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ULACIT11-7003 LEARNING
ASSESSMENT
Professor:MSc. Giselle Herrera Gmez
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HOW TO WRITE GOOD TEST ?
1.Determine which type of test formatto utilize. The most common testformats include:
multiple choice questions,
true or false questions,
fill in the blank questions and
open-ended questions.
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HOW TO WRITE GOOD TESTS ?
Choose the format that best measuresthe student's cognitive ability
eg. 1 = to compare and contrast anissue taught during a history lesson
open ended questions may be the bestoption to evaluate the student'sunderstandin of the sub ect matter.
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HOW TO WRITE GOOD TEST ?
e.g. 2 = to measure the student'sreasoning or analysis skills, orgeneral comprehension of a subject
matter
multiple choice test questions
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HOW TO WRITE GOOD TEST ?
2.Time a. available to take the testb. teacher to score them
For larger classrooms, essayformat or open ended questions willbe more difficult to manage both
the student's time and your own asyou grade them
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3.Review instructional objectives
need to be aware if an objective thatyou wrote was not covered in class,
or implied a different process thanwhat was taught BEFOREyou writethe test!
HOW TO WRITE GOOD TEST ?
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HOW TO WRITE GOOD TEST ?
4.Delimit the content and skill areas tobe tested
Design a Table of Specifications:a.To ensure that quiz/test is
representative of what was covered
in class and,
b.To ensure that it gives an adequate
sampling of student capabilities
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STEPS FOR GOOD TESTS
STEP 1 Write Objectives & PlanTest
An objective is a communicationdevice that specifies the knowledge,skills, and attitudes expected of
students at the end of an instructionalunit
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STEPS FOR GOOD TESTS
Objectives include three components:
CONDITIONS
PERFORMANCE
CRITERIA
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STEPS FOR GOOD TESTS
STEP 2 DEVELOP TEST ITEMS
OBJECTIVE SUBJECTIVE
(true or false, multiple-choice, matching,and completion) easy to write and score,can sample large amounts of content;
however,are limited to facts, encourage guessing,and fail to measure higher levels of
cognitive learning
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STEPS FOR GOOD TESTS
SUBJECTIVE
allow students to express their
thoughts and requiredemonstration of mastery of
instructional objectives in thehigher levels of the cognitivedomain.
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STEP 3 ESTABLISH TEST VALIDITYAND RELIABILITY
STEPS FOR GOOD TESTS
Validityis the
extent to whicha test measureswhat it was
intended tomeasure
Reliability
provides anestimate ofconsistency of
test results
to accurately measure student
achievement
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STEPS FOR GOOD TESTS
STEP 4 ASSEMBLE TEST ITEMSAND WRITE DIRECTIONS
should be assembled by type and
increasing difficultyshould also be checked forinconsistencies and follow a parallel
formatshould develop clear and concisetest directions
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2. Consider the psychological factors(test anxiety and pressure)3. Discuss the instructional content
areas to be covered by the test as wellas the format of the test4. Discuss the parameters of the test
(e.g., number and type of test items)before administration.
STEPS FOR GOOD TESTS
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5. Provide students with practicetest items (and similar directions) priorto the test
6. Indicate to students that you expectthem to succeed on the test and thatyou are available to help them
STEPS FOR GOOD TESTS
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STEP 6 INTERPRET TESTRESULTS AND ANALYZE TEST ITEMS
Descriptive statistics summarize testresults through:
measures of central tendency (mean,median, and mode)
STEPS FOR GOOD TESTS
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STEPS FOR GOOD TESTS
measures of dispersion (range,percentiles/quartiles, ranks, standarddeviation, and Z-scores)
DETERMINE SCORES
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