Steps in Developing Assessment Tools

STEPS IN
DEVELOPING AN
ASSESSMENT
TOOLS
LORADEL B. LEGASPI
1. Examine the
instructional 2. Make a table
objectives of 3. Construct the
of specification
the test items.
topics (TOS).
previously
discussed.
STEP IN
DEVELOPING
5. Check the
ASSESSMEN 4. Assemble the
assembled
test
6. Write
directions.
T test items.
items.
TOOLS
8. Analyze and
7. Make the answers
improve the
key. test
items.
• The first step in developing an
achievement
I. EXAMINE THE test is to examine and go back to

INSTRUCTIONAL the
OBJECTIVES
OF THE TOPICS instructional objectives so that you
PREVIOUSLY can match
DISCUSSED
with the test items to be
constructed.
• Table of Specification (TOS)- is a chart or table that
details the content and level of cognitive level assessed on

II. MAKE A TABLE
OF a test as well as the types and emphases
SPECIFICATION of test items (Gareis and Grant, 2008).
(TOS) • Provides the test constructor a way to ensure
that the assessment is based from the
intended learning outcomes.

A. Selecting the learning outcomes to be measured –
identify the
necessary instructional objectives needed to answer the test
items
correctly. The list of the instructional objectives will include the
learning
A. PREPARING A outcomes in the areas of knowledge,intellectual skills or
TABLE OF abilities, general
SPECIFICATION attitudes, interest, and appreciation.
B. Make an outline of the subject matter to be covered in

the test-
the length of the test will depend on the areas covered in ita
content and
the time needed to answer

C. Decide on the number of items per subtopic – use this formula to determine
the
number of items to be constructed for each subtopic covered in the test so that
the
number of items in each topic should be proportioned to the number of class
sessions
D. ake the two-way chart as shown in the format M2 and format 3 of a
table
of specification.
E. Construct the test items – a classroom teacher should follow the general
principle
of constructing the test items. The test item should always correspond with the
learning
outcomes so that it serves whatever purpose it may have.
Number of items = Number of class sessions x desired total number of items
Total number of class session

DIFFERENT FORMATS OF TABLE OF SPECIFICATION
Format 1 of Table of Specification
Specific Cognitive Level Type of Test Item Number Total Points

Objectives
Solve worded Application Multiple-choice 1 and 2 4 points

problems in
consecutive
integers.
• Specific Objectives
– Refer to the intended learning outcomes stated as
specific instructional objective covering a
particular test topic.

• Cognitive Level
– Pertains to the intellectual skill or ability to
correctly answer a test item using Bloom’s
Taxonomy of educational objectives.

• Type of Test Item
– Identifies the type or kind of test a test item
belongs to.
• Item Number
– Simply identifies the question number as it
appears in the test.

• Total Points
– Summarize the score given to a particular test.

B. FORMAT 2 OF TABLE OF SPECIFICATION
(ONE WAY TABLE OF SPECIFICATION)
Contents Number of Number Test Item
Class of Items Distribution
Cognitive Level K-
Season
C A
Basic Concep Fraction 1 2 1-2
Addition Fraction 1 2 3-4

HOTS
Subtraction Fraction 1 2 5-6
Multiplication and 3 7-12
Division of Fraction
Application/Problem Solving 4 8 13-20
Total 10 20
C. FORMAT 3 TABLE OF SPECIFICATION
(TWO-WAY TABLE OF SPECIFICATION)
Content Class
Krathwohl’s Cognitive Level
Session
s
Rem. Und. App. Eva. Creating Total Item
Items Distribution
Concept 1 2 1-2
Z-score 2 4 3-6
T-score 2 4 7-10
Stanine 3 6 11-16
Percentile rank 3 6 17-22

Application 4 8 23-30
Total 15 30
In this section, we shall discuss the
different format of objectives type of
test items, the step in developing
III. objective and subjective
CONSTRUCT
THE TEST
ITEMS test, the advantage and its
limitations.
1. Begin writing items far enough or in
advance so that you will have time to
A. GENERAL revised them

GUIDELINES FOR
CONSTRUCTING
2. Match item to intended outcomes at
TEST ITEMS appropriate level of difficulty to
provide valid measure of instructional

objectives.
3. Be sure each items deals with an important aspect of the content area and not
with trivia.
4. Be sure the problem posed is clear and ambiguous.
5. Be sure that the item is independent with all the other items.
6. Be sure the item has one or best answer on which experts would agree.
7. Prevent unintended clues to an answer in the statement or question.
8. Avoid replication of the textbook in writing test items; do not quote directly
from
the textual materials.
9. Avoid trick or catch questions in an achievement test.
10. Try to write items that require HOTS
Considering the following average
time in constucting the number of
test items. The length of time and the

B. DETERMINING type of item used are also factors
THE NUMBER OF
TEST ITEMS to be considered in determining the
number of items to be constructed
in an achievement test
Assessment Format Average Time to Answer
True-False 30 seconds
Multiple-choice 60 seconds
Multiple-choice of higher level 90 seconds

learning objectives
Short Answer 120 seconds
Completion 60 seconds
Matching 30 seconds per response
Short Essay 10-15 minutes
Extended Essay 30 minutes

Visual Image 30 seconds
These are two steps in assembling the test: (1) packaging the test;
and
(2) the test.
In assembling the test, consider the following guidelines:

IV. ASSEMBLE A. Group all test items with similar format.
THE TEST B. Arrange test items from easy to difficult.
ITEMS C. Space the test items for easy reading.
GUIDELINES D. Keep items and option in the same page.
E. Place the illustrations near the description.
F. Check the answer key.
G. Decide where to record the answer.

• Check the test directions for each item
format to be sure that it is clear
for the students to understand. The test

direction should contain the
V. WRITE
DIRECTIONS number of items to which they apply how to
record their answer; the
basis of which they select the answer; and

the criteria for scoring
system
• Before reproducing the test, it is
very important to proofread first the
test
VI. CHECK THE items for typographical and
ASSEMBLED grammatical errors and make
TEST ITEMS necessary
corrections if any.
• Be sure to check your answer
key so that the correct answers
follow a
VII. MAKE THE fairly random sequence. Avoid
ANSWER KEY answers such as TFTFTF, etc, or
TTTFFF for
a true of false type, and

ABCDABCD patern for multiple-
choice type.
• Analyze and improve the
test items should be done
VIII. ANALYZE after checking, scoring
AND IMPROVE
THE TEST
ITEMS
and recording the test.

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STEPS IN

I. EXAMINE THE test is to examine and go back to

details the content and level of cognitive level assessed on

SPECIFICATION of test items (Gareis and Grant, 2008).

(TOS) • Provides the test constructor a way to ensure

that the assessment is based from the

intended learning outcomes.

B. Make an outline of the subject matter to be covered in

the time needed to answer

Number of items = Number of class sessions x desired total number of items

Total number of class session

Specific Cognitive Level Type of Test Item Number Total Points

Solve worded Application Multiple-choice 1 and 2 4 points

– Refer to the intended learning outcomes stated as

specific instructional objective covering a

particular test topic.

– Pertains to the intellectual skill or ability to

correctly answer a test item using Bloom’s

Taxonomy of educational objectives.

– Identifies the type or kind of test a test item

– Simply identifies the question number as it

appears in the test.

– Summarize the score given to a particular test.

Addition Fraction 1 2 3-4

Percentile rank 3 6 17-22

A. GENERAL revised them

provide valid measure of instructional

test items. The length of time and the

Multiple-choice of higher level 90 seconds

Matching 30 seconds per response

Short Essay 10-15 minutes

Extended Essay 30 minutes

(2) the test.

In assembling the test, consider the following guidelines:

THE TEST B. Arrange test items from easy to difficult.

ITEMS C. Space the test items for easy reading.

GUIDELINES D. Keep items and option in the same page.

E. Place the illustrations near the description.

F. Check the answer key.

G. Decide where to record the answer.

for the students to understand. The test

basis of which they select the answer; and

a true of false type, and

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