CHAPTER 3

DEVELOPMENT OF CLASSROOM
ASSESSMENT TOOLS
GENERAL PRINCIPLES OF TESTING

1.Measure all instructional objectives.

2.Cover all the learning tasks.
3.Use appropriate test items.
4.Make test valid and reliable.
5.Use test to improve learning.
PRINCIPLES OF HIGH QUALITY ASSESSMENT

 Assessing the performance of every student is

a very critical task for classroom teacher.
 It is very important that a classroom teacher
should prepare the assessment tool
appropriately.
CLARITY OF THE LEARNING TERGET
 When a teacher plans for his classroom
instruction, the learning target should be
clearly stated and must be focused on student
learning objectives rather than teacher
activity.
 The learning outcomes must be SMART.
APPROPRIATENESS OF ASSESSMENT TOOL
1. Objectives Test
2. Subjective Test
3. Performance Assessment
4. Portfolio Assessment
5. Oral Questioning
6. Observational Technique
7. Self-report
DIFFERENT QUALITIES OF ASSESSMENT
TOOL
1. Validity
2. Reliability
3. Fairness
4. Objectivity
5. Scorability
6. Adequacy
7. Administrability
8. Practically and Efficiency
STEP IN DEVELOPING ASSESSMENT TOOLS
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 answers key.
8. Analyze and improve the test items.
EXAMINE THE INSTRUCTIONAL
OBJECTIVE OF THE TOPICS
PREVIOUSLY DISCUSSED
• The first step in developing an
achievement test is to examine and
go back to the instructional objectives
so that you can match with the test
items to be constructed.
TABLE OF SPECIFICATION (TOS)

• Is a chart or table that details the content and

level of cognitive level assessed on a test as
well as the types and emphases of test items
(Gareis and Grant, 2008). • Provides the test
constructor a way to ensure that the
assessment is based from the intended learning
outcomes.
PREPARING A TABLE OF
SPECIFICATION
A. Selecting the learning outcomes to be measured.
B. Make an outline of the subject matter to be covered
in the test.
C. Decide on the number of items per subtopic.
D. Make the two-way chart as shown in the format 2
and format 3 of a Table of Specification.
E. Construct the test items.
 DIFFERENT FORMATS IF TABLE OF
SPECIFICATION
A. Format 1 of Table of Specification

Specific objectives Cognitive level Type of test Item number Total points

Solve worded Application Multiple-choice 1 and 2 4 points

problems in
consecutive
integers.
◦• Specific Objectives - Refer to the
intended learning outcomes stated as
specific instructional objective covering a
particular test topic.
◦• Cognitive Level - Pertains to the
intellectual skill or ability to correctly
answer a test item using Bloom's
Taxonomy of educational objectives.
• Type of Test Item - Identifies the type
or kind of test a test item belongs to.
• Item Number - Simply identifies the
question number as it appears in the
test.
• Total Points - Summarize the score
given to a particular test.
 B. FORMAT 2 OF TABLE OF
SPECIFICATION
(one way table of specification)
CONTENT NUMBER OF NUMBER OF TEST ITEM
CLASS ITEMS DISTRIBUTIO
SEASON COGNITIVE LEVEL N
K-C A HOTS
Basic concept 1 2 1-2
fraction
Addition 1 2 3-4
Fraction
Subtraction 1 2 5-6
Fraction
Multiplicatio 3 6 7-12
n and
division of
fraction
Application/ 4 8 13-20
Problem
Solving
TOTAL 10 20
 C. FORMAT 3 TABLE OF
SPECIFICATION
(two way table of specification)
CONTENT CLASS
SESSIONS KRATHWOHL’S COGNITIVE LEVEL
Rem. Und. App. Eva. Creating Total items Item
Distribution
Concept 1 2 1-2

Z-score 2 4 3-6

T-score 2 4 7-10

stanine 3 6 11-6

Percentile 3 6 17-22
rank
Applicatio 4 8 23-30
n
Total 15 30
 Construct the Test Items

• In this section, we shall discuss the

different format of objectives type of
test items, the step in developing
objective and subjective test, the
advantage and its limitations.
 General Guidelines for Constructing Test
Items
1. Begin writing items far enough or in advance so
that you will have time to revise them.
2. 2. Match item to intended outcomes at
appropriate level of difficulty to provide valid
measure of instructional objectives.
3. 3. Be sure each items deals with an important
aspect of the content area and not with trivia.
4. 4. Be sure the problem posed is clear and
ambiguous.
5. Be sure that the item is independent with a the other
items.
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.
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.
 DETERMINING THE NUMBER OF TEST
ITEMS
ASEESSMENT FORMAT AVERAGE TIME OF ANSWER
TRUE-FALSE 30 SECONDS
MULTIPLE-CHOICE 60 SECONDS
MULTIPLE-CHOICE OF HIGHER LEVEL LEARNING 90 SECONDS
OBJECTIVES
SHORT ANSWER 120 SECONDS
COMPLETION 60 SECONDS
MATCHING 30 SECONDS PER RESPONSE
SHORT ESSAY 10-15 MINUTES
EXTENDED ESSAY 30 MINUTES
VISUAL IMAGE 30 SECONDS
 Assemble the Test Items
Guideline
A. Group all test items with similar format.
B. B. Arrange test items from easy to difficult.
C. C. Space the test items for easy reading.
D. D. Keep items and option in the same page.
E. E. Place the illustrations near the description.
F. F. Check the answer key. G. Decide where to
record the answer.
 Write Directions

• Check the test directions for

each item format to be sure
that it is clear for the students
to understand.
 Check the Assembled Test Item

• Before reproducing the test, it is

very important to proofread first the
test items for typographical and
grammatical errors and make
necessary corrections if any.
 Make the Answer Key
• Be sure to check your answer key so that the
correct answers follow a fairly random
Analyze and Improve the
sequence.
Test Items
• Analyze and improve the test items
should be done after checking, scoring and
recording the test.
 Different Formats of Classroom
Assessment Tools

• Type of assessment tool should always be

appropriate with the objectives of the lesson.
• There are two general types of test item to
use in achievement test using paper and pencil
test. It is classified as selection-type items and
supply type items.
 Selection type or Objective Test
Item
• Selection type items require students to select
the correct response from several options. This is
also known as objective test item. Selection type
items can be classified as: multiple-choice;
matching type; true or false; or interpretative
exercises.
• Objective test item requires only one correct
answer in each item.
 Kinds of Objective Type Test

A. Multiple-choice Test - Is used to measure

knowledge outcomes and other types of
learning outcomes such as comprehension and
applications. - Multiple choice item consist of
three parts: the stem, the keyed option and the
incorrect options or alternatives.
 General Guidelines in
Constructing Multiple-choice Test
1. Make a test item that is practical or with real-world
application to the students.
2. Use diagrams or drawing when asking question
about application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations,
present actual quotation from secondary sources like
published books or newspapers.
4. Use tables, figures, or charts when asking
question to interpret.
5. Use pictures if possible when students are
required to apply concepts and principles.
6. List the choices/options vertically not
horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer
format.
9. Use three to five options to discourage
guessing
10. Be sure that distracters are plausible and
effective.
11. Increase the similarity of the options to
increase the difficulty of the item.
12. Do not use 'none of the above' options when
asking for best answer.
13. Avoid using 'all of the above' options.
 Guidelines in Constructing the
Steps
1. The stem should be written in question form or
completion form.
2. Do not live the blank at the beginning or at the
middle of the stem when using completion form of
a multiple-choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and
concise.
5. Avoid excessive and meaningless
use of words in the stem.
6. State the stem in positive form.
7. Avoid grammatical clues in the
correct answer.
Guidelines in Constructing Option
1. There should be one correct answer in each
item.
2. List options in vertical order not a horizontal
order beneath the stem.
3. Arrange the options in vertical order and use
capital letters to indicate each option such as A,
B, C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to
increase the difficulty of an item.
6. As much as possible the length of the options must
be the same or equal.
7. Avoid using the phrase 'all of the above’.
8. Avoid using the phrase 'non of the above' or I don't
know'.
 Guidelines in Constructing the
Distracters
1. The distracters should be plausible.
2. The distracters should be equally popular to all
examinees.
3. Avoid using ineffective distracters.
4. Each distracters should be chosen by at least 5%
of the examinees but not more than the key answer.
5. Revise distracters that are over attractive to the
teachers.
 Example of Multiple-choice Item
1. Knowledge Level
- The students are required only to recall.
The most stable measures of central tendency is the ________.
A. Mean
B. Mean and Median
C. Median
D. Mode
2. Comprehension Level
- the students are required to describe.

Which of the following statements describe normal

distribution?
A. The mean is greater than the median.
B. The mean median and mode are equal.
C. The scores are more concentrated at the other part of
the distribution.
D. Most of the scores are high.
3. Application Level
- the students are asked to apply.

What is the standard deviation of the following scores

of 10 students in mathematics quiz, 10, 13, 16, 16,
17, 19, 20, 20, 25?
A.3.90
B.3.95
C. 4.50
D.4.25
4. Analysis Level
- the students are required to distinguish.

What is the statistical test used when you test the

mean difference between pre-test and post-test?
A. Analysis of variance
B.T-test
C. Correlation
D. Regression analysis
Advantage of Multiple-choice Test
1. Measure learning outcomes from the knowledge to
evaluation level.
2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.
4. Measures board samples of content within a short span
of time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and
can discriminate the good and poor performing students.
 Disadvantage of Multiple-choice
Test
1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influence by the reading ability of the
examinees.
4. In some cases, there is more than one justifiable correct
answer.
5. Ineffective in assessing the problem solving skills of the
students. 6. Not applicable when assessing the students'
ability to organize and express ideas.
 B. Matching Type Test

• Matching Type Test has two column,

the column A which contains the
description and must be place at the
left side while column B contains
options and placed at the right side.
 Guidelines in constructing
Matching Type of Test
1. The description and options must be short and
homogenous.
2. The description must be written at the left side and marked
it with Column A and the options must be written at the right
side and marked it with Column B to save time for the
examinees.
3. There should be more options than descriptions or indicate
in the directions that each option may be used more than once
to decrease the chance of guessing.
4. Matching directions should specify the basic
matching. 5. Avoid too many correct answers.
6. When using names, always include the complete
name (first and surname) to avoid ambiguities.
7. Use numbers for the descriptions and letters for
the options to avoid confusions to the students
that have a reading problem.
8. Arrange the options into a chronological order or
alphabetical order.
9. The descriptions and options must be
written in the same page.
10. A minimum of three items and a
maximum of seven items for elementary
level and a maximum of seventeen items
for secondary and tertiary levels.
 Advantage of Matching Type
Test
1. It is simpler to construct than a multiple-choice type
of test.
2. It reduces the effect of guessing compared to the
multiple-choice and true or false type of test.
3. It is appropriate to assess the association between
facts.
4. Provides easy, accurate, efficient, objective and
reliable test scores.
5. More content can be covered in the given set of test.
 C. True or False Type

• A "force-choice test"
• The students are required to choose
the answer true or false in recognition
to a correct statement or incorrect
statement.
 Guidelines in constructing True or False
Test

1. Avoid writing a very long statement.

2. Avoid trivial questions.
3. It should contain only one idea in each item except for
statement showing the relationship between cause and
effect.
4. It can be used for establishing cause and effect.
5. Avoid using opinion-based statement, it is cannot be
avoided the statement should be attributed to
somebody.
6. Avoid using negative or double negatives.
7. Avoid specific determiner such as "some", "always",
"all", "none" for they tend to appear in the statement
that are false.
8. Avoid specific determiner such as "some"
"sometimes," and "may" that tend to appear in the
statement that are true.
9. The number of true items must be the same with the
number of false items.
10. Avoid grammatical clues that lead to a correct
answer such as the article (a, an, the).
11.Avoid Statement directly taken from the
textbook.
12. Avoid arranging the statement in a
logical order such as (TTTTT-FFFFF,
TFTFTFTF, TTFFTTFFTT)
13. Directions should indicate where or how
the students should mark their answer.
 Advantage of a True or False
Test
1. It covers a lot of content in a short span of time.
2. It is easier to prepared compared to multiple-
choice and matching type test.
3. It is easier to score because it can be scored
objectively compared to a test that depends on the
judgement of the caters.
4. It is useful when there are two alternatives only.
5. The score is more reliable than essay test.
 Disadvantages of True or False
Test
1. Limited only to low level of thinking skills
such as knowledge and comprehension, or
recognition or recall information.
2. 2. High probability of guessing the correct
answer (50%) compared to multiple-choice
which consist of four options (25%).
 Supply Type or Subject Type of
Test Items

• Require students to create and supply

their own answer or perform a certain task
to show mastery of knowledge or skills.
• Also known as constructed response
test.
 Constructed response test are
classification as:
A. Short answer or completion type B. Essay type
items (restricted or extended response)

Subjective Test Items

• Requires the student to organize and present an original
answer (essay test) and perform task to show mastery of
learning (performance-base assessment and portfolio
assessment) or supply a word or phrase to answer a certain
question (completion or short item type of test).
 Essay test
• Is a form of subjective type of test.
• Measures complex cognitive skills or process.

Kinds of Subjective Type Test Items

A. Completion Type or Short Answers Test

- Is an alternative form of assessment because the examinee
needs to supply or create appropriate words, symbols or
numbers to answer a question or complete a statement.
 Two Ways of Guidelines in Constructing
Constructing Completing Type or Short
Completing Type or Answer Type Test
Short Answer Type Test 1. The item should require a single word answer.
2. Be sure that the language used in the statement
is precise and accurate in relation to the subject
• Question form; and
matter being tested.
• Complete the 3. Be sure to omit only key words.
statement form
4. Do not leave the blank at the beginning or within
the statement.
5. Use direct question rather than incomplete
statement.
6. Be sure to indicate the units in which the
statement requires numerical answers.
7. Be sure the answer of the student is required to
produce is factually correct.
 Essay Item

• Ability to organize and present their

original ideas. "Type of Essay Items"
• Extended response essay
• Restricted response essay
 Restricted Response Essay
Question
Restricted response usually limits both the
content and the response by restricting
the scope of the topic to be discussed.
Useful for measuring learning outcomes
requiring interpretation and application of
data in a specific area.
 Example of Restricted
Response
• Describe two situations that demonstrate the
application of the law of supply and demand.
Do not use those examples discussed in class.
• State the main differences between the
Vietnam War and previous wars in which the
United States has participated.
 Extended Response Essay
Questions
Extended response question allows student to
select information that they think is pertinent,
to organize the answer in accordance with their
best judgment, and to integrate and evaluate
ideas as they think suitable. They do not set
limits on the length or exact content to be
discussed.
 Examples of Extended Response
Essay Questions
• Compare developments in international
relations in the administrations of President
William Clinton and President George W. Bush.
Cite examples when possible.
• Imagine that you and a friend found a magic
wand. Write a story about an adventure that you
and your friend had with the magic wand.
 TYPES OF COMPLEX OUTCOMES AND RELATED TERMS
FOR WRITING ESSAY QUESTIONS
OUTCOMES SAMPLE VERB SAMPLE QUESTIONS

COMPARING Compare, clarity, describe Describe the situation and

differences between Phil. Educ. And
Singapore Educ. System.

INTERPRETING Convert, draw, estimate, summarizes Summarizes briefly the content of

second SONA of the president.

INFERRING Derive, draw, estimate Using the facts presented what is

most likely to happen when ____?

APPLYING Arrange, compute, describe, solve Solve the solution set of the
equation x2+3x-24=0 using factoring
method.
 Differentiate, list Characteristics of a good
assessment instrument

Creating Compose, design, draw, formulate Formulate a hypothesis about

“mathematics attitude”

Synthesizing Arrange, combine, design Design a scrolling guide in

evaluating portfolio assessment.

Generalizing Construct, develop, explain Explain the function of assessment

of learning.

Evaluating Appraise, criticize, describe Describe the strengths and

weaknesses of using performance.
 Guideline in constructing essay test items

1. Construct essay question used to measure complex learning

outcomes only.
2. Relate directly to the learning outcomes to be measured.
3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely.
5. All students should be required to answer the same question.
6. Number of points and time spend in answering the question must be
indicated in each item.
7. Specify the number of words, paragraphs or the number of sentence
for the answer.
8. The scoring system must be discussed or presented to the students
 Advantage of Essay Test
1. It is easier to prepare and less time consuming compared to
other paper and pencil test.
2. It measures HOTS.
3. It allows students' freedom to express individually in answering
the given question.
4. Students have the chance to express their own Ideas.
5. It reduces guessing answer compared to any of the objective
type of test.
6. It presents more realistic task to the students.
7. It emphasizes on the integration and application of ideas.
 Disadvantage of Essay
Test
1. It cannot provide an objective measure of the
achievement of the students.
2. It needs so much time to grade and prepare scoring
criteria.
3. The scores are usually not reliable most specially
without scoring criteria.
4. It measures limited amount of contents and
objectives.
5. Low variation of scores.
6. It usually encourages bluffing.
 Suggestions for Grading Essay Test

1. Decide on a policy for dealing with incorrect,

irrelevant or illegal responses.
2. 2. Keep scores of the previous read items out of
sight.
3. The student's identity should remain
anonymous while his/her paper is being graded.
4. Read and evaluate each student's answer to the
same question before grading the next question.
5. Provide students with general grading
criteria by which they will evaluated prior to
the examination.
6. Use analytic scoring or holistic scoring.
7. Answer the test question your self by
writing the ideal answer to it so that you can
develop the scoring criteria from your answer.
8. Write your comments on their papers.