Beruflich Dokumente
Kultur Dokumente
Instructors
by
Melese Birhanu/Lecturer,
Specialty; Educational Research and Development/
1. content validity,
2. construct validity, and
3. criterion-related validity.
Is the degree to which the test items represent
the domain, or universe of the course being
measured.
(1) Cognitive,
(2) Affective, and
(3) Psychomotor
The cognitive domain of the taxonomy is
concerned with intellectual outcomes,
The affective domain with interests and
attitudes, and
The psychomotor domain with motor skills.
Since our concern here is with achievement
testing, we shall focus primarily on the
cognitive domain.
Intellectual outcomes in the cognitive
domain are divided into two major classes:
(1) knowledge and
(2) intellectual abilities and skills.
These are further subdivided into six main
areas as follows:
A. Knowledge
1. KNOWLEDGE (Remembering previously
learned material)
1.1. Knowledge of dates, places
1.2. Knowledge of items
1.3. Knowledge of specific facts
2. Knowledge of ways and means of dealing
with specifics
2. 1. Knowledge of conventions
2. 2. Knowledge of trends and sequences
2. 3. Knowledge of classifications and
categories
2. 4. Knowledge of criteria
2. 5. Knowledge of methodology
3. Knowledge of the universal and abstractions in a field
1 Test
2 Measure
ment
3
4
5
6
The table of specifications is like a blueprint to the test
maker.
It specifies the number and the nature of the items in
the test, thereby providing a guide for item writing.
If the table has been carefully prepared and the learning
outcomes clearly specified, the quality of the test will
depend largely on how closely the test maker can match
the specifications.
Basic Principles of Achievement Testing
I . Achievement tests should measure clearly
defined learning outcomes that are in harmony
with the instructional objectives.
2. Achievement tests should measure a
representative sample of the learning outcomes
and subject matter included in the instruction.
3. Achievement tests should include the types of
test items that are most appropriate for measuring
the desired learning outcomes.
4. Achievement tests should be designed to
fit the particular uses to be made of the
results.
5. Achievement tests should be made as
reliable as possible and should then be
interpreted with caution.
6. Achievement tests should be used to
improve student learning.
Q1. Can we put pedagogically accepted logical
order of types of test items commonly used in
cognitive tests?
There are six types of test items most commonly used in cognitive
tests. These item types are:
True/False
Fill-In the blank spaces
Short Answer
Matching
Multiple-Choice
Essay
The true/false item presents the test-taker with a
statement that he or she must indicate is either
true or false.
This type of item is a sensible choice for “naturally
dichotomous” content, that is, content that
presents the learner with only two plausible
choices.
True/false items can assess the knowledge,
comprehension, and application levels.