Test design and construction

BASIC STEPS IN CLASSROOM TESTING AND MEASUREMENT

GOAL Improve learning and instruction

Using the results Appraise the assessment

Administer the assessment

Assemble the assessment Prepare relevant assessment tasks

Select appropriate assessment tasks

Develop specification Determine the purpose

Objektif ujian Tempoh masa dan jenis ujian Jadual spesifikasi ujian Taksonomi Solo Taksonomi Bloom

WHY WE TEST STUDENTS?

* Evaluate prior learning (Diagnostic) * Provide feedback (Formative) * Provide reinforcement (Formative) * Assign grades (Summative) * Certify competence (Summative)

Duration and types of test

Depend on your test objectives and what you want to measure.

Checklist for choosing the right type of written test When deciding which types of test questions to apply, use the following checklist.
1. Make an evaluation plan for my course ................................. .

2. List the learning outcomes to be tested ................................... . 3. Assess the time needed to score the tests for all the students in this course..................................................................... 4. Decide which learning will require tests other than written tests ..... 5. Assign the most suitable type of written test for the skill, knowledge, or attitude to be tested ...............................................

Table of test specification - process

Prescribe the types of tests needed to support your decisions during a unit of instruction Select the most representative subordinate skills from the instructional goal framework for each type of test prescribed Select one or more behavioral objectives for each subordinates skills chosen Specify the number of items required to measure students performance as accurately as possible on each objectives Estimate the time required for students to answer the total number of items specified for each objective and for the test

Table of test specification involve

Preparing a list of instructional objectives Outlining the course content Decide on the test format according to the time available for the test, the item type, number of each type of question and the pupils ability. Preparing the two-way chart

Asas JSU

OBJECTIVES knowledge Topic 1 Topic 2 Total understand application synthesis

Sekolah rendah (3 level shja)

Table of Specification of Test Questions
Name of Test: . Class/Form: .. Date: Topics to be tested: .

Learning Outcomes (from the Science Syllabus) 1.

Blooms Cognitive Level Knowledge (8 bhgian) E M D Comprehensio n E M D Application E M D

Total

2.

3.

4.

Total

Key: E = Easy,M = Moderate,D = Difficult

A summary is shown as below: Subject: Science Year 4 Topics: Menyiasat Alam Kehidupan, Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Time: 1 hour 15 minutes Format: Objective and structure Total Marks: 100

Item Format
Time Marks Number of item Marks for each item Time allocation for each item

Objective
30 minutes 30 30 1 1 minute

Structure
45 minutes 70 5 16 9 minutes

List out the topics which is going to be tested and the length of time allocated for each topics

No.
1. 2. 3. 4. 5.

Topics
Menyiasat Alam Kehidupan Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Total hours

Periods of interaction
20 9 12 5 8 54

Calculate the percentage to adjust the weight for each topic Topic hours of interaction Total hours 100 X

N o 1. 2. 3. 4. 5.

Topics Menyiasat Alam Kehidupan Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Total

Hour s 20 9 12 5 8 54

Calculation 20/54 x 100 = 37 9/54 x 100 = 16.7 12/54 x 100 = 22 5/54 x 100 = 9 8/54 x 100 = 14.8

Percentage 37 16.7 22 9 14.8 100

Relate the marks for each type question.

Topics

Percentage

o 1.
2. 3. 4. 5.

Structure marks

Objective marks

Menyiasat Alam Kehidupan

Menyiasat Alam Fizikal Menyiasat Alam Bahan Menyiasat Bumi dan Alam Semesta Menyiasat Dunia Teknologi Total

37
17 22 9 15 100

25
12 17 6 10 70

10
10 2 4 4 30

1. 2.

The skill levels in each item can be of the cognitive, affective and psychomotor domains. In this is test, the suggested weights for each cognitive level according to Blooms taxonomy is as follows:

Cognitive Domian Knowledge Comprehension

Objective Item 10% 30%

Structural Item 10%

Application
Analysis Synthesis Evaluation Total

25%
25% 5% 5% 100%

30%
20% 20% 20% 100%

Content

Understand Knows Knows Knows s Basic Weather Specific Influence on Terms Symbols Facts Weather Information

Interprets Weather Maps

Number of Items

Air Pressure
Wind Temperature Humidity & Precipitation Clouds Fronts

1
1 1 1 2 1

1
1 1 1 2 1

1
1 1 1 2 5

3
10 4 7 6 5

3
2 2 5 5

9
15 9 15 12 17

From Linn and Gronlund, Measurement and Assessment in Teaching, Prentice Hall, 2000.

 Structure of Observed Learning Outcomes developed by Biggs and Collis (1982), and is well described in Biggs and Tang (2007) describes level of increasing complexity in a student's understanding of a subject, through five stages,

 not all students get through all five stages, of course, and indeed not all teaching (and even less "training" is designed to take them all the way). the assumption is that each level embraces previous levels, but adds something more

Pre-structural
here students are simply acquiring bits of unconnected information, which have no organisation and make no sense.

Unistructural

simple and obvious connections are made, but their significance is not grasped.

Multistructural:
a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.

Relational level
the student is now able to appreciate the significance of the parts in relation to the whole.

extended abstract level

the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance.

Bloom's Taxonomy
it refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three domains": Cognitive, Affective, and Psychomotor goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education[1]

Level I: Knowledge
List the planets in our solar system List 3-5 characteristics of each planet List the characteristics of comets, meteorites, and asteroids Level II: Comprehension Explain in your own words the theories of Copernicus, Galileo, and Newton as they relate to the structure of our solar system. Describe how most scientists believe the solar system first formed

Level III: Application

Classify these mystery planets as either Inner or Outer planets based on their characteristics. Using your knowledge of mathematics, figure out how much you would weigh on each of the planets in our solar system.

Level IV: Analysis

Compare/contrast the photos of landforms on Earth and Mars. How might the features on Mars have formed? Based on the data, what can you say about the relationship between a planets distance from the sun and its speed of revolution?

Level V: Synthesis
Design an experiment to investigate how the speed of a meteorite affects the size of a crater. Construct a scale model of the solar system using materials from home. Create a game that will teach young children about the solar system.

Level VI: Evaluation

What were some sources of error in your experiment with craters? Write an essay arguing for or against manned missions to Mars. Use research to back up your opinion.

 Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining Applying: carrying out or using a procedure through executing or implementing Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

 Evaluating : making judgements based on criteria and standard through checking and critiquing Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing

lesson objective based upon the story of Goldilocks and the Three Bears is presented for each of the six levels
Remember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story was about. Apply: Construct a theory as to why Goldilocks went into the house. Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate: Assess whether or not you think this really happened to Goldilocks. Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.

1.Get a set of questions. 2.Identify each question according to each level of Blooms Taxonomy 3.Analyse the test paper

1.Choose one topic 2.Construct one item for each level of Blooms Taxonomy 3.Share your items with the rest of the class