Good Test Construction:
How Important?
PROPER USE OF
ASSESSMENT
TO IMPROVE
TEACHING
AND
LEARNING
HOW MANY SQUARES ARE THERE?
A THREE-STAGE MODEL OF
CLASSROOM
MEASUREMENT
Content Validity
Stage 1 Stage 2
Stage 3
Instructional Instructional
Objectives Activities Test
Test items must validly measure the instructional objectives
STAGE 1
CONTENT VALIDITY:
CONTENT VALIDITY ANSWERS THE
QUESTION :
“DOES THE TEST MEASURE THE
INSTRUCTIONAL OBJECTIVES?”
IN OTHER WORDS, A TEST WITH GOOD
CONTENT VALIDITY MATCHES OR FITS
THE INSTRUCTIONAL OBJECTIVES.
- CONTENT VALIDITY EVIDENCE IS
ESTABLISHED BY COMPARING
TEST ITEMS WITH INSTRUCTIONAL
OBJECTIVES (WITH THE AID OF A
TEST BLUEPRINT) TO DETERMINE
WHETHER THE ITEMS MATCH OR
MEASURE THE OBJECTIVES.
Matching Test Items to
Instructional Objectives:
• There is one basic RULE to keep
in mind when matching test items
to instructional objectives.
RULE:
THE LEARNING OUTCOME
SPECIFIED IN THE TEST
QUESTION MUST MATCH THE
LEARNING OUTCOME
DESCRIBE IN THE
OBJECTIVE.
THIS RULE WILL ENSURE THAT
THE TEST YOU ARE
DEVELOPING WILL HAVE
TEST ITEMS MUST VALIDLY
MEASURE THE
INSTRUCTIONAL
OBJECTIVES
STAGE 2
INSTRUCTIONAL ACTIVITIES
ARE DESIGNED TO DEVELOP
STUDENT MASTERY OF
THESE OBJECTIVES.
OBJECTIVE: DISTINGUISH SCALAR
QUANTITY FROM VECTOR
QUANTITY
INSTRUCTIONAL ACTIVITY: Define and
provide examples of scalar quantity and vector
quantity. Point out similarities and differences
between the two.
TEST ITEM:
Which of the following quantities is a vector quantity?
A. weight C. time
B. mass D. density
LEARNING COMPETENCY:
1. INFER TRENDS IN ATOMIC SIZES /
IONIZATION ENERGY / METALLIC OR
NONMETALLIC PROPERTIES ACROSS
THE PERIOD OR DOWN THE FAMILY OF
TABLE OF ELEMENTS.
SPECIFIC OBJECTIVE:
1. INFER TRENDS IN METALLIC PROPERTY
ACROSS THE PERIOD OR DOWN THE FAMILY
OF TABLE OF ELEMENTS.
INSTRUCTIONAL ACTIVITY:
- PROVIDE / SELECT AN ACTIVITY
THAT WOULD LEAD TO THE
ATTAINMENT OF THIS OBJECTIVE
- DESIGNED TO DEVELOP STUDENT
MASTERY OF THIS OBJECTIVE
REFER TO THIS PORTION OF THE
PERIODIC TABLE TO ANSWER ITEM 1.
1. CONSIDERING THAT IN THE TABLE
ABOVE THE MOST METALLIC ELEMENT IS
ALUMINUM, AND THE LEAST METALLIC IS
OXYGEN, WHAT IS THE TREND IN METALLIC
PROPERTY ACROSS THE PERIOD, AND DOWN
THE FAMILY?
A. METALLIC PROPERTY DECREASES FROM LEFT TO RIGHT
OF A PERIOD, AND INCREASES FROM TOP TO BOTTOM OF A
FAMILY.
B. METALLIC PROPERTY INCREASES FROM LEFT TO RIGHT
OF A PERIOD, AND DECREASES FROM TOP TO BOTTOM OF A
FAMILY.
C. METALLIC PROPERTY INCREASES FROM LEFT TO RIGHT
OF A PERIOD, AND INCREASES FROM TOP TO BOTTOM OF A
FAMILY.
D. METALLIC PROPERTY DECREASES FROM LEFT TO
RIGHT OF A PERIOD, AND DECREASES FROM TOP TO BOTTOM
MASTERY LEVEL DESCRIPTIVE
EQUIVALENT
96%-100% MASTERED
86%-95% CLOSELY APPROXIMATING
MASTERY
66%-85% MOVING TOWARDS MASTERY
35%-65% AVERAGE MASTERY
15%-34% LOW MASTERY
5%-14% VERY LOW MASTERY
0%-4% ABSOLUTELY NO MASTERY
NETRC- NATIONAL EDUCATION TESTING AND RESEARCH CENTER
NAT – NATIONAL ACHIEVEMENT TEST FOR SECOND YEAR
STUDENTS RAW SCORE STUDENTS RAW
SCORE
A 15 L 33
B 12 M 9
C 23 N 14
D 45 O 25
E 28 P 2
F 16 Q 16
G 6 R 13
H 39 S 26
I 40 T 11
J 17 U 4
K 3 V 28
50-ITEM TEST
ABSOLUTELY NO MASTERY
=1
VERY LOW MASTERY
=3
LOW MASTERY
=9
AVERAGE MASTERY
=5
MOVING TOWARDS MASTERY
=3
CLOSELY APPROXIMATING MASTERY
=1
WORKSHOP 1
STUDENTS RAW SCORE STUDENTS
RAW SCORE
A 14 L 31
B 10 M 6
C 25 N 16
D 46 O 23
E 24 P 1
F 11 Q 18
G 5 R 11
H 37 S 21
I 42 T 10
J 19 U 3
K 2 V 26
50-ITEM TEST
WORKSHOP 2
LEARNING COMPETENCIES:
1. INTEGRATED SCIENCE: DIFFERENTIATE
SOLIDS, LIQUIDS AND GASES BASED ON
PROPERTIES.
2. BIOLOGY: DIFFERENTIATE A PLANT CELL
FROM ANIMAL CELL.
3. CHEMISTRY: DIFFERENTIATE BETWEEN
HOMOGENEOUS AND HETEROGENEOUS
SYSTEMS.
4. PHYSICS: DIFFERENTIATE AVERAGE
SPEED AND INSTANTANEOUS SPEED.
A. Specific Objective; B. Instructional Activity; C. Test Item
