PARTS OF AN OBJECTIVE

Audience Intended Learner

Behaviour Demonstration of knowledge or skills
Condition How or where the learners will perform the task
Degree Standard for acceptable performance
Example:
1. Given a calculator and a scratch paper, the student will be able to
multiply simple fraction, 9 out of 10 items correctly.
2. Provided with a copy of the sentence pattern, the students must be
able to construct declarative sentences with a 95% accuracy.

At the end of 30-minute discussion, 100% of the students will attain at least
80% mastery of the lesson by:
a. identifying the 4 Kinds of Sentences namely declarative, interrogative,
imperative and exclamatory sentence;

Characteristics of a Good Test in Assessment

A good test in assessment is a valuable tool for evaluating student learning and
understanding. It should be carefully designed to measure specific objectives and provide
accurate, reliable, and valid results. Here are some key characteristics of a good test:

1. Reliability:

Definition: A test is reliable if it consistently produces similar results when administered

under similar conditions.
Examples:
o A standardized achievement test that yields consistent scores when taken by
the same students on different occasions.
o A teacher-made test that produces similar results when used with different
groups of students.

Types of Reliability

1. Test-Retest Reliability: This measures the consistency of scores over time. A test with
high test-retest reliability will produce similar results when administered to the same
individuals on two or more occasions.
 2. Alternate-Forms Reliability: This measures the consistency of scores across different
versions of the same test. A test with high alternate-forms reliability will produce similar
results when different forms of the test are administered to the same individuals.
3. Internal Consistency Reliability: This measures the consistency of items within a test. A
test with high internal consistency reliability will have items that measure the same
construct and produce consistent results.

Factors Affecting Reliability

Test Length: Longer tests tend to be more reliable than shorter tests.
Test Difficulty: Moderate-difficulty tests tend to be more reliable than very easy or very
difficult tests.
Test Clarity: Clear and unambiguous test items are more likely to produce consistent
results.
Scoring Reliability: Consistent scoring procedures are essential for reliable test results.
Student Characteristics: Factors such as test anxiety, motivation, and guessing can
affect test reliability.

Improving Reliability

Increase Test Length: Add more items to the test.

Ensure Test Clarity: Write clear and concise test items.
Use a Standardized Scoring Procedure: Develop a clear and consistent rubric or
scoring guidelines.
Pilot Test the Test: Administer the test to a small group of students before using it with a
larger group.
Consider the Test's Purpose: Ensure that the test is appropriate for the intended use
and that the reliability measures are relevant to the assessment goals.

2. Validity:

Definition: A test is valid if it measures what it is intended to measure.

Examples:
o A mathematics test that accurately assesses students' understanding of
mathematical concepts and skills.
o A reading comprehension test that measures students' ability to read and
understand text.

Types of Validity

1. Content Validity: This refers to the extent to which the test items represent the content
or curriculum that is being assessed. A test with high content validity includes items
that are relevant to the objectives of the course or unit.
2. Construct Validity: This refers to the extent to which the test measures a specific
construct or theoretical concept. A test with high construct validity accurately
measures the underlying trait or ability that it is intended to assess.
3. Criterion-Related Validity: This refers to the extent to which the test scores correlate
with other measures of the same construct. There are two types of criterion-related
validity:
 o Predictive Validity: This measures the ability of the test to predict future
performance on a related measure.
o Concurrent Validity: This measures the extent to which the test scores correlate
with scores on a similar measure administered at the same time.

Factors Affecting Validity

 Test Content: The test items should be relevant to the objectives of the assessment.
 Test Format: The test format should be appropriate for the type of knowledge or skill
being assessed.
 Scoring Procedures: The scoring procedures should be fair and consistent.
 Test Administration: The test should be administered under appropriate conditions.
 Student Characteristics: Factors such as test anxiety, motivation, and guessing can
affect test validity.

Improving Validity

Align Test Items with Objectives: Ensure that the test items are directly related to the
learning objectives.
Use a Variety of Item Types: Use a mix of item types (e.g., multiple-choice, short
answer, essay) to assess different types of knowledge and skills.
Pilot Test the Test: Administer the test to a small group of students before using it with a
larger group.
Consider the Test's Purpose: Ensure that the test is appropriate for the intended use
and that the validity measures are relevant to the assessment goals.
Use External Criteria: If possible, correlate test scores with other measures of the same
construct to establish criterion-related validity.

3. Fairness:

 Definition: A test is fair if it does not discriminate against any group of students based
on factors such as race, gender, socioeconomic status, or disability.
 Examples:
o A test that uses language and examples that are culturally appropriate and
accessible to all students.
o A test that provides accommodations for students with disabilities, such as
extended time or assistive technology.

Factors Affecting Fairness

1. Cultural Bias: Test items should be culturally sensitive and avoid stereotypes or offensive
language.
2. Linguistic Bias: The language used in test items should be appropriate for the students'
level of English proficiency.
3. Accessibility: The test should be accessible to all students, including those with
disabilities.
4. Test Administration: The test should be administered under fair and equitable
conditions.
5. Scoring Procedures: The scoring procedures should be fair and consistent.
Improving Fairness

 Use Culturally Sensitive Materials: Select test items that are relevant to the cultural
backgrounds of the students.
 Provide Language Accommodations: Offer accommodations for students with limited
English proficiency, such as translated test materials or extended time.
 Ensure Accessibility: Provide accommodations for students with disabilities, such as
assistive technology or extended time.
 Train Test Administrators: Provide training to test administrators to ensure that they
administer the test fairly and consistently.
 Review Test Items for Bias: Have test items reviewed by experts to identify and
eliminate any potential biases.
 Consider Alternative Assessments: Explore alternative assessment methods, such as
performance assessments or portfolios, that may be more equitable for certain
students.

4. Efficiency:

Definition: A test is efficient if it can be administered and scored in a timely and cost-
effective manner.
Examples:
o A multiple-choice test that can be easily administered and scored using a
computer.
o A performance assessment that can be evaluated using a standardized rubric.

Here are some key characteristics of an efficient test:

1. Clear and Concise Instructions

 Clarity: Instructions should be easy to understand and follow, avoiding ambiguity or

confusion.
 Conciseness: Instructions should be brief and to the point, focusing on essential
information.
 Examples: Providing clear examples or sample questions can help clarify instructions.

2. Appropriate Format

 Relevance: The format should be appropriate for the type of assessment being
conducted. For example, a multiple-choice format may be suitable for assessing
knowledge, while a performance-based assessment may be more appropriate for
evaluating skills.
 Accessibility: The format should be accessible to all students, including those with
disabilities. Consider providing accommodations or alternative formats as needed.
 Examples: Multiple-choice, short answer, essay, performance-based assessments, or a
combination of these formats.

3. Standardized Administration Procedures

  Consistency: Consistent administration procedures help ensure fairness and reliability
across all test administrations.
 Training: Test administrators should be trained to follow standardized procedures,
including time limits, seating arrangements, and test security protocols.
 Examples: Providing clear guidelines for test administration, such as time limits, seating
arrangements, and instructions for handling test materials.

4. Efficient Scoring Procedures

 Clarity: Scoring procedures should be clear and easy to follow, leaving no room for
ambiguity or subjectivity.
 Objectivity: Scoring should be as objective as possible, minimizing the influence of
personal bias or subjective judgment.
 Examples: Using scoring rubrics or answer keys, providing clear guidelines for partial
credit, or using automated scoring tools.

5. Time-Efficient

 Length: The test should be of appropriate length to avoid fatigue or time constraints for
students.
 Pacing: The test should be paced in a way that allows students to complete it within
the allotted time.
 Examples: Providing breaks or pacing information, ensuring that the test is not overly
long or short.

6. Cost-Effective

 Materials: The test should not require excessive materials or resources, minimizing costs
for both teachers and students.
 Administration: The test should be easy and cost-effective to administer, avoiding
unnecessary expenses.
 Examples: Using technology to administer and score tests, or minimizing the need for
printed materials.

By considering these efficient characteristics, educators can create tests that save time and
resources for both teachers and students, allowing for more effective use of instructional
time.

Factors Affecting Efficiency

Test Length: Shorter tests are generally more efficient than longer tests.
Test Format: Multiple-choice and short-answer tests are typically more efficient to score
than essay tests.
Test Administration: The method of test administration (e.g., paper-and-pencil,
computer-based) can affect efficiency.
Scoring Procedures: The complexity of the scoring procedures can impact efficiency.
Technology Use: Utilizing technology, such as online testing platforms or automated
scoring, can improve efficiency.
5. Alignment:

Definition: A test is aligned if it measures the specific objectives and content that have
been taught in the curriculum.
Examples:
o A test that assesses the same skills and knowledge that were covered in the
textbook or lesson plans.
o A test that uses the same vocabulary and terminology as the instructional
materials.

By considering these characteristics, teachers can develop tests that are both informative
and fair, providing valuable data to inform instruction and support student learning.

Alignment in assessment refers to the congruence between the test and the curriculum,
instruction, and learning objectives. A well-aligned test accurately measures what students
have been taught and ensures that the assessment is fair and relevant.

Factors Affecting Alignment

 Curriculum: The test should be aligned with the specific content and skills covered in
the curriculum.
 Instruction: The test should reflect the teaching methods and strategies used in the
classroom.
 Learning Objectives: The test should measure the specific learning objectives that
students are expected to achieve.
 Test Items: The test items should be directly related to the curriculum, instruction, and
learning objectives.
 Scoring Procedures: The scoring procedures should be aligned with the assessment
objectives and the criteria used in the classroom.

Improving Alignment

 Review the Curriculum: Ensure that the test content aligns with the specific topics and
skills covered in the curriculum.
 Analyze Instruction: Consider the teaching methods and strategies used in the
classroom when designing the test.
 Define Learning Objectives: Clearly articulate the specific learning objectives that the
test will measure.
 Develop Aligned Test Items: Write test items that directly assess the targeted learning
objectives.
 Use Aligned Scoring Procedures: Develop scoring procedures that are consistent with
the assessment objectives and the criteria used in the classroom.
 Pilot Test the Test: Administer the test to a small group of students before using it with a
larger group to identify any misalignments.

Here are some key characteristics of an aligned test:

1. Curriculum Alignment
  Relevance: The test content should directly reflect the curriculum that students have
studied.
 Depth and Breadth: The test should cover the appropriate depth and breadth of the
curriculum.
 Examples: Ensure that test items are aligned with the specific topics, concepts, and
skills covered in the curriculum.

2. Instructional Alignment

 Teaching Methods: The test should reflect the teaching methods and strategies used in
the classroom.
 Learning Activities: Test items should align with the types of activities and assignments
students have completed.
 Examples: If students have been engaged in group projects, the test may include
items that assess their ability to collaborate and communicate effectively.

3. Objective Alignment

 Specificity: Test items should directly measure the specific learning objectives that
students are expected to achieve.
 Bloom's Taxonomy: Consider using Bloom's Taxonomy to ensure that the test assesses a
variety of cognitive levels, such as knowledge, comprehension, application, analysis,
synthesis, and evaluation.
 Examples: If the objective is to "analyze the causes of the French Revolution," the test
should include items that require students to analyze historical evidence and draw
conclusions.

4. Item Alignment

 Relevance: Test items should be directly related to the curriculum, instruction, and
learning objectives.
 Clarity: Test items should be clear, concise, and avoid ambiguity.
 Examples: Avoid using irrelevant or misleading information in test items.

5. Scoring Alignment

 Rubrics: Scoring rubrics should be aligned with the learning objectives and the criteria
used in the classroom.
 Consistency: Scoring should be consistent and fair, ensuring that all students are
evaluated using the same standards.
 Examples: Use scoring rubrics that clearly outline the criteria for evaluating student
performance.