Prepared content outline while

 Basic Steps in Classroom Assessment:

1. Determining the purpose of the assessment (pre-test, formative, or summative)

2. Developing the test specifications (this is the table you are creating)

3. Selecting the appropriate assessment tasks (form and type)

4. Prepare the relevant assessment tasks

5. Assemble the assessment

6. Provide instruction

7. Evaluate the assessment

8. Use the assessment results

1. Determining the motivation behind the evaluation:

❖ Pre-testing
1) Whether understudies have the essential abilities required for guidance.
2) To what degree understudies have just accomplished the goal of the arranged guidelines - are restricted to a restricted area - low degree of trouble - fill in as a reason for healing work or for variation of instructional plans - not normally unique in relation to post-test(an identical structure).

❖ During guidance evaluation
This is called symptomatic or developmental evaluation; done about halfway through a unit or part
1) To screen learning progress
2) Provide criticism to understudies and educators.
3) Detect learning mistakes, symptomatic - practice tests|, tests - predefined portion of guidance - restricted example of learning results.

❖ End of guidance evaluation
This is considered summative evaluation and measures the degree to which the proposed
learning results have been accomplished; can fill similar needs as pre-testing (for the
accompanying unit) and developmental appraisal.

2. Developing the specifications for tests and assessments (this is the table you are creating):

.► Steps:
1) Prepare a list of instructional objectives
2) Outline course content
3) Prepare a two-way table / chart; table is limited to those objectives that are measurable

3.Selecting the appropriate assessment tasks [two forms: objective and performance]

First Form = Objective
► Objective items--highly structured; single right answer; limits type of response student can make; scoring is quick, easy, and accurate.
► Supply type:

1. Short answer

2. Competition

► Selection types: 

(1) alternate choice 

(2) matching 

(3) multiple choice 

(4) keyed response 

(5) interpretive exercise

During instruction assessment:
This is called diagnostic or formative assessment; done about midway through a unit or chapter

1) To monitor learning progress

2) Provide feedback to students and teachers.

3) Detect learning errors, diagnostic - practice tests|, quizzes - predefined segment of instruction - limited sample of learning outcomes

❖ End of instruction assessment:

This is called summative assessment and measures the extent to which the intended learning outcomes have been achieved; can serve the same purposes as pre-testing (for the following unit) and formative assessment.

 

4. Developing the specifications for tests and assessments (this is the table you are creating).

► Steps:
4) Prepare a list of instructional objectives
5) Outline course content
6) Prepare a two-way table / chart; table is limited to those objectives that are measurable
5. Selecting the appropriate assessment tasks [two forms: objective and performance]

First Form = Objective

► Objective items--highly structured; single right answer; limits type of response student can make; scoring is quick, easy, and accurate
► Supply type:

3. Short answer

4. Competition

► Selection types: 

(1) alternate choice 

(2) matching 

(3) multiple choice 

(4) keyed response 

(5) interpretive exercise

Second Form = Performance
► Performance items — less structure (problem can be redefine and the answer organized and presented intheir own words); scoring is more difficult and less reliable
➢ Easy Question:

1. Extended response

2. Restricted response

➢ Active (evaluate process)

1. Construction of graphs, diagram, models

2. Use of the equipment’s or playing an instruments

➢ Product report, art work, science project
Remember: Select the item type that provides the most direct measure of the intendedbehavioralobjectives.

6. Preparing the relevant assessment tasks; the limited number of items should be representative of the domain:

Learning outcomes at the 1st level of bloom's taxonomy are easier to construct items for, so they usually receive an undue emphasis; without the table of specification, ease construction becomes the dominant criterion.

How long should the test be?

Long enough to provide an adequate sampling of each behavioral objectives; keep in
mind also the limitations of the students (How long they can sit, etc.)

➢ Eliminating irrelevant barrio to performance:
1. Make sure the students have the prerequisite skills & Prior knowledge needed
2. Measure intended learning outcome, not the irrelevant skill (Reading or whitening ability)
3. Ambiguity – again, make sure that you measure your behavioral objective not mind reading
4. Bias (gender, race, ethnic) : items should be as free of bias as possible

General suggestion for writing test items or task:

1 Use table of specifications
2) Write more items than needed
3) Write items well in advance of testing date
4) Write items so that they call for the performance described in the behavioral objectives
5) Task to be performed is clearly specified
6) Write item at appropriate reading / writing level (in sub-tests not measuring reading, such as math, science, and social studies, test makers generally write items two years below grade placement to avoid testing reading ability)
7) Item provides no clue to answer
8) Answer is agreed upon by experts
9) Recheck items when revised for relevance

➢ Valid Assessment will:

1) Improve student achievement
2) Improve instruction
3) Improve student-teacher relationships

Share this post