NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

CONCEPCION CAMPUS
Concepcion, Iloilo

Assessment of Learning 1 Arnold B. Salazar

1 Sem A.Y. 2021 - 2022
st
Subject Professor

MODULE 4, Lesson 1
Planning the Test

Introduction
Assessment in the classroom environment is accountability focused as it reflects the
success of the teachers and learners in the teaching-learning process. The test results can be
inferred to speak of how well the learners have studied hard to hurdle the subject or course and the
teachers, of how effectively well delivered the instruction. This module intends to assist the students
for the development of classroom-based test to ensure their validity for measuring students’
achievement.

Read the discussion to be able to answer the questions that follow. Perform the required
tasks. Submit the required outputs on the designated retrieval areas after two weeks upon receipt of
this module.

Learning Outcome

Upon completion of this module, the student must have:

1. understood the reason of specifying the purpose of the test from the very start;
2. identified what essential learning outcome to be measured;
3. prepared a test blueprint that will guide the construction of items; and
4. prepared a table of specifications for a classroom test.

Learning Content

Overall Test Development Process

The process of test construction for classroom testing applies the same initial steps in the
construction of any instrument designed to measure a psychological construct.

A. Planning Phase – where purpose of the test is identified, learning outcomes to be assessed
are clearly specified and lastly a table of specifications is prepared to guide the item
construction.
B. Item Construction Phase – where test items are constructed following the appropriate item
format for the specified learning outcomes of instruction.

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Module 4, Lesson 1 1
 C. Review Phase – where items are examined by the teacher or his/her peers, prior to
administration based on judgment of their of their alignment to content and behavior
components of the instructional competencies, and after administration, based on an
analysis of students performance in each item.

The following figure illustrates the common steps shared by various authorities.

Phase A is the focus of this module while Phases B and C will be treated in the succeeding
modules.

Identifying Purpose of Test

Testing as an assessment mechanism aims to gather valid and reliable information useful to
both learners and teachers for formative as well as summative purposes. Classroom formative
assessments seek to uncover what students know and can do to get feedback on what they need to
alter or work on farther to improve their learning. Teachers on the other hand, can use the results to
map out their pedagogical moves to improve teaching-learning for appropriate mentoring. Feedback

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Module 4, Lesson 1 2
provided is used primarily to address specific student learning problems while instruction is still in
progress (Russell and Airasian, 2012). With this formative purpose of testing, the behaviors to be
tested as well as how the items can be constructed will matter.

Multiple –choice items, for instance, lend themselves well in detecting and diagnosing the
source of difficulty in terms of misconceptions and areas of confusion. Each option or alternative can
represent a type of error that students are likely to commit. Here’s a very simple illustration of a
multiple-choice item with distractors selected to represent possible errors of students.

9 2
Item: - = ___
12 4

7
A. (Error in getting difference in both numerator and denominator)
8

3
B. (Correct option)
12

4
C. (Error in changing dissimilar fractions to similar ones)
12

6
D. (Error in getting difference in between similar fractions)
12

Alternatives or distracters in selected-response items can be in terms of popular falsehoods,

misconceptions, misinterpretations, or inadequately stated principles students may likely adapt. By
obtaining the option plausibility of the distracters, the teacher can identify what to reinforce in the
lesson follow-up based on the most frequently chosen error. This clearly illustrates a formative use
of a classroom test for diagnosis given during the instructional process. With this purpose in mind,
the teacher carefully selects the relevant content or skills to be covered in the test.

Given at the end of the instructional process, a test takes a different purpose. The test
considers the planned competencies to be developed in the unit of work. Consequently, the learners
spend enormous time reviewing, recalling or re-learning their past lessons prior to testing. Their test
motivation is contingent on the stake they put on testing, to “pass the test”, to “pass the course”, or
to “get high grades”. Many teachers conveniently use testing as their sole means to arrive at
objective measures for evaluating students’ performance and later, for communicating grades to
stakeholders. Rigor in the selection of learning competencies to be tested is determined by the
teacher’s purpose in giving the test.

Specifying Learning Outcomes

Assessment has changed considerably as advances occur in the field of educational and
cognitive psychology particularly in defining learning and its domains. Consequently, this has

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Module 4, Lesson 1 3
influenced curriculum designing for various educational levels. Defining learning has progressed
from being simply an accumulation of facts to being able to allow the learner to interpret and apply
such facts to create new knowledge. Developments in the assessment of learning have, of late,
focused on multiple measures of student performance reflecting different level of outcomes of the
teaching-learning process. The efforts of curriculum makers have recently and more seriously
focused on defining learning standards in terms of outcomes that spell out what learners should
know and be able to do along established hierarchical level of cognition (Anderson et.al., 2004). The
learning outcomes communicate both specific content and nature of tasks to be performed.
Assessment then becomes quality assurance tool for tracking student progress in attaining the
curriculum standards in terms of content and performance (Enc. No.1, DepEd Order No. 73, s 2012).

Processes for assessment recognize and address different learning targets defined by the
intended outcomes from knowledge of facts and information covered by the curriculum at every level
to various facets of showing understanding of the: what operative processes or skills they can
demonstrate, what bigger new ideas they can form and derive, the innovative products and
processes they can create including their authentic application in real-life. They are considered as
learning targets that include knowledge, reasoning, skills, products and affect which are suggested
by the levels of learning outcomes targeted.

Summative test given at the end of an instructional process focus on the accomplishment of the
learning outcomes demarcated in every unit of work designed in the curriculum. As mentioned
previously, the learning outcomes progress from the lowest cognitive level to the highest level
attainable for the grade. It will therefore follow that the assessment framework to be adapted would
suggest the inevitable use of appropriate methods and techniques for assessment. As the focus of
assessment varies due to the recognized levels of learning, so do the methods or techniques for
assessment. Each learning outcome when properly stated, defines the behavior or task to performed
within a given content area. How to elicit behavior through testing is part of the construction planning
phase.

Classroom tests need to be carefully planned to ensure they truthfully and reliably quantify
what are intended to be measured. Does it intend to assess the amount of student learning at the
end of an instructional period, e.g. week’s lesson, a unit, a quarter or semester, or at the end of the
course? This type of test is a post instructional assessment tool expected to cover the curriculum
standards of a subject or course, grade, or year level in terms of measurable and demonstrable
student outcomes. It can also be used as pre-instructional adjustment tool which can diagnose what
the learners know of the new lesson for instructional adjustment on the part of the teacher. As
important as these two assessment purposes is utilizing the test as a means to inform the learners
how they are learning and how they are progressing.

Preparing a Test Blueprint

Whatever the purpose of the test maybe, a teacher must determine appropriately the
learning outcomes to be assessed and how they will be assessed. There are two most significant
elements a classroom teacher must competently definite about when planning a test. Regardless of
what subject area she/he is teaching, a classroom test covers the learning outcomes intended and
essential to be achieved within a unit or period of work, in terms of cognitive skills or competencies
Assessment of Learning 1
Module 4, Lesson 1 4
to be performed and demonstrated. Particularly realizing this planning phase helps teachers make
genuine connections in the trilogy among curriculum, instruction, and assessment. The curriculum
dictates the instructional as well as assessment strategies to be applied while assessment informs
both the curriculum and instruction what decisions to make to improve learning.

To assure the preparation of a good test, a test blueprint is commonly set up in a two-way
Table of Specifications (TOS) that basically spells out WHAT will be tested and HOW it will be
tested to obtain the information needed. WHAT covers two aspects: the content area (i.e. subject
matter) being covered and the target learning outcomes (i.e. competencies). These two aspects
should sample the intended curriculum standards for the subject or course. HOW specifies the test
format, i.e. the type of assessment question or task to be used and the item distribution to attain an
effective and balanced sampling of skills to be tested. The length of test should be able to sample
what students should know based on an outline of work and not on ease of constructing questions
particularly for low level outcomes. The more important a learning outcome is, the more likely will
there be more points allotted to it. McMillan (2007) suggests some rules of thumb in determining
how many items are sufficient for good sampling. A minimum of ten items is needed to assess each
knowledge learning target in a unit but which should represent a good cross-section of difficulty of
items. However, if there are more specific learning targets to be tested, at least five items would be
enough for each one to allow for criterion-referenced interpretation for mastery. Eighty percent
(80%) correct of items for a competency is an acceptable mastery criterion.

A table of specification takes different forms depending on what a teacher wants to show.
With only one element, e.g. the objectives or skills, in the TOS present as shown in Table 4.1.1, it is
called a one-way grid showing a plan for testing different learning outcomes within the same topic
area (e.g. verbs). One-way TOS is often used for skill-oriented subjects like language and reading or
for classroom formative tests focusing on specific skills.

Table 4.1.1 A Sample One-way TOS for a Language Test

Objectives/Skills Number of Items/Points

1. Identify the statements with errors in verb use. 10

2. Supply the correct verb forms in a paragraph. 10

3. Prepare a news article reporting a past school 20

activity

Total Items/Points 40

Another TOS is shown in Table 4.1.2 for the same language test. This time, both elements
are shown, i.e. what (subject matter and skills) and how (type of test format). This instantiates a two-
way grid or three-way grid depending on the elements displayed. Column 1 shows the topic or
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Module 4, Lesson 1 5
content, Column 2, the target instructional outcomes or the skills and Column 3, the item format
recommended for use.
For the test or item format, two general types can be utilized: objective test items and non-
objective or performance tasks. They are called objective items because they have a single right or
best answer for every item based on a key to correction prepared in advance. They require the
learners to either supply a missing fact or select the correct response from a set of alternatives.
Performance test on the other hand, require learners to construct or to create responses written or
oral (e.g. write a letter) or perform a task (e.g. design an experiment). They also referred to as non-
objective items since scoring relies on corrector’s judgment guided by a rubric or standard for
scoring prepared ahead. A classroom test can consist purely objective items but inclusion of
performance tasks provides a better profile of the learners’ ability across instructional outcomes.

Table 4.1.2 Sample Two-way Table of Specifications

Content Outcome/Skill Test Format Number of

Items/Points

A. Verb usage 1. Identify the statements with errors Objective 10

in verb use.

2. Supply the correct verb forms in a Objective 10

paragraph.

3. Prepare a news article reporting a

B. Communicative Performance 20
past school activity
Writing

Total Points 40

Outcomes 1 and 2 call for application of rules in the use of verbs. Although the term identify
is used in outcome 1, it goes beyond just knowing or recalling the rule. The learners identify the
statements with erroneous application of a rule. Outcome 2 is more direct in applying the rule as the
learner has to supply the correct verb forms in a stimulus material like a paragraph. Outcome 3
demands a higher level of cognition (e.g. creating) as it requires the integration of different skills
(verb usage, vocabulary, organization, mechanics, etc.) to produce a news article.

Table 4.1.3 shows an expanded TOS by indicating the specific item format to be used in
framing the test questions. Outcome 1 may call for objective types like Selection type requiring the
response to be selected or organized from two given choices. For Outcome 2, supply type can be
used with a paragraph as stimulus material with gaps or blanks representing the verbs to be
supplied, the number of gaps in the paragraph is the number of items for this portion. Outcome 3 is a
performance task calling for an authentic writing task of producing a real product or output. It is non-
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Module 4, Lesson 1 6
objective since the teacher will have to use a scoring scale to rate the finished product. The finished
product could be rated using Grammatical Accuracy and Clarity of Message as criteria for the rubric.

Table 4.1.3 An Expanded Table of Specifications

Subject Area Outcome/Skill Objective Performance

Alternative Gap Filling Product

Form Assessment

C. Verb usage 1. Identify the statements 10 Items

with errors in verb use. (25%)

2. Supply the correct verb 10 Items

forms in a paragraph. (25%)

3. Prepare a news article

D. Communicative 20 Points
reporting a past school
Writing (50%)
activity

TOTAL: 40 POINTS (100%)

Rubrics for Grammatical Accuracy (10 Pts)

and Clarity of Message (10 Pts) can be used
to evaluate the article

Planning a test blueprint for a long test like final examinations may be presented by showing
the different units of study that are meant to develop similar cognitive outcomes as given in Table
4.1.4. Each unit may be intended to develop a common set of skills like conceptual understanding,
computational skills, and problem solving in Mathematics. Items for the first two outcomes can be
measured using objective items while problem solving can either be objective or non-objective
depending on how it is designed to be scored. A problem solving item as an analysis task requiring
the learners to provide both the solution and the correct answer may be given more than one point.
Thus 15 problems can earn 45 points if 3 points are given for each (e.g. 2 points for the solution or
process and 1 point for the correct answer). The TOS variant illustrates the logic of giving a greater
value to a higher cognitive outcome level, i.e. analyzing as more cognitively demanding than
applying.

Clarity and specificity of the test blueprint in terms of what to test (i.e. instructional content
and cognitive ability or behavior) serve as primary evidences of the content validity of a teacher-
made test. The final version of the test should mirror the test blueprint as prepared.

Assessment of Learning 1
Module 4, Lesson 1 7
 Table 4.1.4 A Table of Specifications in Mathematics

Competencies

UNIT No. of Items

Comprehending Applying Analysis
(Computation) (Problem
(Concepts)
solving)

A. Whole Numbers 5 12 5 22

B. Rational 5 8 2 15
Numbers

C. Geometry 10 5 3 18

D. Measurement 5 5 5 15

Total Item 25 30 15 70

Weight 25% 30% 45% 100%

(3 pts/item)

Assessment of Learning 1
Module 4, Lesson 1 8
Assessment

Name:____________________________ Course, Year &Section:__________________

ACTIVITY 1. REFLECTING ON ASSESSMENT PURPOSE

Given in the matrix are some of the testing events you may have experienced. Reflect on the
possible purpose of the teacher in giving the test and identify whether it is formative or summative in
nature. Check the appropriate box for each item.

Testing Event Formative Summative

1. A quiz was given after reading a short story in your English class.

2. Teacher gave a test to find out how familiar the class is with words
they will meet in the story.

3. A periodical test is included at the end of the month in all subjects.

4. Teacher determines how many have obtained 80% of the weekly

test given in addition.

5. Teacher administered a year-end test in preparation for the student

report cards.

6. An oral recitation was conducted to find out how well they have read
the editorial.

7. Teacher samples the instructional objectives to be tested at the end

of the quarter.

8. Students were asked to record their weekly scores in their math

notebook.

9. Class was given a pretest before they start the unit on long division.

10. Fifty percent of the final score determined the students’ grades.

Assessment of Learning 1
Module 4, Lesson 1 9
ACTIVITY 2. ASSESSMENT BASED ON INSTRUCTIONAL DECISION

Identify the possible instructional decision (purpose of the test) the teacher may have to
make in each of the testing events in Activity 1.

1. ________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

4. ________________________________________________________________________

________________________________________________________________________

5. ________________________________________________________________________

________________________________________________________________________

6. ________________________________________________________________________

________________________________________________________________________

7. ________________________________________________________________________

________________________________________________________________________

8. ________________________________________________________________________

________________________________________________________________________

9. ________________________________________________________________________

________________________________________________________________________

10. ________________________________________________________________________

________________________________________________________________________

Assessment of Learning 1
Module 4, Lesson 1 10
ACTIVITY 3. RELATING COMPETENCIES TO COGNITIVE LEVEL

Below is a list of some learning competencies in Science. Opposite each one, indicate the
cognitive level (remembering, understanding, applying, analyzing, evaluating, creating) being
focused on.

Learning Competency Cognitive Level

1. Identify common rock-forming minerals using

their physical and chemical properties.

2. Classify rocks into igneous, sedimentary, and

metamorphic

3. Explain how the products of weathering are

carried away by erosion and deposited
elsewhere

4. Illustrate the relationship among the

structures of flowers, fruits, and seeds

5. Make a report on how rocks and soil move

downslope due to direct action gravity

6. Design a setup on propagating plants using

other methods such as hydroponics and
aeroponics.

Assessment of Learning 1
Module 4, Lesson 1 11
ACTIVITY 4. ANALYZING A UNIT OF STUDY

1. Select a unit of study in any subject area of your choice. You can make use of a chapter in a
book being used by a target grade or level of learners. Identify the topic areas and learning
outcomes (competencies to be developed. Provide the learning target for each outcome. Use
the matrix to indicate your response. An example is provided for your clear understanding.

Example:

Subject Area:__Science__ Unit: _______1_________

Grade: 4

Content Area Learning Outcomes Learning Targets

(Competencies)
(Knowledge, Reasoning,
Skills/Process, Product, Affect)

A. Life cycle of a frog Identify the different stages of Knowledge

the life cycle of a frog.

Draw the life cycle of a frog. Skills/Process

B. Parts of a flower Describe the different parts of a Knowledge

flower.

Explain the function of the Reasoning

different parts of a flower.

Assessment of Learning 1
Module 4, Lesson 1 12
Name:____________________________ Course, Year &Section:__________________

Subject Area:________________ Unit: ________________

Grade: 4

Content Area Learning Outcomes Learning Targets

(Competencies)
(Knowledge, Reasoning,
Skills/Process, Product, Affect)

A.

B.

Assessment of Learning 1
Module 4, Lesson 1 13
 2. Given the intended learning outcomes you have identified in No.1, group together those
having the same learning targets and write them in the matrix below. Suggest appropriate
test format for each. An example is provided for your clear understanding.

Learning Target Learning Outcomes/ Competencies Test Format

(Selection, Supply or
Performance)
1. Identify the different stages of the
1. Knowledge Selection (Multiple choice)
life cycle of a frog.

2. Describe the different parts of a Selection (Matching type)

flower.

1. Explain the function of the different

2. Reasoning Supply( Definition)
parts of a flower.

3. Skills/Process 1. Draw the life cycle of a frog. Performance (Draw, Create)

4. Product

5. Affect

Assessment of Learning 1
Module 4, Lesson 1 14
 Learning Target Learning Outcomes/ Competencies Test Format
(Selection, Supply or
Performance)

1. Knowledge

2. Reasoning

3. Skills/Process

4. Product

5. Affect

Assessment of Learning 1
Module 4, Lesson 1 15
ACTIVITY 5. PREPARING TABLE OF SPECIFICATIONS

Construct a two-way table of specification for a summative test to assess what the learners
have learned in the unit you have chosen. Include the necessary elements that will guide you in
preparing the items. Label the columns appropriately.

A Two-way Table of Specification for ________________

Grade _________

Assessment of Learning 1
Module 4, Lesson 1 16
Rubrics for Essay Type Questions

1. Completeness (5 points)
 Does your response directly answer each part of the assignment question(s)?
Excellent:5 Very Good: 4-3 Good: 2 Need Improvement: 0-1

2. Knowledge (10 points)

 Does your response clearly show you have read and understand the lesson content
by correctly defining key terms, key persons and summarizing concepts? Have you
made inferences based on this knowledge to personal or modern-day applications?
Excellent: 10-9 Very Good: 8-7 Good: 7-6 Need Improvement: 5-0

3. Analysis (5 points)
 Have you clearly state analysis and give examples to back them up? Does your
response provide analysis to the larger concepts of the lesson?
Excellent:5 Very Good: 4-3 Good: 2 Need Improvement: 0-1

4. Writing Skills (5 points)

 Do you write clearly, in complete sentences, with minimal errors in grammar and
spelling?
Excellent:5 Very Good: 4-3 Good: 2 Need Improvement: 0-1

Reference:

De Guzman, Estefania S. and Adamos, Joel L., Assessment of Learning 1,

Adriana Publishing Co. Inc. 2015

Assessment of Learning 1
Module 4, Lesson 1 17