Course Contents

Unit outlines Unit 1: Introduction to testing • Concepts of testing • Testing • Kinds of tests • Teacher-made tests • Standardized tests • Benefits and limitations of tests • Concept of taxonomy in testing • Using Bloom’s Taxonomy in test development • Using SOLO Taxonomy in test development Unit 2: Characteristics of a good test • Concept of a good test • Reliability of tests • Practice session to calculate reliability of tests • Validity of tests • Evaluating test items based on their discrimination power • Utility of a test Unit 3: Steps of test construction • Determining the behaviours to be assessed • Planning the test • Ensuring content validity (course coverage, concept coverage, learning outcomes coverage) through a table of specifications • Constructing a table of specifications based on Bloom’s Taxonomy • Constructing a table of specifications based on SOLO Taxonomy • Writing good MCQs, and constructing tests with MCQs based on a table of specifications • Reviewing peer’s tests and scores • Performing item analysis (difficulty, discrimination, fairness) o Constructing short answer questions Marking guides for short answer questions o o Constructing essay questions and tests Developing model answers and marking schemes for essay questions Unit 4: Essential assessment strategies • Classroom observations What is the purpose of classroom observation? • Planning and preparing for observation • Typical observation formats • Deriving results from the observation by developing rubrics • Assignments and presentations Your intended audience • Format, structure, and submission requirements • Grading criteria • Projects Definition of a project • Tasks versus tests • Five features of a project • What makes a project successful? • Phases of a project • How to assess projects and use them for evaluation • Double marking, interrater reliability, and the Spearman–Brown prophecy formula • Oral questioning Purpose of questioning (e.g. feedback for improving teaching and learning) • Guidelines for questioning • Peer appraisal ‘Guess who’ techniques • Socio-metric techniques • Interview strengths and weaknesses Interview format • Portfolio assessment Two types of portfolios (increasing breadth, increasing depth) • Steps in the portfolio assessment process • Computer-assisted testing and the generation of parallel forms for the measurement of change Unit 5: Evaluation and accountability based on value addition • Concept of evaluation Using evaluation for different purposes, including teacher and student evaluations • Accountability and evaluation • Teacher accountability • Textbook evaluation Concept of textbook evaluation • How to evaluate a textbook • What are the basic things to consider in textbook evaluation? • Concept of course evaluation How and why to evaluate a course • Designing tools for evaluating teachers, courses, and textbooks • Review of concepts relating to tests, testing, and evaluation • Review of the theories of test construction • Review of concepts relating to evaluation

Course Synopsis

The Test Development and Evaluation course will focus on knowledge, understanding, and skills in the development of valid, reliable, and adequate tests and evaluation procedures as a means to improve learning. Major topics covered include theories of test development, characteristics of a good test, steps in test construction, alternative assessment strategies, and evaluation and accountability based on value addition. Assessment methods include written tests, assignments, presentations, observation, peer assessment and self-assessment, and portfolios. At the end of the course Student Teachers will be able to plan, organize, develop, administer, and score tests, report student performance, and utilize results to improve student learning.

Course Learning Outcomes

After studying the course, Student Teachers will be able to: 1. Describe and explain types of tests including their advantages and limitations 2. Differentiate and apply bloom’s and structure of observed learning outcomes (solo) taxonomies for test construction 3. Describe the role of classical, item response, and generalizability theory in test development 4. Explain the characteristics of an effective test 5. Construct tests systematically 6. Use a variety of essential assessment strategies 7. Describe and use evaluation to improve learning, teacher performance, and school performance based on value added.