Classroom Test Construction: The Power of a TOS

Question 1

The teacher can give a question in the test that has NOT been discussed in a session. True or False?

Answer 1

False

Question 2

The TOS serves as a blue print before making an exam. True or False?

Answer 2

True

Question 3

Validity is defined in the TOS as?

Answer 3

The degree to which the evaluations or judgements that WE make as teachers about our students can be trusted based on the quality of evidence we gathered.

Question 4

State the purpose of a table of specifications. (1)

Answer 4

Improving the validity of a teacher’s evaluations based on a given assessment.

Question 5

Teachers are questioning the validity of their judgements if?

Answer 5

They consider whether or not the grades are accurate assigned to students.

Question 6

To strengthen the validity of test, question the? Evidences endorsed by __

Answer 6

Researchers and theorists (AERA, APA, NCME, 1999) in educational measurement.

Question 7

For classroom assessments, give the 2 sources of validity evidences

Answer 7

1 Evidence based on test content

2 Evidence based on the response process

Question 8

This underscores the degree to which a test or any assessment task measures what it is designed or supposed to measure

Answer 8

Evidence based on test content

Question 9

Concerned with the alignment of the kinds of thinking required to students during instruction and during assessment activities.

Answer 9

Response process evidence

Question 10

Levels of thinking is another component of the TOS. it has two parts and each contains the levels what are thoses?

Answer 10

Lower level thinking (recall, memorization, identification, comprehension)

Higher level thinking (applying, analyzing, evaluatem synthesize)

Question 11

Not all types of item formats can be used to assess thinking at the high and low levels? True or False

Answer 11

False

Question 12

Before making the TOS, the teacher needs to determine the ? (3 things)

Answer 12

A)Number of test items to include
B) The distribution of multiple choice
C) Short answer items

Question 13

What does the Evidence for test content explains?

Answer 13

Things that were discussed longer or in great details should appear in great proportion on the test.

Question 14

How many items should be on your tests?

Answer 14

Based on the number of objectives in the unit, his/her understanding of the students, the class time allocated for testing, and the importance of the assessment.

Question 15

Describe an ideal test.

Answer 15

One that students can complete in the time allotted, with enough time to brainstorm any writing portions and to check their answers before turning in their completed assessment.

Question 16

Not all the items per objective comes with a nice even number. True or False? What should the teacher do about this?

Answer 16

True. The teacher can round up or round down the numbers.

Question 17

Every objective needs to be assessed in every assessment. True or false?

Answer 17

False.

Question 18

The teacher should be able to assess the level of thinking that the student is expected to execute during the assessment. True or false?

Answer 18

True

Question 19

If the teacher rephrases the material taught in class, what does it produces to the students?

Answer 19

Produces a more challenging item for the studentsbecause it requires them to recall and write out their reponses using their own words.

Question 20

Give an example of a low level assessment

Answer 20

Recalling the parts of Bloom’s Taxonomy

Question 21

Give an example of a high level assessmet

Answer 21

Compare & Contrast: The Bloom’s Taxonomy and Anderson’s Taxonomy

Question 22

The TOS can be used in ____________

Answer 22

Conjuction with the lesson and unit planning to help teacher make clear the connections between planning, instruction and assessment.