Planning a Written Test reflects not only the content, time spent, and number of items but also
t only the content, time spent, and number of items but also the
level of cognitive behavior targeted per test content.
TEST- a method used by educators to measure and assess students'
abilities systematically, fairly, objectively, and procedurally by giving tasks Allows the developer to see the level of cognitive skills and dimensions of
in the form of questions and statements that must be done by students so knowledge that are emphasized by the test.
that they can produce values that symbolize student achievement.
THREE– way TOS
Characteristics of a Quality Assessment Tool
Reflects the features of one-way and two-way TOS.
1. Validity- Measures what it’s supposed to measure.
Shows the thinking skills targeted by the test.
2. Reliability- Gives consistent results over time.
3. Fairness- Free from bias; treats all students equally One-Way TOS – Focuses only on content and objectives
4. Clarity- Clear instructions and questions. Two-Way TOS – Adds levels of thinking (e.g., remembering vs
analyzing)
5. Authenticity - Real-world relevance.
6. Feasibility- Can be done with available time/resources. Three-Way TOS – Adds cognitive skills and processes being tested
7. Differentiation- Adjusted for diverse learners.
8. Feedback - Provides information on performance.
Learning Targets AND APPROPRIATE METHODS
9. Purposefulness- Clearly aligned with goals.
A statement of student performance for a relatively restricted type of
10. Adaptability- Can be modified to suit learners. learning outcome that will be achieved in a single lesson or a few days. It
contains both description of what students should know, understand, and
be able to do at the end of the instruction and something about the
criteria for judging the level of performance demonstrated.
TYPE OF OBJECTIVE TESTS
Selected Response – Choose from given answers
GOAL- Goals are general statement about desired learner outcomes in a
given year of during the duration of a program.
Alternate response: true/false
Matching type: match terms and definitions STANDARDS - Standards are specific statements about what learners
Multiple choice: choose the correct answer from options should know and are capable of doing at a particular grade level, subject,
or course.
Constructed Response – Create your own answer
Four Different Types of Educational Standards:
Sentence completion, short answer, essay, problem-solving 1. Content – desired outcomes in a content area
2. Performance – what students do to demonstrate competence
Table of Specifications
3. Developmental – sequence of growth and change over time
-Tool used by teachers to design a test
4. Grade-level – outcomes for a specific grade
-Table that maps out the test objectives, contents, or topics covered by the
test; levels of cognitive behavior to be measured; distribution of items, OBJECTIVES- Educational objectives are specific statements of learner
number, placement, and weights of test items; and the test format. performance at the end of an instructional unit.
-“test blueprint” Also referred as behavioral objective and are stated with the use of verbs
IMPORTANT OF TOS BLOOMS TAXONOMY EDUCATIONAL OBJECTIVES
Ensures that the instructional objectives and what the test captures match COGNITIVE-
Ensures that the test developer will not overlook details that are AFFECTIVE-
considered essential to a good test
PSYCHOMOTOR-
Make developing a test easier and more efficient
Five Criteria for Selecting Learning Targets
Ensures that the test will sample all important content areas and processes
1. Establish the right number of learning targets
Offers an opportunity for teachers and students to clarify achievement
2. Establish comprehensive learning targets
3. Establish learning targets that reflects school goals and 21st Century Skills
One – way TOS
4. Establish learning targets that are challenging yet feasible
Maps out the content or topic, test objectives, number of hour spent, and
format, number, and placement of items. 5. Establish learning targets that are consistent with current principles of
learning and motivation
Easy to develop as it works around the objectives without considering the
different levels of cognitive behaviors.
TWO – WAY TOS
FACTUAL KNOWLEDGE-Refers to essential facts, terminology, details or PEOPLE- who is involved? Learners, Teacher, Peers
elements students must know or be familiar with.
PLACE – where will this learning happen? Classroom, Library or Reading
CONCEPTUAL KNOWLEDGE-Refers to interrelationship of facts. It is facts Center
put together within a larger structure that enable them to function
together.
PROCEDURAL KNOWLEDGE-Refers to information or knowledge that helps ABCD MODEL
students to do something specific to a discipline, subject or area of study.
AUDIENCE- WHO ARE THE LEARNERS? Grade 3 learners
METACOGNITIVE KNOWLEDGE-Refers to thinking about own thinking in a
BEHAVIOR- WHAT SHOULD THE LEARNERS BE ABLE TO DO? Compare living
purposeful way. It is awareness and knowledge of one’s own cognition.
and non-living things
LEARNING TARGET - A statement of student performance for a relatively
CONDITION – UNDER WHAT CIRCUMTANCES OR WITH WHAT TOOLS/
restricted type of learning outcome that will be achieved in a single lesson
RESOURCES WILL THE LEARNING HAPPEN? Using a chart or visual aid
or a few days. It contains both description of what students should know,
showing examples of both
understand, and be able to do at the end of the instruction and something
about the criteria for judging the level of performance demonstrated. DEGREE- HOW WELL MUST LEARNERS PERFORM FOR THE OBJECTIVE TO
BE MET? Correctly identify and compare at least 3 characteristics of each
with 100% accuracy
TYPES OF LEARNING TARGETS
Type of Learning Description Sample Audience – Who? (e.g., Grade 3 students)
Targets
Behavior – What should they do? (e.g., compare things)
Knowledge targets Factual, conceptual, I can explain the role
and procedural of producers in the
information that ecosystem Condition – With what help/tools? (e.g., using charts)
learners must learn in
a subject or content
area. Degree – How well? (e.g., 100% accuracy)
Reasoning targets Knowledge-based I can prove the
thought processes conditions for
that learners must similarity of triangles Given a set of images or informational texts (C), students (A) will compare
learn. Also involves using special right living and non-living things (B) by identifying at least two similarities and
application of triangle theorems. two differences (D).
knowledge.
SKILLS TARGET Use of knowledge I can predict
and/or reasoning to probability of
perform or resulting offspring
demonstrate physical given the genotypes
skills. of the parents using
Punnett square.
PRODUCT TARGETS Use of knowledge, I can write a project
reasoning, and skills proposal that will
in creating a concrete help preserve the
or tangible products. natural ecosystem
S PECIFIC
M EASUREMENT
A TTAINABLE
R ESULT- ORIENTED
T IME- BOUND
E VALUATE
R EVISE
PURPOSE- why is this competency important? To develop students’
reading comprehension and vocabulary skills
PROCESS – how will the competency be taught? Modeling, Guided
Practice, Collaborative Work, Independent Practice, Feedback and
Reflection
PRODUCT- what will the learners produce? Annotated texts with notes on
inferred word meanings and identified clues.
ASSESSMENT - Process of gathering quantitative and/or qualitative data
for the purpose of making decisions
ASSESSMENT OF:
ASSESSMENT IN LEARNING- Systematic and purpose-orieted collection,
analysis, and interpretation of evidence of learning to make informed
decision.
ASSESSMENT FOR:
MEASUREMENT- actual collection of information on student learning
through the use of various strategies and tools.
ASSESSMENT AS;
EVALUATION - actual process of making a decision or judgment on student
learning based on the information collected
CLASSICAL TEST THEORY – FOCUS ON ENTIRE TEST
ITEM TEST THEORY – focus on item, each item. TYPES OF ASSESSMENT
PRINCIPLE OF ASSESSMENT 1. FORMATIVE-
Assessment should have a clear purpose
Assessment is not an end in itself
2. SUMMATIVE-
Assessment is an ongoing, continuous, and a formative process
Assessment is Learner-centered
Assessment is both process- and product-oriented.
3. AUTHENTIC-
Assessment must be comprehensive and holistic.
Assessment requires the use of appropriate measures.
Assessment should be as authentic as possible. 4. DIAGNOSTIC-
TYPES OF ASSESSMENT ACCORDING TO PURPOSE
EDUCATIONAL- 5. TRADITIONAL-
PSYCHOLOGICAL-
ACCORDING TO FORM EVALUATION-
PAPER AND PENCIL-
PERFORMANCE-BASED TEST-
ACCORDING TO FUNCTION MEASUREMENT-
TEACHER MADE
STANDARIZED- MOTIVATIONAL-
ACCORDING TO KIND OF LEARNING SELF- REGULATION-
ACHIEVEMENT-
APTITUDE-
ACCORDING TO ABILITY
SPEED-
POWER-
ACCORDING TO ASSESSMENT ( INTERPRETATION OF LEARNING)
CRITERION- REFERENCED
NORM-REFERENCE
