Important of Classroom assessment and how a teacher can design the test item for classroom assessment.

1. Classroom Assessment&
Item Development
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4. Profile of Trainer
MS (Education and Management (UK)
Post Graduate from (UK)
Diploma in Law (UK
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Advance Diploma in Computer (UK)
MA (Education) (AIOU) M.Ed (AJK)
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International)
DLM (International AFAQ)
Agro. Tech. (Topper of National agro Tech college
Muzaffarabad
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(Topper of AJK)
Working:
International Educational writer on Blogpost
Quotes writer on Googol.
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Motivational speaker (Human Rights)
Educational Trainer in AFAQ
Educational Trainer in AMIS School systems
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5.  Test, Measurement , Assessment,
Evaluation
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6. What is an assessment?
 What's the definition of assessment in
education? Assessment is the
systematic process of documenting
and using empirical data to measure
knowledge, skills, attitudes and
beliefs. By taking the assessment,
teachers try to improve the student's
path towards learning. This is a short
definition of assessment.
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7. What is evaluation?
 What's the definition of evaluation in
education? Evaluation focuses on
grades and might reflect classroom
components other than course content
and mastery level. An evaluation can
be used as a final review to gauge the
quality of instruction. It’s product-
oriented. This means that the main
question is: “What’s been learned?” In
short, evaluation is judgmental.
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8. What is measurement
 The aim of theory and practice in educational
measurement is typically to measure abilities
and levels of attainment by students in areas
such as reading, writing, mathematics,
science and so forth. Traditionally, attention
focuses on whether assessments are reliable
and valid. In practice, educational
measurement is largely concerned with the
analysis of data from educational
assessments or tests. Typically, this means
using total scores on assessments, whether
they are multiple choice or open-ended and
marked using marking rubrics or guides
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9. Different between Assessment
and Evaluation
 Evaluation: “The flower is purple
and is too short with not enough
leaves.”
 Evaluation is judgmental

 Assessment: “I’ll give the flower
some water to improve its growth.”
 Assessment increases the quality
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10. Relationship between
Assessment and Evaluation
 Besides the differences, there are also
some similarities between assessment
and evaluation. The both require
criteria, use measures and are
evidence-driven.
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11. So, what’s the difference?
Assessment Evaluation
Is ongoing Provides closure
Improves learning quality Judges learning level
Individualized Applied against standards
Ungraded Graded
Provides feedback Shows shortfalls
Process-oriented Product-oriented
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12. What is testing
 What is testing in education? Almost
everybody has experienced testing during his
or her life. Grammar tests, driving license test
etc. A test is used to examine someone’s
knowledge of something to determine what
that person knows or has learned. It
measures the level of skill or knowledge that
has been reached. An evaluative device or
procedure in which a sample of an
examinee’s behavior in a specified domain is
obtained and subsequently evaluated and
scored using a standardized process (The
Standards for Educational and Psychological
Testing, 1999) 2/6/2020

13. Importance of assessment in
the classroom
 “Improving” is a key element when
talking about assessment in the
classroom. Assessment is important for
the development of your instruction.
However, teachers often use
assessments the wrong way.
Assessments are about improving and
with that said, it’s not the same as an
evaluation. An evaluation is about
showing the shortfalls and is judgmental
while an assessment is about providing
feedback and it is positive.
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14. Some time it happed with you
 You have been studying for a whole
week to pass your exam. When you’re
taking the exam, it examines
something way different than you’ve
had been learning. This shows that
instruction hasn’t met its goals. When
a problem like this occurs after you’ve
taken the assessment, it’s time to
solve this problem. Assessing is an
ongoing process during your
instruction. 2/6/2020

15. How we can make it essay
 When a classroom assessment has
taken place, students won’t be
surprised anymore, because the
instruction is meeting their needs.
Teaching and learning must be
meaningful and meet the needs of the
particular communities of students.

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16. Kinds of assessments
 Pre-assessment or diagnostic
assessment
 Formative assessment
 Summative assessment
 Confirmative assessment
 Norm-referenced assessment
 Criterion-referenced assessment
 Impassive assessment
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17. Pre-assessment or diagnostic
assessment
 Before creating the instruction, it’s
necessary to know for what kind of
students you’re creating the
instruction. Your goal is to get to know
your student’s strengths, weaknesses
and the skills and knowledge the
posses before taking the instruction.
Based on the data you’ve collected,
you can create your instruction.

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18. Formative assessment
 Formative assessment is used in the
first attempt of developing instruction.
The goal is to monitor student learning
to provide feedback. It helps
identifying the first gaps in your
instruction. Based on this feedback
you’ll know what to focus on for further
expansion for your instruction.
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19. Summative assessment
 Summative assessment is aimed at
assessing the extent to which the most
important outcomes at the end of the
instruction have been reached. But it
measures more: the effectiveness of
learning, reactions on the instruction and
the benefits on a long-term base. The
long-term benefits can be determined by
following students who attend your
course, or test. You are able to see
whether and how they use the learned
knowledge, skills and attitudes.
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20. Confirmative assessment
 When your instruction has been
implemented in your classroom, it’s
still necessary to take assessment.
Your goal with confirmative
assessments is to find out if the
instruction is still a success after a
year, for example, and if the way
you're teaching is still on point. You
could say that a confirmative
assessment is an extensive form of a
summative assessment
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21. Norm-referenced assessment
 This compares a student’s
performance against an average
norm. This could be the average
national norm for the subject History,
for example. Other example is when
the teacher compares the average
grade of his or her students against
the average grade of the entire school.
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22. Criterion-referenced
assessment
 It measures student’s performances
against a fixed set of predetermined
criteria or learning standards. It checks
what students are expected to know and
be able to do at a specific stage of their
education. Criterion-referenced tests are
used to evaluate a specific body of
knowledge or skill set, it’s a test to
evaluate the curriculum taught in a
course.

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23. Impassive assessment
 It measures the performance of a
student against previous
performances from that student. With
this method you’re trying to improve
yourself by comparing previous
results. You’re not comparing yourself
against other students, which may be
not so good for your self-confidence.
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24.  TOOLS AND TECHNIQUES FOR
CLASSROOM ASSESSMENT
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25. TEST
Definition
• "A test is a systematic procedure for
observing and describing one or more
characteristics of a person with the aid of
either a numerical scale or a category system"
- L..J. Cronback
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26. • "A test is a compact task or series of tasks
designed to ascertain the merit or quantity of
something. Educational tests constitute a
series of items for which a score is obtained.
Depending on how they are constructed, they
can serve a purpose"
- A Dictionary of Education
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27. Purposes:
• For the grading of students,
• For individual attention required by any
student,
• For creating merit and so on.
• It tells how to shape the learning
methodologies.
• There are a number of forms of tests that can
be taken in a classroom. Give insight of each
and every student of the classroom.
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28. TYPES OF TEST
Achievement test
(for measuring
achievement)
Diagnostic test
(for diagnosis)
Prognostic test
(for predicting
future
performance)
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29. TYPES OF ACHIEVEMENT TESTS
STANDARDIZED TESTS
TEACHER-MADE TESTS
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30. TYPES OF STANDARDIZED TESTS
APTITUDE TESTS
Assess cognitive
ATTITUDE TESTS
Feeling, about object
INTELLIGENCE
TESTS (IQ)
INTEREST TESTS
PERSONALITY
TESTS
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31. TYPES OF TEACHER-MADE TESTS
WRITTEN
ORAL
PRACTICAL
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32. WRITTEN
•ESSAY TYPE
•SHORT ANSWER TYPE
•OBJECTIVE TYPE
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33. Achievement
tes
tMeaning
• An achievement test has a great significance in
all types of instructional progresses of the
individual.
• A classroom teacher depends upon the
achievements tests for measuring the progress
of his students in his are taken on their
performance in the achievement tests.
• It is, therefore, necessary that the teachers
should be well-versed with the meaning and
the characteristics of achievement tests.
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34. Definitio
n
• 'The type of ability tests that
describe a person has
learned to do is called
an achievement test."
 - Thorndike and Hagen
(1969)
• A systematic procedure for
determining the amount a student
has learned through instruction."
 - Gronlund2/6/2020

35. Characteristicsof a
good Achievement
test
• Groulund and Linn (1990) -
• A good achievement test is tried out and
selected on the basis of its difficulty level and
discriminating power
• It should have a description of measured
behavior.
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36. • It should be divided into different
knowledge and skills according to behaviours
to be measured.
• It should contain a sufficient number of test
items for each measured behaviour
• Its instructions in regard to its administering
and scoring are so clear that they become
standardized for different users.
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37. • It is accompanied by norm which are
developed at various levels and on various
age groups.
• It provides equivalent and comparable forms
of the test.
• It carries with it a test manual for its
administering and scoring
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38. CHARACTERISTICS OF
ACHIEVEMENT TESTS
RELIABILITY
• The degree of accuracy with which an exam ,
test measures, what it seeks to measure a
given variable.
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39. • A good test reliability means that the test
taker will obtain the same test score over
repeated testing as long as no other
extraneous factors have affected the score.
• A good instrument will produce consistent
scores. An instrument’s reliability is estimated
using a correlation coefficient of one type (or)
another.
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40. VALIDITY
• Validity is the quality of a test which measures
what measures what it is supposed to
measure.
• It is the degree to which evidence, common
sense,(or) theory supports any interpretations
(or) conclusions about a student based on
his/her test performance.
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41. Difficulty Level of the Test
• The difficulty level is deepening on
test attend all question. If a test is
acceptable when its difficulty level is in
ranges of 30-70%. If test facility index
difficulty level is 70% the this test
conceder to be very essay test. When
value of facility index difficulty level is
less then 30% this test conceder this
test item is very difficult.
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42. EASE IN ADMINISTRATIVE
• A test is good only when the conditions of
answering are simple (scientific & logical ). Its
instrument should be simple and clear.
COST/ USABILITY
• A good test should be in expensive, not only
from the view point of money but also from
the view point of time & effort taken in the
construction of a test. Fortunately there is no
direct relationship between cost & quality.
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43. TIME
• Generally the time given to students is always
in short supply however the students too do
not accept very long tests. Therefore a test
should neither be very long nor very short.
ACCEPTABILITY
• A good test should be acceptable to student
to whom its being given without regard to any
specific situation that is the question given in
the test should be neither very difficult nor
very easy.
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44. OBJECTIVITY
• A test is objective when the scorer’s personal
judgment doesn’t affect the scoring
EQUILIBRIUM
• Achievement of the correct proportion among
questions alloted to each of the objectives
and teaching content.
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45. SPECIFICITY
• The items in a test should be specificity to the
objectives.
• PRECISE & CLEAR
• Item should be precise, clear so that the
students can answer well and score marks
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46. 2/6/2020
Discrimination power of the test
Discrimination power of an item is
acceptable when its value ranges from
0.30-1. When the value of test is at the
range of 1 then test discriminate 100%. If
the value of the test lower then 0.30 then
test not conceder to be low or high
achievement.

47. Practical uses of achievement
tests
• Tests help to evaluate the extent to which the
objectives of education are being achieved
• Tests help to classify school objectives
• Tests discover the type of learning
experiences that will achieve these objectives
with the best possible results
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48. • To evaluate, revise and improve the
curriculum in the light of these results.
• To discover backward children who need
help and to plan for remedial instruction for
such students.
• Toselect talented pupils for special classes
and courses.
• Todecide proper classification of students.
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49. • Toget a better understanding of the needs
and abilities of pupils.
• To select students for the award of special
merits or scholarships
• Togroup pupils in a class so that students are
put in such a way that individual difference
are as slight as possible
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50. FUNCTIONS OF
ACHIEVEMENT
TESTS
• Provides basics for promotion to next grade.
• Find out where each student stands in various
academic areas.
• Motivate the students before a new
assignments has taken up.
• Expose pupils difficulties which the teacher
can help them to solve
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51. STANDARDIZED
TESTS
• Standardization means uniformity of
procedure in scoring, administering &
interpreting the results.
• Standardization test is one in which the
procedure, apparatus, & scoring have been
fixed so that precisely the same test can be
given at different times & places
- (LEE J CRONBACH).
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52. • Standardization tool is one for which norms
have been established.
• A standardization test is prepared after
several trials of a test to a large number of
students.
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53. CHARACTERISTICS OF STANDARDIZED TESTS
CONTENT IS STANDARDIZED:
• Item – selection done by component judges.
ADMINISTRATION IS STANDARDIZED:
• direction , time limits
SCORING HAS BEEN STANDARDIZED:
• rules of rules, scoring key are prepared.
INTERPRETATION HAS BEEN STANDARDIZED:
• Norms are provided.
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54. TEACHER – MADE
TESTS
• Teacher made tests are classroom tests and
are developed by the teachers.
• These tests assess students learning every
period of time or after a particular unit of
study.
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55. FEATURES OF TEACHER-
MADE TESTS
• Assess degree of students progress with
reference to classroom activities.
• Help the teacher to assess individual pupil’s
strengths and weakness and needs.
• Motivate the students.
• Simple to use.
• Provide feedback for teachers as to assess the
effectiveness of teaching methods.
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56. LIMITATIONS
OF TEACHER –
MADE TESTS
• Tests are ambiguous and unclear.
• Tests are either too short or too lengthy.
• Tests do not cover the entire content.
• Tests serve limited purpose.
• Tests are usually hurriedly conducted.
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57. ELEMENTS STANDARDIZED TESTS TEACHER MADE TEST
PURPOSE MEASUREMENT OF MEASURE THE
EDUCATIONAL OUTCOMES OUTCOME OF A
OF STUDENTS OF A TEACHERS TEACHING OR
NUMBER OF SCHOOLS OUTCOME OF LEARNING
IN HIS CLASS
SCOPE ITS SCOPE IS VERY WIDE ITS LIMITED
ACCURACY MORE ACCURATE LESS ACCURATE
REFINEMENT THEY ARE DULLY EDITED IT IS CRUDE
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58. ELEMENTS STANDARDIZED TESTS TEACHER MADE TEST
NORMS PROVIDE NORMS DOESN’T CONTAIN
NORMS
SOURCES USES SEVERAL SOURCES
TEACHERS,EXPERTS,RES
EARCH WORKERS
BASED ON
EXPERIENCE OF
TEACHERS
PUBLICATION PUBLISHED NOT PUBLISHED
COVERAGE OF
CURRICULUM
COVER STATE OR
REGIONAL
CURRICULUM
COVERS SMALL AREA
OF CURRICULUM
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59. Diagnostic tests
Meaning
• There are tests which have been devised to
provide information about the specific nature
of pupil's difficulties in given subject areas.
These tests are called diagnostic tests.
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60. • The word diagnosis is used more or less in
the same sense in education.
• In educational diagnosis, it is the failure of
the process of education or learning that is
located and attended to be remedied.
• Educational diagnosis is "the determination
of the nature of learning difficulties and
deficiencies".
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61. The corrective diagnosis can be done at the
following levels.
• Classification
• Finding the nature of difficulties
• Finding the causes of difficulties
• Providing remedial measures
• Preventing the difficulties from occurring
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62. Uses of Diagnostic tests
• Point out inadequacies in specific skills
• Locate areas in which individual instruction is
required
• Furnish continuous information in order that
learning activities may be most productive of
desirable outcomes.
• Serve as a basis for improving instructional
method, instructional materials and learning
procedures
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63. Prognostic
tests
• One of the important uses of tests is to
predict how individuals behave in certain
situations.
• Prognostic tests are intended for uses in
prognosis or prediction of future success in
specific subjects of the school curriculum.
• They also frequently test some of the
aptitude factors that are not directly
dependent upon previous training of a specific
topic.
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64. Meaning
• An aptitude is the ability to learn or to
develop proficiency in an area
• Examples are various types of reasoning,
artistic ability, motor co-ordination, musical
talent.
Aptitude tests
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65. Aptitude Tests
• Science, literature as the latent potentialities
or skills
• Converted into special skills
• Potentiality of clerical
• Trained further to write exams in IAS and IPS
cadres
• Group I or II services
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66. Purpose of Aptitude
test
• Human efficiency is not as easily defined as
that of a machine and it is not easily
measured.
• The working efficiency of an individual varies
with a number of factors, the most important
of which are
i. His aptitude for the task involved
ii. Adequacy of his training for the job and
iii. His mindset and conditions of work.
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67. • Aptitude is measured in terms of individual
differences.
• In a given type of work, there are those who
learn rapidly and achieve a high level of
skill and those who are slow to learn and
whose achievement is low.
• The former are said to have good aptitude
for the work in question.
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68. • Aptitude test batteries like General Aptitude
Test Battery (GATB) and Differential Aptitude
Test (DAT) are used to measure the aptitude
of individuals in general reasoning ability,
verbal aptitude, numerical aptitude, spatial
aptitude, clerical perception, motor co-
ordination, finger dexterity, manual dexterity,
language usage etc. thus, these tests are
widely used to test the aptitude of the
students.
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69. TYPES OF TEST
ITEMS
Multiple-choice tests
Matching tests
True-False tests
Short-answer tests
Problem Tests
Oral Exams
Essay Tests
Performance tests
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70. 2/6/2020

71. PRINCIPLES FOR
CONSTRUCTING TEST
ITEMS
• Measure All Instructional Objectives
• Cover All Learning Tasks
• Make Test Valid and Reliable
• Use Tests to Improve Learning
• Norm-Referenced and Criterion-Referenced
Tests
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72. Norm-Referenced
Tests
• Norm-referenced tests report
whether test takers performed better or
worse than a hypothetical average student,
which is determined by comparing scores
against the performance results of a
statistically selected group of test takers,
typically of the same age or grade level, who
have already taken the exam.
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73. Norm-Referenced Tests
• The norm-referenced test measures an
individual's achievement at a given period of
time compare to students elsewhere.
• The norm-reference test is valuable in
measuring higher and abstracts level of
cognitive domain
• The norm-referenced test is valuable for
heterogeneous groups in which the range of
abilities is wide and a test is intended to
measure a wide range of performance.
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74. Criterion-Referenced
Tests
• Criterion-referenced tests and assessments
are designed to measure student
performance against a fixed set of
predetermined criteria or learning
standards—i.e., concise, written descriptions
of what students are expected to know and be
able to do at a specific stage of their
education.
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75. Criterion-Referenced Tests
• Scores from a criterion-referenced test do not
indicate a relative level of achievement or
produce standards because no comparisons are
made.
• The criterion-referenced test is valuable for
measuring lower and concrete levels of learning.
• The criterion-referenced test is more useful in
homogeneous groups in which the range of
abilities is narrow and a test is intended to
measure a limited range of objectives and
outcomes.
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