Planning and Administering Classroom Tests-I

INTRODUCTION
With the approach for increased accountability in the educational system, it is vital that
educators are able to apply a wide range of psychometric skills appropriate to the
assessment of the students with different pace of learning and backgrounds. It is equally
critical that educators have a comprehensive understanding of current measurement and
evaluative trends such as competency testing, performance assessment, curriculum-based
assessment and standardized assessment.
There are six major steps in planning and conduction an assessment: defining
instructional objectives, outlining course contents, developing a test specification,
construction of test items, administration of assessment and interpreting test scores.
There are two types of assessment i.e. assessment of learning & assessment for learning.
Assessment of learning is used to assess students learning achievement at terminal stages
whereas assessment for learning enhances teaching–learning process. Tests and
assessments are an essential part of the instructional process. When properly done, they
can not only effectively evaluate but also enhance students' learning and teachers'
instruction. When poorly done, they can confuse and alienate students, distort the
curriculum, and hinder good instruction. Test scores and grades sometimes affect "highstakes" decisions about students, prompting intense concern that they be accurate and fair.
This course is designed to provide the students/prospective teachers with the principles
and techniques necessary to develop sound student assessment strategies. The primary
focus of the course will be on writing instructional objectives, developing different types
of test items (selected response & constructed response), utilizing performance based and
alternative assessment techniques, administering classroom evaluation procedures and
interpreting test score for different purposes. There are eight major steps in planning and
conducting an assessment:
• defining instructional objectives,
• outlining course contents,
• developing a test specification,
• selection of appropriate assessment tasks,
• preparation of relevant assessment tasks or construction of test items,

These steps will be discussed in detail in the unit. This unit will be of great value for the
teachers/prospective teachers in developing and assembling suitable test to assess
students learning achievements.

OBJECTIVES
After intensive study of this unit, the students will be capable to:
• appreciate qualities needed to determine the quality of classroom tests.
• develop different types of test items for selected response test items
• develop different types of test items for constructed response test items
• efficiently administer classroom test
• utilize the techniques of objectively score and grade tests.
 

 

1.      Planning and Administering Classroom Tests

1.1.   Planning a test

1.2.   General consideration in constructing objective test items

1.3.   General consideration in constructing essay items

 

 

Download Files

chapter-7.pdf (0.22 MB )