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    Ma. Jheneva C. Magpantay BSE-IV English

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    Ma. Jheneva Magpantay
    Teachers have an obligation to reliably and validly evaluate how effectively their students have been taught. This requires adequate planning of tests through several steps: determining objectives, preparing a table of specifications to outline the test, selecting an appropriate item format, writing test items, and editing the items. Proper test planning ensures that instructional goals, teaching strategies, materials, and evaluation are meaningfully connected.

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    Ma. Jheneva C. Magpantay BSE-IV English

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    Ma. Jheneva Magpantay
    47 views16 pages
    Teachers have an obligation to reliably and validly evaluate how effectively their students have been taught. This requires adequate planning of tests through several steps: determining objectives, preparing a table of specifications to outline the test, selecting an appropriate item format, writing test items, and editing the items. Proper test planning ensures that instructional goals, teaching strategies, materials, and evaluation are meaningfully connected.

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    TEST DEVELOPMENT.pptx

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    Teachers have an obligation to reliably and validly evaluate how effectively their students have been taught. This requires adequate planning of tests through several steps: determining objectives, preparing a table of specifications to outline the test, selecting an appropriate item format, writing test items, and editing the items. Proper test planning ensures that instructional goals, teaching strategies, materials, and evaluation are meaningfully connected.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    47 views16 pages

    Ma. Jheneva C. Magpantay BSE-IV English

    Uploaded by

    Ma. Jheneva Magpantay
    Teachers have an obligation to reliably and validly evaluate how effectively their students have been taught. This requires adequate planning of tests through several steps: determining objectives, preparing a table of specifications to outline the test, selecting an appropriate item format, writing test items, and editing the items. Proper test planning ensures that instructional goals, teaching strategies, materials, and evaluation are meaningfully connected.

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    Ma. Jheneva C.

    Magpantay
    BSE-IV English
    Teachers have an obligation to
    provide their students with the
    best evaluation. They must
    have some procedures whereby
    they can reliably and validly
    evaluate how effectively their
    students have been taught.
    I.PLANNING THE TEST
    II.TRYING OUT THE TEST
    III.ESTABLISHING TEST VALIDITY
    IV.ESTABLISHING TEST RELIABILITY
    V.INTERPRETING THE TEST
    SCORES
    PLANNING THE TEST
    A.Determining the Objectives
    B.Preparing the Table of Specifications
    C.Selecting the Appropriate Item
    Format
    D.Writing the Test Items
    E.Editing the Test Items
    Good tests do not just happen. They
    require adequate and extensive
    planning so that the goals of
    instruction, the teaching strategy to
    be employed, the textual materials,
    and the evaluative procedure are all
    related in some meaningful fashion.

    PLANNING THE TEST


    Classroom achievement tests serve a
    variety of purposes such as:
    1.Judging the pupil’s mastery of certain
    essential skills and knowledges;
    2.Measuring growth over time;
    3.Ranking pupils in terms of their
    achievement of particular instructional
    objectives;
    4. Diagnosing pupil difficulties;
    5. Evaluating the teacher’s
    instructional method;
    6. Ascertaining the effectiveness
    of the curriculum; and
    Motivating students
    *These purposes are not mutually
    exclusive.
    *A single test can and should be
    used to serve as many purposes as
    possible.
    *The teacher must plan for this in
    advance.
    Undoubtedly, the most difficult step
    in the test planning stage is the
    specification of objectives. Yet this
    is essential; for without objectives,
    the teacher is at a loss and will not
    know what is to be measured.

    A. Determining the Objectives


    *What is it that that I wish to
    measure?
    *Inthis stage of thinking about the
    test the teacher must consider the
    relationships among his objectives,
    teaching and testing.
    There are different ways of preparing a
    table of specifications, depending on the
    area being tested. Generally, tables of
    specifications have some commonalities.
    Among them are course content,
    behavior, number of test items,
    placement and percentage.

    B. Preparing the Table of


    Specifications
    Now that the teacher has decided on
    the purpose of the test and what he
    is interested in measuring both in
    terms of objectives and content, he
    must decide on the best way of
    measuring his instructional
    objectives.
    Some various item formats are less
    appropriate than others for measuring
    certain objectives. Although there are
    instances where the instructional
    objectives can be measured by different
    item formats, the teacher should use the
    least complicated one.
    The test constructor must make the final
    decision as to the item format(s) to be
    used. His decision, however, should be
    governed by such factors as (1) the
    purpose of the test, (2) the time
    available to prepare and score the test,
    (3) the number of pupils to be tested,
    (4) the physical facilities available for
    reproducing the test, and (5) his skill in
    writing the different types of items.
    C. Selecting the Appropriate Item Format
    The process of writing good test items is not
    simple ---- it requires time and effort. It also
    requires certain skills and proficiencies on
    the part of the item writer, some of which
    can be improved by formal course work;
    others by considerable practice. Rules,
    suggestions, guidelines and textbooks may
    be useful, but they are not the panacea for
    writing valid test items.
    1.Know the subject matter thoroughly.
    2.Know and understand the pupils being
    tested.
    3.Be skilled in verbal expression.
    4.Be thoroughly familiar with various
    formats.

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