1. `
Preparing andPreparing and
Using Achievement TestsUsing Achievement Tests
Focus:Focus: Preparing TestPreparing Test
SpecificationsSpecifications

2. Sequence in Preparing InstructionallySequence in Preparing Instructionally
Relevant AssessmentRelevant Assessment (N. E. Gronlund 2006)(N. E. Gronlund 2006)
INSTRUCTION
Indicates the learning outcomes
to be attained by students.
ACHIEVEMENT DOMAIN
Specifies the particular set of
learning task to be assessed.
ACHIEVEMENT ASSESSMENT
Provides a procedure designed to measure
the instructionally relevant learning
tasks specified in the achievement domain.
Is there
close
agreement?

3. Self-Assessment: Evaluating the Test Plan
 Checklist for Evaluating the Test Plan

4. Sneak peek: Steps in preparing and
using an achievement test.
 Specifying the instructional objectives.
 Preparing the test specifications.
 Constructing relevant test items.
 Arranging the items in the test.
 Preparing clear directions.
 Reviewing and evaluating the assembled test.
 Administering the test and making an item
analysis.

5. Illustrative Action Verbs for Defining Objectives in the Cognitive Domain
of the Revised Bloom’s Taxonomy (N. E. Gronlund 2006)N. E. Gronlund 2006)
Taxonomy
Categories Sample Verbs for Stating Specific Learning Outcomes
Remember Indentifies, names, defines, describes, lists, matches, selects outlines
Understand Classifies, explains, summarizes, converts, predicts, interprets, illustrates
Apply Demonstrates, computes, solves, modifies, arranges, operates, relates,
uses
Analyze Differentiates, diagrams, estimates, separates, orders, subdivides,
distinguishes between
Evaluate Judges, criticizes, compares, justifies, concludes, discriminates, detects
Create Combines, creates, formulates, designs, composes, constructs,
rearranges, revises.

6. Functions of Test Specifications
 Describe the achievement domain being
measured.
 Provide guidelines for obtaining a
representative sample of test tasks.

7. Building a Table of Specifications
 Selecting the learning outcomes to be
tested.
 Outlining the subject matter.
 Making the two-way chart. (Table of
Specifications)

8. Selecting the Learning Outcomes to be
Tested
 Recall of knowledge
 Intellectual abilities and skills
 General skills (laboratory, performance,
and communication)
 Attitudes, interest, and appreciation

9. Outlining the Subject Matter
 Identify the coverage of the unit or the
scope of the testing period.
 List down the major subject matter
categories. (A detailed outline of subject
matter is intended for instructional
purpose)

10. Let’s talk about it…
 Sample Table of Specification

11. Practical Guide for Test Item Placement
 No. of days allotted to the subject matter or
topic.
 Desired learning competencies (skills developed
during the lessons)
 No. of test items to be prepared

12. Sample Computation
Subject Matter Time Spent
on the
Subject
Matter.
% of Total Time
Spent on the
Subject Matter
Formula:
(Time Spent on
Subject Matter
divided by
Total Time)
Number of
Items per Subject Matter
Formula:
(% of Total Time Spent
times Total Number
of Items)
Laws of Motion 5 days 5 day /35 days X
100%
14%
14% X 60 items
8.4 or 8 items

13. Building a Table of Specification: Making the Two-way
Chart.
Learning
Outcomes
Subject
Matter
Knows
Understands
Principles
Applies
Principles
Total
Number
of ItemsTerms Facts Procedures
Linear Motion 4 2 2 2 10
Newton’s Laws of
Motion
4 3 4 3 15
Momentum and
Collisions
4 3 3 10
Circular Motion and
Law of Gravity
4 5 3 3 15
Matter and Energy 4 2 2 2 10
Total Number
of Items
20 15 2 14 8 60

14. Self-Assessment: Evaluating the Assembled
Test
 Checklist for Test Evaluating the Assembled T

15. Rule of Thumb…
ASSESSMENT is not just to provide
numbers but gain INSIGHTS.

16. Next steps….

17. Sample Test Items
1. Newton’s second law of motion explains why
all objects fall with equal acceleration. Which
of the following best summarizes this?
A. Inertia is equal for all objects.
B. The force-to-mass ratio is equal for all objects
C. Gravity exerts force on all objects regardless of
their size.
D. Air resistance slows larger objects more than it
slows smaller objects.

18. 2. The SI unit for force, Newton, is the same as the unit for
weight in defining and calculating acceleration. What is
the reason for this?
A. Weight is an expression of the force of gravity
B. Newton’s contributions to physics were so vast that
several physical properties are named for him.
C. Newton works in acceleration calculation because it
expresses an object’s inertia.
D. While weight and mass are generally
interchangeable, they are both used differently in
acceleration calculation and must be expressed
with different units.

19. 3. The picture shows the circular path of a toy plane being
swung around on a string. What path would the toy take
if the string broke?

20. 4. The diagram depicts a 2-kg mass colliding with and
sticking to a second box.
What is the mass of the second box?
A. 4 kg B. 6 kg C. 8 kg D. 9 kg

21. 5. Which body is in equilibrium?
A. Satellite orbiting the Earth in a circular orbit.
B. Ball falling freely toward the surface of
Earth.
C. Car moving with a constant speed along
a straight, level road.
D. Projectile at the highest point in its
trajectory.

22. 6. The gravitational potential energy, with
respect to Earth, that is possessed by an
object is dependent on the object’s___.
A. acceleration C. position
B. momentum D. speed

23. End of Presentation