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Basic Concepts in Test Construction

The document discusses the basic concepts in test construction, including defining important terms like test, testee, tester, and test construction. It also covers the different types of tests and characteristics of good test items and test constructors. The objectives are to gain knowledge on basic test construction concepts and apply learnings through sharing insights on the importance of understanding these concepts.

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Zaldy Tabugoca
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
464 views

Basic Concepts in Test Construction

The document discusses the basic concepts in test construction, including defining important terms like test, testee, tester, and test construction. It also covers the different types of tests and characteristics of good test items and test constructors. The objectives are to gain knowledge on basic test construction concepts and apply learnings through sharing insights on the importance of understanding these concepts.

Uploaded by

Zaldy Tabugoca
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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BASIC CONCEPTS

in
TEST
CONSTRUCTION
Five-Day Seminar-Workshop on Managing K to 12 Cum Contextualization
and Test Item Bank Development April 19-23, 2017 @ Jardin de Elena, Brgy. San Andres, Catbalogan City
Objectives

 Gain knowledge on the basic concepts in test construction;

 Apply the learnings gained through sharing of insights ; and

 Show appreciation on the importance of understanding the basic


concepts.
LET’S DO THIS!

Based on your outputs on the Worksheets in Curriculum


Mapping: Vertical and Horizontal Articulations, choose one learning
competence in the learning area and grade level you are assigned to
and do the following tasks:
• In your group, make a test item using any test format that you
know or commonly use in the class during formative assessment.
• Do this in five (5) mins, then write your output on the manila
paper.
• Once you are done, shout out loud your group yell or Waray
Waray Song to signal that you have posted/published already your
sample test item.
• Your time starts NOW!
1. How did you feel while doing the activity?
2. Was the activity easy or difficult? Why?
The More the Merrier
 Each group shall think of answers to a
question which will be flashed later.
 Answers shall be written on meta strips
and posted on the manila paper.
 No repetition of answers.
The More the Merrier
 No changing of answers is allowed once
these have been published.
 The group with the MOST NUMBER
OF ANSWERS shall be declared as the
winner.
 The groups are given 5 minutes to do the
activity.
What comes into your mind when you
hear or read the term/s Test or Test
Construction?
BASIC CONCEPTS in
TEST CONSTRUCTION
 The evaluation of pupils’ progress is a major aspect
of the teacher’s job.”

 The business of assessing the works of a learner


remains a great challenge and very important to
teachers.
 The teachers need to have adequate skills to evaluate the
works done to ensure that standard is maintained and
credible details are provided reflecting the
correctness/performance of the student on a particular
course in which he (student) is examined.
 The understanding of the basic concepts in
educational evaluation will provide basis for a more advance
activities.

 It is important to mention that the task of assessment is


not the business of the teacher alone.
test tester testee test construction

IMPORTANT TERMS measurement data stimuli evaluation

TEST – refers to formal TESTEE respond to the


the TESTER to make the
situations created by stimulus

The various activities a tester (teacher) will undertake


to see that tests are made to achieve educational goals
are collectively called TEST CONSTRUCTION.

MEASUREMENT is assigning ASSESSMENT involves ordering


measurement data into interpretable pattern or EVALUATION is a judgment
quantitative value to a
forms on a number exercise on certain observations.
characteristic or a phenomenon.
of variables.
Types of Tests and Classifications (Abodunrin, 1999)

• on the basis of stimulus material used in presenting the


problem to the student
e.g. verbal and non-verbal tests

• on the basis of type of item format used


e.g. essay and objective formats
Types of Tests and Classifications

• on the basis of the purpose of the test and the use


of the test results
e.g. formative versus summative
Formative versus Summative

FORMATIVE
SUMMATIVE
Improves instruction
Measures competency
Gives student feedback
Is used for promotion and grading
Is used continuously
Is used at the end of the course or study
Checks understanding
Takes place during the teaching process
BEFORE
THE
LESSON
For the
For the
teacher
learner

During
Lesson
For the
For the teacher
learner

After the
lesson
Table 2 enumerates the purposes of formative assessments conducted
before, during, and after the lesson. It also shows examples of
assessment methods. Teachers should not limit the assessment
methods they use to the examples provided in the table
Types of Tests and Classifications

• on the basis of how the tests are made


e.g. standardized and teacher-made tests
Why do we need teacher-made tests?

 Allow teachers to make decisions that keep instruction moving and


provide feedbacks to guide the teaching and learning process

 Allows students to see their own progress


Characteristics of a Good Test Item

relevant
uncontroversial

comprehensible
good test item
Straight-forward

unambiguous
independent
Characteristics of a Good Test Item
 A good test item is  RELEVANT. It should test the
learning objective(s) being measured; nothing more,
nothing less.

 A good test item is IMPORTANT. Items must clearly


address learning objectives, not trivia.
Characteristics of a Good Test Item

 A good test item is COMPREHENSIBLE. Reading


difficulty and choice of vocabulary should be as simple
as possible relevant to the grade level being tested.

 A good test item is UNAMBIGUOUS. If a word has more than


one possible definition, the context in which it is used should
leave no reasonable doubt as to which definition is intended.
Characteristics of a Good Test Item

 A good test item is STRAIGHT-FORWARD. There should be no


tricky questions.

 A good test item is UNCONTROVERSIAL. Items should be


supportable facts or qualified opinions, not unqualified
opinions.
 A good test item is INDEPENDENT. Items should not provide
clues to the answers of other items.
QUALITIES OF A GOOD TEST CONSTRUCTOR

• Good understanding of the subject matter on which


test is to be made

• Sufficient knowledge of the testee/examinee

• Adequate knowledge of the medium of teaching and


learning, which will be understood by the tester and
testee
QUALITIES OF A GOOD TEST CONSTRUCTOR
• Adequate knowledge of different test formats that could be
used

• Creative ability that demands variously on the need to


make items that will test the cognitive abilities of the testee

• Enduring strength that will be necessary in constructing,


editing, discarding etc. of items which can really be
overwhelming
Prepare a 2-3 min. creative presentation showing your
insights/learnings today.
Watch the animation and share
what you have just learned in relation to
the animation

A Fool’s Story

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