ProfEd106 Group1 Unit3

UNIT 3
Designing and
Developing Assessments
GROUP 1
GUESS
THE
GIBBERISH!
UH CEASE MINT
ASSESSMENT
OH TEN TEE SEA TEA
AUTHENTICITY
COW MONEY KEY SHE AN
COMMUNICATION
EHE SEAY
ESSAY
TEA BILL OFF EAST
PACIFIC KEY SHE ANS
TABLE OF
SPECIFICATIONS
NUH LEIGGH
KNOWLEDGE
EY BALL YOU ACHION
EVALUATION
BAH LAWNS
BALANCE
TIH ITCH CHEERS
TEACHERS
OVV DYECK TEAVV
OBJECTIVE
Topic Outline
A Characteristics of Quality Assessment Tools
B Types of Teacher-Made Tests
C Learning Target and Assessment Method

Match
What Letter Comes Next?
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ASSESSMENT
A. Characteristics of
Quality Assessment Tools
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1. CLARITY/
APPROPRIATENESS OF
LEARNING TARGET
The learning target should be
clearly stated.
Learning Targets
1. Knowledge
2. Reasoning
3. Skills
4. Products
5. Affects

2. APPROPRIATENESS
OF
METHODS
The learning target is measured by
appropriate assessment methods.
Assessment Methods Learning Targets
Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performanced-Based Skills, Products
Oral Question Knowledge, Reasoning
Observation Knowledge, Skills
Self-Report Affects
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3. BALANCE
Setting targets in all domains.
Traditional Assessment
Alternative Assessment

Traditional Assessment
Product Oriented
Reliable
Summative
Fosters Extrinsic Motivation
Alternative Assessment
Process Oriented
Authentic
Formative
Fosters Intrinsic Motivation
4. AUTHENTICITY
Contextualized, replicates
real-world tasks, meaningful
task, and transferable learning.
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5. CONTINUITY
Assessment will take place at
all teaching stages.

Before
During
After
6. COMMUNICATION
Targets, standards, and results
should be communicated.
7. Fairness (bias)
Refers to the consideration of
learner's needs and
characteristics, and any
reasonable adjustments that need
to be applied to take account of
them
50% Multiple Choice 30% Identification 20% Enumeration
8. Consequencial
Relevance
They want to understand the data
and use it to meaningfully adjust
their instruction and better support
student learning.
9. Student engagement
and motivation
Engagement speaks to the effort
that the students is putting into the
assessment.
Extrinsic Motivation Intrinsic Motivation
Motivated to perform an Motivated to perform an
activity to earn a reward activity for its own sake
or to avoid punishment. and personal rewards.
10. reliability and
validity
Reliability Validity
The extent to which is The extent by which is
consistently and accurately measures what it was
measures learning. design to measure.
There is an important relationship between
reliability and validity. An assessment that
has very low reliability will also have low
validity. A measurement with very poor
accuracy or consistency is unlikely to be
fit for its purpose.
B. Types of Teacher-
Made Tests
Three Alternatives /
Types of Teacher-Made Tests
I.Objective Test - Alternative Response, Multiple

Choice, Matching and Completion Test.
II. Essay Test - Brief or Extended
III. Combination of the Two

I. OBJECTIVE TEST
1. Alternate-
Choice Items are:

− True/False.
− Yes/No.
− Right/Wrong.
− Agree/Disagree
I. OBJECTIVE TEST
1. Alternate-
Choice Items

I. OBJECTIVE TEST
2. Multiple- Choice
Items:

clear and concise way.
− can cover many objectives.
− must be written in a straightforward,
I. OBJECTIVE TEST
2. Multiple- Choice
Items:

I. OBJECTIVE TEST
3. Matching :

− designed to measure students’ ability to recall large amount of

factual Information—verbal, factual associative knowledge.
− two lines of items are presented and students to select an Item
from one list that closely relates to an item from the second list.
I. OBJECTIVE TEST
3. Matching :
I. OBJECTIVE TEST
4. Completion :

−require that students write responses in their own handwriting

supplying a recalled word/phrase.
−difficult to write.
−excellent for subjects that require the recall of uambiguous
facts/perform certain calculations.
I. OBJECTIVE TEST
4. Completion :
II. Essay

− permits students to formulate answers to questions in their

own words.
− measure what students know because they utilize their own .

Two Basic Forms are:

Brief - requires a short answer solution of a problem.
Extended- requires several paragraphs of writing.

Steps/Principles of
Construction of Teacher-
Made Tests:
1. Planning
2. Preparation of the Test
Uses of Teacher-
Made Test
1. To help a teacher to know whether the class in normal,
average, above average or below average.
2. To help him in formulating new strategies for teaching
and learning.
3. A teacher-made test may be used as a full-fledged
achievement test which covers the entire course of a
subject.
Uses of Teacher-
Made Test
4. To measure students’ academic achievement in a given course.

5. To assess how far specified instructional objectives have been
achieved.
6. To know the efficacy of learning experiences.
7. To diagnose students learning difficulties and to suggest
necessary remedial measures.
Uses of Teacher-
Made Test
8. To certify, classify or grade the students on the basis of resulting
scores.
9. Skillfully prepared teacher-made tests can serve the purpose of
standardised test.
10. Teacher-made tests can help a teacher to render guidance and
counseling.

Uses of Teacher-
Made Test
11. Good teacher-made tests can be exchanged among

neighbouring schools.
12. These tests can be used as a tool for formative, diagnostic and
summative evaluation.
13. To assess pupils’ growth in different areas.

C. Learning Target and

Assessment Method Match
Learning Targets
Learning targets are concrete goals
written in student-friendly language that
clearly describe what students will learn
and be able to do by the end of a class,
unit, project, or even a course. They begin
with an “I can” statement and are posted in
the classroom.
Kinds of Learning Target
Knowledge- ability to recall information
Comprehension- ability to interpret information
Application- ability to apply information in a new situation
Analysis- ability to breakdown information and show
relationship
Synthesis- ability to bring together information to solve a
problem
Evaluation- making judgement based on criteria
Matching Assessment
with Learning Targets
Select Response- select answers from choices
provided
Extended Written Response- construct a written
answer in response to a question rather than to select
one from the list
Complex Response
Personal Communication- interacting with students
TABLE
OF
SPECIFICATIONS
What is
Table of Specifications?
The purpose of a Table of Specifications is to
identify the achievement domains being measured
and to ensure that a fair and representative same
questions appear on the test.


- Test map that guides teacher in constructing a test.

- Two way chart which describe the topic to be covered by a
test and the number of items or points which will be
associate with each topic.
What is the Purpose of
- Identify the achievement
domain being measured.
- to help breakdown testing outlines on a specific table.
- It improves the validity of teacher made - test.
- It can improve student learning.
How to Make a Good
- Determine the coverage of exam
- Determine your testing objectives each topic area.
- Determine the duration of each content area.
- Determine the test types for each objective.
- Polish your table of Specifications.
Thank you for
listening!
Members:
Manipon, Al-Queen E.
Corpuz, Dimple
Cerdeniola, Treshia Mae
Juan, Julie Ann
Verzosa, Arabella Kirsten
Carcha, Antonette
Elemancil, Desirie

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UNIT 3

B Types of Teacher-Made Tests

C Learning Target and Assessment Method

I.Objective Test - Alternative Response, Multiple

II. Essay Test - Brief or Extended

III. Combination of the Two

− designed to measure students’ ability to recall large amount of

−require that students write responses in their own handwriting

− permits students to formulate answers to questions in their

Two Basic Forms are:

4. To measure students’ academic achievement in a given course.

11. Good teacher-made tests can be exchanged among

C. Learning Target and

- Test map that guides teacher in constructing a test.

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