Developing Tools For Classroom Based Assessment
Developing Tools For Classroom Based Assessment
Things to Consider:
Length of test
Weight to be given to each objective
Weight to be given to each level of taxonomy
Estimate number of items in each cell
Source: Google.com Source :Bashir, Ayesha et.al., “Planning for Classroom Test”. Retrieved from Slideshare @ May 6, 2018
… in selecting appropriate type of test items, the tests
constructed by teachers maybe classified as 1) Objective Type
and 2) Essay Type
Selection Type
Supply Type • True or
• Short Objective false
Answer •
• Type Matching
Limitations Completion Type Strengths
Cannot assess Type • Can have
higher level Multiple many items
skills (problem Choice Highly
formulation, structured
organization, Scoring quick,
creativity) easy, accurate
Source : Bashir, Ayesha et.al., “Planning for Classroom Test”. Retrieved from Slideshare @ May 6, 2018
Limitations
Inefficient for Strengths
measuring knowledge Can assess
Essay Few items (poorer higher level
Type
Scoring difficult
sampling) skills
Time consuming Classroom Test”. realistic
Source : Bashir, Ayesha et.al., “Planning forMore Retrieved from Slideshare @ May 6, 2018
Begin writing items far enough or in advance so that you will have time to revise them.
Be sure each item deals with an important aspect of the content area and not with trivia.
Be sure that the item is independent with all other item. A hint to one answer
should not be embedded to another item.
Avoid replication of the textbook in writing test items; do not quote directly from the textual
materials.
Avoid trick or catch questions in an achievement test. Do not waste time testing how ell the
students can interpret your intentions.
1. Make a test item that is practical or with real-world applications to the students.
2. Use diagram or drawing when asking question about application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotations from secondary
sources like published books or newspapers.
5. Use pictures if possible when students are required to apply concepts and principles,
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 a best answer.
13. Avoid using “all of the above” options. It is usually the correct answer and makes the item
too easy for the examinee with partial knowledge.
Source: Gabuyo, Yonardo A., “Assessment of Learning”, Rex Publishing
Matching Type Test: consists of two columns. Column A contains the descriptions
(left) and Column B contains the options (right).
General guidelines in Constructing Matching Type Test
2. The description must be placed at the left side and marked with column A. Then the option
must be at the right side and marked with column B.
4. Matching directions should specify the basis for matching. Failure to indicate how matches
should be marked can greatly increase the time consumed by the teacher in scoring.
7. Use numbers for the descriptions and capital letters for the options to avoid confusion to the
students that have a reading problem.
10. A minimum of three items and a maximum of seven items for elementary level. Then a
maximum of seventeen items for secondary and tertiary level.
1. Avoid writing a very long statement. Eliminate unnecessary word(s) in the statement.
2. It should contain only one idea in each item except sentences expressing cause-effect
relationship.
3. Avoid using opinion-based statement, if cannot be avoided, the statement should be
attributed to somebody.
4. Avoid using negative or double negatives. Construct the statement positively. If this cannot be
avoided, bold negative words or underlined it to call the attention of the examinees.
6. Avoid specific determiner such as “some”, sometimes”, and “may” for they tend to appear in
the statements that are true.
7. Avoid grammatical clues that lead to a correct answer such as “the”, “a”, and “an”.
1. The item should require a single word answer or brief and definite statement.
2. Be sure that the language used in the statement is precise and accurate.
4. Be sure to indicate the units in which to be expressed when the statement requires numerical
answer.
3. An item should be stated precisely and it must clearly focus on the desired answer.
5. Number of points and time spent in answering the question must be indicated in each item.
6. Specify the number of words, paragraph or the number of sentences for the answer.
6. Write directions.
Source: Google.com
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
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can-improve-assessments
Source: Google.com
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Fellow teachers
can give honest
feedback.
Source: https://www.usnews.com/education/blogs/high-school-notes/2014/05/12/3-ways-high-school-
teachers- can-improve-assessments
Source: Google.com
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