Test Construction,assessment,intervention & Feed Backing

TEST CONSTRUCTION,ASSESSMEN T,

Decisions after teaching-learning process: • How well are my students progressing toward the short and long –term instructional targets? • What grade should I give each student for the lesson, unit, or quarter? • What strengths and weaknesses will I report to each student and to his parents/guardian? • How effective did I teach this material to the student?

Questions that should be answered by any teacher in • What are the topics and materials to be tested? • What kind of questions should be constructed? • What item and test formats should be used? • When , where, and how is the test to be given? • How should the test be scored?

What are the topics and materials to be tested? One has to keep in mind that the topics or learning competencies to be measured or assessed should be aligned with the competencies stipulated in the lesson plans and with the syllabus.

DEPED’S MANDATE

SYLLABUS

VMG; Societal needs

LESSON PLAN TEACHING – LEARNING PROCESS FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT/MEASUREMENT

COMPUTATION OF GRADES

FINAL FEEDBACKING

FEEDBACKING TO STUDENTS/PARENTS

INTERVENTION IF NEEDED

What kind of questions should be constructed? The questions or tests items formulated vary according to the nature of responses which are being assessed. The tasks or skills to be demonstrated by the students in the hands -on or performancebased assessment also depend on the competencies to be measured. Thus, the educational objectives determine the nature of the questions or tasks to be manifested by the students.

Bloom’s Taxonomy and Critical Thinking Bloom’s Taxonomy divides the way people learn into three domains , namely; cognitive, affective and psychomotor . The cognitive domain emphasizes intellectual outcome. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking,

The different categories or levels of cognitive domain are: I.

Knowledge : Recall of specific facts. Knowledge can be identified by key verbs such as define , identify , list , and name. II. Comprehension : Understanding the purpose or meaning of something. Comprehension question can be identified with key verbs such as convert , explain, and summarize. III. Application : Using information and ideas in novel situation . Application questions can be identified with key verbs such as compute, determine, and solve.

IV. Analysis : Breaking down large pieces of information in order to examine the structure and interrelationships among its component parts. Analysis questions can be identified by key verbs such as analyze, differentiate, and relate. •V. Synthesis : Combining various elements or parts into a structural whole. Synthesis questions can be identified by key verbs such as design, devise, formulate, and plan. •VI. Evaluation : Making a judgement based upon reasoning. Evaluation questions can be identified by key verbs •