DEVELOPMENT OF

CLASSROOM
ASSESSMENT TOOLS
GENERAL PRINCIPLES OF TESTING
• EBEL and FRISBIE (1999) as cited by GARCIA (2008)
-Listed five basic principles that should guide teachers in assessing the
learning progress of the students and in developing their own assessment
tools.
 FIVE PRINCIPLE
 Measure all instructional objectives.
 Cover all the learning tasks.
 Use appropriate test items.
 Make test valid and reliable.
 Use test to improve learning.
 PRINCIPLES OF HIGH QUALITY
ASSESSMENT
Assessing the performance of every student is a very critical task for
classroom teacher.
It is very important that a classroom teacher should prepare the assessment
tool appropriately.
Test constructors believed that every assessment tool should possess good
qualities.
 CLARITY OF THE LEARNING
• The learning target should be clearly stated and must be focused on student
learning objectives rather than teacher activity.
• The performance task of the students should also be clearly presented so
that they can accurately demonstrate what they are supposed to do and how
the final product should be done.
• The teacher should also discuss clearly with the students the evaluation
procedures, the criteria to be used and the skills to be assessed in the task.
 APPROPRIATENESS OF ASSESSMENT
TOOL
• The type of test used should always match the instructional objectives or
learning outcomes of the subject matter posed during the delivery of the
instruction.
• Teachers should be skilled in choosing and developing assessment methods
appropriate for instructional decisions.
 ASSESSMENT TOOL
 OBJECTIVE TEST
-It is a type of test that requires student to select the correct response from the several
alternatives or to supply a word or short phrase to answer a question or complete a
statement.
-The word objective refers to the scoring, it indicates that there is only one correct answer
 SUBJECTIVE TEST
- It is a type of test that permits the students to organize and present an original answer.
- This type of test has no specific answer.
 ASSESSMENT TOOL
 PERFORMANCE ASSESSMENT (MUELLER, 2010)
- Is an assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills.
 PORFOLIO ASSESSMENT
- It is an assessment that is based on the systematic, longitudinal collection of student work created
in response to specific known instructional objectives and evaluated in relation to the same
criteria.
 ASSESSMENT TOOL
• ORAL QUESTIONING
- This methods is used to collect assessment data by asking oral questions.
• OBSERVATION TECHNIQUE
- The teacher will observe how students carry out certain activities either observing the
process or product.
 TWO TYPES OF OBSERVATION TECHNIQUE
 Formal observation
 Informal observation
 ASSESSMENT TOOL

• SELF-REPORT
- The response of the students may be used to evaluate both performance and attitude.
 DIFFERENT QUALITIES OF
ASSESSMENT TOOLS
• VALIDITY
-Refers to the appropriateness of scored-based inferences; or decisions made based on the
student’s test results. The extent to which a test measures what it is supposed to measure.

• RELIABILITY
- Refers to the consistency of measurement; that is , how consistent test results or other
assessment results from one measurement to another.
 DIFFERENT QUALITIES OF
ASSESSMENT TOOLS
• FAIRNESS
- Means the test item should not have any biases.

• OBJECTIVITY
-Refers to the agreement of two or more rater’s or test administrators concerning the
score of a students.
• SCORABILITY
- means that the test should be easy to score, direction for scoring should be
clearly stated in the instruction.
 DIFFERENT QUALITIES OF
ASSESSMENT TOOLS
• 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.
• 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.
• 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 material used must be at the lowest cost.
 STEPS IN DEVELOPING ASSESSMENT
TOOLS
• 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 with the test items to be constructed.
• 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 attest as well as the types and emphases of test items.
Preparing a table of specification
- In preparing a table of specification used by the test constructor. Consider these steps
in making a two-way chart table of specification.

TABLE OF SPECIFICATION FOR THE OTHER STEPS.

a) Selecting the learning outcomes to be measured.
b) Make a outline of the subject matter to be covered in the test.
c) Decide on the number of items per subtopic.
d) Make the two-way chart as shown in the format 2 and format 3 of a table of
specification.
e) Construct the test items.
Different formats of table of specification
-Gronlund (1990) lists several example and format on how a table of
specification should be prepared.

a) Format 1 of a table of specification

Specification Cognitive level Type of test Item Number Total

objectives points
Solve worded
problems in application multiple-test 1 and 2 4 points
consecutive
integers
o Specific objectives
-refers to the intended learning outcomes stated as specific instructional objective
covering a particular test topic.
o Cognitive level
- Pertains to the intellectual skill or ability to correctly answer a test item using bloom’s
taxonomy of educational objectives.
o Type of test item
- Identifies the type or kind of test a test belongs to.
o Item number
- Simply identifies the question number as it appears in the test.
o Total points
-summarize the score given to a particular test.
 STEPS IN DEVELOPING ASSESSMENT
TOOLS
• CONSTRUCT THE TEST ITEMS.
- In this section, we shall discuss the different format of objective type of the test items,
the steps in developing objectives and subjective test, the advantages and its limitations.

GENERAL GUIDELINES FOR CONSTRUCTING TEST ITEMS

 KUBISZYN AND BORICH (2007) suggested some general guidelines for writing
test items to help classroom teachers improve the quality of test items to write.
 GENERAL GUIDELINES FOR CONSTRUCTING TEST ITEMS

1) Begin writing items far enough or in advance so that you will have time to
revise them.
2) Match items to intended outcomes at appropriate level of difficulty to
provide valid measure of instructional objectives. Limit the question to the
skill being assessed.
3) Be sure each item deals with an important aspect of the content area and
not with trivia.
4) Be sure the problem posed is clear and unambiguous.
 GENERAL GUIDELINES FOR CONSTRUCTING TEST ITEMS

5) Be sure that the item is independent with all other items.

6) Be sure the item has one or best answer on which experts would agree.
7) Prevent unintended clues to an answer in the statement or question.
8) Avoid replication of the textbook in writing test items; do not quote directly
from the textual materials.
9) Avoid trick or catch questions in an achievement test.
10) try to write items that require higher-order thinking skills.