EDUC 6 ADEPT.pptx20240514.nnnnnnnnnnnnnnnn

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1. ADVANCED ENHANCEMENT FOR PRE-SERVICE TEACHERS ASSESSMENT IN LEARNING I Prepared by: Ms. Marjorie B. Malveda

2. A. B. C. Other than finding out how well the course objectives were met, Teacher Jk als o wants to know his students’ performance when compared with other students in the class. What is Teacher K interested to? AUTHENTIC EVALUATION FORMATIVE EVALUATION CRITERION-REFERENCED EVALUATION D. NORM-REFERENCED EVALUATION

3. Other than finding out how well the course objectives were met, Teacher Jk als o wants to know his students’ performance when compared with other students in the class. What is Teacher Jk interested to? D. NORM-REFERENCED EVALUATION

4. TWO TYPES OF MEASUREMENT Norm-references tests is a test designed to measure the performance of a student compared with other students. Each individual is compared with other examinees and designed a score- usually expressed as a percentile, a grade equivalent score, or a stanine. The achievement of student is reported for broad skill areas, although some norm- referenced tests do report student achievement for individual. Criterion-references test is a test designed to measure the performance of students with respect to some particular criterion or standard. Each individual is compared with a preset standard for acceptable achievement. The performance of the other examinees is irrelevant. A student’s score is usually expressed as a percentage and student achievement is reported for individual skills.

5. A. B. C. Which improvement should be done on this completion test item: An example of a mammal is ________. The question should have only one acceptable answers The blank should be at the beginning of the sentence The item should give more cues. D. The blank should be longer to accommodate all possible answers

6. A. Which improvement should be done on this completion test item: An example of a mammal is ________. The question should have only one acceptable answers

7. Guidelines… 4. Be definite enough in the incomplete statements so that only one correct answer is possible. * The highest building is . * The highest building in Asia is .

8. A B D C Here is Teacher Mae’s learning target: “To distinguish between proper and improper fraction.” Which is a valid test item for such objective? Define the proper and improper fractions Is an improper fraction really a fraction? Explain your answer. Put a check (/) on the proper fractions and an X over the improper : ½,4/3, 5/6, 7/8, 9/7, 2/10, 6/12 Cam you add proper and improper fractions together? Explain.

9. A B D C Here is Teacher Mae’s learning target: “To distinguish between proper and improper fraction.” which is a valid test item for such objective? Define the proper and improper fractions Is an improper fraction really a fraction? Explain your answer. Put a check (/) on the proper fractions and an X over the improper : ½,4/3, 5/6, 7/8, 9/7, 2/10, 6/12 Cam you add proper and improper fractions together? Explain.

10. Validity refers to appropriateness of score-based inferences; or decisions made based on the students’ test results. The extent to which a test measured what is supposed to measure. Different Qualities of Assessment Tools Reliability refers to the consistency of measurement; that is, how consistent test results or other assessment results from one measurement to another. A test is reliable when it can be used to predict practically the same scores when the test administered twice to the same group of students and with a reliability index of 0.61 above.

11. A B D C Which of the following is NOT TRUE about assessment? Feedback is the most important factor in assessment. Only those that can be objectively measured should be taught. Assessment should follow a developmental pattern Identifying systematic errors committed by students should be the basis of remedial instruction. II only III and IV IV only I and II

12. A B D C Which of the following is NOT TRUE about assessment? Feedback is the most important factor in assessment. Only those that can be objectively measured should be taught. Assessment should follow a developmental pattern Identifying systematic errors committed by students should be the basis of remedial instruction. II only III and IV IV only I and II

13. A B D C Prof. A taught her Mathematics class about addition of fractions. She administered an assessment tool to give her feedback so she can help the students learn more. What form of assessment was given? Summative Peer Formative Self

14. A B D C Prof. A taught her Mathematics class about addition of fractions. She administered an assessment tool to give her feedback so she can help the students learn more. What form of assessment was given? Summative Peer Formative Self

15. The Roles of Assessment in the Teaching and Learning Process Assessment is an integral part of the instructional process where teachers design and construct instruction(teaching), so learners achieve the specific target learning outcomes defined by the curriculum. Formative Diagnostic Evaluative Teachers may need information (e.g.,)prior knowledge, strengths) about the learners prior to instruction, so they can design their instructional plan to better suit the needs of the learners. Teachers may also need information on learners during instruction to allow them to modify instruction or learning activities. Teachers can use assessment to identify specific learners weaknesses or difficulties that may affect their achievement of the intended learning outcomes. Identifying these weaknesses allows teachers to focus on specific learning needs and provide opportunities for instructional intervention or remediation. Teachers conduct assessment to measure learners’ performance or achievement for the purpose of making judgement or grading in particular. Teachers need information on whether the learners have met the intended learning outcomes after the instruction is fully implemented.

16. Assessment is an integral part of the instructional process where teachers design and construct instruction(teaching), so learners achieve the specific target learning outcomes defined by the curriculum. Facilitative Classroom assessment may affect student learning. On the part of the teachers, assessment for learning provides information on students’ learning and achievement that teacher can use to improve instruction and learning experiences of learners. On the part of the learners, assessment as learning allows them to monitor, evaluate, and improve their own learning strategies. In both cases, student learning is facilitated. The Roles of Assessment in the Teaching and Learning Process

17. A B D C Mrs. Dy is doing an assessment of learning. Which of the following questions would she likely consider? Have the students already achieved the intended outcomes? Which tasks are students handling satisfactorily? Do the students have the prerequisite skills? What grade should I assign to each student?

18. A B D C Mrs. Dy is doing an assessment of learning. Which of the following questions would she likely consider? Have the students already achieved the intended outcomes? Which tasks are students handling satisfactorily? Do the students have the prerequisite skills? What grade should I assign to each student?

19. Features of Assessment The following assessment OF/FOR/AS learning table is a compilation of from a wide variety of resources that goes a bit further than simple definitions ( Chappuis et al., 2012; Fenwick & Parsons, 2009; McNamee & Chen, 2005; Rowe, 2012; Schraw, 2001; Sparks, 1999): ASSESSMENT OF LEARNING FOR LEARNING AS LEARNING Type Summative Formative Formative What Teachers determine the progress or application of knowledge or skills against a standard Teachers and peers check progress and learning to help determine how to improve Learner takes responsibility for their own learning and asks questions about their learning and the learning process and explores how to improve Who Teacher Teacher and Peers Learner and peers How Formal assessments used to collect evidence of students progress and may be used for achievement grading on grades Involves formal and informal assessment activities as part of learning and to inform the planning of future learning Learners use formal and informal feedback and self-assessment to help understand the next steps in learning When Periodic Report Ongoing feedback Continual Reflection Why Ranking and reporting Improve learning Deeper learning and learning how to learn Emphasis Scoring, grades and competition Feedback, support and collaboration Collaboration reflection and self-evaluation

20. Rationale: YES NO D- Assessment of learning is summative in nature and involves giving grades. Options A and B refer formative assessment

21. A B D C Mrs. Roxy wants to test her students’ knowledge of the different places in the Philippines, their capital and their products, so she gave an essay test. If you were the teacher, will you do the same? No, the giving of objective test is more appropriate than the use of essay. Yes, essay can measure more than what the other tests can measure. No, such methods in inappropriate because essay is difficult. Yes, essay is the best in measuring any type of knowledge.

22. A B D C Mrs. Agpaoa is designing a performance assessment for his class in Filipino. Which of the following should he first consider to come up with a really valid test? A set of standards to determine what students know and can do. The rubric which will define the level of performance of students A set of criteria on which to base quality of performance. Specific task that students required to do.

23. A B D C Which of the following items appropriately measure/s the specified skill below? Objective: Explain why test reliability is a necessary but not a sufficient condition for test validity? Explain the difference between test validity and reliability. Can a test be valid without being reliable? Why? Why must a test be reliable to be valid? Discuss how a test can be reliable without being valid. I,II and III only I, II and IV only II, III and IV only I, II and III only

24. A B D C Which assessment task is aligned to this learning outcome? Use appropriate multimedia resources that accompany language? Written Test- What are examples of appropriate multimedia resources that accompany language? Written Test- Why is there a need to use appropriate multimedia that accompany language? Written Test- Which of the following is an appropriate multimedia resource for a lesson on adjectives? Performance Test- Students demonstrate the use of an appropriate multimedia resource that accompanies language

25. A B D C Here is a template of an analytic rubric to assess this outcome: Defend a research paper successfully. Which should be one of the criteria? Quality of answers to questions Adherence to required format Quality of paper Quality of questions raised by the panel Criteria Poor Meets Expectation Goes beyond expectation Excellent 1. Mastery of the research 2.

26. A B D C Here is a template of an analytic rubric to assess this outcome: Defend a research paper successfully. What can be additional criterion against which the defense of the research paper can be assessed? The inclusion of exhaustive related literature. Number of pages. Ability to integrate/connect one part of the research to other parts to explain a point. Recency of references. Criteria Poor Meets Expectation Goes beyond expectation Excellent 1. Mastery of the research 2.

27. A B D C Here are completion test items: The process by which plants manufacture their food is _________. Water from the roots rise to the tip of the leaf by way of the _______________. They are extremely difficult questions for Grade 6. The lengths of the blank suggest the answer.. The second question suggests the answer to the first. The are recall items.

28. Guidelines… All blanks for all items should be of equal length and long enough to accommodate the longest response. The country which has 7,107 islands is . The K-pop invasion is from . * The country which has 7,107 islands is . * The K-pop invasion is from .

29. A B D C Which is an improvised version of this True or False test item? With mandatory Kindergarten and Grades 1 to 12, the Philippines has one of the best if not the best educational system in the world. According to the Columnist Cruz, with mandatory Kindergarten and Grades 1 to 10, the Philippines has one of the best, if not the best, educational system in the world The K-12 program makes the Philippine educational system one of the longest in the world. The K-12 program makes the Philippine educational system one of the best in the world. The K-12 program makes the Philippine educational system one of the longest and the best in the world.

30. A B D C A multiple choice test item has been analyzed. The analysis shows that option A among other options B, C, and D was not at all chosen by the examinees. What does it imply? A was the correct answer A was a plausible option A was not an effective distracter. A was very effective distracter

31. A B D C Agapito Flores ranks 10 th in a class of 40. What is Agapito Flores percentile rank? 90 30 75 10

32. A B D C In a 75-item test, Junald got a score of 60 which is the 90 th percentile. What does this mean? He got the highest score. Fifty percent of the class did not pass the test. He surpassed 90 percent of his classmates. His score is higher than the scores 0f 10% of his classmates

33. A B D C The third quartile of the ages of 1600 Grade 10-students is 18 years. Which of the following statements it TRUE? One thousand four hundred students are older than 18 years old. 75% of the students are 18 years old and below. Majority of the students are above 18 years old. 750 students are 18 years old.

34. 13-4- 34 Measures of Position In some cases we are interested in certain individual items in the data set, rather than in the set as a whole. We need a way of measuring how an item fits into the collection, how it compares to other items in the collection, or even how it compares to another item in another collection. There are several common ways of creating such measures and they are usually called measures of position .

35. 13-4- 35 Percentiles When you take a standardized test taken by larger numbers of students, your raw score is usually converted to a percentile score, which is defined on the next slide.

36. 13-4- 36 Percentiles If approximately n percent of the items in a distribution are less than the number x , then x is the n th percentile of the distribution, denoted P n .

37. 13-4- 37 Percentiles Observed values are divided a set of observations in an array into 100 equal parts. Thus, P 1 , first percentile, means that the preceding value belongs to the lowest 1%. P 2 , second percentile, means that the preceding values belong to the lowest 2% and so on. To compute for the ith percentile:  

38. 13-4- 38 Example: Percentiles The following are test scores (out of 100) for a particular math class. 44 56 58 62 64 64 70 72 72 72 74 74 75 78 78 79 80 82 82 84 86 87 88 90 92 95 96 96 98 100 Find the fortieth percentile.

39. 13-4- 39 Example: Percentiles Solution The 40 th percentile can be taken as the item below which 40 percent of the items are ranked. Since 40 percent of 30 is (.40)(30) = 12, we take the thirteenth item, or 75, as the fortieth percentile.

40. 13-4- 40 Example: Percentiles The scores of 8 students in a quiz are as follows: 75 88 94 76 82 90 87 94 Find the 39th percentile

41. 13-4- 41 Example: Percentiles The scores of 8 students in a quiz are as follows: 75 88 94 76 82 90 87 94 Find the 39th percentile

42. 13-4- 42 Example: Percentiles Solution : STEP 1: First arrange the data from lowest to highest. 75 76 82 87 88 90 94 94

43. 13-4- 43 Example: Percentiles   STEP 2: Identify the values of the variables and substitute to the formula    

44. 13-4- 44 Example: Percentiles   STEP 2: Identify the values of the variables and substitute to the formula    

45. 13-4- 45 Example: Percentiles observation = 3.51 or the 4 observation   Therefore, the 39th percentile is 87, which is interpreted as 39% of the scores are below 87

46. A B D C Mrs. Rosales deducted some points in her students’ test scores in Science due to poor penmanship. Which of the following will likely happen due to this action? It lowers the validity of the test. It lowers both validity and reliability of the test. It lowers the reliability of the test. Neither validity nor reliability of the test is affected.

47. A B D C How would the guidance function of the school make use of the tests results? Preparing guiding activities for specific learners. Identifying learners who need corrective and enrichment experiences. Determining the appropriateness of the school curriculum. Improving the teachers’ and the parents’ understanding of children with problems.

48. A B D C Below is the result of an item analysis of a multiple choice test of four options-A,B,C and D and the number of students out of 100 chose the item. B is the correct answer. Interpret the item analysis. More than 20% got the item correctly. The options are plausible. Only 20% got the item correctly. It is an easy item. Item Option A Option B Option C Option D 1. 50 20* 30

49. A B D C Below is the result of an item analysis of a multiple choice test of four options-A,B,C and D and the number of students out of 100 chose the item. B is the correct answer. What should be done to improve the test item? No need to improve the test item. Make it a more difficult item. Change option C with a more plausible option. Increase the number of options to 5. Item Option A Option B Option C Option D 1. 50 20* 30

50. A B D C Tricia is a Science teacher in a Laboratory High School. Her subject requires the following components for grading: written works- 40%, performance task-40%, quarterly assessment-20%. What initial grade would she give to Janus who obtained the following total scores for each of the components listed: WW-78 out of 95 PT- 58 out of 85 Q.A- 68 of 80 68.00 78.46 77.14 88.00

51. A B D C 11.90 11.92 11.91 11.93 Scores Frequency 18-20 2 15-17 4 12-14 8 9-11 6 6-8 4 3-5 1 Given the distributions of the scores of 25 students in Mathematics. What is the mean of the scores?

52. Scores Frequency x fx 18-20 2 19 38 15-17 4 16 64 12-14 8 13 104 9-11 6 10 60 6-8 4 7 28 3-5 1 4 4 Given the distributions of the scores of 25 students in Mathematics. What is the mean of the scores?

53. Topic 3 : Mean, Median and Mode of Grouped Data

54. Topic 2: Mean, Median and Mode of Grouped Data Scores of 40 students in a science class consist of 60 items and tabulated below. The highest score is 54 and the lowest score is 10. FREQUENCY DISTRIBUTION TABLE SCORES FREQUENCY (f) LOWER BOUNDARIES ( lb ) CLASS MARK (x) fx CUMULATIVE FREQUENCY ( cf ) 10-14 5 15-19 2 20 – 24 3 25 - 29 5 30 - 34 2 35 - 39 9 40 - 44 6 45 - 49 3 50 -54 5 9.5 14.5 19.5 24.5 29.5 34.5 39.5 44.5 49.5 Example

55. SCORES FREQUENCY (f) LOWER BOUNDARIES ( lb ) CLASS MARK (x) fx CUMULATIVE FREQUENCY ( cf ) 10-14 5 15-19 2 20 – 24 3 25 - 29 5 30 - 34 2 35 - 39 9 40 - 44 6 45 - 49 3 50 -54 5 9.5 14.5 19.5 24.5 29.5 34.5 39.5 44.5 49.5 MEAN     FREQUENCY DISTRIBUTION TABLE Topic 2: Mean of Grouped Data    

56. Topic 2: Mean, Median and Mode of Ungrouped Data SCORES FREQUENCY (f) LOWER BOUNDARIES ( lb ) CUMULATIVE FREQUENCY ( cf ) 10-14 5 15-19 2 20 – 24 3 25 - 29 5 30 - 34 2 35 - 39 9 40 - 44 6 45 - 49 3 50 -54 5 9.5 14.5 19.5 24.5 29.5 34.5 39.5 44.5 49.5 MEDIAN 1-5 6-7 8-10 11-15 16 – 17 18 – 26 27-32 33 – 35 36 -40                   Topic 2: Median of Grouped Data FREQUENCY DISTRIBUTION TABLE

57. SCORES FREQUENCY (f) LOWER BOUNDARIES ( lb ) CUMULATIVE FREQUENCY ( cf ) 10-14 5 15-19 2 20 – 24 3 25 - 29 5 30 - 34 2 35 - 39 9 40 - 44 6 45 - 49 3 50 -54 5 9.5 14.5 19.5 24.5 29.5 34.5 39.5 44.5 49.5 MODE           Topic 2: Mode of Grouped Data FREQUENCY DISTRIBUTION TABLE      

58. 11.90 11.93 Objective Topic No. of hours/minutes Type of Test No. of Items 1. To write a fraction Writing a fraction 30 mins Multiple choice 3/understanding and applying 2. To add proper fractions Adding proper fractions 1 hour Completion 12/understanding 3. To distinguish between proper and improper fractions Differentiating proper and improper fractions 30 mins Short answer 3/understanding 4. To add improper fractions Adding improper fractions 1 hr and 30 mins Completion 9/understanding 5. To reduce fractions to its lowest term Reducing fractions to their lowest terms 1 hr and 3 mins Short answer 6/understanding 6. To solve problems involving adding proper and improper fractions Problem solving on adding proper and improper fractions 2 hours Problem solving 9/applying and analyzing Total Number of Items 47 items Study the Table of Specifications :

59. 11.90 11.93 Objective Topic No. of hours/minutes Type of Test No. of Items 1. To write a fraction Writing a fraction 30 mins Multiple choice 3/understanding and applying 2. To add proper fractions Adding proper fractions 1 hour Completion 12/understanding 3. To distinguish between proper and improper fractions Differentiating proper and improper fractions 30 mins Short answer 3/understanding 4. To add improper fractions Adding improper fractions 1 hr and 30 mins Completion 9/understanding 5. To reduce fractions to its lowest term Reducing fractions to their lowest terms 1 hr and 3 mins Short answer 6/understanding 6. To solve problems involving adding proper and improper fractions Problem solving on adding proper and improper fractions 2 hours Problem solving 9/applying and analyzing Total Number of Items 47 items Study the Table of Specifications : Are the number of test items per objective proportionate to the number of hours spent for each objective? A. Yes B. No, but it should be C. No, but its necessary D. It cannot be determined.

60. 11.90 11.93 Objective Topic No. of hours/minutes Type of Test No. of Items 1. To write a fraction Writing a fraction 30 mins Multiple choice 3/understanding and applying 2. To add proper fractions Adding proper fractions 1 hour Completion 12/understanding 3. To distinguish between proper and improper fractions Differentiating proper and improper fractions 30 mins Short answer 3/understanding 4. To add improper fractions Adding improper fractions 1 hr and 30 mins Completion 9/understanding 5. To reduce fractions to its lowest term Reducing fractions to their lowest terms 1 hr and 3 mins Short answer 6/understanding 6. To solve problems involving adding proper and improper fractions Problem solving on adding proper and improper fractions 2 hours Problem solving 9/applying and analyzing Total Number of Items 47 items Study the Table of Specifications : Are the number of test items per objective proportionate to the number of hours spent for each objective? B. No, but it should be

61. 11.90 11.93 Objective Topic No. of hours/minutes Type of Test No. of Items 1. To write a fraction Writing a fraction 30 mins Multiple choice 3/understanding and applying Study the Table of Specifications : Is this test item valid for objective #1 as contained in the Table of Specifications I divided a cake equally into four. I ate two pieces. Which part did I eat? 2/4 1/4 C. 4/4 D. 4/2 A B D C Yes Yes, but needs to improved. No No, because it is insufficient.

62. 11.90 11.93 Study the Table of Specifications : Which test item is in accordance with objective #3 in the Table of Specifications? A B D C What is the difference between proper and improper fractions? Give an example of a proper fraction Give an example of an improper fraction Define the proper and improper fractions.

63. 11.90 If you have to be true to your Table of Specifications when you make your test, on which objective should you have the least items? Give an example of a proper fraction Define the proper and improper fractions. Objective Topic No. of hours/minutes Type of Test No. of Items 1. To write a fraction Writing a fraction 30 mins Multiple choice 3/understanding and applying 2. To add proper fractions Adding proper fractions 1 hour Completion 12/understanding 3. To distinguish between proper and improper fractions Differentiating proper and improper fractions 30 mins Short answer 3/understanding 4. To add improper fractions Adding improper fractions 1 hr and 30 mins Completion 9/understanding 5. To reduce fractions to its lowest term Reducing fractions to their lowest terms 1 hr and 3 mins Short answer 6/understanding 6. To solve problems involving adding proper and improper fractions Problem solving on adding proper and improper fractions 2 hours Problem solving 9/applying and analyzing Total Number of Items 47 items A B D C Objective #3 Objective #2 Objective #1 Objectives #1 and #3

64. 11.90 If you have to be true to your Table of Specifications when you make your test, on which objective should you have the least items? Give an example of a proper fraction Objective Topic No. of hours/minutes Type of Test No. of Items 5. To reduce fractions to its lowest term Reducing fractions to their lowest terms 1 hr and 3 mins Short answer 6/understanding Total Number of Items 47 items A B D C What is meant by “lowest term? How do you reduce a fraction to its lowest term? Is 4/6 equal to 1/5? Objectives #1 and #3 What is 3/6 in it’s lowest term?

65. A B D C Which is a restricted essay test? What should be Department of Education do to solve the perennial problem of poor quality of basic education? Give and justify your proposals. What conditions must be present for photosynthesis to take place? Explain each factor in not more than three sentences. If you were the President of the Philippines, what would you to do spur the nations’ economic growth? Why are more and more people sick of Alzhemeirs disease?

66. A B D C The more the information teachers obtain on how students perform, the more capacity they have to rethink their pedagogy, and the more opportunities they create for students success. Which statement BEST explains the text above? Teachers should keep track of learning outcomes. Teachers should file information. Teachers should keep records of family background. Teachers should teach to test.

67. Thank You! A D E P T 4