Keys to Effective Testing

Module 3
Keys to Effective Testing

Module 3: Keys to Effective Testing

Lesson 1: Test and Their Uses in Educational Assessment

To define what is a Test and to know the types of test

To know how to prepare an effective tests

To know the things to be considered in preparing a test

And to classify a test and its uses

Test defined

A test is a systematic procedure for measuring an individual’s behavior (Brown,
1991). This definition implies that it has to be developed following specific guidelines.
It is a formal and systematic way of gathering information about learners’ behavior,
usually through paper-and-pencil procedure (Airisan, 1989).

Uses of Test

Tests serve a lot of function for school administrators, supervisors, teachers,
and parents, as well (Arends, 1994; Escarilla & Gonzales, 1990).

School administrators utilize test results for making decisions regarding the
promotion or retention of students; improvement or enrichment of the curriculum;
and conduct of staff development programs for teachers.

Supervisors use test results in discovering learning areas needing special
attention and identifying teachers’ weaknesses and learning competencies not
mastered by the students.

Teachers, on the other hand, utilize tests for numerous purposes. Through
testing, teachers are able to― gather information about the effectiveness of instruction;
give feedback to students about their progress; and assign grades.

Parents, too, derive benefits from test administered to their children. Through
test scores, they are able to determine how well their sons and daughters are faring in
school and how well the school is doing its share in educating their children.

Types of Tests

Numerous types of tests are used in school. There are different ways of
categorizing tests, namely: ease of quantification of response, mode of preparation,
mode of administration, test constructor, mode of interpreting results, and nature of
response ( Manarang & Manarang, 1993; Louisell & Descamps, (1992).

As to mode of response, tests can be oral, written, or performance.

1. Oral test- it is a test wherein the test taker gives his answer orally.
2. Written tests- it is a test where answers to questions are written by test
taker.
3. Performance test- it is one in which the test taker creates an answer or a
product that demonstrates his knowledge or skill, as in cooking and baking.

Ava Clare Marie O. Robles Ph.D Educ 103: Keys to Effective Testing
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As to ease of quantification of response, test can either be objective or
subjective.
1. Objective test- it is a paper and pencil test wherein students’ answers can
be compared and quantified to yield a numerical score.
2. Subjective test- it is a paper-and-pencil test which is not easily quantified
as students are given the freedom to write their answer to a question, such
as an essay test.

As to mode of administration,
1. Individual test- it is a test administered to one student at a time.
2. Group test- it is one administered to a group of students simultaneously.

As to test constructor:
1. Standardized test- it is a test prepared by an expert or specialist.
2. Un-standardized test- it is one prepared by teachers for use in the
classroom, with no established norms for scoring and interpretation of
results.

As to mode of interpreting results:
1. Norm-referenced test- it is a test that evaluates a student’s performance by
comparing it to the performance of a group students on the same test.
2. Criterion-referenced test- it is a test that measures a student’s
performance against an agreed upon or pre-established level of performance.

As to nature of the answer:
1. Personality test- it is a test designed for assessing some aspects of an
individual’s personality.
2. Intelligence test- it is a test that measures the mental ability of an
individual.
3. Aptitude test- it is test designed for the purpose of predicting the likelihood
of an individual’s success in a learning area or field of endeavor.
4. Achievement test- it is a test given to students to determine what a
student has learned from formal instruction in school.
5. Summative test- it is a test given at the end of instruction to determine
students’ learning and assign grades.
6. Diagnostic test- it is a test administered to students to identify their
specific strengths and weaknesses in past and present learning.
7. Formative test- it is a test given to improve teaching and learning while it is
going on.
8. Socio-metric test- it is a test used in discovering learners’ likes and
dislikes, preferences, and their social acceptance, as well as social
relationships existing in a group.
9. Trade test- it is a test designed to measure an individual’s skill or
competence in an occupation or vocation.

Lesson 2: Generals steps in preparation of test

Preparing for a test can be a very overwhelming experience, particularly if you
are studying difficult or complicated subject matter. It doesn't have to be that way.
Good study techniques go a long way toward improving your readiness for an exam. If
you spend a few minutes organizing your materials and developing a realistic study

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Module 3

plan time, you'll find that you will feel more confident and better prepared when you
take those important tests.

1. Take clear, detailed notes in class and review your notes every night. A nightly
review will help reinforce the concepts you learned that day and allow you to
identify any areas that are causing you problems well before the test.

2. Set aside a specific time for studying each day. Choose a quiet place and allot a
certain amount of time for each subject.

3. Get up and take a break from time to time. If you are too tired or bored, you'll
never follow through with studying. If you have trouble concentrating, arrange
your study schedule in several shorter time periods rather than one long study
session.

4. Attempt to master the most important or difficult concepts first. Those will be the
area’s most likely to be covered by the test and should occupy a significant
percentage of your study time.

5. Take notes as you read though chapters in your textbook. Writing down
information can help you retain it better and can make it easier to review key
facts.

6. Work with a classmate and quiz each other on the material. If you can't find
anyone to work with, develop your own review questions.

7. Listen closely when your professor or teacher tells you that certain subject matter
will be on the test. It probably will be and it will be a good idea to make sure that
you understand that information completely.

8. Practice for the test. If you know from past experience that your teacher likes to
include essay questions on the test, write out a few essay answers pertaining to
the main concepts of the chapter. Chances are that one of those concepts will be
covered on the test.

9. Maintain a positive attitude on the day of the test. Remind yourself that you are
well-prepared, confident and ready to face the challenges that the test presents.

Tips & Warnings

· Increase your study time several days before the test. Don't overload yourself, but
start focusing more on the subject. Get a good night's sleep the night before the test.
When you are tired, it is harder to concentrate and remember facts. Study
independently the night before the exam. This is not the time for all-night cramming
sessions. By preparing for the exam weeks in advance, the final night should be
dedicated to going over the study guide and other notes. It should be a time of
refreshing your mind, not trying to comprehend or understand information. Make sure
you have all needed supplies for the exam before going to bed the night before. This
may include pencils, paper, calculators, extra erasers, or any other items your
instructor requires. Get a good night’s sleep and have a healthy breakfast on the
morning of the exam. Try doing some relaxation techniques like deep breaths, yoga or
listening to music. This will help you start the exam with a calm, focused mind

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· Don't wait until the last minute to study. Studying every day helps you commit
concepts to your long-term memory. If you try to remember too many facts in one
night, chances are that you will forget many of them.

Lesson 3: The Keys to Effective Testing

The Key to Effective Testing

Objectives: The specific statements of the aim of the instruction; it should express
what the students should be able to do or know as a result of taking the
course; the objectives should indicate the cognitive level, affective level
and psychomotor level of expected performance.

Instruction: It consists all the elements of the curriculum designed to teach the
subject including the lesson plans, study guide, and reading and
homework assignment, the instruction should corresponds directly to the
objectives.

Assessment: The process of gathering, describing or quantifying information about the
performance of the learner; testing components of the subject; weight
given to the different subject matter areas.

Evaluation: Examining the performance of students and comparing and judging its
quality. Determining whether or not the learner has met the objectives of
the lesson and the extent of understanding.

Lesson 4: Factors to Consider when Constructing a Good Test

1. Validity is the degree to which the test measures what is intended to measure
the usefulness of the test for a given purpose. A valid test is always reliable.

2. Reliability refers to the consistency of score obtained by the same person when
retested using the same instrument.

3. Administrability the test should directed uniformly to all students so that the
scores obtained will not vary due to factors other than differences of the
students’ knowledge and skills. There should a clear provision for instruction
for the students, proctors and even the one one who will check the test.

4. Scorability the test should be easy to score, directions for scoring is clear,
provide the answer sheet and the answer key.

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5. Appropriateness the test item that the teachers construct must assess the exact
performances called for in the learning objectives. The test item should require
the same performance of the student as specified in the learning objectives.

6. Adequacy the test should contain a wide sampling of items to determine the
educational outcomes or abilities so that the resulting scores are
representatives of the total performance in the areas measured.

7. Fairness the test should not be biased to the examinees. It should not be
offensive to any examinees subgroups. A test can only be good if it is also fair to
all test takers.

8. Objectivity represents the agreement of two or more raters or a test
administrator concerning the score of a student. If the two raters who assess
the same student on same test cannot agree on score, the test lacks objectivity
and the score of neither judge is valid, thus, lack of objectivity reduces test
validity in the same way that lack reliability influence validity.

Lesson 4: Factors to Consider when Constructing a Good Test

1. Validity is the degree to which the test measures what is intended to measure
the usefulness of the test for a given purpose. A valid test is always reliable.

2. Reliability refers to the consistency of score obtained by the same person when
retested using the same instrument.

3. Administrability the test should directed uniformly to all students so that the
scores obtained will not vary due to factors other than differences of the
students’ knowledge and skills. There should a clear provision for instruction
for the students, proctors and even the one one who will check the test.

4. Scorability the test should be easy to score, directions for scoring is clear,
provide the answer sheet and the answer key.

5. Appropriateness the test item that the teachers construct must assess the exact
performances called for in the learning objectives. The test item should require
the same performance of the student as specified in the learning objectives.

6. Adequacy the test should contain a wide sampling of items to determine the
educational outcomes or abilities so that the resulting scores are
representatives of the total performance in the areas measured.

7. Fairness the test should not be biased to the examinees. It should not be
offensive to any examinees subgroups. A test can only be good if it is also fair to
all test takers.

8. Objectivity represents the agreement of two or more raters or a test
administrator concerning the score of a student. If the two raters who assess
the same student on same test cannot agree on score, the test lacks objectivity

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Module 3

and the score of neither judge is valid, thus, lack of objectivity reduces test
validity in the same way that lack reliability influence validity.

Lesson 5: Uses and Classification of Test.

Uses of Test
There are two uses of test. These are the productive and unproductive uses of
test.
Productive Uses of Tests
Learning Analysis: Test are used to identify the reasons or causes why students
do not learn and the solutions to help them learn.
Improvement of Curriculum: Poor performance in a test may indicate that the
teacher is not explaining the material effectively, the textbook is not clear, the
students are not properly taught.
Selection: When enrolment opportunity or any other opportunity is limited, a
test can be used to screen those who are more qualified.
Research: Tests can be feedback tools to find effective methods of teaching and
learn more about students, their interests, goals and achievements.
Evaluation of Learning Program: Tests should evaluate the effectiveness of each
element in a learning program.

Unproductive Uses of Tests
Grading: Tests should not be used as the only determinants in grading student.
Labelling: It is often a serious disservice to label a student, even if the label is
positive.
Threatening: Tests lose their validity when used as disciplinary measures.
Unannounced Testing: Surprise Test are generally not recommended.
Allocating Funds: Some schools exploit tests to solicit for funding.

Classification of Tests
Throughout the years, psychologist and educators have cooperatively produced
new and better test and scales that measure the students’ performance with greater
accuracy. These tests may be classified according to:

1. Administration
a. Individual- given orally and requires the examinees’ constant attention since
the manner of answering may be as important as the score.
b. Group- for measuring cognitive skills to measure achievement. Most tests in
schools are considered group tests where different test takers can take the tests
as a group.
2. Scoring
a. Objective- independent scores agree on the number of points the answer
should receive.

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b. Subjective- answers can be scored through various ways. These are then the
given different values by scores, the essays and performance tests.

3. Sort of Response being emphasized
a. Power- allows examinees a generous time limit to be able to answer every
item. The questions are difficult and this difficulty is what is emphasized.
b. Speed- with severely limited time constraints but the items are easy and only
a few examinees are expected to make errors.
4. Types of Response the Examinees must make
a. Performance- requires students to perform a task. This is usually
administered individually so that the examiner can count the errors and
measure the time the examinee has performed in each task.
b. Paper and pencil- examinees are asked to write on paper.
5. What is measured
a. Sample- limited representative test designed to measure the total behaviour
of the examinee, although no test an exhaustively measure all the knowledge of
an individual.
b. Sign test- diagnostic test designed to obtain diagnostic signs to suggest that
some form of remediation is needed.
6. Nature of the Groups being compared
a. Teacher-made-test- for use within the classroom and contains the subject
being taught by the same teacher who constructed the test.
b. Standardized test- constructed by test specialist working with curriculum
experts and teachers.

Lesson 6. Table of Specifications

The writing of test items should be accompanied with a carefully prepared set of
test specifications. The function of the specifications is to describe the achievement
domain being measured and to provide guidelines for obtaining a representative
sample of test tasks.

A Table of Specifications is:

a plan to help teachers decide the subject matter in which to test.
the teacher’s blueprint in constructing a test for classroom use.
a test map that guides the teacher, TOS ensures that there is a balance
between items that test lower level thinking skills and those with higher
order thinking skills in the test.
TOS acts in the same way as concept map to analyze content areas.
a two-way chart which describes the topics to be covered by a test and
the number or points which will be associated with each topic / written
in a grid or matrix.

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To ensure that classroom tests measure a representative sample of
instructionally relevant tasks, it is important to develop specifications that can guide
the selection of test items and assessment tasks.

The simplest TOS consist of four columns: (a) level of objective to be tested, (b)
statement of objective, (c) item numbers where such an objective is being tested, and
(d) number of items and percentage out of the total for that particular objective

Steps in Preparing TOS

1. List down the topics covered for inclusion in the test.
2. Determine the objectives (Bloom’s Taxonomy) to be assessed by the test.
3. Determine the percentage allocation of the test items for each topic.

Guidelines in Writing Test Items

1. Avoid wording that is ambiguous and confusing.
2. Use appropriate vocabulary and sentence structure.
3. Keep questions short and to the point.
4. Write items that have one correct answer.
5. Do not provide clues to the answer.

A Table of Specifications benefits students in two ways:

1. It improves the validity of a teacher-made tests; and
2. It can improve student learning.

A Table of Specifications help to ensure that there is a match between what is
taught and what is tested. Classroom assessment should be driven by classroom
teaching which itself is driven by course goals and objectives.

Its purpose is to identify the achievement domains being measured and to
ensure that a fair and representative sample of questions appear in the test. Teachers
cannot measure every topic or objective and cannot ask every question they wish to
ask.

It allows the teacher to construct a test which focuses on the key areas and
weighs those different areas based on their importance. A Table of Specifications
provides the teacher with evidence that a test has content validity, that it covers what
it should be covered.

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Referenced:

http://www.ehow.com/how_4913690_steps-preparing-test.html

How to Prepare for Final Exams |
eHow.comhttp://www.ehow.com/how_4510068_prepare-final-
exams.html#ixzz1soKW0g

Ronaldo SP. Elicay, Ph.D, and Cresencia C. Laguerta, M.S, Assessment of student
learning, 1, cognitive learning.

MET REVIEW (2011).

Conception, Benjamin.et.al (2011). LET Reviewer. MET Center, Manila.

Oriondo, Leonora L. and Antonio, E (1984).. Evaluating Educational Outcomes (Tests,
Measurement and Evaluation). Rex Book Store, Manila

Garcia, Carlito D., Ed.D., Measuring and Evaluating Learning Outcomes: A
Textbook in Assessment of Learning 1 & 2, Books Atbp. Publishing Corp. 436
Leyva St.,Mandaluyong City, 2008, pages 58-59.

Reganit, Arnulto R., Ed. D., Elicay, Ronaldo, Ph. D., Laguerta, Cresencia, M. S.
Assessment of Student Learning. Cognitive Learning: 22-27.

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