The document discusses the preparation of classroom assessments. It outlines the importance of planning stages, learning objectives, relationships between objectives and testing, and using a table of specifications to ensure valid and reliable tests. It provides details on factors to consider when planning teacher-made tests, such as objectives, teaching strategies, and evaluative procedures. Guidelines are given for constructing objective-type tests, including writing clear questions and avoiding irrelevant clues. The document also discusses Ralph Tyler's evaluation framework and the role of various scholars in the field of educational assessment.

1. PREPARATION OF
CLASSROOM ASSESSMENT
REPORTERS/DISCUSSANTS: MS. CORATCHIA/MR. I. ALCALA

2. LEARNING OUTCOMES
• PLANNING STAGES in preparing a classroom test
• RELATIONSHIPS among learning objectives, teaching and
testing
• IMPORTANCE of the table of specifications in making the test
more valid and reliable
• CONSTRUCT a sample table of specifications

3. PLANNING THE TEACHER-MADE TEST
• FACTORS of a GOOD TEST
Adequate and Extensive Planning for
1. Goals of Instructions-Objectives
2. Teaching Strategies
3. Textual material
4. Evaluative procedure

4. TYLER’S EVALUATION FRAMEWORK (OLIVA,
2001)
Planning
Stage
7
Compare
performance
data with
behaviorally
stated
objectives.
Collect
Performance
Data.
Develop or
select
measurement
techniques.
Find situation in
which
achievement of
objectives can be
shown.
Define
objective in
behavioral
terms.
Classify goals
and
objectives.
Establish
broad goals
and
objectives.

5. WHO MADE IT POSSIBLE?
• It was Sir RALPH WINFRED TYLER who made such practice in the field of
education possible.
• Ralph W. Tyler (1902–1994) was an American educator who worked in
the field of assessment and evaluation. He served on or advised a number of
bodies that set guidelines for the expenditure of federal funds and
influenced the underlying policy of the Elementary and Secondary Education
Act of 1965. Tyler chaired the committee that developed the National
Assessment of Educational Progress (NAEP). He has been called by some as
• "the father of educational evaluation and assessment"

7. THINGS TO CONSIDER WHEN MAKING A
TEST
• Two General Questions:
1. What do I want to do?
2. What is the best way in which I can accomplish my goal?

8. THINGS TO CONSIDER WHEN MAKING A
TEST
QUESTIONS a classroom teacher must ask himself/herself in the
test-planning stage
• What skills, knowledge, attitudes, etc. do I want to measure?
• Have I clearly defined my instructional objectives in terms of
my student behavior?
• Have I prepared the table of specifications (TOS)?

9. THINGS TO CONSIDER WHEN MAKING A
TEST
QUESTIONS a classroom teacher must ask himself/herself in the
test-planning stage
• What kind of test (item format) do I want to use? Why?
• How long should the test be?
• What should be the discrimination level of my test items?
• How will I arrange the various item formats?

10. THINGS TO CONSIDER WHEN MAKING A
TEST
QUESTIONS a classroom teacher must ask himself/herself in the
test-planning stage
• How long will I arrange the items within each item format?
• What do I need to do to prepare the students in taking the test?
• How are the students going to record their answers to the
objective items?
• How will the objective portion be graded?

11. THINGS TO CONSIDER WHEN MAKING A
TEST
QUESTIONS a classroom teacher must ask himself/herself in the
test-planning stage
• For objective items, should guessing instructions be given?
Should a correction for guessing be applied?
• How will the test scores be tabulated?
• How will the scores be assigned?
• How will the test results be reported?

12. STEPS IN CLASSROOM TESTING AND
ASSESSMENT
• Linn and Gronlund (2000) offered a logical
procedure for preparing valid, reliable, useful
tests.
WHO ARE THEY?
Robert L. Linn (of Colorado University) was a true
giant in the field of educational measurement. “In
the 90-year history of the field there has been no
comparable eminence save E. F. Lindquist and R. W.
Tyler.” They started innovative measurement
activities, “but their scholarly, academic production
was skimpy compared with Linn’s.” This
assessment was written in 1995 by Lee J. Cronbach,

13. STEPS IN CLASSROOM TESTING AND
ASSESSMENT
• Linn and Gronlund (2000) offered a logical procedure for preparing
valid, reliable, useful tests.
WHO ARE THEY?
• Norman Gronlund gives teachers the tools they need to support the
development of high-quality assessments in the classroom. He
presents a balanced, concise, and practical guide for testing and
performance assessment that is rooted in effective classroom
instruction and learning. (University of Illinois, USA)
Emphasizing that assessment is a broad term that includes
testing and performance assessment, each used where it is most
appropriate, Norman declares that valid assessment is necessary for
effective instruction in order to improve student learning. He devotes a
portion of the book to preparing and using classroom tests and
performance assessments, assigning grades, and interpreting

14. BASIC STEPS IN CLASSROOM TESTING
7. Using the test
GOALS Improved Learning and Instructions
6. Appraising the test
5. Assembling the test
4. Preparing relevant test items
3. Selecting appropriate test types
2. Developing the Table of Specifications
1. Determining the purpose of measurement

15. CHECKLIST TO ASSIST THE TEST
CONSTRUCTOR
• Specify the course or unit content.
• List the major course or unit objective.
• Define each objective in terms of student behavior.
• Discard unrealistic objectives.
• Prepare a table of specification.
• Decide on the item format to be used.
• Prepare test items.

16. WRITING THE OBJECTIVE SHORT-RESPONSE
TEST
WHAT FOR?
The objective type item was developed in order to overcome criticisms
leveled against essay questions.
 poor content sampling
 unreliable scoring
 time consumed for grading
 encouragement of bluffing

17. TWO CLASSES OF OBJECTIVE ITEM FORMATS
1. SUPPLY TYPE (short answer)
2. SELECT TYPE
Advantages of Objective Type
• It is economical in obtaining information from a student.
• It takes less time to answer than an essay question.

18. HOW TO CONSTRUCT AN OBJECTIVE TYPE
OF TEST
1. It must be written simply and as clearly as possible. (Why? All the
examinees will be able to make the same interpretation of the
item’s intent.)
2. It should be tailored to fit the age and ability level of the
examinees.
3. Textbook language, technical jargon, and excessively difficult
vocabulary should be avoided whenever possible. (Why? The test
will be one of verbal fluency or general intelligence.)
4. Irrelevant clues should be avoided. (Why? A test-wise student
should not have any undue advantage over the comparably
knowledgeable but non test-wise student.)

19. HOW TO CONSTRUCT AN OBJECTIVE TYPE
OF TEST
5. There should only be one correct or best answer. (Why? Items
should ask a question that is difficult to obtain agreement, even
among experts, on what is the “best” answer.)
6. Test items must be reviewed, preferably by a fellow teacher.
7. Important ideas, rather than trivial details, should be stressed.
Otherwise, rote memory is encouraged. (repetition,
memorization, routine, habit, conditioning, rotation)

20. HOW TO CONSTRUCT AN OBJECTIVE TYPE
OF TEST
8. The short-answer item is well suited to objectives and content
areas where the answer can be provided by a word(s), symbol,
number, or formula.
9. For short-answer items, omit the key words and over-
mutilated sentences, use a direct question format when feasible,
and avoid irrelevant clues. ( For numerical problems, tell the
student the degree of precision desired and indicate whether the
unit of expression is expected in his answer.)

21. HOW TO CONSTRUCT AN OBJECTIVE TYPE
OF TEST
10. For matching exercises, keep the list relatively short, perhaps only
5-12 entries in each list. (Keep each list homogeneous, arrange each
list in a systematic fashion, for example, order by length of response
or in an ascending or descending order for dates and numbers, have
both lists on the same page; and have one list shorter than the other.)
11. For true or false items, avoid double –barreled items, negative
questions and double negatives. (Have an approximately equal number
of true and false statements to counteract the effects of the
examinee’s response set, and restrict the use of items for which the
answer is clearly true or false.)

22. TABLE OF SPECIFICATIONS (TOS)
A TOS is a matrix where the rows consist of specific topics or
skills and the objectives cast in terms of Bloom’s Taxonomy.
(test blueprint, test grid, or content validity test.)
The main purpose of a TOS is to aid the test constructor in
developing a balanced test.
The emphasis is on the proportion of items to the amount of
time spent in the classroom, activities engaged in and topics
discussed.

23. TABLE OF SPECIFICATIONS (TOS)
It helps the teacher avoid the tendency to focus on materials
that are easy to develop as test items.
Such tendency often limits the teacher in constructing items on
knowledge.

24. WHO SHOULD PREPARE SPECIFICATIONS?
• The involvement of students should be encouraged by the teachers.
Students should feel that they have to play some roles in planning
the course.
• Student participation should not be interpreted as gaining students’
complete control nor teachers’ remarks as an abrogation of their
major and final responsibility. (retraction (withdrawal), repeal,
revocation, nullification, abolition)
• The teacher is the decision maker, not the students, although student
input should be considered by the teacher in making decisions.

25. WHEN TO PREPARE SPECIFICATIONS
• The TOS should be prepared in the beginning of instruction.
• It can help the teacher to be effective for the course
preparation.
• It helps provide for the optimal learning on the part of the
students and optimal teaching efficiency on the part of the
teachers. (best, ideal, optimum, top, finest, peak, prime)
• It will serve as monitoring agent and can help the teacher from
straying off the instructional track.

26. WHEN TO PREPARE SPECIFICATIONS
• Once the course content and instructional objectives, have been
specified, the teacher is ready to integrate them in some
meaningful fashion, so that the test, when completed, will be a
valid measure of the student’s knowledge.
• A good rule-of-thumb to follow in determining how detailed
the content area should be is to have a sufficient number of
subdivisions to ensure an adequate, detailed coverage. (The
more detailed the blueprints is, the easier it is to get ideas for
test items.)

27. CONTENTS OF TOS
• It contains numbers in certain cells under level of complexities
1. Knowledge (K)
2. Comprehension (C)
3. Application (AP)
4. Analysis (An)
5. Synthesis (S)
6. Evaluation (E)

28. CONTENTS OF TOS
The total of the last column will give the desired total number of
items for each level of complexities.(convolutions, difficulties,
intricacies)
The number 50 is the desired total number of items appropriated
to different levels of complexities.
The computed values (figures) in each cell in a certain level
suggest the number of items that should be constructed on a
specified topic.
The five knowledge questions must be taken from each structure
of topic sentence, writing a journal and editorial, methods of
paragraph development, different figures of speech, and the

29. HOW TO DETERMINE THE WEIGHTS
• Potential Item (PI) is computed by the time spent in a specific
content over the total number of hours for the whole grading
period multiplied by 100.
• Functional Items (FI) determine the number of items to be
constructed from a specific content. They are calculated by
getting the product of the PI and the desired number of items
in certain level of complexities, (e.g. for knowledge) and
dividing it by 100.

30. HOW TO DETERMINE THE WEIGHTS
• To compute for Potential Item (PI)
Time spent/total number of time spent for the quarter x 100
Example:4.5/40=0.1125 x 100=11.25
• To compute for the Functional Items (FI)
PI x number of items allocated to each level of complexities/100
Example:11.25 x 5=56.25/100 = .5625

31. SAMPLE TWO-WAY TABLE OF SPECIFICATION
Major
Contents
Specific
Contents
Time
Spent
Potenti
al
Items
Level of Complexities (Functional
Items)
Total
K5 C7 Ap1
2
An1
6
S8 E10 60
Grammar
Sentence
Parts
Subject-Verb
Agreement
4.5
Gerund Phrase 3.5
Prepositional
Phrase
3.0
Participial
Phrase
3.25
Infinitive Phrase 4.75
English/British
Literature
Terms/Conce
pts
4.0
Anglo-Saxon
Literature
5.0
Medieval
Literature
5.5
Renaissance
Literature
6.5

32. MABALOS PO SA GABOS NA NAGDANGOG!!!
Thank
you! Gracias!
Salamat!!!
EFKARISTOU!
MERCI!
GRACIE!
SHITSUREISIMASU!
SAMEDA AJA!!!!!!!!!
Go! Baby
Boy,Baby
Girl!!!
Hipolito, naheheling
mo pa?
Ako may
backlight!
Dae
ngani,Dav
e!
Dagos an TEST, maski
brownout!!!