Christ the King College

Calbayog City

College of Teacher Education

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Subject Title: Professional Educational 9 – Assessment of Learning 1

Activity: Written Report

School Year/Semester: 2016-2017/Second Semester

Student: Zyrene B. Neri

Instructor: Mrs. Aster Pueblos- Bajet

Course: Bachelor of Science in Secondary Education- Mathematics

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TOPIC: Different Qualities of Assessment Tools &

Steps in Developing Assessment Tools (Step 1 & 2)

Different Qualities of Assessment Tools

1. Validity
- Refers to the appropriateness of score-based inferences; or decisions made based on
the students' test result. The extent to which a test measures what it is supposed to
measure.

2. Reliability
- Refers to the consistency of measurement; that is, how consistent test results or other
assessment results from one measurement to another. We can say that a test is reliable
when it can be used to predict practically the same scores when test administered
twice to the same group of students and with a reliability index of 0.61 above.

3. Fairness
- Means the test item should not have any biases. It should not be offensive to any
examinee subgroup. A test can only be good if it is fair to all the examinees.

4. Objectivity
- Refers to the agreement of two or more raters or test administrators concerning the
score of a student. If the two raters who assess the same student on the same test
cannot agree on the score, the test lacks objectivity and neither of the score from the
judges is valid. Lack of objectivity reduces test validity in the same way that the lack of
reliability influence validity.

5. Scorability
- Means that the test should be easy to score, direction for scoring should be clearly
stated in the instruction. Provide the students an answer sheet and the answer key for
the one who will check the test.
 6. Adequacy
- Means that the test should contain a wide range of sampling of items to determine the
educational outcomes or abilities so that the resulting scores are representatives of the
total performance in the areas measured.

7. Administrability
- Means that the test should be administered uniformly to all students so that the scores
obtained will not vary due to factors other than differences of the students' knowledge
and skills. There should be a clear provision for instruction for the students, proctors and
even the one who will check the test scorer.

8. Practicality and Efficiency

- Refers to the teacher's familiarity with the methods used, time required for the
assessment, complexity of the administration, ease of scoring, ease of interpretation of
the test results and the materials used must be at the lowest cost.

Steps in Developing Assessment Tools (Step 1 & 2)

1. Examine the instructional objectives of the topics previously discussed.
- The first step in developing an achievement test is to examine and go back to the
instructional objectives so that you can match the test items to be constructed.

2. Make a table of specification (TOS).

- Table of Specification (TOS) 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 the test items.

- Preparing a Table of Specification

Steps:
1. Selecting the learning outcomes to be measured.
o Identify the necessary instructional objectives needed to answer the test items
correctly.
2. Make an outline of the subject matter to be covered in the test.
o The length of the test will depend on the areas covered in its content and the
time needed to answer.
3. Decide on the number of items per subtopic.

Number of class sessions x desired total

o number of items = number of items
Total number of class session
4. Make the two-way chart.
5. Construct the test items.
o The test item should always correspond with the learning outcome so that it
serves whatever purpose it may have.

DIFFERENT FORMATS OF TABLE OF SPECIFICATION

Gronlund (1990) lists several examples and format on how a table of specification should be
prepared.
 a. Format 1 of a Table of Specification

Specific Cognitive Level Type of Test Item Number Total Points

Objectives
Solve worded Application Multiple-choice 1 and 2 4 points
problems in
consecutive
integers.

b. Format 2 of a Table of Specification (one-way table of specification)

CONTENTS NUMBER NUMBER COGNITIVE LEVEL TEST ITEM

OF CLASS OF K-C A HOTS DISTRIBUTION
SESSIONS ITEMS
Basic Concepts 1 2 1-2
Fraction
Addition of Fraction 1 2 3-4

Subtraction of 1 2 5-6
Fraction
Multiplication and 3 6 7-12
Division of Fraction
Application 4 8 13-20

Total 10 20

c. Format 3 of a Table of Specification (two-way table of specification)

CONTENT CLASS KRATHWOL’S COGNITIVE LEVEL

SESSION Remembering Understanding Applying Evaluating Creating Total Item
Items Distribution
Concepts 1 2 1-2

Z-score 2 4 3-6

T-score 2 4 7-10

Stanine 3 6 11-16

Percentile 3 6 17-22
rank
Application 4 8 23-30

Total 15 30