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Section 3 Development of Tools For Classroom

The document outlines the process for developing classroom assessments, including three key phases: 1) The planning phase where the teacher identifies the purpose of the test and clarifies the learning outcomes to be assessed by preparing a table of specifications. 2) The item construction phase where the teacher constructs test items following the appropriate format for the specified learning outcomes. 3) The review phase where the teacher and peers examine items prior to and after administration to ensure alignment with content and evaluate student performance on each item.

Uploaded by

Zarah Joyce Segovia
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© © All Rights Reserved
357 views

Section 3 Development of Tools For Classroom

The document outlines the process for developing classroom assessments, including three key phases: 1) The planning phase where the teacher identifies the purpose of the test and clarifies the learning outcomes to be assessed by preparing a table of specifications. 2) The item construction phase where the teacher constructs test items following the appropriate format for the specified learning outcomes. 3) The review phase where the teacher and peers examine items prior to and after administration to ensure alignment with content and evaluate student performance on each item.

Uploaded by

Zarah Joyce Segovia
Copyright
© © All Rights Reserved
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Section 3 Development of Tools for classroom-based Assessment

Chapter 7 Planning the Test

Assessment reflects the success of the teacher and learners in the teaching-learning process. The test
results will tell the performance of the student and how did the teacher have delivered the instruction.

Overall test Development Process

A. Planning Phase
 Purpose of the test is identified
 Learning outcomes to be assessed are clarified.
 A table of specification is prepared
B. Item Construction Phase
 Test items are constructed following the appropriate item format for specified learning
outcomes of instruction.
C. Review Phase
 Items are examined by the teacher, or his peers, prior to administration based on
judgment of their alignment to content and behavior and the behavior components of
the instructional competencies, and after administration, based on an analysis of
students’ performance in each item.

5. Identify
purpose of
the test

A. Planning
Specify learning
4. outcomes to be
assessed Phase

Prepare
test
3. specificatio
ns

B. Test Construction Construct


pool of
Phase 2. items

Review and
1. C. Review Phase
revise
items

1. Identifying the purpose of test


- The teacher should know what is the purpose of the assessment whether it is for diagnostic ,or
assessing the strengths and weaknesses of the students.
2. Specifying the Learning Outcomes
- The process for assessment recognize and addresses different learning targets defined by the
intended outcomes, the assessment should derive from what is considered essential to be
achieved as a result of instruction.
3. Preparing the Blueprint
- In planning the test, the teacher should consider elements such as determining the learning
outcomes to be assessed and how will it be assessed as significant elements in designing the
blueprint.

Curriculum To assure a good test, a test blueprint is


commonly used, Table of Specifications
gives evidence to the content validity. (TOS
has different formats, depending on the
purpose of the teacher, please have an
extensive research on it)

Instructions Assessment

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