1. Types of Tests

2. What is a test?
A set of written or spoken questions used for finding out how much someone knows about a topic (Macmillian Dictionary)

3. Discussant: Loreto M. Isip Jr. and Maria Hervie S. Autor
Type of tests
Discussant: Loreto M. Isip Jr. and Maria Hervie S. Autor

4. Educational Tests
- Primary function is the measurement of results or effects of instruction.
Ex. Achievement Tests.

5. Psychological Tests
- Measures the tangible aspects of behaviour such as attitudes, interests, emotional adjustment, intelligence and ability.
Ex. Personality Tests

6. Mastery Tests
- Achievement tests which measure the degree to which an individual has mastered certain instructional objectives or specific learning outcomes.

7. Survey Tests
- Measure a student’s general level of the achievement regarding a broad range of learning outcomes.

8. Individual Tests
- Administered on a one-to-one basis using questioning Ex. Individual Intelligence tests

9. - Administered to groups of individuals
Group Tests
- Administered to groups of individuals

10. Power Tests Items are arranged in increasing order of difficulty
Measures the individual’s ability to answer more and more difficult item within a given field.

11. Speed Tests
- The speed and accuracy with which the pupil is able to respond to the items are then measured.

12. Verbal Tests - Makes use of words
- Mental test consists of items measuring vocabulary, verbal reasoning, comprehension etc.
Examples: Verbal reasoning test, aptitude test etc.

13. Who is the thief in the famous Indian play “The Little Clay Cart”?
A. Charudatta
B. Vasantasena
C. Mendria
D. Sharvilaka

14. You got it right! D. Sharvilaka

15. Nonverbal Tests - Paper and pencil tests or oral tests
- May involve drawings or physical objects
Example: Non-verbal reasoning test

16. Non-verbal reasoning Tests

17. Informal Tests - Constructed by class-room teachers
Ex: quizzes, long tests, etc.

18. Standardized Test
- Constructed by text experts, administered and scored under standard conditions
Ex:
NCEE, NAT

19. Criterion-Referenced Test
- Compares an individual's performance to the acceptable standard of performance
- Requires completely specified objectives.
Applications
- Diagnosis of individual skill deficiencies
- Evaluation and revision of instruction

20. Norm-Referenced Test
Compares an individual's performance to the performance of others.
Requires varying item difficulties.
Ex: College entrance exams

22. PLANNING (Writing Objectives, Table of Specifications)
Discussant: Michelle Rubiso

26. TABLE OF SPECIFICATIONS

27. Definition
- A plan prepared by a classroom teacher as a bases for a test construction.
- A two-way chart which describes a topics to be covered by a test and the number of items or points which will be associated with each topic.

28. Preparing Table of Specifications
Tables of specifications have some commonalities. Among them are course content, behaviour, number of test items, placement and percentage.

29. Selecting Appropriate Item Format
- Some item formats are less appropriate than others for measuring certain objectives.

30. Example #1:
“student will be able to organize his ideas and write them in logical and coherent fashion,”

31. Example #2:
“to obtain evidence of the pupils factual recall of names, places, dates, and events,”

32. Building Table of Specifications
- Preparing a list of instructional objectives
Outlining the course content,
Preparing two-way chart.

33. INFLUENCE OF EACH FACTOR ON WEATHER FORMATION
OBJECTIVES
KNOWS
UNDERSTANDS
INTERPRETS
CONTENT
BASIC TERMS
WEATHER SYMBOLS
SPECIFIC FACTS
INFLUENCE OF EACH FACTOR ON WEATHER FORMATION
WEATHER MAPS
TOTAL NUMBERS OF ITEMS
PERCENT OF ITEMS
Air Pressure 1 3 9 15
Wind 10 2 25
Temperature 4
Humidity and precipitation 7 5
Clouds 6 12 20
Total number of items 30 60
Percent of items 50
100

34. References
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objectives/writing-objectives
- See more at: objectives/writing-objectives#sthash.M2LNJ04F.dpuf
/table_of_specifications

35. Constructing (Deciding on the test format and writing test)
Discussant: Ayra Mae Patricia Tapaya

36. A. Constructing/Improving Main Stem
The main stem of the test item may be constructed in question form, completion form or direction form.

37. Which is the same as four hundred seventy? a. b. c.
QUESTION FORM
Which is the same as four hundred seventy? a. b. c.

38. COMPLETION FORM
Four hundred seventy is the same as_____. a. b. c.

39. DIRECTION FORM
Add: 22 a. b. c.

40. The main stem should be clear.
The question should not be trivial.
Questions that tap only rote learning and memory should be avoided.
Questions should tap only one ability.
Each question should have only one answer, not several possible answers.

41. B. Constructing/Improving Alternatives
Alternatives should be as closely related to each other as possible.
Alternatives should be arranged in natural order.
Alternatives should be arranged according to length: from shortest to longest or vice versa.
Alternatives should have grammatical parallelism.
Arrangemant of correct answers should not follow any pattern.

42. RULES FOR CONTRUCTING ALTERNATIVE-RESPONSE ITEMS
Avoid specific determiners.
Avoid a disproportionate number of either true or false statements.
Avoid the exact wording of the textbook.
Avoid trick statement.
Limit each statement to the exact point to be tested.
Avoid double negatives.

43. Avoid ambiguous statements
Avoid unfamiliar, figurative, or literary language
Avoid long statements, especially those involving complex sentence structures.
Avoid quantitative language wherever possible.
Commands cannot be “true” or “false”.
Require the simplest possible method of indicating the response.
Indicate by a short line by () where the response is to be recorded.
Arrange the statements in groups.

44. Rules for Constructing Completion Items
Avoid indefinite statements
Avoid over mutilated statements
Omit key words and phrases, rather than trivial details.
Avoid lifting statements directly from the text.
Make the blanks of uniform length.
Avoid grammatical clues to correct the answer.
Try to choose statements in which there is only one correct response for the blanks.

45. The required response should be a single word or a brief phrase.
Arrange the test so that the answers are in the column at the right of the sentences.
Avoid unordered series within an item.
Prepare a scoring key that contains all acceptable answers.
Allow one point for each correctly filled blank.

46. Suggestions for Constructing Matching Exercises
Be careful about what material is put into the question column and what is put into the option column.
Include only homogenous material in each matching exercise.
Check each exercise carefully for unwarranted clues that may indicate matching parts.
Be sure that the students fully understand the bases on which matching is to be done.

47. Out items on the left and number them, put options on the right and designate them by letters.
Arrange items and options in systematic order.
Place all the items and options for a matching type exercise on a single page, if possible.
Limit a matching exercise to not more than items.

48. Supply Tests - require examinees to recall and supply the answer
Ex. essay tests

49. USES OF ESSAY TESTS
 Assess the ability to recall, organize, and integrate ideas.
Assess the ability to express oneself in writing.
Assess student understanding of subject matter.

50. Advantages of using Essay questions
Allows the student to express himself in his own words.
Measures complex learning outcomes.
Promotes the development of problem- solving skills.

51. Advantages of using Essay questions
Easy and economical to administer.
Encourages good study habits in students.
Does not encourage guessing and cheating during testing.

52. Types of essay questions
1. Restricted-Response Essay Questions
Limits both the content and response
Useful for measuring learning outcomes requiring interpretation and application of data in a specific area.

53. Example
Describe two situations that demonstrate the application of law and demand. Do not use those examples discussed in the class.

54. Advantages of Restricted Response Questions
Restricted response question is more structured.
Measure specific learning outcomes.
Provide for more ease of assessment.

55. Limitations of Restricted Response Questions
Restricts the scope of the topic to be discussed and indicating the nature of the desired response

56. Types of essay questions
2. Extended Response Essay Questions
- Used to select information that they think is pertinent, to organize the answer in accordance with their best judgment, and to integrate and evaluate ideas as they think suitable.

57. Example of Extended Response Essay Questions
Imagine that you and a friend found a magic wand. Write a story about an adventure that you and your friend had with the magic wand. .

58. Advantages of Extended Response Questions
Measures learning outcomes at the higher cognitive levels
Expose the individual differences in attitudes, values and creative ability

59. Limitations of Extended Response Questions
Insufficient for measuring knowledge of factual materials
Scoring is usually difficult and unreliable

60. Ability to: Restricted-Response Essay Question
explain cause-effect relationships
describe applications of principles
present relevant arguments
formulate tenable hypotheses
formulate valid conclusions
state necessary assumptions
describe the limitations of data
explain methods and procedures
Extended- Response Essays
Ability to-
Produce, organize and express ideas
Integrate learning in different areas
Create original forms (e.g., designing an experiment
summarize (writing a summary of story)
construct creative stories
explain concepts and principles
persuade a reader

61. General and specific guidelines in Constructing Tests
1. Restrict the use of essay questions to those learning outcomes that cannot be satisfactorily measured by objective items.

62. 2. Construct question that will call forth the skills specified in the learning standards.

63. Example:
Write a two page statement defending the importance of conserving our natural resources? (Your answer will be evaluated in terms of its organization, comprehensiveness, and relevance of the arguments presented.)

64. 3. Phrase the question so that the student’s task is clearly indicated.
Make it as specific as Possible

65. Example
Poor: Why do birds migrate?
Better: State three hypotheses that might explain why birds migrate south in the fall. Indicate the most probable one and give reasons for your selection.

66. Example:
Poor: Compare the Democratic and Republican parties.
Better: Compare the current policies of the Democratic and Republican parties with regard to the role of government in private business. Support your statements with examples when possible. (Your answer should be confined to two pages. It will be evaluated in terms of the appropriateness of the facts and examples presented and the skill with which it is organized.)

67. 4. Indicate an approximate time and limit for each question.
As each question is constructed, teacher should estimate the approximate time needed for a satisfactory response.

68. 5. Avoid the use of optional questions
The use of optional questions might test the validity of the test results in the other way.

69. Scoring Essay Questions
Tips to remember…
Use clear specifications of scoring criteria
Inform students of scoring criteria
Use an initial review to find “anchor” responses for comparison
Use descriptive rather than judgmental scores or levels (“writing is clear and thoughts are complete” vs. “excellent”)

70. Scoring for Restricted Response Essay Questions
In most instances, the teacher should write an example of an expected response
For example, if the student is asked to describe three factors that contributed to the start of the Civil War, the teacher would construct a list of acceptable reasons and give the student 1 point for each of up to three reasons given from the list

71. Scoring for Extended-Response Essay Questions
Analytic Scoring Rubrics
Consist of a rubric broken down into key dimensions that will be evaluated
Enables teacher to focus on one characteristic of a response at a time
Provides maximum feedback for students

72. Holistic Scoring Rubrics
Yield a single overall score taking into account the entire response
Can be used to grade essays more quickly
Does not provide as much specific feedback as analytic rubric
Should not consist of scores alone, but rather contain scores accompanied by statements of the characteristics of the response
Example Table 10.3 and 10.4

73. Suggestions for Scoring Essay Questions
Prepare an outline of the expected answer in advance and use a clear scoring rubric
Use the scoring rubric that is most appropriate
Decide how to handle factors that are irrelevant to the learning outcomes being measured

74. Evaluate all responses to one question before going on to the next one
When possible, evaluate answers without looking at the student’s name
If especially important decisions are to be based on the results, obtain two or more independent ratings
Look out for bluffing! Page 247

75. Assessments & Rubrics | CRESST - CRESST Official Site
achers/highschool_scoringmanual.p df
sessments.php#

76. EVALUATION Discussant: Mairoden Mislang Guevarra

77. First Tryout
Third Tryout
Second Tryout

78. First Tryout Item Analysis-
process of examining the pupils’ responses to each test item.
Specifically, what one looks for is the difficulty and discriminating ability of the item as well as the effectiveness of each alternative.

79. Steps in using this method:
 U-L Index Method (Stocklein, 1957)
Steps in using this method:
1. Score the papers and rank them from highest to lowest according to the total score.
2. Separate the top 27% and the bottom 27% of the papers.
3. Tally the responses made to each test item by each individual in the upper 27% group.
4. Tally the responses to each test item by each individual in the lower 27% group.

80. U-L Index Method (Stocklein, 1957)
5. Compute the percentage of the upper group that got the item right and call it “U”.
6. Compute the percentage of the lower group that got the item right and call it “L”.
7. Average U and L percentage and the result is the difficulty index of the item.
8. Subtract the L percentage from the U percentage and the result is the discrimination index.

81.
Very Difficult
Moderately Difficult
.81 – 1.00
Very Easy

82. Difficulty Index and Discrimination Index
Difficulty Index- we mean the percentage of the pupils who got the item right. It can also be interrupted as how easy or how difficult an item is.
Discrimination index- separates the bright pupils from the poor ones. Thus, a good test item separates the bright from the poor pupils.

83. B. Second Tryout
After analyzing the results of the first tryout, test items are usually revised for improvement. After revising those items which need revision, another tryout is necessary.
The revised form of the test is administered to a new set of samples. The same conditions as in the first tryout are followed.

84. C. Third or Final Tryout
After two revisions, the test is considered ready to be in its final form. The test is now in good terms of the difficulty and the discrimination indices. The test is ready to be tested for reliability and validity.

85. Establishing the Test Validity
Validity can be best defined as the degree to which a test is capable of achieving certain aims. It is sometimes defined as truthfulness.

86. Criterion- Related Validity
Kinds of Validity
Content Validity
Criterion- Related Validity
Construct Validity
Related to how adequately the content of the test samples the domain about which inferences are to be made
Pertains to the empirical technique of studying the relationship between the test and some independent external measures (criteria).
The degree to which the test scores can be accounted for by certain explanatory constructs in a psychological theory

87. .