PRINCIPLES AND METHODS OF

CLASSROOM
-TEST CONSTRUCTION
SGDE 4013 : Assessment in Learning

GROUP MEMBERS MATRIC NO

Mohd Farhan B. Mat Isa 824702
Farah Najihah Bt. Mat Isa 824697
Nur Atiqah Bt. Alizan 824714
Khadijah Aisyah Bt. Mohd Zawawi 824699
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 OUTLINE

Principles of Test Construction

Process of Test Construction

 Table of Specification ( TOS )/ test blueprint

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PRINCIPLE OF TEST CONSTRUCTION

–Objectives that are communicated and imparted to

the students.
– Designed as an operational control to guide the
learning sequences and experiences.
– Harmonious to the teachers instructional objectives.
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– Measures the representative part of learning task.

– Items which appraise the specific learning outcome.

– Measurements or tests based on the domains of
learning.
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– Reliable when it produces dependent, consistent, and
accurate scores.
– Valid when it measures what it purports to measure
– Tests which are written clearly and unambiguous are
reliable.
– Tests with fairly more items are reliable than tests with
less items.
– Tests which are well planned, covers wide objectives, & are
well executed, hence it’s scores and uses are more valid.
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– Tests are not only an assessment but also it is a learning
experience.
– Going over the test items may help teachers to reattach missed
items.
– Discussion and clarification over the right choice gives further
learning.
– Further guidance & modification in teaching measures are
enabled through the revision of test.

– Norm referenced: higher & abstract level of cognitive domain.

– Criterion referenced: lower & concrete levels of learning.
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RECAP : WHAT ARE PRINCIPLE OF TEST
CONSTRUCTION?

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 PROCESS OF TEST CONSTRUCTION
1) Preliminary considerations
a) Specify test purposes, & describe the domain of content &/or
behavior of interest.
b) Specify the group of examinees (age, gender, socio-economic
background, etc.)
c) Determine the time & financial resources available for
constructing & validating the test.
d) Identify & select qualified staff members.
e) Specify the initial estimate length of the test (time in developing,
validation & completion by the students. 8
2) Review of contain domain/behaviours
a) Review the descriptions of the content standard or
objectives to determine the acceptability for inclusion
in the test.
b) Select the final group of objectives (i.e. finalize the
content standard).
c) Prepare the item specification for each objective &
review the completeness, clarity, accuracy &
practicability.
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3.Item/task writing & preparation of scoring rubrics
a) Draft a sufficient number of items and/or tasks for pilot/field testing.
b) Carry out items/task editing, and review scoring rubric.
4.Assessment of content validity
a) Identify a pool of judges & measurement specialties.
b) Review the test items & tasks to determine their match to the
objectives, their representativeness, & freedom from stereotyping, &
potential biases.
c) Review the test items and/or tasks to determine their technical
adequacy. 10
5. Revision of test tasks/items
a) Based upon data from step 4b & 4c; revise the test items/tasks
or remove them.
b) Write additional test items/tasks & repeat the step 4.
6. Field test administration
a) Organize the test items/ tasks into forms for field testing.
b) Administer test forms to appropriately chosen groups of
examinees.
c) Conduct item analysis & item bias studies {“studies to identify
differentially functioning test items”}.
d) Decide whether statistical thinking or equating of forms is
needed. 11
7. Revision to test item/ task
a) Revise/ delete them, using the result from step 6c.
b) Check the scoring rubrics for the performance task being field tested.
8. Test assembly
a) Determine the test length, the number of forms needed, & the no. of
items/tasks per objective.
b) Select the item from the available pool of valid test material.
c) Prepare test directions, practice questions, test booklet layout,
scoring keys, answer sheets & so on.
d) Specify modifications to instructions, medium of presentation, or
examinees’ responseS, and time requirement for finishing the items.
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9. Selection of performance standard
a) Performance standards are needed to accomplish the
test purpose.
b) Determine the perform standard.
c) Initiate & document the performance standard.
d) Identify the alternative test score interpretation for
examinees requiring alternative administration or
other modalities.
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10. Pilot test (if possible)
a) Design the test administration to collect score reliability & validity
information.
b) Administer test form(s) to appropriately chosen groups of
examinees.
c) Identify & evaluate alternative administration/other modification,
to meet individual specific needs that may affect validity and
reliability.
d) Evaluate the test administration procedures, test items, and score
reliability and validity.
e) Make final revisions to the test forms of the test based on the
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available data.
11. Preparation of manuals
• Prepare test administrators manual.

12. Additional technical data collection

• Conduct reliability & validity investigations on a
continuing basis.

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ITEM ANALYSIS

• Shortening or lengthening an existing test items is done

through item analysis.
• Validation & reliability studies depends on the
characteristics of its item.

• Two types
1. Qualitative analysis
2. Quantitative analysis
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Qualitative item analysis
• Content validity – Content & form of items –
Expert opinion
• Effective item formulation

Quantitative item analysis

• Item difficulty
• Item discrimination

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RECAP : WHAT ARE PROCESS OF TEST
CONSTRUCTION?

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 PLANNING FOR A TEST
1. Outline the learning objectives or major concepts to be covered
by the test.
2. Create a test blue print.
3. Create questions based on blueprint.
4. For each, check on the blueprint (3-4 alternate questions on
the same idea/ objective should be made).

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5. Organize questions on item type.
6. Eliminate similar questions.
7. Re-read, and check them from the student stand - point.
8. Organize questions logically.
9. Check the time in completion by teacher-self depending on the
level of students.
10. Pilot / Field Test and analyze the results/ item analysis.

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Table of Specification ( TOS ) is a plan prepared by a teacher
as a basis for a test construction especially a periodic test.

 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.

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SIGNIFICANCE AND COMPONENTS OF A TABLE OF
SPECIFICATION
 A table of specifications consists of a two-way chart or grid relating
instructional objectives to the instructional content.
 A table of specifications identifies not only the content areas covered in
class, it identifies the performance objectives at each level of the cognitive
domain of bloom's taxonomy.
 A table of specifications is developed before the test is written. In fact it
should be constructed before the actual teaching begins.
The purpose of a table of specifications is to identify the achievement
domains being measured and to ensure that a fair and representative sample
of questions appear on the test.
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 Help teachers frame the decision making the process of test
construction and improve the validity of teachers evaluations based
on test constructed.
 Helping teachers to identify the types of items they need to include
on their tests.
Provides the teacher with evidence that a test content validity , that it
covers what should be covered.

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 THE LEVELS OF COGNITIVE DOMAIN

 The levels are the guiding post in constructing items.

Regardless, of what type of teacher – made tests the teacher
will prepare, the items must follow the pattern of set
evaluation.
 The following items are features of levels with regards to
the objective of the lesson.
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RECAP : WHAT IS TABLE OF
SPECIFICATION ( T0S )?

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 ELEMENTS OF A ( TOS )

Consists of four columns

 Level objective
 Statement of objective
 Item number
 Number items and percentage
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 THINGS SHOULD BE TAKEN INTO
ACCOUNT WHEN BUILDING A ( TOS )
Table of specifications are designed based on :
1- Course objective.
2- Topics covered in class.
3- Amount of time spent on those topics.
4- Textbook chapter topics.
5- Emphasis and space provided in the test.
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 JADUAL SPESIFIKASI UJIAN (JSU) PPT
SAMPLE OF A TOS NEGERI PERAK 2017
BAHASA INGGERIS TAHUN LIMA
PEMAHAMAN SJK (023 / 033)
FUNCTION / GRAMMATICAL LEVEL
SECTION QUES TOPIC CONSTRUCT
ITEM LOW AVERAGE HIGH
1 YEAR 4 / UNIT 2 SIMPLE PAST TENSE 1
2 YEAR 4 / UNIT 5 CONJUNCTIONS C1 1
3 YEAR 4 / UNIT 9 INTERROGATIVE PRONOUN KNOWLEDGE OF GRAMMAR I

4 YEAR 5 / UNIT 6 ARTICLES C2 1

5 YEAR 5 / UNIT 1 PRESENT CONTINUOUS KNOWLEDGE OF VOCABULARY AT WORD, PHRASE 1
YEAR 5 / UNIT10 IDIOMS AND SENTENCE LEVEL
6 1

7 PREPOSITIONS C3 1
YEAR 4 & 5
8 P0SSESSIVE PNOUNS KNOWLEDGE OF READING SKILL 1
TEXT COMPLETION
9 COMPARATIVE ADJECTIVES C3.1 1
SAME MEANING / OPPOSITE ABLE TO LOCATE MAIN IDEAS AND SUPPORTING IDEA
10 1
MEANING
11 PUNCTUATION C3.2 1
A ABLE TO FOLLOW SEQUENCE OF EVENTS AND IDEAS
12 SIMPLE PAST TENSE 1
13 ADVERBS OF MANNER
C3.3
1
YEAR 4 &5 TEXT COMPLETION
14 ARTICLES ABLE TO PREDICT OUTCOMES 1
15 PAST CONTINUOUS 1
16 UNDERSTANDING C3.4 1
17 APPLYING ABLE TO DRAW CONCLUSION 1
18 ANALYZING 1
19 SEQUENCING
C3.5 1
ABLE TO JUDGE MEANING OF WORDS, PHRASES AND
COMPREHENSION QUESTION SENTENCES IN CONTEXT

C4
20 EVALUATING 1
KNOWLEDGE OF LANGUAGE AND SOCIAL
EXPRESSIONS

6 10 4
TOTAL
30% 50% 20%
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