Pamantasan ng Cabuyao

City of Cabuyao, Laguna, Philippines

ASSESSMENT OF LEARNING 1

MODULES

Chapter 1

Basic Concepts in Assessment

Different Terminologies: Assessment, Testing, Measurement and Evaluation
Assessment in Learning focuses on the development and utilization of assessment tools to improve the
teaching-learning process. It emphasizes on the use of testing for measuring knowledge comprehension
and other thinking skills.

As part of overall evaluation process, we need specifically to find out if the learners are actually learning
as a result of the teaching. Assessent is a means of finding out what learning is taking place. As well as
the specific knowledge and skills.

There is a lot debate on how to assess learning, and especially about how to evaluate performance. It
gaves us guidance on what to assess, because they are written in terms of what the learners should be
able to do.

The Assessment itself can be done in different ways:

1. Ask the learners to recall facts or principles.

2. Ask the learner to apply given or recalled facts or principles.

3. Ask the learner to select and apply facts and principles to solve a given problem.

4. Ask the learner to formulate and solve his or her own problem by selecting,generating and applying
facts and principles.

5. Ask the learner to perform tasks that shows mastery of the learning outcomes.

In many education systems, Assessment is used as a tool dor sorting students for selection purposes
(progression to a higher level of education, higher reward among others). Assessment where students
are compared with each other is known as norm-referencing. It is much better if learners are aware of
what they need to learn and what they have learned. Teachers and trainers should advise the learners,
and guide them in order to help them learn; this is the key role of the teacher. Assessment of learners in
relation to a particular target or level of performance is called criticism-referencing.

Assessment, Measurement and Evaluation mean many different things. This terms are sometimes used
interchangeably in the field of education.
 The term Assessment refers to the different components and activities of different schools. An
assessment can be used to student learning and in comparing student learning with the learning goals of
an academic program. Assessment is a systematic process of gathering, interpreting and using this
information about students learning.

There are different purposes of assessment such as: to provide the feedback to students and to serve as
diagnostic tool for instruction. For this purpose of assessment usually answers the questions, “Was the
instruction effective?” and “Did the students achieve the intended learning outcomes?”

The most common form of assessment is giving a test. Since test is a form of assessment, hence, it also
answers the question, “how does individual student perform?”

Test is formal and systematic instrument, usually paper and pencil procedure designed to assess the
quality, ability, skill or knowledge of the students by giving a set of question in uniform manner.

Testing is one of the different methods used to measure the level of performance or achievement of the
learners. It also refers to the administration,scoring and interpretation of the procedures designed to
get information about the extent of the performance of the students.

Measurement is a process of quantifying or assigning number to the individual’s intelligence,

personality, attitudes and values, and achievement of the students. In other words, express the
assessment data in terms of numerical values and answer the question “how much?”

Evaluation refers to the process of judging the quality of what is good and what is desirable. It is the
comparison of data to a set of standard or learning criteria for the purpose of judging the worth or
quality.

Types of Assessment Procedures

Classroom assessment procedures can be classified according to the nature of assessment ,
format of assessment, use in the classroom instruction and methods of interpreting the results
(Linn, 2000)
Nature of Assessment
• Maximum Performance

It is used to determine what individuals can do when performing at their best. Examples of
intruments using maximum performance are aptitude tests and achievement tests.

• Typical Performance

It is used to determine what individuals will do under natural conditions. Examples of

instruments using typical performance are attitude, interest and personality inventories, observational
techniques and peer appraisal.
Format of Assessment
• Fixed-choice Test

An assessment used to measure knowledge and skills effectively and efficiently. Standard
multiple-choice test is an example of instrument used in fixed-choice test.

• Complex-performance Assessment

An assessment procedure used to measure the performance of the learner in contexts and on
problems values in their own right.

Role of Assessment in Classroom Instruction

“Teaching and Learning are reciprocal processes that depend on and affect one another (Swearingen
2002 and Kellough, 1999).” The assessment component of instructional processes deals with the
learning progress of the students and the teacher’s effectiveness in imparting knowledge to the
students. Assessment enhances learning in the instructional processes if the result provides feedbacks
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 assessment is used to diagnose the learning problems of the students.

The Four Roles of Assessment used in Instructional Process

Beginning of Instruction.

This kind of assessment is concerned with the entry performance and typically focuses on the
questions: Does the Learner possess the knowledge and skills needed to begin the planned instruction?
To what extent has the learner already developed the understanding and skills t that are goals of
planned objectives?

To what extent do the student’s interest, work habits and personality indicate that one mode of
instruction might be better than the other?

Placement Assessment – The purpose of placement assessment is to determine the prerequisite skills,
degree of mastery of the course the best mode of learning.

During Instruction

During the instructional process the main concern of a classroom teacher is to monitor the learning
progress of the students. The teachers should assess whether the students achieved the intended
learning outcomes set for a particular lesson.

Formative Assessment

It is a type of assessment used to monitor the learning progress of the students during instruction. The
purpose of formative assessment are the following: Immediate feedback Identify learning errors
Modifying instruction Improve both learning and instruction
Diagnostic Assessment

It is a type of assessment given at the beginning of the instruction. It aims to identify the strengths and
weaknesses of the students regarding the topics to be discussed.

End of Instruction

Summative Assessment

A type of assessment usually given at the end of a course unit. The purposes of summative assessment
are to determine the following: Instructional objectives achieved Certify the students mastery Provide
information for judging Effectiveness of instruction.

Methods of Interpreting the Results

Norm-referenced Interpretation It is used to describe students

performance according to relative position in some known group. In this

method of interpretation it is assumed that the level of performance of will not vary much from one
class to another class.

Criterion-reference Interpretation It is used to describe student

performance according to specified domain of clearly defined learning task. This method of
interpretation is used when the teacher wants to determine how well the students have learned
specific knowledge or skills in a certain course or subject matter.

This are ways in describing classroom test and other procedures in the table below adapted and
modified from Gronlund, Linn, and Miller (2009)
Other Types of Test

Non-standardized Test

Is a type of test developed by the classroom teachers.

Standardized Test

Is a type of test developed by test specialist. It is administered, scored and interpreted using a certain
standard condition.

Objective Test

Is a type of test in which two or more evaluators give an examinee the score.

Subjective Test

Is a type of test in which the scores are influenced by the judgment of the

evaluator, meaning there is no one correct answer.

Supply Test

Is a type of test that requires the examinees to supply an answer, such as an essay test item or
completion or short answer test item.

Fixed-response Test

It is a type of test that requires the examines to select an answer from a given option such as multiple-
choice test, matching type of test, or true/false test/

Individual Test

Is a type of test administered to student to one-on-one basis using oral

questioning.

Group Test

Is a type of test administered to a group of individuals or group of students.

Mastery Test

Is a type of achievement test that measures the degree of mastery of a limited set of learning
outcomes using criterion-reference to interpret the result.

Survey Test

Is a type of test that measures students’ general achievement over a broad range of learning outcomes

Speed Test

Is designed to measure a number of items of individual can complete over a period of time.
Power Test

Is designed to measure the level of performance rather than speed of

response. It contains test items that are arranged according to increasing

degree of difficulty

Mode of Assessment

Traditional Assessment

It is a type of assessment in which the students choose their answer from a given of choices. In
traditional assessment, students are expected to recognize that there is only one correct or best
answer for the question asked.

Alternative Assessment

An assessment in which students create an original response to answer a certain question. Students
respond to a question using their own ideas, in their own words.

Alternative Assessment Components

a. Assessment is based on authentic tasks that demonstrate students’ ability to accomplish

communication goals.
b. The teacher and students focus on communication, not on right and wrong answers.
c. Students help the teacher to set the criteria for successful completion of communication tasks.
d. Students have opportunities to assess themselves and their peers.

Performance-based Assessment

Is an assessment in which students are asked to perform real-world tasks demonstrate meaningful
application of essential knowledge and skills.
It is a direct measure of student performance because the tasks are designed to incorporate context,
problems and solution strategies that students would use in real life.

Portfolio Assessment

Portfolio assessment is the systematic, longitudinal collection of student work created in response to
specific, known instructional objects and evaluated in relation to the same criteria.

Portfolio

Is a purposeful collection of student work that exhibits the student’s efforts, progress and
achievements in one or more areas over a period of time. It measures the growth and development of
students.

GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT

Improvement of student learning is the main purpose of classroom assessment. This can be done if
assessment is integrated with good instruction and is guided by certain principles. Gronlund (1998)
provided the general guidelines for using student assessment effectively.

Effective assessment requires a clear concept of all intended learning outcomes.

Effective assessment requires that a variety of assessment procedures should be used.

Effective assessment requires that the instructional relevance of the procedure should be considered.

Effective assessment requires an adequate sample of student performance.

Effective assessment requires that the procedures must be fair to everyone.

Effective assessment requires specifications of criteria for judging successful performance.

Effective performance requires feedback to students emphasizing strengths of performance and

weaknesses to be corrected.

Effective assessment must be supported by comprehensive grading and reporting system

Effective performance requires feedback to students emphasizing strengths of performance and

weaknesses to be corrected.

Effective assessment must be supported by comprehensive grading and reporting system.

Chapter Exercises
 Chapter 2
Assessing Learning Outcomes
Introduction

Instructional objectives are specific, measurable, short-term, observable student behaviors. Objectives
are the foundation upon which you can build lessons and assessments that you can prove meet your
overall course or lesson goals. Think of objectives as tools you use to make sure you reach your goals. A
classroom teacher should classify the objectives of the lesson because it is very important for the
selection of the teaching method and the selection of the instructional materials. The instructional
material should be appropriate for the lesson so that the teacher can motivate the students properly.
The objectives can be classified according to the learning outcomes of the lesson that will be discussed.

Purposes of Instructional Goals and Objectives

The purposes of the instructional goals and objectives

1. It provides direction for the instructional process by clarifying the intended learning outcome
2. It conveys instructional intent to other stakeholders such as students, parents, school officials,
and the public.
3. It provides basis for assessing the performance of the students by describing the performance to
be measured.

Goals and Objectives

The terms goals and objectives are two different concepts but they are related to each other. Goals
and objectives are very important, most especially when you want to achieve something for the
students in any classroom activities. Goals can never be accomplished without objectives and you
cannot get the objectives that you want without goals. This means that goals and objectives are both
tools that you need in order that you can accomplish what you want to achieve. Below are the
different descriptions between goals and objectives.

Goals Objectives
Broad in nature Narrow in scope
Valuable for setting a general direction or vision Specific steps
Difficult to measure Associated with a schedule and time frame
Abstract ideas Easy to measure
Longer term The means to the end result
General Educational Program Objectives, and Instructional Objectives

Goals are usually considered to be broad statements about what a university, college, program, or
instructor would like students to achieve (typically over a lengthier span of time). These are often found
in strategic plans or in course descriptions within university catalogs, handbooks, or websites.

General Educational Program Objectives. There are two categories of educational objectives: Those
which describe the school-wide outcomes, usually referred to as general objectives; Those which
described behaviours to be attained and are usually referred to as specific objectives
Instructional Objectives. A learning objective is a statement that specifies in behavioural (measurable)
terms what a learner will be able to do as a result of instruction. It describes the intended outcome of
your instruction rather than a description or summary of your content. It is but one of several steps that
should be followed when developing instruction. Instructional objectives provide both you and your
students with ‘section direction’. Statement that will describe what the learner will be able to do after
completing the instruction. Instructional objectives are specific, measurable, short-term, observable
student behaviors.

Four Main Things That Objective Should Specify

Clearly stated objectives have four characteristics. First, the instructional objective must state the
audience for the educational activity. Second, the observable behavior(s) expected of the audience must
be identified. Third, the conditions under which the behavior is to be accomplished must be included.
Finally, the degree to which the behavior is to be completed must be specified. Together these four
components make up a measurable behavioral objective that will provide the cornerstone to your
planning, delivery, and evaluation efforts.

A--Audience

Who is the audience for your educational activity? While it may appear the audience is obvious for most
instructional activities, a common error may distort or prevent the evaluation of your program. First,
one must consider the difference between the target and accessible population/audience. Your target
may be all youth between 14 and 16 years of age in Typical County; however, your accessible population
may be all 14-16 year old 4-H members who attended the County 4-H Camp. If you write your objective
in broad terms and follow proper evaluation procedures, you will be held accountable for the behaviors
of youth you never served. Your behavioral objective should identify the specific audience you plan to
target.

A second mistake made by many inexperienced educators is to include teacher/trainer activities as a

part of the behavioral objective. Consider the following example: "The trainer will demonstrate the
proper steps of delivering a prepared speech." In this example, the activities are focused on what the
trainer plans to do and not what the target audience will be able to master.

Although it has the appearance of being one, the statement is not a behavioral objective because the
audience and its performance are not identified. This statement could be made into a behavioral
objective by rewording the statement to the following: "Upon completion of the lesson, 100% of the
participants will be able to list the steps in delivering a prepared speech." The audience is the workshop
participants.

B--Behavior

Each objective must identify the behavior or the performance the learner is expected to do. A behavioral
objective should never include the instructional process or procedure as the behavior. It should always
describe the intended results rather than the means of achieving those results.

The performance must be overt or directly observable. Performances that cannot be directly observed
or performances that are mental, invisible, cognitive, or internal are considered covert and should never
be used as a behavior unless they are included with another indicator (directly observable) behavior. See
Figure 1 for specific examples on ways to correctly write behaviors.

Behaviors can be written for one of three "domains of learning." The cognitive domain deals with the
acquisition of facts, knowledge, information, or concepts. Psychomotor behaviors use the mind in
combination with motor skills (physical activities). Affective behaviors have to do with changes in
attitudes, values, aesthetics, and appreciation.

Behavioral objectives written in the "cognitive" domain can be further divided into six levels of Bloom's
Taxonomy. Bloom's Taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) includes:

Knowledge: remembering of previously learned material; recall (facts or whole theories); bringing to
mind.

Comprehension: grasping the meaning of material; interpreting (explaining or summarizing); predicting

outcome and effects (estimating future trends).

Application: ability to use learned material in a new situation; apply rules, laws, methods, theories

Analysis: breaking down into parts; understanding organization, clarifying, concluding

Synthesis: ability to put parts together to form a new whole; unique communication; set of abstract
relations
Evaluation: ability to judge value for purpose; base on criteria; support judgment with reason. (No
guessing).

Figure 1.

Examples, Good and Bad, of Including Behaviors in Objectives

Including Observable Behaviors in Objectives

The participants will understand the difference between IRAs and Roth IRAs. Understand is a covert
activity. How will you know the participants understand? Rewrite with an observable behavior. For
example: Each participant will be able to list in writing the major differences between an IRA and a Roth
IRA.

Each participant in the program will develop a written conservation plan for his farm.

The behavior is directly observable. You will be able examine each conservation plan.

The youth will develop an appreciation for parliamentary law.

Develop an appreciation is a covert activity. How will you know they appreciate parliamentary law?
Rewrite with an observable behavior. For example: Participants will demonstrate an appreciation of
parliamentary law by correctly using the principles in each business meeting.

The instructor will demonstrate the steps in completing a 1040.

This is not a behavioral objective. It is a statement of what the instructor will do. You can make it a
behavioral objective by rewriting in the following manner: Upon completion of the training, participants
will correctly list the steps in completing a 1040 income tax form.

C--Condition

Each behavioral objective must describe the conditions (if any) under which the performance is to occur.
Conditions may include what the learner will be allowed to use, what the learner will be denied, under
what conditions the learner is expected to perform the behavior, or specific skills that should be
excluded (Figure 2).

Figure 2.

Examples of Adding Conditions to an Objective

Adding Conditions to an Objective

What can the learner use:

Given a maximum of six references, each participant will prepare a four to six minute extemporaneous
speech.

What is the learner denied:

Without the use of any reference materials, the president will conduct the meeting using Roberts Rules
of Order.
Under what conditions is the learner expected to perform:

Given a small engine with one problem, a set of diagnostic equipment, and a repair manual, the youth
will diagnose and repair the small engine in less than 60 minutes.

Specific skills that should be excluded:

Without restarting the computer, each participant will successfully change the display setting of their
computer.

D--Degree

Finally, each objective must describe the degree to which the behavior must be performed to constitute
an acceptable performance. It is not always necessary or practical to include the degree in an objective;
however, the more information included in an objective the better it will communicate the desired
outcome. The degree can include criterion such as speed, accuracy, and quality.

Types of Educational Educational Objectives

1. Behavioral Objectives is a learning outcome stated in measurable terms, which gives direction to
the learner's experience and becomes the basis for student evaluation. Objectives may vary in
several respects. They may be general or specific, concrete or abstract, cognitive, affective, or
psychomotor.
2. General Objectives. Statement wherein the behaviors are not usually specified and the criterion
of the performance level is not stated. It only describes the experience or educational activity to
be done. The outcome of the activity is not expressed in specific terms but in general terms such
as understand, interpret, or analyze.

Examples:

Learning Activities Learning Outcomes

Study Identify
Read Write
Watch Recall
Listen List

Types of Learning Outcomes

The following are examples of verbs in terms of observable learning outcomes and unobservable
learning outcomes

Observable Learning Outcomes Non-observable Learning Outcomes

Draw Understand
Build Appreciate
List Value
Recite Know
Taxonomy of Educational Objectives

Educational objectives describe the goals toward which the education process is directed–the learning
that is to result from instruction. When drawn up by an education authority or professional organization,
objectives are usually called standards. Taxonomies are classification systems based on an organizational
scheme. In this instance, a set of carefully defined terms, organized from simple to complex and from
concrete to abstract, provide a framework of categories into which one may classify educational goals.

1. Cognitive Domain called for outcomes of mental activity such as memorizing, reading problem
solving, synthesizing and The cognitive domain involves knowledge and the development of
intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual abilities and
skills. There are six major categories of cognitive an processes, starting from the simplest to the
most complex
2. Affective Domain.The affective domain involves our feelings, emotions, and attitudes. This
domain includes the manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes.
3. Psychomotor Domain. The psychomotor domain includes utilizing motor skills and the ability to
coordinate them. The sub domains of psychomotor include perception; set; guided response;
mechanism; complex overt response; adaptation; and origination. Perception involves the ability
to apply sensory information to motor activity

Criteria for Selecting Appropriate Objectives

The objectives should include all important. outcomes of the course or subject matter.
The objectives should be in harmony with. the content standards of the state and with. ...
The objectives should be in harmony with. the sound principles of learning.
The Objectives should be realistic in terms of the abilities of the students time and the available
facilities.
Clear Statement of Instructional Objectives
Bloom’s Revised Taxonomy

Revised Bloom's taxonomy refers to the emphasis on two learning domains that make up educational
objectives: cognitive (knowledge) and affective (attitude). The revised taxonomy focuses on six levels:
remember, understand, apply, analyze, evaluate and create.
Changes to Bloom’s Taxonomy

Taxonomies of the Cognitive Domain

Bloom’s Taxonomy 1956 Anderson and Krathwohl’s

Taxonomy 2001

 1. Knowledge: Remembering or retrieving previously learned material. 1. Remembering:

Examples of verbs that relate to this function are: Recognizing or recalling knowledge
from memory. Remembering is
know identify define recall record name when memory is used to produce
relate list memorize repeat recognize acquire or retrieve definitions, facts, or
lists, or to recite previously learned
information. 

 2. Comprehension: The ability to grasp or construct meaning from material. 2. Understanding: 
Examples of verbs that relate to this function are:   Constructing meaning from
different types of functions be they
restate locate report identify discuss illustrate interpret written or graphic messages or
recognize explain describe discuss draw represent activities like interpreting,
express review infer differentiate conclude exemplifying, classifying,
summarizing, inferring, comparing,
or explaining.

 3. Application: The ability to use learned material, or to implement material in  3. Applying: 
new and concrete situations. Examples of verbs that relate to this function are:   Carrying out or using a procedure
through executing, or
apply relate develop organize employ practice calculate implementing. Applying relates to
translate use operate restructure interpret show exhibit or refers to situations where
demonstrate illustrate dramatize learned material is used through
products like models,
presentations, interviews or
simulations.  

 4. Analysis: The ability to break down or distinguish the parts of material into its  4. Analyzing: 
components so that its organizational structure may be better Breaking materials or concepts into
understood. Examples of verbs that relate to this function are:   parts, determining how the parts
relate to one another or how they
analyze compare differentiate contrast experiment scrutinize interrelate, or how the parts relate
probe inquire examine investigate detect discover inspect to an overall structure or purpose.
contrast categorize survey classify deduce dissect discriminate Mental actions included in this
separate function are differentiating,
organizing, and attributing, as well
as being able to distinguish
between the components or parts.
When one is analyzing, he/she can
illustrate this mental function by
 creating spreadsheets, surveys,
charts, or diagrams, or graphic
representations.

 5. Synthesis: The ability to put parts together to form a coherent or unique new 5. Evaluating: 
whole. Examples of verbs that relate to this function are:   Making judgments based on criteria
and standards through checking
compose produce plan invent formulate propose develop and critiquing. Critiques,
design assemble create collect set up arrange construct recommendations, and reports are
prepare predict modify generalize document organize originate some of the products that can be
tell combine relate derive write propose created to demonstrate the
processes of evaluation.  In the
newer taxonomy, evaluating comes
before creating as it is often a
necessary part of the precursory
behavior before one creates
something.    

 6. Evaluation: The ability to judge, check, and even critique the value of material 6. Creating:
for a given purpose. Examples of verbs that relate to this function are:  Putting elements together to form
a coherent or functional whole;
judge assess compare argue decide choose validate consider reorganizing elements into a new
evaluate conclude rate select estimate appraise value criticize pattern or structure through
measure deduce infer generating, planning, or
producing. Creating requires users
to put parts together in a new way,
or synthesize parts into something
new and different creating a new
form or product.  This process is the
most difficult mental function in
the new taxonomy. 

Table 1.1 – Bloom vs. Anderson/Krathwohl

T a b l e o f t h e R e v i s e d C o g n i ti v e D o m a i n
Examples, key words (verbs), and technologies for
Category
learning (activities)

Examples: Recite a policy. Quote prices from

memory to a customer. Recite the safety rules.

Remembering: Recall or Key Words: defines, describes, identifies,

retrieve previous learned knows, labels, lists, matches, names, outlines,
information. recalls, recognizes, reproduces, selects, states

Technologies: book marking, flash cards, rote

learning based on repetition, reading

Understanding: Examples: Rewrite the principles of test


Comprehending the meaning,
translation, interpolation, and
interpretation of instructions
and problems. State a
problem in one's own words.
Applying: Use a concept in a
new situation or unprompted
use of an abstraction. Applies
what was learned in the
classroom into novel
situations in the work place.
Analyzing: Separates
material or concepts into
component parts so that its
organizational structure may
be understood. Distinguishes
between facts and inferences.
writing. Explain in one's own words the steps
for performing a complex task. Translate an
equation into a computer spreadsheet.
Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates
Technologies: create an analogy,
participating in cooperative learning , taking
notes, storytelling, Internet search
Examples: Use a manual to calculate an
employee's vacation time. Apply laws of
statistics to evaluate the reliability of a written
test.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses
Technologies:  collaborative learning , create a
process, blog, practice
Examples: Troubleshoot a piece of equipment
by using logical deduction. Recognize logical
fallacies in reasoning. Gathers information
from a department and selects the required
tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates
 Technologies: Fishbowls , debating,
questioning what happened, run a test

Examples: Select the most effective solution.

Hire the most qualified candidate. Explain and
justify a new budget.

Evaluating: Make judgments Key Words: appraises, compares, concludes,

about the value of ideas or contrasts, criticizes, critiques, defends,
materials. describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports

Technologies: survey, blogging

Examples: Write a company operations or

Creating: Builds a structure or process to improve the outcome.
pattern from diverse elements.
Put parts together to form a
whole, with emphasis on
creating a new meaning or
structure.
process manual. Design a machine to perform
a specific task. Integrates training from several
sources to solve a problem. Revises and
Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes

Technologies: Create a new model, write an

essay, network with others

The affective domain is one of three domains in Bloom's Taxonomy, with the other two
being the cognitive  and psychomotor  (Bloom, et al., 1956). For an overview of the
three domains, see the introduction .
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which
we deal with things emotionally, such as feelings,  values , appreciation,
enthusiasms, motivations , and attitudes . The five major categories are listed from the
simplest behavior to the most complex:
Category
Receiving Phenomena: Awareness,
willingness to hear, selected attention.
Responds to Phenomena: Active participation
on the part of the learners. Attend and react to
a particular phenomenon. Learning outcomes
may emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
Valuing: The worth or value a person attaches
to a particular object, phenomenon, or
behavior. This ranges from simple acceptance
to the more complex state of commitment.
Valuing is based on the internalization of a set
of specified values, while clues to these values
are expressed in the learner's overt behavior
and are often identifiable.
Example and Key Words (verbs)
Examples: Listen to others with
respect. Listen for and remember
the name of newly introduced
people.
Key Words: acknowledge, asks,
attentive, courteous, dutiful, follows,
gives, listens, understands
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
understand them. Know the safety
rules and practice them.
Key Words: answers, assists, aids,
complies, conforms, discusses,
greets, helps, labels, performs,
presents, tells
Examples: Demonstrates belief in
the democratic process. Is sensitive
towards individual and cultural
differences (value diversity). Shows
the ability to solve problems.
Proposes a plan to social
improvement and follows through
with commitment. Informs
management on matters that one
feels strongly about.
Key Words: appreciates, cherish,
treasure, demonstrates, initiates,
 invites, joins, justifies, proposes,
respect, shares

Examples: Recognizes the need for

balance between freedom and
responsible behavior. Explains the
role of systematic planning in
solving problems. Accepts
Organization: Organizes values into priorities
professional ethical standards.
by contrasting different values, resolving
Creates a life plan in harmony with
conflicts between them, and creating an unique
abilities, interests, and beliefs.
value system. The emphasis is on comparing,
Prioritizes time effectively to meet
relating, and synthesizing values. 
the needs of the organization,
family, and self.

Key Words: compares, relates,

synthesizes

Examples: Shows self-reliance

when working independently.
Cooperates in group activities
(displays teamwork). Uses an
objective approach in problem
Internalizes Values (characterization): Has a
solving. Displays a professional
value system that controls their behavior. The
commitment to ethical  practice on a
behavior is pervasive, consistent, predictable,
daily basis. Revises judgments and
and most important characteristic of the
changes behavior in light of new
learner. Instructional objectives are concerned
evidence. Values people for what
with the student's general patterns of
they are, not how they look.
adjustment (personal, social, emotional).

Key Words: acts, discriminates,

displays, influences, modifies,
performs, qualifies, questions,
revises, serves, solves, verifies
The psychomotor domain (Simpson, 1972) includes physical movement,
coordination, and use of the motor-skill areas. Development of these
skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. Thus, psychomotor
skills rage from manual tasks, such as digging a ditch or washing a car,
to more complex tasks, such as operating a complex piece of
machinery or dancing.

The seven major categories are listed from the simplest behavior to the
most complex:

Category Example and Key Words (verbs)

Examples:  Detects non-verbal

communication cues. Estimate where a
ball will land after it is thrown and then
moving to the correct location to catch
Perception (awareness): The ability the ball. Adjusts heat of stove to correct
to use sensory cues to guide motor temperature by smell and taste of food.
activity.  This ranges from sensory Adjusts the height of the forks on a
stimulation, through cue selection, to forklift by comparing where the forks
translation. are in relation to the pallet.

Key Words: chooses, describes,

detects, differentiates, distinguishes,
identifies, isolates, relates, selects.

Examples:  Knows and acts upon a

sequence of steps in a manufacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a new
Set: Readiness to act. It includes
process (motivation). NOTE: This
mental, physical, and emotional sets.
subdivision of Psychomotor is closely
These three sets are dispositions
related with the “Responding to
that predetermine a person's
phenomena” subdivision of the Affective
response to different situations
domain.
(sometimes called mindsets).
Key Words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.
 Examples:  Performs a mathematical
equation as demonstrated. Follows
Guided Response: The early stages
instructions to build a model. Responds
in learning a complex skill that
hand-signals of instructor while learning
includes imitation and trial and error.
to operate a forklift.
Adequacy of performance is
achieved by practicing.
Key Words: copies, traces, follows,
react, reproduce, responds

Examples:  Use a personal

Mechanism (basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed
with some confidence and
proficiency.
computer. Repair a leaking faucet.
Drive a car.
Key Words: assembles, calibrates,
constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.

Examples:  Maneuvers a car into a

Complex Overt Response (Expert): tight parallel parking spot. Operates a
The skillful performance of motor computer quickly and accurately.
acts that involve complex movement Displays competence while playing the
patterns. Proficiency is indicated by a piano.
quick, accurate, and highly
coordinated performance, requiring a Key Words: assembles, builds,
minimum of energy. This category calibrates, constructs, dismantles,
includes performing without displays, fastens, fixes, grinds, heats,
hesitation, and automatic manipulates, measures, mends, mixes,
performance. For example, players organizes, sketches.
are often utter sounds of satisfaction
or expletives as soon as they hit a NOTE: The Key Words are the same as
tennis ball or throw a football, Mechanism, but will have adverbs or
because they can tell by the feel of adjectives that indicate that the
the act what the result will produce. performance is quicker, better, more
accurate, etc.

Adaptation: Skills are well Examples:  Responds effectively to

developed and the individual can unexpected experiences.  Modifies
modify movement patterns to fit instruction to meet the needs of the
special requirements. learners. Perform a task with a machine
 that it was not originally intended to do
(machine is not damaged and there is
no danger in performing the new task).

Key Words: adapts, alters, changes,

rearranges, reorganizes, revises,
varies.

Examples:  Constructs a new theory.

Develops a new and comprehensive
Origination: Creating new movement training programming. Creates a new
patterns to fit a particular situation or gymnastic routine.
specific problem. Learning outcomes
emphasize creativity based upon Key Words: arranges, builds,
highly developed skills. combines, composes, constructs,
creates, designs, initiate, makes,
originates.

Other Psychomotor Domain Taxonomies

As mentioned earlier, the committee did not produce a compilation for
the psychomotor domain model, but others have. The one discussed
above is by Simpson (1972). There are two other popular versions by
Dave (1970) and Harrow (1972):

Dave (1975):

Category Example and Key Words (verbs)

Examples: Copying a work of art. Performing

Imitation — Observing and
a skill while observing a demonstrator.
patterning behavior after
someone else. Performance
Key Words: copy, follow, mimic, repeat,
may be of low quality.
replicate, reproduce, trace

Examples: Being able to perform a skill on

Manipulation — Being able to
one's own after taking lessons or reading
perform certain actions by
about it. Follows instructions to build a model.
memory or following
instructions.
Key Words: act, build, execute, perform

Precision — Refining,
becoming more exact.
Performing a skill within a high
degree of precision
Articulation — Coordinating
and adapting a series of
actions to achieve harmony
and internal consistency.
Naturalization — Mastering a
high level performance until it
become second-nature or
natural, without needing to
think much about it.
Harrow (1972):
Category
Reflex Movements — Reactions
that are not learned, such as a
involuntary reaction
Examples:  Working and reworking
something, so it will be “just right.” Perform a
skill or task without assistance. Demonstrate
a task to a beginner.
Key Words: calibrate, demonstrate, master,
perfectionism
Examples: Combining a series of skills to
produce a video that involves music, drama,
color, sound, etc. Combining a series of skills
or activities to meet a novel requirement.
Key Words: adapt, constructs, combine,
creates, customize, modifies, formulate
Examples:  Maneuvers a car into a tight
parallel parking spot. Operates a computer
quickly and accurately. Displays competence
while playing the piano. Michael Jordan
playing basketball or Nancy Lopez hitting a
golf ball.
Key Words: create, design, develop, invent,
manage, naturally
Example and Key Words (verbs)
Examples:  instinctive response
Key Words: react, respond
 Examples:  perform a simple task
Fundamental Movements — Basic
movements such as walking, or
Key Words: grasp an object, throw a
grasping.
ball, walk

Perceptual Abilities — Response Examples:  track a moving object,

to stimuli such as visual, auditory, recognize a pattern
kinesthetic, or tactile
discrimination. Key Words: catch a ball, draw or write

Physical Abilities (fitness) — Examples:  gain strength, run a

Stamina that must be developed for marathon
further development such as
strength and agility. Key Words: agility, endurance, strength

Examples:  Using an advanced series of

Skilled movements — Advanced
learned movements as one would
find in sports or acting.
integrated movements, perform a role in
a stage play or play in a set of series in a
sports game.
Key Words: adapt, constructs, creates,
modifies

Examples:  Express one's self by using

Nondiscursive communication — movements and gestures
Use effective body language, such
as gestures and facial expressions. Key Words: arrange, compose,
interpretation 

Chapter 3

DEVELOPMENT OF CLASSROOM ASSESSMENT TOOLS

General Principles of Testing

Testing. A technique of obtaining information needed for evaluation purposes

Test, quizzes, measuring instruments – devices for testing

 1. Measure All Instructional Objectives
Teachers should match the test items with
The learning objectives posed during instruction.
That is why, the first step of test construction is to go back to the instructional objectives.
For example:
Objective: "Given a sentence written in the past or present tense, the student will be able to re-
write the sentence in future tense with no errors in tense or tense contradiction
Test Item: Re-write the given sentence into its future tense.
For example:
Objective: Given a list of words, the students will circle the noun with 90 % accuracy.
Test Item: Give 10 examples of nouns.
2. Cover all the learning tasks. Construct a test that contains a wide range of sampling items.
A good learning task focuses and measures a representative sample of the teacher's learning
objectives.

3. Use appropriate test items. A good test usually includes items that are

most appropriate for a particular objective to check on learner achievement.

4. Make test valid and reliable. The test measures what is supposed to be measured from the
students.

5. Use test to improve learning. Discuss the skills or competencies on the items that have not been
learned or mastered by the learners.

Five General Principles of Testing

Measure all instructional objectives.
Cover all the learning tasks.
Use appropriate test items.
Make test valid and reliable.
 Use test to improve learning

PRINCIPLES OF HIGH QUALITY ASSESSMENT

I. Clarity of the Learning Target

The learning target must be focused on student learning objectives. The Learning outcomes must be
SMART! The performance task should be clearly presented. The teacher should also discuss clearly
the criteria.

II. Appropriateness of the Learning tool.

Teachers should choose and develop the appropriate assessment methods.
Kinds of Assessment:
Objective test – multiple choice; choose the correct answer
Subjective test –original answers
Performance Assessment - perform real- world tasks
Portfolio Assessment
It is a systematic collection of student work and related material that depicts a student’s
activities, accomplishments and achievements. It measures the growth and development of
the students. It is a form of assessment that students do together with their teachers.The
teachers guide the students in planning, execution and evaluation of contents of the
portfolio.
Oral Questioning. It is used to collect assessment data by asking oral questions
It is an effective way to stimulate student’s motivation and participation. It provides
students with opportunities to practice self-expression.
Observation Technique. The behavior of students involved in his performance during
instruction is systematically monitored, described, classified and analyzed.
Two Types of Observation Techniques. Formal and Informal
Formal observations are planned in advance.
Self Report
The responses of the students may be used to evaluate both performance and attitude.
QUALITIES OF ASSESSMENT
VALIDITY. It refers to the appropriateness of score-based inferences; or decisions- made
based on the students’ test result.
RELIABILITY. It refers to the consistency of measurement; that is, how consistent test
result or other assessment results from one measurement to another.
FAIRNESS. The test item should not have any biases. A test can only be good if it is fair to
all.
OBJECTIVITY. Refers to the agreement of two or more. Lack of objectivity reduces test
validity in the same way that the lack of reliability influence validity.

SCORABILITY. It means that the test should be easy to score, direction for scoring should
be clearly stated in the instruction. Provide the students an answer sheet and the answer
key for the one who will check the test.
 ADEQUACY. It means that the test should contain a wide range of sampling of items to
determine the educational outcome or abilities so that the resulting scores are
representatives of the total performance areas measured.
ADMINISTRABILITY. It means that the test should be administered uniformly to all
students so that the scores obtained will not vary due to factors.
PRACTICALITY AND EFFICIENCY. It refers to the teacher’s familiarity with the methods used,
time required for the assessment, complexity of the administration, ease of scoring, ease of
interpretation of the test results and the materials used must be at the lower cost.

Step in Developing Assessment Tools

Examine the instructional objectives of the topics previously discussed.

Make a table of specification (TOS).

Construct the test items.

Assemble the test items.

Check the assembled test items.

Write directions.

Make the answers key.

Analyze and improve the test items.

Examine the Instructional Objectives of the Topics Previously Discussed

The first step in developing an achievement test is to examine and go back to the instructional
objectives so that you can match with the test items to be constructed.

Table of Specification (TOS)

Is a chart or table that details the content and level of cognitive level assessed on a test as well as the
types and emphases of test items (Gareis and Grant, 2008).

Provides the test constructor a way to ensure that the assessment is based from the intended learning
outcomes.

Preparing a Table of Specification

a. Selecting the learning outcomes to be measured.
b. Make an outline of the subject matter to be covered in the test.
c. Decide on the number of items per subtopic.
d. Make the two-way chart as shown in the format 2 and format 3 of a Table of Specification.
e. Construct the test items.

Different Formats if Table of Specification

A. Format 1 of Table of Specification
Specific Objectives

Refer to the intended learning outcomes stated as specific instructional objective covering a particular
test topic.

Cognitive Level

Pertains to the intellectual skill or ability to correctly answer a test item using Bloom’s Taxonomy of
educational objectives.

Type of Test Item

Identifies the type or kind of test a test item belongs to.
Item Number
Simply identifies the question number as it appears in the test.
Total Points
Summarize the score given to a particular test.
General Guidelines for Constructing Test Items
Different Classroom Assessment Tools

B. Format 2 of Table of Specification (one way table of specification)

 C. Format 3 Table of Specification (two-way table of specification)

Construct the Test Items

In this section, we shall discuss the different format of objectives type of test items, the step in
developing objective and subjective test, the advantage and its limitations.

General Guidelines for Constructing Test Items

1. Begin writing items far enough or in advance so that you will have time to revise them.

2. Match item to intended outcomes at appropriate level of difficulty to provide valid measure of
instructional objectives.

3. Be sure each items deals with an important aspect of the content area and not with trivia.

4. Be sure the problem posed is clear and ambiguous.

5. Be sure that the item is independent with all the other items.

6. Be sure the item has one or best answer on which experts would agree.

7. Prevent unintended clues to an answer in the statement or question.

8. Avoid replication of the textbook in writing test items; do not quote directly from the textual
materials.

9. Avoid trick or catch questions in an achievement test.

10. Try to write items that require HOTS.

Determining the Number of Test Items

Assemble the Test Items Guidelines

A. Group all test items with similar format.

B. Arrange test items from easy to difficult.
 C. Space the test items for easy reading.
D. Keep items and option in the same page.
E. Place the illustrations near the description.
F. Check the answer key.
G. Decide where to record the answer.

Write Directions

Check the test directions for each item format to be sure that it is clear for the students to understand.

Check the Assembled Test Items

Before reproducing the test, it is very important to proofread first the test items for typographical and
grammatical errors and make necessary corrections if any.

Make the Answer Key

Be sure to check your answer key so that the correct answers follow a fairly random sequence.

Analyze and Improve the Test Items

Analyze and improve the test items should be done after checking, scoring and recording the test.

Different Formats of Classroom Assessment Tools

Type of assessment tool should always be appropriate with the objectives of the lesson.

There are two general types of test item to use in achievement test using paper and pencil test. It is
classified as selection-type items and supply type items.

Selection type or Objective Test Items

Selection type items require students to select the correct response from several options. This is also
known as objective test item. Selection type items can be classified as: multiple-choice; matching type;
true or false; or interpretative exercises.

Objective test item requires only one correct answer in each item.

Kinds of Objective Type Test

A. Multiple-choice Test

Is used to measure knowledge outcomes and other types of learning outcomes such as comprehension
and applications.

Multiple choice item consist of three parts: the stem, the keyed option and the incorrect options or
alternatives.

General Guidelines in Constructing Multiple-choice Test

1. Make a test item that is practical or with real- world application to the students.
2. Use diagrams or drawing when asking question about application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotation from secondary
sources like published books or newspapers.
4. Use tables, figures, or charts when asking question to interpret.
5. Use pictures if possible when students are required to apply concepts and principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the item.
12. Do not use ‘none of the above’ options when asking for best answer.
13. Avoid using ‘all of the above’ options.

Guidelines in Constructing the Stem

1. The stem should be written in question form or completion form.

2. Do not live the blank at the beginning or at the middle of the stem when using completion form
of a multiple-choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the stem.
6. State the stem in positive form.
7. Avoid grammatical clues in the correct answer.

Guidelines in Constructing Options

1. There should be one correct answer in each item.

2. List options in vertical order not a horizontal order beneath the stem.
3. Arrange the options in vertical order and use capital letters to indicate each option such as A, B,
C, D, E.
4. No overlapping options; keep it independent
5. All options must be homogenous in content to increase the difficulty of an item.
6. As much as possible the length of the options must be the same or equal.
7. Avoid using the phrase ‘all of the above’.
8. Avoid using the phrase ‘non of the above’ or ‘I don’t know’.

Guidelines in Constructing the Distracters

1. The distracters should be plausible.

2. The distracters should be equally popular to all examinees.
3. Avoid using ineffective distracters.
4. Each distracters should be chosen by at least 5% of the examinees but not more than the key
answer.
5. Revise distracters that are over attractive to the teachers.
Example of Multiple-choice Items
Knowledge Level
1.- The students are required only to recall.
The most stable measures of central tendency is the .
A. Mean
B. Mean and Median
C. Median
D. Mode
2. Comprehension Level
- the students are required to describe.
Which of the following statements describe normal distribution?
A. The mean is greater than the median.
B. The mean median and mode are equal.
C. The scores are more concentrated at the other part of the distribution.
D. Most of the scores are high.
3. Application Level
- the students are asked to apply.
What is the standard deviation of the following scores of 10 students in mathematics quiz, 10,
13, 16, 16, 17, 19, 20, 20, 25?
A.3.90
B.3.95
C.4.50
D.4.25
4. Analysis Level
- the students are required to distinguish.
What is the statistical test used when you test the mean difference between pre-test and post-
test?
A. Analysis of variance
B.T-test
C. Correlation
D. Regression analysis

Advantage of Multiple-choice Test

1. Measure learning outcomes from the knowledge to evaluation level.
2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.
4. Measures board samples of content within a short span of time.
5. Distracters can provide diagnostic information.
6. Item analysis can reveal the difficulty of an item and can discriminate the good and poor
performing students.
Disadvantage of Multiple-choice Test
1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influence by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and express ideas.
Matching Type Test

Matching Type Test has two column, the column A which contains the description and must be place at
the left side while column B contains options and placed at the right side.
Guidelines in constructing Matching Type of Test
1. The description and options must be short and homogenous.
2. The description must be written at the left side and marked it with Column A and the options
must be written at the right side and marked it with Column B to save time for the examinees.
3. There should be more options than descriptions or indicate in the directions that each option
may be used more than once to decrease the chance of guessing.
4. Matching directions should specify the basis for matching.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first and surname) to avoid
ambiguities.
7. Use numbers for the descriptions and letters for the options to avoid confusions to the
students that have a reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10. A minimum of three items and a maximum of seven items for elementary level and a maximum
of seventeen items for secondary and tertiary levels.
Advantage of Matching Type Test
1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and true or false type of test.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.
True or False Type
A “force-choice test”
The students are required to choose the answer true or false in recognition to a correct statement or
incorrect statement.
Guidelines in constructing True or False Test
1. Avoid writing a very long statement.
2. Avoid trivial questions.
3. It should contain only one idea in each item except for statement showing the relationship
between cause and effect.
4. It can be used for establishing cause and effect.
5. Avoid using opinion-based statement, it it cannot be avoided the statement should be
attributed to somebody.
6. Avoid using negative or double negatives.
7. Avoid specific determiner such as “some”, “always”, “all”, “none” for they tend to appear in
the statement that are false.
8. Avoid specific determiner such as “some” “sometimes,” and “may” that tend to appear in the
statement that are true.
9. The number of true items must be the same with the number of false items.
10. Avoid grammatical clues that lead to a correct answer such as the article (a, an, the).
11. Avoid statement directly taken from the textbook.
12. Avoid arranging the statement in a logical order such as (TTTTT-FFFFF, TFTFTFTF, TTFFTTFFTT)
13. Directions should indicate where or how the students should mark their answer.
Advantage of a True or False Test
1. It covers a lot of content in a short span of time.
2. It is easier to prepared compared to multiple- choice and matching type test.
3. It is easier to score because it can be scored objectively compared to a test that depends on
the judgement of the caters.
4. It is useful when there are two alternatives only.
5. The score is more reliable than essay test.
Disadvantages of True or False Test
1. Limited only to low level of thinking skills such as knowledge and comprehension, or
recognition or recall information.
2. High probability of guessing the correct answer (50%) compared to multiple-choice which
consist of four options (25%).
Supply Type or Subject Type of Test Items
1. Require students to create and supply their own answer or perform a certain task to show
mastery of knowledge or skills.
2. Also known as constructed response test.
Constructed response test are classified as:
1. Short answer or completion type
2. Essay type items (restricted or extended response)
Subjective Test Items
Requires the student to organize and present an original answer (essay test) and perform task to
show mastery of learning (performance-base assessment and portfolio assessment) or supply a
word or phrase to answer a certain question (complition or short item type of test).
Essay test
Is a form of subjective type of test.
Measures complex cognitive skills or process.
Kinds of Subjective Type Test Item
A. Completion Type or Short Answers Test
- Is an alternative form of assessment because the examinee needs to supply or create
appropriate words, symbols or numbers to answer a question or complete a statement.
Two Ways of Constructing Completion Type or Short Answer Type Test
Question form; and
Complete the statement form
Guidelines in Constructing Completion Type or Short Answer Type Test
1. The item should require a single word answer.
2. Be sure that the language used in the statement is precise and accurate in relation to the
subject matter being tested.
3. Be sure to omit only key words.
4. Do not leave the blank at the beginning or within the statement.
5. Use direct question rather than incomplete statement.
6. Be sure to indicate the units in which the statement requires numerical answers.
7. Be sure the answer of the student is required to produce is factually correct.
Essay Item
Ability to organize and present their original ideas.
“Type of Essay Items”
Extended response essay
Restricted response essay
Restricted Response Essay Questions
Restricted response usually limits both the content and the response by restricting the scope of
the topic to be discussed.
Useful for measuring learning outcomes requiring interpretation and application of data in a
specific area.
Example of Restricted Response
Describe two situations that demonstrate the application of the law of supply and demand. Do
not use those examples discussed in class.
State the main differences between the Vietnam War and previous wars in which the United
States has participated.
Extended Response Essay Questions
Extended response question allows student to select information that they think is pertinent,
to organize the answer in accordance with their best judgment, and to integrate and evaluate
ideas as they think suitable. They do not set limits on the length or exact content to be
discussed.
Examples of Extended Response Essay Questions
Compare developments in international relations in the administrations of President William
Clinton and President George W. Bush. Cite examples when possible.
Imagine that you and a friend found a magic wand. Write a story about an adventure that you
and your friend had with the magic wand.
Types of complex outcomes and related terms for writing essay question
Guideline in constructing essay test items

1. Construct essay question used to measure complex learning outcomes only.

2. Relate directly to the learning outcomes to be measured.
3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely.
5. All students should be required to answer the same question.
6. Number of points and time spend in answering the question must be indicated in each item.
7. Specify the number of words, paragraphs or the number of sentence for the answer.
8. The scoring system must be discussed or presented to the students

Advantage of Essay Test

1. It is easier to prepare and less time consuming compared to other paper and pencil test.
2. It measures HOTS.
3. It allows students’ freedom to express individually in answering the given question.
4. Students have the chance to express their own ideas.
5. It reduces guessing answer compared to any of the objective type of test.
6. It presents more realistic task to the students.
7. It emphasizes on the integration and application of ideas.

Disadvantage of Essay Test

1. It cannot provide an objective measure of the achievement of the students.

2. It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most specially without scoring criteria.
4. It measures limited amount of contents and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.

Suggestions for Grading Essay Test

1. Decide on a policy for dealing with incorrect, irrelevant or illegal responses.

2. Keep scores of the previous read items out of sight.
3. The student’s identity should remain anonymous while his/her paper is being graded.
4. Read and evaluate each student’s answer to the same question before grading the next
question.
5. Provide students with general grading criteria by which they will evaluated prior to the
examination.
6. Use analytic scoring or holistic scoring.
7. Answer the test question your self by writing the ideal answer to it so that you can develop the
scoring criteria from your answer.
8. Write your comments on their papers.
 Pamantasan ng Cabuyao
City of Cabuyao, Laguna, Philippines
ASSESSMENT OF LEARNING 1

CHAPTER 4

ADMINISTRATIVE, ANALYZING AND IMPROVING TEST

GOAL IN THIS CHAPTER: To provide suggestion on how to avoid common pitfalls in test assembly,
administration, and scoring.

ASSEMBLING THE TEST

Packaging the Test

1. Group together all items of similar format.
2. Arrange test items from easy to hard.
3. Space the items for easy reading.
4. Keep the items and options on the same page.
5. Position illustration near descriptions and above the item.
6. Check your answer
7. Determine how the students record their answer.
8. Provide space for Name and Date
9. Check test directions
10. Proofread the test
 Reproducing the Test

ADMINISTERING THE TEST

Maintain a Positive Attitude.

Maximize Achievement.

Motivation Equalize Advantages.

Avoid Surprises Clarify the Rules.

Rotate Distribution.

Remind Students to Check Their Copies.

Monitor Students.

Minimize Distractions.

Give Time Warnings.

Collect Test Uniformly.

SCORING THE TEST

1. Prepare the Answer Key

2. Check the Answer Key Score Blindly
3. Check Machine – Scored Answer Sheets
4. Check Scoring
5. Record Scores

ANALYZING THE TEST

Qualitative Item Analysis

Quantitative Item Analysis

Item Analysis Modifications for the Criterion – Referenced Test

Item Analysis Terminology

Quantitative Item Analysis

A numerical method for analyzing test items employing students response alternatives or options.
Qualitative Item Analysis
A non – numerical method for analyzing test items not employing students responses, but considering
test objectives, content validity, and technical item quality
Key
Correct option in a multiple – choice item
Distractor
Incorrect option in a multiple – choice item
Difficulty Index
Proportion of students who answered the item correctly.
Discrimination Index D
Measure of the extent to which a test item discriminates or differentiates between students who do
well on the overall test and those who do not do well on the overall test.
Discrimination Index (D)
Positive Discrimination Index
Those who did well on the overall test chose the correct answer for a particular item more often than
those who did poorly on the overall test.
Negative Discrimination Index
Those who did poorly on the overall test chose the correct answer for a particular item more often than
those who did well on the overall test.
Zero Discrimination Index
Those who did well and those who did poorly on the overall test chose the correct answer for a
particular item with equal frequency.
Consider the case below

Suppose your students chose the options to a four – alternative multiple – choice item.
Let C as the correct answer.
Item X
A. 3 C* 18
B. 0 D. 9
How does this information help us? Is the item too difficult/easy for the students? Are the distractors of
the items effective?
Guide questions in quantitative item analysis
1.What is the difficulty level?
2.What is the discrimination index?
3.Should this item be eliminated?
4.Should any distractor(s) be modified
Discrimination Index

Steps in determining Discrimination Index

1. Arrange the papers from highest to lowest score.

2. Separate the papers into an upper group and lower
3. For each item, count the number in the upper group and the number in the lower group that
chose each alternatives
4. Record your information for each item Example for item X ( Class Size = 30)

Options A B C D
Upper 1 0 11 3
Lower 2 0 7 6
MISKEYING

Most students who did well on the test will likely select an option that is a distractor, rather than the
option that is keyed.

GUESSING

Likely to occur when the item measures content that is,

1. Not covered in class or the text

2. So difficult that even the upper – half students have no idea what the correct answer is
3. So trivial that students are unable to choose from among the options provided.

The choice distribution suggest that guessing occurred:

A B C* D
Upper Half 4 3 3 3
Ambiguity

Among the upper group, one of the distractors is chosen with about the same frequency as the
correct answer.

The distribution suggests that an item is ambiguous:

A B C D*
Upper Half 7 0 1 7
QUALITATIVE ITEM ANALYSIS

 Matching items and objectives

 Editing poorly written items
 Improving content of the validity of the test
 Analyzing grammatical cues, specific determiners, double negatives, multiple defensible
answers, and items that fail to match instructional objectives
 Pamantasan ng Cabuyao
City of Cabuyao, Laguna, Philippines

ASSESSMENT OF LEARNING 1

CHAPTER 5

ESTABLISHING VALIDITY AND RELIABILITY OF THE TESTS