National Seminar-Workshop on

Assessing Student Learning

Current Trends on Classroom
Application
of Test and Measurement
February 15-16, 2008
Venue: Institute for Small Scale Industries
(ISSI)
Virata Hall, E. Jacinto Street
UP Diliman, Quezon City
Prepared by:
Anunciacion V. Lara, Ph.D.
University of the Philippines
Diliman, Quezon City

Day One
Session One
Topic: Advantages and Limitations of the
following
tests:
A. Completion and Short-Answer Items
B. Essay Items
C. Multiple-Choice Items
D. True-False and Other Alternative
Choice Items

I. Learning Targets
At the end of this session the participants should
be able to:
a. list the advantages of these formal tests:
completion and short- answer items, essay items,
multiple-choice items, true-false and other
alternative choice items;
b. discuss the limitations of theses formal tests:
completion and short- answer items, essay items,
multiple-choice items, true-false and other
alternative choice items; and
c. appreciate formal tests.

II. Session Notes

A. Advantages of the Format Tests
1. Completion and short-answer item (also
known as fill-in-the blanks)
Construction of a completion question is
relatively easy
Guessing is eliminated because the
question requires recall.
It takes less time to complete than the
multiple-choice items thus a
greater proportion of content
can be covered.

2. Essay Items
It is most effective in assessing complex
learning outcomes.
With regard its construction, it is relatively
easy to construct.
It emphasizes communication skills in
complex academic disciplines.
Its nature eliminates guessing.

3. Multiple-choice Item
Possesses much versatility in measuring
objectives from the knowledge to the
evaluation level.
A substantial amount of subject matter can
be sampled in a relatively short time.
Since it requires only a count of the number
of correct responses, scoring is highly
objective.
It can be written so that students must
discriminate among options that vary in
degree of correctness and this allows the
student to select the best alternative.
The effects of guessing are
reduced because of the multiple
options.

4. True-False and Other Alternative Choice

Item
Since the question tends to be short, more
subject matter can be covered than with any
other item format.
It takes less time to construct, but one
should avoid taking statements directly from
the textbook.
Scoring is easier with T-F questions.

A. Limitations of the Formal Tests

1. Completion and short-answer item
Usually encourages a relatively low level of
response.
Scoring can be difficult since the stem
must be general enough so as not to
communicate the correct answer. This can
unintentionally lead to more than one
defensible answer.
The restriction of an answer to a few
words tends to measure the recall
of specific facts as opposed to
mastery of more complex
concepts.

2. Essay Items
It is difficult to score.
Scores are unreliable because it is difficult
to maintain a common set of criteria for all
students.
Only a limited sample of the total
instructional content can be assessed.
Bluffing by students.

3. Multiple-choice Item
Can be time consuming to write.
Can sometimes have more than one
defensible correct answer.

4. True-False and Other Alternative Choice

Item
Tends to emphasize note memorization of
knowledge.
Presumes that the answer to the question or
issue is unequivocally true or false.
Allows for and sometimes encourages a high
degree of guessing.

Session Two
Topic: Factors to be Considered in Test
Construction:
Number of Items, Use of Items of Appropriate
Difficulty, Physical Arrangement of Items,
Logical Steps to be Followed in Test
Construction and Guidelines in Constructing
Formal Test.

I. Learning Targets:
At the end of the session the participants
should be able to:
a.

identify the factors that can be considered in

test construction;
b. explain how each factor is essential in
constructing quality test items;
c. discuss guidelines in constructing formal tests,
and
d. appreciate the factors and guidelines
to be considered in test construction.

II. Session Notes

Factors to Considered in Test Construction
A. Number of Items or Length of Test
The longer the test is, the higher its reliability
will be.
A longer test provides a more adequate sample
of the behavior being measure.
Scores will be less distorted by chance factors
like guessing.

B. Use of Items of Appropriate Difficulty

Norm-referenced tests that are too easy or too
difficult for the group members taking it tend
to produce scores of low reliability.
Both easy and difficult tests result in restricted
spread of scores.
The scores are close together at the top end of
the scale for the easy test.

B. Use of Items of Appropriate Difficulty

The scores are grouped together at the bottom
end of the scale.
A norm referenced test of ideal difficulty will
permit the scores to spread out over the full
range of the scale.
The failure to match the difficulty specified by
the learning outcome lowers the validity.

C. Physical Arrangement of Items

Tests items are usually arranged in order of
difficulty with the easiest items first.
Difficult items placed early in the test may
cause pupils to spend too much time on these
and prevent them from reaching items they
could easily answer.
Improper arrangement may also influence
validity by having a negative effect on the
motivation of students, especially the
young ones.

D. Logical Steps to be Followed in Test

Construction
Likelihood of preparing valid, reliable, and useful
classroom tests is enhanced to a large extent if
the following series of steps is followed:
determining the purpose of testing
developing the test specifications
selecting appropriate item types
preparing relevant test items
assembling the test
administering the test
appraising the test
using the results

E. Guidelines in Constructing Formal Tests

1. Completion and Short-Answer Items

If at all possible items should require a singleword answer or a brief and definite answer.
a. Poor item: World War II ended in ______.
b. Better item: World War II ended in the year ______.

Be sure the question or statement poses a

problem to the examinee.
A direct question is preferred since it
provides more structure.
Be sure the answer that the student
is required to give is factually correct.

 Omit only key words; do not eliminate many

elements that the sense of the content is impaired.
a. Poor item: The _____ type of test item is usually
more _____ than the _____ type.
b. Bette item: The supply type of test item is usually
graded less objectively than the _____ type.
Word the statement so that the blank is near the
end of the sentence rather than near the
beginning.
If the problem requires a numerical
answer, indicate the units in which it is
to be expressed.

2. Essay Items
Have clearly in mind what mental processes you
want the student to use before starting to write the
question.
Poor item: Describe the escape routes considered by
Mark and Alisha in the story Hawaiian Mystery.
Better item: Consider the story about Mark and Alisha.
Remember the part where they had to escape over
the volcanic ridge? Compare the advantages of
Marks plan of escape with that of Alishas. Which
provided the least risk to their safety and
which plan of escape would get them
home the quickest? Which would you
have chosen and why?

 Write the question to clearly and un

ambiguously define the task to the student.
Tasks should be explained
a. orally
b. in the overall instructions
c. in the test items themselves
Start essay questions with such words or
phrases as compare, contrast, give reasons for,
give original examples of, predict what would
happen if, etc.
Do not begin an essay question with
words such as what, who, when
and list.

 Establish reasonable time and/or page limits

for each essay question to help the student
complete his answer.
Avoid using optional items.
Require all students to complete the same
items.
Be sure each question relates to an
instructional objective.

3. Multiple-Choice Items
The stem of the item should clearly formulate a
problem, i.e., include as much of the item as
possible, seeing to it that the response options
are as short as possible.
Be sure there is one and only one correct or
clearly best answer.
Be sure wrong answer choices (distractors) are
plausible.
Eliminate unintentional grammatical
clues.

 Keep the length and form of all the answer

choices equal.
Use the option none of the above sparingly
and only when the keyed answer can be
classified unequivocally as right or wrong.
Avoid using all of the avoid. It is usually the
correct answer and makes the item too easy
for students with partial information.

4. True-False or other Alternative Choice Item

The desired method of marking true or false
should be clearly explained before students take
test.
Construct statements that are definitely true or
definitely false, without additional qualifications.
If opinion is used, attribute it to a specific source.
Use relatively short statements and eliminate
extraneous material.
Keep true and false statements at
approximately the same length.

Session Three
Workshop 1. Test Construction
I. Learning Targets:
At the end of this session the participants
should be able to:
a. write test items for the formal tests;
b. critique test items written by co-participants;
and
c. appreciate the task of item
construction.

II. Activities
1:30 2:30
formal

Writing test items for the

tests by groups

2:30 3:00

Presentation and critiquing of

formal test items

Session Four
Topic: Performance-Based Assessment and
Student
Portfolios as Alternative Assessment
Techniques
I. Learning Targets:
At the end of this session the participants should be
able to:
a. define the term performance-based assessment;
b. identify uses of performance-based assessment;
c. construct performance tests for ones students;
d. define the terms portfolio and portfolio assessment;
e. build a system for portfolio assessment;
f. appreciate performance-based and
portfolio assessment.

II. Session Notes

A. Performance-based assessment

Definition:
performance-tests: use direct measure of
learning rather than indicators of these
: teacher observes and evaluates student abilities to
carry out complex activities that are used and valued
outside the immediate confines of the classroom

examples:
field of athletics : diving and gymnastics are
performances
that judges rate directly
field of music : band contest where judges
directly see and hear the
competence of the violin
or trombone players

 Uses of performance tests

-- can assess processes and products or both
examples:
-- process: teacher assesses the reading process of
each student by
1. noting the percentage of words read accurately
during oral reading
2. noting the number of sentences read by the
learner that are meaningful within the context of
the story
3. noting the percentage of story elements
that the learner can talk about in
his/her own words after reading.

--product: the fourth grade learners assemble a

portfolio of their writing products, both
rough and final drafts.
--process and product: Social studies learning
processes and products are assessed
by
having learners engage in a variety of
projects built around a question
answered
in a variety of ways involving
individual
and groups writing assignments,
oral presentations, and exhibits

-- can be embedded in lessons

a performance activity and assessment that
is embedded in a unit on electricity in a
general science class
-- can assess affective and social skills using rating
scales
self-direction
ability to work with others
social awareness

 Developing Performance Tests

Step 1. Deciding what to test
-- knowledge, intellectual skills, habits
of
mind
Step 2. Designing the assessment context
-- create a task, simulation or situation
that
will allow learners to demonstrate the
knowledge, skills and attitudes that
they
have acquired

Step 3. Specifying the scoring rubrics

-- rubrics: a carefully constructed scoring
system.
: may be used for products
(poems,
essays, drawings, etc.); complex cognitive
processes; observable performance; and
habits of mind and social skills.
Step 4. Specifying Testing Constraints.
-- time
-- equipment
-- reference materials
-- prior knowledge of
the tasks
-- other people -- scoring
criteria

B. Portfolio Assessment
Definition: tells a story of the learners growth in
proficiency, long-term achievement and
significant accomplishments in a given
academic area.
What is a portfolio?
It is a planned collection of learner achievement
that documents what a student has accomplished
and the steps taken to get there. The collection
represents a collaborative effort among teacher and
learner, to decide on portfolio
purpose, content and evaluation
criteria.

 Developing a system for portfolio assessment

Step 1. Deciding on the purposes for a portfolio
monitoring student progress
communicating what has been learned to
parents
assigning a course grade
Step 2. Identifying cognitive skills and disposition.
Step 3. Deciding who will plan the portfolio.
Step 4. Deciding which products to put in the
portfolio and how many sample
of each product to include.

Step 5. Building the portfolio rubrics.

Step 6. Developing a procedure to aggregate all
portfolio ratings.
Step 7. Determining the logistics.
timelines
how products are turned in and retrieved
where final products are kept
who has access to the portfolio
plan a final conference with individual
learners, and parents

Thank you