Teacher-Made Classroom Assessment

timer Asked: Nov 18th, 2015

Question description


Teacher-Made Classroom Assessment

These guidelines are not intended to include every characteristic of a good teacher-made test.  Specifics have been covered in class and in your text.  Your notes and text should be consulted in developing your test.  This is a general checklist only.

BE SURE TO INCLUDE A KEY. If the key is not included, you will receive only half the credit for this assignment.

  • Construct a test in your area of concentration.
  • The test should cover a unit, not an entire semester’s work.
  • Stay with grade levels 3-12.
  • Include a list of the general objectives for your unit, with specific outcomes under each, on a separate sheet (no more than a page), and note special characteristics of your target population, especially age and grade.
  • Utilize short answer, true/false, and multiple choice questions. Write 10 of each and include one essay question and one performance assessment activity.  Avoid matching unless you are certain it lends itself especially well to your material.
  • Be sure to include a separate set of directions for each type of item.
  • Appearance does count.  Double space between each format.  If you use graphs or diagrams, be sure they are clear and readable.  Print must be dark and clear enough to allow for good reproduction.  If your personal printer is inadequate, utilize printers on campus.  Overall format should be appropriate for the age of your target population.
  • Include your scoring plan on a separate sheet.  Be certain to include:
    • Number of points for each item
    • A scoring system for your essay
    • A scoring system for  your performance assessment
    • A procedure for grading the entire test
    • A scheme for number of points equal to an A, B, etc.
  • You may include the score on the performance assessment as part of the test grade, or not, at your option.
  • Choose either hearing impairment, visual impairment, or learning disability (specify type of LD) and discuss in one paragraph how you would modify your test for a student with this disability.  Please do not say you would just have a resource teacher administer the test.  That is not a modification.

Please see grading rubric below for this assignment:


The project will be graded with regard to thoroughness; quality of items; directions and scoring procedures with regard to guidelines discussed in text and class; appearance; correlation with stated goals of your unit; and level of appropriateness for your population (see definitions of terms and point system below.)  Be sure to measure every item against the criteria for a good item of that type.

  • Thoroughness – Are all types of required test items and number of items present? Is there a separate set of directions for each section? Have instructional objectives and scoring plans been included on separate sheets? Is there a paragraph regarding modification for disability?

    All types of items present?

    Correct number of each type of item?

    Modification paragraph absent?

    Overall scoring plan absent?

    Instructional objectives in at least three areas (knowledge, understanding, application)?

  • Quality of Items – Are items free of contaminating characteristics that reduce validity and reliability?  Is the modification for disability appropriate?

    Weak item?

    Poor item?

    Inappropriately written outcome?

    Limited quality of disability modification?

    Limited quality of creativity of performance assessment?

  • Quality of directions – Are directions clear and relevant to the type of item for which they are intended?

    Each short answer type


    Performance Assessment

    Maximum points that may be lost for directions

  • Scoring procedures – Does attached scoring sheet include an adequate point system for fixed choice items?  Are the systems of evaluation for the essay question and authentic assessment clear? Appropriate?

    Overall plan


    Performance Assessment

  • Appearance – Is test typed?  Double space between sections? Diagrams and graphs clear?  Print dark enough and large enough?  Place for name of student and date? Title present? etc. 

    No vertical placement of response options

    Poor general appearance

    Grammar and punctuation errors

    Spelling and typos

    No name of student, etc.

    No lines for fill-in

  • Correlation with goals of unit – Do important aspects of what was taught appear in the test?  Is emphasis appropriate for different objectives and outcomes? Is type of item appropriate for that objective?  Is duplication of content in items avoided?

    Appropriate use of material

    Material in objectives present

  • Appropriate for population – Level of language used and phrasing appropriate for age and grade?  Format in keeping with developmental level of students with regard to perceptual overload?

    BE SURE TO INCLUDE A KEY. If the key is not included, you will receive only half the credit for this assignment.

    Classroom Test Assignment developed by Dr. Victoria Damiani, Dept. of Educational and School Psychology, Indiana University of PA and used with permission.

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