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Classroom Assessment
Tools
General Principles of Testing
1. Measure all instructional objectives.
2. Cover all the learning tasks.
3. Use appropriate test items.
4. Make test valid and reliable.
5. Use test to improve learning.
Principles of High Quality Assessment
• Assessing the performance of every student is
a very critical task for classroom teacher.
• It is very important that a classroom teacher
should prepare the assessment tool
appropriately.
Clarity of the Learning Target
• When a teacher plans for his classroom
instruction, the learning target should be
clearly stated and must be focused on student
learning objectives rather than teacher
activity.
• The learning outcomes must be SMART.
Appropriateness of Assessment Tool
1. Objective Test
2. Subjective Test
3. Performance Assessment
4. Portfolio Assessment
5. Oral Questioning
6. Observational Technique
7. Self-report
Different Qualities of Assessment Tool
1. Validity
2. Reliability
3. Fairness
4. Objectivity
5. Scorability
6. Adequacy
7. Administrability
8. Practically and Efficiency
Step in Developing Assessment Tools
1. Examine the instructional objectives of the
topics previously discussed.
2. Make a table of specification (TOS).
3. Construct the test items.
4. Assemble the test items.
5. Check the assembled test items.
6. Write directions.
7. Make the answers key.
8. Analyze and improve the test items.
Examine the Instructional Objectives
of the Topics Previously Discussed
• The first step in developing an achievement
test is to examine and go back to the
instructional objectives so that you can match
with the test items to be constructed.
Table of Specification (TOS)
• Is a chart or table that details the content and
level of cognitive level assessed on a test as
well as the types and emphases of test items
(Gareis and Grant, 2008).
• Provides the test constructor a way to ensure
that the assessment is based from the
intended learning outcomes.
Preparing a Table of Specification
A. Selecting the learning outcomes to be
measured.
B. Make an outline of the subject matter to be
covered in the test.
C. Decide on the number of items per subtopic.
D. Make the two-way chart as shown in the
format 2 and format 3 of a Table of
Specification.
E. Construct the test items.
Different Formats if Table of
Specification