traditional assessment assignment 1

7/23/2019 Traditional Assessment Assignment 1

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Introduction

The development of classroom tests can be challenging. A good test is classified as being

one that is valid, reliable, usable and economical. It is important for all teachers to ensure that

tests are reliable and valid; with validity being the most important (Cize, !""#$.

In developing an effective classroom test, the process begins by determining the content

to be measured as well as the types of assessment to be used. This should be carefully

considered. The ne%t stage is the item development stage, where the test items are written. &nce

this is done the test can then be administered and scored. After the scoring is complete it is

important for the teacher to evaluate the test. The data received from this test should be used to

inform one on the appropriateness of the test and give insight on how the test can be improved.

'pecial efforts must be made to ensure that tests are valid and reliable. &ne way to ensure

that classroom tests are valid is by use of a Table of 'pecifications (T&'$. A T&' is useful in

improving content validity as it specifically identifies learning outcomes and helps to eep tests

in line with instructional obectives ('ource$. A T&' also ensures that tests cover the content area

taught and assess at the corresponding cognitive level. ('ource$

Classroom tests can be made to be reliable. A test is considered to be reliable when the

test consistently measures what it is supposed to measure. ('ource$. )ach time the same test is

taen by the same person, under the same circumstances the score is e%pected to be the same.

*T+)) I' A -I'C&)CTI& /)T0)) T+)') T0& 1&IT'2 &bective test items

generally have problems of low reliability and can usually be solved in simple ways, such as

maing the test longer. A longer test will reduce unreliability as whatever random fluctuations in

performance occur over the course of the test will tend to cancel itself out as the test progresses



('ource$. *T+)) I' A -I'C&)CTI& /)T0)) T+)') T0& 1&IT'2 eliability of

subective test items can be improved with the use of rubrics (sources$, in order to mae the

scoring obective and therefore *I' '&3)T+I4 3I''I4 I4+T +))52 as reliable as

possible.

-eveloping classroom tests can be made significantly more effective by proper planning

and test construction, clear instructions during administration and a continued evaluation of test

data.



Topic6 The Individual and the 7amily

The family is the first and the most basic unit of society. The concept of family life is

dependent on culture and location. Conse8uentially, it is important for students to understand the

concept of family as it relates to the Caribbean region. The aim of this unit is to have students

understand the terms and concepts relating to family, paying close attention to the types, and

functions of each family and their associated problems. At the end of the unit students should

have a comprehensive nowledge of the family and family related issues as well as be able to

mae suggestions on how different families can deal with issues of modern family life.

-escription of 'tudents

The unit will be taught to a class of thirty9five (:$ fourth form students preparing to sit

C')C e%aminations in <une !"=>, at a traditional high school. The average age of the class is =?.

The class is held two times a wee for one hour each.



@earning &utcomes

At the end of the unit, the student should be able to6

=. )%plain and use correctly at least half the concepts and terms associated with the

family as listed6 inship, status, e%tended family, nuclear family, monogamy,

polygyny, patriarchal, matriarchal, patrifocal, matrifocal, matrilineal, patrilineal,

bigamy, incest, marriage, legal separation, divorce, annulment, alimony, sibling,

inheritance.

!. -escribe the four maor functions of the family.:. Compare and contrast the maor family types and unions in the Caribbean namely,

Types6 nuclear, e%tended, sibling household, and single parent familynions6 visiting relationship, consensual or common law, monogamy and legal

marriage.B. )%amine the roles, relationships and responsibilities of adult and sibling members

of a Caribbean family.

. )%plain at least two maor causes and effects of the changes in the roles of family

members in the Caribbean society.

?. )%amine and describe at least five characteristics of effective parenting.>. 7ormulate strategies for dealing with contemporary social issues that influence

Caribbean family life.



Table of 'pecifications

Learning

Outcomes

Weight Recall Interpretation Problem

Solving

#

= =

! =

: =

B =

=

? ="

> =



Date ovember =?, !"=

Subject Name '&CIA@ 'T-I)'

Grade!lass ==

"amination $ime # am

Student ID Number %

Instructions

&' In this test you are re8uired to answer (LL 8uestions. All 8uestions are based on the unit

on the 7amily and the individual.)' This test will last for t*o +)' hours.

,' 'ection A of this test has )- multiple.choice /uestions.

0' 'ection / of this test has &1 true and 2alse /uestions and a cross*ord pu33le4

1' 'ection C of this test has - short ans*er /uestions4

5' 'ection - of this test has & essa6 /uestion4

7' )3)3/)6 This is a test to see how much you remember. Do not *orr6 about

2ailing888



Section (

Instructions6 Circle the /)'T answer for each 8uestion.

=. Dour teacher has ased you how many siblings you have; you reply by telling her you have

si% .

(a$ Cousins

(b$ 7riends

(c$ 'tepbrothersEsisters(d$ /rothers and sisters

!. Another name for marriage is

(a$ 3atrimony

(b$ 3atrilineal

(c$ 3aternal(d$ 3onogamy

:. The term pre9marital means

(a$ -uring marriage

(b$ After marriage

(c$ /efore marriage(d$ ot married

Questions 4 – 6 are based on the family tree below.

7A3I@D T))

Fey G 3arriage

@ouis 4arcia G @ily -avis

4eorge G ita Taylor <ames 3ary G -avid 'mall Ivy <ohn G )lizabeth Chin

<im 0arren 3erle 'usan @ily 'ita <ames 'am 4iselle



B. 0hat is the relationship of @ouis 4arcia to 'ita 'mall5

(a$ 'tep9father (b$ ncle

(c$ 4randfather

(d$ /rother9in9law

. 0hat is the relationship of 3erle to Ivy5

(a$ iece

(b$ Aunt

(c$ Cousin(d$ 'tep9sister

?. +ow many sisters does <ames 4arcia have5

(a$ &ne

(b$ Two(c$ Three

(d$ 7our

>. The family is best described as Hthe corner9stone of society. This is so because6

(a$ &nly the family is responsible for reproduction and perpetuation of the species;

(b$ o other institution can perform as efficiently the various functions of the family(c$ The family is responsible for maintaining stability in society through the socialization

function;

(d$ The family functions as a reservoir for culture, passing it on from generation togeneration.

J. 0hich of the following is not a process of 'ocialization5

(a$ )ducation

(b$ eproduction(c$ eligious teaching

(d$ ecreational activity



#. 0hich of the following factors may limit a parentKs role as economic provider for the

family5

i. nemployment

ii. @ow level of education

iii. 1oor parenting sillsiv. @ow wages

(a$ i and ii only(b$ iii and iv only

(c$ i, ii and iv only

(d$ i, ii, iii and iv

=". The main functions of the Caribbean family may best be

described as6

i. 'ocializationii. 1roviding for emotional needs

iii. 1rocreation

iv. 1roviding for financial needs

(a$ I L III only(b$ I, IILIII only

(c$ I, III L IM only

(d$ All of the above

Nuestions ==O=! relate to the following information6

Faren was born into a family made up of her mother and father, but from age ? she grew up

with her grandmother, aunt, uncle and cousins. +er parents migrated but thought she was

better off doing her schooling in the Caribbean. 'he oined her parents when it was time togo to college, although by then they had divorced. 0hen she migrated, her grandmother

came to live with her and her father one year later.

==. 0hich of the following family types did Faren live in5

I. )%tended

II. 'ingle parentIII. uclear IM. 'ibling

(a$ I L III only

(b$ I, II L IM only

(c$ I, II, and III only

(d$ I, III L IM only



=!. FarenKs parents divorced before she migrated to meet them. 0hich of the following /)'T

describes divorce5

(a$ The declaration that a marriage is null and void

(b$ The legal separation of a married couple

(c$ The division of property between a married couples(d$ The legal end to a marriage

Nuestions =: 9 =B relate to the drawing below.

=:. 0hat type of family is shown in the picture above5

(a$ )%tended

(b$ uclear

(c$ Common9law

(d$ <oint

=B. The relationship between the couple shown in the picture above could be all of the

following )PC)1T6

(a$ 3arriage

(b$ Common9law union(c$ Consanguine

(d$ Misiting relationship



=. If only brothers and sisters lived on their own at the same residence, this would

be called a6

(a$ uclear family

(b$ <oint family household

(c$ 'ibling family(d$ )%tended family

=?. In the Caribbean conte%t, the concept matrifocality emphasises the importance of

(a$ The mother and maternal relatives who play dominant roles in contrast to the peripheral

role of fathers and paternal relatives(b$ 3en who are breadwinners while the women are financially dependent

(c$ 3en who play dominant roles as husbands and fathers

(d$ @ine of descent being traced through the male line

“In the Igbo family a definite division of labour and authority structure prevails. A wife,

especially one, who has not yet borne a male child, should bow her head before her husband.

She must perform her wifely duties promptly and without complaint and never contradict or

oppose her husband’s wishes. Unmarried sisters must practice their future role performance

by cheerfully carrying through domestic chores for their fathers and brothers. Unmarried

sisters have a special responsibility to watch over a young wife, to guard her fidelity, and to

upbraid wives for any failing in the service provided to brothers.” +a!en from he African

"ac!ground to the #amaican $amily, %&'(, pg. ''4

(Questions 17 - 21 are based on the above quotation$

=>. 7rom this statement it would seem that among the Igbo

(a$ 0omen dominated men in the household

(b$ /oth men and women are treated e8ually in the family(c$ 0omen are firmly subordinated to men, especially wives to husbands

(d$ 'isters co9operate with their brothersK wives in all respect

=J. A lineage consisting of all descendants through males of a single ancestor is called a

(a$ 3atrilineage

(b$ Clan(c$ 1atrilineage(d$ Class

=#. The unit into which Igbo children are born, in which they reside and are socialised is called a



(a$ uclear family

(b$ <oint family(c$ 'ingle9parent family

(d$ 1atrilineal e%tended family

!". African family life occurs within and is almost completely absorbed by the lineage. The

lineage consists of all

(a$ The people in a country at a given moment

(b$ -escendants in one line of a particular person through a determined number of

generations

(c$ @iving and dead members of an entire society(d$ The common ritual of the aborigines

!=. In the Igbo family, men would have two wives simultaneously. The first wife is elevated to

the status of a senior wife upon the establishment of such an arrangement. The two wivesthen become

(a$ 'isters

(b$ Co9wives

(c$ <uniors(d$ Cousins

Stud6 the 2ollo*ing statement describing an Igbo 2amil6 and then ans*er the /uestion

belo*4

“It is usually headed by a father, who lives with his wives, his sons and their wives and

children, plus the father’s unmarried daughters”.

!!. 0hat is the type of marriage in this family5

(a$ 3onogamous(b$ 1olyandrous

(c$ 1olygynous

(d$ Autonomous.

!:. 0hich of the following is NO$ responsible for the changes in the traditional roles in thefamily5

(a$ 3others are having more children(b$ 3ore mothers wor outside the home

(c$ The e%tended family has declined in importance

(d$ 'chools have assumed a greater role in socializing children



9 )ore and more, marriage is seen as an e*ual partnership in which husbands and wives

share the responsibility for ma!ing decision:4

!B. The statement above suggests that

(a$ The roles of the husbands and wives are complimentary(b$ The husband has the final say in decision maing

(c$ The wife plays a submissive role(d$ There are specific roles for the husband and wife.

!. Q7rom early infancy, children begin to learn how to operate in society. They learn

simple norms and mores which are e%pected in daily behavior.K This statement suggeststhat6

(a$ The media is the first agent of socialization.(b$ Church plays a ey role in socialization.

(c$ 'ocialization of children begins in the home.

(d$ 'chool taes priority in socialization.

!?. Caribbean family life has changed in all of the following

ways )PC)1T6

(a$ 7amilies are smaller

(b$ 7amilies are having more children(c$ There are fewer e%tended families

(d$ 3ore women are going out to wor

!>. -eciding how many children to have and when to havethem is called6

(a$ 7amily planning(b$ -ebating

(c$ 3onogamy

(d$ 1rocreation

!J. All of the following are forms of child

abuse )PC)1T6

(a$ Children being left alone for days

(a$ -isciplining children

(b$ 'howing children pornographic material(c$ Causing physical harm to children



Section ;

!hoose the best *ord 2rom the *ord ban< to complete the 2ollo*ing statements4 +ote that

you do not have to use all the words +ote that you can use a word more than once

=. Those circumstances within a society which causes dysfunction, creates difficulties or stops

members of the society from enoying full happiness can be called

.

!. The term refers to the belief that some activities are for malesand some are for females.

:. 3any children are children. They let themselves into the house in

the evenings and often left unsupervised.

B. 0hen members of the family display and refuse to tae

responsibility for their commitments, they greatly disappoint the family members.

. 3embers of the society are treated based on their in the

society

?. 0hen a couple is facing challenges and are unsure of the way forward, their first action can

be to see from the courts before any final declaration is

made.

Section !

rresponsible behavior Social problems Status Gender

Roles

Legal Separation Divorce Latch-key Polygyny

Neglect Socialization



?. 0hich family type maes the ob of parenting easier5 4ive &) reason for your answer.

>. ame T0& internal factors and T0& e%ternal factors that affect family relationships.

4ive &) way to improve &) e%ternal and &) internal factor.

J. 0hat are the T0& 3AI ways in which you thin the changing of roles in the

Caribbean family could negatively impact the children5 <ustify giving T0& reasons

Section "



)''AD

0hat are social issues5

ame and /I)7@D describe one of the main social issues discussed in class. -escribe how it

affects the Individual, the 7amily and the 'ociety. 'uggest T0& ways to the individual, the

family and the society can help to fi% the problem. Can this problem be eliminated5 4ive

T+)) reasons for your answer.

$he "nd8

$est =alidit6



A test is considered valid if it measures what it is supposed to measure (+athcoat, !"=:$. It is the

degree to which evidence, common sense, or theory supports any interpretations or conclusions

about a student about based on his or her test performance (7rey et al., !"="$. 'imply put it is

how one nows that a math test is testing oneKs mathematical ability and not their reading ability.

There are different types of validity, namely6 7ace, Content, Criterion9related and Construct

validity as discussed earlier.

pon analysis I would deem this test to have been valid on most accounts. 7irstly we could see

where the test was clearly valid from a face validity perspective. &ne could tell from first glance

that this test is meant to be a social studies test. The construct was also valid as the test was so

constructed to test attributes relating to social studies. The test was age appropriate and

ade8uately tested students at the corresponding cognitive levels. The test items were reviewed by

another individual familiar with the test content to review 8uestions for error and adherence to

accepted test development guidelines. The test also covered the content directly related to the

learning obectives and class activities. This test was able to provide data re8uired in order to

ade8uately analyze what the students learned.

Additionally, there were other sources of validity evidence for this test namely the testing

environment and the scoring of the test. The testing environment was one that met the usual

standard for e%amination conditions. It was 8uiet, the temperature was moderate and there were

no disruptions during the test. 'pecial efforts were made to reduce the possibility of students

cheating and they were constantly monitored and never left unattended.

The scoring of the test was done appropriately as special care was taen to develop the answer

ey for the obective items and a rubric was developed to score the subective sections of the test.



At half hour intervals students were made aware of the time remaining and could also eep

abreast of the time by the large cloc on the wall. After the time elapsed the students were

instructed to stop writing and the papers collected by the invigilators.

&ne special arrangement was made for the administration as students were randomly assigned

numbers from = O :" as a special identification in order to improve reliability and subectivity

during scoring. There were no usual situations or problems during the administration of this end

of unit test.



Test esults

Student # Ra* Score Percentage +>'

) #>.""

7 #:."

- J>.""

&5 J?.""

& JB."

&7 >#.""

,? >J.""

)1 >J.""

)& >!.""

, >".""

&1 ?#.""

&@ ?>.""@ ??."

)0 ?!.""

)- ?".""

&? ?".""

0 ?".""

)7 #.""

&& .""

&0 :.""

)? =.""

5 ".""

&, ".""), ".""

&- ".""

1 B>.""

)5 B.""

)@ :?.""

)) !.""

&) =?.""



Standard Deviation

'tandard deviation is a measure of how a set of values are dispersed around the mean those

values. The standard deviation is related to the range, which is the difference between the highest

and lowest values of the set. 4enerally, a low value of standard deviation means that the scores

in the set are close in value to that of the mean, while a high value of standard deviation indicatesthat the scores in the set are more widely dispersed around the mean.

It turns out that, in a normal distribution, about ?JR of the students can be e%pected to fall in the

range of scores between minus one standard deviation below the mean and plus one standard

deviation above the mean and that about #R of the students can be e%pected to fall in the range

of scores between minus two standard deviations below the mean and plus two standard

deviations above the mean.



attractive to the test group. &f the == students who chose the correct response > of them were of

the upper class. This proved to be the most difficult 8uestion.

7or 8uestion !, =: students chose the correct response -, ? chose C, # chose / and ! chose A.

The range of the distribution for these answers suggests that options C and - were good

distractors or were similar to the correct answer. &f the =: students who chose correctly =" of

them were from the upper division displaying a positive discrimination inde%.

7or 8uestion :, = person chose response A, =B chose /, # chose C and ? chose -. of the =B

persons who answered correctly # of them were from the upper division maintaining a positive a

discrimination inde%. The responses show that option A was unappealing to the general test

group but that options C and - distracted e%actly half of the test group.

In 8uestion B, : persons chose option A, > option /, =: chose the correct response C and >

responded -. The analysis for this 8uestion is similar to that of 8uestion :. Nuestion B also

maintained a positive discriminatory inde%.

7or 8uestion , => persons chose the correct answer A, while ? responded /, ! responded C and

persons responded -. This 8uestion showed to be easiest of the =" 8uestions and maintained a

positive discrimination inde%, as == of the correct responses came from the upper class. It could

be recommended that options C and - are replaced with more appropriate distractors.

7or 8uestion ?, persons chose options A and /, > persons chose option C and =: persons chose

the correct option -. This 8uestion proved to one of the more difficult ones. &ptions A, / and C

are appropriate distractors as less than half of the responses given were correct. A positive

discrimination inde% was achieved.



The responses for 8uestion > are similar to those of 8uestion . persons chose options A and C,

=? persons option / and B persons option -. &ption - was the least appealing option to the

respondents. The same recommendation can be made for options A, C and - as in 8uestion . ="

of the correct responses were from the upper class, showing a positive discrimination inde%.

Nuestion J was also similar to 8uestions and >. : persons chose option A, > persons chose

option /, = persons chose correctly option C and persons chose option -. &ption A was least

appealing to the respondents and it is recommended that it be replaced with a more appropriate

distractor. &ptions / and C were fairly appropriate distractors. This 8uestion also achieved a

positive discrimination inde% as =" of the correct respondents were from the upper class.

Nuestion # received identical responses to 8uestion ? with =: persons choosing the correct

answer A, persons choosing options / and C, and > persons option -. Conse8uentially a

positive discrimination inde% was obtained and the analysis is the same.

7or 8uestion =", of the respondents chose correctly option C and options A, / and C received

responses of ?, and B respectively. &ption C was the least appealing to the test group. It could

be suggested that options / and C be replaced with more appropriate distractors. &ver all this

was a fairly easy 8uestion. &f the = persons who responded correctly # of them were from the

upper division obtaining a positive discrimination inde%.

Summary of item analysis data.

Item # correct

+upper'

# correct

+lo*er'

Di22icult6

+p'

Discrimination

+D'

= > B ".:?> ".!""

! =" : ".B:: ".B?>

: # ".B?> ".!?>



$est Reliabilit6

Test reliability is a measure of how stable, dependable, trustworthy and consistent a test is in

measuring the same thing each time (0orthen et al., =##:$. In maing a test more reliable it is

not e%pected that a student will get the same scores each time, however, there should be

similarities in the scores. Therefore, the more similar the scores the more reliable the test is said

to have been. The reliability of a test can be affected by three factors6 the test, the test taer and

the testing environment (Cize, !""#$.

In improving the reliability of this test is to reduce the chances of guessing (Cize, !""#$

(7rancine fi% thisUUUUUU$. I found that the TrueE7alse 8uestions would be susceptible to guessing

and even if a student got the answer right it didnKt mean that they fully understood the content

and if they too the test again they would probably choose another answer. The use of multiple

choice 8uestions also had this ris but the possibility of randomly choosing the right answer is

lowered as this format of assessment presented more wrong than right answers in comparison to

the trueEfalse format where there was e8ual chance to choose the wrong or right answer.

Another way of improving the reliability of this test is by being more detailed in the instructions.

It was found that a few students misunderstood certain sections and that possibly impacted them

in finding the correct answer.

Additionally the 8uality of 8uestions could also be improved. )ven though I believe that the

number of test items is ade8uate the level of 8uestioning could be improved with more training

in asing 8uestions at a higher level to ade8uately 8uestion at the re8uired cognitive level. It has

been found that carefully written tests with an ade8uate number of items usually produces high

reliability (<ustin and <ohn, =##?$. It has been found that as teachers become more familiar with



their content and with more e%perience their ability to develop more reliable tests improve

(Finyua and &unya, !"=B$



!onclusion

The development of reliable and valid classroom tests can be 8uite challenging for pre9service

teachers (Finyua and &unya, !"=B$. @iewise, development of this classroom test was

challenging me. The use of the table of specification was helpful in ensuring that the content was

covered even though determining how many 8uestions would be considered ade8uate proved to

be difficult tas.

In order to increase validity the table of specification was used as a guideline to ensure that

8uestions were prepared at varying cognitive levels. This was also difficult as I didnKt have much

practice in writing 8uestions at a higher cognitive level. There was special care in ensuring there

were enough 8uestions for each obective but it was a challenge to figure out how many

8uestions would ade8uately to do this.

In maing the test reliable the main challenge was to decide how long the test would be in order

to reduce the inconsistencies in students misunderstanding what is e%pected in each particular

8uestion.

-eveloping classroom tests has been much more difficult than anticipated. +owever with more

practice and understanding of what is e%pected the challenged should be lessened.



Frey, B. B., & Allen, P. D. J. P. (2010). Assessing Universal Design for Classroom Tesing. !n Annual

Meeting of the American Educational Research Association, Denver, CO.

traditional assessment assignment 1

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