PLANNINGTHE TEST

Developing a classroom test

is more than just writing a series of

items.

GOOD PRACTICES OF TEST CONSTRUCTION INVOLVES:

Determining the reason for testing Determining and writing the

objectives to be met by the test Determining the best type of item

that will meet the objectives of the test Developing a test a blueprint or table

of specifications

Determining the answer key, scoring criteria and directions for administration of the test

Determining the best way to present items

Administering the testEvaluating students progress in relation

to the objectives of testing Modifying test behavior and

instructional strategies

GOOD PRACTICES OF TEST CONSTRUCTION INVOLVES:

Scoring the test according to the answer key and scoring criteria

Analyzing the items to determine ambiguity, miskeying and difficulty level

Developing and maintaining a test item file

Analyzing the test as a whole

GOOD PRACTICES OF TEST CONSTRUCTION INVOLVES:

DIMENSIONS OF EDUCATIONAL OBJECTIVES:

Process and Product Objectives

Behavioral and Implicit Objectives

Immediate and Ultimate Objectives

Restricted and Inclusive Objectives

Example:

Restricted:Orally identifies the following

colors: red, yellow, blue, green, orange, and violet.

Inclusive:Orally identifies primary and

secondary colors.

The Cognitive, Affective and Psychomotor

Domains

Cognitive Domain

Emphasizes the attainment, retention and development of knowledge and intellect.

Six Categories of Cognitive Domain:

Knowledge Comprehension Application

Analysis

Synthesis

Evaluation

Affective Domain

Encompasses those behaviors characterized by feelings, emotions or value.

Five Levels of affective Domain: Receiving or Attending Responding Valuing Organization Characterization by a Value or

Values Complex

Psychomotor Domain

Refers to muscular or motors behaviors

ITEM SAMPLING AND SELECTION

T H E T E S T B L U E P R I N T

The Test Blueprint

A two-way grid and the most effective way to ensure adequate representation

of items.

Criteria to Determine the approximate number of items for each objectives:

1.The relative importance or weight assigned content areas.

2.The relative emphasis given to the levels of complexity in Bloom’s Taxonomy.

3.The amount of class time devoted to each topic.

One of the most important RESPONSIBILITIES of teachers is to determine which students outcomes are to be GIVEN

HIGH PRIORITY.

Selection of Teaching Methods and Materials:

Open-Book and Closed-Book Examination

The Frequency of Testing The Effect of Unannounced Test Modes of Item Presentation