Lesson 4 - Planning A Written Test

PLANNING
A
WRITTEN
TEST
M ARICON D. REM PILLO, M AI E
PROFESSORIAL LECTURER
In this lesson, you are
expected to:
Learning Set appropriate instructional

Objectives objectives for a written test
Prepare a table of
specification for a written test
Why do you need to define the test objectives
or learning outcomes targeted for
assessment?
➢ Clear articulation of learning outcomes is a primary consideration in lesson planning

because it serves as the basis for evaluating the effectiveness of the teaching and learning
process determined through testing or assessment.
Learning objectives or outcomes are measurable statements that articulate, at the beginning
of the course, what students should know and be able to do or value as a result of taking the
course.
➢ Learning goals provide teachers the focus and direction on how the course is to be
handled, particularly in terms of course content, instruction, and assessment.
➢Give students opportunities to be aware of what they need to do to be successful in the
course, take control and ownership of their progress, and focus on what they should be
learning.
What are the
objectives
for testing?
In developing a written test,
the cognitive behaviors of
learning outcomes are usually
targeted. For the cognitive
domain, it is important to
identify the levels of behavior
expected from the students.
What is a TABLE OF SPECIFICATION?
➢ sometimes called a test blueprint, is a tool used by teachers to

design a test
➢A table that maps out the test objectives, contents, or topics
covered by the test; the levels of cognitive behavior to be
measured; the distribution of items, number, placement, and
weights of test items; and the test format.
➢Helps ensure that the course’s intended learning outcomes,
assessments and instructions are aligned.
When do we prepare TOS?
➢TOS is prepared before a test is created.
However, it is ideal to prepare one even
before the start of an instruction.
Teachers need to create a TOS for every
test they intend to develop.
Importance of TOS:
➢ Ensures that the instructional objectives and what the test captures match
➢Ensures that the test developer will not overlook details that are considered
essential to a good test
➢Makes developing a test easier and more efficient
➢Ensures that the test will sample all important content areas and processes
➢Is useful in planning and organizing
➢Offers an opportunity for teachers and students to clarify achievemen expectations
How to develop a TOS?
1. Determine the objectives of the test.
2. Determine the coverage of the test.
3. Calculate the weight for each topic.
3. Calculate the weight for each topic.
Topic No. of Sesssions Time Spent Percent of Time (Weight)
Theories and Concepts 0.5 class session 30 min 10.0
Psychoanalytic Theories 1.5 class sessions 90 min 30.0
Trait Theories 1 class session 60 min 20.0
Humanistic Theories 0.5 class session 30 min 10.0
Cognitive Theories 0.5 class session 30 min 10.0
Behavioral Theories 0.5 class session 30 min 10.0
Social Learning Theories 0.5 class sessions 30 min 10.0
TOTAL 5 class sessions 300 min or 5hrs 100

4. Determine the number of items for the whole
test.
5. Determine the number of items per topic.
5. Determine the number of items per topic.
Topic Percent of Time (Weight) No. of Items
Theories and Concepts 10.0 5
Psychoanalytic Theories 30.0 15
Trait Theories 20.0 10
Humanistic Theories 10.0 5
Cognitive Theories 10.0 5
Behavioral Theories 10.0 5
Social Learning Theories 10.0 5
TOTAL 100 50 items
What are the different formats of a
test table of specifications?
➢ One-Way TOS
➢Two-Way TOS
➢Three-Way TOS
One-Way TOS
➢ A one-way TOS maps out the content or topic, test
objectives, number of hours spent, format and placement
of items and number and percent of items.
➢This type of TOS is easy to develop and use because it
just works around the objectives without considering the
different levels of cognitive behaviors.
One-Way TOS
Topic Test Objectives No. of Format and No. and Percent of
Hours Placement of Items
Spent Items
Different Identify measuring tools 0.5 Multiple Choice 5
measuring based on the object to be Item #s 1-5 (10.0%)
instruments/meas measured or job
uring tools requirements
Trade Perform calculation 1.5 Multiple Choice 15
Mathematics/Men needed to complete task Item #s 6-20 (30.0%)
suration by applying trade
mathematics/mensuration
.
Etc.
TOTAL 5 50 (100%)
Two-Way TOS
➢A two-way TOS reflects not only the content, time spent, and number of
items but also the levels of cognitive behavior targeted per test content based
on theory behind cognitive testing. For example, the common framework for
testing at present in the DepEd Classroom Assessment Policy is the Revised
Bloom’s Taxonomy (DepEd, 2015). One advantage of this format is that it
allows one to see the levels of cognitive skills and dimensions of knowledge
that are emphasized by the test. It also shows the framework of assessment
used in the development of the test.
➢This format is more complex than the one-way format.
Two-Way TOS *Legend: KD= Knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive)
I – Multiple Choice ; II. Open-Ended
Content Time Spent No. & KD* Level of Cognitive Behavior, Item Format, No. and Placement of Items
Percent of
Items
R U AP AN E C
Different 0.5 5 F I.3

measuring (10.0%) #1-3
instruments
C I.2
/measuring
#4-5
tools
Trade 1.5 15 F I.2

Mathematic (30%) #6-7
s/Mensurati
on
C I.2 I.2
#8-9 #10-11
P I.2 I.2
#12-13 #14-15
M I.3 II.1 II.1

#16-18 #41 #42
Etc.
Scoring 1 point per item 2 points per item 3 points per
OVERALL 50 20 20 20 10
TOTAL (100.0%)
Three-Way TOS
➢ This type of 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
➢It also shows the variability of thinking skills targeted by the test.
➢It makes a much longer to develop this type of TOS
Three-Way TOS *Legend: KD= Knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive)
I – Multiple Choice ; II. Open-Ended
Content Learning Time No. & Level of Cognitive Behavior, Item Format, No. and Placement of Items
Objective Spent Percent of
Items
R U AP AN E C
Different Identify 0.5 5 I.3 I.2

measuring measuring (10.0%) #1-3 #4-5
instruments tools based on (F) (C)
/measuring the object to be
tools measured or
job
requirements
Trade 1.5 1.5 15 I.2 I.2 I.2 I.2 II.1 II.1
Mathematic (30%) #6-7 #8-9 #10-11 #14-15 #41 #42
s/Mensurati (F) (C) (C) (P) (M) (M)
on I.3
I.2 #16-18
#12-13 (M)
(P)
Etc.
Scoring 1 point per item 2 points per item 3 points per
OVERALL 50 20 20 10
TOTAL (100.0%)
Grade Level Subject Area
Quarter Domains/Covered
Covered
TASK : Content
Standards
1. Select the right assessment Performance

Standards
objectives for a written test for
one quarter competencies in Competencies Selected
the K to 12 curriculum of a Code Statement of Topic Test Format
subject area related to your Competency Targeted
specialization and level of your
choice. Use the template
below as your guide. Prepare
this in MS word.
2. Design a table of
specifications for a written
test covering the
competencies selected in No.
1 where you know testing is
TASK :
the appropriate method. Use
the three-way TOS for this
test. Prepare this in MS Excel
format.

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PLANNING

Learning Set appropriate instructional

➢ Clear articulation of learning outcomes is a primary consideration in lesson planning

➢ sometimes called a test blueprint, is a tool used by teachers to

Theories and Concepts 0.5 class session 30 min 10.0

Psychoanalytic Theories 1.5 class sessions 90 min 30.0

Trait Theories 1 class session 60 min 20.0

Humanistic Theories 0.5 class session 30 min 10.0

Cognitive Theories 0.5 class session 30 min 10.0

Behavioral Theories 0.5 class session 30 min 10.0

Social Learning Theories 0.5 class sessions 30 min 10.0

TOTAL 5 class sessions 300 min or 5hrs 100

Different 0.5 5 F I.3

Trade 1.5 15 F I.2

M I.3 II.1 II.1

Different Identify 0.5 5 I.3 I.2

1. Select the right assessment Performance

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