EDFS 3101

TEST CONSTRUCTION NOTES

AUNCLE FUMU FT MR SAPALA

CHOICE OF ASSESSMENT TECHNIQUES

a. Nature of items on the test

 Supply type questions require students to generate answers (e.g., short answer or essay
questions).
 Choice type questions provide options, with students selecting the correct answer (e.g.,
multiple-choice questions).

b. Objectively or subjectively scored tests

 Objectively scored tests have clear right or wrong answers, like multiple-choice
questions.
 Subjectively scored tests allow for multiple acceptable responses, based on the marker's
judgment, like essays.

c. Standardized tests vs informal

 Standardized tests are administered and scored in a consistent manner, allowing

comparison across populations (e.g., SAT).
 Informal assessments are less structured and can be tailored to individuals, like teacher-
made quizzes.

d. Individual and group testing

 Individual testing assesses one student at a time, allowing for detailed analysis (e.g.,
one-on-one reading assessments).
 Group testing evaluates multiple students at once, often to save time (e.g., classroom
speed quizzes).

e. Verbal and performance tests

 Verbal tests assess language skills and comprehension (e.g., vocabulary exams).
 Performance tests measure skills through practical tasks (e.g., a science lab experiment).

PLANNING AND CONSTRUCTION OF ITEMS OF DIFFERENT

FORMATS PRINCIPLES
a. Consider your reasons for testing.

 Think about what you want to evaluate, such as knowledge, skills, or attitudes. For
example, if testing math skills, ensure the test measures problem-solving rather than just
memorization.
 b. Maintain consistency.
 Keep the format and rules of your tests stable across different assessments. For instance, if
you use multiple-choice questions in one exam, stick to that format in the next to help
students know what to expect.
 c. Use testing methods that are appropriate to learning goals.
 Select test types that align with what students should learn. If the goal is to develop critical
thinking, use essay questions that require analysis rather than simple recall.
 d. Help students prepare.
 Provide students with guidance or resources to study effectively. For example, share a
study guide outlining key concepts that will be tested, so they know how to focus their
efforts.
 e. Use consistent language.
 Utilize the same terminology and phrasing throughout your tests to avoid confusion. If you
refer to "summary" in one test, use that same word in future assessments instead of
switching to "overview."
 f. Design test items that allow students to show a range of learning.
 Create a mix of question types to assess different skills and levels of understanding. For
example, include multiple-choice questions, short answers, and projects that allow for
diverse demonstration of knowledge.

REASON FOR TESTING

a. Will this quiz monitor the students’ progress so that you can adjust the pace of the
course?
 Quizzes help identify areas where students are struggling. For instance, if many students
perform poorly on a topic, you might slow down to reinforce that material. This feedback
allows you to be responsive to their needs. Adjusting the course pace can improve overall
understanding and retention.

b. Will ongoing quizzes serve to motivate students?

 Regular quizzes can motivate students by providing frequent feedback on their learning.
For example, knowing there’s a quiz every week encourages students to stay engaged with
the material. This consistent reinforcement helps cultivate a study routine. Motivation can
lead to better performance and increased confidence.

c. Will this final provide data for a grade at the end of the quarter?

 Final exams often contribute significantly to students' overall grades. For example, a
comprehensive test at the end of the quarter assesses their knowledge and understanding
over the entire term. This grading data helps inform students about their achievements. It
also provides a substantial basis for determining their final performance in the course.

d. Will this mid-term challenge students to apply concepts learned so far?

 Mid-term exams often assess how well students can apply what they've learned. For
instance, a test that requires students to solve problems using learned concepts engages
higher-order thinking skills. This challenge encourages deeper understanding. It also helps
identify any gaps in knowledge before the final exam.

e. The reason(s) for giving a test will help you determine features such as length,
format, and level of detail required in answers, and the time frame for returning
results to the students.

 Understanding the purpose of the test guides its design. For instance, a diagnostic quiz
might be shorter and focus on key concepts, while a comprehensive final exam may be
longer and require detailed answers. Knowing this helps you set appropriate expectations
for students. Additionally, it allows you to decide when to return their results and provide
feedback effectively.

MAINTAIN CONSISTENCY

 Align Goals and Methods: Clearly define course goals (e.g., knowledge acquisition,
critical thinking) and ensure teaching methods reflect these goals.
o Example: If a goal is critical thinking, use discussions and case studies in class.
 Reflection in Assessments: Assessments should mirror the emphasized teaching methods
to accurately evaluate student learning.
o Example: If teaching focuses on analysis, design tests that require students to
analyze case studies or scenarios.
 Consistency in Testing: Tests should validate what was taught. If class activities involve
review and recall, then quizzes can focus on factual recall.
o Example: Use multiple-choice questions for topics taught through direct instruction
for effective measurement.
 Holistic Approach: A consistent approach ensures students understand the connection
between learning activities, assessments, and educational goals.
o Example: If students engage in projects that require synthesis in class, include
similar project-based assessments to gauge their understanding.

USE TESTING METHODS THAT ARE APPROPRIATE TO LEARNING GOALS.

Using Appropriate Testing Methods

 Identify Learning Goals: Clearly define what students are expected to learn and
demonstrate by the end of the course.
o Examples: Memorization of facts, application of concepts, analysis, synthesis, or
evaluation.
 Select Testing Methods Based on Goals:
o Multiple Choice Tests:
 Best for assessing memory and recall of factual information.
 Example: Testing knowledge of historical dates or definitions.
o Essay Questions:
 Allow students to demonstrate understanding through explanation,
argument, or analysis.
 Example: Asking students to analyze the themes in a literary work.
o Open-Ended Problems:
 Suitable for measuring problem-solving skills and independent thought.
 Example: Requiring students to solve real-world problems using learned
concepts in science or math.
 Consider Cognitive Levels:
o Use Bloom’s Taxonomy to align testing methods with cognitive levels:
 Lower Levels: Recall (e.g., multiple-choice, true/false).
 Higher Levels: Analysis and synthesis (e.g., essays, projects).
 Ensure Varied Assessment Methods:
o Incorporate multiple types of assessments to provide a comprehensive evaluation
of student learning.
o Example: Combine quizzes, essays, presentations, and projects to assess various
skills and knowledge.
 Alignment with Instruction:
o Ensure that the testing methods reflect what was taught in class.
o Example: If instruction involved higher-order thinking, the tests should require
similar thought processes.

HELP STUDENTS PREPARE

Helping Students Prepare

 Clarify Course Goals:

o Clearly communicate the learning objectives and goals of the course.
o Explain what concepts and skills are most important for students to understand.
o Example: Share a syllabus or overview that highlights key topics and outcomes.
 Review Relevant Material:
o Provide structured review sessions leading up to the test.
o Focus on high-priority topics that align with identified learning goals.
o Example: Conduct group review sessions or offer study guides outlining key
concepts.
 Share Testing Format:
o Inform students about the types of questions that will be on the test (e.g., multiple-
choice, essay, problem-solving).
o Example: Give sample questions or practice tests to familiarize students with the
format.
 Stress Key Concepts:
o Emphasize important ideas and concepts during lessons that will be assessed in the
test.
o Encourage students to focus their study efforts on these key areas to reinforce
learning.
o Example: Highlight frequently tested topics during class discussions.
 Use Scaffolding Techniques:
o Break down complex topics into manageable parts for better understanding.
o Provide opportunities for students to practice these skills in class.
o Example: Use concept maps or collaborative learning activities to reinforce
connections.
 Encourage Questions:
o Create an open environment where students feel comfortable asking questions
about the material or the test format.
o Address concerns and provide clarifications to foster confidence.
 Provide Resources:
o Share additional study materials, such as textbooks, online resources, or tutorial
videos.
o Example: Recommend study websites or resource databases that align with course
content.

USE CONSISTENT LANGUAGE

Using Consistent Language

 Clarify Key Terms:
o Define important terms and phrases (e.g., “explain,” “analyze,” “compare”) clearly
at the start of the course.
o Ensure students understand what each term means in the context of assignments
and assessments.
 Align Goals with Language:
o Use the same terminology when stating course goals and learning objectives.
o Example: If a goal is for students to “analyze” case studies, consistently use
“analyze” in discussions and instructions.
 Consistency in Classroom Discussions:
o Incorporate the same vocabulary during class interactions to solidify understanding.
o Encourage the use of these terms in student responses and discussions.
 Uniformity in Assessments:
o Use consistent language when writing test questions to avoid confusion.
o Ensure that questions match the language used in class and course materials.
o Example: If you ask students to “discuss” in one part of the test, avoid switching
the term to “describe” elsewhere without clarification.
 Reinforce Expectations:
o Reiterate key terms and their meanings frequently throughout the course.
o This helps students know exactly what is expected in their responses and
assignments.
 Build Student Vocabulary:
o Encourage students to practice using the terminology in their work to promote
familiarity.
o Example: Assign activities where students must directly apply terms in their
explanations or written work.
 Feedback on Language Use:
o Provide feedback on how well students use the expected language in assignments
and assessments.
o Highlight the importance of clarity and consistency in their own communication.