EDU 535

Assessment in Learning I
January 14, 2025
Planning Written Tests
• Review test objectives.
• Decide on what type of test to be
prepared.
• Prepare a Table of Specifications
(TOS)
• Construct the draft test items
• Try-out and validation
Objectives for testing
 Matching Test Items to Instructional
Objectives
• Basic Rule
The learning outcome and
conditions specified in the test
questions must match the
learning outcome and
conditions describe in the
objective.

• This rule will ensure that the

test you are developing has
content validity.
 Test item and objectives
Objective 1:
Given a story, the student can recognize
the meaning of all new words.

Test Item: Circle the letter that represents

the correct meaning of the following
words:

1. intention
A. desire B. need C. direction D.
command
 Test item and objectives
Objective 2:
The student can write a plausible
alternative ending to a story.

Test Item:
You have just read the story Huckleberry
Finn. In 40 words, write a different
ending to a story that would be
believable.
Categories and formats of
traditional tests

A.Select-response tests
require learners to choose
correct answers or best
alternatives from several
choices.
Writing Objective Test Items
• True- false items or Alternate
response.
o A true-false test item is written in
the form of a declarative sentence.

• Multiple – Choice Items

o These tests items consist of three
or more choices in each item .
o It consists two parts: a) the stem,
b) the options. There is a “correct”
or “best option” while all the others
are incorrect option called
“DISTRACTORS”
Writing Objective Test Items
• Matching type
• List of Faults and Explanations.
o Homogeneitywide a variety for matching type
o Order of list
o Easy Guessing
o Poor direction
o Too many correct response
o Ambiguous Listshaving a double meaning.

• Completion TypeFill in the Blank

Categories and formats of
traditional tests

B. Constructed-response
tests
require learners to supply
answers to a given question or
problem.
Constructed-response tests
 Short Answer Test:
o consists of open-ended questions
 Essay Test:
• require learners to compose or
construct written responses
 Problem-solving Test:
• consists of problems or questions
that require learners to solve
problems.
Writing Subjective Test Items
WHAT IS AN ESSAY ITEM?
is one for which the student
supplies, rather than selects, the correct
answer.
o Essay Items Should Measure
Complex Cognitive Skills or
Processes
o Essay Items Should Structure the
Student’s Response
 Extended-Response Essays

EXAMPLE:
Identify as many different ways to
generate electricity as you can.

Give the advantages and disadvantages of

each and how each might be used to meet
the electrical power requirements of a
medium-sized city.
 Restricted-Response Essays

EXAMPLE:
List the major political similarities and
differences between U.S. participation in
the Korean War and World War II. Limit
your answer to one page. Your score will
depend on accuracy, organization, and
brevity.
Writing Subjective Test Items
 Types of essays:
• Extended-Response Essays
o allows the student to determine
the length and complexity of
response.

• Restricted-Response Essays
o The statement of the problem
specifies response limitations that
guide the student in responding
and provide evaluation criteria for
scoring.
Reading material is in
Module 13
• Module 13: Planning and Construction of Written Tests:
Test Preparation

• Guidelines in writing:
o multiple-choice test items.
o matching-type items.
o true or false statements/ items .
o short answer test items.
o essay tests.
o problem-solving test items.
Table of Specification (TOS)
• A test blueprint, is a tool used
by teachers to design a test.

• TOS is prepared before a test

is created.
Steps in developing TOS
• Determine the objectives of the
test
o Cognitive
o Psychomotor
o Affective
• Determine the coverage of the test
• Calculate the weight for each topic
• Determine the number of items for
the whole test
• Determine the number of items per
topic
 Formats of TOS
• One-way TOS
It maps out the topics, test objectives, number of hours
spent and format, number, and placement of items.
Topic Objectives Time Spent # of items Item
(mins) Placement
A. Skeletal System 30 5 1,4,6,8,12
B. Muscular System 90 15 2,7,9,23
C. Circulatory System 60 10
D. Respiratory 60 5
System
E. Reproductive 30 5
System
TOTAL 300mins 40 items
 Formats of TOS
• Two-way TOS
reflects content, time spent, number of items, levels of
cognitive behavior targeted per test content based on
the theory behind cognitive testing.
Level of Cognitive Behavior, Item Format, # and Placement of
Content Time # & % KD*
Items
Spent of items
Remember Understand Apply Analiz Evaluate Creat
e e
XXX 0.5 5 (10%) F 1.3 (#1-3)

C 1.2 (#4-5)

YYY 1.5 15 (30%) F 1.2 (#6-7)

C 1.2(#8-9) 1.2 (#10-

11)

p 1.2 (12-13) 1.2 (14-15)

M 1.3 (16-17) 11.1 (41) 11.1 (42)

SCORING 1PT PER ITEM 2PTS PER ITEM 3PTS PER ITEM

OVERALL KD-Knowledge
Legend: 5 50Dimension
(100%) 20
(Factual, Conceptual, 20
Procedural, Metacognitive) 10
TOTAL
 Formats of TOS
• Three-way TOS
reflects the features of one-way and two-way TOS. One
advantage of this format is that it challenges the test writer to
classify objectives based on the theory behind assessment.
Learning Level of Cognitive Behavior, Item Format, # and Placement of
Content Objective
Time # of
Items
Spent Items

Remember Understand Apply Analize Evaluate Creat

e
XXX xxx .5hrs 5 #1-3 (F) #4-5 (C)
(10%)
Scoring - - - 1 point per item 2 pts per item 5 points per item

Overall 50
TOtal (100%)
 The Knowledge Dimension
Factual Knowledge:
The basic elements students must know to be
acquainted with a discipline or solve problems
in it

Conceptual Knowledge
The interrelationships among the basic
elements within a larger structure that enable
them to function together
 The Knowledge Dimension
Procedural Knowledge:
How to do something, methods of inquiry,
and criteria for using skills, algorithms,
techniques, and methods

Metacognitive Knowledge:
Knowledge of cognition in general as well as
awareness and knowledge of one’s own
cognition
 Activity
• Answer Module 12

• Choose your own content that is related to your specialization. No

Redundancies. Everyone should have a unique topic.

• Deadline: January 20, 2025 (Monday).

• Format:
Paper Size: A4
Font: Arial
Font Size: 11
Spacing: 1.5
Questions?
• Take questions from parents.

• Ask parents to fill out a questionnaire about their child.

o Have them describe areas in which they would like
to see their child improve.
o Have them describe their child's personality,
interests, and talents