Prof Ed 6 (ASL 1); PAR

1st Semester, 2020 - 2021

Nueva Vizcaya State University

CHAPTER 2

GOALS AND FUNCTIONS OF TESTING

A. Instructional Functions

1. Stimulates teachers to clarify and refine course objectives.

- reminds destination especially during formulation of objectives

2. Provides a means of feedback to the teachers

- grouping pupils for instruction within a class
- identifying pupils who need corrective and enrichment experiences
- measuring class progress for any given period
- assigning marks / grades
- guiding activities for specific learners (slow, average, fast)
- helping students identify areas of specific weakness/strengths.

3. Motivates learning (through properly constructed test)

- students pursue mastery of objectives if they expect to be evaluated.
- periodic testing leads to more learning.
- anticipation of a forthcoming tests may affect pupil’s intention to
remember instructional content.

4. Useful means of over learning (retention)

- review, interact with or practice skills and concepts lead to mastery.

B. Administrative Functions

1. Provides a mechanism for quality control for a school system.

- assessing curricular strengths/weaknesses (e.g. through competitive exam)

2. Useful for program evaluation and research

- determining whether an innovative program is better/poorer than the
conventional one.

3. Enable better decisions on classifications and placement.

- grouping children by their ability levels

4. Test can increase the Quality of Selection Decisions

- scholastic, aptitude and achievement test scores
- identify students who are not likely to succeed in various colleges.
- identify gifted or retarded children

5. Test can be useful means of Accreditation, Mastery or Certification.

- acceleration scheme based on level of intelligence

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

- driver’s license; board/bar exams

C. Guidance Function

1. Diagnosing an Individual’s Special Aptitudes and Abilities

- assisting learners to set educational and vocational goals
- improving teacher counselor and parent’s understanding of children with
problems
- preparing information / data needed for the conferences with parents about
their children
- determining interest or occupation not previously considered
- predicting success in future educational endeavor.

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

DESIRABLE CHARACTERISTICS OF TEST

(Quality that every Measurement / Evaluation Device should possess)

1. Validity – the degree to which an evaluation device measures what is intended to

measure
- an indication of how well an assessment actually measures what it is supposed
to measure.
- the degree to which a test is capable of achieving certain aims.
- the accuracy of specific predictions made from its scores.
- the extent to which inferences, conclusions and decisions made on the basis
of test scores are appropriate and meaningful (test validity)

Kinds of Validity
a) Content Validity – it shows how well the content of the test samples the classes of
situations or subject matter about which conclusions are to be drawn.
- it should be a representative sample of both the topics and the cognitive
process of a given course or unit.
- all topics must be represented in correct proportion on a test.
- it should measure what the teachers are teaching.
- it should reflect as to what is in the curriculum.
- there is no numerical expression; it is through inspection of items.
- it is important in the case of achievement and proficiency measures.
b) Construct Validity
- it is used to measure the degree to which the individual manifests an abstract
psychological trait or ability.
- psychological constructs are unobservable.
e.g. intelligence, anxiety, aptitude, motivation
- the measurement of intelligence is an classic example of construct validation.
- an excellent measure of intelligence - Stanford Binet Intelligence Test
c) Criterion-related Validity
- the relationship between test scores and some individual external measures
Predictive Validity
- as to procedure or time, the external measure is collected at a later date; the
evidence is shown later
- as to purpose, - it is used to predict some subsequent measure of
performance.
Concurrent Validity
- as to procedure or time, data are collected at approximately the same time as
the test data
- as to purpose, it asks whether a test score can be substituted for some less
efficient way of gathering criterion data.

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

Factors that are considered to influence validity of test in general:

1) Appropriateness of test items – thinking skills cannot be measured by measuring

knowledge of facts. A test that is valid for measuring knowledge of facts is invalid for
measuring skills in problem solving.

2) Directions – unclear directions tend to reduce validity. Directions that do not clearly
indicate how the pupils should answer and record their answers affect the validity of
the test items.

3) Reading vocabulary and sentence structures – when reading vocabulary and sentence
structures are too difficult and complicated, the test becomes a test in reading or
intelligence rather than what is intended to measure.

4) Difficulty of items – when the test items are too difficult or too easy, they cannot
discriminate between the bright and the slow pupils. Validity is lowered. When items
do not match the difficulty level specified by the instructional objectives, their
validity likewise reduced.

5) Construction of test items – when items unintentionally provide clues, the test
becomes a test on detecting clues. Also, when items are ambiguous, the test becomes
a test on interpretation. Ambiguous items confuse pupils and they do not reveal a true
measure.

6) Length of the test – A test should be of sufficient length to measure what is supposed
to measure. A test that is too short cannot adequately sample the performance we
want to measure.

7) Arrangement of items – test items should be arranged according to difficulty, with the
easiest items first. Difficult items, when encountered early in the test may cause
mental blocks. They may also take up too much of the pupils’ time, thus depriving
them of the opportunity of answering the other items. Improper arrangement also
affects pupils’ motivation in answering questions.

8) Pattern of answers – when examinees can detect the pattern of the correct answers
like: True, True, False, False or A, B, A, B, C, D, C, D, they are liable to guess the
answers and this lowers validity.

2. Reliability – refers to consistency.

- the consistency of scores obtained by the same person when retested by the same
test or by an equivalent form of the test.

- the degree to which measurements of content knowledge or cognitive ability are

consistent each time a test is given.

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

Factors Affecting Reliability

(Reasons for the Inconsistency on an Individual’s Scores)

1) Nature of the test

a) length of the test
b) quality of test items / difficulty
c) objectivity – when personal opinion is eliminated

2) Conditions under which the test is administered

a) physical condition – room temperature, lighting, seating arrangement
b) psychological factors – emotional stress, fatigue, practice, moods., mental set,
level of motivation.
c) distractions and accidents – breaking a pencil, defective test paper, cheating,
and attitude of the person giving the test.
d) scoring inaccuracy – provide scoring key to avoid bias, mood of the scorer.

3) Poor Sampling – inclusion of certain items and exclusion of others.

3. Administrability / ease of administration

- a good test can be administered with ease, clarity and uniformity: there must be ease in
giving and taking the exam and in correcting and scoring.

- to secure uniformity:
- test procedures must be standardized (provide detailed directions for
administering the test, give time limits, and oral instructions);
- testing conditions must be controlled

- to ensure administrability:
- directions must be simple, clear and concise;
- types of test are introduced by sample items;
- for the test format, there must be no difficulty in reading, recording
answer, and moving from one part to the next;
- the size of the page, length and size of line and illustrations facilitate test
administration.

4. Scorability / ease of scoring

- a good test is easy to score.
- the test results should be easily available to both the student and the teacher so
that proper remedial and follow-up measures and curricular adjustments can be
made.
- tests are easy to score when:
- directions for scoring are clear;
- scoring key is simple;
- provisions foe answer sheets are made;

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

- machine scoring or stencil scoring is possible.

5. Interpretability
- test results can be useful only when they are properly evaluated (& they can only
be evaluated after they are interpreted).
- if they are interpreted correctly and are applied, they can be useful in sound
educational decisions.

6. Economy
- test should be economical; economize both time and money.
- use answer sheets
- reuse tests (?)
- test validity and reliability should not be sacrificed for economy.

7. Utility
- it must serve definite need in the situation in which it is used
- make use of the result to improve the pupil’s ability.

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

TYPES OF TEST
Main Points for Types of Test
Comparison
Psychological Educational
 Aims to measure students’  Aims to measure the result of
intelligence or mental ability in instructions and learning
Purpose a large degree without
reference to what the student
has learned
 Administered before the  Administered after the
instructional process instructional process
Survey Mastery
 Covers a broad range of  Covers a specific objective
Scope and objectives
Content  Measures general achievement  Measures fundamental skills and
in certain subjects abilities
 Is constructed by trained  Is typically constructed by the
professional teacher
Norm-Referenced Criterion-Referenced
 Result is interpreted by  Result is interpreted by
Interpretation comparing one student with comparing a student based on a
another student predefined standard
 Some will really pass  All or none may pass
 There is competition for a  There is no competition for a
limited percentage of high limited percentage of high score
score
 Describe pupil’s performance  Describes pupil’s mastery
compared to the others
Verbal Non-Verbal
 Words are used by students in  Words are not used by students
Language attaching meaning to or in attaching meaning to or in
Mode responding to test item responding to test items (e.g.
graphs, number , 3-d subjects)
Standardized Informal
 Constructed by a professional  Constructed by a classroom
item writer teacher
 Covers a broad range of content  Covers a narrow range content
covered in a subject area
 Uses mainly multiple choice  Uses various types of items
Construction  Items written are screened and  Items are picked or written as
the best items were chosen for needed for the test
the final instrument
 Can be scored by a machine  Scored by a teacher
 Interpretation of results is  Interpretation of results is

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

usually norm-referenced usually criterion-referenced

Individual Group
 Mostly given orally or requires  This is a paper and pencil test
actual demonstration of skill
Manner of  One-on-one situation thus,  Loss the rapport, insight and
Administration many opportunities for clinical knowledge about each examinee
observation
 Chance to follow-up  Same amount of time needed to
examinee’s response in order to gather information from one
clarify / comprehend it more student (efficient)
clearly
Objective Subjective
 Scorer’s personal judgment  Scorer’s personal opinion, bias
does not affect the scoring or judgment may affect scoring
Effect of  Only one answer satisfies the  Several answers are possible
Biases requirement of statement
 Little or no disagreement on  Possible disagreement on what is
what is the correct answer the correct answer
Power Speed
Time Limit  Consists of series of items  Consists of items approximately
and arranged in ascending order of equal in difficulty
Level of difficulty
Difficulty  Measures a student’s ability to  Measures student’s speed or rate
answer more and more difficult and accuracy in responding
items
Selection Supply
 There are choices for the  There are no choices for the
answer answer
Format  Multiple Choice, True or False,  Short Answer, Completion,
Matching Restricted and Extended-
response Essay
 Preparation of items takes time  Preparation of items is relatively
but can be answered quickly easy but takes time to answer

 Prone to guessing  Lesser chance of guessing

 Time consuming to construct  Time consuming to score
 Guessing is a problem  Bluffing is a problem

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

DIAGNOSING LEARNING DIFFICULTIES AND STRENGTHS

Simply defined, diagnosis is the analysis of the weaknesses and strengths of the
learner’s achievement. Diagnosis should be a continuous part of on-going curriculum and
teaching. It requires diagnostic checks to help determine what the learners know and can
understand, what skills they have, or what mental processes they have mastered.

Reasons for conducting diagnosis of the learners:

1. The motivational syndrome of individual himself – his drives, his needs, perceptions,
his concepts, his expectations, and his aspirations – constitutes one of the primary
bases for selection and development of learning experiences in the school program.

2. The program of the school and the learning experiences selected for pupils at all
levels must be adapted to the maturity, capabilities, and abilities of the learner.

3. Evaluation of the pupil’s growth and development and the extent of his attainment of
the behavioral goals of education must take account of his own capacities, abilities,
talents, and potentialities.

As diagnosis is aimed to determine how well pupils have attained educational

objectives, tools for diagnosis are essentially needed. Some of these tools are:
 open-ended classroom interview
 open-ended questions and themes
 unfinished stories and incidents
 records of discussions
 recording of performance
 special assignments and exercises
 sociometric tests
 surveys
 diaries
 diagnostic test.

Role played by diagnostic test in undertaking a diagnosis:

 analyze in detail the pupil’s capacity and performance
 identify strengths and weaknesses which may be used as a basis for guidance
 determine, particularly, the elements in a subject in which there are specific
learning difficulties
 provide a means of discovering the causes of difficulties.

As a consequence of the diagnostic test the extent of specific remedial and corrective
instruction which will be needed is made known.

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 Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University

Following are four essentials steps in diagnosis and remediation:

Step 1.
Determining which pupil is having learning difficulty. This can be done by:
a. Comparing the results of standardized achievement tests with the results of a
scholastic aptitude test. Lower achievement level than scholastic achievement level
indicates the presence of difficulty.
b. Analyzing pupil’s scores on the sub tests of achievement batteries or by item clusters
where each cluster represents a specific objective or learning task.
c. Using informal classroom evaluation, such as rating scales, checklists, anecdotal
records or other observational devices.
d. Analyzing further learning difficulties including not only difficulties in basic skills
and content, but also other aspects of personal-social development.

Step 2.
Determining the specific nature of the learning difficulty. This is by conducting
further diagnostics tests, examining cumulative records, and other evaluative data.

Step 3.
Determining the factors causing the learning difficulty. Some factors may be:
a. improper teaching methods;
b. unsuitable curriculum emphasis;
c. exceptionally complex course materials.
Causes of learning difficulties are multiple and complex and seldom can be fully
determined by the classroom teacher.
Extended study can be conducted through: special testing and observations,
interview with the pupil, possible home visits and referral to a specialist.

Step 4.

Applying remedial measures which may involve:

a. Simple review and re-teaching
b. Extensive effort to improve motivation
c. Correcting emotional difficulties
d. Overcoming deficiencies in work-study skills
e. Periodic testing during remedial teaching which is aimed to:
1. clarify to the pupil the specific types of responses
2. provide further diagnostic information about the pupil’s difficulties and learning
needs.
3. give the pupil a feeling of success through the use of a carefully graded series of
test exercises.
4. enhance motivation by providing short-time goals and immediate knowledge of
progress.
5. provide information concerning the effectiveness of remedial measures.

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