ASL 1-Midterm Requirements

Jocelyn D Quinto

Quiz #01

Topic: Principles of High Quality Assessment

Task #01: In each principle of high quality assessment (PHQA), write your personal experiences where your former or
present teachers complied or violated these PHQA. Use three (3) to five (5) sentences in each PHQA.

1. Clarity and Appropriateness of Learning Targets (violated)

Sometimes there are teachers who teach and teach but they don’t focus on students’ attention towards
learning objectives. One of my teacher before, gave us literary piece to read and a question to answer, yes it’s
clear for us what we are going to do but it is unless clear if what knowledge and skills we may learn. He will
give activities to students not minding if he really discusses the main point, with that we have a hard time to
work on the activities that is being given to us.
2. Appropriateness of methods (complied)
In my entire life of studying I have this teacher who knows how to apply the appropriate methods in teaching.
He is good in organizing and delivering his lessons in every session that makes us eager to listen which makes
us learning more. When it comes to test or assessment you can see that he provide it with connection to the
topic.
3. Variety (violated)
When I was in high school my teacher wasn’t applying all the instructional objectives when he is teaching us,
he only focuses on one objective. After the discussion he let us work on different activities applying all the
kinds of lesson objectives which gives us confusion.
4. Balance (complied)
Many of my teachers have their own good way of handling their class because they let everybody to
participate by giving a chance to be a source of information. They do not only focus in their own strategy of
teaching but they also make sure that they consider their students’ ideas and opinions.
5. Participation (complied)
When we have a performance activity given by our teachers they want that the costumes or instruments we
are going to use is made up of improvise materials wherein it has a connection to the topic we’re going to
perform. For example, our subject is history then the things we must use is old fashioned materials in order
for us to exhibit its connection. They want that the instruments are useful and appropriate for the given task.
6. Validity (violated)
I have this teacher who seems not following the intended instructional objectives, though he is teaching us
but the way he teach is too vague. Imagine he taught us a lesson that not supposed to be tackled because it’s
not part of the syllabus. In administering a test he will provide it logically that gives us a hard time to analyze
because it was never been discussed.
7. Reliability (complied)
I have a math teacher before, when he administer a quiz he will make it twice for him to know if we really
understand the lesson. But if we still got a low score for the second try he will explain again. Every quiz he
won’t stop to give a second attempt until we understand the lesson.
8. Fairness (violated)
I have a teacher before that does not follow the syllabus and as a result in our part as a student we lose our
interest to listen. We even feel disgusted because in each topic he will going to tackle it for almost a week
that’s why we stuck in learning only particular information for that days and we feel bored.
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Jocelyn D Quinto

9. Positive consequences ( violated)

Some teachers administer a quiz with difficult directions, when we ask for clarity they will get mad telling us
that we should analyze the given directions. We do analyzing of course but it’s not enough to understand its
point easily specially when directions are vague.
10. Practicality and Efficiency (complied)
I had a teacher who is always ready to give a test anytime because the test paper is already prepared she
informed us that some test that is being given to us was an old one. When she taught us she makes sure if we
are interested to listen, she will not going to discuss unless our attention is already settled for the session.
Before, during, and after the discussion he keep on asking if we are still interested to continue the lesson.
11. Continuity (violated)
I still remember when I was in primary level some of my teachers had violated this principle. Honestly I didn’t
learned a lot, they don’t shared enough ideas and strategies in teaching their students. They don’t even make
clarification of the lesson before proceeding to the next topic.
12. Authenticity (complied)
Most of the teachers are requiring their students to perform an activity using a rubrics to be the basis for
grading a performance. Many of my professors in college task us to do a performance for drama, music, and
arts and the best experience here is that our professor asked for his/her co-teachers to be our judge to avoid
biases.

13. Communication (violated)

Some of my teachers seemed not undergone seminars in terms of ethical decision making, why? Because
they used to embarrassed students when they are not satisfied to what their students had complied.
Sometimes we the students can really make a mistake and even we want to do our best to give the main
point of the lesson that our teacher wants to get or hear from us, we failed because not everything in each
lesson we already know and understand. Teachers must be aware that embarrassing students is never been a
way to make students dig deeper.
14. Ethics (complied)
Results of any test assessment should be communicated to each student in a way that others would not be in
possession of any information. Most of my college professors distributed our grade privately, this is the best
way to make students feel calm whatever is the result of their academic performance.
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Jocelyn D Quinto

Task #02: Create your own ‘meme’ about PHQA. A meme is used to express ideas or real scenarios through
humorous and sarcastic images and piece of text.
 ASL 1-Midterm Requirements
Jocelyn D Quinto

Quiz #02

Task #01: Read 5 to 10 research papers or articles about the importance of establishing validity
and reliability of assessment tools of teachers.

In order for assessments to be sound, they must be free of bias and distortion. Reliability
and validity are two concepts that are important for defining and measuring bias and
distortion. Validity and reliability are two quality indicators for classroom tests. Validity refers
to the degree to which a test is measuring what it is supposed to measure, while reliability is
an indication of the consistency between two measures of the same test. A test may be highly
reliable but not necessarily valid, but a highly valid test is usually reliable.
A basic knowledge of test score reliability and validity is important for making
instructional and evaluation decisions about students. The purpose of testing is to obtain a
score for an examinee that accurately reflects the examinee’s level of attainment of a skill or
knowledge as measured by the test. Since instructors assign grades based on assessment
information gathered about their students, the information must have a high degree of validity
in order to be of value. Assessment data collected will be influenced by the type and number
of students being tested. This variance in student groups from semester to semester will affect
how difficult or easy test items and tests will appear to be. This variance in scores from group
to group makes reliability and validity an important consideration when developing and
administering assessments and evaluating student learning.
Reliability of the result of an assessment, which may be in the form of a test score or
summary grade or mark, is the extent to which it can be said to be accurate and not influenced
by, for instance, the particular occasion or who does the marking or grading. Thus reliability is
often identified as, and measured by, the extent to which, if the assessment were to be
repeated, the second result would agree with the first’ (Harlen, 2000, p 111). When it is not
possible to give the same test twice to the same pupils, or to repeat observations of a
particular event assessed by teachers, other procedures are adopted. In the case of tests,
these include using parallel forms of the test, or splitting the test randomly into two halves and
comparing the scores or correlating the items with the total score and averaging the result. In
the case of observation of tasks, the equivalent procedures are to compare the rating of the
same event by two independent raters.
Validity refers to what is assessed and how well this corresponds with the behaviour or construct
that it is intended to test or assess. The distinction between reliability and validity is clear in, for
example, the case of a multiple-choice test of knowledge about materials that conduct electricity.
This would not be a valid assessment of understanding of an electric circuit, although it would
give a score of quite high reliability (Harlen, 2000). Validity, however, is not a simple concept and
various forms of it are identified according to the basis of the judgement of validity. Evidence
relating to the content validity of an assessment would result from comparing the content
assessed with the content of a curriculum it was intended to assess.

It is well recognized that the concepts of reliability and validity are not independent of each
other in practice. The relationship is usually expressed in a way that makes reliability the prior
requirement. The argument is that an assessment that does not have high reliability cannot
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Jocelyn D Quinto

have high validity; if there is uncertainty about the accuracy of the assessment and it is
influenced by a number of different factors, then the extent to which it measures what it is
intended to measure must also be uncertain.
In order to improve the quality of selected-response tests that will be used again, poorly
functioning items need to be identified so they can be fixed, eliminated, or replace.
Since reliability and validity are not independent of each other - and increasing one tends
to decrease the other - it is useful in some contexts to refer to dependability as a combination
of the two. The approach to summative assessment by teachers giving the most dependable
result would protect construct validity, while optimising reliability.
Classroom tests are routinely designed and administered by teachers. To be of real value
they must be valid and reliable. Test validity and reliability may be achieved from the steps
taken throughout the design and administration stages. Two of the most effective methods
that could be employed to enhance reliability and validity are constructing a table of
specifications and carrying out a pilot study on the newly designed test. For increased
efficiency, teachers may decide to work in teams to design and develop classroom tests. Lastly,
although following the recommended measures previously discussed does not provide a
guarantee for a perfect and valid test, it can certainly help teachers from getting it totally
wrong.

References:

-https://teachingcommons.unt.edu/teaching-essentials/assessment/why-
reliability- and-validity-are-important-learning-assessment

https://www.researchgate.net/publication/242477615_Assessment_of_learning_out
comes_validity_and_reliability_of_classroom_tests

(https://www.thegraidenetwork.com/blog-all/2018/8/1/the-two-keys-to-
quality- testing-reliability-and-validity)

-Review conducted by the Assessment and Learning Research Synthesis Group

-Harlen, 2000
ASL 1-Midterm Requirements
Jocelyn D Quinto
ASL 1-Midterm Requirements
Jocelyn D Quinto
ASL 1-Midterm Requirements
Jocelyn D Quinto
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Quinto, Jocelyn D.

Task #02: Use (Microsoft) Excel to solve the reliability coefficient of the given problems. Complete the
table provided in each problem.

1. Teacher Mark conducted a test to his 10 students in his Assessment of Learning class twice
after two-day interval. The test given after two days is exactly the same test given the first
time. Scores below were gathered in the first test (FT) and second test (ST). Using test-retest
method, is the test reliable?

Student FT ST
1 35 34
2 21 21
3 40 40
4 27 27
5 23 25
6 28 26
7 34 35
8 35 34
9 18 19
10 36 38

2. Teacher Magdalena conducted a test to her 10 students in Linear Algebra class two times
after one-week interval. The test given after one week is the parallel form of the test during
the first time the test was conducted. Scores below were gathered in the first test (FT) and
second test or parallel test (PT). Using the equivalent or parallel form method, is the test
reliable?

Student FT ST
1 5 35
2 50 2
3 4 40
4 7 45
5 3 48
6 28 6
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Quinto, Jocelyn D.

7 4 35
8 35 4
9 8 19
10 36 8

3. Prof. Irene conducted a test to her 10 students

Student Score (x) x²
in her Biology class. The test was given only
1 45 2025
once. The scores of the students in odd and
2 34 1156
even items below were gathered, (O) 3 23 529 odd items
and (E) even items. Using the split- 4 34 1156 half
method, is the test reliable? 5 47 2209
6 33 1089
7 32 1024
8 34 1156
9 41 1681
10 15 225
Odd Even 11 23 529
(x) (y) 12 25 625
17 23 13 27 729
18 19 14 44 1936
21 22 15 12 144
24 22 16 26 676
23 21 17 27 729
17 23 18 32 1024
18 24 19 33 1089
27 22 20 27 729
21 19 Summation 614 20460
17 18

4. Prof. Bella administered a 50-item multiple choice test in Social Science for her senior high
school students. Below are the scores of 20 students, find the reliability using the Kuder-
Richardson formula.

Student Score (x)

1 45
2 34
3 23
4 34
5 47
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Quinto, Jocelyn D.

6 33
7 32
8 34
9 41
10 15
11 23
12 25
13 27
14 44
15 12
16 26
17 27
18 32
19 33
20 27

Quiz #03

Topic: Item Analysis

Task #01: Construct a graphic organizer to summarize the process of conducting item analysis.

PROCESS OF
CONDUCTING ITEM
ANALYSIS
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Quinto, Jocelyn D.

Arrange the test results in order,

Compute the 30% of N then
After scoring the students placing the highest score on top
round off the result to nearest
rank them from highest and continue to sequence until
whole number. That number is
to lowest scores the lowest score is place at the
the n
bottom

Count off the N test results Count off the N test results
Set aside the middle from the bottom of arranged from the top of arranged
results scores. This constituted the scores. This constituted the
lower group upper group

Determine the proportion in the

Record the count on the Determine the proportion in the lower group who answered each
item card of separate upper group who answered each item correctly by dividing the
sheet item correctly. Formula: no. of numbers of correct answers for
correct answer divided by n the lower group by n

The effectiveness of the

distractors is determined by
using the adjective good, Compute the index of Find the index of
fair, and poor. A good discrimination of each difficulty for every
distractor will attract more item in the test item in the test
students from the lower
group than the upper group
Task #02: Given the following data, compute the indices of difficulty and discrimination of the 10 item-
test. Then, determine the items to be rejected, revised and retained.

Coding: 1- student’s answer is correct, 0- student’s answer is wrong.

Note: The 30% of 60 is 18 so consider only the top 18 (students with highest and lowest scores).

Item Upper Lower Pu Pf Df Ds Item Remarks

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Quinto, Jocelyn D.

# (30%) (30%) categor

y
1 18 15 1 0.83 0.915 0.17 Very Rejected
poor
2 18 8 1 0.44 0.72 0.56 Poor Rejected
3 17 3 0.94 0.17 0.555 0.77 Poor Rejected
4 18 3 1 0.17 0.585 0.83 Poor Rejected
5 11 5 0.61 0.28 0.445 0.33 Good Rejected
6 12 4 0.67 0.22 0.445 0.45 Poor Rejected
7 18 9 1 0.5 0.75 0.5 Poor Rejected
8 18 1 1 0.06 0.53 0.94 Poor Rejected
9 18 4 1 0.22 0.61 0.78 Poor Rejected
10 13 3 0.72 0.17 0.445 0.55 Poor Rejected

Item Df Interpretation Item # Ds Interpretation

#
1 0.915 Very easy 1 0.17 Questionable
item
2 0.72 Easy 2 0.56 Very
discriminating
3 0.555 Moderate 3 0.77 Very
difficult discriminating
4 0.585 Moderate 4 0.83 Very
difficult discriminating
5 0.445 Moderate 5 0.33 Moderately
difficult discriminating
6 0.445 Moderate 6 0.45 Very
difficult discriminating
7 0.75 Easy 7 0.5 Very
discriminating
8 0.53 Moderate 8 0.94 Very
difficult discriminating
9 0.61 Easy 9 0.78 Very
discriminating
10 0.445 Moderate 10 0.55 Very
difficult discriminating