Purpose of the assessment 
Specifications for tests and assessments 
Appropriate assessment tasks  
Relevant assessment tasks 

To access the Study Guide for Mid-Term Exam, please click here. 

  Steps in developing the assessment instrument:  
 

1. Specify the achievement domain --  parameters 
2. Determine what is to be measured --  instructional goals 
3. Define it precisely so that tasks that evoke the desired performance can be constructed behavioral goals 
 

1. Determining the purpose of the assessment (pre-test, formative, or summative) 
2. Developing the test specifications (this is the table you are creating) 
3. Selecting the appropriate assessment tasks (form and type) 
4. Prepare the relevant assessment tasks  
5. Assemble the assessment  
6. Provide instruction 
7. Evaluate the assessment  
8. Use the assessment results 

 
1. Determining the purpose of the assessment  
 
  Pre-testing 
 
1) Whether students have the prerequisite skills needed for the instruction 

2) To what extent students have already achieved the objectives of the planned instruction -- are confined to a limited domain - low level of difficulty - serve as a basis for remedial work or for adaptation of instructional plans - not usually different from post test (an equivalent form) 

 
  During instruction assessment 
 
This is  called diagnostic or formative assessment; done about midway through a unit or chapter 
 
1) To monitor learning progress  

2) Provide feedback to students and teachers  

3) Detect learning errors, diagnostic - practice tests, quizzes - predefined segment of instruction - limited sample of learning outcomes 

 

  End of instruction assessment 
 

This is called summative assessment and measures the extent to which the intended learning outcomes have been achieved; can serve the same purposes as pre-testing (for the following unit) and formative assessment 

2. Developing the specifications for tests and assessments (this is the table you are creating) 
 
  Steps:  
 
1) Prepare a list of instructional objectives  

2) Outline course content  

3) Prepare a two-way table / chart; table is limited to those objectives that are measurable  
 

3. Selecting the appropriate assessment tasks [two forms: objective and performance]  
 
First Form = Objective
 
  Objective items -- highly structured; single right answer; limits type of response student can make; scoring is quick, easy, and accurate  

  Supply types 
 

1) Short answer  
2) Completion  
 

  Selection types: (1) alternate choice (2) matching (3) multiple choice (4) keyed response (5) interpretive exercise 
 

Second Form = Performance 

  Performance items -- less structure (problem can be redefined and the answer organized and presented in their own words); scoring is more difficult and less reliable  

  Essay questions:  
 

1) Extended-response  
2) Restricted response 
  Active (evaluates process):  
 
1) Construction of graphs, diagrams, models 
2) Use of equipment or playing an instrument 
 

  Product: Report, art work, science project 
 

  Remember: Bottom line = select the item type that provides the most direct measure of the intended behavioral objectives 

 
4. Preparing the relevant assessment tasks; the limited number of items should be representative of the domain  
 
Learning outcomes at the first 3 levels of Bloom's taxonomy are easier to construct items for, so they usually receive undue emphasis; without the table of specifications, ease of construction becomes the dominant criterion  

How long should the test be? Long enough to provide an adequate sampling of each behavioral objective; keep in mind also the limitations of the students (how long can they sit, etc.) 

  Eliminating irrelevant barriers to performance:  
 

1) Make sure that the students have the prerequisite skills  and prior knowledge needed 

2) Measure intended learning outcome, not the irrelevant skills (reading or writing ability)  

3) Ambiguity -- again, making sure that you measure your behavioral objectives and not mind reading 

4) Bias (gender, race, ethnic) -- items should be as free of bias as possible 
 

  General suggestions for writing test items / tasks:  
 
1) Use table of specifications 

2) Write more items than needed  

3) Write items well in advance of testing date  

4) Write items so that they call for the performance described in the behavioral objectives  

5) Task to be performed is clearly specified  

6) Write item at appropriate reading / writing level (in sub-tests not measuring reading, such as, math, science, and social studies, test makers generally write items two years below grade placement to avoid testing reading ability) 

7) Item provides no clue to answer  

8) Answer is agreed upon by experts  

9) Recheck items when revised for relevance

 

  Valid Assessment will:  
 

1) Improve student achievement  

2) Improve instruction  

3) Improve student-teacher relationships

  We have now covered the basic steps in classroom assessment:  
 
1. Determining the purpose of the assessment (pre-test, formative, or summative) 

2. Developing the test specifications (this is the table you are creating) 

3. Selecting the appropriate assessment tasks (form and type) 

4. Prepare the relevant assessment tasks 

 

We will cover 5 through 8 later in the term. 
 
5. Assemble the assessment  

6. Provide instruction 

7. Evaluate the assessment  

8. Use the assessment results

  Go to Activities for Module 4.