Assembling, Administering, and Appraising Classroom Tests and Assessments

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Assembling Administering and Appraising
Classroom Tests and Assessments
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Assembling Classroom Tests

• Recording Test Items
• Record each item on a card or in an electronic
  format for future use and item analysis.
• Write items several days in advance.
• Write more items than you intend to use.

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Assembling Classroom Tests

• Reviewing Items and Tasks
• Review items after they have sat for a few days.
• Have a colleague review items for clarity and
  content (if they know the stuff).

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Assembling Classroom Tests

• When reviewing or having items reviewed keep in
  mind the following
• Is the format appropriate for the learning
  outcome being measured
• Does the knowledge understanding or thinking
  skill called forth by the item match the specific
  learning outcome and subject matter content
• Is the point of the item or task clear

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Assembling Classroom Tests

• When reviewing or having items reviewed keep in
  mind the following
• Is the item free from excessive verbiage
• Does the item have an answer that would be agreed
  upon by experts
• Is the item free from technical errors and
  irrelevant clues
• Is the item or task free from racial ethnic and
  sexual bias

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Assembling Classroom Tests

• Once the items have been reviewed and tentatively
  selected consider the following
• Does the set of items measure a representative
  sample of the content and learning levels

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Assembling Classroom Tests

• Are there enough items or tasks for each
  interpretation to be made
• Is the difficulty level appropriate
• Are the items free from overlap so that one item
  does not provide a clue to another

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Assembling Classroom Tests

• Arranging items in the test
• Form sections by item type.
• Group items within each section by the learning
  outcomes measured.
• Arrange both sections and items in ascending
  order of difficulty.
• Typically items are sequenced in the following
  order

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• True/False or alternative response
• Matching
• Short-answer
• Multiple choice
• Interpretive exercises
• Restricted response essay
• Restricted response performance tasks.

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Assembling Classroom Tests

• Preparing directions for the test.
• Dont make the mistake of putting in all the time
  and effort to make a good test then neglect to
  tell people what to do on it.
• Do not assume everyone will know what to do!

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Assembling Classroom Tests

• Preparing directions for the test
• Purpose of the test or assessment.
• Time allowed for completion.
• Directions for responding.
• How to record answers.
• What to do about guessing
• The basis for scoring extended response items.

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Assembling Classroom Tests

• Reproducing the Test
• It is important to space items so they can be
  read answered and scored with the least amount
  of difficulty.
• Dont cram too many items onto the page. What
  little paper is saved will not make up for lost
  time in the confusion that results when scoring
  the exam.

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Assembling Classroom Tests

• Reproducing the Test
• Allow generous borders and margins.
• Multiple choice items should have alternatives
  listed in a vertical column below the item not
  listed across the page.
• Do not split one item over two pages.

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Assembling Classroom Tests

• Reproducing the Test
• Place space for answers down one side of the
  page preferably the left or on a separate
  answer sheet. The most convenient method is to
  have the student circle the response i.e.
• T F
• T F O
• A B C D
• A B C D

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Assembling Classroom Tests

• Reproducing the Test
• Number test items consecutively throughout the
  test.
• Proofread the entire test before administering.
• Check charts graphs and other pictorial
  material to be sure they are appropriately
  placed the reproduction is accurate and the
  details are clear.

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Administering Tests

• Make sure all students are given a fair
  opportunity to display their achievement of the
  learning objectives.
• Be sure environmental conditions are comfortable
  (e.g. noise level room temperature ventilation
  lighting etc.)
• Have something planned for those who finish early
  (e.g. read a book do work from another class
  start the next section etc. NO headphones food
  talking or computers)

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Administering Tests

• Eliminate test anxiety. Some specific things NOT
  to do are
• Threaten students with tests if they dont
  behave.
• Warning students to do their best because the
  test is important.
• Telling students they must work fast in order to
  finish on time.
• Threatening dire consequences if they fail.

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Administering Tests

• Principles of effective test administration
• Do not talk unnecessarily before administering an
  exam.
• Keep interruptions to a minimum.
• Avoid giving hints to students who ask about
  individual items.
• Discourage cheating if necessary.