ASSESSMENT IN LEARNING 1-LESSONS 1-4 (1).ppt

This is for Assessment in Learning

1. ASSESSMENT IN
LEARNING 1
OSCAR O. ANCHETA JR.
Instructor

2. Class Orientation

3. Class Orientation

4. Class Orientation

5. Choose a word from the Word Cloud
and explain its relevance/relationship to
assessment!

6. LESSON 1:
Basic Concepts and
Principles in
Assessing Learning

7. LEARNING OUTCOMES:
In this lesson, you are expected to:
describeassessmentinlearning
andrelatedconceptsand,
demonstrateunderstandingof
thedifferentprinciplesin
assessinglearning.

8. What is assessment?
RootedintheLatinwordassidere,which
means“tositbesideanother.”
Generallydefinedastheprocessofgathering
quantitativeand/orqualitativedataforthe
purposeofmakingdecisions.

9. What is Assessment in
Learning?
Asystematicandpurpose-orientedcollection,
analysis,andinterpretationofevidenceof
studentlearninginordertomakeinformed
decisionsrelevanttothelearners.
Itaimstouseevidenceonstudentlearningto
furtherpromoteandmanagelearning.
Assessmentinlearningcanbecharacterized
as(a)aprocess,(b)basedonspecific
objectives,and(c)frommultiplesources.

10. What is measurement?
The process of quantifying the attributes of
an object
What is evaluation?
Referstotheprocessofmakingvalue
judgementsontheinformationcollectedfrom
measurementbasedonspecifiedcriteria.

11. What is Testing?
Testingisthemostcommonformof
assessment.
Referstotheuseofatestorbatteryoftests
tocollectinformationonstudentlearningover
aspecificperiodoftime.
Canbecategorizedaseitheraselected
response(objectiveformat)orconstructed
response(subjectiveformat).

12. What is the significance of
TOS to the test?
TheTableofSpecification(TOS)mapsout
theessentialaspectsofatest(testobjective,
contents,topics,itemdistribution).
Isusedinthedesignanddevelopmentof
tests.

13. When is a test considered to
be good and effective?
If it has acceptable psychometric properties.
Thismeansthatatestshouldbe
valid,reliable,hasacceptable
levelofdifficulty,andcan
discriminatebetweenlearners
withhigherandlowerability.

14. What is grading?
Theprocessofassigningvaluetothe
performanceorachievementofalearner
basedonspecifiedcriteriaorstandards.
Gradescanbebasedfrom,recitation,
seatwork,homework,projects,andtests.
Gradingisaformofevaluationwhich
providesinformationwhetheralearners
passedorfailedasubjectoraparticular
assessmenttask.

15. What are the different measurement
framework used in assessment?
1.Classical Test Theory (CTT)
2.Item Response Theory (IRT)

16. What is Classical Test Theory?
Knownastruescoretheory,thisexplainsthat
variationsintheperformanceofexamineesona
givenmeasureisduetothevariationsintheir
abilities.
Assumesthatallmeasuresareimperfect
(affectedbyinternalandexternalconditions.
Providesanestimationoftheitemdifficulty
basedonthefrequencyornumberofexaminees
whocorrectlyansweraparticularitem.
Providesanestimationofitemdiscrimination
basedonthenumberofexamineeswithahigher
orlowerabilitytoansweraparticularitem.

17. What is Item Response Theory?
Analyzestestitemsbyestimatingthe
probabilitythatanexamineeanswersan
itemcorrectlyorincorrectly.
Assumesthatthecharacteristicsofanitem
canbeestimatedindependentlyofthe
characteristicsorabilityoftheexaminee
andviceversa.
Asidefromitemdifficultyand
discrimination,ITRanalysiscanprovidefit
statisticsanditemcharacteristicscurve.

18. What are the different types of
assessment in learning?
1.Formative Assessment
2.Summative Assessment
3.Diagnostic Assessment
4.Placement Assessment
5.Traditional Assessment
6.Authentic Assessment

19. 1. Formative Assessments
Providesinformationtobothteachersand
learnersonhowtheycanimprovethe
teaching-learningprocess.
Usedatthebeginningandduringinstruction
forteacherstoassesslearner’s
understanding.
Canbeusedtoinformlearnersabouttheir
strengthsandweaknessestoenablethemto
takestepstolearnbetterandimprovetheir
performancesastheclassprogresses.

20. 2. Summative Assessments
Aimstodeterminelearners’masteryofcontentor
attainmentoflearningoutcomes.
Typicallyusedforevaluatinglearners’performancein
classandprovidingteacherswithinformationabout
theteachingeffectivenessoftheirteachingstrategies
andhowtheycanimprovetheirinstructioninthe
future.
Caninformlearnersaboutwhattheyhavedonewell
andwhattheyneedtoimproveonintheirfuture
classesorsubjects.

21. 3. Diagnostic Assessment
Aimstodetectthelearningproblemsor
difficultiesofthelearnerssothatcorrective
measuresorinterventionsaredonetoensure
learning.
Donerightafterseeingsignsoflearning
problemsinthecourseofteaching.
Canalsobedoneatthebeginningofthe
schoolyearforaspirally-designed
curriculum.

22. 4. Placement Assessment
Done at the beginning of the school year to
determine what the learners already know or
what are their needs that could inform the
design of instruction.
Grouping of learners based on the results of
the placement is done before instruction.
Example: Entrance Examination

23. 5. Traditional Assessment
Referstotheuseofconventional
strategies/tools.
Typicallyusedasthebasisforevaluatingand
gradinglearners.
Viewedasaninauthentictypeof
assessment.

24. 7. Authentic Assessment
Referstotheuseofassessmentstrategiesor
toolsthatallowlearnerstoperformorcreate
aproductthatismeaningfultothelearners.
ThemostAuthenticAssessmentsarethose
thatallowperformancethatmostclosely
resemblereal-worldtasksorapplicationsin
realworldsettingsorenvironments.

25. What are the different principles in
assessing learning?
1.Assessment should have a clear
purpose.
2.Assessment is not an end in itself.
3.Assessment is an ongoing,
continuous, and a formative process.
4.Assessment is learner-centered.

26. What are the different principles in
assessing learning?
5.Assessmentisbothprocessandproduct-
oriented.
6.Assessmentmustbecomprehensiveand
holistic.
7.Assessmentrequirestheuseofappropriate
measures.
8.Assessmentshouldbeasauthenticas
possible.

27. ACTIVITY 1: CONCEPT
MAPPING
DIRECTION:
1.Createagraphicorganizertosummarize
andencapsulatethefundamentalconceptsand
principlesinvolvedinassessinglearning.
2.Followingtheillustration,elucidate/explain
therelationshipsamongtheconcepts.

28. THANK YOU!

29. LESSON 2:
Assessment Purposes,
Learning Targets, and
Appropriate Methods

30. LEARNING OUTCOMES:
In this lesson, you are expected to:
explainthepurposeofclassroom
assessmentand,
formulatelearningtargetsthat
matchappropriateassessment
methods.

31. What is the purpose of
classroom assessment?
Purpose of assessment may be classified in
terms of the following:
1.Assessment of Learning
2.Assessment for Learning
3.Assessment as Learning

32. 1. What is Assessment of
Learning?
Referstotheuseofassessmenttodetermine
learners’acquiredknowledgeandskillsfrom
instructionandwhethertheywereableto
achievethecurriculumoutcomes.
It’sgenerallysummativeinnature.

33. 2. What is Assessment for
Learning?
Referstotheuseofassessmenttoidentify
theneedsoflearnersinordertomodify
instructionorlearningactivitiesinthe
classroom.
Itisformativeinnatureanditismeantto
identifygapsinlearningexperiencesof
learnerssotheycanbeassistedinachieving
thecurriculumoutcomes.

34. 3. What is Assessment as
Learning?
Referstotheuseofassessmenttohelp
learnersbecomeself-regulated.
Itisformativeinnatureandmeanttouse
assessmenttasks,results,andfeedbackto
helplearnerspracticeself-regulationand
makeadjustmentstoachievethecurriculum
outcomes.

35. What are the roles of classroom
assessment in the teaching-learning
process?
1. Formative
2. Diagnostic
3. Evaluative
4. Facilitative
5. Motivational
Focusesonacquiringinformationonthecurrent
statusandleveloflearner’sknowledgeandskillsor
competencies.
Focusesonidentifyingspecificlearner’sweaknesses
ordifficultiesthatmayaffecttheirachievement.
Focusesonmeasuringlearners’performanceor
achievementforthepurposeofmakingjudgementor
gradinginparticular.
Focusesonimprovingtheteaching-learningprocess.
Focusesonprovidingmechanismsforlearnerstobe
motivatedandengagedinlearningandachievement
intheclassroom.mechanisms

36. What are Learning Targets?
Arestatementsonwhatlearnersare
supposedtolearn,andwhattheycando
becauseofinstruction.
Learningtargetsspecifyboththecontentand
criteriaoflearning.

37. How are Learning targets different and
related to Goals, Standards, and
Objectives?
Goalsaregeneralstatementsaboutdesired
learneroutcomesinagivenyearorduring
thedurationofaprogram.
Standardsarespecificstatementsaboutwhat
learnersshouldknowandarecapableof
doingataparticulargradelevel,subject,or
course.Types:(1)Content,(2)Performance,
(3)Development,and(4)GradeLevel.
Objectivesarespecificstatementsof
learners’performanceattheendofan
instructionalunit.

38. What are the 3 domains of
Bloom’s Taxonomy?
1. Cognitive
2. Affective
3. Psychomotor
Knowledge-based goals
Skills-based goals
Feelings/Emotions-
based goals

39. Bloom’s Taxonomy of Educational
Objectives in the Cognitive Domain

40. Revised Bloom’s Taxonomy of
Educational Objectives in the Cognitive
Domain (Anderson & Krathwohl, 2001)

42. Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
1.
Knowledge
Recall or recognition
of learned materials
like concepts, events,
facts, ideas, and
procedures.
Define, recall, name,
enumerate, and label
1.
Remember
Recognizing and
recallingfacts.
Identify,list,name,
underline, recall,
retrieve,locate

43. Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
2.
Comprehen
sion
Understand the
meaningoflearned
material,including
interpretation,
explanation, and
literaltranslation.
Explain, describe,
summarize,discusses,
andtranslates
2.
Understand
Understandingwhat
the information
means.
Describe,determine,
interpret,explain,
translate, and
paraphrase

44. Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
3.
Application
Useofabstractideas,
principles,ormethods
tospecificconcrete
situations.
Apply,demonstrate,
produce,illustrate,and
use.
3.Apply Applyingthefacts,
rules,concepts,and
ideasinanother
context.
Apply, employ,
practice,relate,use,
implement,carryout,
andsolve.

45. Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
4. Analysis Separationofaconcept
orideaintoconstituent
partsorelementsand
anunderstandingofthe
natureandassociation
amongtheelements.
Compare, contrast,
categorize,classifies,
andcalculates.
4.AnalyzeBreaking down
informationintoparts.
Analyze, calculate,
examine, test,
compare,differentiate,
organize,andclassify.

46. Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
5. Synthesis Construction of
elementsorpartsfrom
differentsourcestoform
amorecomplexor
novelstructure.
Compose,construct,
create,design,and
integrate.
6.Create Combiningpartsto
makeawhole.
Compose, produce,
develop,formulate,
devise, prepare,
design, construct,
propose,andre-
organize.

47. Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
6.
Evaluation
Makingjudgmentof
ideasormethodsbased
on sound and
establishedcriteria.
Appraise,evaluate,
judge,conclude,and
criticize.
5.EvaluateJudgingthevalueof
informationordata.
Assess, measure,
estimate,evaluate,
critique,andjudge.

48. Knowledge Dimensions
KNOWLEDGE DESCRIPTION SAMPLE
QUESTION
1.Factual Thisisbasicindiscipline.Ittellsthefactsorbits
ofinformation.Thistypeofknowledgeusually
answersquestionsthatbeginwithwho,where,
what,andwhen.
Whatisthe
capitalcityofthe
Philippines?
2.ConceptualIttellstheconcepts,generalizations,principles,
theories,andmodelsthatoneneedstoknowina
discipline.Usually,answersquestionsthatbegin
withwhat?
Whatmakesthe
Philippinesthe
“Pealofthe
orientsea”?
3.ProceduralIttellstheprocesses,steps,techniques,
methodologies,orspecificskillsneededin
performingaspecifictask.Usuallyanswers
questionsthatbeginwithhow.
How dowe
developitems
for an
achievement
test?
4.
Metacognitive
Itmakesoneunderstandthevalueoflearningin
one’slife.Itrequiresreflectiveknowledgeand
strategiesonhowtosolveproblemsorperforma
taskthroughunderstandingoneselforcontext.
Whyisteaching
the most
suitablecourse
foryou?

49. Types of Learning Targets
1. Knowledge
targets
Referstothefactual,conceptual,and
proceduralinformationthatlearnersmust
learninasubjectorcontentarea.
Knowledge-basedthoughtprocessesthat
learnersmustlearn.Itinvolvesapplication
ofknowledgeinproblem-solving,
decision-making,andothertasksthat
requirementalskills.
Useofknowledgeand/orreasonto
performordemonstratephysicalskills.
Useofknowledge,reasoning,andskillsin
creatingaconcreteortangibleproduct.
2. Reasoning
targets
3. Skills
targets
4. Product
targets

50. Sample Learning Targets
Objective Learning Targets
At the end of the lesson, the
students should be able to
demonstrate their ability to
write the literature review
section of a thesis proposal.
K-“Icanexplainthe
principlesinwritingthe
literaturereviewofathesis
proposal.”
R-”Ican argue the
significanceofmythesis
throughliteraturereview.”
S-Icansearchandorganize
relatedliteraturefromvarious
sources.”
P-Icanwriteeffective
literaturereviewsectionofa
thesisproposal.”

51. What is the relationship of Learning
Targets to assessment?
1.ClarityofExpectations:Learningtargetsprovideclearstatements
ofwhatstudentsareexpectedtoknow,understand,andbeableto
dobytheendofalesson,unit,orcourse.Assessmentmeasures
whetherstudentshaveachievedthesetargets.
2.Alignment:Learningtargetsshouldbealignedwithcurriculum
standards,instructionalobjectives,andassessmentcriteria.
Assessmentsshoulddirectlyreflectthelearningtargetstoensure
thattheyeffectivelymeasurestudentattainmentoftheintended
knowledgeandskills.
3.AssessmentDesign:Learningtargetsguidethedesignof
assessments.Educatorsdevelopassessmenttasks,questions,
andrubricsbasedonthespecificlearningtargetstobeassessed.
Thisalignmentensuresthatassessmentsaremeaningfuland
relevanttothelearningobjectives.

52. What is the relationship of Learning
Targets to assessment?
4.FeedbackandProgressMonitoring:Assessmentsprovide
valuablefeedbacktobothstudentsandteachersregardingstudent
understandingandprogresstowardachievingthelearningtargets.
Throughassessmentresults,teacherscanidentifyareasofstrength
andareasneedingimprovement,whilestudentscangaugetheirown
learningandidentifyareasforgrowth.
5.DifferentiationandPersonalization:Learningtargetshelp
teachersdifferentiateinstructiontomeetthediverseneedsofstudents.
Similarly,assessmentscanbedesignedtoprovideopportunitiesfor
studentstodemonstratetheirunderstandinginvariousways,
accommodatingdifferentlearningstylesandpreferences.
6.GoalSettingandReflection:Learningtargetsprovideabasisfor
settinglearninggoalsandobjectives.Assessmentresultsinform
studentsandteachersaboutprogresstowardthesegoals,prompting
reflectiononlearningstrategiesandareasforfurtherdevelopment.

53. What is the relationship of Learning
Targets to assessment?
7.InstructionalPlanning:Learningtargetsguideinstructional
planningbyinformingtheselectionofteachingstrategies,resources,
andactivitiesthatbestsupportstudentattainmentofthedesired
learningoutcomes.Assessmentdataalsoinforminstructionaldecision-
making,allowingteacherstoadjusttheirapproachesbasedonstudent
needs.
INSHORT,learningtargetsGUIDE
teachersinselectingappropriate
assessmentmethodsinlearning.

54. Matching Learning Targets with Paper-
and Pencil Types of Assessment
Learning
Targets
Selected
Response
Constructed
Response
MCT/FMTSAPSEssay
Knowledge AAAAAAAAAAAAAAAAAA
Reasoning AA A A AAAAAAA
Skills A A A A AA AA
Product A A A A A A
NOTE:MC-MatchingType,T/F-TrueorFalse,MT-
MatchingType,SA-ShortAnswer,PS-ProblemSolving,
MORE“A”MEANBETTERMATCHES.

55. Matching Learning Targets with Other
Types of Assessment
Learning Targets PB TP R O
Knowledge A AAA AAA AA
Reasoning AA AA AAA AA
Skills AA AAA A AA
Product AAA AAA A A
NOTE:PB-Project-Based,P-Portfolio,R-Recitation,
O-Observation,MORE “A”MEAN BETTER
MATCHES.

56. Activity2:CaseStudyAnalysis:
“AssessingLearninginaThird-Grade
MathematicsClass”
Background:
Mrs.Thompsonteachesthird-grademathematicsatOakridge
ElementarySchool.Sheisinthemidstofaunitonmultiplicationand
division,andshewantstoassessherstudent’sunderstandingofthese
foundationalconcepts.Mrs.Thompsonhasadiversegroupof25
studentsinherclass,eachwithvaryinglevelsofmathematical
proficiency.
Scenario:
Mrs.Thompsonisplanningherunitassessmentandwantstoensure
thatitaccuratelymeasuresherstudents'masteryofmultiplicationand
divisionskills.Shedecidestodesignavarietyofassessmenttasksto
accommodatedifferentlearningstylesandabilities.

57. Theassessmentincludesthefollowingcomponents:
WrittenAssessment:Awrittentestconsistingofacombinationof
multiple-choicequestions,short-answerquestions,andword
problemsrelatedtomultiplicationanddivision.
Hands-OnActivities:Hands-onactivitiessuchasmanipulative-
basedtasksandgroupproblem-solvingexercisestoassess
students'abilitytoapplymultiplicationanddivisionconceptsin
real-worldcontexts.
PerformanceTasks:Performancetaskswherestudents
demonstratetheirunderstandingthroughactivitieslikecreating
arrays,solvingwordproblemsindependently,andexplainingtheir
problem-solvingstrategies.
AsMrs.Thompsonreviewsherassessmentplan,sheconsiders
howtoprovideconstructivefeedbacktoherstudents.Shewants
toensurethatherfeedbackissupportiveandencouragesstudents
toreflectontheirlearningprogress.

58. How to Write Your Case
Analysis

59. ANSWER:
PROBLEMSTATEMENT:
Mrs.Thompson,athird-grademathematics
teacheratOakridgeElementarySchool,needs
todesignaneffectiveassessmenttomeasure
herstudents'understandingofmultiplication
anddivisionconcepts.Shefacesthechallenge
ofaccommodatingdiverselearnerswhile
ensuringthattheassessmentalignswith
learningobjectivesandprovidesmeaningful
feedbacktosupportstudentlearning.

60. ANSWER:
Recommendation:
Toaddressthesechallenges,Mrs.Thompson
shouldcontinuewithhermultifaceted
assessmentapproach,includingwritten
assessments,hands-onactivities,and
performancetasks.Sheshouldalsoimplement
strategiesforprovidingpersonalizedand
constructivefeedbacktailoredtoeachstudent's
needsandperformance.

61. ANSWER:
EvidenceandSupportingArguments:
MultifacetedAssessmentApproach:Incorporatingvariousassessment
componentsallowsMrs.Thompsontocaptureaholisticviewofherstudents'
understandingofmultiplicationanddivision.Writtenassessmentsprovide
insightintostudents'conceptualunderstandingandproceduralfluency,while
hands-onactivitiesandperformancetasksassesstheirabilitytoapplythese
conceptsinreal-worldcontexts.
AccommodatingDiverseLearners:Theinclusionofhands-onactivitiesand
performancetasksenablesMrs.Thompsontocatertostudentswithdiverse
learningstylesandabilities.Manipulative-basedtasksandgroupproblem-
solvingexercisesofferopportunitiesforactiveengagementandpromote
deeperunderstandingamongstudentswithvaryinglevelsofmathematical
proficiency.
PersonalizedFeedback:Byprovidingpersonalizedfeedbackbasedon
individualstudentperformance,Mrs.Thompsoncanaddressspecificstrengths
andareasforimprovement.Constructivefeedbackencouragesstudentsto
reflectontheirlearningprogressandfostersagrowthmindset.Additionally,
offeringguidanceonproblem-solvingstrategieshelpsstudentsdevelopcritical
thinkingskillsandenhancestheiroverallmathematicalproficiency.

62. ANSWER:
Conclusion:
Inconclusion,Mrs.Thompson'smultifacetedassessment
approach,coupledwithpersonalizedfeedback
strategies,allowshertoeffectivelyassessherstudents'
understandingofmultiplicationanddivisionconceptsin
thethird-grademathematicsclassatOakridge
ElementarySchool.Byaccommodatingdiverselearners
andfosteringreflectionandgrowththroughconstructive
feedback,Mrs.Thompson promotesstudent
engagement,learning,anddevelopmentinmathematics.

63. Activity 3: Assessment Plan
SUBJECT
SPECIFICLESSON
LEARNINGOBJECTIVES
LEARNINGTARGETS
ASSESSMENT ACTIVITY/TASK
Whyuseofthisassessment?
Howdoesthisassessmenttask/
activity improve your
instruction?
Howdoesthisassessment
task/activityhelpyourlearners
achievetheintendedlearning
objectives?

64. THANK YOU!

65. LESSON 3:
Different
Classifications of
Assessment

66. LEARNING OUTCOMES:
In this lesson, you are expected to:
illustratescenariosintheuseof
different classificationsof
assessment,
Rationalizethepurposesofdifferent
formsofassessment,and
Decideonthekindofassessmentto
beused.

67. What are the different
classifications of assessment?
CLASSIFICATION TYPE
1. PURPOSE EDUCATIONAL
PSYCHOLOGICAL
2. FORM PAPER-AND-PENCIL
PERFORMANCE -BASED
3. FUNCTION TEACHER-MADE
STANDARDIZED
4. KIND OF LEARNING ACHIEVEMENT
APTITUDE
5. ABILITY SPEED
POWER
6. INTERPRETATION OF
LEARNING
NORM-REFERENCED
CRITERION-REFERENCED

68. 1. PURPOSE
a. Educational
Usedinaschoolsettingfor
thepurposeoftrackingthe
growthofthelearnersand
gradingtheirperformance.
Comesfromformativeand
summativeassessmentsto
provideinformationabout
studentlearning.
Parallelismbetweentasks
providedmustbeobserved.
totrackthegrowthofthe
learnersandgrade.
b. Psychological
Thesearetestsandscalesthat
measuresanddeterminethe
learner’scognitiveandnon-
cognitivecharacteristics.
Examples:Ability,aptitude,
intelligence,andcriticalthinking.
Affectivemeasures for
personality,motivation,attitude,
interest,anddisposition.
UsedbyGC forlearners’
academic,career,andsocial
andemotionaldevelopment.

69. 2. FORM
a. Paper-&-Pencil
Arecognitivetasksthat
requireasinglecorrect
answer.
Usuallycomeintesttypes
(TorF,Identification,MT,
MC).
Pertaintoaspecific
cognitive skill
(Remembering,
Understanding,Applying,
Analyzing,Evaluating,and
Creating).
b. Performance-based
Requires studentsto
perform tasks
(demonstrations,arriveat
product,showstrategies,
presentinformation).
Focuses on skills
development thatare
complex.
Usuallyopen-ended,and
eachlearnerarriveswith
variouspossibleresponses.

70. Check your understanding!
1.Colortheshapesaccordingtotheinstructions.
2.Connectthedotstorevealthehiddenpicture.
3.Circlethewordthatrhymeswith'cat'.
4.Drawalinetomatcheachnumbertoitscorresponding
quantity.
5.Writethemissinglettertocompletetheword.
6.Reciteashortpoemaboutfriendshipinfrontoftheclass.
7.Buildamodelofasimplemachineusingclassroom
materials.
8.Demonstratehowtoproperlywashyourhandstokeep
germsaway.
9.Role-playascenariowhereyou'reshowingkindnesstoa
friend.
10.Presentashortstoryyouwroteaboutyourfavoriteanimal
totheclass.

71. 3. FUNCTION
a. Teacher-made
Also called non-
standardized, usually
intendedforclassroom
assessment.
Areusedforclassroom
purposes, such as
determining whether
learnershavereachedthe
learningtarget.
Examples:Formativeand
summativeassessments
b. Standardized
Havefixeddirectionsfor
administering,scoring,and
interpretingresults.
Canbepurchasedwithtest
manuals, booklets,and
answersheets.
Sampledonalargenumberof
targetgroupscalledthenorm.

72. 4. Kind of Learning
a. Achievement
Measurewhatlearners
have learned after
instructionoraftergoing
throughaspecificcurricular
program.
Measureofwhataperson
haslearnedwithinorupto
agiventime.
Measuretheaccomplished
skillsandindicatewhata
personcandoatpresent.
b. Aptitude
Aptitudesarecharacteristicsthat
influenceaperson’sbehaviorthat
aidgoalattainmentinaparticular
situation.
Referstothedegreeofreadiness
tolearnandperformwellina
particularsituationordomain.
Examples;Abilitytocomprehend
instructions,manageone’stime,
useacquiredknowledge,manage
emotions, make good
inferences/generalizations,etc.

73. 5. Ability
a. Speed Tests
Aspeedtestmeasureshowquickly
anindividualcancompleteagiven
taskorsetoftaskswithinaspecific
timeframe.
Theemphasisisoncompletingtasks
withaccuracyandefficiency,
focusingonthespeedof
performance.
Examplesofspeedtestsinclude
timed math drills,reading
comprehensiontestswithtimelimits,
andtimedtypingexercises.
Speedtestsareoftenusedtoassess
processingspeed,reactiontime,and
theabilitytoworkefficientlyunder
timepressure
b. Power Tests
Apowertestassessesanindividual's
abilitytosolvecomplexproblemsor
performtasksthatmaynotnecessarily
beconstrainedbytimelimits.
Thefocusofapowertestisonthe
depthofunderstanding,problem-
solvingability,andcognitiveskills
requiredtotacklechallengingtasks.
Examplesofpowertestsinclude
standardizedtestsliketheSATor
GRE,whichincludequestionsof
varyingdifficultylevelsandallowtest-
takerstospendmoretimeoneach
question.
Powertestsaimtomeasureintellectual
capacity,reasoningability,andthe
applicationofknowledgeinmoreopen-
endedcontexts.

74. 6. Interpretation of Learning
a. Norm-referenced
Purpose:Norm-referencedtestsare
designedtocompareanindividual's
performanceagainstagroupofpeers
ora"norminggroup."
Interpretation:Scoresarereportedin
percentiles,whichindicatewherean
individual'sperformanceranksrelative
toothersinthenorminggroup.
Focus:Thefocusisonrelativestanding
andrankingamongtesttakersrather
thanmasteryofspecificcontent.
Examplesofnorm-referencedtests
includestandardizedachievementtests
liketheScholasticAptitudeTest(SAT),
AmericanCollegeTesting(ACT),and
intelligencequotient(IQ)tests.
b. Criterion-referenced
Purpose:Criterion-referencedtests
aimtoevaluateanindividual'slevelof
masteryorproficiencyinspecific
contentareasorskills.
Interpretation:Scoresindicatethe
degreetowhichtheindividualhasmet
predeterminedcriteriaorstandards.
Focus:Thefocusisonwhetherthe
individualhasachievedacertainlevel
ofproficiencyormasteryinthecontent
areabeingassessed.
Examples:Statestandardizedtests,
licensureexams,proficiencyexams,
masterytests.

75. ACTIVITY 4: (TRUE OR
FALSE)
1.TrueorFalse:TheSATisanexampleofa
psychologicalassessment.
2.TrueorFalse:Performance-basedassessmentsare
alwayspaper-and-penciltests.
3.TrueorFalse:Teacher-madeassessmentsare
standardizedtests.
4.TrueorFalse:Anachievementtestmeasures
inherentabilities.
5.TrueorFalse:Aptitudetestsassessspecificskillsor
knowledge.

76. ACTIVITY 4: (TRUE OR
FALSE)
6.TrueorFalse:Speedisameasureofhowquickly
taskscanbecompleted.
7.TrueorFalse:Powertestsfocusonthedepthor
complexityofproblem-solvingabilities.
8.TrueorFalse:Norm-referencedtestscompare
individuals'performanceagainstpredetermined
standards.
9.TrueorFalse:Criterion-referencedtestsdetermineif
individualshavemetspecificcriteriaorstandards.
10.TrueorFalse:IQtestsareexamplesofeducational
assessments.

77. ACTIVITY 4: (TRUE OR
FALSE)
11.TrueorFalse:Aspellingtestisaperformance-based
assessment.
12.TrueorFalse:Standardizedtestsarealways
teacher-made.
13.TrueorFalse:Aptitudetestsmeasureachievement
inaspecificsubjectarea.
14.TrueorFalse:Criterion-referencedtestsfocuson
rankingtesttakersrelativetoeachother.
15.TrueorFalse:TheGRE(GraduateRecord
Examination)isanexampleofaspeedtest.

78. ACTIVITY 4: (TRUE OR
FALSE)
16.TrueorFalse:Powertestsassesstherateor
efficiencyofcompletingtasks.
17.TrueorFalse:Psychologicalassessmentsmeasure
cognitiveabilitiesandemotionalintelligence.
18.TrueorFalse:Teacher-madeassessmentsare
designedtocompareindividuals'performanceagainst
eachother.
19.TrueorFalse:Criterion-referencedtestsareusedto
determineifindividualshaveachievedspecific
standards.
20.TrueorFalse:TheACT(AmericanCollegeTesting)
isanorm-referencedtest.

79. LET’S CHECK!
1.TrueorFalse:TheSATisanexampleofa
psychologicalassessment.
2.TrueorFalse:Performance-based
assessmentsarealwayspaper-and-penciltests.
3.TrueorFalse:Teacher-madeassessmentsare
standardizedtests.
4.TrueorFalse:Anachievementtestmeasures
inherentabilities.
5.TrueorFalse:Aptitudetestsassessspecific
skillsorknowledge.
F
F
F
F
F

80. LET’S CHECK!
6.TrueorFalse:Speedisameasureofhow
quicklytaskscanbecompleted.
7.TrueorFalse:Powertestsfocusonthedepth
orcomplexityofproblem-solvingabilities.
8.TrueorFalse:Norm-referencedtestscompare
individuals'performanceagainstpredetermined
standards.
9.TrueorFalse:Criterion-referencedtests
determineifindividualshavemetspecificcriteria
orstandards.
10.TrueorFalse:IQtestsareexamplesof
educationalassessments.
T
T
T
T
F

81. LET’S CHECK!
11.TrueorFalse:Aspellingtestisaperformance-
basedassessment.
12.TrueorFalse:Standardizedtestsarealways
teacher-made.
13.TrueorFalse:Aptitudetestsmeasure
achievementinaspecificsubjectarea.
14.TrueorFalse:Criterion-referencedtestsfocus
onrankingtesttakersrelativetoeachother.
15.TrueorFalse:TheGRE(GraduateRecord
Examination)isanexampleofaspeedtest.
T
F
F
F
F

82. LET’S CHECK!
16.TrueorFalse:Powertestsassesstherateor
efficiencyofcompletingtasks.
17.TrueorFalse:Psychologicalassessments
measurecognitiveabilitiesandemotional
intelligence.
18.TrueorFalse:Teacher-madeassessmentsare
designedtocompareindividuals'performance
againsteachother.
19.TrueorFalse:Criterion-referencedtestsare
usedtodetermineifindividualshaveachieved
specificstandards.
20.TrueorFalse:TheACT(AmericanCollege
Testing)isanorm-referencedtest.
F
T
F
T
T

83. THANK YOU!

84. LESSON 4 :
Planning a Written
Test (2 Weeks)

85. LEARNING OUTCOMES:
Inthislesson,youareexpectedto:
setappropriateinstructional
objectivesforawrittentestand
prepareatableofspecifications
forawrittentest.

86. Why do you need to define the test
objectives or learning outcomes
targeted for assessment?
Cleararticulationoflearningoutcomesare
primaryconsiderationinlessonplanning
becauseitservesasthebasisforevaluatingthe
effectivenessoftheteachingandlearning
processdeterminedthroughtestingor
assessment.
Learningobjectives/outcomesaremeasurable
statementsthatarticulate,atthebeginning
course,whatstudentsshouldknowandbeable
todoorvalueasaresultoftakingthecourse.

87. Why do you need to define the test
objectives or learning outcomes
targeted for assessment?
Theselearninggoalsprovidetherationalefor
thecurriculumandinstruction.
Theyprovideteacherswiththefocusand
directiononhowthecourseistobehandled,
particularlyintermsofcoursecontent,
instruction,andassessment,andprovide
studentswiththereasonsandmotivationto
studyandpersevere.
Settingobjectivesforassessmentistheprocess
ofestablishingdirectiontoguideboththe
teacherinteachingandthestudentinlearning.

88. What are the objectives for testing?
Indevelopingawrittentest,thecognitive
behaviorsoflearningoutcomesareusually
targeted.
Forthecognitivedomain,itisimportantto
identifythelevelsofbehaviorexpectedfrom
students.

89. What is a table of specifications?
Sometimescalledatestblueprint.
Atoolusedbyteacherstodesignatest.
Itisatablethatmapsoutthetest
objectives,contents,ortopicscoveredby
thetest,thelevelsofcognitivebehaviorto
bemeasured,thedistributionofitems,the
number,placement,andweightsoftest
items,andthetestformat.
Generally,TOSispreparedbeforeatestis
created.

90. Why is TOS important?
Ensuresthattheinstructionalobjectivesandwhat
thetestcapturesmatch.
Ensuresthatthetestdeveloperwillnotoverlook
detailsthatareconsideredessentialtoagood
test.
Makesdevelopingatesteasierandmore
efficient.
Ensuresthatthetestwillsampleall-important
contentareasandprocesses.
Isusefulinplanningandorganizing.
Offersanopportunityforteachersandstudentsto
clarifyachievementexpectations.

91. SAMPLE TOS

92. What are the general steps in
developing a TOS?
1.Determinetheobjectivesofatest.For
awrittentest,youcanconsidercognitive
objectives,rangingfromrememberingto
creatingideas,thatcouldbemeasured
usingcommonformatsfortesting.
2.Determinethecoverageofthetest.
Onlytopicsorcontentsthathavebeen
discussedinclassandarerelevantshould
beincludedinthetest.

93. What are the general steps in
developing a TOS?
3.Calculatetheweightforeachtopic.
Topics/Learning ContentTime Spent (No. of
Hours)
Percentage of Time
Theories and Concepts 30 MINUTES 10 %
Psychoanalytic Theories 90 MINUTES 30%
Trait Theories 60 MINUTES 20%
Humanistic Theories 30 MINUTES 10%
Cognitive Theories 30 MINUTES 10%
Behavioral Theories 30 MINUTES 10%
Social Learning Theories 30 MINUTES 10%
TOTAL 300 MINUTES (5 hrs) 100%

94. What are the general steps in
developing a TOS?
4.Determinethenumberofitemsforthe
wholetest.
Todeterminethenumberofitemstobeincludedin
thetest,theamountoftimeneededtoanswerthe
itemsisconsidered.
Generalrule:Studentsaregiven30-60secondsfor
eachitemintestformatswithchoices,hence,fora
1-hourclass,thetestshouldnotexceed60items.
However,becauseyouneedalsotogivetimefor
distributionetc.,thenumberofitemsshouldbeless
ormaybejust50items.

95. What are the general steps in
developing a TOS?
5.Determinethenumberofitemsper
topic.
Topics/Learning Content Percentage of Time No. of Items
Theories and Concepts 10 % 5
Psychoanalytic Theories 30% 15
Trait Theories 20% 10
Humanistic Theories 10% 5
Cognitive Theories 10% 5
Behavioral Theories 10% 5
Social Learning Theories 10% 5
TOTAL 100% 50 items

96. SAMPLE TOS

97. What are the different formats
of a TOS?
1.One-WayTOS
Mapsoutthecontentortopic,testobjectives,
numberofhoursspent,andformat,number,and
placementofitems.
ThistypeofTOSiseasytodevelopanduse
becauseitjustworksaroundtheobjectiveswithout
consideringthedifferentlevelsofcognitive
behaviors.

98. What are the different formats
of a TOS?
SampleofOne-WayTOS

99. What are the different formats
of a TOS?
2.Two-WayTOS
Reflectsnotonlycontent,timespent,testcontent,
andnumberofitemsbutalsothelevelsofcognitive
behaviortargetedpertestcontentbasedonthe
theorybehindcognitivetesting.
Oneadvantageisthatitallowsonetoseethe
levelsofcognitiveskillsanddimensionsof
knowledgethatareemphasizedbythetest.
Alsoshowstheframeworkofassessmentusedin
thedevelopmentofthetest.

100. What are the different formats
of a TOS?
SampleofTwo-WayTOS

101. What are the different formats
of a TOS?
3.Three-WayTOS
Reflectsthefeaturesofone-wayandtwo-wayTOS.
Oneadvantageisthatitchallengesthetestwriterto
classifyobjectivesbasedonthetheorybehindthe
assessment.
Italsoshowsthevariabilityofthinkingskills
targetedbythetest.
However,ittakesmuchlongertodevelopthistype
ofTOS.

102. What are the different formats
of a TOS?
SampleofThree-WayTOS

103. ACTIVITY 5: Experiential
Learning (TOS Makin)
1.IdentifyasubjectinElementaryfromGrades1-6.
2.AskfortheSyllabusofthechosensubjecttothe
subjectteacher.
3.UsingtheTOSformatofDMMMSU,createaTOSfor
thethirdorfourthquarterdependingonthesubject
teacher’schoice.
4.SubmitthecreatedTOStothesubjectteacherfor
correctionsandscoring!
5.SubmitthecreatedTOSandtheresultofthe
evaluationtome.

104. Rubrics for the TOS!
1 Point 2 Points 3 Points 4 Points 5 Points
1. Clarity of
Objectives
Objectives are
unclear and
misaligned.
Some objectives are
unclear or
misaligned.
Most objectives are
clear and aligned.
Objectives are clearly
defined and well-
aligned.
Objectives are
exceptionally clear
and perfectly
aligned.
2. Coverage of
Content
Major content areas
are missing or
incomplete.
Some major content
areas are missing.
Most major content
areas are covered.
All major content
areas are covered.
All major content
areas are
comprehensively
covered.
3. Depth of Content
Content depth is
lacking and
superficial.
Content depth is
inconsistent.
Content depth is
adequate.
Content depth is
substantial.
Content depth is
profound and
comprehensive.
4. Balance of
Cognitive Levels
Imbalance in
cognitive levels.
Some imbalance in
cognitive levels.
Adequate balance of
cognitive levels.
Good balance of
cognitive levels.
Excellent balance of
cognitive levels.
5. Weightage of
Objectives
Objectives are poorly
weighted.
Some objectives are
inaccurately
weighted.
Objectives are
adequately
weighted.
Objectives are well-
weighted.
Objectives are
perfectly weighted.
6. Clarity of
Assessment
Methods
Assessment
methods are unclear.
Some assessment
methods are unclear.
Assessment
methods are mostly
clear.
Assessment
methods are clear
and concise.
Assessment
methods are
exceptionally clear.
7. Format and
Organization
Poorly organized
and difficult to
follow.
Somewhat
disorganized and
challenging to
follow.
Mostly well-
organized and easy
to follow.
Well-organized and
easy to follow.
Exceptionally well-
organized and easy
to follow.
8. Adaptability and
Flexibility
Table is not
adaptable or flexible.
Table has limited
adaptability or
flexibility.
Table is somewhat
adaptable and
flexible.
Table is adaptable
and flexible.
Table is highly
adaptable and
flexible.

105. THANK YOU!

106. LESSON 5:
Construction of
Written Tests (2
Weeks)

107. LEARNING OUTCOMES:
1.Identifytheappropriatetest
formattomeasurelearning
outcomes,and
2.Applythegeneralguidelines
inconstructingtestitemsfor
differenttestformats.

108. What are the general guidelines for
choosing the appropriate test format?
1.Whataretheobjectivesordesiredlearningoutcomes
ofthesubject/unit/lessonbeingassessed?
2.Whatlevelofthinkingistobeassessed
(remembering,understanding,applying,analyzing,
evaluating,andcreating?)Doesthecognitivelevelofthe
testquestionmatchyourinstructionalobjectives?
Note:RandU-useselected-responseformats
HOS-useconstructedresponseformats
3.Isthetestmatchedoralignedwiththecourse’sDLOs
andthecoursecontentsorlearningactivities?
4.Arethetestitemsrealistictothestudents?

109. Whatarethemajorcategoriesand
formatsoftraditionaltests?
1. Selected-
Response Tests
2. Constructed-
Response Tests
Requirelearnerstochoose
thecorrectanswersorbest
alternativefromseveral
choices.
Whiletheycoverawide
rangeoflearningmaterials
veryefficientlyandmeasure
avarietyoflearning
outcomes,theyarelimited
whenassessinglearning
outcomesthatinvolvemore
complexandhigherthinking
skills.
Requirelearnerstosupply
answerstoagivenquestion
orproblem.

110. What are examples of
selected-responses tests?
Test Description
1. Multiple
Choice Test
Isthemostcommonlyusedformatinformal
testingandtypicallyconsistsofastem
(problem)onecorrectorbestalternative
(correctanswer),and3ormoreincorrector
inferioralternatives(distractors).
2. True or False
or Alternative
Response Test
Itgenerallyconsistsofastatementand
decidingifthestatementistrue
(accurate/correct) or false
(inaccurate/incorrect).
3. Matching
Types
Itconsistsoftwosetsofitemstobe
matchedwitheachotherbasedona
specifiedattribute.

111. What are examples of
constructed-response tests?
Test Description
1. Short Answer
Test
Itconsistofopen-endedquestionsorincomplete
sentencesthatrequirelearnerstocreatean
answerforeachitem,whichistypicallyasingle
wordorshortphrase(completion,identification,
enumeration).
2. Essay Test
It consists of problems/questions that require
learners to compose or construct written
responses, usually long ones with several
paragraphs.
3. Problem-
Solving Test
It consists of problems/questions that require
learners to solve problems in quantitative or non-
quantitative settings using knowledge and skills in
mathematical concepts and procedures, and/or
other HOT skills (reasoning, analysis, critical
thinking).

112. General Guidelines for Writing
Multiple Choice Test Items
Content
1.Writeitemsthatreflectonlyonespecificcontentand
cognitiveprocessingskills.
2.Donotliftandusestatementsfromthetextbookor
otherlearningmaterialsastestquestions.
3.Keepthevocabularysimpleandunderstandable
basedontheleveloflearners/examinees.
4.Editandproofreadtheitemsforgrammaticaland
spellingbeforeadministeringthemtothelearners.

113. General Guidelines for Writing
Multiple Choice Test Items
STEM (Problem)
1. Write the directions in the stem clearly and
understandably.
2.Writestemsthatareconsistentinformandstructure,
thatispresentallitemseitherinquestionformorin
descriptiveordeclarativeform.
Faulty:
1.WhowasthePhilippinepresidentduringMartialLaw?
2.ThefirstpresidentoftheCommonwealthofthe
Philippineswas?

114. General Guidelines for Writing
Multiple Choice Test Items
STEM (Problem)
3.Wordthestempositivelyandavoiddouble
negatives,suchasNOTandEXCEPTina
stem.Ifanegativewordisnecessary,underline
orcapitalizethewordemphasis.
Faulty:Whichofthefollowingisnotameasure
ofvariability?
Good:WhichofthefollowingisNOTameasure
ofvariability?

115. General Guidelines for Writing
Multiple Choice Test Items
STEM (Problem)
4.Refrainfrommakingthestemtoowordyorcontaining
toomuchinformationunlesstheproblem/questionrequires
thefactspresentedtosolvetheproblem.
FAULTY:WhatdoesDNAstandfor,andwhatisthe
organicchemicalofcomplexmolecularstructurefoundin
allcellsandvirusesandcodesgeneticinformationforthe
transmissionofinheritedtraits?
GOOD:Asachemicalcompound,whatdoesDNAstand
for?

116. General Guidelines for Writing
Multiple Choice Test Items
OPTIONS
1.Providethree(3)tofive(5)optionsperitem,withonly
onebeingthecorrectorbestanswer/alternative.
2.Writeoptionsthatareparallelorsimilarinformand
lengthtoavoidgivingcluesaboutthecorrectanswer.
3.Placeoptionsinalogicalorder(e.g.,alphabetical,from
shortesttolongest).
4.Placecorrectresponsesrandomlytoavoidadiscernable
patternofcorrectanswers.
5.UseNone-of-the-abovecarefullyandonlywhenthereis
onecorrectanswer.

117. General Guidelines for Writing
Multiple Choice Test Items
OPTIONS
6.AvoidAlloftheAboveasanoption,especiallyifitis
intendedtobethecorrectanswer.
7.Makealloptionsrealisticandreasonable.

118. What are the general guidelines for
writing matching-type items?
Note:Matchingtypeismostappropriatewhenyouneedto
measurethelearners’abilitytoidentifytherelationshipor
associationbetweensimilaritems(parallelconcepts).
1.Clearlystateinthedirectionsthebasisformatchingthe
stimuliwiththeresponses.
FAULTY:Matchthefollowing.
GOOD:ColumnIisalistofcountrieswhileColumnII
presentsthecontinentwherethesecountriesarelocated.
Writetheletterofthecontinentcorrespondingtothe
countryonthelineprovidedinColumnI.

119. What are the general guidelines for
writing matching-type items?
2.Ensurethatthestimuliarelongerandtheresponseis
shorter.(A-longer,B-shorter).
3.Foreachitem,includeonlytopicsthatarerelatedtoone
anotherandsharethesamefoundationofinformation.
4.Maketheresponseoptionsshort,homogeneous,and
arrangedinlogicalorder.
5.Includeresponseoptionsthatarereasonableand
realisticandsimilarinlengthandgrammaticalform.
6.Providemoreresponseoptionsthanthenumberof
stimuli.

120. What are the general guidelines for
writing True or False items?
1.Includestatementsthatarecompletelytrueor
completelyfalse.
2.Usesimpleandeasy-to-understandstatements.
3.Refrainfromusingnegatives-especiallydouble
negatives.
FAULTY:Thereisnothingillegalaboutbuyinggoods
throughtheinternet.
GOOD:Itislegaltobuythingsorgoodsthroughthe
internet.
4.Avoidusingabsolutessuchas“always”and
“never”.

121. What are the general guidelines for
writing True or False items?
5.Expressasingleideaineachtestitem.
6.Avoidtheuseofunfamiliarwordsorvocabulary.
7.Avoidliftingstatementsfromthetextbookandother
learningmaterials.

122. What are the different variations of
True or False items.
1.T-FCorrectionor
ModifiedTrue-or-
FalseQuestion
2.Yes-NoVariation
3.A-BVariation
Thestatementispresentedwitha
keywordorphrasethatisunderlined,and
thelearnerhastosupplythecorrectword
orphrase.Example:MCtestisauthentic.
Thelearnerhastochooseyesorno,
ratherthantrueorfalse.
Example:Thefollowingarekindsoftest.
CircleYESifitisanauthentictestandNOif
not.tests
ThelearnerhastochooseAorB,ratherthan
TrueorFalse.
Example:Indicatewhichofthefollowingare
traditionalorauthentictestsbycirclingAifitisa
traditionaltestandBifitisauthentic.

123. What are the general guidelines for
writing short-answer test items?
Note:fill-in-the-blankorcompletiontestitems
1.Omitonlythesignificantwordsfromthestatement.
FAULTY:Everyatomhasacentral___calledanucleus.
GOOD:Everyatomhasacentralcorecalleda_____.
2.Donotomittoomanywordsfromthestatementsuchas
thattheintendedmeaningislost.
3.Avoidobviouscluestothecorrectresponse.
4.Besurethatthereisonlyonecorrectresponse.
FAULTY:Thegovernmentshouldstartusingrenewable
energysourcesforgeneratingelectricity,suchas____.
GOOD:Thegovernmentshouldstartusingrenewable
sourcesofenergybyusingturbinescalled_____.

124. What are the general guidelines for
writing short-answer test items?
5.Avoidgrammaticalcluestothecorrectresponse.
Use:a(n)
6.Ifpossible,puttheblankattheendofastatement
ratherthanatthebeginning.
FAULTY:____isthebasicbuildingblockofmatter.
GOOD:Thebasicbuildingblockofmatteris____.

125. What are the general guidelines for
writing essay tests?
Note:
Essaytestsarethepreferredformofassessment
whenteacherswanttomeasurelearners’higher-
orderthinkingskills,particularlytheirabilityto
reason,analyze,synthesize,andevaluate.
Theyaremostappropriateforassessinglearners’:
1.Understandingofsubject-mattercontent,
2.Abilitytoreasonwiththeirknowledgeofthe
subject,
3.Problem-solvinganddecisionskillsbecauseitems
orsituationspresentedinthetestareauthenticor
closetoreallifeexperiences.

126. What are the general guidelines for
writing essay tests?
1.Clearlydefinetheintendedlearningoutcometobe
assessedbytheessaytest.Useverbssuchascompose,
analyze,interpret,explain,andjustify,amongothers.
2.Refrainfromusingessaytestsforintendedlearning
outcomesthatarebetterassessedbyotherkindsof
assessment.
3.Clearlydefineandsituatethetaskwithinaproblem
situationaswellasthetypeofthinkingrequiredtoanswer
thetest.
4.Presenttasksthatarefair,reasonable,andrealistictothe
students.
5.Bespecificinthepromptsaboutthetimeallotmentand
criteriaforgradingtheresponse.

127. What are two types of essay tests?
EXTENDED-RESPONSE
Requiresmuchlonger
andmorecomplex
responses
Imagineyouareasuperherohelpingthe
environment.Describethreethingsyou
woulddotosavenatureinyour
neighborhood.Explainwhyeachactionis
importantandhowithelpsplants,animals,
andpeople.Givespecificexamples.
RESTRICTED-RESPONSE
Ismuchmorefocused
andrestrained
Thinkaboutatimeyouhelpeda
friendorafriendhelpedyou.
Describethesituationandhow
youfelt.Whatdidyoulearnabout
friendshipandkindness?Give
examples.

128. What are the general guidelines for
writing problem-solving tests?
1.Identifyandexplaintheproblem
clearly.
2.Bespecificandclearaboutthetype
ofresponserequiredfromthe
students.
3.Specifyinthedirectionsthebasisfor
grading students’
answers/procedures.

129. What are the different variations of
quantitative problem-solving items?
1.Oneanswer
choice
2.Allpossible
answerchoices
3.Type-inanswer
Thistypeofquestioncontains4/5options,
andstudentsarerequiredtochoosethe
bestanswer.EXAMPLE:Whatisthe
meanofthefollowingscoredistribution:
32,44,56,69?
Thistypeofquestionhas4/5optionsand
studentsarerequiredtochooseallofthe
correctoptions.EXAMPLE:Whichofthe
is/arethecorrectmeasure/sofcentral
tendency?Indicateallpossibleanswers.
Thistypeofquestiondoesnotprovideoptionsto
choosefrom.Instead,thelearnersareaskedto
supplythecorrectanswer.EXAMPLE:Computethe
meanofthefollowingscoredistribution:32,44,and
56.Indicateyouranswerintheblankprovided.

130. ACTIVITY 6: Experiential
Learning (Writing a Test)
1. Review the Table of Specifications (TOS):
CarefullyreviewtheTOSprovidedbyyourinstructorforthesubject
andgradingperiod.
Understandtheobjectives,contentareas,cognitivelevels,and
assessmentmethodsoutlinedintheTOS.
2.IdentifyKeyObjectivesandContentAreas:
IdentifythekeyobjectivesandcontentareasspecifiedintheTOS.
Understandthedepthandbreadthofknowledgeexpectedforeach
objective.
3.DetermineAssessmentMethods:
PayattentiontotheassessmentmethodsspecifiedintheTOSfor
eachobjectiveorcontentarea.
Understandthetypesofquestionsortasksthatwillbeusedto
assessyourunderstanding.

131. ACTIVITY 6: Experiential
Learning (Writing a Test)
4. Craft Test Questions or Tasks:
Based on the objectives and content areas outlined in the TOS, craft
test questions or tasks that align with each objective.
Ensure that the questions or tasks address the cognitive levels
specified in the TOS.
5. Distribute Questions or Tasks Evenly:
Distribute the questions or tasks evenly across the content areas
and cognitive levels specified in the TOS.
Ensure a balanced representation of different types of questions or
tasks (e.g., multiple choice, short answer, essay) if applicable.
6. Consider Time and Resources:
Consider the time allocated for the test and the resources available
for assessment.
Ensure that the test can be completed within the allotted time frame
and with the available resources.

132. ACTIVITY 6: Experiential
Learning (Writing a Test)
7. Ensure Clarity and Fairness:
Ensure that test questions or tasks are clear, concise, and free of
ambiguity.
Avoid biased language or content that may disadvantage certain groups
of students.
8. Review, Seek Feedback and Revise:
Review the test questions or tasks to ensure alignment with the TOS
and clarity of assessment.
Use feedback to refine and improve the test before finalizing it for
administration.
Revise as needed to address any gaps or inconsistencies identified
during the review process.
9. Finalize the Test:
Make any final adjustments or revisions based on feedback received.
Ensure that the test is formatted and organized in a clear and
accessible manner for students.

133. RUBRIC IN GRADING THE TEST
Criteria 1 Point 2 Points 3 Points 4 Points 5 Points
1. Alignment with TOS
Test objectives and content
poorly align with TOS.
Some alignment with TOS
objectives and content.
Adequate alignment with TOS
objectives and content.
Good alignment with TOS
objectives and content.
Excellent alignment with TOS
objectives and content.
2. Clarity and
Understandability
Test questions/tasks are
confusing and unclear.
Some questions/tasks are
unclear.
Most questions/tasks are clear
and understandable.
Questions/tasks are clear and
understandable.
Questions/tasks are
exceptionally clear and
understandable.
3. Coverage of Content
Key content areas are poorly
covered or omitted.
Some key content areas are
inadequately covered.
Most key content areas are
adequately covered.
All key content areas are well-
covered.
All key content areas are
comprehensively covered.
4. Cognitive Level
Representation
Few questions/tasks align with
specified cognitive levels.
Some questions/tasks align with
specified cognitive levels.
Most questions/tasks align with
specified cognitive levels.
Questions/tasks align well with
specified cognitive levels.
Questions/tasks align perfectly
with specified cognitive levels.
5. Variety of Question Types
Limited variety of question
types. Some variety of question types.
Adequate variety of question
types. Good variety of question types.
Excellent variety of question
types.
6. Clarity of Instructions
Instructions are unclear and
confusing. Some instructions are unclear.
Most instructions are clear and
understandable.
Instructions are clear and
understandable.
Instructions are exceptionally
clear and understandable.
7. Organization and Format
Test lacks organization and
proper formatting.
Some organization and
formatting issues present.
Test is mostly well-organized
and formatted.
Test is well-organized and
formatted.
Test is exceptionally well-
organized and formatted.
8. Accuracy of Content
Content is inaccurate or
misleading.
Some inaccuracies or
inconsistencies in content.
Content is mostly accurate and
consistent.
Content is accurate and
consistent.
Content is exceptionally
accurate and consistent.
9. Revision and Improvement
Test lacks opportunities for
revision and improvement.
Limited opportunities for
revision and improvement.
Some opportunities for revision
and improvement.
Adequate opportunities for
revision and improvement.
Comprehensive opportunities
for revision and improvement.
10. Adherence to Assessment
Policies
Test does not adhere to
assessment policies.
Limited adherence to
assessment policies.
Mostly adheres to assessment
policies.
Adheres to assessment
policies.
Fully adheres to assessment
policies.

134. THANK YOU!

135. FINAL TERM!!!

136. LESSON 6:
Establishing Test
Validity and Reliability

137. What is test validity?
A measure is valid when it measure what it is
supposed to measure.
If a quarterly exam is valid, then the contents
should directly measure the objectives of the
curriculum.

138. What are the different ways to
establish test validity?
TYPE OF
VALIDITY
DEFINITION PROCEDURE
1.CONTENT
VALIDITY
When the items
representthedomain
beingmeasured.
Theitemsarecomparedwith
theobjectivesoftheprogram.
Theitemsneedtomeasure
directlytheobjectivesor
definition. A reviewer
conductsthechecking.
2. FACE
VALIDITY
When thetestis
presentedwell,freeof
errors,andadministered
well.
Thetestitemsandlayoutare
reviewedandtriedoutona
smallgroupofrespondents.A
manualforadministrationcan
bemadeasaguideforthe
testadministrator.

139. What are the different ways to
establish test validity?
TYPE OF
VALIDITY
DEFINITION PROCEDURE
3.
PREDICTIVE
VALIDITY
Ameasure should
predictafuturecriterion.
Exampleisanentrance
exampredictingthe
gradesofthestudents
afterthefirstsemester.
Acorrelationcoefficientis
obtainedwheretheX-variable
isusedasthepredictorand
theY-variableasthecriterion.
4.
CONSTRUC
TVALIDITY
Thecomponentsor
factorsofthetestshould
containitemsthatare
stronglycorrelated.
ThePearsonrcanbeusedto
correlatetheitemsforeach
factors.However,thereisa
techniquecalledfactor
analysistodeterminewhich
itemsarehighlycorrelatedto
formafactor.

140. What are the different ways to
establish test validity?
TYPE OF
VALIDITY
DEFINITION PROCEDURE
5.
CONCURREN
TVALIDITY
When twoormore
measuresarepresentfor
each examinee that
measure the same
characteristic.
Thescoresonthemeasures
shouldbecorrelated.
6.
CONVERGEN
TVALIDITY
Whenthecomponentsof
factorsofatestare
hypothesizedtohavea
positivecorrelation.
Correlationisdoneforthefactors
ofthetest.
7. DIVERGENT
VALIDITY
Whenthecomponentsor
factorsofatestare
hypothesizedtohavea
negativecorrelation.An
exampletocorrelatearethe
scoresinatestonintrinsic
andextrinsicmotivation.
Correlationisdoneforthefactorsof
thetest.

141. What is test reliability?
Reliabilityistheconsistencyoftheresponses
tomeasureunderthreeconditions:(1)when
retestedonthesameperson;(2)when
retestedonthesamemeasure;and(3)
similarityofresponsesacrossitemsthat
measurethesamecharacteristics.

142. What are the different factors that
affect the reliability measure?
1.Thenumberofitemsinatest-Themoreitemsatesthas,
thelikelihoodofreliabilityishigh.Theprobabilityofobtaining
consistentscoresishighbecauseofthelargepoolofitems.
2.Individualdifferencesofparticipants-Everyparticipant
possessescharacteristicsthataffecttheirperformanceinatest,
suchasfatigue,concentration,innateability,perseverance,and
motivation.Theseindividualfactorschangeovertimeandaffect
theconsistencyoftheanswersinatest.
3.Externalenvironment-Theexternalenvironmentmay
includeroomtemperature,noiselevel,depthofinstruction,
exposuretomaterials,andqualityofinstruction,whichcould
affectchangesintheresponsesofexamineesinatest.

143. What are the different ways to
establish test reliability?
METHODOF
TESTING
PROCEDURE STATISTICALTOOL TO BE
USED
1. Test-
Retest
UsingPre-Testand
Post-test.
Timeintervalofa
minimum of30
minutes and
maximum of6
months.
Applicablefortests
thatmeasurestable
variables,suchas
aptitude and
psychomotor
measures.
Correlatethescores
usingPearsonProduct
MomentCorrelationof
Pearsonr.
Significantandpositive
correlationindicatesthat
thetesthastemporal
stabilityovertime.

144. What are the different ways to
establish test reliability?
METHODOF
TESTING
PROCEDURE STATISTICALTOOL TO BE
USED
2.Parallel
Forms
Therearetwo
versionsofthetest.
Administeroneform
atonetimeandthe
otherform to
anothertimetothe
samegroup.
Donewhentestis
repeatedlyusedfor
differentgroups
suchasentrance
and licensure
exams.
Correlatethescoresfrom
theforms(testversions)
usingPearsonr.

145. What are the different ways to
establish test reliability?
METHODOF
TESTING
PROCEDURE STATISTICALTOOL TO BE
USED
3.Split-HalfAdministeratestto
a group of
examinees.
Itemsneedtobe
splitintohalves,od-
eventechnique.
Correlatethesum
scoresoftheodd
andevenfromthe
examinees.
Applicablewhentest
hasalargenumber
ofitems.
Correlatethescores
usingPearsonr.
Aftercorrelation,use
anotherformulacalled
Spearman-Brown
Coefficient.
Thecorrelationobtained
usingPearsonrand
SpearmanBrownshould
bepositivetomeanthat
thetesthasinternal
consistency.

146. What are the different ways to
establish test reliability?
METHODOF
TESTING
PROCEDURE STATISTICALTOOL TO BE
USED
4.Testof
Internal
Consistency
UsingKuder-
Richardson
and
Cronbach’s
Alpha
Method
Usetodetermineif
thescoresforeach
itemareconsistently
answeredbythe
examinees.
After test
administration,
determine and
recordthescores.
Mostlyapplicablefor
scales and
inventories.
Usestatisticalanalysis
calledCronbach’salpha
orKuderRichardson.
ACronbach’salphavalue
of0.60andabove
indicatesthatthetest
haveinternalconsistency.

147. What are the different ways to
establish test reliability?
METHODOF
TESTING
PROCEDURE STATISTICALTOOL TO BE
USED
5.Inter-rater
Reliability
Usetodetermine
theconsistencyof
multipleraterswhen
usingratingscales
andrubricstojudge
performance.
Thereliabilityhere
referstothesimilar
orconsistentratings
providedbymore
than1rater.
Kendall’sraucoefficient
ofconcordanceisusedto
determineiftheratings
providedbymultiple
ratersagreewitheach
other.
SignificantKendall’stau
valueindicatesthatraters
concuroragreewitheach
otherintheirratings.

148. How to determine the strength
of correlation?
Thestrengthofcorrelationisdetermined
troughthecorrelationcoefficientvalue.
0.80-1.00=Verystrongrelationship
0.60-0.79=StrongRelationship
0.40-0.59=Moderate/SubstantialRelationship
0.20-0.39=WeakRelationship
0.00-0.19=Negligiblerelationship

149. How to determine if an item is
easy or difficult?
An item is difficult if majority of students are
unable to provide the correct answer.
An item is easy if majority of the students are
able to answer correctly.
An item can discriminate if the examinees
who score high in the test can answer more
the items correctly that examinees who got
low scores.

150. How to determine if an item is
easy or difficult?
1. Get the total score of each students and
arrange scores from highest to lowest.
Item 1 Item 2 Item 3 Item 4 Item 5
S1 X X C C C
S2 C C C X C
S3 X X X C C
S4 X X X X C
S5 X C C C C
S6 C X C C 0
S7 X X C C X
S8 X C C X X
S9 C X C C C
S10 C X C C X

151. How to determine if an item is
easy or difficult?
1. Get the total score of each students and
arrange scores from highest to lowest.
I1 I2 I3 I4 I5 TOTAL
SCORE
S2 C C C X C 4
S5 X C C C C 4
S9 C X C C C 4
S1 X X C C C 3
S6 C X C C X 3
S10 C X C C X 3
S3 X X X C C 2
S7 X X C C X 2
S8 X C C X X 2
S4 X X X X C 1

152. How to determine if an item is
easy or difficult?
2. Obtain the upper and lower 27% of the
group.
Multiply0.27bythetotalnumberof
students.2.7
Theroundthenumbervalue.3
Getthetop3studentsandthebottom3
studentsbasedonthetotalscores.
TOP3:S2,S5,S9
BOTTOM3:S7,S8,S4

153. How to determine if an item is
easy or difficult?
3. Obtain the proportion correct for
each item.
Thisiscomputedfortheupper27%
groupandthelower27%group.
Thisisdonebysummatingthe
correctanswerperitemanddividing
itbythetotalnumberofstudents,

154. How to determine if an item is
easy or difficult?
I1 I2 I3 I4 I5 TOTAL
SCORE
S2 C C C X C 4
S5 X C C C C 4
S9 C X C C C 4
TOTAL 2 2 3 2 3
POF HG 0.67 0.67 1 0.67 1 Divide
by 3
S7 X X C C X 2
S8 X C C X X 2
S4 X X X X C 1
TOTAL 0 1 2 1 1
POF LG 0 0.33 0.67 0.33 0.33 Divide
by 3

155. How to determine if an item is
easy or difficult?
4. The item difficulty is obtained using
the following formula:
pH + pL
Item difficulty = 2
DifficultyIndex Remark
0.76 or higher Easy Item
0.25 to 0.75 Average Item
0.24 or lower DifficultItem

156. How to determine if an item is
easy or difficult?
4. The item difficulty is obtained using
the following formula:
I1 I2 I3 I4 I5
Index of
difficult
y
0.33 0.50 0.83 0.50 0.67
RemarkDifficultAverage Easy AverageAverage

157. How to determine if an item is
easy or difficult?
5. The index of discrimination is
obtained using the formula:
Item discrimination = pH-pL
Index discrimination Remark
0.40 and above Very good item
0.30-0.39 Good item
0.20-0.29 Reasonably Good Item
0.10-0.19 Marginal Item
Below 0.10 Poor Item

158. How to determine if an item is
easy or difficult?
5. The index of discrimination is
obtained using the formula:
Item discrimination = pH-pL
I1 I2 I3 I4 I5
0.67-00.67-0.331.00-0.670.67-0.331.00-0.33
Index of
difficulty
0.67 0.34 0.33 0.34 0.67
Remark Very
Good
Item
Good
Item
Good
Item
Good
Item
Very
Good
Item

159. ACTIVITY 1: Determine the difficulty
and discrimination index of the
following items:
Item 1 Item 2 Item 3 Item 4 Item 5
S1 C C C C C
S2 C C C X C
S3 X X X X X
S4 X X X X C
S5 X C C C C
S6 C X C C 0
S7 X X C C X
S8 X C C X X
S9 C X X X X
S10 C X C C X

160. ACTIVITY 1: ANSWER
Item 1 Item 2 Item 3 Item 4 Item 5
S1 C C C C C
S2 C C C X C
S5 X C C C C
.67 1 1 .67 1
S7 X X C C X
S4 X X X X C
S9 C X X X X
.33 0 .33 .33 .33
Difficulty.50 (Ave).50 (Ave).67 (Ave).50 (Ave).67 (Ave)
Discrimina
tion
.34 (Good)1 (Very
Good)
.67 (Very
Good)
.34 (Good).67 (Very
Good)

161. THANK YOU!

162. LESSON 7:
Organization of Test
Data Using Tables and
Graphs

163. How do we present test data
graphically?
1. Histogram
Histogram is a type of graph appropriate for
quantitative data such as test scores.
This graph consists of columns-each has a
base that represents one class interval, and
its height represents the number of frequency
in the class interval.

164. How do we present test data
graphically?
2. Frequency Polygon
Alsousedforquantitativedata,anditisone
ofthemostcommonlyusedmethodsin
presentingtestscores.
Itisverysimilartohistogram,butinsteadof
bars,ituseslinestocomparesetsoftest
datainthesameaxes.

165. How do we present test data
graphically?
3. Cumulative Frequency Polygon