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Measure All Instructional Objectives

Teachers should design assessment systems that measure learning objectives, cover all learning tasks, and use appropriate test items. Tests should be valid, reliable, and improve learning. There are two main types of tests - norm-referenced tests which measure achievement compared to other students, and criterion-referenced tests which indicate if learning objectives were met without comparisons. The type of test used depends on the learning levels and group abilities being measured.

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Mary Joy German Angustia
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36 views

Measure All Instructional Objectives

Teachers should design assessment systems that measure learning objectives, cover all learning tasks, and use appropriate test items. Tests should be valid, reliable, and improve learning. There are two main types of tests - norm-referenced tests which measure achievement compared to other students, and criterion-referenced tests which indicate if learning objectives were met without comparisons. The type of test used depends on the learning levels and group abilities being measured.

Uploaded by

Mary Joy German Angustia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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There are fundamental principles that should be observed and guide the teachers

when designing an assessment system as they prepare their own tests.


Measure All Instructional Objectives
Teacher should construct tests to measure clearly the prescribed learning objectives
that have communicated and imparted to the learners. The test is designed as an
operational control to guide the learning sequences and experience and should be
in harmony with the teacher's instructional objectives.
Cover All Learning Tasks
A good learning task focus and measures a representative sample of the teacher's
learning objectives.
Use Appropriate Test Items
A good test usually includes items that are most appropriate for a particular
objective to check on learner achievement. Some test questions are better for
measuring recall of specific information, while other types are good for tapping
higher-level thinking processes and skills.
Make Test Valid and Reliable
A test is said to be reliable when it produces dependable, accurate and consistent
scores with which a measuring device measures what it measures. A test is said to
be valid when it measures what it purports to measure. Tests that are clearly written
and minimize guessing are usually reliable than ambiguous statements. Tests that
contain a fairly large number of items are generally more reliable than those with
just a few items.
Tests that are well-planned that covers a wide range of objectives and topics and
are well-executed will most likely ensure validity. No matter what type of test the
teacher may use, it must be valid and reliable.
Use Tests to Improve Learning
This principle reminds teachers that even though tests may be used primarily to
diagnose or evaluate learners' achievement, in effect, they can also be a learning
experience. Going over tests outcomes provide teachers with opportunity to
reattach important information the learners may have missed. Observation and
discussion over "right" responses can stimulate further to study about a particular
topic. Effective teachers integrate their testing and evaluation processes in which
they put a high value into their total instructional programs for the purpose of
guiding and enhancing the student's learning.
Norm-Referenced and Criterion-Referenced Tests

The norm-referenced test measures an individual's level of achievement at a given


period of time compare to students elsewhere. Scores from a criterion-referenced
test do not indicate a relative level of achievement or produce standards because
no comparisons are made.
According to researchers, the norm-reference test is valuable in measuring higher
and abstracts level of cognitive domain, whereas the criterion-referenced test is
valuable for measuring lower and concrete levels of learning. The norm-referenced
test is valuable for heterogeneous groups in which the range of abilities is wide and
a test is intended to measure a wide range of performance. The criterion-referenced
test is more useful in homogeneous groups in which the range of abilities is narrow
and a test is intended to measure a limited range of objectives and outcomes.

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