STANDARDIZED ASSESSMENT AND TEST CONSTRUCTION WITHOUT ANGUISH THE COMPLETE STEP-BY-STEP GUIDE TO TEST DESIGN, ADMINISTRATION, SCORING, ANALYSIS, AND INTERPRETATION

STANDARDIZED ASSESSMENT AND TEST CONSTRUCTION WITHOUT ANGUISH THE COMPLETE STEP-BY-STEP GUIDE TO TEST DESIGN, ADMINISTRATION, SCORING, ANALYSIS, AND INTERPRETATION

CONTENTS

PREFACE

PART I BACKGROUND AND LAYOUT

Chapter 1 UNDERSTANDING ASSESSMENT AND EVALUATION

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. ASSESSMENT

1.1. Testing and Formative and Summative Assessment

1.2. Range and Uses of Assessments

1.3. Impact of Assessment-Focused Contexts on Teachers, Students and Principals

2. EVALUATION

2.1. Program, Program Outputs, Program Objectives

2.2. Curriculum, Student and Teacher Evaluation

2.3. Uses and Objects of Evaluation

2.4. Evaluation, Testing, Assessment and Measurement

3. STAGES OF TEST CONSTRUCTION

PART II TEST CONSTRUCTION: TEST AIM, OBJECTIVES AND TYPE

Chapter 2 STAGE 1: WRITING AIMS AND OBJECTIVES

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. SKILL 1: DEFINING AN AIM

2. SKILL 2: RECOGNIZING THE DEFINING CHARACTERISTICS OF AN AIM

3. SKILL 3: DEFINING OBJECTIVES

4. SKILL 4: RECOGNIZING THE DEFINING CHARACTERISTICS OF OBJECTIVES

5. SKILL 5: WRITING PRECISE AIMS AND OBJECTIVES

6. TIPS TO AVOID PROBLEMS OF WRITING OBJECTIVES

7. IMPORTANCE OF WRITING A CLEAR AIM AND OBJECTIVES

8. CLASSIFICATION OF OBJECTIVES

Chapter 3 STAGE 1 (CONTINUED): WRITING COGNITIVE OBJECTIVES

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. LEVELS AND DIMENSIONS OF COGNITIVE OBJECTIVES

1.1. Factual, Conceptual and Procedural Knowledge

1.2. Meta-Cognitive Knowledge (Meaning and Importance)

1.2.1. Components of Metacognition

1.2.2. Metacognitive Strategies

2. LOWER-ORDER THINKING LEVEL OF OBJECTIVES

2.1. Skill 1: Writing Objectives at the Knowledge/ Remembering Level

3. MEDIUM-ORDER THINKING LEVEL OF OBJECTIVES

3.1. Skill 2: Writing Objectives at the Comprehension/ „Understand‟ Level

3.2. Skill 3: Writing Objectives at the „Application/„Apply‟ Level‟

4. HIGHER-ORDER THINKING (PROBLEM-SOLVING) LEVEL OF OBJECTIVES

4.1. Skill 4: Writing Objectives at the “Analysis/„Analyze‟ Level”

4.2. SKILL 5: WRITING OBJECTIVES AT THE EVALUATION/„EVALUATE‟ LEVEL

4.3. SKILL 6: WRITING OBJECTIVES AT THE SYNTHESIS/„CREATE‟ LEVEL

5. THE COGNITIVE OBJECTIVES DEBATE

Chapter 4 STAGE 1 (CONTINUED): WRITING AFFECTIVE OBJECTIVES

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. SKILL 1: WRITE OBJECTIVES AT THE RECEIVING LEVEL

2. SKILL 2: WRITE OBJECTIVES AT THE RESPONDING LEVEL

3. SKILL 3: WRITE OBJECTIVES AT THE VALUING LEVEL

4. SKILL 4: WRITE OBJECTIVES AT THE ORGANIZATION LEVEL

5. SKILL 5: WRITE OBJECTIVES AT THE CHARACTERIZING OF A VALUE COMPLEX LEVEL

Chapter 5 STAGE 1 (CONTINUED): WRITING PSYCHOMOTOR OBJECTIVES

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. SKILL 1: WRITING OBJECTIVES AT THE IMITATION LEVEL

1.1. Theoretical Familiarization

1.2. Observation

1.3. Performance

2. SKILL 2: WRITING OBJECTIVES AT THE MANIPULATION LEVEL

3. SKILL 3: WRITING OBJECTIVES AT THE PRECISION LEVEL

4. SKILL 4: WRITING OBJECTIVES AT THE ARTICULATION LEVEL +9

5. SKILL 5: WRITING OBJECTIVES AT THE HABIT-FORMATION/NATURALIZATION LEVEL

6. THE CURRICULUM TEST AIM (MODEL/REFERENCE TEST)

7. THE CURRICULUM TEST OBJECTIVES (MODEL/REFERENCE TEST)

Chapter 6 STAGE 2: WRITE THE TEST TYPE

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. PERFORMANCE MEASURES (TESTS)

1.1. Intelligence Tests

1.2. Aptitude Tests

1.3. Achievement Tests

1.4. Diagnostic Tests

1.5. Proficiency Tests

1.6. Placement Tests

1.7. PERFORMANCE ASSESSMENTS (AUTHENTIC/ALTERNATIVE ASSESSMENTS)

2. PERSONALITY MEASURES

2.1. Personality Inventories

2.2. Projective Techniques

2.3. Self-Concept

2.4. Attitude Scales

2.5. Vocational Interest Measures

3. THE CURRICULUM (REFERENCE) TEST TYPE

PART III TEST CONSTRUCTION: TEST TABLE OF SPECIFICATIONS AND TYPE OF ITEMS

Chapter 7 STAGE 3: CREATE A TABLE OF SPECIFICATIONS

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. STEP 1: DETERMINE TEST CONTENT

2. STEP 2: DETERMINE RELATIVE WEIGHT OF CONTENT

2.1. Determine Relative Weight of Content by Lessons

2.2. Determine Relative Weight of Content by Pages

3. STEP 3: DETERMINE RELATIVE WEIGHT OF OBJECTIVES

3.1. The List of Objectives Method

3.2. The Test Developer‟s Judgment Method

Chapter 8 STAGE 3: (CONTINUED) CREATE A TABLE OF SPECIFICATIONS

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. STEP 4: DISTRIBUTE ITEMS AMONG THEMES OF CONTENT

1.1. Determine the Test Overall Number of Items

1.2. Determine Each Unit‟s Items from the Test Overall Items

1.3. INSERT EACH UNIT‟S ITEMS IN THE TABLE OF SPECIFICATIONS

2. STEP 5: DISTRIBUTE ITEMS AMONG LEVELS OF OBJECTIVES

Chapter 9 STAGE 4: DETERMINE TYPE OF ITEMS

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. ESSAY QUESTIONS

2. OBJECTIVE QUESTIONS

2.1. Multiple-Choice Questions (MCQ)

2.2. Yes/No

2.3. True/False Questions

2.4. Short-Answer Questions

2.5. Gap Filling Questions

2.6. Completion Questions

2.7. Matching Questions

3. THE CURRICULUM (REFERENCE) TEST TYPE OF ITEMS

PART IV TEST CONSTRUCTION: TEST VALIDITY AND TRIAL

Chapter 10 STAGE 5: VALIDATE CONTENT

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. INTERNAL VALIDITY

2. EXTERNAL VALIDITY

3. CONTENT VALIDITY

3.1. Methods of Determining Content Validity

3.1.1. Content Experts/Jury Members

3.1.2. Table of Specifications

4. CONSTRUCT VALIDITY

4.1. Methods of Determining Construct Validity

5. CRITERION VALIDITY

5.1. Predictive

5.2. Concurrent

5.3. CONVERGENT

5.4. Discrimnant/Divergent

6. FACE VALIDITY

7. THE CURRICULUM (REFERENCE) TEST VALIDATION PROCESS

Chapter 11 STAGE 6: TEST TRIAL

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. DETERMINE THE TEST RELIABILITY

2. METHODS OF DETERMINING RELIABILITY

2.1. Reliability as Stability (Test- retest) / (Pre/ posttest)

2.1.1. Over Time/Diachronic Reliability as Stability

2.1.2. Over Sample/Synchronic Reliability as Stability

2.2. Reliability as Equivalence/Alternate Forms/Inter-rater

2.2.1. Equivalent/Alternate Forms Reliability

2.2.2. Inter-Rater Reliability/Objectivity

2.3. Reliability as Internal Consistency/Spilt-Half/Alpha/Kuder-Richardson

2.3.1. Split-Half

2.3.2. Kuder-Richardson/(Yes/no Type of Questions)

2.3.3. Alpha Coefficient

3. CALCULATE ITEM ANALYSIS (COEFFICIENT OF DIFFICULTY/FACILITY AND DISCRIMINATION)

4. DETERMINE TEST LENGTH (TIME)

A) Calculate the Average of the First and Last Test-Taker

B) Calculate the Average of All Test Takers

5. THE CURRICULUM (REFERENCE) TEST RELIABILITY PROCESS

6. THE CURRICULUM (REFERENCE) TEST TIME

PART V TEST CONSTRUCTION: TEST ADMINISTRATION, SCORING, ANALYSIS AND INTERPRETATION

Chapter 12 STAGE 7: ADMINISTER THE TEST

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. EXAMINERS

2. INVIGILATORS OR PROCTORS

3. TEST TAKERS

4. ROOMS

5. THE CURRICULUM (REFERENCE) TEST ADMINISTRATION PROCESS

Chapter 13 STAGE 8: SCORE, ANALYZE AND INTERPRET THE TEST

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. ESSAY TEST SCORING

1.1. Holistic/Impressionistic Test Scoring

1.2. Analytic Test Scoring

2. OBJECTIVE TEST SCORING

3. THE CURRICULUM (REFERENCE) TEST SCORING

Chapter 14 STAGE 8: SCORE, ANALYZE AND INTERPRET THE TEST (CONTINUED)

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. TABULATE SCORES/ENTER DATA INTO COMPUTER

2. USE DESCRIPTIVE STATISTICS

Calculate the Average/Mean

Calculate the Average from Grade Point Average (GPA)

Calculate the Mode

Calculate the Median

Calculate the Range

Calculate the Standard Deviation (S.D.)

Calculate the Percentage

Calculate the Raw Score or Number of Students from a Given Percentage

Calculate a Factor/ Converted Score

3. USE INFERENTIAL STATISTICS

4. GRAPHICAL OR VISUAL REPRESENTATION OF SCORES

Representation of Data through a Bar Chart

Representation of Data through a Pie Chart

Representation of Data through a Curve Chart

Chapter 15 STAGE 8: SCORE, ANALYZE AND INTERPRET THE TEST (CONTINUED)

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. INTERPRET NORM-REFERENCED TEST SCORES

(A) Create an upward Frequency Table

(B) Calculate the Average

2. INTERPRET CRITERION-REFERENCED TEST SCORES

Chapter 16 STAGE 8: SCORE, ANALYZE AND INTERPRET THE CURRICULUM TEST

PRE-READING REFLECTIONS

AIM(S) OF THE CHAPTER

OBJECTIVES OF THE CHAPTER

INTRODUCTION

1. CURRICULUM TEST SCORING

2. CURRICULUM TEST ANALYSIS

3. CURRICULUM TEST INTERPRETATION

APPENDIX A

THE CURRICULUM ACHIEVEMENT TEST

A) Multiple-choice questions: (Choose one answer only) (1 point each) (Total: 40)

B) Multiple-choice questions: (Choose one answer only) (2 points each) (Total: 40)

APPENDIX B

ALIGNMENT MATRIX OF TEST ITEMS WITH THE SIX LEVELS OF COGNITIVE OBJECTIVES

APPENDIX C

ANSWER KEY

APPENDIX D

ANSWER SHEET

REFERENCES

INDEX

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