Notes on Assessment PDF

Table of Specifications What is a ‘Table of Specifications’? - The blueprint of a test which is a plan to help teachers decide the subject matter in which to test. Purposes - Ensures that a fair and representative sample of questions appear on the test. - Allows the teacher to const...

Table of Specifications What is a ‘Table of Specifications’? - The blueprint of a test which is a plan to help teachers decide the subject matter in which to test. Purposes - Ensures that a fair and representative sample of questions appear on the test. - Allows the teacher to construct a test that focuses on the key areas and weighs those different areas based on their importance. - Provides the teacher with evidence that a test has content validity, that it covers what should be covered. How can the use of a Table of Specifications benefit the students? 1. It improves the validity of teacher-made tests. 2. It can improve student learning as well. Figure 7. The Process Decide on the relative Instructional Balance the emphasis that objectives or items (in each other categories proportion to component of behavior importance) should receive in the test Input Process Output (Objectives) (Teaching) (Testing) Need to Consider and Decide: - Length of test - Weight to be given to each objective - Weight to be given to each level of taxonomy - Estimate number of items in each cell Guidelines in Making Table of Specifications - Subject - Number of Items - Grade Level - Number of Points - Types of Learners - Topics - Duration - Types of Test Types of Blueprints 1. One-way - simple listing of the learning objectives 2. Two-way - a two-way grid with major content areas listed in one margin and cognitive processes on the other – The number in each cell is a weight representing the relative emphasis in the examination that the developer wishes to place on the content and processes – Total of the cell weights should equal 100% Sample Table of Specifications 1 Objective No. of Weight Type of Test No. of Hours Items/Points Identifies parts of the circulatory 1 25% Identification 5/5 system Explains function of each part in Multiple- 2 50% 10/10 relation to the whole body choice Distinguishes relationship between the circulatory system 1 25% Essay 1/5 and other body systems Sample Table of Specifications 2 Type of # of # of Topic % Location Test Items Points - Educational Measurement, 5 5 5.56 1–5 Evaluation, and Assessment (MEA) - Purposes of Assessment in Making 5 5 5.56 6 – 10 Instructional Decisions Multiple - Historical Background Choices 10 10 11.11 11 – 20 - MEA Tools 10 10 11.11 21 – 30 - Types & Approaches of Evaluation 10 10 11.11 31 – 40 - Types of Test 10 10 11.11 41 – 50 Matching - Characteristics of Quality Test 10 10 11.11 1 – 10 Type - Educational MEA Modified 2 4 4.44 1–2 Alternative - Types of Evaluation Response 4 8 8.89 3–6 - Historical Background 4 8 8.89 7 – 10 - Types/Purposes of Evaluation Essay 1 10 11.11 1 Total 71 90 100  Sample Table of Specifications 3 UNDERSTANDING REMEMBERING EVALUATING ANALYZING CREATING APPLYING Time Percent Percent No. of No. of Type of COMPETENCIES CONTENT Spent of Class of Items Points Test (hrs.) Time Points Identify and explain Multiple the conditions for 1 2 equilibrium. Choices Describe the relationship between Multiple the location of the 3 4 center of gravity and Equilibrium 5.75 14.38 7 14 14 Choices stability Solve problem sets applying the Multiple 5 6 7 conditions for Choices equilibrium State Newton’s law of Multiple universal gravitation 8 9 Choices Compute and compare the magnitude of gravitational force, weight and Newton’s law Multiple of universal 5.75 14.38 7 14 14 10 11 acceleration due to Choices gravity on earth and gravitation other planets using Newton’s law of Universal Gravitation Solve problems on Multiple Newton’s law of 12 13 14 universal gravitation Choices … … … … … … … … … … … … … … TOTAL 40 100 50 100 100 8 12 6 9 15 0  100 Test Construction Teacher-made Tests 1. Objective – with definite/exact answer (convergent) a. Multiple Choices b. Matching Type c. Alternative Response d. Completion e. Identification f. Rearrangement g. Labelling h. Analogy 2. Subjective – usually no definite answers (divergent) a. Restricted Essay b. Extended Essay Types of Test Items (Buendicho, 2005) 1. Selection a. Multiple Choices b. Matching Type c. Alternative Response d. Analogy 2. Supply a. Completion b. Identification c. Re-arrangement d. Labelling e. Restricted Essay f. Extended Essay General Guidelines in Writing Test Items (Gronlund, 2000) 1. Avoid wording that is ambiguous and confusing. 2. Use appropriate vocabulary and sentence structure. 3. Keep questions short and to the point. 4. Avoid using negative and double negative statements. 5. Avoid using abbreviations/acronyms especially if not used/presented in the class. 6. There should be: a. clear instruction b. specified number of points c. no patterns provided d. proper mechanical make-up e. no clues/hints to the answer 7. Use vocabulary suited to the maturity of the students. 8. Use language that even the poorest readers will understand. 9. Items should not be directly lifted from book/reference. Steps in Constructing Teacher-made Tests 1. Preparation of the Table of Specifications (TOS). a. Identification of instructional objectives and learning outcomes. b. Listing the topics to be covered in the test. c. Selection of the appropriate type/s of test. 2. Writing the test items. 3. Sequencing the test items. 4. Writing the directions or instructions. 5. Preparation of the answer sheet (if necessary) and scoring key. 6. Proofreading the items. 7. Take the test and time it. 8. Administering the test. 9. Analyzing the test results. 10. Interpreting the test results. COMPONENTS OF A DIRECTION Part Type of Test Content/Objectives What to Write Where to Write Point System Special Instructions Examples (if applicable) Sample Direction: I. MULTIPLE-CHOICE. The items below pertain to the concepts of measures of central tendency and measures of variability. Choose the best, nearest, and correct answer. Write the CAPITAL LETTER of your choice on your test booklet. Strictly NO erasures. (20 items, 40 points) IV.a. Objective Types of Test Objective tests are those in which the answers are based on a standard or predetermined set of criteria and can be objectively scored without subjectivity or bias. IV.a.1. MULTIPLE-CHOICE TYPE (MCT) - a test that has a stem and plausible choices Stem – identifies the question or problem in each item; can be presented in 2 ways: 1. Incomplete statement o the predicate will come from the choices o all the options end with a period or only the last option ends with a period Example A type of objective test which is best for evaluating mastery of facts and information is A. alternative response. C. essay. B. completion. D. multiple-choice. 2. Direct question  o problem is asked through a question o options do not end with a period but stem ends with a question mark Example Which type of objective test is best for evaluating mastery of facts and information? A. Alternative Response C. Essay B. Completion D. Multiple Choices Options - alternatives where student selects the correct/best answer - there is only one correct/best answer from the options, the less appropriate are foils or distracters Advantages - great versatility in measuring all levels of objectives - highly reliable test scores - the teacher can cover a substantial amount of material in relatively short time - scoring is objective, efficient, and accurate - teachers can construct options that require students to discriminate among them - effects of guessing are largely reduced since there are greater options - items are more amenable to item analysis - different response alternatives which can provide diagnostic feedback Disadvantages - more time-consuming in terms of looking for options that are plausible - lead a teacher to favor simple recall of facts - place a high degree of dependence on the student’s reading ability and teacher’s writing ability Suggestions in Writing MCT (Downing and Haladyna, 2006) 1. The essence of the problem must be in the stem; all options should measure the same objective. Example Good: What is the index of discrimination if more ‘slow learners’ got an item incorrectly than ‘fast learners’? A. Negative C. Undefined B. Positive D. Zero 2. When the incomplete statement format is used, the options should come at the end of the statement. Example Poor: __________ is a type of objective test which is best for evaluating mastery of facts and information. A. Alternative response C. Essay B. Completion D. Multiple-choice Good: A type of objective test which is best for evaluating mastery of facts and information is __________ A. alternative response. C. essay. B. completion. D. multiple-choice. 3. There should be coherence between stems and options.  Example Poor: Manolo’s favorite pet is A. bird C. dog B. cats D. hamster. Good: Manolo’s favorite pet is A. bird C. dog B. cat D. hamster. 4. There should only be one correct/best answer to an item. 5. There should be four or five options. 6. There should be uniformity on the number of choices for all the items. 7. Choices should be plausible and homogeneous. Example Poor: The poem “The Raven” was written by A. Francisco Balagtas. C. Edgar Allan Poe. B. Genoveva Matute. D. Jose Garcia Villa. Good: The poem “The Raven” was written by A. Edgar Allan Poe. C. Jose Garcia Villa. B. Elizabeth Browning. D. Omar Khayyam. 8. Avoid overlapping options. Example Poor: A. Girl C. Lass B. Lady D. Woman 9. Choices should be arranged in vertical or columnar order. Example Good: Basketball was introduced by A. B. C. D. or Basketball was introduced by A. C. B. D. 10. Choices should be arranged alphabetically, in ascending or descending order, or logically for aesthetic presentation and to avoid patterns. Example Good: 1/3 + 4/5 is equal to A. 1/3 C. 4/5 B. 5/8 D. 17/15. or 1/3 + 4/5 is equal to A. 17/15 C. 5/8 B. 4/5 D. 1/3. Good: What is the primary purpose of giving a test?  A. Motivate learning C. Give grades B. Improve instruction D. Assess learning progress or What is the primary purpose of giving a test? A. Assess learning progress C. Improve instruction B. Give grades D. Motivate learning 11. There should be consistency on the length or presentation of choices. Example Poor: Which of the following is true? A. Eagle is a bird. B. Dog is an animal that lives only in the ocean. C. Seahorse is an example of a living thing that lives in the air. D. Sampaguita is a flowering plant that bears fruit. Good: Which of the following is true? A. Dog lives in the ocean. B. Eagle is a bird. C. Sampaguita bears fruit. D. Seahorse lives in the air. 12. Avoid repetition of words in the options. Example Poor: The poem “The Raven” A. was written by Edgar Allan Poe. B. was written by Elizabeth Browning. C. was written by Jose Garcia Villa. D. was written by Omar Khayyam. Good: The poem “The Raven” was written by A. Edgar Allan Poe. C. Jose Garcia Villa. B. Elizabeth Browning. D. Omar Khayyam. 13. Avoid using articles a/an at the end of the stem. Example Poor: Antonia’s favorite fruit is an A. banana C. orange B. guava D. papaya. Good: Antonia’s favorite fruit is A. banana C. orange B. guava D. papaya. 14. Use positive statement whenever possible (avoid using negative statement or double negative statement in the stem). Example Poor: No one is not admitted in A. BSU C. SLU B. DLSU D. UC. Poor: Which of the following is not a primary color? A. Blue C. Red B. Orange D. Yellow Good: Which of the following is the national language of the Philippines?  A. Bicolano C. Ilocano B. Filipino D. Tagalog (CAPITALIZE, underline, italicize, or highlight the negative word if it is not avoided.) Good: Which of the following is NOT a primary color? A. Blue C. Red B. Orange D. Yellow 15. Avoid using none of the above (NOTA). Example Poor: Which of the following is a type of validity? A. Internal Consistency C. Test-Retest B. Parallel D. None of the above Good: Which of the following is a type of validity? A. Internal Consistency C. Predictive B. Parallel D. Test-Retest 16. Avoid using all of the above (AOTA). Example Poor: Which of the following is a type of test according to the nature of answer? A. Diagnostic C. Summative B. Formative D. All of the above Good: Which of the following is a type of test according to the nature of answer? A. Diagnostic C. Summative B. Formative D. A, B, C Good: Which of the following is a type of test according to the nature of answer? A. Diagnostic B. Formative C. Summative D. Diagnostic, Formative, & Summative 17. Avoid using combination of AOTA and NOTA. Example Poor: Which of the following is a type of test according to the nature of answer? A. Diagnostic C. NOTA B. Formative D. AOTA Poor: Which of the following is a type of test according to the nature of answer? A. Criterion – Referenced Measure C. AOTA B. Norm – Referenced Measure D. NOTA Poor: Which of the following is a type of test according to the nature of answer? A. Diagnostic C. AOTA B. Formative D. NOTA 18. Stems and options should be on a single page only (proper mechanical make-up). 19. Vary the placement of correct options (to avoid pattern). Patterns can be avoided by arranging the options alphabetically (A – Z, 0 – 9 or Z – A, 9 – 0) or logically. 20. Items should have defensible correct or best option.  Example Good: Two teachers are candidates for a promotion. One teacher offered the staff free entrance to her beach resort to gain their favor. Is this action appropriate? A. Yes, it promotes goodwill among the staff. B. Yes, it's simply sharing one’s blessings. C. No, it could be seen as an unethical attempt to sway their decision. D. No, it may exert undue influence on the promotional staff. 21. Options for complex multiple-choice questions must be clear; italicize subparts. Example Good: On assessment, what are the essential features that must be explained to the learners? I. Role of learners in the assessment. II. Why learners are being assessed. III. How their performance will be measured. IV. How the results will be used. A. I, II, III C. II, III, IV B. I, II, IV D. I, II, III, IV 22. The stem should be clear, grammatically correct, and contain elements common to each option. Multiple-choice tests must adhere to standard English rules of punctuation and grammar; for example, a question requires a question mark. IV.a.2 MATCHING TYPE - composed of two columns; one is called stimulus and the other, the response - matching questions involved paired list that requires students to correctly identify or match the relationship between items - considered as modified multiple-choice type items where the choices progressively reduce as one successfully matches the items on the left with the items on the right Kinds of Matching Type 1. Perfect (Balanced) - the number of stimuli (stem) equals the number of responses (choices) - each choice may be used once, more than once, or not at all 2. Imperfect (Unbalanced) - there are more responses (choices) than stimuli (stem) - a choice is only used as correct answer once Advantages - Easy to construct and good for measuring factual knowledge - Measures primarily associations and relationships as well as sequence of events - Easy to score, efficient, accurate, and highly reliable test score - Can be used to measure questions beginning with who, when, where, and what Disadvantages - Not very effective in measuring higher levels of understanding - Suited primarily for knowledge and comprehension - Matching assess recognition rather than recall information - Difficult to construct due to the problem of selecting homogeneous stimuli and responses Suggestions in Writing Matching Type (Moore, 1997) 1. There should be two columns written side by side, the stimulus column or question column should be written on the left side and the response column on the right. Example Poor: A B ____ 1. Francis Galton A. Leader of Abnormal Psychology ____ 2. Edward Thorndike B. Father of Experimental Psychology ____ 3. Jean Etienne Esquirol C. Father of Educational Measurement D. Pioneered Attention Span E. Father of Mental Testing Good: A B ____ 1. Leader of Abnormal Psychology A. Francis Galton ____ 2. Father of Experimental Psychology B. Edward Thorndike ____ 3. Pioneered Attention Span C. Jean Etienne Esquirol D. James Cattell E. Wilhelm Wundth 2. Directions should be clear in stating what items in the stimulus column should be matched within the response column and vice versa. Example Poor: Match the following. Good: Match each designation in Column A with its corresponding proponent in Column B. 3. Answers or symbols of the response items should be written before the stimulus items to which they correspond. 4. Only items with the same relationship should be included in a single matching series. If there are different kinds of relationships, pairing may be done not only by knowledge but also by logical relationships. (HOMOGENEOUS) Example Poor: A B ____ 1. First Filipino Female President A. Gloria Macapagal Arroyo ____ 2. Summer Capital of the Philippines B. Baguio City ____ 3. First President of the Philippines C. September 20, 1972 ____ 4. Declaration of Martial Law D. Emilio Aguinaldo ____ 5. People Power 1 E. EDSA F. Corazon Aquino G. February 25, 1986 Good: A B ____ 1. President of the revolutionary A. Sergio Osmena government B. Manuel L. Quezon C. Ferdinand E. Marcos ____ 2. First president elected through a D. Emilio Aguinaldo national election E. Elpidio Quirino F. Corazon Aquino ____ 3. First Visayan to become president G. Carlos P. Garcia ____ 4. First president buried at the Libingan ng mga Bayani ____ 5. First president to win a second term 5. Vary the placement of correct options (to avoid pattern). 6. The stimulus column should have the same number of items with the response column (for perfect matching type but have clear direction about the choices). 7. The response column should contain more items at least two to five, than the stimulus column (for imperfect matching type). IV.a.3 ALTERNATIVE RESPONSE - made up of declarative items which admit only one of only two possible responses - traditionally known as True-False (this is only a direction) Types of Alternative Response 1. Simple (Ordinary) – students simply indicate whether an item is true or false 2. Modified – students indicate if item is true or false, in case false, statement has to be modified and made true 3. Right Minus Wrong – the number of incorrect answer is deducted from number of correct answer (*not recommended) Advantages – students are able to respond to more true-false items in a given time period than other selected response items – students react in much the same way as they do when answering a question in class or in real-world situation – items provide simple and direct means of achieving learning outcomes – items are amenable to item analysis which enables the teacher to determine how the item functioned with the students tested – easy to construct, score, and covers a lot of topics in a given time – highly reliable test score and scoring is efficient and accurate – good for testing misconceptions Disadvantages – construction of the items is time consuming – there is no opportunity for the originality or expression of opinion by the test taker – encourages memorization rather than understanding – 50-50 chance of getting them right – wording usually has clues – guessing is encouraged Suggestions in Writing Alternative Response (Garcia, 2008; Payne, 1984) 1. Each statement is correct; hence instruction should be clear. Example Poor: Write TRUE if the statement is correct and FALSE if incorrect. Good: Write TRUE if the statement is true and FALSE if otherwise. 2. There should be a definite answer for each item. Example Poor: Nearsightedness is hereditary in origin. Good: Geneticists and eye specialists believe that the predisposition to nearsightedness is hereditary. 3. Do not give a hint on the body of the question. Example Poor: Rizal, who wrote Florante at Laura, is our national hero. Good: Rizal is our national hero. 4. Statements of opinion should be attributed to some source. Example Poor: Testing should play a major role in the teaching-learning process. Good: Gronlund believes that testing plays a major role in the teaching-learning process. 5. Avoid long sentences as these tend to be TRUE hence, keep the sentence short. Example Poor: Sophocles wrote Oedipus Rex that is about a man who unintentionally killed his father, married his mother, and blinded himself. Good: Sophocles wrote Oedipus Rex. 6. Avoid tricky statement with some minor misleading words or spelling anomaly, misplaced phrases. The truth or falseness of a statement should depend upon the main idea and not upon any minor element: word, phrase or clause. Example Poor: Rizal, who wrote Florante at Laura, is our national hero. Good: Rizal is our national hero. 7. Avoid using answers which are easy to be copied. Example Poor: X-O; T-F; TRUE-FALSE; CHICKEN-FEATHER Good: TRUE-TREE; FORM-FROM 8. Do not use negative statements that cannot be answered by true-false or by yes-no. Example Poor: It was not unheard of for Henry VIII to close monasteries in England. Good: Henry VIII closed monasteries in England. 9. Avoid using determiners such as: all, everyone, everybody, always, none, never, not, nothing, nobody, no, may, some, seldom, sometimes, usually, often, few, many, great, frequent, large (should be used only when they are a part of a fact or truth). Example Poor: All Filipinos lack critical thinking. Good: All first-place winners in the Olympics receive gold medal. (fact) Poor: Some Filipinos are hardworking. Good: Many stars are already very old. (truth) Poor: Few future teachers know how to make lesson plan. Poor: Varsity players are sometimes absent in their classes. Poor: Student teachers are never absent in class. 10. Avoid the use of unfamiliar vocabulary. Example Poor: Conflagration is a source of forest destruction in America. Good: Large destructive fire is a source of forest destruction in America. 11. Avoid a pattern of answers. 12. Convert half or more to false, though not negative, statements for modified type. 13. Make true and false statements equal in length. IV.a.4 COMPLETION – requires students to associate or fill in an incomplete statement with a word or phrase recalled from memory – a supply type where responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states – the structures of sentence of completion tests vary according to the length and relative generality and wording of the sentence stems Advantages – guessing is minimized as compared to true and false or multiple-choice items – can test many concepts specifically lower levels of cognitive ability – requires more than simple recognition of information Disadvantages – difficult to construct so that student can derive correct response – may be more difficult and time consuming to score – difficult to score since more than one answer may be considered correct – does not assess higher levels of learning well Suggestions in Writing Completion (Calmorin, 2004) 1. Do not provide choices. 2. Avoid using literary/musical piece. 3. There should be no articles ‘a/an’ before the missing word/s (to avoid grammatical clues). Example Poor: An adjective modifies a ______________. Good: An adjective modifies ______________. 4. Blank should be at the end of the sentence. Example Poor: Si ____________________ ang tunay na ama ni Maria Clara. Good: Ang tunay na ama ni Maria Clara ay si ____________________. 5. There should be a definite and only one answer. Example Poor: The capital of the Philippines is _______________. Good: The name of the capital city of Philippines is _______________. 6. Omit only word/s that is/are essential to the meaning of the statement or sentence. Example Poor: _______________carries blood back to the _______________. Good: Blood is carried back to the heart by the _______________. 7. Do not omit so many words in the statement (statement may lose its meaning). Example Poor: Si ____________________ ang tunay na ____________________ ni ____________________. Good: Ang tunay na ama ni Maria Clara ay si ____________________. 8. Make the blanks equal in length to avoid clues (long blank suggests long answer, short one suggests short answer). Example Poor: Edward Lee Thorndike is the Father of ________________________________________. William Stern is the Father of _____. Good: Edward Lee Thorndike is the Father of ________________________. William Stern is the Father of ________________________. 9. Make the statement propositions the same in grammatical form. Example Poor: Rizal Day is every December while November is for _______________. Good: Rizal Day is every December while Bonifacio Day is every _______________. 10. Avoid equivocal question (this admits two or more interpretations). Example Poor: Rizal was born in _________________. Good: Rizal was born in the year ________________. IV.a.5 IDENTIFICATION – an unknown specimen (definition, description, illustration, drawing) is to be identified by name or criterion Advantages – guessing is minimized as compared to true and false or multiple-choice items – can test many concepts specifically lower levels of cognitive ability – requires more than simple recognition of information Disadvantages – difficult to construct so that student can derive correct response – may be more difficult and time consuming to score – difficult to score since more than one answer may be considered correct – does not assess higher levels of learning well Suggestions in Writing Identification (Garcia, 2008) 1. Do not provide choices. 2. There should be a definite and only one answer. Example Poor: The polygon with many sides. Good: The polygon with four sides. 3. Direction should indicate clearly what has to be identified like persons, instruments, dates, events, steps in a process, and formulas. Example Poor: Identify the following. Good: To what event does each of the following refer? Write your answer on the blank before each number. 4. Sufficient space has to be provided for the answer. Example Poor: _________ 1. The Father of Educational Measurement. Good: __________________________ 1. The Father of Educational Measurement. 5. There should be consistency of spaces being used. Example Poor: __________________________ 1. The Father of Educational Measurement. _________________ 2. The Father of Oral Testing. Good: __________________________ 1. The Father of Educational Measurement. __________________________ 1. The Father of Oral Testing. 6. State the item so that only a single brief answer is possible. Example Poor: The City of Baguio. Good: The Summer Capital of the Philippines. IV.a.6 REARRANGEMENT (sequence and order) – objective and selection type of test – special type of matching item – arrange items in a systematic or logical order, alphabetically, chronologically, of numbers according to magnitude, stages in a process, incidents in a story or novel in the order of their occurrence, of jumbled words into a sentence Kinds of Re-arrangement 1. Chronological Order – items are to be arranged according to order event/history Example Direction: Arrange the presidents according to their term of office. Write the numbers 1 – 5 on the space provided. ____ Fidel V. Ramos ____ Benigno Aquino III ____ Gloria Macapagal Arroyo ____ Corazon Aquino ____ Joseph Estrada Direction: Arrange the following items from the lowest to the highest. Write numbers 1 to 5 on the space provided below. 1/4 2/3 5/8 _ 1½ _ 3 2. Logical Order – items are to be arranged according to premise Example Direction: Arrange the following according to what happened in the reading. Write the numbers 1 – 8 on the space provided. _____ The Hare belittled the Tortoise and took a nap. _____ The Tortoise took home the bacon. _____ The Hare was bragging about him being the fastest animal in the woods. _____ The Tortoise though slow kept on going passing by the sleeping Hare. _____ Although the Hare thought it was a joke, he accepted it. _____ The race began. _____ The Hare woke up but it was too late _____ The Tortoise challenged the Hare to a race. 3. Ranking – items are to be arranged according to rank/importance Example Direction: Rank the following animals (numbers 1 – 5) according to your most favorite to your least favorite. ____ Tiger ____ Horse ____ Sheep ____ Pig ____ Cow Advantages – useful in: a. measuring procedural knowledge b. comparing the interests of individual with a criterion c. judging a person’s grasp of relative statistical facts – easy to construct – less time consuming – fair to the students since the slow writers can accomplish the test as fast as fast writers – validity and reliability of the test are very high due to comprehensive sampling of the items included Disadvantages – primarily tests lower order cognitive objectives (memorization) – difficulty in scoring – requires more time in the part of the teacher – easier to guess because of the short answer given to each item Suggestions in Writing Re-arrangement (Garcia, 2008) 1. There should be no more than 10 items in each set (five items is ideal). 2. Do not number the items (this confuses the students). 3. Sufficient space has to be provided for the answer. 4. Provide instructions on the rationale for re-arrangement or sequencing. 5. Items should be homogenous and related to each other. Example Poor: ____ Professionalization Act for Teachers ____ Founding of the University of the Cordilleras ____ EDSA People Power 1 ____ Implementation of K to 12 Curriculum ____ Declaration of Philippine Independence Good: ____ Licensure Examination for Teachers ____ Professional Board Examination for Teachers ____ Competitive Examination for Elementary Teachers ____ National Teacher’s Examination ____ Career Service Eligibility IV.a.7 LABELLING – an objective type of testing, where the names of the parts of a diagram, drawing, map, picture, or figures are to be indicated Advantages – minimizes guessing – encourages more intensive study – relatively easy to construct – not a difficult task to students who write poorly – can be used to many fields to provide an extensive sample of factual information Disadvantages – stresses on mere recall, and encourages students to spend their time memorizing details rather than seeking more important understandings – encourages cheating due of short answer given for each item Suggestions in Writing Labelling 1. There should be no choices provided. 2. There should be a definite and only one correct answer. 3. Sufficient space has to be provided for the answer. 4. Arrange blanks to make scoring easy. 5. Provide clear and complete instruction. Example Poor: Label the parts of the given figure. Good: Label the identified parts of the given figure by writing the answer on the space provided. 6. Items must be arranged vertically or in continuous form. Example Poor: (the figure is good but the numbers are not arranged very well) Figure 8. Labelling Sample (Parts of a Joystick) Source: https://etutoring.gayazahs.sc.ug/uploads/ebooks/ 1584898087.pdf  Good: Figure 9. Labelling Sample (Parts of a Heart) Source: https://o.quizlet.com/ZdR.3r3E1I9DfeveB2hRBQ_b.png 7. Make the diagram, drawing, map, picture, or figure to be labeled very clear, especially the part to be labeled. Example Good: Figure 10. Labelling Sample (Parts of a Microscope) Source: https://o.quizlet.com/KSz-RwCxyhwVKUlHOdofTQ_b.png IV.a.8 ANALOGY – an extended comparison of two dissimilar objects or ideas – made of items consisting of a pair of words which are related to each other – designed to measure the ability of students to observe the pair relationship of the first group to the second group Advantages – easy to correct or score – eliminates subjectivity – adequate sampling – objectivity in scoring – eliminates bluffing – norms can be established – saves time and energy in answering Disadvantages – difficult to construct – encourages cheating and guessing – expensive – encourages rote memorization – time consuming Suggestions in Writing Analogy (Calmorin, 2004) 1. The pattern of relationship in the first pair of words must be the same pattern of relationship in the second pair. 2. Options must be related to the correct answer. 3. The principle of parallelism has to be observed in writing the options. 4. Follow suggestions in writing MULTIPLE CHOICES if used with choices. 5. Follow suggestions in writing COMPLETION if used without choices. Table 16. Types of Relationships with Examples (basis for pairing) 1. Purpose 3. Object to Action 5. Characteristics TASTE is to TONGUE as EGG is to HEAT as POTATO RICH: OWN: WISE: ______ TOUCH is to is to A. teach A. eye A. slice B. save B. feel B. slash C. know C. finger C. mash D. divulge D. skin D. hash 2. Cause and Effect 4. Synonym 6. Sequence HEAT is to FIRE as WATER DIG: ESCAVATE:: KILL:______ MONDAY: WEDNESDAY:: is to SUNDAY: ______ A. avenge A. cloud A. Monday B. convict B. H2O B. Tuesday C. slay C. rain C. Wednesday D. try D. sky D. Thursday 7. Part-whole 10. Antonym 13. Grammatical SLICE is to LOAF as ISLAND FLY: SPIDER:: MOUSE: ______ SHABBY: SHABBILY:: is to HARMONIOUS: ______ A. animal A. archipelago A. harmonica B. cat B. land B. harmoniously C. rat C. ocean C. harmony D. rodent D. peninsula D. harp 8. Part-Part 11. Place 14. Numerical HAND is to ELBOW as FEET WATER: AQUEDUCT:: 1/2: 1/4:: 1/3: ______ is to BLOOD: ______ A. 1/6 A. knee A. vein B. 1/9 B. leg B. plasma C. 1/12 C. muscle C. corpuscle D. 1/15 D. toe D. body 9. Action to Object 12. Degree 15. Association OBEY is to CHILDREN and POSSIBLE: PROBABLE:: BULLET: LEAD:: COMMAND is to HOPE: ______ MESSAGE: ______ A. army A. deceive A. barber B. parents B. expect B. cartridge C. principal C. prove C. command D. teachers D. resent D. information IV.b. Subjective Types of Test ESSAY – probably the most popular type of test where a classroom essay test consists of a small number of questions to which the student is expected to demonstrate his/her ability to: a. recall factual knowledge; b. organize his knowledge; and c. present the knowledge in a logical, integrated answer to the question. – Essay items are constructed to provide the students the chance to answer questions in their own words. Complex Learning Outcomes that can be Measured Effectively with Essay 1. Explain cause-effect relationships 2. Describe application of principles 3. Present relevant arguments 4. Formulate tenable hypotheses 5. State necessary assumptions 6. Describe the limitations of data 7. Explain methods and procedures 8. Produce, organize, and express ideas 9. Integrate learning in different areas 10. Create original forms 11. Evaluate the worth of ideas Advantages – No guessing, assesses factual information – Allows divergent thinkers to demonstrate higher order thinking skills (HOTS) – Reduces lead time required to produce – Less work to administer for smaller number of students – Can be rich in diagnostic information Disadvantages – Subjectivity in scoring – Even different times of day make a difference – First paper to be read/checked often sets standard – Time consuming in checking – Can result to student rambling, confusion or inability to find a focus Suggestions in Writing Essay Questions – Define the task clearly to the student – Make each item relatively short – Do NOT provide a choice of questions – Devise answer key as you write question – Give students the criteria for evaluating the answers – Present material to get higher thinking skills To be effective, essay questions need to….  – Be related to classroom and/or homework learning – Be clearly articulated – Be unambiguous – Cover larger segments of material, rather than have a very limited scope – Provide sufficient time for the quality of answers expected – Require incorporation of factual knowledge – Require students to provide reasoning for their answers – Include clear directions as to length and structure Increasing Objectivity of Essay Scoring – Score blind – Read one question at a time to limit halo effect – Have a policy on irrelevant answers, errors Restricted Essay – Limit both the content and the format of the students’ answers – Certain parameters are used in the questions/problems Extended Essay – Leave students free to determine the content and to organize the format of their answer – Opinionated or open-ended answers are solicited from students Table 17. Sample Rubric for Essay CRITERIA 4 - Above Standards 3 - Meets Standards 2 - Approaching 1 - Below Standards Score Standards Position The position The position statement A position statement is There is no position Statement statement provides a provides a clear present, but does not statement. clear, strong statement statement of the make the student's of the student's student's position on the position clear. position on the topic. topic. Evidence All of the evidence and Most of the evidence and At least one of the Evidence and and examples are specific, examples are specific, pieces of evidence and examples are NOT Examples relevant and relevant and examples is relevant relevant AND/OR explanations are given explanations are given and has an explanation are not explained. that show how each that show how each that shows how that piece of evidence piece of evidence piece of evidence supports the student's supports the student's supports the student's position. position. position. Sentence All sentences are well- Most sentences are well- Most sentences are Most sentences are Structure constructed with constructed and there is well constructed, but not well- varied structure. some varied sentence there is no variation is constructed or structure in the essay. structure. varied. Grammar Student makes no Student makes 1-2 errors Student makes 3-4 Student makes and Spelling errors in grammar or in grammar or spelling errors in grammar or more than 4 errors spelling that distract that distract the reader spelling that distract in grammar or the reader from the from the content. the reader from the spelling that content. content. distract the reader from the content.