planning for classroom test
DESCRIPTION
Planning for classroom test presentation especially for M.edTRANSCRIPT
PLANNING FOR
CLASSROOM TEST
Presented By
Aroosha Hussain
Ayesha Latif, Amina Hussain,
& Ayesha Bashir
Presented to :
Miss Sofia Akhtar
Motivate students
Measures achievement
Identify areas for review
Check instructional effectiveness
Maintain Learning
Atmosphere
Classroom tests and assessment play a central role in the evaluation of
student learning like
INTRODUCTION :CLASSROOM TESTS AND GENERAL PURPOSES
The main goal of classroom testing is to obtain valid, reliable
and useful information concerning student achievement.
Test planning: Goal is improved learning and instruction
The likelihood of
preparing valid, reliable
and useful classroom tests
is greatly enhanced if a
series of steps are used.
Determining the purposes
Developing specifications
Selecting appropriate test items
Preparing relevant test items
Assembling the test
Administering the test
Appraising the assessment and using the results
Steps for planning: Goal is improved learning and instruction
PURPOSE OF CLASS ROOM TESTING (instructional location)
Classroom test used for variety of
instructional purposes.
• These can be best describe in terms
of their location in the instructional
process which is closely parallel to
types of assessment.
PURPOSE OF CLASS ROOM TESTING (instructional location)
pretest (placement)
Tells about already achieved objectives
items similar to outcome measure
but not the same (like an alternative form)
Readiness
limited in scope
low difficulty level
Serve as basis of
remedial work, adapting
instruction
Pre-testing
Measure readiness and
entry performance
PURPOSE OF CLASS ROOM TESTING (instructional location)
Formative-testing
monitor learning progress
detect learning
errors
Provide feed back
During
instruction
Tests
Diagnostic-testing
Diagnose learning
difficulties
Summative testing
Broad coverage of objectives
Main purpose is determine of
final achievement
Grading Promotion Certification
End of
Instruction
PURPOSE OF CLASS ROOM TESTING (instructional location)
Table of specification
Table of specification also named as Blue print for test
Representativeness (what is the appropriate balance of content) is determined by importance, or time spent teaching that content.
Ensure proper emphasis given to all elements of a course of study
Tells us What is the content domain
Content validity evidence
Purpose
Developing a table of specification
Development of table of specification involves
Preparing a list of new objectives
Outlining the course
content
Preparing the two way
chart
Start with Instructional Objectives
– Biology 30: Circulation Unit Test
1. Identifies parts of circulation system.
2. Explains function of parts in relation to whole
system.
3. Distinguishes between circulation system and
other bodily systems.
Level Of Understanding
Content
Area
Knowledge Comprehension Application Total
Number
Total
Percentage
Parts
Functions
Relation To
Other
Systems
Total
Number
Total
Percentage
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
Level Of Understanding
Content
Area
Knowledge Comprehension Application Total
Number
Total
Percentage
Parts 10 5 0 15 33.333
Functions 5 5 5 15 33.333
Relation To
Other
Systems
0 5 10 15 33.333
Total
Number
15 15 15 45 ……
Total
Percentage
33.333 33.333 33.333 …… 100
SELECTING APPROPRIATE TYPE OF TEST ITEMS
The tests constructed
by teachers may be
classified as
Objective type
Essay type
Selection of appropriate items depends upon
Nature of learning outcome to be
measured
Advantages and limitations of each type
Common practice to use
both types
Skills with which an item
constructed
SELECTING APPROPRIATE TYPE OF TEST ITEMS
Objective Type
Supply type
• Short answer
• Completion type
Selection type
• True false or alternative response
• Matching
• Multiple choice
Objective items
Strengths
•Can have many items
•Highly structured
•Scoring quick, easy, accurate
Limitations
•Cannot assess higher level skills (problem formulation, organization, creativity)
OBJECTIVE TYPE TEST
Advantages & disadvantages
ESSAY TYPE
Restricted response
e.g. Pak geography
Extended response
e.g. Note on pollution
ESSAY TYPE TEST
Essay Type Test
Advantages & disadvantages
Strengths•Can assess higher level skills
•More realistic
Limitations
• Inefficient for measuring knowledge
• Few items (poorer sampling)
• Time consuming
•Scoring difficult, unreliable
Thank you