QUESTION
What is a consideration while planning a test?
Course: Educational Assessment and Evaluation
Course code 8602
Level: B.Ed Solved Assignment
Course code 8602
Level: B.Ed Solved Assignment
ANSWER
Planning a Test
The main objective of classroom
assessment is to obtain valid, reliable, and useful data regarding student
learning achievement. This requires determining what is to be measured and then
defining it precisely so that assessment tasks to measure desired performance
can be developed. Classroom tests and assessments can be used for the following
instructional objectives:
i.
Pre-testing
Tests and assessments can be given at the
beginning of an instructional unit or course to determine:-
• whether the students have the
prerequisite skills needed for the instruction (readiness, motivation, etc)
• to what extent the students
have already achieved the objectives of planned instruction (to determine
placement or modification of instruction)
ii.
During the Instruction Testing
• provides bases for formative assessment
• monitor learning progress
• detect learning errors
• provide feedback for students and teachers
iii. End
of Instruction Testing
• measure intended learning outcomes
• used for formative assessment
• provides bases for grades, promotion, etc
Prior to developing an effective test, one
needs to determine whether or not a test is the appropriate type of assessment.
If the learning objectives are primarily types of procedural knowledge (how
to perform a task) then a written test may not be the best approach. Assessment
of procedural knowledge generally calls for a performance demonstration
assessed using a rubric. Where a demonstration of a procedure is not appropriate,
a test can be an effective assessment tool.
The first stage of developing a
test is planning the test content and length. Planning the test begins with the development of a blueprint or test specifications for the test structured on
the learning outcomes or instructional objectives to be assessed by the test
instrument. For each learning outcome, a weight should be assigned based on the
relative importance of that outcome in the test. The weight will be used to
determine the number of items related to each of the learning outcomes.
Test Specifications
When an engineer prepares a design to
construct a building and chooses the materials, he intends to use in
construction, he usually knows what a building is going to be used for, and
therefore designs it to meet the requirements of its planned inhabitants.
Similarly, in testing, the table of specification is the blueprint of the
assessment which specifies percentages and weightage of test items and
measuring constructs. It includes constructs and concepts to be measured, the tentative weightage of each construct, a specific number of items for each
concept, and a description of item types to be constructed. It is not surprising
that specifications are also referred to as ‘blueprints’, for they are
literally architectural drawings for test construction. Fulcher & Davidson
(2009) divided test specifications into the following four elements:
Item specifications:
Item specifications describe the items,
prompts or tasks, and any other material such as texts, diagrams, and charts
that are used as stimuli. Typically, a specification at this sub-level
contains two key elements: samples of the tasks to be produced, and guiding
language that details all information necessary to produce the task.
Presentation Model:
The presentation model provides information on how the items and tasks are presented to the test takers.
Assembly Model:
The assembly model helps the test developer combine test items
and tasks to develop a test format.
Delivery Model:
The delivery Model tells how the
actual test is delivered. It includes information regarding test
administration, test security/confidentiality, and time constraints.
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