High Quality Assessment

PRINCIPLES OF HIGH QUALITY
ASSESSMENT
CLARITY OF THE APPROPRIATENESS OF

LEARNING TARGET ASSESSMENT TOOL
• Objective Test.
• Subjective Test.
• Performance Assessment.
• Portfolio Assessment.
• Oral Questioning.
• Observation Technique
• Self-report
DIFFERENT QUALITIES OF
ASSESSMENT TOOLS
• Validity
• Reliability
• Fairness
• Objectivity
• Scorability
• Adequacy
• Administrability
• Practicality and Efficiency
STEPS ON DEVELOPING
ASSESSMENT TOOLS
• Examine the instructional objectives of
the topics previously discussed.
• Make a table of specification (TOS).
• Construct the test items.
• Assemble the test items.
• Check the assemble test items.
• Write directions.
• Make the answer key
• Analyze and improve key.
Make a Table of Specification (TOS)
Preparing a Table of Specification
A. Selecting the learning outcomes to be measured.
B. Make an outline of the subject matter to be covered in

the test .
C. Decide on the number of items per subtopic.
D. Make the two-way chart as shown in the format 2 and

3 of a table of specification
E. Construct the test items.
DIFFERENT FORMATS OF TABLE OF
SPECIFICATION
A. Format 1 of a Table of specification
Item Number Total

Specific Objectives Cognitive Type of Test
Points
Level
Solve worded Application Multiple- 1 and 2 4 points

problems in choice
consecutive
integers.
Specific Objectives
Refers to the intended learning outcomes stated as specific
instructional objective coveringa particular test topic.
Cognitive Level
Pertains to the intellectual skill or ability to correctly answer a test item
using Bloom's Taxonomy of educational objectives. We sometimes refer
to this as the cognitive demand of a test item. Thus, entries in this column
could be "Knowledge, comprehension, application, analysis, synthesis
and evalution ."
Type of Test Item identifiesthe type or kind of test a test item belongs to.
Examples of entries in this column could be "multiple-choice, true or false, or
even essay."
Item Number simplyidentifiesthe question number as it appears in the test.
Total Points summarize the score given to a particular test.

B. Format 2 of Table of Specificaton (one- way table of specification)
Number of Class
Number of Cognitive Level Test Item
Contents Sessions
Items Distribution
K-C A HOTS
Basic Concepts 1-2
1 2
Fractions
Addition of Fraction 1 2 3-4
Subtraction of Fraction 1 2 5-6
Multiplication and
Division of Fraction 3 6 7-12
Application/ Problem
4 8 13-20
Solving
Total 10 20
C. Format 2 of Table of Specificaton (one- way table of specification)
Content Class Krathwohl's Cognitive Level

Sessions Item
Remembering Understanding Applying Analyzing Evaluating Creating Total Items Distribution
concepts 1 2 1-2
z-score 2 4 3-6
t-score 2 4 7-10
stanine
3 6 11-16
percentile
rank 3 6 17-22
application 8 23-30
4
Total 15 30
General Guidelines for Contructing Test Items
Kubiszyn and Borich (2007) suggested some general guidelines for writing test items to help classroom
teachers improve the quality of test items to write.
1 Begin writing items far enough or in advance so that you will have time to revise them.
Match items to intended outcomes at appropriate level of difficulty to provide valid measure
2
of instructional objectives. Limit the question to the skill being assessed.
3
Be sure each items deals with an important aspect of the content area and not with trivia.
4 Be sure the problem posed is clear and unambiguous.
5
Be sure that the item is independent with all other items. The answer to one item should not
be required as a condition in answering the next item. A hint to one answer should not be
embedded to another item.
General Guidelines for Contructing Test Items
6 Be sure the item has one or best answer on which experts would agree.
Prevent unintended clues to an answer in the statement or question. Gramatical

7
inconsistencies such as a or an give clues to the correct answer to those students who are not
well prepared for the test.
8
Avoid replicantion of the textbook in writing test items; do not quote directly from the textual
materials. You are usually not interested in how well students memorize the text. Besides,
taken out of context, direct quotes from the text are often ambiguous.
9 Avoid trick or catch questions in an achievement test. Do not waste time testing how well
the students can interpet your intentions.
10 Try to write items that require higher-order thinking skills.

High Quality Assessment

Uploaded by

Copyright:

Available Formats

High Quality Assessment

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

High Quality Assessment

Uploaded by

Copyright:

Available Formats

PRINCIPLES OF HIGH QUALITY

CLARITY OF THE APPROPRIATENESS OF

A. Selecting the learning outcomes to be measured.

B. Make an outline of the subject matter to be covered in

D. Make the two-way chart as shown in the format 2 and

Item Number Total

Solve worded Application Multiple- 1 and 2 4 points

Item Number simplyidentifiesthe question number as it appears in the test.

Total Points summarize the score given to a particular test.

Content Class Krathwohl's Cognitive Level

4 Be sure the problem posed is clear and unambiguous.

Prevent unintended clues to an answer in the statement or question. Gramatical

10 Try to write items that require higher-order thinking skills.

You might also like