with the same students on two different occasions

15. Reliability (consistency) of measurement is needed to obtain validity, but we
can have reliability without validity.

16. 6. Fairness - a fair assessment provides all students with an
equal opportunity to demonstrate achievement.
Key to fairness:
➢ Students have knowledge of learning targets and
assessment
➢ Students are given equal opportunity to learn
➢ Students possess the pre-requisite knowledge and skills
➢ Students are free from teacher stereotypes
➢ Students are free from biased assessment tasks and
procedures.

17. 7. Practicality and efficiency
➢ When assessing learning, the information obtained should be
worth the resources and time required to obtain it.
➢ Factors:
➢ Teacher Familiarity with the Method-teacher should know the
strength and weakness of the method
➢ Time required-includes construction and use
➢ Complexity of the administration-direction should be clear
requiring little time and effort
➢ Ease of Scoring-scoring procedures should be appropriate to the
method
➢ Ease of interpretation-easier if there is a plan on how to use the
results
➢ Cost-less expense is better

18. 8. Continuity
➢ Assessment takes place in all phases of instruction:
before, during and after instruction.
➢ Activities Occurring before instruction
➢ Understanding students’ cultural background, interest,
skill and abilities
➢ Understanding students’ motivations and their interests in
specific class content.
➢ Clarifying and articulating the performance outcomes
expected of learners.
➢ Planning instruction for individuals or groups of students.

19. 8. Continuity
➢ Activities Occurring during instruction
➢ Monitoring pupil progress toward instructional goals.
➢ Identifying gains and difficulties pupils are
experiencing in learning
➢ Adjusting instruction
➢ Giving contingent, specific, and credible praise and
feedback
➢ Motivating students to learn
➢ Judging the extent of pupil attainment of instructional
objectives.

20. 8. Continuity
➢ Activities Occurring After instruction
➢ Describing the extent to which each student has attained both
short and long term instructional goals.
➢ Communicating strengths and weaknesses based on
assessment results to student and parents
➢ Recording and reporting assessment results for school-level
analysis, evaluation and decision-making.
➢ Analyzing assessment information gathered before and during
instruction to understand each student’s progress and to inform
future instructional planning.
➢ Evaluating the effectiveness of instruction
➢ Evaluating the effectiveness of the curriculum and materials in
use.

21. 9. Authenticity
➢ Features of Authentic Assessment
➢ Meaningful performance task
➢ Clear standards and public criteria
➢ Quality products and performance
➢ Positive interaction between the assessee and
assessor
➢ Emphasis on meta-cognition and self-evaluation
➢ Learning that transfers

22. 9. Authenticity
➢ Criteria of Authentic Achievement
➢ Disciplined inquiry – requires in-depth
understanding of the problem and a move beyond
knowledge produced by others to a formulation of
new ideas
➢ Integration of Knowledge- considers things as a
whole rather than fragments of knowledge.
➢ Value Beyond Evaluation- What students do have
some value beyond the classroom

23. 10. Communication
➢ Assessment targets and standards should be
communicated
➢ Assessment results should be communicated to its
important users.
➢ Assessment results should be communicated to
students through direct interaction or regular
ongoing feedback on their progress.

24. 11. Positive Consequences
➢ Assessment should have a positive consequence to
students, that is, it should motivate them to learn.
➢ Assessment should have a positive consequence on
teachers, that is, it should help them improve the
effectiveness of their instruction.

25. 12. Ethics
➢ Teachers should free the students from harmful
consequences of misuse or overuse of various
assessment procedures such as embarrassing
students and violating students right to
confidentiality.

26. 1. Examine the instructional objectives of the topics
previously discussed.
2. Make a table of specification (TOS)
3. Construct the test items.
4. Assemble the test items.
5. Check the assembled test items.
6. Write directions.
7. Make the answer key
8. Analyze and improve the test items.

27. 1. Examine the instructional objectives of the topics
previously discussed.
➢ Go back to the instructional objectives and match
them with the test items to be constructed.
2. Make a Table of Specification (TOS)
➢ TOS is a chart or table that details the content and
cognitive level assessed on a test as well as the types
and emphases of test items.
➢ It can provide an assurance that the test will measure
representative samples of the instructional objectives
and the contents included in the instruction.
➢ It is very important to address issues on validity and
reliability of the test items.
➢ When properly prepared, it will help you limit the
coverage of the test and identify the necessary skill or
cognitive level required to answer the test item
correctly.

28. a. Selecting the learning outcomes to be
measured.
b. Make an outline of the subject matter to be
covered in the test.
➢ The length of the test will depend on the areas
covered in its content and the time needed to
answer.
c. Decide on the number of items per subtopic.
d. Make the Table of Specification
e. Construct the test items.
➢ The test item should always correspond with
the learning objectives

29. CONTENT
NUMBER OF
CLASS SESSIONS
NUMBER OF
ITEMS
TEST ITEM
PLACEMENT
1. Subtraction Concepts 4
2. Subtraction as the Inverse
of Addition
4
3. Subtraction without
Regrouping
8
4. Subtraction with
Regrouping
5
5. Subtraction involving
zeros
8
6. Mental computation
through Estimation 4
7. Problem solving 7
TOTAL 40 50 1-50

30. CONTENT
NUMBER OF
CLASS SESSIONS
NUMBER OF
ITEMS
TEST ITEM
PLACEMENT
1. Subtraction Concepts 4 5 1-5
2. Subtraction as the Inverse
of Addition
4 5 6-10
3. Subtraction without
Regrouping
8 10 11-20
4. Subtraction with
Regrouping
5 6 21-26
5. Subtraction involving
zeros
8 10 27-36
6. Mental computation
through Estimation 4 5 37-41
7. Problem solving 7 9 42-50
TOTAL 40 50 1-50

31. CONTENT
CLASS
SESSIONS
KRATHWOLH’S COGNITIVE LEVEL
TOTAL
ITEMS
ITEM
DISTRIBUTIO
N
Remem3
bering
Underst
anding
Applyin
g
Analyzin
g
Evaluati
ng
Creating
1. Conversion of Units 6
2. Speed & Velocity 6
3. Acceleration 4
4. Free falling Bodies 2
5. Projectile Motion 2
6. Force 2
7.Vector 4
8. Work, Energy & Power 6
9. Conservation of Energy 4
10. Conservation of Momentum 4
TOTAL 40 50

32. CONTENT
CLASS
SESSIONS
KRATHWOHL’S COGNITIVE LEVEL
TOTAL
ITEMS
ITEM
DISTRIBUTIO
N
Remem
bering
Underst
anding
Applyin
g
Analyzin
g
Evaluati
ng
Creating
1. Conversion of Units 6 2 2 1 1 1 7
2. Speed & Velocity 6 2 2 1 1 1 7
3. Acceleration 4 2 1 1 1 5
4. Free falling Bodies 2 1 1 1 3
5. Projectile Motion 2 1 1 1 3
6. Force 2 1 1 1 3
7.Vector 4 1 2 1 1 5
8. Work, Energy & Power 6 2 2 1 1 1 7
9. Conservation of Energy 4 2 1 1 1 5
10. Conservation of Momentum 4 1 2 1 1 5
TOTAL 40 15 15 9 6 3 2 50

33. 1. Begin writing items in advance so that you will have time to
revise them
2. Match the items to intended outcomes at appropriate level of
difficulty to provide valid measure of instructional objectives.
Limit the question to the skill being assessed.
3. Be sure each item deals with an important aspect of the content
area and not with trivia.
4. Be sure the problem posed is clear and unambiguous.
5. Be sure that the item is independent with all other items.

34. 6. Be sure the item has one or best answer on which experts
would agree.
7. Prevent unintended clues to an answer in the statement or
question. Grammatical inconsistencies such as a or an give
clues to correct answer.
8. Avoid replication of the textbook in writing test items; do not
quote directly from the textual materials.
9. Avoid trick or catch questions in an achievement test.
10. Try to write items that require HOTS.

35. ASSESSMENT FORMAT AVERAGE TIME TO ANSWER
True-false 30 sec
Multiple choice 60 sec
Multiple-choice of higher level learning
objectives
90 sec
Short Answer 120 sec
Completion 60 sec
Matching 30 sec per response
Short Essay 10-15 min
Extended Essay 30min
Visual Image 30 sec

36. Guidelines in assembling the test
a. Group all test items with similar format.
b. Arrange test items from easy to difficult.
c. Space the test items for easy reading.
d. Keep items and options in the same
page.
e. Place the illustration near the
description.
f. Check the answer key
g. Decide where to record the answer

37. 5. Check the assembled test items
➢ Proofread test items
➢ Let others examine the test to validate content
6. Write Directions
➢ Test direction contain the numbers of items to which
they apply
➢ How to record the answers
➢ The basis of which they select answer
➢ Criteria for scoring

38. 7. Make the Answer Key
➢ Correct answers should follow a random sequence
8. Analyze and Improve the Test Items
➢ Analyzing and improving the test items should be done
after checking, scoring and recording the test