Phases of Evaluation and Stages of Test Construction

1. Prepared by: JINKY MARIE C. MASINSIN
PHASES OF EVALUATION and STAGES OF
TEST CONSTRUCTION
TEST
CONSTRUCTION
UNIVERSITY OF RIZAL SYSTEM
Graduate Studies

2. “13% of students who fail in class are
caused by faulty test questions”
WORLDWATCH
The Philadelphia Trumpet
August 2005

3. Poor Example
California:
a. Contains the tallest mountain in the United States.
b. Has an eagle on its state flag.
c. Is the second largest state in terms of area.
*d. Was the location of the Gold Rush of 1849.

4. Good Example
What is the main reason so many people moved to Calif
ornia in 1849?
a. California land was fertile, plentiful, and inexpensive.
*b. Gold was discovered in central California.
c. The east was preparing for a civil war.
d. They wanted to establish religious settlements.

5. Poor Example
A nurse is assessing a client who has pneumonia. Which
of these assessment findings indicates that the client doe
s NOT need to be suctioned?
a. Diminished breath sounds.
*b. Absence of adventitious breath sounds.
c. Inability to cough up sputum.
d. Wheezing following bronchodilator therapy.

6. Good Example
Which of these assessment findings, if identified in a clie
nt who has pneumonia, indicates that the client needs su
ctioned?
a. Absence of adventitious breath sounds.
b. Respiratory rate of 18 breaths per minute.
*c. Inability to cough up sputum.
d. Wheezing prior to bronchodilator therapy.
Note: Test Writing experts believe that negatively worded
stems confuse students.

7. Poor Example
Idaho is widely known as:
*a. The largest producer of potatoes in the United State
s.
b. The location of the tallest mountain in the United Sta
tes.
c. The state with a beaver on its flag.
d. The “Treasure State.”

8. Good Example
Idaho is widely known for its:
a. Apples.
b. Corn.
*c. Potatoes.
d. Wheat
» Note: The good example tests students’ knowledg
e of Idaho’s agriculture. The poor example is conf
using because students are unsure if they are answ
ering a question on Idaho’s agriculture, geography,
flag or nickname.

9. Evaluation uses methods and measures to judge student
learning and understanding of the material for purposes
of grading and reporting.
Evaluation is feedback from the instructor to the student
about the student’s learning.

10. EVALUATION: Purpose is to “grade” or “appraise” or “judge” students
or faculty/staff
• Quizzes
• Exams
• Worksheets
• Clinical Evaluations
• Papers
• Projects: Group and Individual
• Skills and Competencies/Practical Exam
• Graded Assignments of all formats

11. Process of Evaluation
1. Define purpose and scope
2. Specify Evaluation question
3. Specify evaluation design
4. Create data collection action plan
5. Data collection
6. Data analysis
7. Finding data interference
8. Disseminate Information
9. Feedback for improvement
Planning
Implementation
Feedback

12. General Steps in Test Construction

14. Test specifications
Blueprint of the test (‘plan’, ‘proposal’)
The specifications should be developed before any
item or task is designed.
They are useful for test writers, teachers, students,
parents, universities, employers
Produced in a handbook with sample test papers.

15. Test development
Calibrate scales:
– decisions on what is “excellent” or “poor” perf
ormance
Validate:
– the more different types of validity is establish
ed, the better
Write instructions for test takers, test users and ad
ministrators
Train any necessary staff (examiners, markers etc.)

17. •Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

18. The revised blooms taxonomy
Knowledge Dimension Description
Factual Terminologies, specifics details
and elements
Conceptual Knowledge of classifications, principles ,
generalization, theories
Procedural Knowledge of subject –specific skills and
procedures
Metacognitive Self-knowledge ,strategic knowledge ,co
ntextual and conditional

20. POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY
Jesus Ochave Ph.D.
VP Research Planning & Development
Philippine Normal University

21. References
Assessment and Evaluation, pdf.
Test Construction, ppt.
Wikipedia.com
Lecture 3, Stages of test construction, ppt.
Assessment of Learning, 2007