15 - DEVELOPMENT OF INSTRUMENT Flashcards
● The test is a measuring tool to comprehend one’s cognitive skill.
● It is also a device to gather information needed for evaluation.
● It is a set of questions or exercises to evaluate student;s skills and knowledge.
● It is to determine if the set objectives for a course are achieved.
● It is to determine the academic progress of the student.
● It can reveal the problem or difficulty areas of the student.
● It is used to predict outcomes
Why is there a need for tests?
- Determine the purpose of the test.
- Identify the learning outcomes to be measured in terms of specific, and observable behavior.
- Outline the topics.
- Prepare a table for specifications as a basis for preparing a test.
- Determine the type of test.
Steps in Constructing a Test
● Serves as guide for teachers to translate their instructional objectives, the cognitive level of instruction and the adequacy of the test to be assessed.
● A guide to the item construction on the relative importance of each component in the syllabus and each level of the cognitive domain.
● It improves the validity of the teachers’ evaluation based on a given assessment.
● It is useful for teachers to support their proficient judgment in creating a test.
● It provides a framework for organizing information regarding the students’
instructional experience.
Table for Specifications (TOS)
Revised Bloom’s Taxonomy (lowest to highest)
- Knowledge
- Comprehension
- Application
- Analysis
- Evaluation
- Synthesis
- Recall or recognize learned information.
- Be able to validate and produce correct statements.
Knowledge/Remembering
- Interpret, translate, organize, compare learned information, mental or psychomotor procedure.
- Identify similarities and differences among objects or concepts and to conclude or inference
Comprehension/Understanding
- Make use of information in a context to execute and implement procedures.
- Apply acquired knowledge, facts, techniques, and rules to solve problems.
Application/Applying
- Break learned information into an organization and different parts to best understand the context and to find evidence to support generalizations
Analysis/Analyzing
- Make a judgment about information, the validity of ideas or quality of work based on a set of criteria, standards, in-depth reflection and criticism.
Evaluation/Evaluating
- Reorganize the elements into a functional whole.
- Creates new ideas and information from what has been previously learned.
- Propose alternative solutions.
Synthesis/Creating
- Determine the desired number of items
- List the topics with the corresponding allocation of time (weights)
- Determine the length of time spent in teaching for each essential topic.
- Determine the total number of items per topic: total items x weight = total items per topic.
- Determine the percentage allocation per domain
How to construct a Table of Specifications
Guidelines for Developing Different types of Items
- Objective-Item correspondence
- Item sufficiency
- Item must be free from ambiguity as possible
- Item difficulty
- Item novelty
- The item should directly correspond to the intended behavioral outcome or objective.
Objective-Item correspondence
- The correct responses to an item constitute sufficient evidence for the intended behavior outcome.
Item sufficiency
An item should communicate with the test takers. The test developer and test taker must have the interpretation of the item.
Item must be free from ambiguity as possible