Edu 4 – Assessment of Student Learning

Topic: Development of Varied Assessment Tools: Knowledge and

ReasoningTypes of Objective Tests

Group 1:Vargas, Maranatha E.Vargas, Sarah Mae T.

Zabala, Ruffa/Zonio, Lealyn

Intended Learning Outcomes:Focal Outcome: After three hours of discussion about Objective Tests, the students will be able to develop and test objective assessment tools for use in evaluating instructional effectiveness. Specifically, the students will be able to:1. Define and Explain relative concepts in

formualtion of Objective Tests.a. Understand Importance and purpose of Assessment.b. Identify test objectives based on Anderson’s Levels of

Cognitive Domain.c. Formulate a Table of Specifications (TOS).

Intended Learning Outcomes:2. Develop a valid and reliable Objective Test.

2.1 Discuss the qualities of the different kinds of objective tests.a. Selection Type Objective Testb. Supply Type Objective Test

2.2 Describe the procedure for constructing good objective tests.

a. Selection Type Objective Testb. Supply Type Objective Test

3. Evaluate Objective Tests.a. Selection Type Objective Testb. Supply Type Objective Test

Intended Learning Outcomes:

The presentation aims to:1. Define and explain relative concepts in

formulation of Objective Tests.a) Understand importance and purpose of Assessment.b) Identify test objectives based on Anderson’s Levels of

Cognitive Domain.c) Formulate a Table of Specifications (TOS).

Rationale

Why do we assess?

Assessment and feedback are crucial for

helping people learn. (How People Learn by Bransford, Brown, and Cocking

1999)

To provide of timely and informative

feedback to students during instruction

and learning. (Pellegrino, Chudowsky, and

Glaser 2001)

To find out how much students

have learnt (UW)

To ensure that students have

achieved certain standards and

core knowledge (UW)

"Are students learning what

they are supposed to be learning?“

(edutopia)

Evaluates progress

(Grant Wiggins)

Assessment Is Needed for Learning

Rationale

Why do we assess?

As a way of monitoring our teaching (UW)

"Are we teaching what we think we are

teaching?“ www.edutopia.org

"Is there a way to teach the subject

better, thereby promoting better

learning?“ www.edutopia.org

Helps educators set standards

(Grant Wiggins)

Assessment Is Needed for Effective Teaching

Rationale

Why do we assess?• Improve student

learning• Improve teaching

strategies• MOTIVATE both Teacher

and Learner

What do we assess?• Students’progress,

and extent of attainment of expected learning outcome/s

When do we assess?• Diagnostic Assessment• Formative Assessment• Summative

Assessment

How do we assess?• Objective Test• Subjective Test

OBJECTIVE TESTSObjective tests require a user to choose or provide a response to a question whose correct answer is predetermined. (Computer Assisted Assessment center)

An objective test is a test that has right or wrong answers and so can be marked objectively. (www.teachingenglish.org.uk)

A test consisting of factual questions requiring extremely short answers that can be quickly and unambiguously scored by anyone with an answer key (http://dictionary.reference.com/)

A test, such as one using multiple-choice questions, in which the feelings or opinions of the person marking it cannot affect the marks given (British Dictionary)

OBJECTIVE TESTSObjective tests measure the learners’ ability to remember facts and figures as well as their comprehension of course materials. (http://www.polyu.edu.hk/obe/GuideOBE/objective_tests.pdf)

A test presenting a number of factual questions to be answered by one word or a check mark instead of verbal expression and organization of material (Merriam Webster Dictionary)

assessment procedures where the various test items can be marked with total reliability by anybody http://www2.rgu.ac.uk/celt/pgcerttlt/assessing/assess12.htm

OBJECTIVE TESTS

Challenging to prepareQuick to CheckProvides a quantifiable

and concrete result

Objective Tests

• Selection Types/Selected Response Objective Tests• Arrangement Type• Matching Type• Multiple Choice• Alternate Response Type (True-false items, Yes/No,

Agree/Disagree)• Key List Test• Interpretative exercises

• Supply Types/Constructed Objective Tests• Enumeration• Fill-in the blanks (Sentence Completion)

“The evaluation of pupils’ progress is a major aspect of the teacher’s job.“

Evaluating Educational Outcomes

(Oriondo & Antonio)

“13% of students who fail in class are caused by faulty test questions”

WORLDWATCHThe Philadelphia Trumpet

August 2005

Now, let’s learn how to construct a good Objective Test.

Characteristics of Good Tests

• Validity –involves establishing that an assessment measures what it is supposed to measure (Erwin, 1991)– instrument measures what we want it to

measure (Palomba and Banta 1999)• Reliability – refers to the extent to

which trial tests of a method with representative student populations fairly and consistently assess the expected traits or dimensions of student learning within the construct of that method. (Maki, 2004)

Steps in planning a Test:

STEP 1: Identifying Test ObjectivesSTEP 2: Deciding on the type of objective test to be prepared.STEP 3: Preparing a table of specifications (TOS)STEP 4: Constructing the Test ItemsSTEP 5: Item Analysis and Try-out

Step 1: Planning for the test

Step 2: Preparing the test

Step 3: Analyzing and revising the test

Intended Learning Outcomes:

The presentation aims to:1. Define and explain relative concepts in

formulation of Objective Tests.a) Understand importance and purpose of Assessment.b) Identify test objectives based on Anderson’s Levels of

Cognitive Domain.c) Formulate a Table of Specifications (TOS).

This kind of test is quick to mark, and provide a quantifiable and concrete result.a. Objective Testb. Subjective Testc. Summative Testd. Diagnostic Test

The kind of test that is evaluated by giving an opinion, usually based on agreed criteria is ____________.a. Objective Testb. Subjective Testc. Summative Testd. Diagnostic Test

OBJECTIVE TESTS

Challenging to prepareQuick to CheckProvides a quantifiable

and concrete result

Steps in Planning a Test

Identify Test Objectives based on Core Competencies in Curriculum Guide

Decide on type of Test to Prepare TOS

Writing the Test Item Analysis

Why is there a need to align our assessment to our objectives?

Alignment increases the probability that we will provide students with the opportunities to learn and practice the knowledge and skills that will be required on the various assessments we design

When assessments and objectives are aligned, “good grades” are more likely to translate into “good learning”

Steps in planning a Test:STEP 1: Identify Test Objectives based on Core Competencies in Curriculum Guide

WHATWHENHOW

BY WHOM

Example: We want to construct a test of the Topic “Types of Objective Tests” for an Edu 4 – Assessment of Student Learning class. We can formulate the following objectives based on Anderson’s Taxonomy of Educational Objectives:

Levels of Educational Objectives Test ObjectivesRemember/Knowledge Students must be able to define and explain relative

concepts in formulation of Objective Tests.

Understand/Comprehension Students must be able to determine the difference between the types of objective tests.

Apply/Application Students must be able to apply the procedure for constructing objective test items.

Analyze/Analysis Students must be able to examine whether the objective test items satisfy the requirement for validity and reliability.

Synthesis/Evaluation Students must be able to choose appropriate type of objective test to assess different levels of the heirarchy of educational objectives.

Create Students must develop assessment tools for use in evaluating instructional effectiveness.

Steps in planning a Test:

STEP 2: Deciding on the type of objective test to be prepared.

The test objectives guide the kind of objective tests that will be designed and constructed by the teacher.

ExampleLevels of

Educational Objectives

Learning/Test Objectives Type of Objective Test to be used

Remember The students must be able to define relative concepts in formulation of Objective Tests.

EnumerationMultiple Choice

Understand The students must be able to determine the difference between the types of objective tests.

True-falseMatching Type

Apply The students must be able to apply the procedure for constructing objective test items.

Multiple ChoiceAlternate Response Type

Analyze The students must be able to examine whether the objective test items satisfy the requirement for validity and reliability.

Multiple ChoiceTrue-FalseInterpretative Exercises

Evaluation The students must be able to choose appropriate type of objective test to assess different levels of the heirarchy of educational objectives.

Matching Type

Create Develop objective assessment tools for use in evaluating instructional effectiveness

Deciding on the type of objective test to be prepared.

• The following array shows the most common questions types used at various cognitive levels.

Factual Knowledge Understanding/Application

Analysis and Evaluation

Multiple ChoiceTrue/FalseMatching TypeS. CompletionIdentification

Multiple ChoiceShort AnswerProblems

Multiple Choice

Modified True/False

Henry Ellington & Shirley Earl, 1999

Steps in planning a Test:

• STEP 3: Preparing a table of specifications (TOS)

A TOS, sometimes called a test blueprint, is a table that helps teachers align objectives, instruction, and assessment (e.g., Notar, Zuelke, Wilson, & Yunker, 2004).

Table of Specifications (TOS)

• A two way chart that relates the learning outcomes to the course content (Kubiszyn & Borich, (2003)

• It enables the teacher to prepare a test containing a representative sample of student behavior in each of the areas tested.

• Provide the link between teaching and testing. (University of Kansas, 2013)

Importance of TOS:

i. In order to understand how to best modify a TOS to meet your needs, it is important to understand the goal of this strategy: improving validity of a teacher’s evaluations based on a given assessment. Validity is the degree to which the evaluations or judgments we make as teachers about our students can be trusted based on the quality of evidence we gathered (Wolming

& Wilkstrom, 2010).ii. Ensures that there is balance between items that test lower

level thinking skills and those which test higher order thinking skills.

iii. The use of a Table of Specifications can provide teacher made tests with validity (Notar, Charles, 2004).

Table of SpecificationLevel(level of objective to be tested)

Learning Objective

Item #s(item numbers where objective is being tested)

No.(number of items)

%(percentage out of the total for the particular objective)No./total No. * 100 = %

Remember/Knowledge The students must be able to define relative concepts in formulation of Objective Tests.

1, 3, 5, 7, 9 5 20%

Understand/Comprehension

The students must be able to determine the difference between the types of objective tests.

2, 4, 6, 8, 10 5 20%

Apply/Application The students must be able to apply the procedure for constructing objective test items.

11, 13, 15, 17, 19

5 20%

Analyze/Analysis The students must be able to examine whether the objective test items satisfy the requirement for validity and reliability.

12, 14, 16, 18, 20

5 20%

Synthesis/Evaluation The students must be able to choose appropriate type of objective test to assess different levels of the heirarchy of educational objectives.

21, 22, 23, 24, 25

5 20%

TOTAL 25 100%

Table of SpecificationContent Outline R U A A E C Total

Define and explain relative concepts in formulation of Objective Tests.A. Importance of AssessmentB. Defining Objective TestC. Steps in Planning a Test

5 5

Develop a valid and reliable Objective TestA. Discuss qualities of the different

kinds of Objective TestsB. Describe Procedure for

constructing good objective tests

5 5 10

Evaluate Objective Tests 5 5 10

Total Number of Items 5 5 5 5 5 25

Professors Marjorie Devine & Nevart Yaghlian , Center for Teaching Excellence

Steps in planning a Test:

• STEP 4: Constructing the Test ItemsDraft Test should contain twice (double) as

much test items than the desired number of items in the final test.

ExampleLearning Objective

No.(number of items)

No. Of items in the draft test

The students must be able to define relative concepts in formulation of Objective Tests.

5 10

The students must be able to determine the difference between the types of objective tests.

5 10

The students must be able to apply the procedure for constructing objective test items.

5 10

The students must be able to examine whether the objective test items satisfy the requirement for validity and reliability.

5 10

The students must be able to choose appropriate type of objective test to assess different levels of the heirarchy of educational objectives.

5 10

Total 25 50

Steps in planning a Test:

• STEP 5: Item Analysis and Try-out– The test draft is tried out to a group of

pupils or students, so that we can determine:• Item characteristcs though item analysis• Characteristics of the test itself (validity, reliability and

practicability)

Steps in Planning a Test

Identify Test Objectives based on Core Competencies in Curriculum Guide

Decide on type of Test to Prepare TOS

Writing the Test Item Analysis

1. Arrange the following steps in planning a test in chronological order by using numbers 1,2,3,4,5.

_____ Preparing a table of specifications (TOS)_____ Item Analysis and Try-out _____ Identifying Test Objectives_____ Constructing the Test Items_____ Deciding on the type of objective test to be prepared.

General Rules in Writing Test Questions

• Number test questions continuously.• Keep your test question in each test group

uniform.• Make your layout presentable.• Do not put too many test questions in one

test group.– T or F: 10 – 15 questions– Multiple Choice: max. of 30 questions– Matching type: 5 questions per test group– Others: 5 – 10 questions

Some additional guidelines to consider when writing items are described below:

1. Avoid humorous items. Classroom testing is very important and humorous items may cause students to either not take the exam seriously or become confused or anxious.

2. Write items to measure what students know, not what they do not know. (Cohen & Wallack)