PLANNING A TEST AND CONSTRUCTION OF TABLE OF g) Avoid a grossly dis-appropriate number of either

SPECIFICATIONS true or false statements or even patterns in the

occurrence of true and false statements
 IDENTIFYING TEST OBJECTIVES-if it is to be
comprehensive, must cover the various level of CONSTRUCTING A MULTIPLE CHOICES TEST
Bloom’s Taxonomy; what is to be achieved by the ᴥ MULTIPLE CHOICE- with more than two (2)
student. options per item; consists of two parts: stem and
 BLOOM’S TAXONOMY-was created by Benjamin options
Bloom in 1996, published as a kind of 1. Do not use unfamiliar words, terms, or phrases.
classification of learning outcomes and objectives 2. Do not use modifiers that are vague and whose
that have, in the more than half-century. The meanings can differ from one person to the next
framework was revised in 2001 by Lorin Anderson such as much, often, usually, etc.
and David Krathwohl, yielding the revised 3. Avoid complex or awkward word arrangements.
BLOOM’S TAXONOMY. 4. Do not use negatives or double negatives as such
 DECIDING ON THE TYPE OF OBJECTIVE TEST- statements tend to be confusing.
guide the kind of the test that will be designed 5. Each item should be as short as possible
and constructed by the teacher. 6. Distracter should be equally plausible and
 PREPARING A TABLE OF SPECIFICATIONS -is a test attractive.
map that guides the teacher in constructing a test. 7. All multiple-choice options should be
 CONSTRUCTING THE TEST ITEM-it is advised that grammatically consistent with the stem.
the actual number of items to be constructed in 8. The length, explicitness, or degree of technicality
the drafts should be double that desired number of alternatives should not be determinants of the
of items correctness of the answer.
 ITEM ANALYSIS AND TRY OUT- test drafts are 9. Avoid stems that reveal the answer to another
tried out to a group of students. The purpose of item.
this try-out is to determine the (a) item 10. Avoid alternatives that are synonymous with
characteristics through item analysis, and (b) others or those that include or overlap others.
characteristics of the test itself VALIDITY, 11. Avoid presenting sequenced items in the same
RELIAVILITY, AND PRATICALITY. order as in the text.
 ITEM ANALYSIS- which examines student 12. Avoid use of assumed qualifiers that many
response to individual test items (questions) in examinees may not be aware of.
order to assess the quality of those items and of 13. Avoid use of unnecessary words or phrases,
the test as a whole. which are not relevant to the problem at hand
14. Avoid use of non-relevant sources of difficulty
CONSTRUCTING TRUE -FALSE TEST
such as requiring a complex calculation when only
 True-False Test or Binomial-choice Test- that knowledge of a principle is being tested.
have only (2) options; have 50% chance of getting 15. Avoid extreme specify requirements in responses.
the correct answer 16. Include as much of the item as possible in the
 Modified true-false test- must identified as either stem.
true or false; must also provide the word or 17. Use the "none of the above" option only when
phrase that makes the statement true the keyed answer is totally correct.
a) Do not give a hintin the body of the questions. 18. Use of "all of the above" may allow credit for
b) Avoid using the words “always”, “never”, “often”, partial knowledge.
and other adverbs that tend to be either always 19. The difficulty of a multiple choices item may be
true or false. controlled by varying the homogeneity or degree
c) Avoid long sentences as these tend to be “true” of similarity of responses.
d) Avoid trick statements with some minor
misleading word or spelling anomaly, misplaced SUPPLY TYPE OR CONSTRUCTED RESPONSE TYPE AND
phrases, etc. ESSAY
e) Avoid quoting verbatim from reference materials Objective Supply Type Test
or textbooks.  Completion Test - consists of a stimulus that
f) Avoid specific determiners or giveaway qualifiers. defines the question or problem, and a response
 that defines what is to be provided or constructed  Reliability- should be consistent and produce
by the learner. reliable results.
GUIDELINES IN THE CONSTRUCTION OF COMPLETION  Validity- should accurately measure the intended
TEST learning outcomes.
A. There should only be one correct response to  Data analysis- should be analyzed systematically
complete a statement. and rigorously.
B. The blank should be placed at the end or towards  Feedback and Adjustment- should lead to
the end of the incomplete statement. appropriate instructional adjustment.
C. Avoid providing unintended clues to the correct
answer. Importance of the Validation Rate for Instructional
 Short Answer Test - questions are open-ended Decision in Formative Assessment
questions that require students to create an  INFORMING INSTRUCTIONAL ADJUSTMENT-
answer. include changes in teaching methods, pacing,
GUIDELINES IN THE CONSTRUCTION OF SHORT ANSWER materials, and assessment formats based on
TEST assessment data.
a. Write questions clear and specific so that only  PERSONALIZING LEARNING- to customize
one answer is correct. learning for each student's strengths, needs, skills,
b. Design short answer items which are the and interests.
appropriate assessment of the learning objective.  ENCOURAGING ACTIVE LEARNING-which students
c. Express the questions with clear wordings and actively participate in the learning process
language which are appropriate to the student  PROVIDING TIMELY FEEDBACK- to monitor and
population. adjust their learning.
 FACILITATING GOAL SETTING- to drive
Non-Objective Supply Type Test measurable progress and achieve desired
 Essay -a free response test question that allows outcomes
the students to organize freely their response
using their own writing style to answer the  VALIDATION RATE FOR INSTRUCTIONAL
question DECISIONS IN FORMATIVE ASSESSMENT-refers to
Types of Essays the extent to which the decisions made based on
1) Restricted Response - usually limits both the the assessment results are accurate and reliable
content and the response  Validation Rate (%) = (Number of correct
2) Extended Response - has no restriction is placed responses ÷ Total responses) × 100
in students as to the point he will discuss and the  High Mastery: ≥ 80% correct – concept is well
type of organization he will use. understood.
GUIDELINES IN THE CONSTRUCTION OF ESSAY TYPE TEST  Moderate Mastery: 50–79% correct –some gaps
I. Restrict the use of essay questions to those exist.
learning outcomes that cannot be measured  Low Mastery: < 50% correct –concept needs
satisfactorily by objective items. reteaching.
II. Specify the question so that the student' s task is
clearly defined. Measuring Student Growth and Achievement and Its Role
III. Focus your essay question on only one issue at a in Education.
time. Characteristics of Summative Assessments
 High-Stakes- used to make important decisions
Validation Rate for Instructional Decision in Formative like grading, promotion, or accountability.
Assessment  Objective- to be fair and unbiased, often scored
Instructional Decision- making informed choices with rubrics or specific criteria to ensure
concerning methods of instruction consistency.
VALIDATION -is an act, process, or instance of  Cumulative- measure learning outcomes
validating accumulated over a certain period, like the end of
Factors in Determining Validation Rate a unit or school year.
 Alignment- should align with the learning goals
and objectives.
  Product-Oriented- focus on evaluating the final  DEPED K TO 12 GRADING SYSTEM- employs a
result of learning, such as a project or exam. grading system that is both standard and
 External-designed and administered by outside competency-based; passing grade for a specific
sources like teachers, schools, or educational learning area is 60, which is transmuted to 75 on
departments. the report card.
Applications of Summative Assessments For Kindergarten
o Grading-based on student performance at the  Checklists and anecdotal records are used instead
end of a learning period. of numerical grades.
o Promotion- are ready to move on to the next  There are no numerical grades in Kindergarten.
grade or level. For Grades 1 to 12
o Accountability- for their performance and assess  Graded on Written Work, Performance Task, and
the effectiveness of educational programs. Quarterly Assessment every quarter.
o Feedback-highlighting areas of strength and areas  The General Average is computed by dividing the
needing improvement, guiding future teaching sum of all final grades by the total number of
decisions. learning areas, where each learning area has
Evaluating Student Learning equal weight.
ʘ Grading Assessments - to make sure the grading  The two quarters determine the Final Grade in a
rules are clear and match what was taught; semester.
should be consistent to be fair and accurate. Step 1: Grades from all student work are added up.
ʘ Reflective Practice - to review the assessments to Step 2: The sum for each component is converted to the
find patterns and think about any changes needed percentage score
in teaching or the curriculum PERCENTAGE SCORE (PS) = Learner′s total raw score/
ʘ Feedback to Students - giving students clear Highest possible score x100
advice on how to improve. Step 3: Percentage scores are converted to weighted
Advantages of Summative Assessments scores
 Measure Cumulative Learning- overall learning WEIGHTED SCORE (WS) = Percentage Score x Weight of
outcomes over a period Component
 Ensure Objectivity-to be fair and impartial,
minimizing bias in the evaluation process.  TRADITIONAL ASSESSMENT-strategies or tools to
 Promote Accountability-hold students, teachers, provide information on student learning.
and schools accountable, supporting  ALTERNATIVE ASSESSMENT- to apply their
transparency in education. knowledge and skills in a real-world context.
 Standardize Evaluations- are often standardized, PERFORMANCE-ORIENTED ASSESSMENT- the
ensuring consistent administration and scoring actual task performance and does not emphasize
across students and schools, promoting fairness. the output.
 Identify Areas of Improvement-help pin point PRODUCT-ORIENTED ASSESSMENT- focuses on
strengths and weaknesses in learning, guiding the final output or product.
future instructional decisions and activities. PORTFOLIO ASSESSMENT- to document their
CRITICISMS OF SUMMATIVE ASSESSMENTS progress in the attainment of learning targets.
 High-Stakes- are important for grades and RUBRICS- fixed measurement scale and detailed
promotion, which can make students stressed and description of the characteristics for each level of
anxious. performance.
 Limited Focus-mostly test knowledge and skills, CHECKLIST- offers a yes/no format
not things like creativity or problem-solving. RATING SCALE- the criteria and provide three or
 Lack of Flexibility-are usually set by others, so four response selections
teachers and students can't adjust them to fit PEER ASSESSMENT- to provide objective
their needs. feedback on each other’s performance
 Narrow Focus-mostly on academic content, not SELF-ASSESSMENT- to take ownership of their
other important skills like teamwork or emotional learning
growth.
DIGITAL ASSESSMENT- delivery of assessments,
tests, surveys, and other measures via digital
devices