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Test Construction

The document discusses test planning and construction, specifically the steps in developing a table of specifications. It outlines 3 main steps in test planning: 1) determining test objectives, 2) preparing test specifications using a table of specifications, and 3) selecting appropriate item types. It then provides details on constructing a table of specifications, including determining item percentages for each objective and allocating the number of items accordingly. The purpose of a table of specifications is to achieve balance in the test and ensure it measures the intended content areas.

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haydee
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273 views

Test Construction

The document discusses test planning and construction, specifically the steps in developing a table of specifications. It outlines 3 main steps in test planning: 1) determining test objectives, 2) preparing test specifications using a table of specifications, and 3) selecting appropriate item types. It then provides details on constructing a table of specifications, including determining item percentages for each objective and allocating the number of items accordingly. The purpose of a table of specifications is to achieve balance in the test and ensure it measures the intended content areas.

Uploaded by

haydee
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 24

Test Planning and

Construction with Table of


Specifications
SHALY ROSE D. ANTONIO
Master Teacher 1
What You are Expected to Learn:

• Identify the different steps in developing


assessment tools;
• Demonstrate the steps in constructing Table of
Specification; and
• Emphasize the implications and importance of
Table of Specification in test construction.
Common Observation of Students on
Test Questions
• Hindi kasama sa lessons.
• Masyadong mahaba ang questions at pagpipilian.
• Hindi maayos ang layout ng test, putol putol ang
sentence.
• Nakakalito ang mga tanong. Minsan wala sa choices
ang pagpipilian.
Possible Reasons for Faulty Test
Questions
• Questions are copied verbatim from the book or
other resources.
• Not consulting the course outline.
• Must consideration is given to reduce printing cost.
• No TOS or TOS is was made after making the test.
Planning of the test is the first important step in the test
construction. The main goal of evaluation process is to
collect valid, reliable and useful data about the student.
Therefore, before going to prepare any test we must keep
in mind that:

(1)What is to be measured?
(2) What content areas should be included and
(3) What types of test items are to be included.
The first step includes three major
considerations;
 Determining the objectives of
testing.
 Preparing test specifications.
 Selecting appropriate item types.
Determining the Objectives of Testing
• A test can be used for different purposes in a teaching
learning process. It can be used to measure the entry
performance, the progress during the teaching learning
process and to decide the mastery level achieved by the
students.
Preparing Test Specifications
• The second important step in the test construction is to
prepare the test specifications. In order to be sure that the
test will measure a representative sample of the instructional
objectives and content areas we must prepare test
specifications. One of the most used devices for this purpose
is Table of Specification or Blueprint.
Selecting appropriate item types:

1. Objective- 2. Essay Type 3. Objective


Supply type a. Extended Selection Type
a. Short answer Response a. True-False
b. completion b. Restricted b. Matching Type
Response c. Multiple Choice
Exam
Preparations
of Table of
Specifications
What you Need in Table of Specifications
It is a tool used to ensure that a test or assessment
measures the content and thinking skills that the test
tends to measure.

Purpose of Table of Specifications


The most important is to achieve balance in the test and
to identify the achievement domains being measured.
Also to ensure that it has a fair and representative sample
of questions appeared on the test.
What do you need to know in
making Table of Specifications?

How many
How many Objectives Number of
test item did
days did the (Topics/ Hour/s spent
the teacher
teacher teach Learning in each
want to give
the lesson. Competencies) objectives
the students.

Categories of
Number of skill-what Item
Items domain to Placement
measure
Steps in Constructing Table of
Specifications
In the example, the teacher would like to give a 40 item
test questions which was taught for 40 hours
1. Divide the number of hour/s to spent to the total number
of hours and the quotient will be the item percentage.
Formula: Item % =

Example: In number 1 topic/learning competency on the given


table
Item % =
D:\Desktop\SY 2021-2022\Summative Test\BASIC CAL\Q4\Q2 FOR ITEM ANALYSIS PURPOSES\GRADE 11 BASIC CALCULUS Table of Specifications and Item A
nalysis.xlsx
2. Multiply the item percentage to the total number of items
and the product will be the number of item test of each
objective.
Formula: No. of Items = Item % x Total No. of Items

Example: : In number 1 topic/learning competency on the given


table

No. of Items = 8 % x 40 = 3
D:\Desktop\SY 2021-2022\Summative Test\BASIC CAL\Q4\Q2 FOR ITEM ANALYSIS PURPOSES\GRADE 11 BASIC CALCULUS Table of Specificati
ons and Item Analysis.xlsx
3. After getting the number of Items in each objectives,
plot the number of items in Taxonomy Level based on
what domain it may reflect:
Remembering (Knowledge) , Understanding
(Comprehension), Applying (Application),
Analyzing(Analysis), Evaluating (Evaluation),
Creating(Synthesis)

4. Plan where the number of Items to be placed in the


test
Classroom-Based
and System
Assessments (DO
# 34, s 2022)
26. The Most Essential Learning
Competencies (MELCs) shall continue
to apply for SY 2022-2023. However,
classroom assessment shall follow DO 8,
s. 2015 or the Policy Guidelines on
Classroom Assessment for the K to 12
Basic Education Program
What is the grading system based on DO 8, s.
2015 ?
• The K to 12 Basic Education Program uses a standards- and
competency-based grading system. These are found in the
curriculum guides. All grades will be based on the weighted
raw score of the learners’ summative assessments.
• The minimum grade needed to pass a specific learning area
is 60, which is transmuted to 75 in the report card.
What is the grading system based on DO 8, s.
2015 ?
• The lowest mark that can appear on the report card is 60 for
Quarterly Grades and Final Grades. For these guidelines, the
Department will use a floor grade considered as the lowest
possible grade that will appear in a learner’s report card.
• Learners from Grades 1 to 12 are graded on Written Work,
Performance Tasks, and Quarterly Assessment every quarter.
These three are given specific percentage weights that vary
according to the nature of the learning area.
How is learner progress recorded and computed?

• For Grades 1 to 12
•In a grading period, there is one Quarterly Assessment but there
should be instances for students to produce Written Work and to
demonstrate what they know and can do through Performance
Tasks. There is no required number of Written Work and
Performance Tasks, but these must be spread out over the
quarter and used to assess learners’ skills after each unit has
been taught.
Learner Promotion and Retention
• For Grade 11—12, learners who fail a unit/ set of competencies must be
immediately given remedial classes. They should pass the summative
assessments during remediation to avoid a failing grade in a learning area/
subject. This will prevent students from having back subjects in Senior High
School (SHS). However, if the learner still fails remedial classes, s/he must
retake the subject/ s failed during the summer or as a back subject. Guidance
teachers/ career advocates must provide support to the SHS student for
his/her choices in SHS tracks.
• Summative Assessments are also given during remedial classes.
These are recorded, computed, weighted, and transmuted in the same way as
the Quarterly Grade. The equivalent of the Final Grade for remedial
classes is the Remedial Class Mark (RCM). The Final Grade at the end of
the school year and the Remedial Class Mark are averaged. This
results in the Recomputed Final Grade. If the Recomputed Final Grade
is 75 or higher, the student is promoted to the next grade level. However,
students will be retained in the grade level if their Recomputed Final
Grade is below 75.

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