LM in EDUC 8 New Edited

BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION
MAJOR IN AGRI-FISHERY ARTS
LEARNING MODULE IN EDUC 8
(ASSESSMENT OF LEARNING 1)
(BTLED 2)
EMALINA L. EBOL, Ed.D.

Associate Professor 5
Learning Module in EDUC 8 (Assessment of Learning 1)

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CHAPTER 1: EDUCATIONAL FOCUS: SHIFT FROM CONTENT TO LEARNING OUTCOMES
UNITS: 1. Educative Process

2. Outcomes-Based Education
3. The Learning Outcomes
4. Sources of Student Learning Outcomes
TIME FRAME: 3 hrs.
INTRODUCTION
Reduced to the barest components, the educative process happens between the teacher and
the student. However, for centuries we succeeded in perpetuating the belief that education is a
“pouring in” process wherein the teacher was the infallible (incapable of error) giver of knowledge and
the student was the passive recipient. It followed that the focus of instruction was content and subject
matter. We were used to regarding education basically in terms of designating a set of subjects to
take and when the course is completed we pronounce the students “educated,” assuming that the
instruction and activities we provided will lead to the desired knowledge, skills, and other attributes
that we think the course passers would possess.
The advent of technology caused a change of perspective in education, nationally and

internationally. The teacher ceased to be the sole source of knowledge. With knowledge explosion,
students are surrounded by various sources of facts and information accessible through user-friendly
technology. The teacher has become a facilitator of knowledge who assists in the organization,
interpretation, and validation of acquired facts and information.
The COVID-19 pandemic has had a significant impact on higher education institutions
globally. The physical closure of campuses has meant the rapid adoption of digital technologies to
continue the delivery of education to students.
This unplanned move to online platforms and pedagogies has meant a leapfrog (a game in
which one player bends down and is vaulted over by another player) into a future of digital learning
that no higher education institution was truly prepared for. It has been suggested that, although
COVID-19 has disrupted education systems, it has also offered an opportunity for new ways of
learning and teaching through the digital transformation of education delivery.
OBJECTIVES: At the end of the lesson, the students are expected to:
1. explain the roles of the different components of the educative process,

2. analyze, and describe performance indicator as to the domain of the teaching
and learning process,
3. formulate learning outcomes from a given educational objective, and
4. write learning outcomes from a given source.
PRETEST : Instruction: Answer the following questions:
1. What are the three levels of learning outcomes? How do you characterize the
importance of each level? ____________________________________________
___________________________________________________________________
___________________________________________________________________
2. Give examples of lesson objectives in the different levels which are behavioral.
___________________________________________________________________
LEARNING ACTIVITIES

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Educative Process
To determine child performance in school, one has to conduct an evaluation. This

evaluation measures the student’s performance and achievement in the classroom. This is
done through tests. In the educative process, three very important factors interact with one
another.
Environment
Teacher
Learner
Fig. 1. Three Factors that Interact in the Educative Process
1. Learner - is at the center of the teaching-learning activities. He is directly

influenced by the teacher.
2. Teacher - is the one assigned to teach the learner, and has the professional,
personal and social qualities needed to effect desirable changes in the learner’s
knowledge, skills, and attitude.
3. Environment – refers to the right environment afforded to the learner and the
teacher to enhance optimum learning
Educational Triad
In the teaching-learning process, the teacher renders more working hours than any
other professional. While some professionals render only eight hours a day in the performance
of their functions, the teacher exceeds the required number of working hours. This is because
the teacher has three very important responsibilities that necessitate more hours than usual.
Formulation of Goals/Objectives
Evaluation/Assessment Preparation of Teaching Strategies
Fig. 2. The Educational Triad

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1. Formulation of Goals/Objectives. Before the teacher gets inside his classroom, he
has to prepare his lesson plan. One very important component of the lesson plan is the
statement of broad or general objectives, which are termed Declarative Knowledge by Donna
Tileston.
According to Gronlund, the following are the characteristics of specific objectives:
A. Specific
B. Measurable
C. Achievable / Attainable
D. Realistic / Researchable
E.Time-bounded / Time-Frame
2. Selection and Preparation of Teaching Methods, Techniques, and Strategies.

This function is done partly outside of the classroom and part in school. The teacher has to
select the methods/strategies appropriate to the nature of his subject matter and his students.
He also has to prepare learning experiences for the class. Another consideration that a
teacher should make is the preparation of visual aids, which are meant to enhance learning.
3. Evaluation/Assessment. Assessment is a process of gathering and organizing
data into an interpretable form. It provides data that serve as inputs to the evaluation
process. It is the act of conducting a test to gather data.
Evaluation is the process of interpreting the evidence and making judgments and
decisions based on the evidence. If the assessment is not sound, the evaluation will not be
sound. In most classrooms, teachers assess a student based on observations, conversations,
and written work. They make instructional decisions based on these assessments. If the
assessment is ongoing and frequent, changes can be made immediately to help the student
achieve the desired outcome. If the assessment is flawed, the final evaluation will be based on
invalid and unreliable data. The quality of the final evaluation is only as valid as the ongoing
assessment data upon which it is based.
Activity 1
Instruction. Answer the following questions:
1.How important are the components of the educative process?

_______________________________________________________________________
_______________________________________________________________________
2. Why is there a need to evaluate student performance in the classroom?
_______________________________________________________________________
_______________________________________________________________________
3. What are the major tasks of a teacher?
________________________________________________________________________
________________________________________________________________________
What is Outcome-Based Education?
Outcome-based education is a model of education that rejects the traditional

focus on what the school provides to students, in favor of making students
demonstrate that they "know and can do" whatever the required outcomes are.

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1. Creation of a curriculum framework that outlines specific, measurable outcomes. The
standards included in the frameworks are usually chosen through the area's normal political
process.
2. A commitment not only to provide an opportunity for education but to require learning
outcomes for advancement. Promotion to the next grade, a diploma, or other reward is
granted upon achievement of the standards, while extra classes, repeating the year, or other
consequences entail upon those who do not meet the standards.
3. Standards-based assessments that determine whether students have achieved the stated
standard. Assessments may take any form, so long as the assessments measure whether the
student knows the required information or can perform the required task.
4. A commitment that all students of all groups will ultimately reach the same minimum
standards. Schools may not "give up" on unsuccessful students.
Outcomes-Based Education: Matching Intentions with Accomplishment
1. The change in educational perspective is called Outcomes-Based Education which has

three (3) characteristics:
2. It is student-centered; that is, it places the students at the center of the process by focusing
on Student Learning Outcomes (SLO).
3. It is faculty-driven, that is, it encourages faculty responsibility for teaching, assessing
program outcomes, and motivating participation from the students.
4. It is meaningful; that is, it provides data to guide the teacher in making valid continuing
improvement in instruction and assessment activities.
Procedures in Implementing Outcomes-Based Education on the Subject or course level.
1. Identification of the educational objectives of the subject/course.

Educational objectives are the broad goals that the subject/course expects to achieve
and defining in general terms the knowledge, skills, and attitude that the teacher will help the
students to attain. The objectives are stated from the point of view of the teacher such as: to
develop, to provide, to enhance, to inculcate, etc.
2. Listing of learning outcomes specified for each subject/ course objective.

Since subject/ course objectives are broadly stated, they do not provide a detailed
guide to be teachable and measurable. Learning outcomes are stated as concrete active
verbs such as: to demonstrate, to explain, to differentiate, to illustrate, etc.
A good source of learning outcomes objectives is the taxonomy of educational

objectives by Benjamin Bloom is grouped into three (3):
1. Cognitive, also called knowledge, refers to mental skills such as remembering,

understanding, applying, analyzing, evaluating, synthesizing/ creating.

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Adopted from Bloom by Lori Anderson (2000)

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1. Psychomotor, also referred to as skills, includes manual or physical skills, which proceed
from mental activities and range from the simplest to the complex such as observing,
imitating, practicing, adapting, and innovating.
Adapting
Practising
Initiating
Observing
* Simpson, Dave, and Harrow (1972)

Taxonomy of the Psychomotor Domain, N. Y. David Mc Kyle

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2. Affective, also known as attitude, refers to growth in feelings or emotions from the
simplest behavior to the complex such as receiving, responding, valuing, organizing, and
internalizing.
Internalizing
Organizing
Valuing
Responding
Receiving
3. Drafting Outcomes Assessment Procedure.
This procedure will enable the teacher to determine the degree to which the students
attain the desired learning outcomes. It identifies for every outcome the data that will be
gathered which will guide the selection of the assessment tools to be used and at what point of
assessment will be done.

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Activity 2
Instructions. A. From the choices given, choose the performance indicator that
corresponds/ describes the strands of Desired Teaching Performance. Shade the
corresponding letter on your answer sheet.
B. Identify each strand of desired Teaching Performance as to what
domain/scope represents the desired features of the teaching and learning process.
Write your answer in the blank provided.
C. Identify each Performance Indicator as to what domain/scope
represents the desired features of the teaching and learning process. Write your
answer after each statement.
__________________1. Creates an environment that promotes fairness.

a. Designs or selects learning experiences suited to different kinds of learners.
b. Shows respect for other persons and their ideas.
c. Maintains a learning environment of courtesy and respect for different learners (eg. ability,
culture, gender).
d. Plans lessons to fit within available instructional time.
________________ 2. Communicates promptly and clearly to learners, parents and superiors about
the progress of learners.
a. Maintains appropriate appearance.
b. Recognizes that every learner has strengths.
c. Establishes goals that define appropriate expectations for all learners.
d. Shows proofs of instructional planning.
_________________3. Acts as a positive role model for students.

a. Is careful about the effect of one’s behavior on students.
b. Obtains information on the learning styles, multiple intelligences, and needs of learners.
c. Implements instruction as plan.
d. Integrates content of subject area with other disciplines.
_________________4. Demonstrates mastery of the subject.
a. Creates situations that encourage learners to use high-order thinking skills.
b. Implements school policies and procedures.
c. Maintains a safe, clean, and orderly classroom free from distractions.
d. Recognizes the multi-cultural background of learners when providing learning opportunities.
_________________5. Is familiar with learner’s background, knowledge, and experiences.
a. Interprets and uses assessment results to improve teaching and learning.
b. Manifests personal qualities such as enthusiasm.
c. Uses community resources (human, material) to support learning.
d. Links the current content with past and future lessons.
_________________6. Takes pride in the nobility of teaching as a profession.
a. Encourages students to apply classroom learning to the community.
b. Aligns with lesson objectives the teaching methods, learning activities, and instructional
materials to learners.
c. Demonstrates punctuality.
d. Maintains stature and behavior that upholds the dignity of teaching.
_________________7. Establishes learning environments that respond to the aspirations of the
community.
a. Participates in community activities that promote learning.
b. Articulates and demonstrates one’s philosophy of teaching.
c. Provides gender-fair opportunities for learning.
d. Paces lessons appropriate to the needs and/or difficulties of learners.

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_________________8. Makes the physical environment safe and conducive to learning.
a. Adopts strategies to address the needs of differently-abled students.
b. Involves parents to participate in school activities that promote learning.
c. Accepts personal accountability to learners’ achievement and performance.
d. Cultivates good study habits through appropriate activities and projects.
_________________9. Demonstrates concern for holistic development of learners.
a. Encourages learners to ask questions.
b. Understands the learning goals.
c. Makes appropriate adjustments for learners of different socio-economic backgrounds.
d. Keeps accurate records of grades/ performance levels of learners.
_________________10. Builds professional links with colleagues to enrich teaching practice.
a. Uses the community as a laboratory for learning.
b. Keeps abreast with recent developments in education.
c. Conducts regular meetings with learners and parents to report learners’ progress.
d. Integrates language, literacy, and quantitative skill development and values in his/her subject
area.
_________________11. Establishes and maintains consistent standards of learners’ behavior.
a. Uses a variety of teaching approaches and techniques appropriate to the subject matter and the
learners.
b. Uses tools for assessing authentic learning.
c. Uses self-evaluation to recognize and enhance one’s strengths and correct one’s weaknesses.
d. Gives timely feedback to reinforce appropriate learners’ behavior.
_________________12. Makes good use of allotted instructional time.
a. Employs non-traditional assessment techniques (portfolio, journals, rubrics, etc.)
b. Allocates time for personal and professional development through participation in educational
seminars & workshops.
c. Establishes routines and procedures to maximize instructional time.
d. Uses community networks to publicize school events and achievements.
The Outcomes of Education
Outcome-based education focuses classroom instruction on the skills and

competencies that students must demonstrate when they exit. There are two (2) types of
outcomes:
1. Immediate outcomes are competencies/ skills acquired upon completion of a subject, a

grade level, a segment of the program, or of the program itself
 Ability to communicate in writing and speaking

 Mathematical problem-solving skill
 Skill in identifying objects by using the different senses
 Ability to produce artistic or literary works
 Ability to do research and write the results
 Ability to present an investigative science project
 Skill in story-telling
 Promotion to a higher grade level
 Graduation from a program
 Passing a required licensure examination
 Initial job placement

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2. Deferred outcomes refer to the ability to apply cognitive, psychomotor, and affective
skills/ competencies in various situations many years after completion of a subject; grade
level, or degree program.
 Success in professional practice or occupation.
 Promotion in a job.
 Success in career planning, health, and wellness
 Awards and recognition
What are the Outcomes?
“ when learners DO things with what they know” --- Geyser, 1999
* Because the focus is on what students can DO:
The emphasis in an OBE education system is on measured outcomes rather than

"inputs," such as how many hours students spend in class, or what textbooks are provided.
Outcomes may include a range of skills and knowledge.
Generally, outcomes are expected to be concretely measurable, that is, "Student can
run 50 meters in less than one minute" instead of "Student enjoys physical education class."
A complete system of outcomes for a subject area normally includes everything from a
mere recitation of fact ("Students will name three tragedies written by Shakespeare") to
complex analysis and interpretation ("Student will analyze the social context of a
Shakespearean tragedy in an essay"). Writing appropriate and measurable outcomes can be
very difficult, and the choice of specific outcomes is often a source of local controversies.
Each educational agency is responsible for setting its outcomes. Under the OBE
model, education agencies may specify any outcome (skills and knowledge), but not inputs
(field trips, the arrangement of the school day, teaching styles). Some popular models of
outcomes include the National Science Education Standards and the NCTM's Principles and
Standards for School Mathematics.
Approaches to Grading, Reporting, and Promoting
Under OBE, teachers can use any objective grading system they choose, including
letter grades. Many schools adopt OBE methods and use the same grading systems that they
have always used. However, for graduation, advancement, and retention, a fully developed
OBE system generally tracks and reports not just a single overall grade for a subject, but also
give information about several specific outcomes within that subject.
OBE-oriented teachers think about the individual needs of each student and give
opportunities for each student to achieve at a variety of levels. Thus, in theory, weaker
students are given work within their grasp and exceptionally strong students are extended. In
practice, managing independent study programs for thirty or more individuals is difficult.
Adjusting to students' abilities is something that good teachers have always done: OBE simply
makes the approach explicit and reflects the approach in marking and reporting.
Student Learning Outcomes (SLO)
All assessment and evaluation activities should start with the identification and
clarification of the student learning outcomes (SLO). The identified and clarified student
outcomes serve as the load stars that will guide both teacher and students in activities leading
to the attainment of the deserved learning outcomes.

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The student learning outcomes in the teacher education program are the skills,
competencies, and values that the students are expected to demonstrate at the end of every
course/subject which are in turn, integrated into the year-end formation of students as they
progress towards becoming professional teachers.
Attainment of these learning outcomes should be periodically assessed cooperatively

by both teachers and students. A periodic assessment helps the students determine their
strengths and deficiencies and become active participants in outcomes attainment.
Sources of Expected Student Learning Outcomes (SLO)
1. The institution’s mission statement is a relevant source of student learning expectations.

Public schools refer to the public school system mission or state school charter as a source of
learning outcomes.
2. Policies on competencies and standards issued by government education agencies such
as DepEd, TESDA, and CHED are the prescribed sources of student learning outcomes.
3. Expected competencies identified by the different professions, businesses, and
industries should be adopted to ensure that graduates can perform as expected in their
respective workplaces and/ or professions.
4. The thrusts and developmental goals of the national government are useful integration
in the identified competencies and expectations from all sectors of education.
5. International trends and developments should also be considered in identifying and
determining student learning outcomes to ensure the graduates’ competitiveness in
employment and professional practice abroad.
6. It will be enriching if the identified competencies and expectations of students
integrate the basic general education competencies such as the following
competencies:
A. Oral and written communication includes the ability to use the oral and written
language of communication supported by appropriate technology and enhanced with
an effective style of presentation.
B. Scientific and quantitative reasoning ability includes competency in the use of
quantitative data, mathematical procedure, and scientific methods of inquiry and
decision-making.
C. Ability to analyze, synthesize, and develop creative solutions which are the
components of higher-order thinking skills (HOTS) or competencies.
D. Technological competency involves the ability to use computer technology in
documentation and presentations appropriate in different academic and professional
settings.
E. Information literacy involves the ability to efficiently locate and effectively use
information from both print and electronic sources.

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Characteristics of Good Learning Outcomes
1. Good student learning outcomes (SLO) are centered on the students, on what the learners
are capable of doing, instead of the teaching technique.
2. Good learning outcomes are based on the program mission statement agreed upon by the
faculty in consultation with other stakeholders like alumni and other professionals.
3. Good student learning outcomes are very well understood by both students and faculty.
4. Good learning outcomes include a spectrum of thinking skills from simple to the higher
order of application of knowledge and skills.

5. Good learning outcomes are measurable.
SELF EVALUATION. Instruction: Do the given task.
The following are educational objectives for the subject of Elementary Science (K to 12).
For the educational objective, formulate two learning outcomes:
1. To provide instruction that will enable the pupils to understand their immediate physical
environment by using their senses, questioning, sharing ideas, and identifying simple cause-
and-effect relationships. (Cognitive objective)
1.1The pupils can ______________________________________________________
1.2 The pupils can _____________________________________________________
2. To equip the pupils with the skill to conduct a guided investigation by following a series of
steps that includes making and testing predictions, collecting and recording data, discovering
patterns, and suggesting possible explanations. (psycho-motor objective)
2.1 The pupils can ________________________________________________________
2.2 The pupils can ________________________________________________________
3. To encourage among the pupils a deep understanding and appreciation of the differences
of the plant and animal groups found in the locality (Affective objective)
3.1 The pupils can _________________________________________________________
3.2 The pupils can ________________________________________________________
REVIEW OF CONCEPT
Differences with Traditional Education Methods
In a traditional education system, students are given grades and rankings compared to each
other. Content and performance expectations are based primarily on what was taught in the past to
students of a given age. The basic goal of traditional education was to present the knowledge and
skills of the old generation to the new generation of students and to provide students with an
environment in which to learn, with little attention (beyond the classroom teacher) to whether or not

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any student ever learns any of the material. It was enough that the school presented an opportunity to
learn. The actual achievement was neither measured nor required by the school system.
In fact, under the traditional model, student performance is expected to show a wide range of
abilities. The failure of some students is accepted as a natural and unavoidable circumstance. The
highest-performing students are given the highest grades and test scores, and the lowest-performing
students are given low grades. Schools used norm-referenced tests, such as inexpensive, multiple-
choice computer-scored questions with single correct answers, to quickly rank students on ability.
These tests do not give criterion-based judgments as to whether students have met a single standard
of what every student is expected to know and do: they merely rank the students in comparison with
each other. In this system, grade-level expectations are defined as the performance of the median
student, a level at which half the students score better and half the students score worse. By this
definition, in a normal population, half of the students are expected to perform above grade level and
half the students below grade level, no matter how much or how little the students have learned.
POST TEST
Instruction. Write two (2) examples of student learning outcomes derived from
each of the following sources:
1. Your school’s mission

__________________________________________________________________
__________________________________________________________________
2. The act enhancing the Philippine basic education system (k to 12 law)
_________________________________________________________________
_________________________________________________________________
3. National Competency-Based Teacher Standards (NCBTS)

_________________________________________________________________
_________________________________________________________________
4. General education basic competencies

________________________________________________________________
________________________________________________________________
5. Education for All (EFA)

_______________________________________________________________
_______________________________________________________________
REFERENCES
A. BOOKS
1. Buendicho, Flordeliza C. Assessment of Student Learning 1
2. Del Socorro, et al. Assessment of Student Learning 1 and 2. Great Books

Publishing, 2011
3. Navarro, R. & R. Santos Assessment of Learning 1.Quezon City: Lorimar

Publishing Inc. 2012.

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CHAPTER 2: BASIC CONCEPT IN ASSESSING STUDENT LEARNING
UNITS: 1. The Meaning and Nature of Measurement, Assessment, and Evaluation

2. The Functions of Assessment
3. Principles and Indicators of Assessment of Student Learning
4. Purposes of Assessment
5. Standards/ Requisites for Teacher Competence in Educational Assessment of
Students
TIME FRAME: 3 hrs
INTRODUCTION
What is Assessment?
Assessment includes procedures intended to gain information about student learning to form
judgments concerning learning progress. It is the process of quantifying an individual’s achievement,
personality, attitudes, habits, skills. It is an integral part of effective teaching. Without intentions of
finding out outcomes of one’s learning goals, a teacher is merely reciting any kind of information
in front of the class and not teaching.
Assessment begins with a clear identification of learning goals followed by planned

learning activities and ends with a decision to find out the extent to which the performance has
attained these goals. It is the ongoing process of gathering and analyzing evidence of what a
student can do.
As part of teaching and assessment, instructional goals consist of expected learning

outcomes. As soon as goals have been identified, there is a need to determine if the learners possess
the abilities and skills needed to start with instruction. How students think and act when they
successfully undergo the learning experience is monitored. What knowledge and skills they
have gained, as well as interests and attitudes they have developed.
1. differentiate measurement, assessment, and evaluation,

2. explain the principles of assessment of student learning, and
relate instruction to assessment, and
3. apply principles in constructing traditional and alternative forms of high-quality
assessment

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PRETEST: Instructions. Answer the following given questions:
1. In your own words; define assessment of student learning.

____________________________________________________________________
____________________________________________________________________
2. Think of two examples of evaluation you have witnessed. Briefly describe the
evaluation strategy/ activities and link the evaluation with one (or more, if applicable)
of the purposes of evaluation, you have learned.
______________________________________________________________________
______________________________________________________________________
3. How can assessment of student learning help teachers_________________________

_______________________________________________________________________
4. Why must teachers use many different techniques of assessment?

_______________________________________________________________________
_______________________________________________________________________
5. How can assessment help improve education for all students?

_______________________________________________________________________
_______________________________________________________________________
LEARNING ACTIVITIES
The Meaning of Measurement, Assessment, and Evaluation
Measurement.
It is the process of determining the attributes or characteristics of objects, events, or

people according to rules to create a ranking that reflects how much of the attribute different
people possess. It answers the question “How much?” It is a quantitative description of
students. It is also the process of determining/obtaining numerical data. e.g. counting of the
score.
Thorndike and Hagen (1986) define measurement as “ the process of quantifying

observations and /or descriptions about a quality of a thing or persons.”
The process of measurement involves three steps:
1. Identifying and defining the quality or attribute that is to be measured;
2. Determining a set of operations by which the attribute may be made manifest

and perceivable; and
3. Establishing a set of procedures or definitions for translating observations into quantitative

statement of degree or amount.
Methods of Data Collection

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1. Paper and pencil. Collection of data through self-reports, interviews, questionnaires,
tests.or other instruments.
2. Systematic observation. The researcher looks for specific actions or activities,

questionnaires, tests, or other instruments.
3. Participant observation. The researcher is actively involved in the process of being

described and writes observations at a later time.
4. Clinical. Data are collected by specialists in the process of treatment.
Uses of Educational Measurement (Mehrens and Lehmann, 1991)
1. Direct Instructional Decisions. Observing, measuring, and drawing conclusions are

ongoing activities in inmost classrooms. Teachers not only test students to see what they
have learned (diagnosing), but they also observe the learning process.
2. Instructional Management Decisions. Classification and placement decisions or

counseling and guidance decisions.
3. Entry-Exit Decisions. Tests are used to help educators decide---

a. who should enter particular educational institutions or programs of study
(selection decisions), and
b. who has completed the requirements to leave that program (certification decisions)
4. The program, Administrative, and Policy Decisions. Decisions that affect educational
programs, curricula, and systems. With Expanding our Knowledge Base.
5. Decisions Associated with Expanding our Knowledge Base. Testing for educational
research.
Test
It is used as an instrument/ or a tool for measuring knowledge, skill. and attitudes of

learners. It measures a sample of behavior by uniformly posing a set of questions. It answers
the question, “How well does the student perform?” ---either in comparison with others or in
comparison with a domain of performance task.
Examination
The examination is any test to determine the ability, knowledge, or fitness of an

individual. It is usually used as a tool to measure learner’s intelligence and achievement.
Assessment
Assessment is a systematic collection, review, and use of information about

educational
programs undertaken to improve student learning and development. Assessment is a
formative process that focuses on student learning.

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Assessment involves:
1. Setting explicit student learning goals or outcomes for an academic program.

2. Evaluating the extent to which students are reaching those goals; and
3. Using the information for program development and improvement.
The purpose of the assessment is to understand how educational programs are
working and to determine whether they are contributing to student growth and
development. By using assessment strategies that draw students into the assessment
process It is more likely that they will learn more of the content that the teachers want
them to learn as well as get the added benefits of the learning skills that will be useful
to them in the future.
Assessment must be:
1. Fair, balanced, and grounded in the art and science of learning and teaching;
2. Reflective of curricular and developmental goals and representative of the content
that students have had an opportunity to learn;
3. Used to inform and improve instruction;
4. Designed to accommodate students with special needs; and
5. Valid, reliable, and supported by professional, scientific, and ethical standards
designed to fairly assess the unique and diverse abilities and knowledge base of all
students.
The following are the six assessment and grading practices for effective
learning (Gronlund, 1985):
1. Show criteria and models in advance. Rubrics and multiple models showing both
strong and weak points help learners judge their performances.
2. Assess before teaching.
3. Offer appropriate choices. While keeping goals in mind, options judiciously offered
to
enable students different opportunities for best demonstrating their learning.
4. Provide feedback early and often. Learners will benefit from opportunities to act on
the feedback --- to refine, revise, practice, and retry.
5. Encourage self-assessment and goal setting.
6. Allow new evidence of achievement to replace old evidence.
Evaluation
It refers to the process of systematically analyzing, interpreting, and giving

judgments on the value or worth of a set of organized data, or the quality. It provides
useful information that serves as a basis for decisions. It is the act of deciding whether
to pass or failed.
According to Hansen, J. (1992), evaluation is much more than a way of

monitoring change. It is the single most powerful way in which teachers communicate
their values and beliefs to students, parents, and colleagues. The way we look at
evaluation is connected to the way we look at and interact with the world around us.

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In summary, Evaluation is defined as:
1. a process of ranking individuals or things concerning some attribute or trait.
2. a process of appraising various aspects of children’s behavior and the extent of their
learning.
3. a process of judging the effectiveness of the educational experience.
4. a process of interpreting and analyzing data evidence of the changes in the behavior
of pupils as they progress through school.
5. a process of describing accurately the quantity and quality of a thing.
6. a process of summing up the results of measurements or tests, giving them some

meaning based on value judgments.
7. a systematic process of determining the extent to which instructional objectives are
achieved by pupils the consideration of evidence in the light of values standard and
terms of the particular situations and the goals which the group of individuals is striving
to attain.
There can be no evaluation without measurement. The following are the steps of
the evaluation/ assessment process:
1. Review the formulated objectives.

2. Construct test items.
3. Administer the test.
4. Check and score the test papers.
5. Interpret the results by giving value judgment.
Note: Steps number 1 to 4 constitutes measurement, while steps number 1

to 5 constitute evaluation.
In evaluating student learning, the following are important:
1. Feedback provides quality control over the design and delivery of the activities. Some
important “evaluation for feedback” questions include:
a. Are the objectives me?
b. Were pertinent topics and learning events covered?
c. Is there evidence of before and after learning?

d. Is there evidence of transfer of learning back to the workplace?
e. Do we know for whom the program was most and least beneficial?
f. What is good and what is not so good assessment of student learning?
2. Control relates training policy and practice to organizational goals (productivity cost-
benefit analysis). Some important “evaluation for control” questions include:
a. What is the value of the training to the organization?

b. Are measures of worth compared to measures of cost?
c. Was consideration given to different combinations of interventions for tackling the

19
problem (were options besides training considered)?
3. Research is to add to the knowledge of training principles to improve techniques.

Some important “evaluation for research” questions include:
a. Internal validity: To what extent can particular conclusions justly be drawn from the
data collected?
b. External validity: To what extent can information gained from a training program be
applicable generally to other situations?
4. Intervention is the process of using evaluation to affect the way the program being
evaluated is viewed, and subsequently using this to redefine the sharing of learning
between trainers, trainees, and employing managers. Some important ”evaluation
for intervention” questions include:
a. Are line managers involved in pre/post-training activities?

b. Is management an extension of training?
c. Are changes made in the work environment to support the use of new skills learned
during
training?
d. Does training cause the training department to continually rethink and adjust
deployment of trainers to functions that strengthen the role of training?
5. Power is to use evaluation information for a political agenda. Some important “evaluation
power” questions include:
a. Is evidence gathered and used via evaluation based upon sound evidence?
b. Is it presented fairly and ethically?
c. Is it reported to appropriate stakeholders?
The Functions of Assessment
Grades have become an integral part of the Philippine Educational System. As early as
Kindergarten, students receive grades that they might not even understand. Ask any teacher
what he or she hates most about teaching, and there is a good chance that the answer is
“giving grades”. Many teachers have agonized over report cards trying to decide the fate of a
student. It is a gut-wrenching task for teachers to translate into one letter or numerical score
everything they know about what a student knows, can do, and feels. That final grade may
determine promotion or retention. It may determine placement in a class or school or
participation in extracurricular activities. It may determine school honor roll, class ranking,
college admission, scholarship, or career placement. Grades are high stakes for students and
their families. Many important decisions are made based on a grading system that can be
inconsistent, arbitrary, and sometimes punitive (Burke, 2005).
Grades can affect the self-confidence motivation, self-esteem, and future of the
learner. Fortunately, some school systems are moving away from the traditional letter and
number grades at the primary level and adopting performance indicators on report cards,
portfolios, checklists, anecdotal records, and other more authentic descriptions of student’s
progress. But despite attempts to restructure report cards to reflect the emphasis on
performance, social ills, thinking skills, and other standards, the traditional A, B, C, D, and F
and the numerical values from 75-100 are the most commonly used indicators of student

20
achievement (Majesky, 1993). Hopefully, grades are used to measure authentic performance
and achievement, not to control student’s behavior and attitude.
Principles and Indicators of Assessment of Student Learning
Principle 1: The Primary Purpose of Assessment is to Improve Student Learning.
Assessment systems provide useful information about whether students have

reached important learning goals, and about the progress of each student. they employ
=practices and methods that are consistent with learning goals, curriculum, instruction,
and current knowledge of how students learn.
Principle 2: Assessment for Other Purposes Supports Student Learning.
Assessment systems report on and certify student learning and provide

information for school improvement and accountability by using practices that support
important learning. Important decisions, such as high school graduation are made
based on information gathered over time, not on a single assessment.
Principle 3: Assessment Systems are Fair to all students.
Assessment Systems, including instruments, policies, practices, and uses, are

fair to all students. assessment systems ensure that all students receive fair treatment
so as not to limit students' present and future opportunities.
Principle 4: Professional Collaboration and Development Support Assessment.
Knowledgeable and fair educators are essential for high-quality assessment.

Assessment systems depend on educators who understand the full range of
assessment purposes, use appropriately a variety of suitable methods, work
collaboratively, and engage in ongoing professional development to improve their
capability as assessors.
Principle 5: The Broad Community Participates in Assessment Development.
Assessment systems draw on the community’s knowledge and ensure support

by including parents, community members, and students, together with educators and
professionals with particular expertise, in the development of the system.
Principle 6: Communication about Assessment is Regular and Clear.
Educators, schools, districts, and states clearly and regularly discuss

assessment system practices and student and program progress with students,
families, and the community.
Principle 7: Assessment Systems are Regularly Reviewed and Improved.
Assessment systems are regularly reviewed and improved to ensure that the
systems are educationally beneficial to all students.

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Criteria for Describing Assessments
When describing assessments, the distinction is often made between proficiency

tests, intended for administrative purposes, and achievement tests, intended for
assessment of instructional results (Cohen, 1994).
General Purposes Specific Reason for the Assessment
Administrative------------- general assessment, placement, exemption, certification,

promotion
Instructional ---------------- diagnosis, evidence of progress, feedback to the
respondent, evaluation of teaching or curriculum
Research --------------------- evaluation, experimentation, knowledge of the language
learning, and language use
Forms of Assessment
1. Traditional Assessment
* It refers to the use of the pen-and-paper objective test.
2. Alternative Assessment
* It refers to the use of methods other than a pen-and-paper objective test which includes
performance test, project, portfolio, journals, and the likes.
3. Authentic Assessment
* It refers to the use of assessment methods that simulate true-to-life situations. This
could be objective tests that reflect real-life situations or alternative methods that are
parallel to what we experience in real life.
Alternative Assessment (Chase, 1999)

Alternative assessment is any type of assessment in which students create a
response to a question or task. (In traditional assessments, students choose a
response from a given list, such as multiple-choice, true or false, or matching).
Alternative assessments can include:

1. Short-answer questions;
2. Says;
3. Performance assessment;
4. Oral presentations;
5. Demonstrations, exhibition; and
6. Portfolios
Performance assessment is the direct, systematic observation of actual

student performance and the rating of that performance according to previously
established performance criteria in the type of assessment.

22
An exhibition is a public performance during which a student showcases
learning and competence in particular areas.
Portfolios are collections of students’ work overtime. A portfolio often

documents a student’s best work and may include other types of process information,
such as drafts of the student’s work, the student’s self-assessment of the work, and the
parents’ assessment.
Essential Elements of Portfolio
1. Personal Statement or the Cover letter “About the author” and “What my portfolio
shows about my progress as a learner” (written at the end, but put at the
beginning).
2. Table of Contents with numbered pages
3. Entries – The type and purpose of the portfolio will guide in
determining the entries be included.
4. Dates on all entries, to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products and revised versions.
5. Reflection can appear at different stages in the learning process (for formative and
/or summative purposes) and at the lower levels can be written in the mother
tongue or by students who find it difficult to express themselves in English.
Students can choose to reflect upon some or all of the following:
1. What did I learn from it?

2. What did I do well?
3. Why (based on the agreed teacher-student assessment criteria) did I
choose this item?
3. What do I want to improve in the item?
6. How do I feel about my performance?
7. What were the problem areas?
Stages in Implementing Portfolio Assessment
1. Identifying teaching goals to assess through the portfolio. It is very important

to be very clear about what the teacher hopes to achieve in teaching. These goals
will guide the selection and assessment of students’ work for the portfolio
2. Introducing the idea of portfolio assessment to your class. Portfolio
assessment is a new thing for many students who are used to Traditional testing.
For this reason, the teacher needs to introduce the concept to the class.
3. Specification of Portfolio Content. Specify what and how much has to be
included in the portfolio – both core and options (it is important to include options
as these enable self-expression and independence). Specify for each entry how it
will be assessed.
4. Giving clear and detailed guidelines for portfolio presentation.
There is a tendency for students to present as much evidence of learning
as they can when left on their own. The teacher must, therefore, set clear

23
guidelines and detailed information on how the portfolios will be presented.
5. Informing key school officials, parents, and other stakeholders.
Do not attempt to use the portfolio assessment method without notifying
your department head, dean, or principal. This will serve as a precaution in
case students will later complain about your new assessment procedure.
Types of Portfolios
1. Documentation Portfolio
Assessment portfolio, or documentation portfolio, this approach involves a
collection of work overtime showing growth and improvement reflecting students'
learning of identified outcomes. The portfolio is also called the “growth portfolio”.This is
also a combination of working and show a portfolio. It can include everything from
brainstorming activities to drafts to finished products.
2. Process Portfolio
It demonstrates all facets or phrases of the learning process. This portfolio is
also called the “working portfolio”, which is a collection of a student’s day- today's
works that reflect his/her learning. As such, these portfolios contain an extensive
number of reflective journals, think logs, and other related forms of metacognitive
processing.
3. Showcase Portfolio
It only shows the best of the students’ outputs and products. As such, this type
of portfolio is best used for summative evaluation of students’ mastery of key
curriculum outcomes. It is also known as the “display, or “product”, or best works.
portfolios”.
Purposes of Assessment
Basic Principle: Not all learners can learn the same thing in the same way
and at the same time. But most can achieve high standards given appropriate
opportunities.
1. Assessment FOR Learning—is an integrated process for determining the nature and
extent of student learning and development. This includes three types of assessment
done before and during instruction. These are placement, formative, and diagnostic.
It occurs at the end of the course when teachers use evidence of student learning to
make judgments on the learners’ achievement against competencies and standards stated as
learning outcomes.
A. Placement – done before instruction (done before instruction).
* Its purpose is to assess the needs of the learners to have a basis in planning for a
relevant instruction
* Teachers use this assessment to know what their students are bringing into the
learning situation and use this as a starting point for instruction
* The results of this assessment place students in specific learning groups to facilitate
teaching and learning.

24
* To determine the needs and ability levels of learners for possible adjustments in the
teaching process.
* It is concerned with the students’ entry performance and typically focuses on
questions like, “ Does the student possess the knowledge and skill needed to begin
the planned instruction?”
* To determine the degree of skill, mastery. e.g. entrance test.
* It refers to the mode of learning. e.g. visual, auditory test.
B. Formative – done during instruction or after instruction.

* It is the assessment where teachers continuously monitor the students’ level of
attainment of the learning objectives.
* The results of this assessment are communicated clearly and promptly to the
students for them to know their strengths and weaknesses and the progress of their
learning.
* Student’s work collected over a semester or a school year can be effective for
purposes of the formative evaluation of student’s progress.
* It is may be done also after instruction to find out how learners are progressing, and
to provide continuous feedback to both students and teachers about successes and
failures. Feedback will serve as reinforcement of successful learning. Feedback to
teachers will provide information for modifying instruction.
* To monitor learning performance. e.g. quizzes, project, oral.
2. Assessment Of Learning – this is done after instruction. This is usually referred to

as the summative assessment.
A. Summative Assessment – may be done after instruction to determine

what has been learned.
* It is used to certify what students know and can do and the level of their proficiency
or competency.
* It occurs at the end of the course when teachers use evidence of student learning
to make judgments on the learner’s achievement against competencies and
standards stated as learning outcomes.
* Its results reveal whether or not instructions have successfully achieved the
curriculum outcomes.
* The information from the assessment of learning is usually expressed as marks or
letter grades.
* The results of which are communicated to the students, parents, and other
stakeholders for decision making.
* It is also a powerful factor that could pave the way for educational forms.
* It might also be used as a basis for certifying accomplishment. If it is to be used for
assigning grades, students must be given clear specifications of contents and the
scoring criteria that will be used.
* It is used to determine what has been learned. It assesses achievement at the end
of instruction. It determines the extent to which the instructional goals have been
achieved. It is used for assigning course grades or for certifying mastery of the

25
intended learning outcome.
* To determine the effectiveness of instruction. e.g. final exam
3. Assessment As Learning – this is done for teachers to understand and perform well
their role of assessing FOR and OF learning.
It requires teachers to undergo training on how to assess learning and be
equipped with the following competencies are needed in performing their work as
assessors. It focuses on the role of the learner as the critical connector between
assessment and learning. Learners actively monitor and critically assess their learning
and use the feedback from this monitoring to make adjustments, adaptations, and
even major changes in what they understand and how they are learning.
A. Diagnostic Assessment – may be done before or during instruction to
identify recurring results can be used as a source of data and useful information to find
out the effectiveness of the difficulties of learners). It serves some research purposes.
* When the focus is on current accomplishment, the content is usually limited to finished
work and may cover only a relatively brief period. When the focus is on
demonstrating growth and development, the time frame is generally longer.
* It serves as student feedback. It informs the learner of the current level of performance,
specifically his strong and weak points.
Standards / Requisites for Teacher Competence in Educational Assessment of Students
1. Teachers must know the educational uses and limitations of the test.
2. Teachers must know the criteria by which the quality of tests should be judged.
3. Teachers must know how to plan the test and write the questions to be included.
4. Teachers should be skilled in choosing assessment methods appropriate for instructional
decisions.
5. Teachers should be skilled in developing assessment methods appropriate for instructional
decisions.
6. The teacher should be skilled in administering, scoring, and interpreting the results of both
externally- produced and teacher-produced assessment methods.
7. Teachers should b skilled in using assessment results when making decisions about individual
students, planning to teach, developing curriculum, and school improvements.
8. Teachers should be skilled in developing valid pupil grading procedures that use pupil
assessments.
9. Teachers should be skilled in communicating assessment results to students, parents, another lay
audiences, and other educators.
10. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate
assessment methods and uses of assessment information.
Activity 1
Instruction. Select the best answer by circling the letter that corresponds to your choice.
1. The students of Teacher Y are very noisy. To keep them busy, they were given any test available in the
classroom, and then the results were graded as a way to punish them. Which statement best explains if
the practice is acceptable or not?
a. The practice is acceptable because the students behaved well when they were given the test.
b. The practice is not acceptable because it violates the principle of reliability.

26
c. The practice is not acceptable because it violates the principle of validity.
d. The practice is acceptable since the test results are graded.
2 - 3. Which TWO statements best show the difference between the terms assessment and
evaluation.
a. Assessment involves organizing data gathered about the learner’s performance, evaluation
involves judging the same data.
b. Assessment & evaluation provide useful information about the quality of learning gained or of
learner’s attributes.
c. Evaluation involves careful analysis of data; so does the assessment.
d. Assessment provides inputs that evaluation uses for decision-making purposes; hence,
assessment precedes evaluation.
4. Mrs. Quezon, the school guidance counselor, plans to give a test to all grade 1 pupils to find
out the class section each one should belong to. What kind of that will she give?
a. placement b. diagnostic c. formative d. summative
5. Which term refers to that process of analyzing, interpreting, and giving judgment on the value
of organized data? a. test b. measurement c. evaluation d. assessment
6. Mr. Torres gave his students a test to determine what have been learned after a one-hour
lecture. a. Intelligence b. psychomotor c. affective d. cognitive
7. Mr. X often gives a math test in which very difficult items are placed at the beginning
believing that the students will fare better this way. Do you agree with him? Why?
a. Yes, because students have a clearer mind at the start of the test.
b. No, because many students are poor in Math.
c. Yes, because Mr. X knows his students very well.
d. No, because the students may be discouraged and demotivated to continue.
8. Who among the teachers described below is doing the assessment?

a. Mrs. Dela Cruz is administering a test to her students.
b. Mr. Reyes is counting the scores obtained by the students in his test.
c. Ms. Comon is computing the final grade of the students after completing all their requirements.
d. Mr. Tiu is planning for remedial instruction after knowing that students perform poorly at their best.
9. To give an accurate rating for the science project done by each student, Mrs. Pelayo carefully
analyzes and judges its worth. What process is she doing?
a. Measurement b. Testing c. Assessment d. Evaluation
10. Teachers are encouraged to make use of authentic assessment. Which goes with authentic
assessment?
a. Unrealistic performances c. Real-world application of lessons learned.
b. De-contextualized drills d. Answering high multiple-choice test items
11. The best way to assess learning is to use real-life situations, objects, and materials existing in the
environment. Hence, teachers are encouraged to use ---
a. rating scale b. pencil-and-paper test c. observation technique d. authentic assessment
12. The main purpose of administering a pretest and a posttest to students is to---
a. accustom the students to frequent testing c. measure the value of the material used
b. keep adequate records d. measure gains in learning.
13. After doing the exercise on verbs, Ms. Calamba gave a short quiz to find out how well the student has
understood the lesson. What type of assessment was done?.
a. Summative b. Formative c. Diagnostic d. Placement
14. Teacher Z discovered that his students are weak in solving age problems. Which test should Teacher X
administer to further determine in which other skill(s) his pupils are weak?

27
a. Placement Assessment c. Formative Assessment
b. Diagnostic Assessment d. Summative Assessment
SELF EVALUATION
Instructions: A. Individual Work.

1. Prepare a chart showing the basic concepts of assessment. Show the features
of each.
2. Prepare a learning portfolio. Take note of the elements.
B. Group Work
1. Interview at least three teachers on their methods of assessing student learning.
be prepared for the presentation of learning insights in class thru video.
2. Write 10 examples of test items that match the student performance described in
your specific learning outcome. Select a particular subject matter in line with your
field of specialization. Be sure to specify the specific learning outcome to be
followed by your test items.
REVIEW OF CONCEPT
Relationship Between Instruction and Assessment
A Teacher's Role
Where would we be without teachers? We need teachers. If it weren't for the teachers in our
life, we wouldn't be where we are today. While any person can stand in front of a group of people and
just talk about anything, it's a great teacher that can take any subject and make you understand and
inspire you to learn more. How does a great teacher do this? A great teacher does this through the
use of well-placed assessments during instruction.
Instruction
The instruction part of teaching is the lecture part. This is the part where the teacher explains
the new concepts and how these concepts work. The teacher may also give a demonstration of the
concept. For example, Mr. Bob, the math teacher, might give a lecture on adding like terms together.
Then Mr. Bob might give a demonstration by writing a few examples out on the blackboard. During
the instruction part, it is the teacher doing all the work. The students are there to sit and listen.
Because the instruction part is about the teacher giving out information, there is no way for the
teacher to know whether the students understand the information or not.
Assessment

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A great teacher does more than just give instruction. A great teacher goes the extra step and
also gives assessments. An assessment is a test. A great teacher knows how to use assessments to
gauge how well the students are learning. A great teacher uses what he or she finds from his or her
assessments to change the pace of the instruction or even to redo the whole lesson differently so that
more students understand the information. For example, Mr. Bob might be looking at his students,
and he sees that most of his students are giving him blank stares. Mr. Bob is using body language as
a type of assessment to let him know whether his lesson is working or not. Because he sees blank
stares, he realizes that his lesson is a bit boring right now. So, he changes pace and makes his
lesson a bit more fun. He adds a little bit of rap music into his lesson on combining like terms. He
sees that his students now look more engaged.
POST TEST
Instruction. Choose the best answer, and circle the letter that
corresponds to your choice.
1. Which of the following refers to the process of gathering, describing, or quantifying

information about student performance. It includes paper and pencil test, extended
responses, and performance assessment
a. Assessment b. Evaluation c. Measurement d.Test
2. Which of the following is a process of obtaining a numerical description of the degree to
which an individual possesses particular characteristics. This answers the question: How
much? a. Assessment b. Evaluation c. Measurement d. Test
3. Which of the following refers to the process of examining the performance of the
student?
It also determines whether or not the student has met the lesson instructional objectives.
a. Assessment b. Evaluation c. Measurement d. Test
4. This refers to the instrument or systematic procedure designed to measure the quality,
ability, skill, or knowledge of students by uniformly giving a set of questions.
5. This is a type of evaluation that is concerned with the entry performance of the student.
a. Diagnostic b. Placement c. Formative d. Summative
6. What type of evaluation is given before instruction?
7. A type of evaluation used to monitor the learning progress of the students during
instruction?
8. Which one refers to the type of evaluation usually given at the end of the course or unit?
9. Which does not refer to portfolio assessment?
a. It contains a purposefully selected subset of student work.
b. It is not a file of a student’s work that accumulates over a semester or year.
c. It is a collection of student’s work specifically elected to tell a particular story about
his /her performance.
d. It is focused on assessing a student’s knowledge of facts.
10. This refers to the method used to measure the level of achievement or performance of
the students.

29
REFERENCES
B. BOOKS

Publishing, 2011

CHAPTER 3: ROLES OF ASSESSMENT IN INSTRUCTIONAL DECISIONS
UNITS: 1. Ways How Assessment Enhance Instruction

2. Seven Criteria for Performance Assessment
3. Methods of Linking Assessment to Instructions
4. Instructional Decisions
5. Assessment in the instructional Process
6. Guidelines for Effective Student Assessment
TIME FRAME: 3 Hrs.
INTRODUCTION
Decisions about instruction are only as good as the data upon which they are based.
The data obtained from the assessment of student learning drive the Instructional Decision
Making process. The main concern of a teacher in carrying out his/her teaching tasks is how
can he/she most effectively bring about student learning.
Assessment of student learning requires the use of several techniques for measuring
achievement. Assessment is more than a collection of techniques. It is a systematic process
that plays a very significant role in effective teaching and instructional decisions. It begins with
the identification of learning goals and ends with a judgment concerning how well those goals
have been attained (Linn and Gronlund, 2000).
1. compare each type of measurement that is helpful in instructional decisions,

2. explain each assessment procedure that is helpful in instructional decisions, and
3. choose an assessment that will influence an instructional decision.
PRETEST: Instruction: Read each statement carefully then circle T if the statement is true;
circle F if it is false.
1. Achievement assessments can contribute to student motivation. T F

2. The retention and transfer of learning can be achieved. T F
through well-designed assessment.
3. Up to this time, teachers continue to give heavy emphasis to T F
on paper-and-pencil testing.
4. A well-balanced assessment program should include paper- T F

30
and-pencil tests.
5. Instruction is more effective when one type of assessment is T F
made an integral part of the instructional process.
LEARNING ACTIVITIES
Ways How Assessment Enhance Instruction
If teachers are better informed of the learning progress and difficulties of their students,
they can make better decisions about what a student needs to learn next and how to teach
that material in a manner that will maximize the students’ learning. Teachers make decisions
using assessment results (Fuchs, 1994).
1. Instructional Placement Decisions. This refers to what the student knows and where he
or she should be in the instructional sequence-- what to teach next.
2. Formative Evaluation Decisions. These are the information needed in monitoring a
student’s learning while an instructional program is underway--how quickly progress is being
made, whether the instructional program is effective, and whether a change in the instructional
program is needed to promote the student’s learning.
3. Diagnostic Decisions. It specifies difficulties which account for student’s
inadequate progress so the teacher can remediate learning progress and design more
effective
instructional plans.
Seven Criteria for Performance Assessment (Fuchs, 1994)
1. Measure important learning outcomes. The extent to which performance

assessment measures important student outcomes depends on the specific measurement
problem or task. Performance assessment tasks should reflect important real-world
performances that are tied to desired student outcomes that are relevant to the workplace and
everyday life.
2. Address all three purposes of assessment. It is unclear how performance
assessment can be used to formulate instructional placement or formative evaluation
decisions. Ideally, alternate forms of the problem can include the same concepts administered
over time to yield information about individual student’s progress.
3. Provide clear descriptions of student performances that can be linked to
instructional actions. When performance assessment tasks address a variety of concepts in
age-appropriate, real-world situations, teachers can form a picture of student performance
across skills and identify the student’s problem-solving strategies. However, this depends on
the teacher’s skill in identifying students’ competencies, gleaning information about students’
strategic behavior, and relating these observations to specific instructional techniques.
4. Be compatible with a variety of instructional models. Theoretically, performance
assessment could be used with a variety of instructional approaches. teachers should
experiment with a variety of instructional methods as they implement performance
assessment., especially with students who have serious learning problems.
5. Be easily administered, scored, and interpreted by teachers. Performance
assessment can require a large amount of teacher’s time to design and administer the
assessment and to scrutinize student performances. It is easy to how this type of assessment
could generate so many different plans for intervention strategies for different students that
teachers in a classroom situation with 20 or 30 students would be unable to manage.

31
6. Communicate the goals of learning to teachers and students. When it is clearly
apparent that an assessment is aligned with instructional goals, teachers should be able to
use
that assessment to direct their instruction, and students should be able to use it to establish
personal learning goals.
7. Generate accurate, meaningful information that is reliable and valid.
Performance assessment represents a vision that can shape the future direction of classroom-
based assessment but it requires much additional scrutiny and development before it can fulfill
its promise.
Other Methods of Linking Assessment to Instructions
1. Behavioral assessment. Behavioral assessment relies on direct observation

and recording of target behaviors, using repeated observations in the setting where
the behavior occurs. Environmental factors (i.e., the situations in which the behaviors
occur) and their effect on the behaviors are examined. For example, if a teacher
wanted to instruct a student in grocery shopping, she would first analyze the tasks
associated with grocery shopping, put them in order, and design behavioral objectives
that measure each task. Tasks might include creating a shopping list, finding the items
in the store, and finding the price of each item. The teacher would then collect data on
each task to identify those in which the student needed instruction. The teacher would
begin instruction at the point in the task sequence where the student was unable to
correctly complete the task. Once the student could correctly complete a task, the
teacher would move on to the next step, moving through the sequence until all of the
tasks were mastered
2. Mastery learning. In mastery learning, a curriculum is broken down into a set of

subskills, which are then ordered in a hierarchy of instructional objectives. For each step in the
instructional hierarchy, a criterion-referenced test is designed, and a performance criterion
indicating mastery of the subskill is specified. The teacher starts at the lowest step in the
hierarchy, pretests, teaches the objective, and posttests on the material. If the student does
not demonstrate mastery, the teacher uses corrective strategies until mastery is achieved. The
teacher then advances the student to the next, more difficult step in the hierarchy
3. Curriculum-based measurement (CBM). The focus of CBM is long-term. The

teacher establishes a broad outcome for the student such as competently performing
mathematics at the third-grade level at the end of the school year. Then the teacher uses CBM
methods to measure student proficiency: he or she creates a pool of equivalent assessments,
each of which samples the key problem types from the third-grade curriculum. Each week, the
student completes one or two assessments. Because each assessment is of equal difficulty
and incorporates all of the important problem types to be learned over the year, the CBM
database produces a total score graphed over time to show progress over the year. Analysis
of the student's performance on separate skills embedded in the assessment can also be
conducted for diagnostic problem-solving to improve the instructional program.
CBM satisfies six of the criteria for assessments.
1. it incorporates standardized measurement techniques, providing reliability and validity.

32
2. It offers detailed information on a student's performance on specific skills and can be used
to determine how to improve an instructional program.
3. Its measurement framework is not tied to any particular model of instruction, so a broad
range of instructional options can be used.
4. A teacher can use widely varying methods with the same child to see which method is most
beneficial. Students know how they are evaluated and can set personal learning goals.
5. Also, the assessment demands are manageable in classroom settings, and to make them
even more easily manageable, computer programs have been developed to administer
assessments and manage the data.
4. Performance assessment. Three key features of performance assessment are:
1. students construct, rather than select, responses;

2. assessment formats allow teachers to observe student behavior on tasks reflecting real-
world requirements; and
3. scoring reveals patterns in students' learning and thinking.
Activity 1
1. Differentiate the types of decisions the teacher makes using assessment results.
_______________________________________________________________________
2. How is Mastery learning different from curriculum-based measurement?

_______________________________________________________________________
3. What learning levels is Performance assessment applicable to?

_______________________________________________________________________
Instructional Decisions
Instructional Decisions are made to identify the student’s instructional needs. This is a
general education initiative and focuses on instruction by using data about student’s
responses to past instruction to guide future educational decisions. Decisions are proactive
approaches to providing early assistance to students with instructional needs and matching
the number of resources to the nature of the student’s needs.
The following are the benefits of making instructional decisions:

1. Screening all students to ensure early identification of students needing extra assistance;
2. Seamless integration of general and special education services; and
3. A focus on research-based practices that match students' needs.
Teachers are constantly collecting informal and formal information about what and how
their students are learning. They check student tests and assignments, listen to small-group

33
activities, and observe students engaged in structured and unstructured activities. They use
this information for a variety of purposes, ranging from communicating with parents to meeting
standards and benchmarks. However, when teachers systematically collect the right kinds of
information and use it effectively, they can help their students grow as thinkers and learners
( Angelo and Cross, 2007 ).
Informal classroom observation guides many instructional decisions. For example, oral
questioning of students may indicate:
1. The need for a complete review of the material;

2. Class discussion may reveal misunderstanding that must be corrected on the spot; and
3. Interest in a topic may suggest that more time should be spent on it than originally planned.
Assessment in the Instructional Process
In preparing an instructional program, the main concern of every teacher is how can
he/she most effectively bring about student learning. This is directed to the methods and
materials of instruction and at the same time the role of assessment in the instructional
process. When the assessment is properly designed and appropriately used, assessment
procedures can contribute to more effective instruction and greater student learning.
1. Placement Evaluation. There are major questions that teachers need to answer before
using the instruction.
1. To what extent do the students possess the skills and abilities that are
needed to begin instruction?
2. To what extent have the students already achieved the intended learning
outcomes?
The teacher has to administer a pretest that covers the skills necessary for the
planned instruction. Performance-based tasks may be useful in determining entry
skills. Portfolios of students’ work should be maintained during the instruction. To be
most effective, the pre-assessment should be considered during the instructional
planning stage (Airasian, 1997). Placement evaluation accounts for student’s entry
behaviors or performance. It determines the knowledge and skills the student
possesses which are necessary at the beginning of instruction in a given subject area.
2. Diagnostic Assessment. Diagnostic assessments help to determine why the academic

and/or behavioral needs are occurring and identify what the student needs to learn. It is
administered to students who exceed or fall below the learning expectations on the screening
measures. Results are used to design instructional plans to meet individual needs. This is also
known as pre-assessment. It provides teachers with information about student’s prior
knowledge and misconceptions before beginning a learning activity.
Nature of Diagnostic Assessment
1. It must be linked to pre-determined learning objectives.
2. It should be systematically built into the curriculum.
3. It should identify the next steps for the pupil.
4. Pupils should be involved in the identification of learning needs in this process.
5. The teacher should modify the course and/ or teaching approaches in light of
the assessment information.

34
6. Care should be taken to ensure that it is adequate in scope, valid, reliable,
practical and acceptable to those involved.
7. Testing should be fair, taking into account equal opportunity issues.
8. A test’s instructions and administration must be clear and not distort results.
9. Pupils should understand why and how they are to be tested.
Progress Monitoring: A Component of Responsiveness to Intervention.

The point of a diagnostic is not just to assess, but to do something with test
results leading to improved learning. Thus, progress monitoring with individual
students or an entire class makes sense. Progress monitoring is a scientifically based
practice. the implementation involves determining a student’s current levels of
performance and setting goals for learning that will take place over time. The student’s
academic performance is measured regularly (weekly or monthly).
3. Formative Assessment (During Instruction)
The teacher aiming to attain effective teaching should ask himself/herself

the following questions:
1. On which learning tasks are the students progressing satisfactorily? On which ones
do they need help?
2. Which students are having such severe learning problems that they need remedial
work?
Formative tests are used to monitor students' progress during
instruction. They place greater emphasis on:
1. Measuring all of the intended outcomes of the unit of instruction; and

2. Using the results to improve learning (rather than to assign grades).
4. Summative Assessment
Summative assessment is an assessment of learning. These assessments are

comprehensive, typically given at the end of a program, and provide for accountability.
Such judgments include grading a paper or test.
Summative assessment (or Summative evaluation) refers to the assessment of
the learning and summarizes the development of learners at a particular time. It
provides information on the product’s efficacy (its ability to do what it was designated to
do). Summative evaluation describes what students know, can do, and value; evaluate
student growth relative to the purpose of the lesson/activity/unit/program, and evaluate
student growth relative to the curriculum expectations and the local standards.
Types of Evaluation
A. As to the period the evaluation is conducted in.

1. Formative Evaluation
2. Summative Evaluation
3. Diagnostic Evaluation
B. As to whether or not the score of one student will affect the grade of another
Student.

35
1. Criterion-Referenced Test. This describes what an examinee can do without
reference to the performance of others. This is a measure used to check the
performance of a student about some specified criteria. It checks whether or not the
student has mastered or achieved the required level of performance. It provides a
comparison between the individual and some previously defined objectives or level of
achievement. The meaningfulness of one’s score is independent of that of other
learners. It points out what a learner can do, not how he compares with others. The
score of one student will not affect the grade of another.
2. Norm-Referenced Evaluation. This is a measure to find out how well a student

performs on a defined set of talks about the performance of other students who take
the same test. The key feature is a comparison with other students. The score of one
student will affect the grades of other students. The data taken from the known group
are compared with those of the group being tested for better interpretation of
data.
C. Other Types of Evaluation
Placement Evaluation. This defines student entry behavior. It determines the

knowledge and skills possessed, which are necessary at the beginning of instruction. It
is used to place students in a section or group.
Guidelines for Effective Student Assessment
1. Effective assessment requires an adequate sample of student performance.

It must be noted that in preparing a classroom test, there may be 100 terms that
students should know, but only 20 terms can be accommodated in the test. Thus, the teacher
must select a representative sample from the 100 words because his/her purpose is to
generalize from performance on the 20 terms how well students know the 100 terms. If the
sample is adequate, the teacher can estimate that 18 correct answers on the 20 terms indicate
that the student knows about 90 percent of the 100 terms with allowance for a margin of error.
2. Effective assessment requires that the procedures be fair to everyone.
Teachers must see to it that directions are clearly stated, the reading level is
appropriate, the performance called for knowledge or skills that are intended as parts of the
assessment tasks. Fairness should be observed in preparing and using assessment
procedures for students. Results should be used in improving learning.
3. Effective assessment requires the specifications of criteria for judging

successful performance.
For example, in assessing vocabulary, success can be described in how well
students can define each term and use it in a sentence. The degree of success can be
expressed by separate scores, by scoring rubrics that describe degrees of effectiveness, or by
rating scales. As clearly stated by Popham (2000), students should have a clear notion of what
is expected of them, and specified criteria of successful performance can be used to clarify the
learning tasks.
4. Effective assessment requires feedbac]k to students that emphasize the strengths of

performance and weaknesses to be corrected.
Feedback of assessment results to students is an essential factor in an assessment
program. To be most effective, the following criteria are presented:
a. Should be given immediately following or during the assessment.

36
b. Should be detailed and understandable to students.
c. Should focus on successful elements of the performance and errors to be
corrected.
d. Should provide remedial suggestions for correcting errors.
e. Should be positive and provide a guide for improving performance and self-
assessment.
5. Effective assessment must be supported by a comprehensive grading and

reporting system.
If half of the learning outcomes are assessed by tests and half by performance
assessments and a single grade are used, the two types of assessments should receive
equal weight in the grade.
Activity 2.
1. How can a teacher come up with an effective instructional decision?

_______________________________________________________________________
_______________________________________________________________________
2. What must a teacher do to determine the student's skills and abilities that are
needed to begin instruction?
_______________________________________________________________________
_______________________________________________________________________
SELF EVALUATION
Instruction. Given the following assessment situations, what type of
the assessment would you recommend, and why?
1. You want to determine whether the students possess the knowledge and skills
needed to begin the planned instruction.
2. You want to provide continuous feedback to students about their learning

successes and failures.
3. You want to determine why a number of your students continue to experience

failure in reading and mathematics despite the use of your schools prescribed
an alternative method of instruction.
4. You want to determine the extent to which the instructional goals have been
achieved.
REVIEW OF CONCEPT
Roles of Assessment in Instructional Decisions

37
Assessment enhances learning in the instructional processes if the result provides feedback to
both students and teachers. The information obtained from the assessment is used to evaluate the
teaching methodologies and strategies of the teacher. It is also used to make teaching decisions. The
result of the assessment is used to diagnose the learning problems of the students.
Teachers make decisions about students--- decisions that have serious effects on student’s
lives. To have confidence that the decisions they make are fair, teachers must base them on
information that is valid and reliable.
Assessment is the systematic process of collecting and interpreting information to

make decisions about students. High-quality assessments not only provide valid and reliable
information about student achievement but also assist educators to determine the effectiveness of
their instructional strategies.
POST TEST
Instruction. Match the items in column A with the definitions in column B.
Write the letter that corresponds to the correct answer:
1. Formative Assessment a. Determine entry performance
2. Summative Assessment b. An alternative assessment
3. Placement Assessment c. Monitor learning progress
4. Performance Assessment d. Determine terminal performance
5. Authentic assessment e. Requires students to demonstrate

their achievement and understanding and
skills by performing a task
f. Stresses on the importance of focusing on

application of understanding and skills.
REFERENCES
A. BOOKS

Publishing, 2011


38
CHAPTER 4. PRINCIPLES OF HIGH-QUALITY ASSESSMENT
UNITS: 1. Teacher-made Tests

2. Learning Targets
3. Features of High-Quality Assessment for Students
4. General Principles of Evaluation/ Assessment
TIME FRAME: 4 Hrs.
INTRODUCTION:
The quality of the assessment instrument and method is very important since the evaluation
and judgment of a teacher on his/her students are based on the information obtained using these
instruments.
High-quality assessments are balanced to provide instructors with ongoing feedback about
student progress. In particular, data gathered from assessments given throughout the learning
process give educators the information they need to adjust their instruction. Assessment, then, isn't
the final word; rather, it should be part of an ongoing conversation that helps all students get exactly
what they need to meet learning standards.
Say the word "assessment," and most people envision sweating bullets over a final exam or
major unit test. The questions are many, the stakes are high, and there are no do-overs if you make a
mistake. There's a reason this is the go-to image of assessment: For most of us, it's how we were
taught.
1. explain the benefits of specifying clear and appropriate learning targets,

2. write illustrative learning targets from a lesson in high school subject,
3. distinguish desirable qualities of good test instruments as bases for judging the
quality of classroom assessment, and
4. establish a relationship between validity and reliability.
PRETEST: Instruction: Answer the following questions:

39
1. What are teacher-made tests?
___________________________________________________________________________
_
2. Explain the guiding principles of high-quality assessment.
_________________________________________________________________________
3. How can quality assessment be achieved?

___________________________________________________________________
LEARNING ACTIVITIES
Teacher-made Tests
Most of the tests the students take are teacher-made tests. It means that teachers
design them. These tests are associated with the grades on report cards. They help measure
students’ progress--telling the teacher and the student whether he or she is keeping up with
the class, needs extra help, or], is far ahead of other students. Therefore decisions about how,
when, and why to assess student learning must be thoughtful and confident. Teacher-made
tests are those which are prepared by teachers to assess their student learning. Test scores
may be used for a portion of students’ marks (Williams and Haladyna, 1999).
Some of the following suggestions can help construct tests:
1. Tests should be balanced. among the following:
a. short answer/ paragraph answer
b. words/ pictures/ maps/ diagrams
c. easy/ difficult questions
d. factual knowledge/ application of knowledge
e. knowledge/ skills
As much as possible, test questions should be given within a meaningful context.
2. Students should not be penalized with a low mark because they are weak in reading
or writing. These students may be assisted in one of several ways.
a. The teacher might go over the test beforehand and read and explain each question.
b. Tests should be done in small groups or with a partner.
c. The teacher might form a small group during the test and read each
question silently with the group, allowing time for students to write their answers or
give the answers orally.
d. In some cases, it may be appropriate for some students to have a tutor, coach them
beforehand.

40
3. The teacher might choose to use a format different from the conventional test.
a. Make up a test that has as many questions as there are students in the class.
b. A variation of this is the use of testing stations where a variety of materials are set
up, and a group of students would answer a set of questions or respond to some
directions.
There can be no surprises when it comes to student evaluation:
a. Students should always be aware of evaluation criteria and procedures;
b. Students should have a role in the evaluation process; and
c. Students should receive regular feedback as to “how they are doing.”
Learning Targets
Learning targets state clearly what the child will be learning in all subject areas, these
include Reading, Language Arts, Mathematics, Science, Social Studies, Music, Physical
education, Health, Art, and School Counseling.
Setting Learning Targets for each subject area and grade level ensures that all
teachers focus on developing the same skills and concepts at a level appropriate for each
child. In setting these targets, we expect all children to enjoy high-level learning experiences.
Learning targets promote consistency in teaching and learning.
Using learning Targets, teachers assess student performance throughout the year.
these frequent checks provide the teachers with information on skills and concepts that may
have to be covered again as children mature. The teacher is then able to help each child
before he or she falls behind their grade level.
The new paradigm of assessing student learning includes the four criteria of
knowledge, skills, behavior, and attitude, and emphasizes multiple measurements. High-
quality assessment plays a very important role in improving teaching and learning; it provides
useful measures of student performance.
Types of Learning Targets (Marzano and Kendall, 1996)

1. Knowledge Student mastery of substantive subject matter, facts, and
and Simple information, typically through recall (I.e. dates, definition, and
Understanding principles) as well as simple understanding (i.e. summarizing a
paragraph, explaining a chart, and giving examples).
2. Deep Student ability to use knowledge to reason, solve problems.

Understanding Critical thinking, synthesis, comparing, higher-order thinking
Reasoning skills, and judgment.
3. Skills Student ability to demonstrate achievement-related skills other

than answering questions. These involve a behavior in which

41
knowledge, understanding, and reasoning, are used overtly.
4. Products Student ability to create achievement-related products, or a

sample of student work (i.e. paper, report, artwork, or another
project) that demonstrate the ability, knowledge, understanding,
reasoning, and skills.
5. Affective/ Student attainment of affective states such as attitudes, values,

Disposition interests, and self-efficacy (I.e. feelings, and beliefs).
Levels of Assessments
The attainment of learning outcomes as defined in the standards shall be the basis for
the quality assurance of learning using formative assessments. They shall be the focus of the
summative assessments and shall be the basis for grading at the end of instruction.
The learning outcomes are defined by level:
1. Knowledge - refers to the substantive content of the curriculum namely the facts
and information that the student acquires.
2. Process – refers to the cognitive operation that the student performs on facts and
information to construct meanings and understandings.
3. Understanding – refers to enduring big ideas, principles, and generalizations interest to
the discipline which is assessed using the facets of understanding.
4. Products/Performances – refer to real-life understanding as evidenced by the
student’s performance of authentic tasks.
Levels of Proficiency
The performance of students shall be described in the report card, based on the
following levels of proficiency.
1. Beginning (B) -- The student at this level struggles with his/her understanding; prerequisite
and fundamental knowledge and/ or skills have not been acquired or developed
adequately to aid understanding.
2. Developing (D) - The student at this level processes the minimum knowledge and skills
and core understandings, but needs help throughout the performance of authentic tasks.
3. Approaching Proficiency (AP) - The student at this level has developed the fundamental
knowledge and skills and core understanding and, with little guidance from the teacher
and/or with some assistance from peers, can transfer these understandings through
authentic performance tasks.
4. Proficient (P) - The student at this level has developed the fundamental knowledge
and skills and core understandings, and can transfer them independently through

42
authentic performance tasks.
5. Advanced (A) - The student at this level exceeds the core requirements in terms of
knowledge, skills, and understandings, and can transfer them automatically and flexibly
through authentic performance tasks.
Establishing Learning Targets
1. Educational Goals- They are very general statements of what students will know and be
able to do. Typically they are written to cover large blocks of instructional time, such as a
semester or a year. They provide a starting point for more specific learning objectives.
Examples: Goal 1: Students will learn to use mathematics to define and solve
problems.
Goal 2: Students will learn to write in a variety of forms for different
audiences and purposes.
2. Educational Learning Objectives - These are more specific statements of what students
will know and be able to do. Typically they are written to cover a smaller block of
instructional
time, such as an instructional unit. They should be stated in terms of specific, observable,
and measurable student response- always think about what specific things want students to
learn, about your goal.
Examples: Goal 1. Students will learn to use mathematics to define and solve
problems.
Objective 1. Students will learn to identify questions to be answered in real-
world situations.
Objective 2. Students will learn to apply a variety of strategies to investigate
problems.
Objective 3. Students will learn to identify relevant information in a problem
situation.
Objective 4. Students will learn to recognize the need to abandon or modify an
unproductive approach to a solution.
Goal 2. Students will learn to write in a variety of forms for different

audiences and purposes.
Objective 1. Students will learn to write for distant audiences.
Objective 2. Students will learn to write to persuade others.
Objective 3. Students will learn to write to express themselves
Objective 4. Students will learn to write to inform others.
Learning objectives are not:
1. activities that students will engage in (these are teaching objectives); or

2. materials students will see or use.

43
Learning objectives should be written at the appropriate level of generality- not
too general that they do not provide instructional guidance, but not too specific so that
they are not too time-consuming and confining. It is best to focus on a unit of
instruction, as opposed to a daily lesson plan, as the important learning that you want
students to develop will typically take more than a day.
Activity 1
Instructions. A. Answer the following questions:

1. In your own words, explain each of the five learning targets identified by
Marzano and Kendall (1996).
________________________________________________________________
2. Explain how to define general outcomes in specific terms.

________________________________________________________________
3. Explain the process of selecting assessment targets.

_______________________________________________________________
B. Provide learning objectives to the given learning goals.
1. Mathematics example
Goal: Students will develop number sense.
Objective 1. _____________________________________________________
Objective 2._____________________________________________________
2. Science Example
Goal: Students will develop the abilities to do scientific inquiry.
Objective 1. _____________________________________________________
Objective 2. _____________________________________________________
Features of A High-Quality Assessment
Whether your goal is to choose a ready-made assessment program from a publisher or

design better quizzes and tests for classroom use, it's important to understand what a high-
quality assessment looks like. These features are the most critical:
1. Standards-Based: Great assessment is carefully connected to the learning standards your

district or state has adopted so that questions are relevant and provide meaningful insight into
student learning.
2. Balanced: Truly useful assessment isn't a one-time test, but rather a series of quizzes and
informal check-ins throughout the learning process. Classroom assessment is just as
important as state-wide testing.
3. Valid: Assessments should be designed by true subject experts, including the classroom
teacher. This ensures that questions are well-written, unambiguous, and have been vetted for
accuracy.
4. Flexible: There's more than one way for students to show what they know, and high-quality

44
assessments provide multiple ways to demonstrate skills. Offering students choice is
empowering and gives them a chance to shine.
5. Informative: The best assessments offer useful information about what students know and
what they still need to work on. Ideally, there's a system in place that makes it easy to crunch
the numbers and compare results to quickly recognize patterns. This data can then be used to
design further instruction to shore up weaknesses as required
To measure the effectiveness of your assessments:
Use the checklist above as a guide. Does your current assessment system or
individual item meet those requirements? To get a full view, it's necessary to include the
teacher as well as administrator feedback. Instructors are in a better position to determine
whether frequent, informal assessments provide enough information to be useful in guiding
their teaching regularly.
Since they're intimately familiar with the details of the curriculum, they'll also be able to
tell if assessments are relevant. Administrators should provide feedback on the usefulness of
the data they receive from assessments and the ease of crunching the numbers in the ways
most meaningful to them to monitor big-picture progress.
Benefits of A High-Quality Assessment for Students
Though much attention is placed on how schools and districts use data from various
assessment systems, individual students also directly benefit from a carefully crafted
assessment. For one thing, they gain confidence in their skills and their relationships with their
teachers when the assessments they must complete are aligned to the work they've done in
class.
If you've ever had the experience of sitting down to a test filled with questions about
topics that weren't discussed in class, you know just how frustrating it can feel. Because high-
quality assessments are designed to be relevant, they eliminate anxiety about being
unprepared and help maintain strong student-teacher relationships.
A high-quality assessment also provides second chances for students to succeed.
Great assessments aren’t just about a one-time exam. Instead, frequent, formative
assessments are given throughout the learning process, and students know that they will be
allowed the opportunity to learn from their mistakes and show growth. This takes some of the
anxiety out of testing and encourages a more growth-oriented mindset in the classroom.
The Impact of A High-Quality Assessment on Curriculum and Instruction
For instructors, one of the biggest benefits of excellent assessment models is that they
provide the information they need to improve or change the course of their teaching. When
high-quality assessments offer an easy way to look at data about whether the majority of
students have mastered a learning goal, instructors can put that information to good use right
away.
For example, if an individual teacher discovers that half of her students are making
errors in multiplication facts dealing with numbers larger than 5, it doesn't make sense just to
hand out a grade to each student and move on to long division. This data lets the teacher
know that she needs to review the problem areas and provide extra practice before moving
on. The data is even more useful when taken to an individual level, as the teacher can target
remediation where it's needed and provide enrichment activities or individualized learning for
those who are ready to move on.

45
Likewise, assessment data is useful at the administrative level when it comes to
revising and updating the curriculum. For example, when results show that a significant
number of students struggle to identify poetic devices, it's worth looking at the ELA curriculum
to see where poetry units need to be updated and enhanced.
Great assessment isn't merely about giving a grade to students and educators. At its
best, the high-quality assessment provides actionable information to inform curriculum and
instruction decisions and allows for a real-time change of course to meet students' needs. The
first step is to vet and design relevant, standards-based assessments that are used at many
different stages of learning. From there, educators should approach the resulting data with a
spirit of flexibility and adjust their strategies accordingly.
General Principles of Evaluation / Assessment
A. Set clear and appropriate learning targets (knowledge-based, skills-based,

performing-based, effective- based, or product-based). The ultimate aim of the
evaluation is to find out if objectives are met.
1. Set clear and appropriate learning targets (knowledge-based, skills-based,

performing-based, affective-based, or product-based).
2. Learning targets include what the students should know and be able to do. These
learning targets come from the very goals and objectives of instruction. Learning
targets therefore should reflect the mission statements, goals, and standards of the
nation, district, division, or institution. They are more specifically stated in the form of
lesson objectives.
3. Assessment should observe balance by considering all domains of learning
(cognitive, affective, and psychomotor) and as many domains of intelligence (multiple
bits of intelligence) is possible.
4. Assessment of learning is an integral part of the teaching-learning process.
Teachers’ lesson plan starts with objectives and learning activities intended to attain
the
objectives. To complete the teaching cycle, assessment procedures are determined
and undertaken to collect evidence showing the attainment of the objectives.
5. The teacher gives a test to determine if the formulated objectives are achieved. The
number of correct responses indicates the attainment of the objectives. The scores will
tell how many of the objectives have been achieved or which objective/s is/are not
attained
B. Use appropriate assessment methods by matching targets with methods

(knowledge, reasoning, skills, products, affective). Evaluation / Assessment is
comprehensive.
1. Learning targets are measured in several methods. However, certain methods
measure learning targets better than any other methods do.
2. Should include the cognitive, psychomotor, and affective domains. It should assess
how much knowledge, skills, and attitude the students have attained.

46
Objective Objective Essay Performance- Oral Question Observation Self
Supply Selection Based Report
Short Restricted Presentations Oral Informal Attitude
Answer Multiple Response Papers Examinations Formal Survey
Choice Projects Conferences Sociometric
Athletics Interviews Devises
Completion Matching Extended Demonstrations Questionnaire
Test True / Response Exhibitions Inventories
False Portfolios
Learning Targets and their Appropriate Methods
Assessment Methods
Targets Objective Essay performance Oral Question Observation SelfReport
-based
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5 = high, 1 = low)
Modes of Assessment
Mode Description Examples Advantages Disadvantages
1. Traditional The paper-and-  Standardized  Scoring is  Preparation of
Assessment pencil test is used test objective the instrument
in assessing  The is time-
knowledge and  Teacher-made administration consuming.
thinking skills. test is easy  Prone to
because guessing and
students can cheating
take the test at
the same time.
2. Performance A mode of  Practical Test  Preparation of  Scoring tends
assessment that  Oral and Aural the instrument to be
requires an actual Tests is relatively subjective
demonstration of  Journals easy. without
skills or creation of  Projects, etc.  Measures rubrics.
products of behavior that  The
learning. cannot be administration
deceived. is time-
consuming.
3. Portfolio A process of  Working  Measures  Development
gathering multiple Portfolios students growth is time-
indicators of  Show and consuming
student progress to Portfolios development  Rating tends
support course  Documentary  Intelligence-fair to be
goals in the Portfolio subjective
dynamic, ongoing, without rubrics
and collaborative
process.

47
C. Assessment must be authentic.
Emphasize real-world application to gain realistic performances over out-of-context
drill items, that is, it must:
1. Have a meaningful performance task.
2. Be based on clear standards/public criteria.
3. Show quality products and performance.
4. Positive interaction between the assessee and assessor. Create good interaction
between the person administering the assessment and the one to whom it is
administered.
5. Emphasize self-evaluation.
6. Show transfer of learning, or learning that transfers.
Criteria of Authentic Achievement
1. Disciplined Inquiry - requires an in-depth understanding of the problem and a move

beyond the knowledge produced by others to a formulation of new ideas.
2.Integration of Knowledge – considers things as a whole rather than fragments of

knowledge.
3.Value Beyond Evaluation – what students do have some value beyond the
classroom.
D. Assessment tool should match with performance objective.
The performance test should be aligned with the performance objective to be

considered valid. A written test can measure simple recall and seldom the ability as specified
in the performance objective.
E. Establish test validity by matching targets with methods.
Validity is one important criterion of a good assessment instrument or tool, which

means it should measure what it intends to measure. It is the usefulness of the test for a given
purpose. It is the most important criterion of a good examination. A valid test is reliable.
Ways in Establishing Validity

1. Face Validity - is done by examining the physical appearance of the instrument.
2. Content validity – is established when the objectives of the assessment match the
lesson objectives. It is done through a careful and critical examination of the objectives
of assessment so that it reflects the curricular objectives.
3. Concurrent validity – is determined by correlating the sets of scores obtained from
two measures given concurrently to describe the present status of an
individual.
4. Predictive validity – is done by correlating the sets of scores obtained from two
measures given at a longer time interval to describe the future performance of an
individual.
5. Construct validity – is established statistically by comparing psychological factors
that theoretically affect the scores in a test.

48
a. Convergent Validity- is established if the instrument defines another similar
trait other than what it is intended to measure: e.g. Critical Thinking Test may
be correlated with the Creative Thinking Test.
b. Divergent Validity – is established if an instrument can describe only the
intended trait and not the other traits: e. g. Critical Thinking Test may not be
correlated with the Reading Comprehension Test.
Test for validity: A test is valid when:

1. It measures the abilities, qualities, skills, and information it is supposed to
measure.
2. It is adapted to the intellectual level or maturity and background experience
of pupils.
3. Materials that are included are of prime importance.
4. There is a wide sampling of items among essentials which the pupils are
expected to master as provided in the course of study.]
5. It includes skills or abilities which are essential to success in a given field.
6. The test items cover the materials found in textbooks and courses of study
in the field.
7. The test items are of the type found in the recommendations of educational
committee.
8. The test items are of social utility, reflecting actual life situations.
9. The test items are of the types that are parallel to good teaching.
Methods of validating a test or examination:
1. By judgment of competent persons, usually three or more experts in the

field.
2. By correlating against an outside valid criterion.
3. By computation of the percentage of pupils answering each item correctly at
successive age or grade levels. If the items discriminate among the
different ages or grades, that is older, or pupils of higher grades answer
more items correctly than the younger or lower grade pupils, then the test
is valid.
4. By curricular validity which is done by checking whether the test contents
are relevant with the contents of the prescribed courses of study as taught to
the students.
F. Comprehensive assessment requires a variety of procedures.
No single type of instrument or procedure can assess a vast array of learning and
development outcomes. Short answer tests of achievement are useful for measuring
knowledge outcomes but essay tests are needed to assess the ability to organize and
express ideas.
G. Ensure fairness and equity.

A fair assessment provides all students with an equal opportunity to demonstrate
achievement by providing all students with equal opportunity to learn, presenting the
content of the assessment and the scoring criteria much ahead of time; avoiding all forms

49
of bias in language, assessment tasks, and procedures; and avoiding teacher stereotypes.
The key to fairness are as follows:

1. Students know about learning targets and assessments. Assessment targets,
standards and results should be properly communicated to users and /or students.
2. Students are given equal opportunities to learn.
3. Students possess the pre-requisite knowledge and skills.
4. Students are free from teacher stereotypes.
4. Students are free from biased assessment tasks and procedures.

6. Assessment should follow ethical standards(especially as regards to dissemination
of results and/ or use of assessment procedures).
H. Evaluation/assessment is a cooperative enterprise.

In evaluation, it is not only the teacher who assesses the learning outcome.
The students also evaluate their progress or performance. This is why students
compare their test results when test papers are returned. They want to establish a basis
for comparison. The parents of the students also evaluate the children’s progress in
school.
I. Stress the positive consequences of the test. Tests should motivate students to learn
and should also promote and encourage effective teaching.
J. Consider practicality and efficiency in the choice of the assessment strategy.
Assessment must consider cost, time, ease of administration, scoring, and
interpretation, and teacher’s familiarity with the assessment method used. It must also
be within the comprehension level of the learners.
When assessing learning, the information obtained should be worth the
resources and time required to obtain it. The factors to consider are as follows:
1. Teacher Familiarity with the method. The teacher should know the strengths
and weaknesses of the method and how to use them.
2. Time Required. Time includes the construction and use of the instrument and the
interpretation of results. Other things being equal, it is desirable to use the shortest
assessment time possible that provides valid and reliable results.
3. Complexity of the Administration. Directions and procedures for administrations
and procedures clear and that little time and effort is needed.
4. Ease of Scoring. Use scoring procedures appropriate to your method and purpose.
The easier the procedure, the more reliable the assessment is.
5. Ease of interpretation. Interpretation is easier if there was a plan on how to use
the results before assessment.
6. Cost. Other things being equal, the less expense used to gather information, the
better.
K. The assessment instrument used must satisfy the criterion of reliability, that is, there
should be the consistency of scores obtained by an individual when retested using the
same assessment instrument.
Reliability is the degree to which a test measures what it does measure. It is a

50
second most important criterion of a good examination. It is synonymous with accuracy
or consistency of measurement. The longer and more extensive the test is the more
reliable it becomes. A valid test is reliable but a reliable test may not be necessarily
valid. A test is reliable if the coefficient of correlation is not less than 0.85. Reliability
refers to the consistency of assessment results
Methods of determining reliability:

A. By comparing the results of the test- with those of the reliable test.
B. By giving the test twice to the same pupils on different days. The coefficient of
correlation between the two results should not be lower than 0.85.
C. If the test is administered but once, reliability can be determined by breaking the
correctly answered test items into two sets of tests and computing the coefficient of
correlation between them.
What to Use to Measure Reliability:
Method Type of Reliability Procedure Statistical Measure

Measure
1. Test-Retest Measure of Administering a test twice over some time to a Pearson r
stability group of individuals. The scores derived from
the first time and second time the test is
administered can be correlated to evaluate the
test for stability over time / Or administering
the same test twice with an interval of one
or two weeks and correlating the scores
obtained from both tests.
2. Equivalent Measure of Give parallel forms of tests with the close time Pearson r
Forms / equivalence interval between forms.
Parallel Done by evaluating the scores of

Forms equivalent forms of tests given with close
time intervals between forms.
3. Test-retest The measure of Give parallel forms of tests with an increased Pearson r
w/ stability & time interval between forms.
Equivalent equivalence
Forms
4. Split half Measure of Give a test once. Score equivalent halves of Pearson r &
Internal the test e.g. odd-and even-numbered items. It Spearman-Brown
Consistency is done by splitting in half all items of a test formula
that are intended to probe the same area of
knowledge to form two sets of items. Or it
involves dividing a test into two-sub tests
(even-numbered and odd-number and
correlating the scores in these subtests.

51
The entire test is administered to a group of
individuals, the total score for each set is
computed, and finally, the split-half reliability
is obtained by determining the correlation
between the two total sets of scores.
5. Kuder- Measure of Give the test once then correlate the Kuder-Richardson
Richardson Internal proportion/percentage of the students passing formula (20 and 21)
Consistency and not passing a given item. It measures
inter-item consistency. It is tantamount to KRF 20:
doing split-half-reliability on all combinations
of items resulting from the different splitting of = K 1 - Ʃ PQ
the test. K-1 ( SD )2
Where:
The rationale for Kuder Richardson's most k = the no. of items in the
commonly used procedure is roughly test
equivalent to; SD= standard deviation of
the test
1. Securing the mean inter-correlation of the P= the proportion of
number of items (k) in the test. examinees who
got an item
2. Considering this to be the reliability correctly
coefficient for the typical item in the test. q= the proportion of those
who got the item
3. Stepping up this average with the incorrectly
Spearman-Brown formula to estimate the
reliability coefficient of an assessment of k
items.
L. Assessment must be a continuing process, done before, during, and after instruction to
ensure that learning targets are achieved. The assessment takes place in all phases of
instruction. It could be done before, during, and after instruction.
Activities Occurring BEFORE Instruction
1. Understanding students’ cultural backgrounds, interests, skills, and abilities as they

apply across a range of learning domains and/ or subject areas.
2. Understanding students’ motivations and their interests in specific class contents.
3. Clarifying and articulating the performance outcomes expected of pupils.
4. Planning instruction for individuals or groups of students.
Activities Occurring During Instruction

1. Monitoring pupil progress toward instructional goals.
2. Identifying gains and difficulties pupils are experiencing in learning and performing.
3. Adjusting instruction.
4. Giving contingent, specific, and credible praise and feedback.
5. Motivating students to learn.
6. Judging the extent of pupil attainment of instructional outcomes.
Activities Occurring After the Appropriate Instructional Segment

( e.g. lesson, class, semester, grade)

52
1. Describing the extent to which each student has attained both short-and-long-term
instructional goals.
2. Communicating strengths and weaknesses based on assessment results to
students, and parents or guardians.
3. Recording and reporting assessment results for school-level analysis, evaluation,
and decision-making.
4. Analyzing assessment information gathered before and during instruction to
understand each students’ progress to date and inform future instructional planning.
5. Evaluating the effectiveness of instruction.
6. Evaluating the effectiveness of the curriculum and materials in use.
M. Positive Consequences
Assessment should have positive results for both students (motivation to learn and
teachers (improvement of instruction).
1. Assessment should have positive consequences for students, that is, it should
motivate them to learn.
2. Assessment should have positive consequences on teachers, that is, it should help
them improve the effectiveness of their instruction. The results of the assessment
must be feedback to the learners. Corrected quizzes, tests, and evaluated projects
must be returned so students would know whether or not they are progressing
towards the performance objective.
N. Emphasize self-assessment.
If students make learning objectives their own, then in the assessment stage they
can do their self-assessment against the standard criterion of success as specified in the
performance objective. They are in the position to measure their progress against the
standard.
O. The bell curves mentally should not influence the thinking that failures are always
expected. All students must achieve. Remember all can learn.
P. Assessment of learning should not be used as punishment or as a disciplinary

measure, like giving a difficult test to punish students who do not study.
Q. Results of learning assessments must be communicated regularly and clearly to

parents.
Parents like to know how their children are doing in school and how they can
help, that is:
1. Assessment targets and standards should be communicated.
2. Assessment results should be communicated to its important users.
3. Assessment results should be communicated to students through direct interaction
or regular ongoing feedback on their progress.
R. Assessment should be balanced.

53
A balanced assessment sets targets in all domains of learning (cognitive,
affective, and psychomotor) or domains of intelligence (verbal-linguistic, logical-
mathematical, bodily-kinesthetic, visual-spatial, musical-rhythmic, intrapersonal-social
intrapersonal- introspection, physical world- natural-existential-spiritual). A balanced
assessment makes use of bo traditional and alternative assessments.
S. Ethics
1`. Teachers should free the students from harmful consequences of misuse or
overuse of various assessment procedures such as embarrassing students and
violating students’ right to confidentiality.
2. Teachers should be guided by laws and policies that affect their classroom
assessment.
3. Administrators and teachers should understand that is inappropriate to use

standardized student achievement to measure teaching effectiveness.
Activity 2.
Instruction. Group yourselves into five.

1. Select a specific subject and identify the learning targets.
2. Write learning targets for assessment based on a specific lesson
3. Collect a sample of test papers, then analyze them as to the identified
qualities.
4. Construct a tabular presentation of techniques for the validity and reliability of
a test instrument.
5. Prepare a chart of the taxonomy of educational objectives. Include the level of
each domain and give at least 5 examples of behavioral verbs.
SELF EVALUATION
Instruction: Read the following questions, then choose the best answer by circling
the letter that corresponds to your choice.
1. Which of the following defines the materials that will be available or unavailable
when the objective is assessed?
a. Behavior b. Conditions c. Criterion d. Question

54
2. Which of the following is NOT an example of a condition for objectives/
a. Given a map of Europe
b. Given twelve double-digit numbers
c. Without the use of a calculator
d. Write a paragraph
3. This I a verb that describes an observable activity, what the student will do. This is
generally stated as an action verb.
4. This is also referred to as degree. It is the standard that is used to measure whether
or not the objective has been observed. The criteria might be stated as a percentage
(80% correct).
5. This kind of learning target includes mastery of facts and information typically
through recall as well as simply understanding.
a. Skills b. Products c. Affective d. Knowledge
6. This kind of learning target includes problem-solving, critical thinking, synthesis,
comparing higher-order thinking skills, and judgment.
a. Deep understanding and reasoning
b. Knowledge and simple understanding
c. Products
d. Skills
7. This kind of learning target involves something that a student must demonstrate in
away other than answering questions. It also involves behaviors that are used overtly.
c. Products
d. Skills
8. This kind of learning target includes sample student work that demonstrates the
ability, knowledge, understanding, reasoning, and skills
c. Products
d. Skills
9. This kind of learning target includes attitude, values, interests, feelings, and beliefs.
a. Deep understanding and reasoning c. Products
b. Knowledge and simple understanding d. Skills
10. This is an element in test construction and test standardization.it is the degree to
which a measure of consistency returns the same result when repeated under similar
conditions.
a. Test reliability c. Test construct
b. Test validity d. Test item
REVIEW OF CONCEPT
Assessment literacy involves understanding how assessments are made, what type of
assessments answer what questions, and how the data from assessments can be used to help
teachers, students, parents, and other stakeholders make decisions about teaching and learning.

55
Assessment designers strive to create assessments that show a high degree of fidelity to the
following five traits:
1. Content validity. Content validity means that the assessment measures what it is intended
to measure for its intended purpose, and nothing more.
2. Reliability. For assessment to be sound, it must be free of bias and distortion. Reliability
and validity are two concepts that are important for defining and measuring bias and
distortion. Reliability refers to the extent to which assessments are consistent. Instruments
such as classroom tests and national standardized tests should be reliable.
3. Fairness. Fair is non-discriminatory and matches expectations. Transparent; processes

and documentation, including assessment briefing and marking criteria, are clear.
4. Educational Effect. The educational effect of the examination should motivate the students
to learn.
5. Catalytic Effect. The examination provides feedback that stimulates learning. Acceptability
from the different stakeholders find the examination process and the results credible.
6. Feasibility. The exam is practical and realistic.
POST TEST: Instruction. Answer the following questions:
1. What makes a high-quality assessment?

______________________________________________________________________
______________________________________________________________________
2. Explain the practicability and efficiency of assessment of student learning?

_____________________________________________________________________
_____________________________________________________________________
3. What is a valid test?

_____________________________________________________________________
_____________________________________________________________________-
REFERENCES
A. BOOKS

56
Publishing, 2011

Publishing Inc. 2012
CHAPTER 5: DEVELOPMENT OF CLASSROOM ASSESSMENT TOOLS
UNITS: 1. Criteria of a Good Classroom Examination

2. General Principles of Test Construction
3. Functions of Various kinds of Examinations
4. Areas of Assessment
5. Classification of Examinations
6. Specific Pointers to be observed in Constructing Different Types of Tests
7. Assessment Procedures of Affective and Non-Cognitive Learning Outcomes
8. Stages in the Development and Validation of an Assessment Instrument
TIME FRAME: 6 Hrs
INTRODUCTION
Classroom tests and assessments play a very important role in evaluating students'
performance. They provide relevant measures for learning outcomes. The main goal of classroom
testing and assessment is to obtain reliable, valid, and useful information about student achievement
(Mehrenand Lehmann,1991).

57
An assessment ‘tool’ is a complete set of documentation needed to assess at one (or more)
Unit(s) of Competency. Each assessment tool must include 2 – 3 instruments that each support
different methods of assessment (e.g. observation checklist and questioning). The tool will include the
administration, recording, and reporting requirements, and describe the context and conditions of
assessment.
An assessment ‘instrument’ is part of an assessment tool — it includes the checklists (or other
‘instruments’) and instructions needed to conduct one part of a competency-based assessment (e.g.
written test with answer key, observation checklist, verbal questioning instrument, logbook, etc). Each
instrument will outline the evidence the candidates need to supply and describe the evidence criteria
used to judge the quality of performance.
1. classify, and explain each criterion of a good test,
2. differentiate each type of test,
3. explain the rules in constructing various kinds of tests, and
4. construct self-made test items.
PRETEST : Instruction: Answer the following questions:
1. What are Teacher-made tests? Differentiate standardized tests from Teacher-made

tests.
_____________________________________________________________________________________
2. Give and discuss the different types of Teacher-made tests.

___________________________________________________________________________
3. How is the Teacher-made test constructed? What are the guidelines in

constructing the test?
________________________________________________________________________
4. What are the factors to be considered in constructing the various types of tests?

58
LEARNING ACTIVITIES
Criteria of a Good Examination
1. Objectivity is the degree to which personal judgment is eliminated in the scoring of the
answers. The items or exercises are so stated that only one possible answer to each item is
required.
2. Scorability is that quality when the test can be scored with the simplest and quickest
possible time by providing answer keys and providing separate answer sheets. The answer in
the answer sheets should be so arranged to facilitate speed and ease of scoring.
3. Administrability means that the test is easy to give and easy to score. The text includes
clear, simple, and direct instructions to the examinee, the examiner, and the scorer. Sample
test
exercises may be illustrated to clarify the instructions for performing the test. Definite
statement
of the time limit and total scores provided.
4. Economy refers to the cheapest way of giving the test. A shorter quiz may be written on
the blackboard before the quiz is given, but for long tests, this is very laborious and not
practical. The use of answer sheets separates from the test questions so that the test question
sheets can be used from time to time is cheap enough.
5. Adequacy is the degree to which a test contains a fairly wide sampling of items to
determine the educational outcomes or abilities so that the resulting scores are representative
of the relative total performance in the areas measured.
6. Utility is the quality of the test to meet the needs and purposes for which it is constructed
and administered. The test should satisfactorily serve a definite need in the situation in which it
is used.
7. Comparability is the quality of a test when its results can be compared with the results or
`norms of its previous administrations. Two ways to establish comparability of test results are:
a. Provide duplicate forms of the test
b. Provide norms adapted to the age-grade level, and/or subject the test is intended.
For the classroom teacher, the preparation of examinations has become a routine
activity but they often find it difficult to construct objective types of tests. The giving of paper
and pencil tests has been recognized as an integral part of the teaching-learning process.
Because of the indispensable role that examinations play in the educative process, teachers
should be expected to know how to prepare such tests and how to use them properly.
Teachers should know the various kinds and types of examinations, their functions,
and their uses. They should be well acquainted with their characteristics, or criteria of good
examinations, as well as with the principles in constructing various types of examinations/
tests.
Activity 1
Instruction. Answer the following questions.
1. What are the qualities of good test instruments?

___________________________________________________________________
___________________________________________________________________
2. In your own words, explain each criterion of a good examination.

59
___________________________________________________________________
___________________________________________________________________
General Principles of Test Construction

1. The test items should be selected very carefully. Only important facts should be included.
2. The test should have an extensive sampling of items.
3. The test items should be carefully expressed in simple, clear, definite, and meaningful
` ` sentences.
4. There should be only one possible correct response for each item of the test.
5. Each item should be independent. Leading clues to other items should be avoided.
6. Lifting sentences from books should not be done to encourage thinking and understanding.
7. The first person personal pronoun I and We should not be used.
8. Various types of test items should be made to avoid monotony.
9. The majority of the test items should be of moderate difficulty. Few difficult and few easy
` items should be included and the most difficult items should be at the end.
10. The test items should be arranged in ascending order of difficulty. Easy items should be
at the beginning to encourage the examinee to pursue the test
11. Clear, concise, and complete directions should precede all types of tests. Sample test
items may be provided for expected responses.
12. Items that can be answered by previous experience alone without knowledge of the
subject the matter should not be included.
13. Catchwords should not be used in the test items.
14. Test items must be based upon the objectives of the course and upon the course content.
15. The test should measure the degree of achievement or determine the difficulties of the
learners.
16. The test should emphasize the ability to apply and use facts as well as knowledge of facts.
17. The test should be of such length that it can be completed within the time allotted by all or
nearly all of the pupils. The teacher should perform the test herself to determine its
approximate time allotment.
18. Rules governing good language expression, grammar, spelling, punctuation, and
capitalization should be observed at all times.
19. Information on how scoring should be done should be provided.
20.Scoring keys in correcting and scoring tests should be provided.
How to Prepare A Test

1. Make a list of the objectives, the subject matter taught, and the activities are undertaken.
These are contained in the daily lesson plans of the teacher and the references or textbook
used.
2. Classify the objectives, the subject matter taught, and the activities are undertaken into
cognitive (knowledge and information), psychomotor (skills and abilities), or affective
(attitudes and ideals) domains. Suit the type of test to be prepared for these classifications.

60
3. Prepare the preliminary draft of the test items. If possible use more than one type of test.
4. Correct and improve the preliminary draft of the test.
5. Arrange the test items into ascending order of difficulty.
6. Perform the test to determine its time allotment.
7. Make the test in its final form.
Functions of Various Kinds of Examinations:
1. Examinations are used to measure the pupils’ intelligence and achievement for admission
and classification in schools.
2. They stimulate pupils to study harder, or they motivate learning.
3. They provide students the opportunity to train themselves in self-expression and thought
organization.
4. They determine and maintain standards for social control by setting minimum requirements
and accomplishments in the institution of learning.
5. They are used as the basis of giving grades.
6. They measure the effectiveness of the teaching methods/strategies and textbooks.
7. They determine the effectiveness of the teacher.
8. They guide teaching when they reveal the difficulties or weaknesses and strengths of the
pupils.
9. They are a means of discovering needed improvements in instructional objectives, contents,
learning experiences, and methods of teaching.
10. They are used to determine the pupils, mastery of the subject matter under study.
Areas of Assessment

61
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill,
and David Krathwohl published a framework for categorizing educational goals: Taxonomy of
Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been
applied by generations of K-12 teachers and college instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major
categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The
categories after Knowledge were presented as “skills and abilities,” with the understanding
that knowledge was the necessary precondition for putting these skills and abilities into
practice.
While each category contained subcategories, all lying along a continuum from simple
to complex and concrete to abstract, the taxonomy is popularly remembered according to the
six main categories.
Bloom’s taxonomy (1956)
1. Knowledge “involves the recall of specifics and universals, the recall of methods and
processes, or the recall of a pattern, structure, or setting.”
2. Comprehension “refers to a type of understanding or apprehension such that the individual
knows what is being communicated and can make use of the material or idea being
communicated without necessarily relating it to other material or seeing its fullest implications.”
3. Application refers to the “use of abstractions in particular and concrete situations.”
4. Analysis represents the “breakdown of a communication into its constituent elements or
parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas
expressed are made explicit.”
5. Synthesis involves the “putting together of elements and parts to form a whole.”
The Revised Taxonomy (2001)

62
A group of cognitive psychologists, curriculum theorists and instructional researchers,
and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy
with the title- A Taxonomy for Teaching, Learning, and Assessment. This title draws attention
away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and
points to a more dynamic conception of classification.
The authors of the revised taxonomy underscore this dynamism, using verbs and
gerunds to label their categories and subcategories (rather than the nouns of the original
taxonomy). These “action words” describe the cognitive processes by which thinkers
encounter and work with knowledge:
Activity 2
Instructions. Pair Work. Get yourself a partner, and do the task.

1. Explain the basic steps in planning a test.
________________________________________________________________
________________________________________________________________
2. Explain how to select the learning outcomes to be tested.

________________________________________________________________
________________________________________________________________
3. Select a topic and formulate 7 knowledge questions, 5 comprehensions, and

10 application questions. Present your answers in a matrix.
Classifications of Examinations:
1. According to the manner of response.

a. Oral examinations are answered orally. They are rarely given except to students
defending their theses as a requirement for graduation.
b. Written examinations are those that are answered by writing the answers. They
are also known as paper and pencil tests.
b. The performance or practical examinations are those that are accomplished by
actual doing.
2. According to the method of preparation/ format

a. Subjective, or essay, or traditional type – one on which the scores can be
influenced by the opinion/judgment of the rater, e.g. essay test
b. Objective type - one of which equally competent examinees will get the same
scores.
1. A standardized test is a test for which :
> it has been carefully constructed by experts in the light of accepted
objectives.
> the content has been selected and checked empirically,
> the norms have been established,
> uniform method of administering and scoring have been developed, and

63
> may be scored with a relatively high degree of objectivity.
a. An individual test is a test that is given to one individual at a time.
It is a one-to-one basis using careful oral questioning.
1. Ability tests – combine verbal and numerical ability, reasoning
and computation.
Ex. OLSAT—Otis Lennon Standardized Ability test
2. Aptitude tests – a test that measures potential in a specific
field or area, predict the degree to which an individual will
succeed in any given areas such as art, music, mechanical task,
or academic studies.
Ex. DAT – Differential Aptitude Test
b. A group test is a test that is given to groups of individuals at a time.
Questions are typically answered using paper and pencil
technique.
1. Norms and Standards of Standardized Tests
Norms and Standards are often used interchangeably.
What are norms at certain times become standards at other times.
However, norms and standards may be differentiated as follows:
> Norms are actual achievements expressed in terms of the

means or medians of the groups. They afford the basis for
the evaluation of instruction.
> Standards are the goals or objectives to be achieved. They
provide goals of achievement or the stimulation and
aspiration of pupils.
2. Norm-Referenced and Criterion-Referenced Tests.
> Criterion-Referenced test is a measuring device with

The predetermined level of success or standard on the part
of students to accomplish such as a level of 75% score in
all the test items could be considered a satisfactory
accomplishment by an individual student. The 75%
criterion could be interpreted as the minimum the standard
for a student to accomplish in a test for him
to pass it.
> Norm-Referenced test is a test that is scored or rated based

on the norm or median level of accomplishment in the test by
the whole group of students taking the test. The grades of the
students in the norm-referenced test are based on the
the normal curve of distribution of the test scores of the group
that took the test.
2. Unstandardized Tests / Teacher-Made Tests - are those tests conducted

by teachers who measure and appraise student progress in terms of specific

64
classroom / instructional objectives.
a. Objective Type- requires the student to select the answer from a
given number of alternatives or choices.
1. Limited Response Type / Recognition Type – requires the
student to select the answer from several alternatives or
choices.
> Multiple choice
> True-False or Alternative Response
> Matching Type
2. Free Response Type or Supply test / Recall Type -
requires the student to supply or give the correct answer.
> Short Answer – uses a direct question that can be
answered by a word, phrase, or symbol.
> Completion test – consists of an incomplete statement
that can also be answered by a word, phrase, number, or
symbol.
> Essay Type – essay questions provide freedom of
the response that is needed to adequately assess the
ability to formulate, organize, integrate and evaluate
ideas and information apply knowledge and skills.
> Restricted Essay
> Extended Essay
3. According to the nature of the answer.

a. The personality test is a test intended to measure some aspects of an individual’s
personality, is including such instruments as personality inventory tests, attitude tests,
tests of introversion-extroversion and dominance –submission, tests of emotion
stability, social adjustment, interests, character traits, neurotic tendencies, and other
emotional and expressive functions of personality.
b. The intelligence test is a mental test designed to measure an individual’s natural

ability or personality as developed by general experience. It is used in predicting one’s
success in academic work and some vocations.
c. The achievement or Summative test is a test intended to measure a person’s
knowledge, skills, understanding, etc. in a given field taught in school. A general
achievement test may include several types of subject-matter and may yield separate
scores for each subject.
d. A sociometric test is a test or device for revealing the preferences, likes, dislikes,
etc. obtaining among members of the group as to preferences for housemates,
seatmates, teammates, etc. and/ or for revealing various types of group members, for
example, leaders, isolates, rival factions, etc.
e. A diagnostic or Formative test is an examination or a test intended to measure
achievement in a narrow subject field or related subject fields, particularly to determine
specific weaknesses of pupils as a basis for remedial measures.
f. A trade test or Vocational test is a test designed to measure ability in a given trade
or vocation, usually based on performance in a sampling of actual processes or skills
common to the trade or vocation in question.
Other types of tests:

65
a. Battery tests are general achievement tests, the purpose of which is to secure in one
score a composite measure of the achievement of pupils in several school subjects.
b. A survey test is a test that has for its purpose the measurement of abilities in terms of
broad general functions. It measures the general level of student’s achievement over a
broad range of learning outcomes and tend to emphasize norm-referenced interpretation.
c. Psychological tests aim to measure students’ intangible aspects of behavior.
i.e. intelligence, attitudes, interests, and aptitude.
d. Educational Tests aim to measure the results/ effects of instruction.
e. Mastery tests measure the degree of mastery of a limited set of specific learning
outcomes and typically use criterion-referenced interpretations.
f. A verbal test is one on which words are very necessary and the examinee should be
equipped with vocabulary in attaching meaning to or responding to test items.
g. The non-Verbal test is one on which words are not that important, the student responds to
test items in the form of drawings, pictures, or designs.
h. Power test is designed to measure the level of performance under sufficient time,
conditions consist of items arranged in order of increasing difficulty.
i. The speed test is designed to measure the number of items an individual can complete in
a given time, consists of items approximately of the same level of difficulty.
Specific Pointers to be Observed in Constructing and Scoring the Different Types of Tests
A. Objective types of tests

1. Recall types
A. Simple Recall type
a. This type consists of questions calling for a single word or expression as
an answer.
b. Items usually begin with who, where, when, and what.
c. The score is the number of correct answers.
B. Completion type
a. Only important words or phrases should be omitted to avoid confusion.
b. Blanks should be of equal lengths.
c. The blanks as much as possible are placed near or at the end of the
sentence.
d. Articles a, an, and the, should not be provided before the omitted word or
the phrase to avoid clues for answers.
e. The score is the number of correct answers.
C. Enumeration type
a. The exact number of expected answers should be stated.
b. Blanks should be of equal lengths.
D. Identification type
a. The items should make the examinee think of a word, number, or group of
words that would complete the statement or answer the problem.
b. The score is the number of correct answers.
Advantages and Disadvantages of the Objective type of tests:

66
> Advantages:
a.The objective test is free from personal bias in scoring.
b. It is easy to score. With a scoring key, the test can be corrected by different
individuals without affecting the accuracy of the grades given.
c. It has high validity because it is comprehensive with a wide sampling of
essentials.
d. It is less time consuming since many items can be answered in a given time.
e. It is fair to students since the slow writers can accomplish the test as fast as
` the fast writers.
> Disadvantages:
a. It is difficult to construct and requires more time to prepare.
b. It does not afford the students the opportunity in training for self-expression
and thought organization.
c. It cannot be used to test ability in theme writing or journalistic writing.
2. Recognition Types:
A. True-False or Alternate- Response types:
a. Declarative sentences should be used.
b. The number of “true” and “false” items should be more or less equal.
c. The truth or falsity of the sentence should not be too evident.
d. Negative statements should be avoided.
e. The “modified” true-false” is more preferable than the plain “true-false”.
f. Avoid using specific determiners like all, always, never, none, nothing,
most, often, some, etc. and avoid weak statements as may sometimes,
as a rule, in general, etc.
g. In arranging the items avoid the regular recurrences of “true” and
“false” statements.
h. Minimize the use of qualitative terms like few, great, many, more, etc.
i. Avoid leading clues to answers in all items.
a. The score is the number of correct answers in “modified true-false”
and right answers minus wrong answers in “plain true-false”.
Note: In the modified true-false, if the answer to the test item is

false, the student has to indicate the word or words that make the
sentence false.
B. Yes – No type
a. The items should be in interrogative sentences.
b. The same rules as in “true-false” are applied.
C. Multiple - Response Type

a. There should be three to five choices. The number of choices in the
the first item should be the same number of choices in all the items of this
type of test.
b. The choices should be numbered or lettered so that only the letter or
the number can be written on the blank provided.
c. Avoid the use of “a”, or “an” as the last word before the listing of the
responses
d. Random occurrence of responses should be employed.
e. If the choices are figures, they should be arranged in ascending order.
f. The choices as much as possible should be at the end of the

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statements.
g. The choices should be related in some way or should belong to the
same class.
h. Avoid the use of “none of these” as one of the choices.
i. Score is the number of correct answers.
D. Best Answer type

a. There should be three to five choices, all of which are right but vary in
their degree of merit, importance, or desirability.
b. The other rules for “multiple –response” items are applied here.
E. Matching type
a. There should be two columns. Under column “A” are the stimuli which
should be longer and more descriptive than the responses under the column
“B”. The response may be a word, a phrase, a number, or a formula.
b. The stimuli under column “A” should be numbered and the responses under
column “B” should be lettered. A”.
c. The number of pairs usually should not exceed twenty items. Less than
ten introduces chance elements. Twenty pairs may be used but more
than twenty is decidedly wasteful of time.
d. The number of responses in column “B” should be two or more than
the items in column “A” to avoid guessing.
e. Only one correct matching for each item should be possible.
f. Matching sets should not be too long nor too short.
g. Items should be listed in random order in each list.
h. All items should be on the same page to avoid turning pages in the
process of matching pairs.
i. The score is the number of correct answers.
B. Subjective Type of Test
1. Essay type-examination
1. Restricted Essay – limits both the content and the response. Content is usually
restricted by the scope of the topic to be discussed.
2. Extended Essay – allows the students to select any factual information that they
think is pertinent to organize their answers by their best judgment and to integrate and
evaluate ideas which they think appropriate.
Common types of essay questions.
a. Comparison of two things.
b. Explanation of the use or meaning of a statement or message.
c. Analysis
d. The decision for or against
e. Discussion
How to construct an essay examination.

68
a. Determine the objectives or essentials for each question to be evaluated.
b. Phrase questions in simple, clear, and concise language.
c. Suit the length of the questions to the time available for answering the essay
examination. The teacher should try to answer the test herself.
d. Scoring: a. Have a model answer in advance.
b. Indicate the number of points for each question.
c. Score point for each essential.
Advantages and Disadvantages

> Advantages:
a. The essay examination can be used in practically all subjects of the
school curriculum.
b. It trains students for thought organization and self-expression.
c. It affords students opportunities to express their originality and
independent thinking.
d. Only the essay test can be used in some subjects like composition writing
and journalistic writing which cannot be tested by the objective type test.
e. It measures higher mental abilities like comparison, interpretation,
criticism, defense of opinion, and decision.
f. It is easily prepared.
g. It is inexpensive.
> Disadvantages:
a. The limited sampling of items makes the test an unreliable measure of
achievements or abilities.
b. Questions usually are not well prepared.
c. Scoring is highly subjective due to the influence of the corrector’s
judgment.
d. Grading of the essay test is inaccurate to measure pupils’
achievements due to the subjectivity of scoring.
Activity 3
Instructions. Do the given tasks.
A. 1. Select a subject in the K to 12 curriculum

2. Prepare at least five test items for each type of objective test.
3. Be sure to provide an outline of the subject matter.
B. Prepare at least five problem-solving test items.
C. Prepare five interpretive test items. Be sure to provide the learning
material--a picture, a table, graph, or paragraph.
D. 1. Formulate at least two examples of the following subjective test
items;
A. Extended- response
B. Restricted- response
2. Provide a model response foe each of the test items formulated.
E. Using the test items you have constructed decide whether or not you
have fulfilled the suggestions in test construction
Assessment Procedures of Affective and Other Non-Cognitive Learning Outcomes

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Beyond Paper-and- Pencil Test
Affective / Non-Cognitive Sample Behavior

Learning Outcome
a. Social Attitudes Concern for the welfare of others, sensitivity to social issues,
desire to work toward social improvement
b. Scientific attitude Open-mindedness, risk-taking, and responsibility,

resourcefulness, persistence, humility. Curiosity.
c. Academic-self concept Expressed as self-perception ad a learner, in particular subjects

(e.g. math, science, history, etc.)
d. Interests Expressed feelings toward various educational, mechanical,

aesthetic, social, recreational, vocational activities.
e. Appreciations Feelings of satisfaction and enjoyment are expressed toward

nature, music, art, literature, vocational activities.
f. Adjustments Relationship to peers, reaction to praise and criticism,

emotional, social stability, acceptability.
Outcomes in the cognitive domain, such as those about knowledge and understandings can
be measured by paper-and-pencil tests or performance-based assessments. There are also many
important learning outcomes such as attitudes, appreciations, and personal-social development that
require informal observations of natural interactions in the classroom and other natural settings such
as the playground and canteen.
Learning outcomes and aspects of development can be assessed by:

A. Observing students as they perform and describing their behavior,
B. Asking their peers about them, and
C. questioning them directly.
Types of Assessment Procedures
I. Observational Techniques- used in assessing affective and other non-cognitive learning

outcomes and aspects of the development of students. Direct observation is the best means for
assessing aspects of learning and development.
A. Anecdotal Record - Anecdotal records are factual descriptions of meaningful incidents and
events that the teacher has observed. Each incident should be written down shortly after it
happens, one for each student.
Following are some outcomes which require assessment procedures beyond the

70
pencil and paper test.
Outcome Examples of Behavior
a. Skills Performing laboratory experiments, playing a musical

the instrument, dancing, and gymnastics, study skills, work
skills
b. Work Habits Planning and use of time, equipment, and other resources,
demonstrate such traits as initiative, creativity, persistence,
and dependability.
c. Scientific Attitude Open-mindedness, willingness to suspend judgment,

sensitivity, cause-and-effect relations, and inquiring mind.
d. Interests Expressed feelings towards various educational,

mechanical, scientific, aesthetic, recreational & vocational.
e. Social Adjustment Relationship with peers, reaction to praise and criticisms,

reaction to authority, e3motional stability, and social
adaptability.
 Advantages of Anecdotal records:
a. Depict actual behavior in natural situations. “actions speak louder than words” is an
apt adage. and those with limited communication skills.
b. It can be used with very young students and those with limited communication
skills.
c. Anecdotal records facilitate gathering evidence on events that are exceptional but
significant.
 Limitation of Anecdotal records:
a. Time-consuming task
b. The difficulty of being objective.
c. There is difficulty in obtaining an adequate sample of behavior.
 Effective use of Anecdotal records
a. Determine in advance what to observe, but be alert for unusual behavior.
b. Analyze observational records for possible sources of bias.
c. Observe and record enough of the situation to make the behavior meaningful.
d. Make a record of the incident as soon after the observation as possible.
e. Limit each anecdote to a brief description of a single incident.
f. Keep the factual description of the incident and your interpretation of it separate.
g. Record both positive and negative behavioral incidents.
h. Collect several anecdotes on a student before drawing inferences concerning
typical behavior.
i. Obtain practice in writing anecdotal records.
B. Peer Appraisal

71
Students may rate their peers on the same rating form used by the teachers.
After an oral report before the class, the students could rate the performance on a
standard rating form. The average of those ratings is a good indication of how the
group felt about the student’s performance.
> Guess-Who Technique. One of the most used methods of obtaining peer
judgments is through the guess-who technique. Each student is presented with a
series of brief behavior descriptions and asked to name those students who are always
friendly, or who are never friendly.
> Sociometric Technique. Calls for nominations, but students indicate their
choice of comparison for some group situation or activity, the number of choices
students received serve as an indication of their total social acceptance.
C. Self-report (attitude survey, socio-metric devices, questionnaires, inventories)

Used to obtain information that is inaccessible by other means, including
reports on the students’ attitudes, interests, and personal feelings.
> Personal Interview. The best method of obtaining information from
an individual is a personal interview. Face-to-face contact has several advantages as a
self-report procedure. It is flexible. The interviewer can clarify questions, pursue
promising lines of inquiry and allow the interviewee to qualify or expand on their
answers,
the topics on which they are most expansive.
The interview makes it possible not only to collect information but also to share
information with them, as in a counseling interview, using face-to-face contact as a
basis for therapy. A problem is, it is too time-consuming and the information gained is
not standard from one person to another. Then, for greater comparability of results, the
self-report inventory or questionnaire is commonly used in place of a personal
interview. It is standardized, can obtain a large collection of information quickly, and
provides an objective summary of the data collected.
The effective use of self-report inventories assumes that the students are
willing and able to report accurately. When used for assessing affective behavior, they
must be allowed to respond anonymously.
D. Attitude Measurement
A widely use self-report method for measuring attitude is to list favorable or
unfavorable attitude statements and to ask the students to respond to each statement
on a five-point scale called the Likert scale. It is used to determine what a student
believes, perceives, or feels. Attitudes can be measured toward self, others, and a
variety of other activities institutions, or situations.
Types of Attitude Scales:

a. Rating Scale – measures attitudes toward others or asks an individual to rate
another individual on several behavioral dimensions on a continuum from good to
bad or excellent to poor; or on several items by selecting the most appropriate
response category along 3 or 5 scales ( e.g. 5-excellent, 4-above average, 3-
average, 2-below average, 1-poor)

72
b. Semantic Differential Scale – asks an individual to give a quantitative rating to the
subject of the attitude scale on several bipolar adjectives such as good-bad, friendly-
unfriendly, etc.
c. Likert Scale – an assessment instrument that asks an individual to respond to a
series of statements by indicating whether she/he strongly agrees (SA), agrees (A), is
undecided (U), disagrees (D), or strongly disagrees (SD) with each statement. Each
response is associated with a point value, and an individual’s score is determined by
summing up the point values for each positive statement: SA=5, A=4, U=3, D=2,
SD=1. For negative statements, the point values would be reversed, that is, SA=1,
A=2, and so on.
Example:
Things we do I like it It's OK Don’t like it

1. Solving Math Problems
2. Drawing Shapes
3. Measuring
Advantage:
a. The effective use of self-report inventories assumes that the students are
willing and able to report accurately. When used for assessing affective
behavior, they must be allowed to respond anonymously.
Limitation:
a. Time consuming, and the information gained is not standard from one
person to another. Then, for greater comparability of results, the self-
report inventory or questionnaire is commonly used in place of a
personal interview. It is standardized, can obtain a large collection of
information quickly, and provides an objective summary of the data
collected.
2. Personality Assessments- refer to procedures for assessing emotional adjustment,

interpersonal relations, motivation, interests, feelings, and attitudes toward self, others, and a
variety of other activities, institutions, and situations.
 Interests are preferences for particular activities.
Ex. I would rather cook than write a letter.
 Values concern preferences for “ life goals” and “ways of life”, in contrast to interests,
which concern preferences for particular activities.
Ex. I consider it more important to have people respect me than to admire me.
 Attitude concerns feelings about particular social objects – physical objects, types of
people, particular persons, social institutions, government policies, and others.
Ex. I enjoy solving math problems.
a. Non-projective tests
1. Personality Inventories
 Personality Inventories presents lists of questions or statements describing behaviors,
characteristic of certain personality traits and the i8ndividual is asked to indicate (yes,
no, undecided) whether the statement describes her or him.
 Personality inventories may be specific and measure only one trait, such as
introversion. n-extroversion, or maybe general and measure several traits.

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2. Creativity tests
 Tests of creativity are tests designed to measure those personality characteristics that
are related to creative behavior.
 One such trait is referred to as divergent thinking, unlike convergent thinkers, who tend
to look for the right answer, divergent thinkers tend to seek alternatives.
3. Interest Inventories
 An interest inventory asks an individual to indicate personal dislike, such as the kinds of
activities he or she likes to engage in.
b. Projective tests
 Projective tests were developed in an attempt to eliminate some of the major problems
inherent in the use of self-report measures, such as the tendency of some respondents
to give “socially acceptable” responses.
 The purposes of such tests are usually not obvious to respondents; the individual is
typically asked to respond to ambiguous items.
 The most commonly used projective technique is the method of association; the
technique asks the respondent to react to a stimulus such as a picture, inkblot, or word.
c. Checklist
 An assessment instrument that calls for a simple yes-no judgment. It is a method of
recording whether a characteristic is present or absent or whether an action was or was
no taken i. e. checklist of student’s daily activities.
Stages in the Development and Validation of an Assessment Instrument
Phase 1. Planning Stage

 Specify the objectives/skills and content areas to be measured.
 Prepare the table of specifications
 Decide on the item format- short answer form / multiple-choice, etc.
Phase 2. Test Construction Stage / Item Writing Stage
 Writing of test items based on the table of specifications.
 Consultation with experts - subject teacher / test expert for validation (content) and
editing.
Phase 3. Test Administration Stage / Try out Stage
 First Trial Run – using 50 to 100 students
 Scoring
 First Item Analysis – determine difficulty and discrimination indices.
 First Option Analysis
 Revision of the test items- based on the results of test item analysis.
 Second Trial Run / Field Testing
 Second Item Analysis
 Writing the final form of the test
Phase 4 Evaluation Stage

 Administration of the final form of the test
 Establish test validity
 Estimate test reliability
NOTE:

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b. Items with difficulty index within 0.26 to 0.75 and with discrimination index from 0.20 and
above are to be retained.
c. Items with difficulty index within 0.25 to 0.75 but with discrimination index form 0.19
d. and below or with discrimination index of 0.20 and above but with difficulty index not within
0.26 to .75 should be revised.
e. Items with a difficulty index not within 0.26 to 0.75 and with a discrimination index of 19
and below should be rejected/discarded.
Activity 4
Instruction: Do the following tasks:

1. What is an intelligence test? Give and discuss the types of intelligence tests.
_______________________________________________________________
_______________________________________________________________
2. What is an aptitude test?

_________________________________________________________________
_______________________________________________________________
3. Describe the following:

A. Otis-Lennon mental ability Tests (OLMAT)
B. Short Form test of academic aptitude (SFTAA).
C. Standard-Binet Scale
D. Personality test
E. Interest Inventory test
4. Submit at least one sample of each of the following tests:

A. Personality test G. Intelligence test
B. Achievement test H. Sociometric test
C. Diagnostic test I. Trade test or Vocational test
D. Battery test J. Survey test
E. Psychological test K. Mastery test
F. Verbal test L. Non-Verbal test
SELF EVALUATION
Instruction: Do the following tasks:
1. Construct a 10-item matching type test on the topic: “Plant Photosynthesis”

2. Construct a 10-item supply type test on the topic “ The discovery of the Philippines”.
3. In a 100-item test, what types of objective tests will you include? Justify your answer.
4. In a sample essay question, why would give a zero (0) score to the student
answering
the question? Justify your answer.

75
5. Give an example of a supply type of test that will measure higher-order thinking
skills (beyond mere recall of facts and information).
6. In what sense is a matching type of test a variant of a multiple choice type of test?
Justify your answer.
7. In what sense is the supply type of test considered a variant of the multiple-choice
type of test? (Hint: In supply type, the choices are not explicitly given). Does this
make the supply type of test more difficult than the closed multiple-choice type of
test? How?
REVIEW OF CONCEPT
The traditional approach to the assessment of student learning is formal testing. Still the most
widely used of all methods of assessment, testing has been the center of discussion and debate
among educators for years. Testing consists of four primary steps: test construction, test
administration, scoring, and analyzing the test. Each of these steps can result in a variety of test
forms and elicit a variety of useful outcomes.
Before going to prepare for any test we must keep in mind that:
(1) What is to be measured?
(2) What content areas should be included, and
(3) What types of test items are to be included.
The four main steps in constructing a test:

1. Planning the Test.
Planning of the test is the first important step in the test construction. The main
goal of the evaluation process is to collect valid, reliable, and useful data about the
student.
2. Preparing the Test
After planning preparation is the next important step in the test construction. In
this step, the test items are constructed by the table of specifications. Each type of test
item needs special care for construction.
3. Try Out the Test
Once the test is prepared now it is time to be confirming the validity, reliability,
and usability of the test. Try out helps us to identify defective and ambiguous items, to
determine the difficulty level of the test, and to determine the discriminating power of
the items.
4. Evaluating the Test.
Evaluating the test is the most important step in the test construction process.
Evaluation is necessary to determine the quality of the test and the quality of the
responses. The quality of the text implies that how good and dependable the test is?
(Validity and reliability). Quality of the responses means which items are a misfit in the

76
test. It also enables us to evaluate the usability of the test in a general classroom
situation.
POST TEST
1. A teacher wants to test students’ knowledge of the different places in the Philippines, their
capital, and their products and so she gave her students an essay test. If you are the teacher
will you do the same?
a. No, the giving of an objective test is more appropriate than the use of an essay.
b. No, such a method of assessment is inappropriate because an essay is difficult.
c. Yes, essay tests could measure more than other tests could measure.
d. Yes, an essay test is the best in measuring any type of knowledge.
2. The first-year high school students were given a diagnostic test also and subtraction of whole
numbers to find out if they can proceed to the next unit. However, the results of the test were very
low. What should the teacher do?
a. Proceed to the next lesson to be able to finish all the topics in the course.
b. Construct another test parallel to the given test to determine the consistency of the scores.
c. Count the frequency of errors to find out the lessons that the majority of students need to relearn.
d. Record the scores then inform the parents about the very poor performance of their child in math.
3. The more information teachers obtain about how students perform, the more capacity they
have to re-think their pedagogy, and the more opportunities they create for student success.
Which statement BEST explains the text above?
a. Teachers should keep track of learning outcomes. c. Teachers should keep records of family
background.
b. Teachers should file information. d. Teachers should teach to test.
4. In constructing True-False test items in History, Mrs. Garcia thought she would have tricky
Statements, knowing her students were very bright. Was she correct in this regard? Why?
a. Yes, because, being bright, the students would know which ones were tricky anyway.
b. No, because true-false test items should not be very long.
c. No, because this will give undue difficulty on the students.
d. Yes, because many students often take this type of test as a guessing game.
5. Ms. Reyes gave this test type to her grade 4 Science pupils, keeping in mind that she should
limit the items to a maximum of 15 and keep the answers short and logically ordered. What
type of test is this? a. multiple-choice c. completion form
b. matching items d. true-false items
6. Mr. Bernales is judging the accuracy of these statements. Which statements will he consider as
correct?
a. Test is a tool to measure a trait.
b. Measurement is the process of qualifying a given trait.

77
c. Assessment is the gathering of quantitative and qualitative data.
d. Evaluation is the analysis of quantitative and qualitative data for decision making.
7. Ms. Barba tasked her students to show them how to play basketball. What learning target is she
assessing? a. knowledge b. reasoning c. skills d. products
8. Mr. Belo is doing a performance-based assessment for the day’s lesson. Which do you expect to
happen in his classroom?
a. Students are evaluated in one setting.
b. Students do an actual demonstration of their skills.
c. Students are evaluated most objectively.
d. Students are evaluated based on varied evidence of learning.
9-10. Which TWO statements apply to standardized tests?

a. They are constructed by the classroom teachers.
b. They may have as an example what used to be called the National Elementary Achievement Test.
c. Standardized tests are administered using uniform procedures.
d. They measure specific objectives.
11. To determine what reading task her grade 5 pupils can do within a given time limit, Mr. Bautista
gave this type of test. What test is this?
a. verbal test b. power test c. affective test d. speed test
12. Mr. Rivas made an essay test for the objective “ identify the planets in the solar system?. Was the
assessment method the most appropriate to the given objective? Why?
a. Yes, because an essay test is easier to construct than an objective test.
b. Yes, because essay tests can measure any type of objective.
c. No, he should have conducted oral questioning.
d. No, he should have prepared an objective test.
REFERENCES
A. BOOKS

Publishing, 2011
3. Gabuyo, Yonardo, and Gary C. Dy. Assessment of Learning 2 Textbook and

Reviewer Rex Book Store, 2013.
4. Navarro, Rosita L., and De Guzman-Santos. Assessment of Learning 2. Lorimar
Publishing Inc., 2013

Publishing Inc. 2012

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CHAPTER 6: CONSTRUCTION OF TABLE OF SPECIFICATIONS (TOS)
UNITS: 1. What is a Table of Specifications?

2. Why do we need a Table of Specifications?
3. Steps in Constructing TOS
TIME FRAME : 3 hrs.
INTRODUCTION
Classroom tests provide teachers with essential information used to make decisions about
instruction and student grades.
A table of specifications is a blueprint for the preparation of an exam. It serves as the “map” or
guide to assigning the appropriate number of items to topics included in the course or subject.
The purpose of a Table of Specifications is to identify the achievement domains being

measured and to ensure that a fair and representative sample of questions appears on the test. A
Table of Specifications provides the teacher with evidence that a test has content validity, that it
covers what should be covered.
1. point out, and explain the parts of a Table of Specifications,

2. explain how a Table of specifications is prepared, and
3. construct a Table of Specifications (TOS) on a self-chosen year level subject.
PRETEST: Instruction: Answer the following questions.

1. How do I make a table of specifications?
_________________________________________________________________
_
__________________________________________________________________

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2. What is a table of specifications in teaching?
__________________________________________________________________
__________________________________________________________________
3. Why is it important to prepare a table of the specification before the test

construction?
_____________________________________________________________________
LEARNING ACTIVITIES
Table of Specification
The writing of test items should be accompanied by a carefully prepared set of test
specifications. The function of the specifications is to describe the achievement domain being
measured and to provide guidelines for obtaining a representative sample of test tasks.
A Table of Specifications is a plan to help teachers decide the subject matter in which
to test. Instructional objectives specify the actual learning behavior, and test items are then
designed to elicit those behavior (Chase, 1999). it is a two-way chart that describes the topics
to be covered by a test and the number of points that will be associated with each topic.
Table of Specification (TOS) is a tabular format that expresses the instructional goals
and the intellectual reach of the students that will be reflected as an assignment, learning
activity, examination, or final project, as such, each unit correlates to a specific measurement
that relates to one or more of Bloom’s taxonomy as address a specific learning outcome.
To ensure that classroom tests measure a representative sample of instructional
relevant tasks, it is important to develop specifications that can guide the selection of test
items and assessment tasks.
There are three important aspects to be included in preparing a table of specifications:

1. Selecting the learning outcomes to be tested;
2. Outlining the subject matter; and
3. Making a two-way chart.
How to Select Learning Outcomes to be Tested
The instructional objectives will include learning outcomes in the following areas:
1. Knowledge
2. Intellectual abilities and skills
3. General skills- laboratory, performance, communication
4. Attitudes, interests, and appreciations
How to Outline the Subject Matter

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The content of the course may be outlined in detail for teaching purposes, but
for test planning, only major categories need to be listed.
Why do we need a Table of Specification

1. It is an instrument that is consistent with the student-centered approach.
2. It provides a study and examination guide for students.
3. It solidifies the teacher/student contract.
4. It ensures integrity and transparency for all concerned.
5. Provides a plan of action that is consistent with the institution's academic goals.
How Can the Use of TOS Benefits Students

1. It improves the validity of teacher-made tests, and
2. It can improve student learning.
A Table of Specifications helps to ensure that there is a match between what is taught
and what is tested. Classroom assessments should be driven by classroom teaching which
itself is driven by course goals and objectives. Table of Specifications provides the link
between teaching and testing.
Objectives Teaching Testing
Steps in Constructing the Table of Specifications
1. Define the content categories. This is the scope of coverage of what was taught--the
classroom test-- or what was intended to be taught (achievement test). This is also referred
to as the list of all topics that are included in the subject or course.
2. Define the skills. This can be defined in general categories or specific behavior.
Revised Bloom’sTaxonomy: 1. Remembering,
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
3. Determine relative weights. For content and skills, categories assign weights
considering priorities and points for emphasis or assign corresponding percentages as to
the number of hours allocated to the topic, or according to the importance of the topics to
your subject.
Weight percentage = No. of hrs per topic/total no. of hrs
4. Compute the entries. Allocate the number of items in each category. It is necessary to fill
all the cells. Decide the number of items for your exam based on the hours available.
* At least 1 minute is assigned for easy questions; 3 to 5 minutes for difficult

questions.
* In case of analyses, you may want to increase the time

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* Based on your total number of items, you can get the number of items for
each topic simply by multiplying the total score or total number of items
with the percentage:
No. of items for each topic = total no. of items x corresponding percentage (%).
Example: Subject: Chemistry

Topics: Final Period
A. Chemical Nomenclature and Compounds (6 hrs)
B. Chemical Reactions (5 hrs)
C. Chemical bonding (5 hrs)
D. Solution (3 hrs)
E. Acid, Base, and Salt (3 hrs)
Total no. of hrs. = 22 hrs
Total no.of items = 50
Table of Specifications (TOS) in Chemistry (Final Examination)

Topics Time Weight No. of Items
Frame Percenta
ge
Rememb Under- Applying Analyzing Evaluating Creatin No.of
ering standing 32% 16% 18% g Items
6% 12% 16%
A. The 6 27.27 1 2 6 2 2 1 14
naming of
Cpds.
B. Chemica 5 22.73 0 1 3 1 3 3 11
l Reactions
C. Chemica 5 22.73 0 1 3 2 2 3 11
l Bonding
D. Solution 3 13.63 1 1 2 2 1 0 7
E. Acid, 3 13.63 1 1 2 1 1 1 7
Base, &
Salt
Total 22 100 3 6 16 8 9 8 50
The example allows the teacher to construct a test that focuses on the key areas
and weighs those different areas based on their importance. A table of Specifications
provides the teacher with evidence that a test has content validity, that it covers what it
should be covered.
In the example, a list of five performance assessment tasks corresponding to
instructional objectives together with the plan for relative weight to be given to the scores
on those tasks and the classroom test can do.
In the table above, the total no. of items used is 50. This is done by starting within
each cell assigning the number of items intended to prepare per content behavior. These
points can be transformed into a percentage by dividing subtotals by the total points.

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SELF EVALUATION:
Instructions: 1. Choose any subject preferably Senior High School subject,
2. List the topics that are included in the subject or course,
3. Assign corresponding percentages based on the number of hours

allocated to the topic,
4. Decide the number of items for your exam,
5. Prepare a Table of Specification (TOS) for a 30-item formative test, and
6. Submit your TOS with Test Questions.
REVIEW OF CONCEPT
Table of Specification is a plan prepared by classroom teachers as a basis for test

construction, especially summative assessment. It is a tool used to ensure that a test or
assessment measures the content and thinking skills that the test intends to measure. That is,
a TOS helps test constructors to focus on the issue of response content, ensuring that the test
or assessment measures what it intends to measure.
Essentially, a table of specifications is a table chart that breaks down the topics that
will be on a test and the number of test questions.
POST TEST
Instruction: Do the task given.

1. Prepare a detailed lesson plan for a one-hour lesson (preferably K to 12 subjects).
2. Construct a table of specifications for a 25-item quiz for evaluation.
3. Submit the TOS with test questions.
REFERENCES
A. BOOKS

Publishing, 2011


83

B. 1. https: Nwww.edutopia. org/assessment

2. https://www. slideshare.net>mobile
3. www.specialconnection.ku.edu
CHAPTER 7: ITEM ANALYSIS AND VALIDATION
UNITS: 1. What is Test Item Analysis?

2. Major Purpose of Item Analysis
3. Benefits Derived from Item Analysis
4. Steps for Item Analysis
5. Characteristics of an Item that will be of Interest to the Teacher
TIME FRAME : 3 hrs.
INTRODUCTION
The teacher normally prepares a draft of the test. Such a draft is subjected to item analysis
and validation to ensure that the final version of the test would e useful and functional. First, the
teacher tries out the draft test to a group of students of similar characteristics as the intended test
takers (try-out phase). From the try-out group, each item will be analyzed in terms of its ability to
discriminate between those who know and those who do not know and also the level of difficulty (item
analysis phase).
The item analysis is an important phase in the development of an exam program. If an item is
too easy, too difficult, falling to show a difference between skilled and unskilled examinees, or even
scored incorrectly, an item analysis will reveal it.
Item Analysis is probably the most important tool to increase test effectiveness. Each item's
contribution is analyzed and assessed. It is a scientific way of improving the quality of tests and test
items in an item bank.
..
1. make an item analysis of the test, and

2. revise test items based on the item analysis.

84
1. What is the meaning and purpose of test item analysis?
______________________________________________________________________
______________________________________________________________________
2. How does test item analysis help in creating assessments?

______________________________________________________________________
______________________________________________________________________
3. Why is it important to analyze test item?
______________________________________________________________________
______________________________________________________________________
LEARNING ACTIVITIES
What is Test Item Analysis

Item analysis is a general term that refers to the specific method used to
evaluate test items, typically for test construction and revision. Item analysis is done
after the final try out of the test. item analysis is valuable for increasing instructors’
skills in test construction, and also plays an important role in the ability of an item to
discriminate between students.
Major Purpose of Item Analysis

There must be a match between what is taught and assessed. However, there
must also be an effort to test for more complex levels of understanding with care taken
to avoid over-sampling items that are assessed only basic levels of knowledge.
Item Analysis gives information concerning each of the following points: the
difficulty of the item, the discriminating power of the item, and the effectiveness of each
item
Benefits Derived from Item Analysis
1. It gives useful information for class discussion of the test.

2. Helps improve test items and identify unfair nor biased items.
3. Results should be used to refine the test item wording of each item.
4. Provides information that will allow the teacher to decide whether to revise or
replace an item.
5. Determine the distribution of test scores.
6. Analyze the patterns of the examinee’s responses.
7. Determine whether the test was appropriate.
8. Find out if the test is reliable.
9. Evaluate the overall difficulty of the test.
10. Provides useful information for class discussion of the test.
11. Provides data that helps students improve their learning.
12. Provides insights and skills that lead to the preparation of better

85
tests in the future.
Steps for Item Analysis
1. After the test is scored, arrange the test scores in rank order from highest to lowest.
2. Take 27% of the scores out of the highest scores and 27% of the scores falling at
bottom /or Divide the score into a high scoring half and a low scoring half.
3. Count the number of right answer in the highest group (R.H) and count the no. of
the right answer in the lowest group (R.L).
4. Count the non-response (N.R).
5. Calculate the difficulty index of a question.

6. Calculate the discrimination index of a question.
7. Critical evaluation of each question enabling a given question to be retained, revised,
or rejected.
The Item Analysis procedure for Norm -Provides the following information:
1. Item Difficulty Index
Item difficulty index is one of the most useful, and most frequently reported in
Item Analysis Statistics. It is a measure of the proportion of examinees who answered
the item correctly.
Is the exam question too easy or too hard? When an item is one that every
student either gets wrong or correct, it decreases an exam’s reliability. If everyone gets
a particular answer correct, there’s less of a way to tell who understands the material
with deep knowledge. Conversely, if everyone gets a particular answer incorrect, then
there’s no way to differentiate those who’ve learned the material deeply.
To compute the item difficulty, divide the number of students answering the
item correctly by the total number of students answering the item. It is usually
expressed in percentage
Index of Difficulty = R.H + R.L

Nt
where: R.H = number in highest group ( or Upper group) who answered the
item correctly
R.L = number in the lowest group (or Lower group) who answered
the item correctly
Nt - total number of students answering the item
Rule of Thumb: The smaller the percentage figure the more difficult the item.
Range of Difficulty Indices Interpretation Percentage(%) Difficulty
0.00 - 0.20 Very difficult 0 - 20

0.21 - 0.40 Difficult 21 - 40
0.41 - 0.60 Moderately difficult 41 - 60

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0.61 - 0.80 Easy 61 - 80
0.81 - 1.00 Very easy 81 - 100
2. Item Discrimination Index.

Item discrimination index is a measure of how well an item can distinguish
between examinees who are knowledgeable and those who are not, or between
masters and non-masters. A negative discrimination index may indicate that the item
is measuring something other than what the rest of the test is measuring.
Item discrimination index is computed from equal-sized high and low scoring
groups on the test. Subtract the number of successes by the low group on the item
from the number of successes by the high score, and divide this difference by the size
of the group.
Index of Discrimination = R.H . - R.L

1/2 N
Where: where: R.H = number in highest group ( or Upper group) who answered the
item correctly
R.L = number in the lowest group (or Lower group) who answered
the item correctly
1/2 N = size of the group (in either higher or lower group)
Rule of Thumb: The discriminating power of an item is reported as a decimal fraction;

maximum discriminating power is indicated by an index of 1.00.
Maximum discrimination is usually found at the 50% level of difficulty.
Range of Discrimination Interpretation Action

Index
- 1. 0 - - 0.50 Can discriminate Discard but the item is questionable
- 0.55 - - 0.45 Non-discriminating Revise
- 0.46 - +1.0 Discriminating item Retain
Discrimination Level:
0.40 - and above Very Good

0.30 - 0.39 Reasonably good, subject to improvement
0.20 - 0.29 Needs Improvement
0.10 - and below Poor/ to be discarded
EVALUATION FOR ITEM ANALYSIS
Discrimination Level Difficulty Level Item Category
High Optional/ Easy/Difficult Good

High Easy/ Difficult Fair

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Moderate Easy/ Difficult Fair
High / Moderate Poor/ Difficult Fair
Low At easy level Poor
Validation
After performing the item analysis and revising the items which need revision, the next
step is to validate the instrument. The purpose of validation is to determine the characteristics
of the whole test itself, namely, the validity and reliability of the test. Validation is the
process of collecting and analyzing evidence to support the meaningfulness and usefulness of
the test.
SELF EVALUATION
Instructions: Do the task given.

1. Administer a 30-item test you prepare in Chapter 6 (Self Evaluation).
2. Make an item analysis of the test; and
3. Revise test items based on the item analysis
4. Submit the results of the analysis and the revised test items.
REVIEW OF CONCEPT
Item Analysis is a process of analyzing student responses to individual exam questions

to evaluate exam quality. It is an important tool to uphold test effectiveness and fairness.
Item Analysis is likely something educators do both consciously and unconsciously

regularly. Grading involves studying student responses and the pattern of student errors,
whether to a particular question or particular types of questions. But when the process is
formalized, item analysis becomes a scientific method through which tests can be improved,
and academic integrity upheld.
One problem with this difficulty index is that it may not indicate that the item is difficult
or easy. A student who does not know the subject matter will naturally be unable to answer the
item correctly even if the question is easy. How do we decide based on this index whether the
item is too difficult or too easy?
According to Wilson (2005), item difficulty is the most essential component of item
analysis. However, it is not the only way to evaluate test items. Discrimination goes beyond
determining the proportion of students who answer correctly and looks more specifically at
who answers correctly. Item discrimination determines whether those who do well on the
entire test did well on a particular item. This is also referred to as the Point-Bi-serial correlation
(PBS).
One way to determine an item’s power to discriminate is to compare those who have
done very well with those who have done very poorly, known as the extreme group method.

88
POST TEST
1. Several test items in a test are said to be non-discriminating. What conclusion can be
drawn?
I. Teaching or learning was very good.
II. The item is so easy that anyone could get it right.
III. The item is so difficult that nobody could get it.
A. II and III B. I only C. III only D. I and II
2. A test item has a difficulty index of .51 and a discriminating index of .25. What should the
teacher do? A. Make a bonus item C. Revise the item
B. retain the item D. Reject the item
3. The difficulty index of a test item is 1. This means the test is ___________.
A. A quality item B. very difficult C. Very easy D. missed by everybody
4. The dacility index of a test item is .50. This means that the test itemis ________________.
A. Valid B. moderate in difficulty C. very easy D. reliable
5. The difficulty index of a test is one (1). What does this mean?
A. The tet item is so very good, so retain it.
B. The test item is very difficult
C. The test item is extremely easy
D. The test item is not valid.
6. A negative discrimination index of a test item tells that a particular test item lacks _____.
A. Objectivity B. Reliability C. content validity D. construct validity
7. The discriminating index of a test item is -.48. What does this mean?
A. An equal number from the lower and upper groups got the item correctly.
B. More from the upper group got the item wrongly.
C. More from the lower group got the item correctly.
D. More from the upper group got the item correctly.
8. If the difficulty index of your test item is .98, what should you do with this item?
A. Revise it B. Reject it C. Retain it D. Reserve it for another group of pupils
9. If the difficulty index of your test item is 10, what should you do with this item?
B. Retain it B. Revise it C. Reject it D. Reserve it for another group of pupils
.
REFERENCES
A. BOOKS

89
Publishing, 2011


B. ELECTRONICS
1. https:// Nwww.Edutopia. org/assessment
2. https://files.eric.ed.gov>pdf
3. https://www.geneso.edu>pdf
CHAPTER 8: RUBRICS
UNITS: 1. Assessment Rubrics

2. Benefits of Rubrics
3. Types of Rubrics
4. Steps in Creating Rubrics
TIME FRAME : 3 hrs.
INTRODUCTION
Teachers often look for transparent and dynamic ways to assess student work. A
grading rubric is defined as a scoring guide to help teachers and students understand
expectations for each assignment, and also enable teachers to assess work fairly.
The rubric is an instrument used in rating performance-based tasks consisting of
specific descriptions used as criteria in scoring different levels of performance or qualities of
learning; checklist and rating scale as scoring instruments.
In education terminology, rubric means the scoring guide used to evaluate the quality
of students’ constructed responses. A scoring rubric is an attempt to communicate
expectations of quality around a task. In many cases, scoring rubrics are used to delineate
consistent criteria for grading.
a. differentiate types of rubrics, and
b. create a rubric.

1. What are rubrics?
- ---------------------------------------------------------------------------------------------------------

90
2. How do rubrics help students?
_______________________________________________________________
3. Are rubrics effective?
_______________________________________________________________
LEARNING ACTIVITIES
What are Rubrics?
Rubrics are assessment tools that indicate achievement criteria across all the
components of any kind of student work, from written to actual performance.
A rubric for assessment, usually in the form of a matrix or grid, is a tool used to
interpret and grade students’ work against criteria and standards. Rubrics are
sometimes called “ criteria sheets”, “grading schemes” or “scoring guides”. Rubrics can
be designed for any content domain.
Benefits of Rubrics
1. Rubrics encourage critical thinking. It allows students to reflect on

their scores once they receive a graded rubric.
2. Provides clear goals for the learner.
3. The grade assigned to student work is defensible to stakeholders.
4. Allows for fair and consistent grading.
5. Provides opportunities for learners to self-assess. It can encourage habits of self
assessment and reflection that, in turn, help motivate students to succeed in the
online classroom by addressing their specific areas for improvement.
6. Allows for varying degrees of understanding to emerge.
7. Supports self-directed learning.
Types of Rubrics
1. Holistic Rubrics.
A single criterion rubrics (one-dimensional) is used to assess participants’
overall achievement on the activity or item based on predefined achievement levels.
It is the most general kind. It lists three to five levels of performance, along with
a broad description of the characteristics that define each level. The levels can be
labeled with numbers (such as 1 through 4), letters (such as A through F), or words
(such as Beginning through Exemplary).
Advantages:
1. Holistic rubrics provide specific feedback on each criterion.
2. The goal of a holistic rubric is to provide feedback on what the learner can
demonstrate, rather than what s/he cannot do.
3. Emphasis on what the learner can demonstrate, rather than what s/he
cannot do.

91
4. Saves time by minimizing the number of decisions raters make.
5. Can be applied consistently by trained raters increasing reliability.
Disadvantages:
1. Does not provide specific feedback for improvement.
2. When student work is at varying levels spanning the criteria points it can
be difficult to select the single best description.
3. Criteria cannot be weighted.
2. Analytic Rubrics.
A two-dimensional rubrics with levels of achievement as columns and

assessment criteria as rows.
An analytic rubric resembles a grid with the criteria for a student product listed
in
the leftmost column and with the levels of performance listed across the top row
often using numbers and/ or descriptive tags. The cells within the center of the
rubric may be left blank or may contain descriptions of what the specified criteria
look like for each level of performance. When scoring with an analytic rubric each
of the criteria is scored individually.
Advantages:
1. Provide useful feedback on areas of strength and weakness.
2. The criterion can be weighted to reflect the relative importance of each
dimension.
Disadvantages:
1. Takes more time to create and use than a holistic rubric.
2. Unless each point for each criterion is well-defined raters may not arrive at
the same score.
3. Checklists.
Checklists are a distinct type of rubrics where there are only two performance
levels possible. when you are using a checklist, every decision is binary (yes/ no,
present/ absent, pass/ fail, etc.).
Advantages:
Checklists are generally a simpler and faster way to grade than using a
more traditional rubric since you are making discrete decisions for each
performance criterion rather than trying to determine where students’ work falls
into performance criteria that generally encompass a range of different
expectations.
Disadvantages:
Creating checklists for your assignments might be a slightly onerous
process. This is both because checklists are longer than a traditional rubric
and because identifying each of the discrete elements of “ clearly written” or
“well organized”
Steps for Creating a Rubric

1. Determine the objective of the assignment.
> What is the main purpose of the assignment you’re grading?
> What are the students supposed to have learned by completing the

92
assignment?
> How will you recognize a successful assignment?
> What makes a project stand out?
> What’s “good enough”?
.
2. List all the components of the project to be graded.

> Content components refer to the actual meat of the assignment and the quality
of what the student produces. This includes things like style, engagement with
course themes or objectives, argument or thesis, organization, creativity, and
voice.
> Process components are the individual steps that a student must complete to
perform the assignment. this refers to things like the title page, name, and
date; time or length requirements, formatting.
3. Keep it simple.
> The less complicated your rubric the better. It should be comprehensive, but
not overwhelming, which makes it more frustrating for you to grade and more
difficult for the student to understand.
4. Test and Revise the rubric.
> The rubric can be tested before implementation.
SELF EVALUATION: Instructions: Do the tasks given.
1. Lists some common kinds of school performances that can be

assessed with rubrics.
2. Create your rubrics to assess at least two (2) of the listed

school performances.
3. Submit your created rubrics.
REVIEW OF CONCEPT
Like any other evaluation tool, rubrics are useful for certain purposes and not for
others. The main purpose of rubrics is to assess performances. Teachers use rubrics to
support learning. They make assessing the students’ work efficient, consistent, objective, and
quick. Teachers have the flexibility to reuse the same rubric for various class assignments.
The rubric provides students with a clear understanding of what is expected of them. It
also provides valuable information about the degree to which a specific learning outcome has
been achieved. The rubric provides students with concrete feedback that displays areas of
strength and areas in need of improvement. Students can use this feedback as a tool to
further develop their abilities.
Parents appreciate the use of rubrics because they allow teachers to justify why a
grade was assigned to his/her child. Rubrics are easy to understand at a glance. They provide
parents with a digestible, concise, and well-structured assessment.
POST TEST
Instruction: Do the tasks given.

93
1. Construct a checklist for a performance test that tests the students’ ability to
perform the following:
A. Opening and using the MS WORLd for word processing, and
B. Playing the major keys on a guitar
2. Construct a rubric on the following:
A. Poem reading
B. Storytell
REFERENCES
A. BOOKS

Publishing, 2011


B. ELECTRONICS
1. https:// Nwww.edutopia. org/assessment
2. https;//www. slideshare.net>mobile
3. www.specialconnection.ku.edu

94
CHAPTER 9: GRADING AND REPORTING
UNITS: 1. Grading and Reporting

2. Types of Grading
3. Importance of Grading and Reporting
4. Tips for Effective Grading
TIME FRAME: 4 hrs.
INTRODUCTION
One of the more frustrating aspects of teaching is that of grading and reporting student
progress since there are so many factors to consider and so many decisions to be made. The
main aim of the grading and reporting system is to provide results in a brief, understandable
form for varied users.
Assigning students grades is an important component of teaching and many school
districts issue progress reports, interim reports, or midterm grades as well as final semester
grades.
Traditionally these reports were printed on paper and sent home with students or
mailed to students' homes. Increasingly, school districts are using web-based grade
management systems that allow parents to access their child’s grades on each assessment as
well as the progress reports and final grades.

95
Grading can be frustrating for teachers as there are many factors to consider. Also,
report cards typically summarize in the brief format a variety of assessments and so cannot
provide much information about students’ strengths and weaknesses. This means that report
cards focus more on the assessment of learning than assessment for learning. There are a lot
of several decisions that have to be made when assigning students’ grades and schools often
have to follow.
1. describe the different components of grading in elementary and secondary levels;
2. apply the functions of grading and reporting;
3, differentiate norm-referenced grading and criterion-referenced grading;
3. evaluate the guidelines for effective and fair grading of students; and
5. compute, and record the grades of students, correctly and fairly in the class
record.

1. What is a grading system?
__ _______________________________________________________________
2. What is the importance of grading and reporting?
_________________________________________________________________
3. What are the purpose of assigning grades to the student
achievement and what these grades reflect?
_________________________________________________________________
3. What are the types of grading systems in education?
_________________________________________________________________
LEARNING ACTIVITIES
Grading and Reporting

Evaluation is described as an activity focused on determining the effectiveness
of the teacher, while grading is described as an activity focused on letting students
know how well they are performing.
Grading is a system that a school has developed to guide how teachers assess
and grade student work. The grading system is a method used by teachers to assess
students’ educational performance. In early times, a simple marking procedure was
used by educators. The grades such as A, A-, A+, B-, B+, C, C-, C+, D, E, and so on
are used to evaluate the performance of a student in a test, presentation, or final
examination.

96
Reporting is a system that a school has developed for the organization of
assignment scores in grade books (either online or paper), and the determination of
final grades for report cards and transcripts.
Functions of Grading and Reporting Systems
1. Enhancing students’ learning through: clarifying instructional objectives for

them, showing students’ strengths and weaknesses, providing information on personal-
social development, enhancing students’ motivation (e.g. short-term, goals), and
indicating where teaching might be modified. these can be achieved through day-to-
day tests and feedback and integrated periodic tests.
2. Reports to parents/guardians. Grading and reporting systems also inform
parents and guardians of students on the progress of their wards. Likewise, grades
and reports communicate objectives to parents, so they can help promote and likewise,
communicate how well objectives were met, so parents can better plan.
3. Administrative and guidance use. The administrative and guidance
purpose of grading and reporting consists of helping to decide promotion, graduation,
honors, athletic eligibility; reporting achievement to other schools or employers; and
providing input for realistic educational, vocational, and personal counseling.
Types of Grading and Reporting Systems
1. Percentage Grading- From 0 to 100%

The grade percentage is calculated by dividing the earned points by the total
points possible. The formula is Points earned / Points Possible, then that percentage
is compared to the given scale.
2. Letter Grading and variations- From A Grade to F Grade

Grade letters also called letter grades, are symbols used to represent a range
of grades. For example, “ A” could e used to represent grades of 80% and above, “B”
to represent not grades between 70% and 80%, “C” to represent grades between
50% and 70%, and so on.
Grades assign to students must include the only achievement. It is very
important to avoid the temptation to include effort for less able students because it is
difficult to assess effort or potential, and it is difficult to distinguishability from
achievement and effort and combined in some way, grades would mean different
things for different individuals.
3. Norm-Referenced Grading - Comparing students to each other

usually, letter grades.
Norm-reference grading refers to a grading system wherein a student's
performance is evaluated relative to the performance of the other student within a
group.
4. Mastery Grading- Grading students as “masters” or “passers” when

their attainment reaches a prespecified level.

97
Mastery learning and Grading is a growth-mindset approach to K-12 teaching
and learning, based on the expectation that everyone can learn when provided with the
right conditions and support. It offers all students and teachers `an alternative to
instruction and grading.
5. Pass-fail. The pass or fail system utilizes a dichotomous grade system. Either a
student has complied and reached certain standards, in which case he passes or failed
to do so and he gets a failing mark.
6. Checklist of objectives. In this system, the objectives of the course are

enumerated. After each objective, the students’ level of achievement is indicated:
Outstanding, Very Good, Good, Fair, or Poor. This is a very detailed reporting and
tends to be more informative for the parents and pupils at the same time.
7. Letters to parents/guardians. Letters to parents and guardians are a useful

supplement to grades. However, they have limited value as a sole report because they
are very consuming to prepare, the accounts of weaknesses are often misinterpreted
by parents and guardians, and they are characterized neither as systematic nor
cumulative.
Importance of Grading and Reporting
To make grades more meaningful, we need to address both the purpose of

grades and the format used to report them. The purpose of grading is to describe how
well students have achieved the learning objectives or goals established for a class or
course of study.
Grades reflect the teacher or professor’s judgment of students’ level of
achievement and, ideally, provide students with the information they can use to
improve their performance. But grades also have been shown to have strong and
lasting effects on students’ attitudes, behaviors, and motivation to learn. (Brookhart,
2004)
Tips for More Effective Grading Practices
1. One and Done. Mention the error and explain how to correct it once. aaIf
error occurs subsequent times, highlight the word(s) or sentence. For example, if a
student uses the second person in an essay, the instructor might compose the
following comment the first time the error appears.
2. Bank Comments. Keep a bank of comments about frequent errors students
make and organize them in groups for easy access. Consider grouping comments
according to module, assignment, and chapter, or grammar, content, and organization.
For example, if an instructor sees frequent errors regarding point of view, keep related
comments grouped in the same area to access them easily.
3. Frontload Feedback. According to Sadler(2010), he argues that feedback,

though often retrospective, also has a prospective element or “feedforward” meaning,
instructors need to write comments students can apply to future assignments. For
example, if teaching a class in which students submit both a first draft and a final draft
of an essay, focus on providing more detailed feedback on the first draft. This method
should help save time later and will hold the student accountable for reading and
applying their first draft feedback. Also, in the final draft one can point out errors rather
than explaining them again in-depth to the student.

98
4. Global Comments vs. Local Corrections. If a student has written the
paper in the correct genre in his/her first draft, comment minimally on local-level
issues-grammar, format, etc.- and instead focus comments on global issues. For
example, if the student writes a summary of a work, and the assignment asks for
analysis instead, then it is best to comment globally. If the student needs to rewrite the
entire essay, it is fruitless to provide copious commentary regarding grammar and
mechanics.
5. KISS (Keep It Simple for Students). When making grading a teachable
moment, be sure comments do not become so convoluted and esoteric to impair
learning. Keep the language academic, yet accessible to the student.
6. Attitude and Approach. Make student learning the primary goal. According
to Getzlaf, et al (2009) effective feedback is a mutual process involving both student
and instructor. The students’ involvement in learning is at least partially dependent on
their perception of their instructor’s interest and friendliness, as well as their instructor’s
engagement and communication about their performance and their grades.
7. Conscious Use of Comments. According to Getzlaf, et al (2009), effective

feedback applies to future situations. The community only when there is still something
the student can do to improve the grade on a live assignment unless they can use the
comment on a final product to enhance learning and the quality of a subsequent
assignment.
8. Avoid Surprises. Publish or distribute rubrics well in advance of assignment

due dates so that students know how their papers will be evaluated.
9. Less is More. Instructors should avoid the temptation to respond to

everything that calls for adjustments or changes. Brookhart (2011) reports, many
struggling students need to focus on just a few areas or even one item at a time. If a
student backs off from his or her paper because he or she is intimidated by the number
of instructor comments, then all is lost. It is better to target two or three areas that need
to be addressed for the student’s success in the future.
10. Questions for Reflection. Consider inviting reflective, critical thinking and
further conversation in a productive, scholarly exchange with the student. Instead of
telling students what they did “wrong”, ask them to rethink their approach. For
example, consider using a phrase such as “What is the most interesting aspect of your
essay?” Or “What would draw your attention to this topic, as a reader?” This way, the
student is not only prompted to make more thoughtful revisions but also is given tools
to use when considering how to write a hook for future essays.
SELF EVALUATION
Directions: Indicate which type of marking and reporting system best fits each
statement listed below.
1. Provides two-way reporting.

A.Traditional letter grade (A, B, C, D, F)
B.Two-letter grade (pass, fail)
C. Checklist of objectives

99
D. Parent-teacher conference
2. Provides the most useful learning guide to the student.
3. Provides least information concerning learning.
4. Most preferred by college admission officers.
5. Maybe too complex to be understood by parents.
6. Most widely used method of reporting in high school.=
REVIEW OF CONCEPT
Effective grading systems communicate information about learning to help students be

proactive, overcome failures, and excel inequitable schools and classrooms, grades will never be
used as rewards, punishments, or tools.
An effective grading system fosters communication. Self-evaluated contracts, portfolios,

quizzes and tests, test re-submittals, and grade conferences are all possible pieces of a final grade.
Creating a form that summarizes all ]these aspects can serve as a basis for generating appropriate
and authentic grades.
POST TEST
Instructions: Answer the following questions:

1. List down different components of grading in elementary and secondary
levels;
2. Create guidelines for an effective grading system for elementary and

secondary levels.
3. Submit a list of components, and the guidelines created.

100
REFERENCES
A. BOOKS
1. Brookhart, S. M. (2011). Tailoring feedback: Effective feedback should be adjusted

depending on the needs of the learner. Education Digest: Essential Readings
Condensed For a Quick Review, 76(9), 33-36.
Publishing, 2011
4. Gabuyo, Yonardo, and Gary C. Dy. Assessment of Learning 2 Textbook Reviewer Rex Book Store, 2013.
5. Getzlaf, B. Perry, B. Toffner, G’, Lamarche, K., and Edwards, M. (2009). EffectiveInstructor feedback:
Perceptions of Online Graduate Students. Journal Of Education Online, 6(2).
CHAPTER 10: COMPETENCIES CONTAINED IN THE TRAINERS

METHODOLOGY I OF TESDA
TOPICS: 1. Training Regulations: Trainers Methodology I

2. Competency Assessments
TIME FRAME: 4 hrs.
INTRODUCTION
The training methodology deals with the methods aimed to design and implement
training. It must be separated from the “method” because it can be defined as a body of
practices, procedures, and rules used by those who work following a “discipline”.
. A TVET Trainer is a person who enables a learner or a group of learners to develop
competencies to perform a particular trade or technical work.
1. explain Training Regulation for Trainers Methodology Level I,
2. plan a training session/event, and
3. facilitate a training

1. What is Trainers Methodology Level 1 (TM-1)?

101
_______________________________________________________________________
2. How relevant is the National qualification of TM to one’s career?
_______________________________________________________________________
LEARNING ACTIVITIES
Competency is defined as the application of knowledge, skills, and behavior used in

performing specific job tasks. An initial competency assessment may reveal the need for
specific training of the employee. Competency assessment should be conducted at regular
intervals during the employee’s tenure.
Types of Common Competency Assessments

1. Skills checklists
2. Competency assessment tests
3. Online competency assessments
4. Competency-based interview
5. Skills gap analysis
6. 180 degree or 360-degree assessment
7. Competency assessment for recruitment
Competency Tools:
A competency-based assessment tool is a software or paper-based process for

assessing a person’s level of competence and identifying development needs.
What is TVET?
TVET (Technical and Vocational Education and Training) is education and
training which provides knowledge and skills for employment. TVET uses formal. non-
formal and informal learning. TVET is recognized to be a crucial vehicle for social
equity, inclusion, and sustainable technology.
TRAINING REGULATIONS:
TRAINERS METHODOLOGY (TM) LEVEL I

(Trainer / Assessor)
* The TM-1 Qualification has 18 competencies, 12 of which fall under Basic

Competencies and six are cores.
1. Basic Competencies
1.1 Lead workplace communication;

1.2 Apply Math and Science Principles in Technical writing;
1.3 Apply environmental principles and advocate
conservation;
1.4 Utilize IT applications in Technical writing;

102
1.5 Lead small teams;
1.6 Apply work ethics, values, and quality principles;
1.7 Work effectively in Vocational Education and Training;
1.8 Foster and promote a learning culture;
1.9 Ensure a healthy and safe learning environment;
1.10 Maintain and enhance professional practice
1.11 Develop and promote an appreciation for cost-benefits
of Technical training; and
1.12 Develop and promote a global understanding of labor
markets.
2 Core Competencies
2.1 Plan Training Sessions (PTS);

2.2 Facilitate Training Session (FLS);
2.3 Supervise Work Based Learning (SWBL);
2.4 Conduct Competency Assessment (CCA);
2.5 Maintain Training Facilities (MTF);
2.6 Utilized Electronic Media in Facilitating Training (UEMFT)
* A person who has achieved this qualification is competent to be:

> TVET Trainer / Technical trainer
> Training Facilitator / Coordinator

> Competency Assessor
Note: Although the TR mentions that the above mentioned are the possible
qualified positions that a TH-1 graduate can have, it is worth noting that
per TESDA regulations a Trainee can not be considered to have
completed a training course unless the Trainee has undergone the
mandatory National Assessment.
National Assessment
Given that it is mandatory to undergo a national Assessment for course
completion, in Section 4:
4.1 To attain the National qualification of TM1, the candidate shall be awarded
a National TM Certificate signed by the TESDA Director-General
4.2 The Qualification may be acquired through the accumulation of TM
Certificates of Competency (COC) in the following cluster of units of
competency and individual unit of competency-
4.2.1. Deliver a Training session
4.2.1.1 Plan training session
4.2.1.2 Facilitate training session
4.2.1.3 Utilize electronic media in facilitating learning
4.2.1.4 Maintain training facilities
4.2.1.5 Supervise work-based learning
4.2.2 Conduct competency assessment

103
4.3 Upon accumulation and submission of the above two (2) TM - COCs
acquired, an individual shall be issued the National TM 1 Certificates.
4.4 assessment shall focus on the core units of competency. The basic
competencies shall be integrated or assessed concurrently with the core
units.
4.5 The candidate applying for assessment and certification under TM 1 must
be--
4.5.1 BS graduate or equivalent
4.5.2 Certified in the National Certificate level that will be handled
/facilitated.
Note: For the Assessment, the candidate needs to submit a portfolio, undergo
a written exam, demonstrate how to conduct a
TVET training and how to conduct a National Competency Assessment,
and lastly, undergo an interview.
A Typical Competency Assessment Process
Step 1. Self-assessment- for a person to conduct a self-assessment.

Step 2. Assessor review
Step 3. Identify development needs.
Step 4. On and off the job learning
Step 5. Re-assessment
Activity 1
Instructions: 1. Group yourselves into five (5)
2. Prepare a plan for a training or an event.
3 . Submit your training plan.
SELF EVALUATION
Instructions: 1. Facilitate the conduct of the training you prepare.
(Note: Prepare necessary protocols needed for the conduct of training with
documentation.)
REVIEW OF CONCEPT
Technical Education and Skills Development Act (TESDA) of 1994 (Republic Act
No.7796, Section 22, “ Establishment and Administration of the National Trade skills
Standards” of the RA 7796 known as the TESDA Act mandates TESDA to establish national
occupational skill standards. The authority shall develop and implement a certification and
accreditation program in which private industry groups and trade associations are accredited

104
to conduct approved trade tests, and the local government units to promote such trade testing
activities in their respective areas by the guidelines to be set by the authority.
The Training Regulations (TR) serve as the basis for the
1. Competency assessment and certification;
2. Registration and delivery of training programs, and
3. Development of curriculum and assessment instruments.
POST TEST: Instruction: Answer the following questions.
1. Relate, and reflect on the Trainers Methodology 1 competency assessment.

_____________________________________________________________________
2. Make a reflection paper, and submit.
______________________________________________________________________
.
REFERENCES
A. ELECTRONIC REFERENCES
1. www.trainersmethodologyhub.com
2. https://tesda.gov.ph>TR.TrainersMethodology `1and 2` pdf

105

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BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION

MAJOR IN AGRI-FISHERY ARTS

LEARNING MODULE IN EDUC 8

EMALINA L. EBOL, Ed.D.

Learning Module in EDUC 8 (Assessment of Learning 1)

UNITS: 1. Educative Process

TIME FRAME: 3 hrs.

The advent of technology caused a change of perspective in education, nationally and

1. explain the roles of the different components of the educative process,

PRETEST : Instruction: Answer the following questions:

Learning Module in EDUC 8 (Assessment of Learning 1)

To determine child performance in school, one has to conduct an evaluation. This

Fig. 1. Three Factors that Interact in the Educative Process

1. Learner - is at the center of the teaching-learning activities. He is directly

Evaluation/Assessment Preparation of Teaching Strategies

Fig. 2. The Educational Triad

Learning Module in EDUC 8 (Assessment of Learning 1)

2. Selection and Preparation of Teaching Methods, Techniques, and Strategies.

Instruction. Answer the following questions:

1.How important are the components of the educative process?

What is Outcome-Based Education?

Outcome-based education is a model of education that rejects the traditional

Learning Module in EDUC 8 (Assessment of Learning 1)

Outcomes-Based Education: Matching Intentions with Accomplishment

1. The change in educational perspective is called Outcomes-Based Education which has

Procedures in Implementing Outcomes-Based Education on the Subject or course level.

1. Identification of the educational objectives of the subject/course.

2. Listing of learning outcomes specified for each subject/ course objective.

A good source of learning outcomes objectives is the taxonomy of educational

1. Cognitive, also called knowledge, refers to mental skills such as remembering,

Learning Module in EDUC 8 (Assessment of Learning 1)

Learning Module in EDUC 8 (Assessment of Learning 1)

* Simpson, Dave, and Harrow (1972)

Learning Module in EDUC 8 (Assessment of Learning 1)

3. Drafting Outcomes Assessment Procedure.

Learning Module in EDUC 8 (Assessment of Learning 1)

__________________1. Creates an environment that promotes fairness.

_________________3. Acts as a positive role model for students.

Learning Module in EDUC 8 (Assessment of Learning 1)

The Outcomes of Education

Outcome-based education focuses classroom instruction on the skills and

1. Immediate outcomes are competencies/ skills acquired upon completion of a subject, a

 Ability to communicate in writing and speaking

Learning Module in EDUC 8 (Assessment of Learning 1)

What are the Outcomes?

The emphasis in an OBE education system is on measured outcomes rather than

Approaches to Grading, Reporting, and Promoting

Student Learning Outcomes (SLO)

Learning Module in EDUC 8 (Assessment of Learning 1)

Attainment of these learning outcomes should be periodically assessed cooperatively

Sources of Expected Student Learning Outcomes (SLO)

1. The institution’s mission statement is a relevant source of student learning expectations.

Learning Module in EDUC 8 (Assessment of Learning 1)

order of application of knowledge and skills.

SELF EVALUATION. Instruction: Do the given task.

1.1The pupils can ______________________________________________________

1.2 The pupils can _____________________________________________________

2.1 The pupils can ________________________________________________________