•
There are four
interrelated steps to the planning of classroom assessment process.
Ø Planning
and Organization of Classroom Assessment
Ø Developing
Specifications for Assessment (table of specification)
Ø Principles
for the development of Different types of test items
Ø Framework
for Development of Tests
1.Planning and
Organization of Classroom Assessment
•
During this
period, the teacher considers how the information will be used and how the
assessment fits in the students' educational program. The teacher must consider
if the primary purpose of the assessment is diagnostic, formative, or summative.
•
Decide on the
class meeting and select a Classroom Assessment Technique. Choose a simple and
quick one.
2. Preparing
table of specification (TOS)
•
Test map that
guides teacher in constructing a test.
•
two-way chart
which describes the topics to be covered by a test and the number of items or
points which will be associated with each topic.
Ø Steps in Preparing Table of Specification
1. List down the topics
covered for inclusion in the test.
2. Determine the
objectives to be assessed by the test.
3. Specify the number
of days/hours spent for teaching a particular topic.
4. determine percentage
allocation of the test items for each of the topics covered.
5. Determine the number
of the items for each topic. This can be done by multiplying the percentage
allocation for each topic by the total number of items to be constructed.
6.
Distribute the numbers to the objectives. The number of items allocated for
each objective depends on the degree
of importance attached by the teacher to it.
3.Principles
for the development of Different types of test items:
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While the
different types of questions--best choice, short and long essays, true-false,
and matching are constructed differently, the following principles apply to
constructing questions and tests in general.
1. simple and brief
2. Use simple and clear
language in the questions.
3.Write items that
require specific understanding or ability developed in that course, not just
general intelligence or test-wiseness
4. Do not suggest the
answer to one question in the body of another question
5. Identify item topics
by consulting test plan (increases content validity)
6.Ensure that each item
presents a central idea or problem
7.Write each item in
clear and direct manner
8.Use vocabulary and
language appropriate for the target audience (e.g., age, culture)
9.Make all items
independent (e.g.,one question per question)
10.Ask an expert to
review items to reduce ambiguity and inaccuracy.
11.Don't make Classroom Assessment into a
burden.
12.Don't ask your
students to use an Classroom Assessment Technique you haven't previously tried on yourself.
13.Allow for more time
than you think you will need to carry out and respond to the assessment.
4. Framework for
Development of Tests
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The framework is
laid out in this fashion to represent the cyclical nature of teacher’s work.
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