Session 2 test construction.mt's
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Transcript of Session 2 test construction.mt's
The Road
To
Test Construction
K to K to 1212
Basic Education Basic Education Program Program
“The ultimate purpose of Test Construction is to improve the educational program of the school and to make it more effective. Thus, it should be considered as an essential part of the complete learning process for the improvement of teaching and learning.”
FE S. J. HIDALGO
K to K to 1212
Basic Education Basic Education Program Program
OBJECTIVES
• Identify the six cognitive domains of learning.
• Discuss the features of the six domains of learning.
• Construct test items that are congruent to the objectives and learning outcomes.
K to K to 1212
Basic Education Basic Education Program Program
PRIMING
“The evaluation of the 21st century learners’ progress is a major aspect of the teacher’s job .”
- Evaluating Educational Outcomes.-
Oriondo & Antonio
To be able to prepare a good test, one has to have
a mastery of the subject matter, knowledge of the students to be tested, skill in verbal expression and the use of the different test format.
HOW do we know
that our students
have learned what
we have taught
them?
K to K to 1212
Basic Education Basic Education Program Program
K to K to 1212
Basic Education Basic Education Program Program
ACTIVITY 1
Act It Out1. Discuss with the group the three
domains of learning.
2. Poster of Famous Soap Opera will be given to each group.
3. Study the picture select one scene from the telenovela and act it out.
4. Formulate 3 questions each on the specified domains.
K to K to 1212
Basic Education Basic Education Program Program
5. Report the group’s output using the template below.
K to K to 1212
Basic Education Basic Education Program Program
QUESTIONS
COGNITIVE AFFECTIVE PSYCHOMOTOR
Group 1: Group 2
K to K to 1212
Basic Education Basic Education Program Program
Group 3: Group 4
K to K to 1212
Basic Education Basic Education Program Program
Answer the following questions:
• How did you find the task given to you?
• How did you feel while doing the activity?
• What do you think is the importance of knowing the 3 domains of learning in test construction?
K to K to 1212
Basic Education Basic Education Program Program
The 3 DOMAINS of Learning
Source : http://agsc.tamu.edu/402/PPT_FILES/TAXONOMY%20OF%20EDUCATIONAL%20OBJECTIVES2.pptK to K to
1212Basic Education Basic Education
Program Program
• EMOTIONAL LEARNING: FEELING
Concerned with attitudes, appreciations, interests, values and adjustments.
AFFECTIVE DOMAIN
K to K to 1212
Basic Education Basic Education Program Program
• PHYSICAL LEARNING: DOING
Emphasizes speed, accuracy, dexterity, and physical skills
PSYCHOMOTOR DOMAIN
K to K to 1212
Basic Education Basic Education Program Program
• Often referred to as Instructional or Behavioral Objectives
• One of the major categories in the Taxonomy of Educational Objectives
• Most used of the domains
COGNITIVE DOMAIN
K to K to 1212
Basic Education Basic Education Program Program
ACTIVITY 21. Examine the list of learning
competencies in all grading period.
2. Select five least mastered competencies in each grading period.
3. Construct 20 test items based on the selected least mastered competencies.
K to K to 1212
Basic Education Basic Education Program Program
4. Categorized the questions into six cognitive levels.
5. Post your work in the designated corners.
6. Presentation of group output.
K to K to 1212
Basic Education Basic Education Program Program
1. How do you find the task given to you?
2. How did you feel when you categorized the test questions into 6 cognitive domains?
3. What helped you in classifying the test questions?
4. In cases where the classification/clustering of test items was not the same as your team mates, how did you resolve the situation?
5. Did you encounter difficulty in constructing test items that reflects the 6 cognitive domains? Why?
6. What are the issues and concerns that you have in constructing test items?
K to K to 1212
Basic Education Basic Education Program Program
• Created hierarchy of cognitive skills that is often used to categorize the levels of cognitive involvement (thinking skills).
• Arranged in hierarchical form, moving from the lowest level of cognition (thinking) to the highest level of cognition (or from the least complex to the most complex):
Bloom’s Taxonomy K to K to 1212
Basic Education Basic Education Program Program
• Provide structure to assist teachers in writing objectives and assessments.
• Assist teachers in recognizing the various levels of question asking.
• Serves as guide in constructing test questions that will develop the learner’s intellectual abilities and critical thinking.
K to K to 1212
Basic Education Basic Education Program Program
• Bloom’s Taxonomy is an order of learning with six levels.
COGNITIVE DOMAIN
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension
K to K to 1212
Basic Education Basic Education Program Program
Category Key Words (verbs)
Remembering: Recall previous learned information.
defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Category Key Words (verbs)
Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.
analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Evaluating: Make judgments about the value of ideas
appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure
categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
TEST CONSTRUCTION
K to K to 1212
Basic Education Basic Education Program Program
• It is estimated that 90% of all test questions asked in the US are of “Low Level” – knowledge and comprehension.
(Wilen, W.W., 1992)
Test ConstructionK to K to 1212
Basic Education Basic Education Program Program
Test Construction Observations
• Test items are recycled over periods of time.
•Test items are copied from books, and other instructional materials.
• Test items do not match objectives of the lessons.
• Tests items are constructed without careful thinking/analysis/planning.
OLD TESTS THINKING
Tests are normally used to figure out student success and failure make comparisons among students and their standing in school.
K to K to 1212
Basic Education Basic Education Program Program
NEW TESTS THINKING
Tests should respect the uniqueness of each student. It should be used to enhance student learning, relating classroom to real life experiences.
K to K to 1212
Basic Education Basic Education Program Program
K to K to 1212
Basic Education Basic Education Program Program
K to K to 1212
Basic Education Basic Education Program Program
TABLE OF SPECIFICATIONS
K to K to 1212
Basic Education Basic Education Program Program
K to K to 1212
Basic Education Basic Education Program Program
When to construct TOS?
• The TOS should be done before constructing the test but it is ideal to construct it before the instruction begins to ensure that the test has instructional validity.
K to K to 1212
Basic Education Basic Education Program Program
LC No. of
Days%
Distribution of Items
K P U P
1.2 4 2.6 1 1
2.5 11 6.6 1 3 3
3.4 9 5.4 2 1 2
4.3 7 4.2 1 2 1
5.4 9 5.4 1 2 2
6.5 11 6.6 1 3 3
7.8 18 10.8 2 9
8.7 16 9.6 2 3 5
9.7 15 9 9
TOTAL 45 100 60 9 15 18 18
KNOWLEDGE 15% 9
PROCESS 25% 15
UNDERSTANDING 30% 18
PERFORMANCE 30% 18
100% 60
K to K to 1212
Basic Education Basic Education Program Program
ACTIVITY 3
Prepare the First Summative Test in your learning area with table of specification that would assess student along:
A – Knowledge
B – Process/Skills
C – Understanding
D – Product/Performance
Reflection:
• How would your learning on constructing effective test items help you as a Master Teacher?
• How would it help your students and the school?
• Test items should :– be congruent with the terminal and
performance objectives– measure the exact behavior and response stated
in the objective– guide the process of writing the assessment
items– prescribe the form of test item that is most
appropriate for assessing achievement of the objective
Things to Remember:
CLOSURE
1. Watch the video presentation entitled, “Leaders Care.”
2. How will you show your concern to the teachers in addressing their needs in terms of assessment and test construction?
Teacher?
Thank You !