FATEN FADHLIN BT AMIR SARIPUDIN (2015429136) NUR

slide1. FATEN FADHLIN BT AMIR SARIPUDIN (2015429136)
NUR ALIAH RAIHANA MOHD RAZALI (2015270548)
NUR ATHIRAH BINTI OMAR (2015
SITI NORAIN BINTI JAHIDIN (2015635318) EDU480
PRINCIPLES OF ASSESSMENT AND EVALUATION

CHAPTER 6:
CLASSROOM TESTS AND ASSESSMENTS<br>
slide2. Main goal of classroom testing and assessment to obtain valid, reliable, and useful information concerning student achievement.<br>
slide3. 8 BASIC STEPS OF TESTING AND ASSESSMENT<br>
slide5. During Instruction
Tests and assessments given during instruction provide the basis for formative assessment.
Using a different types of test items and complex performance assessment needs to ensure that the full comprehension of objectives is assessed (meaning choose questions carefully to have understanding in the classroom.)<br>
slide6. End-of-Instruction
The main interest is in measuring the extent to which the intended learning outcomes and performance standards have been achieved.
Although these end-of-instruction test and assessments are used primarily for summative assessment they can serve as other function.<br>
slide7. Such as,
1) Feedback to students
2) Encouraging students to undertake advanced work
3) Assigning of remedial work
4) Assessing instruction as well as for grading purposes
5) Function as both formative and summative
6) Pre-test for the following unit
7) Evaluating instructional effectiveness<br>
slide8. DEVELOPING SPECIFICATIONS FOR TESTS AND ASSESSMENTS Why developing specifications is important?
It is to ensure that classroom tests and assessment measure a representative sample of instructionally relevant tasks.
The device that used : Table of specifications (test blueprints)<br>
slide9. SELECTING APPROPRIATE TYPES OF ITEMS AND ASSESSMENT TASKS<br>
slide10. THE OBJECTIVE TEST ITEM Highly structured and require the students to select the best answer from a number of alternatives
Objective = have a single right answer or the best answer.
For instructional purposes, objective items may be most efficient. THE ESSAY TEST ITEM Also known as performance assessment tasks, permit the students to organize the answer in essay form.
There is not a single right/best response – there may be a variety of responses that are considered excellent.
Expert judgement is required to score the assessment.
Proven to be more satisfactory to test their performance/understanding.<br>
slide11. OBJECTIVE TEST ITEM Objective test items are divided into five (5) main components which are: In the equation 2X+5=9, 2X means
2 plus X
2 multiplied by X
2 minus X What is the name of the author of Moby Dick?
______________ 1. Multiple choice 2. Short answer<br>
slide12. In the equation 2X+5=9, X=____ 5. Completion T F An atom is the smallest
particle of matter.

Yes No Acid turns litmus paper red. 3. True/False or Alternative Response Color of the sea - - Brown
Color of the dirt - - Blue
Color of the trees - - Green 4. Matching<br>
slide13. To obtain the correct answer, students must demonstrate the specific knowledge, understanding, or skill.
They are not free to redefine the problem or to organize and present the answer in their own words.
This type of method contributes to scoring that is quick, easy, and accurate.
Negative side: inappropriate for measuring the ability to formulate problems and choose an approach to solving them or the ability to select, organize, and integrate ideas.<br>
slide14. THE ESSAY ITEM Also known as the performance assessment tasks are needed to measure student’s ability to engage in hands-on activities, such as conducting an experiment, designing and conducting a survey, or writing an essay.
Since essay is the most common, there are two types of essay questions: Extended-Response Restricted-Response<br>
slide15. EXTENDED RESPONSE Permit students to decide which facts they think are most pertinent, to select their own method of organization, and write as much as seems necessary for a comprehensive answer.
Tends to reveal the ability to evaluate ideas, to relate them coherently, and to express them efficiently.
They are valuable for measuring complex skills and understanding of concepts and principles
They have three weaknesses:
Inefficient for measuring knowledge of factual material
Scoring criteria are not as apparent to the student
Scoring is difficult and unreliable due to the various responses, include array of factual material, organization, legibility, and conciseness.<br>
slide16. Examples of extended –response essay questions:

Describe what you think the role of federal government should be in maintaining a stable economy in the United States. Include specific policies and programs and give reason for your proposals.
Explain how clouds are formed and how they affect weather and climate.<br>
slide17. RESTRICTED RESPONSE These questions minimize some of the weaknesses of extended, for three reasons:
Easier to measure knowledge of factual material.
Scoring are more clear to the students.
Reduces the difficulty of the scoring.
The negative side:
less effective to measure the students ability to select, organize, and integrate ideas.
In addition, if the restrictions become too tight, the questions reduce to nothing more than a objective type test.<br>
slide18. Examples of restricted-response essay questions:

State two advantages and disadvantages of maintain high tariffs on goods from other countries.
Name two type of clouds and describe the characteristics that distinguish them.<br>
slide19. Considerations in preparing relevant test items and assessment tasks<br>
slide20. 1.MATCHING ITEMS AND TASKS TO INTENDED OUTCOMES Each items or task need to match the intended learning outcomes as closely as possible. Spesific Learning Outcome: Identifies the function of a given body structure

Relevant Test Item:
What is the function of the kidney?
A Eliminate waste product
B Improve circulation of blood
C Maintain respiration
D Stimulate digestion<br>
slide21. Prepare general item pattern as intermediate step between specific learning outcome and the test item
Arranged by general type of learning outcome such as
Knowledge outcomes
Understanding outcomes
Application outcomes<br>
slide22. 2. OBTAINING A REPRESENTATIVE SAMPLE OFITEMS AND TASKS Our sampling is most likely to be representative when the preparation of a test/assessment is guided by a carefully prepared set of specification
There is tendency to overload the test with items measuring knowledge of isolated facts and neglect more complex learning outcomes.<br>
slide23. Number of Items and Tasks:
-Determined when set of specification is built
Depends on purpose measurement
Type of test items
Assessment task used
Students age<br>
slide24. 3. ELIMINATING IRRELEVANT BARRIERS TO THE PERFORMANCE Possible barriers in Test Items and Assessment Tasks
Ambiguous statements
Excessive wordiness
Difficult vocabulary
Complex sentence structure
Unclear instructions
Unclear illustrative material
Racial, ethnic, or gender bias<br>
slide25. Be certain that all students have the perquisite skills and abilities needed to make the response
Avoid any racial, ethnic or gender bias in preparing the test items and performance assessment tasks.
Avoid ambiguity<br>
slide26. 4. AVOIDING UNINTENDED CLUES IN OBJECTIVE TEST ITEMS Common Clues in Test Items
Grammatical inconsistencies
Verbal association
Specific determiners
Phrasing of correct responses
Length of correct responses
Location of correct responses<br>
slide27. SELECTION TYPE ITEM:
A porpoise is an
A plant
B Animal
C Reptile
D bird<br>
slide28. SUPPLY TYPE ITEM:

A piece of land that is completely surrounded by water is known as an
_________

Plausible answers: Island, Peninsula<br>
slide29. Simple verbal association Which of the following instruments is used to determine the direction
of the wind?

A Anemometer
B Barometer
C Hygrometer
D Wind vane<br>
slide30. 5. GENERAL SUGGESTIONS FOR WRITING TEST ITEMS AND ASSESSMENT TASKS Use your test and assessment specification as a guide
Write more items and tasks than needed
Write the items and tasks than needed
Write the items and tasks well in advance of the testing date
Write each test item and assessment task so that the task to be performed is clearly defined and it calls forth the performance described in the intended learning outcome
Write each item or task at an appropriate reading level
Write each item or task so that it does not provide help in responding to other items or tasks<br>
slide31. 6. FOCUSING ON IMPROVING LEARNING AND INSTRUCTION Test and assessment can have a desirable influence on student learning if attention is paid to the breadth and depth of content and learning outcomes measured
Constructing tests and assessments that measure a variety of learning outcomes should also lead to improved teaching procedures and thus indirectly to improved student learning
Tests and assessments will contribute to improved teacher-student relations if the students view the tests and assessments as fair and useful measures of their achievement<br>
slide32. Summary Planning the classroom tests and assessments involves:
Determining the purpose of measurement
Developing a set of specifications
Selecting appropriate type of tests items and assessment tasks
Preparing a set of relevant items or tasks<br>
slide33. Classroom tests and assessments carry a variety of instructional purposes:
1. Pretests (at the beginning of a course or unit) :
To determine learning readiness
To aid in instructional planning
To make advanced placements<br>
slide34. 2. Tests and assessments (during instruction) :
To improve and direct student learning
To identify and remedy learning errors<br>
slide35. 3. End-of-instruction tests and assessments (at the end of a course or unit) :
To assign grades
Certify accomplishment
Evaluate teaching<br>
slide36. Specification… Makes a sample of student performance more likely to be representative
Define and delimit the achievement domain to be measured
Describe the sample of test items and assessment tasks<br>
slide37. Table of Specification (TOS) (A two way chart)
Building the table involves:
Obtaining the list of instructional objectives
Outlining the course content
Preparing the TOS which relates the instructional objectives to the course content<br>
slide38. Preparing a set of relevant test items and assessment tasks involves: Matching the items and tasks to the learning outcomes as directly as possible
Obtaining a representative sample of all intended outcomes
Eliminating irrelevant barriers to the answer
Preventing unintended clues to the response
Focusing on improving learning and instruction<br>