INTRODUCTION

In the previous chapter we have discussed the process of

developing instructional objectives. As discussed the instructional
objectives must be specific measurable and observable. Teachers must
develop test items that should match with the instructional objectives
appropriately and accurately. In this section we shall
discuss the general principles of testing, the different qualities of
assessment tools, steps in developing assessment tools, format of table of
specifications, and different types of classroom assessment tools.
 OBJECTIVES
MAIN SECONDARY
OBJECTIVE OBJECTIVES
 General Principles of Testing Development of Classroom
Assessment Too's Principles of Tacing 1.
Measure all instructional objectives. 2. Cover all the
learning tasks. 3. Use appropriate test items. 4. Make test
valid and reliable. 5. Use test to improve learning.
General Principles of Testing 1. Measure all
instructional objectives. 2. Cover all the learning
tasks. 3. Use appropriate test items. 4. Make test valid and
reliable. 5. Use test to improve learning.
 Principles of High Quality Assessmen • Assessing the
performance of every student is a very critical task for
classroom teacher. • It is very important that a
classroom teacher should prepare the assessment tool
appropriately.
Appropriateness of Assessment Too 1. Objective Test 2.
Subjective Test 3. Performance Assessment
4. Portfolio Assessment 5. Oral Questioning 6.
Observational Technique 7. Self-report
 Different Qualities of Assessment Toor 1. Validity 2.
Reliability 3. Fairness 4. Objectivity 5. Scorability 6.
Adequacy 7. Administrability 8. Practically and Efficiency
Step in Developing Assessment Tools 1. Examine the
instructional objectives of the topics previously
discussed. 2. Make a table of specification (TOS). 3.
Construct the test items. 4. Assemble the test items.
5. Check the assembled test items. Preparing a
Tabid of Specchiction Most read 11 6. Write
directions. 7. Make the answers key. 8. Analyze and improve
the test items.
Examine the Instructional Objectives of the Topics
Previously Discussed Most read 11 12 • The first step
in developing an achievement test is to examine and go
back to the instructional objectives so that you can match
with the test items to be constructed.
Recomm DEVELOPING TOOLS FOR CLASSROOM-
 BASED ASSESSMENT Labor Day 2024: Record Travel
Surge,.... cheddar 10.4K
Table of Specification (TOS) Specification (10 10
Most read 11 • Is a chart or table that details the
content and level of cognitive level assessed on a
test as well as the types and emphases of test items
(Gareis and Grant, 2008). • Provides the test
constructor a way to ensure that the assessment is based
from the intended learning outcomes Preparing a Table of
Specification Preparing a Tobie
of Specificatice Most read Formple of 11 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 format 3 of a Table of Specification. E. Construct the
test items.
 Different Formats if Table of Specification A. Format 1 of
Table of Specification Labor Day 2024: Record
Travel Surge,.... cheddar Formple of 11 Specific
Objectives Cognitive Level Type of Test Item
Number Total Points Solve worded problems in
consecutive integers. Application Multiple-choice 1 and 2 4
points Recomm 12 DEVELOPING TOOLS FOR
CLASSROOM
Specific Objectives Refer to the intended learning
outcomes stated as specific instructional objective covering
a 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
Type of Test Item Identifies the type or kind of test a test
item belongs to. MCDE Labor Day 2024: Record
Travel Surge,..... cheddar P450 P450 12 Π P500 • Item
Number Simply identifies the question number as it appears
in the test. • Total Points - Summarize the score given to a
particular test.
 General Guidelines for Constructing Test Items 1.
Begin writing items far enough or in advance so that you
will have time to revise them. 2. Match item to
intended outcomes at appropriate level of difficulty to
provide valid measure of instructional objectives.
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 ambiguous.
 Be sure that the item is independent with all the
other items. 6. Be sure the item has one or best
answer on which experts would agree. 7. Prevent
unintended clues to an answer in the statement or
question. Most read 20 8. Avoid replication of the
textbook in writing test items; do not quote directly from
the textual materials. 9. Avoid trick or catch questions in an
achievement test. 10. Try to write items that require HOTS.
Assemble the Test Items Guidelines A. Group all test items
with similar format. B. Arrange test items from easy to
difficult. C. Space the test items for easy
reading. D. Keep items and option in the same page. E.
Place the illustrations near the description. F. Check the
answer key. G. Decide where to record the answer.
Different Formats of Classroom Assessment Tools •
Type of assessment tool should always be
appropriate with the objectives of the lesson. • There are
two general types of test item to use in
achievement test using paper and pencil test. It is
classified as selection-type items and supply type
items. Kinds of Objective Type Labor Day 2024:
Record Travel Surge..... cheddar 24 Recomm 25
DEVELOPING TOOLS FOR CLASSROOM- BASED
ASSESSMENT