Osias Colleges, Inc.

San Nicolas, Tarlac City

PRINCIPLES OF TESTING

SUBMITTED TO:

DR. LILIA M. SANTIAGO

Professor

SUBMITTED BY:

Edna Liwliwa C. Gabuyo

Student
I. INTRODUCTION:

II. OBJECTIVES:
At the end of the lesson, the student should be able to:
a.
b.

III. BODY:

PRINCIPLES OF TESTING

1. Measure All Instructional Objectives

When a teacher constructs test items to measure the learning progress of

the students, they should match all the learning objectives posed during
instruction. That is why the first step in constructing a test is for the
teacher to go back to the instructional objectives.

2. Cover all the learning tasks

The teacher should construct a test that contains a wide range of sampling
of items. In this case, the teacher can determine the educational outcomes
or abilities that the resulting scores are representatives of the total
performance in the areas measured.

3. Use appropriate test items

The test items constructed must be appropriate to measure learning

outcomes.
 4. Make test valid and reliable

The teacher must construct a test that is valid so that it can measure what it
is supposed to measure from the students. The test is reliable when the
scores of the students remain the same or consistent when the teacher
gives the same test for a second time.

5. Use test to improve learning

The test scores should be utilized by the teacher properly to properly to

improve learning by discussing the skills or competencies on the items
that have not been learned or mastered by the learners.

IV. REFLECTION:

It is very important that a classroom teacher should prepare the assessment

tool appropriately. Teacher-made tests are developed by a classroom teacher
to assess the learning progress of the students within the classroom. It has
weaknesses and strengths. The strengths of a teacher-made test lie on its
applicability and relevance in the setting where they utilized. Its weaknesses
are the limited time and resources for the teacher to utilize the test and also
some of the technicalities involved in the development of the assessment
tools.

V. REFERENCE:
Book of “Assessment of Learning 1”