Teacher-made tests windows on the classroom

Whether pre-made or not, when developing classroom assessment tools, teachers should take the following criteria into account:.

Will it shrink the curriculum? The type of test chosen must be consistent with the content of the course. Take the time to plan tests carefully and to decide which type of test suits the content you taught.

Most teachers favor objective testing because it saves time when marking and has much more reliability. It is highly recommended that classroom tests should not contain a wide variety of test items, because some students may find difficulty in shifting ways of processing information. Not sure yet whether a teacher-designed test is the best answer to the question of best assessment format for your classroom?

The Edvocate. Top Menu. Building Relationships with Families. Teacher-made do not carrythe same as tests in oublicrelations betweenthe imoortance standardized and the community.

Teacher-made and testsareoften because from classto class; subjectto question they differgreatly notesthat although theirqualityis opento debate. Stiggins large standardized, scaleassessments command the mediaattenall tion, rt's the day-toiay classroom assessments havethe grea'tlhat est impact student on learning.

Theyalignmost closely with day-toiay instruction are and most intluential terms of theircontribution student. Since of colleges education justbeginning require are to teachers to lake courses assessment. Unfortunately, most of the teststeachers took as stu dentswere multiplethoice,recall tests that covered content. Teachpractice problem-solving ers havehadvery little constructing situationson teststo measure application skillsand higher-order of the thinking.

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Thekeyto teacher-made is to makethema partof assesstests ment--floi separate from it. Testsshouldbe instructional ongo and ing. Popham warnsthatteacher-made and tests shouldnot be instructional Theyshouldbe afterthoughts. Thebetter going,. Teachers include who strategies toolssuchas and graphic organizers, choice, opportunities oral and for student answers meetthe needs theirdiverse of students.

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Authentic of tests cancelebrate diversity by allowing students wide varietyof waysto demonstrate a what thev knowandwhat thev cando.

Teacher-made canbe constructed meet the needsof all tests to providing students by manyopportunities measure to whatstudents cando instead just measuring of theirabilityto read,write, andtake tests.

Thefollowing modifications be madeto helpensure on can success jor allstudents, tests especially thosewith special needs who are mostat riskof failing tests; '1. Rephrase instructionsneeded. Askstudents repeat directions makesurethey to to understand. Monitor carefully makesureall students to understand directions the test. Provide alternative evaluations-aral testing,use of tapes, test givenin anotherroom,dictation.

Provide clockso studentscanmonitortfiemselves. Giveexamples eachtype of question oraland ot writtenl. Leave enoughspaceJoranswers.

Chapter- TeecherMade 6 Teslr 9. Use visualdemonstTalrons coloredpaperis sometimes dis Use whlte paperbecause tracting. Go from concrele abstract Don't deductlor spelIngor grammar tests. Use some take-horne manipulative experiences wheneverpossb e. Provide ' Include on pointvalues eachgroup questions. Jor Provide immediate on 2 3. Adapted from material distributed the Boardof Education Jor by pp. Most teachers not havetime to rewriteall their teststo conform will to the guidelines suggested page However, is impoftant on it to makesurenew testsare designed meetstudentneeds!

Theycanhelpconstruct meaningJul tests based essenon ' recommends teachers tiallearnings. Brown that drawstudentsinto the development tests. He maintains nolhinghelpS-: ot that a personmastera subjectbetterthanhaving askanddebate to questions tundamental aboutwhat is most important aboutthat how subiect!

Create tesl betore the obiectives to or 2. Makesurethe test is correlated course and learning standards benchmarks. Giveclear directions eachsection thetest. Givepointvaluesfor eachsection e. Groupquestion typestogether. Le8ve to or printclearly. Type facilitate and easyreading writing. Makesureappropriate ' Include variety visual, andkinesthetic tasks.

Makeallowances students with special needs. Givestudents somechoice the queslions select questions. Provide grading a scaleso studentsknowwhat scoreconsttgrade e. Givesufficient time for all students finish. Theteacher to shouldbe ableto work th oughthe test in one-third onehalfthe timegiven students. Avoidabsolute and "alwaYs. MakesureitemsaIeclearlv or falserather thanamblguous true. Limittruefalsequeslions ten. Consider tfue falsequestions to encourage to asking students make orderthinking. In order to fulfill the immediate requirements, the teacher has to prepare his own tests which are usually objective type in nature.

Teacher-made test is one of the most valuable instrument in the hands of the teacher to solve his purpose. It is designed to solve the problem or requirements of the class for which it is prepared. It is prepared to measure the outcomes and content of local curriculum. It is very much flexible so that, it can be adopted to any procedure and material. It does not require any sophisticated technique for preparation.

Taylor has highly recommended for the use of these teacher-made objective type tests, which do not require all the four steps of standardised tests nor need the rigorous processes of standardisation. Only the first two steps planning and preparation are sufficient for their construction. A teacher-made test does not require a well-planned preparation.

Even then, to make it more efficient and effective tool of evaluation, careful considerations arc needed to be given while constructing such tests. Specifying the objectives in behavioural terms. If needed, a table can even be prepared for specifications and weightage given to the objectives to be measured. Having a clear knowledge and understanding of the principles of constructing essay type, short answer type and objective type questions.

Deciding date of testing much in advance in order to give time to teachers for test preparation and administration. Seeking the co-operation and suggestion of co-teachers, experienced teachers of other schools and test experts. Planning is the philosophical aspect and preparation is the practical aspect of test construction. All the practical aspects to be taken into consideration while one constructs the tests. It is an art, a technique. One is to have it or to acquire it.

It requires much thinking, rethinking and reading before constructing test items. Different types of objective test items viz. After construction, test items should be given lo others for review and for seeking their opinions on it. The suggestions may be sought even from others on languages, modalities of the items, statements given, correct answers supplied and on other possible errors anticipated.

The suggestions and views thus sought will help a test constructor in modifying and verifying his items afresh to make it more acceptable and usable.

After construction of the test, items should be arranged in a simple to complex order.