Developing Assessment Tool

Topics: Psychometrics, Assessment, Test Pages: 30 (1543 words) Published: December 3, 2014
INTRODUCTION
In this section, we shall discuss the:
 General principle of testing
 Different qualities of assessment tools
 Steps in developing assessment tools
 Format of TOS
 Different types of classroom
assessment tools.

GENERAL PRINCIPLES OF
TESTING
FIVE BASIC PRINCIPLES
1.

2.

(Ebel and Frisbie, 1999)
Measure all instructional
objectives – test items should match
all the learning objectives posed
during instruction.
Cover all the learning tasks –
constructed test should contain a wide
range of sampling of items.

GENERAL PRINCIPLES OF
TESTING

3. Use appropriate test items – test
items constructed must be appropriate
to measure learning outcomes.
4. Make test valid and reliable –
construct a test that is valid so that it
can measure what is supposed to
measure from the students. The test is
reliable when the student’s score
remains the same when the test is
given the second time.

DEVELOPMENT
OF CLASSROOM
ASSESSMENT
TOOLS

CHAPTER 3

Prepared by:
Celestia Kyla A. dela Paz, RN

GENERAL PRINCIPLES OF
TESTING
5. Use test to improve learning – the
test scores should be utilized properly
to improve learning.

PRINCIPLE OF HIGH
QUALITY ASSESSMENT
Teacher-made test are developed by a
classroom teacher to assess the learning
progress of the students within the
classroom.
Strengths: lie on its applicability and relevance
in the setting where they are utilized.
Weaknesses: limited time and resources to
utilize the test and also some technicalities
involved in the development of the
assessment tools.

PRINCIPLE OF HIGH
QUALITY ASSESSMENT
In this section, we shall discuss the
different terms such as:
 Clarity of learning target
 Appropriateness of an assessment tool
 Fairness
 Objectivity
 Comprehensiveness
 Ease of scoring and
 Administering

CLARITY OF THE LEARNING
TARGET
The learning target should be clearly
stated and must be focused on student
learning objectives rather than teacher
activity.
S – Specific
M – Measurable
A – Attainable
R – Realistic/Relevant
T – Time-bound


CLARITY OF THE LEARNING
TARGET


The performance task of the students
should also be clearly presented.



The teacher should also discussed
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
Teachers should be skilled in choosing and
developing assessment methods appropriate
for instructional decisions.
1. OBJECTIVE TEST – type of test that requires
student to select the correct response from
several alternatives or to supply a word or
short phrase to answer a question or
complete statement. This indicates that there
is only one correct answer.
Examples: true-false, matching type, multiple
choice

APPROPRIATENESS OF
ASSESSMENT TOOL
SUBJECTIVE TEST – permits the student to
organize and present an original answer. This
type of tests has no specific answer and
usually scored on a opinion basis.
Example: essay
2.

PERFORMANCE ASSESSMENT – students are
asked to perform real-world task that
demonstrate meaningful application of
essential knowledge and skills.
Example: laboratory works, hands-on
3.

APPROPRIATENESS OF
ASSESSMENT TOOL
PORTFOLIO ASSESSMENT – 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.
Portfolio – a purposeful collection of
student’s work that measures the
growth and development of students.
4.

APPROPRIATENESS OF
ASSESSMENT TOOL
ORAL QUESTIONING – used to collect
assessment data by asking oral questions. The
ability of the student to communicate orally is
very relevant to this type of assessment.
Example: recitation, interiew
6. SELF-REPORT – the response of the students
maybe used to evaluate both performance
and attitude....
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