2. Testing & Measurement

3.  Criterion-Referenced Tests.  Pre-tests  Post-tests  Norm-Referenced Tests.

4. Testing & Measurement  Diagnose student strengths and weaknesses.  Monitor each student’s progress.  Assign grades.  Determine the teacher’s own instructional effectiveness.  Provide information to inform instructional and curricular decisions.  Help teachers clarify their instructional intentions.

5. Testing & Measurement  Formative Testing/Assessment for Learning.  After each module - to ascertain whether each objective has been met.  After each topic - to gauge if each student has grasped the concept taught.  After each module - to determine if we have to modify our methods or strategies used to get information across.  Summative Testing/Assessment of Learning.  At the end of the teaching of the syllabus.  To assign a mark or grade?

6. 09/04/14 Testing & Measurement QQuestions are constructed based of the educational objectives you want to test. UUse of Bloom’s Taxonomy. CCreation of a Table of Specifications. EEvery item should be accounted for in the table. SShould be a guideline to the development of your marking scheme.

7.  A Table of Specifications is a 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.  The Table of Specifications identifies the achievement domains being measured and ensures that a fair and representative sample of questions appear on the test.

8.  A Table of Specifications allows the teacher to construct a test which focuses on the key areas and weights those different areas based on their importance.  A Table of Specifications provides the teacher with evidence that a test has content validity, that it covers what should be covered.

9.  Table is usually guided by objectives and topics taught and covered during the term or year.  Bloom’s Taxonomy also guides the construction of the table but other profiles can be used as necessary.  All areas of the taxonomy can be used or areas can be combined as seen fit.

10.  Knowledge – remembering facts, terms, definitions and concepts.  Comprehension – understanding the meaning of material. Explain, interpret, summarize, give examples, predict, translate.  Application – selecting a concept or skill and using it to solve a problem. Compute, solve, apply, modify, construct.

11.  Analysis – breaking down material into its parts and explaining the ordered relations.  Synthesis – producing something new from material that was broken down into its component parts.  Evaluation – making a judgement based on a set criteria.

12.  There are verbs associated with the taxonomy which can be used to structure questions under each cognitive level.  Weighting increases depending on where in the taxonomy the question falls.

13.  Objectives/ concepts which account for most of the teaching usually carry highest weight.  List topics covered assigning them a percentage according to time spent on the topic. Percentage should work back to 100%.  Determine how many questions will comprise the test/ exam.

14.  Now we will have a practical exercise in constructing a table of specification.  For the purpose of this exercise you will be teaching twenty-five lessons during the term and there will be four topics which will be taught.  You can work individually or in groups of no more than four.

15.  Divide your twenty-five lessons among the four topics which will be taught. You should know which one will have the most teaching time and which will have the least.  Next calculate the percentage for each topic in terms of lessons to be taught.

16.  You will determine how many items you wish to have on your examination paper.  Once you have done that you will now work out how many items there must be for each topic.  That is done by finding the percentage, which you calculated previously, of the total number of items which will constitute your paper for each topic.

17.  Some proponents stipulate that Knowledge & Comprehension account for 30 to 40% of the items.  Application and Analysis account for between 25 and 30 percent.  Synthesis and Evaluation can be between 30 and 40 %.

18.  Using 40% for Knowledge & Comprehension, 25% for Application & Analysis and 35% for Synthesis & Evaluation, calculate the number of items to fall under the sections.  If decimals occur take to the nearest whole number under Application & Analysis.

19.  Now you are ready to fill in your table with the information you have gathered.  Be mindful you are just putting numbers in the spaces. You must ensure that your cognitive levels are covered and the number of your items are not exceeded.  You may need to re-arrange in order to get the correct configuration but both columns should work back to the same.

20.  If you have checked and all your columns have tallied, congrats you have completed your table of specifications.

21. Subject ContentKno.Comp.App.Ana.Syn. Eval.Total The Road To Independence 212111 8 National Symbols 322223 14 Nation Builders 432223 16 Our Nation 231123 12 Total 11976710 50 20 (40%)13 (25%)17 (35%)

22. Subject ContentKnowledge & Comprehension ApplicationAnalysis, Synthesis & Evaluation Total

23. QUESTIONS?

24. THANK YOU THE END!!!!