Professional Documents
Culture Documents
test
Importance of acquiring test
development skills
To help a teacher clarify the behavior that
he/she feels important for students to
learn.
Skills and knowledge acquired; firstly, can be
applied to other aspects such as curriculum
planning and development
Secondly, may evaluate the quality of
commercial testing materials.
Well constructed classroom tests can lead to
more objective and fairer procedures for
judging and evaluating students.
The test development
process
Classroom testing should be part to the
teaching/learning process;
-to provide information to you and students.
i) what a student is prepared to learn next
ii) how a student’s study of a given topic might best
be carried out.
-whether a student has mastered a specific
instructional objective.
-whether a review of past learning or an integration
of such learning is needed.
Relating instructional to testing
procedures
Teachers bring to actual test construction
process some degree of understanding of:
i) their own value and belief;
ii) the cognitive, affective and psychomotor
characteristics of students
iii) the behaviors they would like their
students to achieve;
iv) the goals and structure of the curriculum
they follow.
Basic decisions
The four basic decisions that need to be made
about each individual;
1. placement decisions: deciding where in the
instructional sequence the learner should begin to
avoid repeating unnecessary what the learner
already knows.
2. Diagnostic decisions: deciding the learning
activities the learner should engage in to increase
the chances of learning the objectives, the teacher
has set for the individual
Basic decisions
3. Monitoring decisions:
-deciding whether the students appears to be
attending to instruction .
-If the assigned learning activity is working or
whether a new learning activity to be
assigned.
4. Attainment decisions:
-deciding at the end of a particular segment
of instruction, whether the students have
acquired the instructional goals.
Basic Decision
5. A student’s educational development and maturity
will determine on both the instructional approach
and the testing procedure used. (Older, more able
students might be able to participate in their own
tests).
6.The way a curriculum is organized will place a
restrained on the nature of the testing program.
7.The available instructional resources frequently
determine the nature of the tests developed.
Developing a blueprint for a
Test
Making a blue print or table of test specifications.
-This advanced planning allows a teacher to view
the test as a whole.
-Describing the content and the behavior expected
of the students.
-Numbers of questions on the test; correspond to
the amount of time devoted to the objectives in
class.
-The test need not to be too easy nor too hard for
the students.
Developing a blueprint for
a Test
Based on the diagram:
The row headings along the left margin are
the major topics the test will cover.
The column headings across the top are the
major classifications of the Bloom et al,
taxonomy.
Notice that there is an increasing complexity
from left to right in the types of behavior.
Developing a blueprint for
a Test
Behaviors which demonstrate knowledge or
comprehension, are lower level cognitive
performance;
While those behavior reflecting the ability to
synthesize or evaluate are higher level cognitive
performance.
Most of the objectives are at the lower and middle
levels of the taxonomy.
The decision of how many questions to include on a
test is based on the importance of the objectives,
the type of questions, the subject matter and the
amount of time available for testing.
Developing a blueprint for
a Test
Suppose that a teacher planned to use 40
test items for this unit.
The blueprint shows that of these forty, the
teacher has decided that 20% or 8 items
should be used to test instructional objectives
Of the 8 items, the teacher decided that 2
items should deal with the knowledge level
objective and the remaining 6 items with the
application level objective.
Developing a blueprint for
a Test
The two dimensional forces (objective and
application). But this unit test emphasizes the
application objective.
Notice that …..% of the test questions deal with the
higher taxonomic levels of application
Therefore, this advanced planning for developing a
classroom test allows a teacher to view the test as a
whole.
In this way the teacher can balance the content
coverage, so that the test need not be too easy nor
too hard for the students
Evaluation Program
Major questions or decision:
-Planning instruction- What is to be studied?
Where should instruction start?
Guiding instruction:
-How should instruction be carried out?
-When is the class ready to move on?
Evaluating results of instruction
-Have pupils mastered retained important
learning outcomes.
Evaluation Program