OSCAR E.

GALANTO JR
BTVTED II

ILOCOS SUR POLYTECHNIC STATE COLLEGE

College of Technology
Santiago Campus, Santiago, Ilocos Sur

Final Examination
Educ. 105 (Assessment of Learning)

I. A. Give non –examples of each of the following rules in the construction of a true-false
test. Improve on these non-examples for them to become good examples of tests.

1. Avoid giving hints in the body of the question.

Man and woman are capable to give birth.
Improve: Only woman has the ability to give birth.

2. Avoid using “always”, “never” and other such adverbs which tend to be true or always
false.
Spaniards never use Christianism to colonize Philippines.
Improve: The Philippines was colonize by the Spaniards using Christianism.

3. Avoid long sentences which tend to be true. Keep sentences short.

Ideas can be shared in different forms and it can be through a spoken language or it can
be done through writing.
Improve: Ideas can be shared through spoken language and writing.

I.B. Give non examples of each of the following rules in the construction of multiple choice
test. Improve on the non-examples for them to become good examples.

1. Avoid giving away the answer in the stem.

This is call the movement or waving of the surface of the water.
a. Waves
b. Sanity
c. Temperature
Improve: It refers to the movement of the surface of the water
a. Waves
b. Sanity
c. Temperature

2. Choose distracters so that they are all equally plausible and attractive.
Part of the female reproductive organ that lead the egg from the ovary to the uterus.
a. Fallopian tube
b. scrotum
c. testis
 Improve:Part of the female reproductive organ that lead the egg from the ovary to the
uterus.
d. Fallopian tube
e. Vagina
f. Cervix

3. Phrase questions so that they will test higher order thinking skills.
Copper wires are good conductors, it is widely use for electrical wiring because;
a. Ductile and good conductors of electricity
b. Good conductors of heat and energy
c. Insulators

Improve:Copper wires are widely used for electrical wiring because;

d. Ductile and good conductors of electricity
e. Good conductors of heat and energy
f. Insulators

II. Construct a 10-item matching type to test this competency: Identify the computer system
– parts, other components.

Matching Type
Direction: Match column A with that of column B. Write only the letter of the correct answer
on the line provided before each number.
A B
1. This is the TV-type screen on which you see A. Keyboard
the work you’re doing on your computer.

2.Allows you to move, select and click on objects. B. CPU

3. used to type in information and operate C. Mouse

the computer.

4. This is the plastic box that contains the computer. D. Speakers

Housed in the case, you will find the floppy drive, CD ROM drive, and
the main components of the computer. Some of these are the hard
drive, motherboard and the processor chip (CPU)

5. The processing chip that is the E. Microphone

“brain” of a computer.

6. a file you create, as opposed to the application that F. Printer

created it.
7. The shaded or colored backdrop of the screen. G. Desktop

8. A device that makes a copy of your work on a sheet H. Document

of paper.

9. can provide a way to talk through or to I. Case or Tower

the computer.

10. Sometimes its connected to the computer so J. Monitor or Screen

that you can hear music and sound.

Answer Key:
1.J
2.C
3.A
4.I
5.B
6.H
7.G
8.F
9.E
10.D

III. Justify each rule used in constructing an essay type of test.

Rule 1: Phrase the direction in such a way that students are guided on the key concepts to
be included.
* The students are properly guided in terms of the keywords that the teacher is looking for
in the essay examination. This make the learner easy to create an essay because of the key
concepts that the teacher have given.

Rule 2: Inform the students on the criteria to be used for grading their essays. This rule
allows the students to focus on relevant and substantive materials rather than on peripheral
and unnecessary facts and bits of information.
*Yes I agree with it why because other student are just creating an essay that is not relevant
to the question. Having an criteria to be used for grading their essays makes the student
focus on relevant and substantive materials.

Rule 3: Put a time limit on the essay test.

*Having a time limit makes the student think fast and create an essay. But then there’s a
consequence on it because we can not guaranteed that there essay is good and relevant to
the question.

Rule 4: Decide on your essay grading system prior to getting the essays of your students.
* After all, with essay writing you cannot simply mark some answers correct and others
incorrect and figure out a percentage. The good news is that grading an essay can be just as
easy and straightforward as grading multiple-choice tests with the use of a rubric

Rule 5: Evaluate all of the students’ answers to one question before proceeding to the next
question
*I’m not agree with it why because it takes a lot of time by reading each essay one by one in
front of there classmates rather than they must just proceed to the next question.

Rule 6: Evaluate answers to essay questions without knowing the identity of the writer.
*Answers to essay questions should be evaluated in terms of what is written, not it terms of
what is known about the writers from other contacts with them. The best way to prevent
our prior knowledge from influencing our judgment is to evaluate each answer without
knowing the identity of the writer.

Rule 7: Whenever possible, have two or more persons grade each answer. The best way to
check on the reliability of the scoring of essay answers is to obtain two or more independent
judgments
* Although this may not be a feasible practice for routine classroom testing, it might be
done periodically with a fellow teacher (one who is equally competent in the area).
Obtaining two or more independent ratings becomes especially vital where the results are
to be used for important and irreversible decisions, such as in the selection of students for
further training or for special awards.

Prepared by:
LILIA ANGELA G. BAMBICO
Asst. Prof IV