Measures of Central Tendency
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Provides a very convenient way of describing a
set of scores with a single number that
describes the performance of a group
“Center of the Data”
How to get the median:
Arrange the data from highest to lowest.
If ODD the middle score is the median
If EVEN, add the two middle scores then divide it to 2.
The Mean – the arithmetic average
The Mode - Most frequent score or value in the
distribution.
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Used when data are in interval or ratio
Affected easily by EXTREME scores
Not necessarily an actual score
Important when finding SD, Variance,
Skewness
Ideal for small set of scores
Development of Assessment Tools: Knowledge and
Reasoning
Important Steps in Planning for a Test
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Weighted Mean - Value or score multiplied assigned to
it in order to indicate its relative importance.
Grand Mean - Combined mean of sample means taken
from same, or different population.
Ex.:
Sample means: 85, 81 79, 76, 74,
Sample Sizes, 20, 30, 40, 30, 30
=20(85)+30(81)+40(79)+30(76)+30(74)
20+30+40+30+30
= 11,790
150
= 78.60
The Median - Middle most score or value in a
distribution.
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Used when data is in ordinal level of
measurement
When the middlemost score is desired
There are EXTREME scores
A Positional Measure
Not necessarily an actual score in the
distribution
Used when quick answer is needed
Data is in nominal level
Unimodal, Bimodal, Trimodal
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Identify Test Objectives
o Blooms Taxonomy (make test targets)
o The Students must be able to identify
the subject and verb regarding S- V
agreement in a sentence
o The students must be able to
determine the appropriate form of a
verb to be used given the subject of a
sentence
o The students must be able to write
sentences observing rules on subject
verb-agreement
o The students must be able to break
down a given sentence into its subject
and predicate
o The students must be able to formulate
rules to be followed regarding subject
and predicate
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What type of Objective test to be prepared
o Deciding what type of Objective Test
▪ Essay - used for assessing
Higher Order Thinking Skills
▪ Multiple Choice- Recall,
Analysis, Problem Solving Etc.
▪ Identification – usually for
recall
▪ True or False – usually for recall
▪ Analogy – Ideal for Analysis
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Preparing the TOS
Constructing the draft test items
Try out, Item analysis, validation
Construction of a TOS
1. List down Topics covered by the test
2. Remember the number of days/hours used for
teaching a particular topic
3. Determine the percentage allocation of test
items
4. Determine the number of items to construct for
each topic
5. Distribute the number of items to the objectives
RULE OF THE THUMB WHEN MAKING T-F TESTS
Rule 1: Do not give a hint in the question
Rule 2: Avoid using words like “always”, “never” other
adverbs that tend to be either always true false
Rule 3: Avoid SUUUUUPER long sentences
Rule 4: Avoid trick statements, misleading words or
spelling mistakes
Rule 5: Avoid quoting verbatim from reference
materials or textbooks
Rule 6: Avoid Specific determiners ( strongly worded
statements are more likely false than true)
Rule 7: Avoid Grossly disproportionate number of true
or false statements/ patterns
Multiple Choice Tests
Guidelines for Making Multiple Choice Tests
Rule 1: Do not use vague/unfamiliar words, terms,
phrases
Construction of Test Items
TEST DIRECTION IS VERY IMPORTANT!!!!!
1. Assume that your students know nothing about
the test objective
2. Emphasize the important directions /activities
3. Keep directions as uniform as possible
Item Analysis and Try-out
Constructing a True-False Tests
Your Main Concern?
A- Discriminate those who know versus those who are
guessing
Rule 2: Do not use modifiers that are vague
Rule 3: Avoid complex/awkward word arrangements
Rule 4: Do not use double negative
Rule 5: Make your question as short as possible
Rule 6: Distractors should be equally attractive and
plausible
Rule 7: The longest option is the best answer?
Rule 8 : All choices should be grammatically consistent
with the Stem
Rule 9: Avoid Stems that reveal answers to another item
Rule 10: Avoid alternatives that are synonymous with
others
Rule 11: None/ All of the Above - Remember to use
None of the above only when there is a totally correct
answer
Matching Type
Matching Type Items - Can be considered as modified
multiple choice test
How to make a Good Matching Type Test
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Be sure that the whole matching type test is
found on a single page
Make sure that the premise and the response
belong to same category
Other Common practices in making tests should
apply
Fill in the Blanks ( Completion Test)
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Depends heavily on the way stems are
constructed
Usually used to test LOTS
Identification Items
-an unknown specimen is to be identified by name or
other criterion
Writing Analogy Items
Analogy Items
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The pattern of relationship in the first pair of
words must be the same for the second one
All items should be grammatically consistent
Options must be related to correct answer
10. Reorganization of facts
What Makes it difficult?
1. Question Construction
2. Reader Reliability
Scoring Essay Test
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Prepare in advance a detailed ideal answer
Holistic Scoring - Total score is assigned to a
question ( Outstanding, Very Satisfactory, Fair,
Poor)
Relies on teacher’s impression/over all
assessment
Analytic Scoring - scored in terms of
components
Rules of the Thumb when making an Essay Test
1. Phrase the directions in such a way that
students are guided on the Key concepts that
needs to be included
Guidelines in making an Essay Test
Rule 2: The students need to be informed on how you
will score their essay
Rule 3: Put a time limit
Rule 4: Decide on your essay grading system prior to
getting the essay of your class
Rule 5: Evaluate all of the students answers to one
question before proceeding to the next
Essay
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9. Criticisms of the
adequacy,relevance,correctness of an info
Allows you to assess HOTS
Measures the Following abilities:
1. Comparisons between 2 more things
2. Dev’t of a defence of an opinion/thought
3. Questions of cause and effect
4. Explanation of meanings
5. Summarizing of info
6. Analysis
7. Knowledge of Relationships
8. Illustration/Application of rules, laws, principles
Rule 6: Try not to look who owns the paper when
checking
Rule 7: If possible, have somebody to countercheck the
essay