ped 205 midterm chap 3

7 APPROPRIATENESS OF ASSESSMENT TOOL

test that requires students to select correct response from several alternatives

test that permits the students to organize & present an original answer.

Assessment where students are asked to perform real-world tasks

assessment that is based on the systematic, longitudinal collection of student work

used to collect assessment data by asking oral questions.

teacher will observe how students carry out activities by observing the process/product.

responses of the students may be used to evaluate both performance and attitude

DIFFERENT QUALITIES OF ASSESSMENT TOOL

appropriateness of score-based inferences, decisions made based on student test results.

consistency of measurement, how consistent test results are from one measurement to another.

test items should not have any bias,ensuring that all students are assessed equitably

agreement of two or more raters concerning the score of the student.

test should be easy to score, and directions for scoring should be clearly stated

test should contain a wide range of sampling of items , ensuring that the resulting scores are representative of the total performance

test should be administered uniformly to all students

teacher’s familiarity with the method used, the time required for the assessment

chart/table that details the content and level of cognitive skills assessed on a test

DIFF FORMATS OF TABLE OF SPECIFICATION (Gronlund)

format that is Composed of Specific Objective, Cognitive Level,Type of Test, Item number & total Points

2 steps in assembling the test

- Test direction should contain number of items to which they apply, how to record their answers, basis of which they select an answer & criteria for scoring

- proofread first the test items for typographical and grammatical errors and make necessary corrections

- Correct answer follow a random sequence- Avoid answers like TFTFTF for true/false type & ABC

- done after checking, scoring & recording the test

2 TYPES OF TEST ITEM USE IN ACHIEVEMENT TEST

Selection type items also known as

require students to select one correct response from several options.

Selection type items can be classified as: (4)

test that measure knowledge outcomes & others like comprehension and applications.

3 parts of Multiple choice item

represent the problem/question

the correct answer

distractors/foils

- students are required only to recall

students are require to describe

students are asked to apply

- students are required to Distinguish which

Matching Type Test

TRUE OR FALSE TYPE also called

type of test where Examinees determine whether the statement is true/false
True False

SUPPLY TYPE is also known as

Require students to create and supply their own answer/perform certain task

Requires the student to organize & present an original answer (essay test) and perform task to show mastery to learning (performance-base assessment and portfolio assessment) or supply a word or phrase to answer a certain question (completion type of test.)

CONSTRUCTED RESPONSE TEST ARE CLASSIFIED AS: (2)

examinee needs to supply/create appropriate words, to answer a question ormcomplete a statement

2 OF CONSTRUCTING COMPLETION TYPE TEST

Consist few number of questions where examinee demonstrate their ability to recall knowledge, organize & present his knowledge in logical answer

2 TYPES OF ESSAY ITEMS

- Essay that places strict limits on both content & response given by student

- Essay test that allows students to determine the length & complexity of response

9 types of complex outcomes