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
The appropriate level of difficulty should be balanced by including items from all the levels of the continuum.
Item difficulty
The measurement of higher-order outcomes or the ability to apply principles. Write items to measure what students know and not an item that is unfamiliar to the students or top
Item novelty
Allocation of the estimated time for each type of test can ensure balanced time in answering the achievement test, it can neither be under-timed nor over-timed.
Distribution of Time for each type of Achievement Test
- The difficulty level of questions must consider the heterogeneity or homogeneity of the students, performance standards, learning objectives, and the ability of the students that are appropriate to the normal distribution curve.
- The allocation of percentages/items is depending on the previous standards and experience.
The difficulty level of an Item
True or False
Multiple Choice
Matching Type
Objective Test
It is a kind of written examination where students have to write an essay in response to one or more questions.
Essay Test
- Is a declarative sentence statement
- It assesses students the essential outcomes in a simple and direct means
- Are used on exams to quickly determine a student’s understanding of facts, address misconceptions, and generate information recall.
True or False
- Do not provide extraneous clues
- Statements must be irrevocably true or false
- Sparingly avoid the use of negative statements and double negatives
- Limit statements to a single significant concept
- Keep the statements short and use simple language structure
- Opinion statement should be attributed to some source
- The item is worded concise
Rules for constructing true or false items
- It is a factual statement. It is the most highly regarded and widely used.
- Provides a stem that may be a question or an incomplete statement. A choice of test if one want to go beyond recall information
- It consists of four or five alternative responses in which only the best/correct answer is selected and the others are plausible wrong answers or distractors.
Multiple choice
- State the problem clearly in the stem.
- All the questions should be relevant and not far-fetched.
- Avoid tricky questions.
- The instruction must be clear, unambiguous, and precise.
- The vocabulary level and the difficulty of the item should correspond to the level of the learners.
- Avoid the use of clues that can answer
the other test item. - Provide blank space at the end of the stem when using an incomplete statement.
- All items should be independent.
- Keep the stem wordy and keep the option/response as short as possible.
- The stem should only contain one main idea.
- State the stem in positive form,
whenever possible. - Sparingly use the negative word.
- The length of all options should be almost equal.
- The distractors must be plausible and attractive to the uninformed.
- Use “All of the above” or “None of the
above” only when the answer key can be
classified unequivocally as correct or
incorrect. - The correct answers must be placed in random order.
Rules for constructing multiple choice
- A modification of the Multiple-choice form and usually limited to factual formation.
- Composed of 2 sets of terms, events, phrases, definitions and statements.
- First set is named as the premises which as listed in one column and usually placed on the left side, and the other set is named as the responses which are listed in another column and placed on the right side.
Matching Type
- Choose homogenous material for each set item of the matching cluster.
- Keep the list of items relatively short.
- Avoid “perfect matching” The set of items is not wholly independent. Using more responses than premises prevents perfect matching.
- Some premises are larger or smaller than the responses.
- Arranging the premises or responses in alphabetical order prevents give away
clues. - The directions must be explaining the basis for matching.
- Use the longer phrases for premises, the shorter for responses.
Rules for constructing Matching Type
- A subjective type of test as it allows free expression of one’s
opinion in a logical and relevant to the
topic or on a particular topic. - It assesses higher-order thinking Skills.
- Also measures understanding of the topic through organized thoughts, critical thinking, creativeness, and originality.
- is in the form of descriptive, explanatory, discussion, comparison, illustrative, and criticism
Essay
- Be specific.
- Instructions must be clear, unambiguous, and precise.
- Questions must be clear to measure the learning outcomes such as discuss, describe, compare and contrast, define, construct, summarize, explain, enumerate, and illustrate.
- Use appropriate verbs for the expected level of thinking.
- Allow sufficient time and indicate time limits for every question. For example allotting 1 minute for students to answer
Rules for constructing Essay Test
- A tool that reflects the expectations of an instructor for a task done
- Identifies the strength and weaknesses of the course topics that need improvement, the student’s ability and the instructor’s performance.
- A good rubric must be designed with care and precision for quality feedback and fair grade allocation.
Rubric
- Identify the task and define the goals. Figure out the task to be done and the
expected learning outcomes. - Determine the criteria or dimensions of quality. Define the characteristics of the highest level of performance for each
criterion. - Identify the performance level or levels of mastery. Allocate points in each level of mastery.
- Write descriptors for each level. Supply the description for each category at a particular performance level, for example:
a. Distinguished, Proficient, Apprentice, and Novice
b. Exemplary, Accomplished, Developing, and Beginning
Steps to create a Rubric
