EDU 480

- Week 4 -

Part 1
Instructional Objectives
Bloom’s Taxonomy
Table of Specifications
Part 2
Assembling Items
Administering Test
1 n.a.d. 2010
 Instructional
Objectives

• State as desired learning outcomes –

demonstration of student learning
(knowledge/skills etc.) at the end of
instruction
What students must • Use action verbs – observable behaviour
demonstrate at the • Consider Bloom's Taxonomy
end of instruction to
show how much they • Practicality issues – time, resources??
have learned • It guides instruction – aims of lesson is to
achieve the instructional objectives
• It guides assessment – what to assess in
tests etc. is based on the instructional
objectives

2 n.a.d. 2010
 What Learning Outcomes Are You Assessing ?
According to Bloom's Taxonomy of Educational Objectives, student
learning can occur in 3 areas /domains:

Cognitive
Intellectual/mental skills
(knowledge & skills)
Affective
Emotions & feelings
(attitudes, interests, psycho-social adjustment)

Psychomotor
• Deals only with measurable behaviours Physical skills

• Hierarchies for each domain moves from (perceptual & motor skills)
simple to more complex behaviours

3 n.a.d. 2010
 Hierarchy Of Cognitive Skills
• Concerned with students'
cognitive development as a result
of instruction Evaluation
Higher order
• The level of cognitive skill required thinking skills
to demonstrate learning/mastery Synthesis
(HOTS)
of a specific learning task
Analysis
• Are students able to reach the
level of cognitive skill stated in the Application
I/O?
Comprehension
• Emphasis of traditional education
Knowledge

4 n.a.d. 2010
Application
• Use learned materials in new & concrete 1. Relate the story with a
situations similar situation today
Verbs: Change, compute, demonstrate, discover, 2. Demonstrate the process of
manipulate, modify, operate, predict, prepare, photosynthesis in a mini
produce, relate, show, solve, use... project

Comprehension
• Grasp meaning of material 1. Summarizes the story in
• Interpretation of data, estimates future students' own words
consequences implied in data, justifies 2. Explains the function of each
methods & procedures part of the plant
3. Give examples of words used in
Verbs: Converts, defends, estimates, distinguishes,
the poem that is synonymous
explains, extends, generalises, gives examples, infers,
with....
paraphrases, predicts, rewrites, summarizes...

Knowledge 1. Lists the characters in the story

• Remember previously learned material 2. Labels the parts of plants
3. Recites the selected poem
Verbs: Defines, describes, identifies, labels, lists,
matches, names, states, recalls...

5 n.a.d. 2010
Synthesis
• Put parts together to form a new whole 1. Design a magazine cover using
• Stress creative behaviours, formulation of new the elements previously learned
patterns/structure in the course
Verbs: Categorize, combine, compile, compose, create, 2. Write a story on any
devise, design, explain, generate, modify, organize, topic/theme using the
plan, rearrange, reconstruct, revise etc... techniques etc. learned in class

Analysis
• Break down material into component parts so 1. Identify the underlying themes
that its organizational structure is understood of the story
2. Outline the main ideas in the
• How the parts relate to each other & fit into
poem
the whole picture, see how something is 3. Prepare a report about the area
organized, recognize principles involved, of study
unstated assumptions
Verbs: Break down, differentiate, discriminate,
distinguish, identify, illustrate, infer, outline, point out,
relate, select, separate, subdivide...

6 n.a.d. 2010
Evaluation
• Judge the value of material for a given purpose 1. Critique the arguments
made by the author...
• Conscious value judgements based on clearly
2. Conduct a debate on...
defined criteria
3. Justify your argument
• Judging logical consistency of written material,
whether conclusions are supported with adequate
data, value of a particular work as judged according
to a set of given standards
Verbs: Appraise, compare, conclude, contrast, criticize,
describe, discriminate, justify, interpret, support...

7 n.a.d. 2010
 Hierarchy of affective development
• Concerned with students' affective
growth rather than a specific skill

• Development of the self

(character/personality) as Characterization
demonstrated in evolution of attitudes,
interests, psycho-social adjustment etc.
Organization
as a result of instruction

• The manner in which students deal Valuing

with things affectively (emotions,
feelings, values, appreciation, Responding
enthusiasm, motivation etc.)
Receiving
Q: What would be some of the learning
outcomes of the PLKN?

8 n.a.d. 2010
 Valuing
• Demonstrate belief in training process, shows appreciation of something
(art/music), shows concern for welfare of others, problem-solving attitude
Verbs: Complete, describe, differentiate, explain, follow, forms, initiate, invite, join, justify,
propose, read, report, select, share, study, work

Responding
• Complete assigned project, obey training rule, participate in group
discussion, complete lab work, volunteers for a task, shows interest in
something, enjoys helping others
Verbs: Answer, assist, comply, conform, discuss, greet, help, labels, perform, practice,
present, read, recite, report, select, tell, write...

Receiving
• Listen attentively, show awareness of the importance of learning, show
sensitivity to human needs & social problems
Verbs: Ask, choose, describe, follow, give, hold, identify, select, name, reply, use...

9 n.a.d. 2010
 Characterization
• Demonstrate self-reliance in working independently
• Safety consciousness, cooperation in group activities
Verbs: Act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, use, verify...

Organization
• Recognize need for balance between freedom & responsibility
• Recognize role of systematic planning in solving problems, accepts
responsibility for own behaviour
Verbs: Adhere, alter, arrange, combine, compare, complete, defend, explain, generalize,
identify, integrate, modify, order, organize, prepare, relate, synthesize

10 n.a.d. 2010
 Hierarchy of psychomotor skills
• Concerned with development of students'
physical skills as a result of instruction

• Students' development in this area depends

upon practice – measured in terms of speed, Naturalization
precision, techniques etc.
used to master a specific physical task/skill
Articulation
• Q: What kind of learning outcomes
would be typical in a course in golf? Precision

Manipulation

Imitation

11 n.a.d. 2010
 Precision
• Proficiency in a particular task indicated by a quick, smooth, accurate
performance requiring minimum amount of energy/effort
Verbs: Achieve, accomplish, advance, automatize, exceed, excel, master, reach, refine,
succeed, surpass, transcend...

Manipulation
• Continues to practice a particular skill until becomes habitual
• Action can be performed with some confidence & proficiency
Verbs: Acquire, conduct, do, execute, improve, mainatin, make, manipulate, operate, pace,
perform, produce, progress...

Imitation
• Occurs at very early stage of learning a complex skill
Verbs: Begin, assemble, attempt, carry out, copy, calibrate, construct, dissect, duplicate,
follow, mimic, move, repeat, reproduce, start...

12 n.a.d. 2010
 Naturalization
 Begins to experiment, creating new motor acts/ways of manipulating
materials out of understanding, abilities & skills developed

Articulization
• Can modify movement patterns to fit specific requirements/to meet a
problem situation
Verbs: Adapt, alter, change, excel, rearrange, reorganize, revise, surpass, transcend...

13 n.a.d. 2010
 Table of Specification (TOS)
What is it?
 A device used as a guideline/framework for item development
 Done before constructing the test
 Ensures validity of test
 It is a test blueprint because it shows what will be tested

It can include:
 Representative sample of assessment domain
 Cognitive skills required to successfully answer the items
 Number of items
• Based on instructional objectives
 Weightage of marks for items • Avoids overemphasis & underemphasis
 Type of items
14 n.a.d. 2010
 When Creating a TOS, Remember:

1. Identify topics to be tested

2. Identify instructional objectives
3. Table of Specifications

15 n.a.d. 2010
 Example 1
Subject: Level of Cognitive Domain Item Total % of
Assessment for Learning Type Items Marks
Topics/Subtopics 1 2 3 4 5 6 O S
1. Introduction 7
1.1. Definitions 2 2 4 -
(Q.1, (S.6,
Q.4) Q.9)
1.2. General Principles 2 1 2 1
(Q.3, (S.1)
Q.5)
2. Types of Testing
2.1. Formative &
Summative
2.2. NRT & CRT
Total 30 100%

16 n.a.d. 2010
 Example 2

Unit 4 - Table of Specifications Total % of

Items Marks
9.1. Defines basic terms 2 5
9.2. Explains key concepts 2 10
9.3. Constructs TOS 1 15
5 30

17 n.a.d. 2010
 Break time!

18 n.a.d. 2010
 When assembling the test...
...recall the previous topics we have discussed!

1. Record items – item bank

2. Review & edit test items
Most suitable format for each item TOS
Item relevant to its purpose
Enough items for desired interpretation
Items should be well written – avoid wordiness, unintended clues, bias &
check correctness of answers
3. Arrange test items
Group items according to different sections
type of item
learning outcomes low – high &
Administer time consuming extended-response essay
easy&– difficult
performance-based tasks separately
4. Prepare directions
How much time to allocate?
How should students respond?
How & where to record answers? Objective or subjective??

How to assess extended-response essays?

5. Reproduce the test
Do not cram too many items in a page
Each page should be clearly printed
Do not split items
Don't forget the answer sheets etc., if necessary
Make extra copies
 A bit on scoring...
 Objective items
 Scoring key/stencil
 Cross out correct answers
 Scanning machine
 Subjective items
 Rubrics
 Beware of bias
 neatness of handwriting, spelling etc.
 score & compare responses by question - “carryover effect” / “halo effect”
 anonymous scoring
 When administering the test...
1. Remember the guiding principle:
“Students should be provided with testing conditions that give them a fair
chance of showing what they know”

1. Physical & psychological conditions

Adequate infrastructure
Environment
lighting, ventilation, quietness
Test anxiety – reduce vs. induce!
Choose test time wisely – not distracted by other events
More than once class – administer test at the same time
Give oral directions/instructions clearly
What other considerations??
Think, think, think...
 Example 1
Task Approximate time per item

True/False items 20-30 seconds

Multiple-choice (factual) 40-60 seconds
Multiple-choice (complex) 70-90 seconds
Matching (5 stems/6 choices) 2-4 minutes
Short-answer 2-4 minutes
Multiple-choice (with calculations) 2-5 minutes
Word problems (simple math) 5-10 minutes
Short Essays 15-20 minutes
Data analysis/graphing 15-25 minutes
Extended essays 35-50 minutes
 Example 2
Item Type Average Time

True-False questions 15-30 sec / question

Multiple choice (recall questions - brief) 30-60 seconds

More complex multiple choice questions 60-90 seconds

Multiple choice problems with calculations 2-5 minutes

Short answer (one word) 30-60 seconds

Short answer (longer than one word) 1-4 minutes

Matching (5 premises, 6 responses) 2-4 minutes

Short essays 15-20 minutes

Data analyses/graphing 15-25 minutes

Drawing models/labelling 20-30 minutes

Extended essays 35-50 minutes