1. Developing items and assembling a test based on curriculum standards
EunYoung Lim(P.h.D)
Korea Institute for Curriculum and Evaluation

2. List of Contents Overview of Curriculum Assessment
Purposes of educational assessment
Test & Item
Link between curriculum and assessment
Standards
Characteristics of achievement standards
Structure of standards-Example 1-English
Example 2- English & Example 3-Mathmatics
Principles of developing achievement standards
Procedures of developing achievement standards
Roles of achievement standards for assessment
Assembling a Test
Example 4, Example 5
References

3. Overview of Curriculum
Systematic educational plans including the goals, contents, methods, and evaluation for teaching and learning
The process of learning: textbooks, subjects, learning contents, learning order, materials
Teacher What to teach?
-Knowledge, Contents of subjects etc.
Student What to learn and what to experience: all the experiences in school

4. Assessment
Assessment: A systematic process to measure or evaluate the characteristics or performance of individuals, programs, or other entities, for purposes of drawing inference, sometimes used interchageably with test.
Educational Assessment: A systematic process to measure and evaluate the learning outcomes of students, the performance of teachers and school, and the quality of curriculum to monitor and assure the quality of education.

5. Purposes of educational assessment
Students
Identify student’s strengths and weaknesses
Teachers
Assess the effectiveness of a particular teaching strategy
To improve
the Quality of Education
School
Assess the effectiveness of curriculum and programs
Mystery or Offices of Education
Provide data that can assist in decision making
Monitoring

6. Test & Item
Test: An evaluative device or procedure in which a systematic sample of a test taker’s behavior in a specified domain is obtained and scored using a standardized process.
Item: A statement, question, exercise, or task on a test for which the test taker is to select or construct a response, or perform a task.

7. Link between Curriculum and Assessment
Standards
Test
Knowledge, skills, attitude that students should learn throughout their education
Item

8. What to evaluate of student's’ learning outcomes?
Standards
Standards
What to evaluate of student's’ learning outcomes?
What to teach and learn?
Teaching
Assessment

9. Characteristics of achievement standards
Same as “standards “
Standards of the national curriculum in Korea are named as “Achievement Standards”
Evidences of teaching and learning, evaluation
Reflect key concepts and skills in each subject
Embodies subject-specific competency
Demonstrate what students can do as a learning outcome
Emphasize application of knowledge and use of processes
Becomes a basis for performance-based assessment and teaching for understanding at a school or classroom level

10. Structure of standards
Contents of Curriculum
Achievement Standard 1
Achievement Level 1
Achievement Level 2
Achievement Level 3
Achievement Standard 2
Achievement Level 1
Achievement Level 2
Achievement Level 3

11. Example1: English G3~4: Listening
Achievement standards
Achievement levels
Contents of curriculum
Level 1-High
Level 2-Mid
Level 3-Low

12. Example2: Grade 5~6-English-Listen
Listen to a conversation between two students and select a place and time to meet

13. Example2: Grade 5~6-English-Listen
Content of Curriculum
Listen and understand a simple conversation in telephone
Achievement Standards
EG6132-Can listen a simple conversation in telephone and identify the purposes and contents of a conversation

14. Example2: Grade 5~6-English-Listen
Achievement Standards
Achievement Levels
EG6132-Can listen a simple conversation in telephone and identify the purposes and contents of a conversation
Level1(High)- can identify the purposes and contents of a conversation.
Level2(Middle)- can identify the most of the purposes and contents of a conversation after repeated listening.
Level3(Low)- can identify a part of the purposes and contents of conversation after repeated listening.

15. Example: Grade 5~6-English-Listen
Information of an item
Grade
Grade 5-6
Area
Listening
Achievement standard
EG6132-Listen the simple conversation in telephone and identifying the purpose and content of conversation.
Type of item
Multiple-choice item
Answer 3

16. Example3: Grade 5~6-Math-Geometry
Calculate the area of the following rectangle and square

17. Example3: Grade 5~6-Math-Geometry
Achievement standards
Contents of curriculum
Achievement levels
text

18. Example3: Grade 5~6-Math-Geometry
Content of Curriculum
Understand how to calculate the area of a rectangle and can calculate the area of a rectangle/a square
Achievement Standards
MG6301-Can calculate the area of a rectangle/a square

19. Example3: Grade 5~6-Math-Geometry
Achievement Standards
Achievement Levels
MG6301-Can calculate the area of a rectangle/a square
Level1(High)- can calculate the area of a rectangle/ a square and explain how to calculate the area of plane figures
Level2(Middle)- can calculate the area of a rectangle/a square and explain how to do it.
Level3(Low)- can calculate the area of a rectangle/a square.

20. Example3: Grade 5~6-Math-Geometry
Information of an item
Grade
Grade 5-6
Area
Measurement
Sub-area
Achievement standards
MG6301-Can calculate the area of a rectangle/a square
Achievement levels
High
can calculate the area of a rectangular and square and explain how to calculate the area of plain figures.
Mid
can calculate the area of a rectangle and a square and explain how to do it.
Low
can calculate the area of a rectangle and a square .

21. Principles of developing achievement standards
are based on the national curriculum
describe specifically knowledge, skills, and attitude in relation to subjects that students should master through learning
describe clearly behaviors to be achieved
consider the adequacy for amount of study load and level of learning
consider feasibility to be implemented for teaching and learning in school
become more sophistic and complicated as higher grade

22. Process of developing achievement standards
Setting the direction of achievement standards
Analyzing the contents of curriculum
Developing achievement standards
Studying the feasibility in school
For item development and test assembling
Confirm achievement standards
Set the level of achievement standard

23. The roles of achievement standards for assessment
knowledge, skills, and attitude of subjects
Develop
Item
behaviors to be achieved
implemented for teaching and learning
Test
Evaluate
national curriculum

24. Contents of curriculum Psychometric item criteria
Assembling a Test
Contents of curriculum
Test Specification
Psychometric item criteria
Number of items
/ Type of item

25. Example4: Test-Specification
Grade 6 English
Scope of contents
Grade4~5 and the first semester of Grade6
Time
40 minutes
Number of question 30
Area
Criteria MC CR
Listening
15%~20%
80%~100%
0%~20%
Speaking
20%~30%
60%~80%
20%~40%
Reading
20%~35%
70%~80%
Writing
15%~25% 0%
100%
※ Numbers on the table are dummy, because they are usually classified for the national level test, especially for a sub area or achievement standards

26. Example4: Test-Specification
Area
% of items
Number of items
Total MC CR
total
Listening
20%
100% 0% 6
Speaking
30%
80% 9 7 2
Reading
25%
70%
7.5 5 3
Writing
15%
10%
4.5 4

27. Example5:

28. References
American Educational Research Association, American Psychological Association, National Council on Measurement in Education(2015). Standards for educational and psychological testing,
Kim, M. et al (2012) Research report of achievement standards and achievement levels for the 2009 revised curriculum (Research Report CRC ), Seoul, Korea Institute of Curriculum and Evaluation.
Ministry of Education and Science (2012), Achievement standards and achievement levels for Grade 5~6 using the 2009 revised curriculum, Daejeon, Korea, Ministry of Education.
Kellough, R. D. and Kellough, N. G. (1999). Secondary school teaching: A guide to methods and resources. New Jersey: Prentice Hall.