Assessment to Lesson 6, Assessment in Learning 1

Task 1. Find the index of difficulty in each of the following situations and answer the follow
up questions, too. Perfect score for this output is 50 points.
1. N=30, number of wrong answers: upper 25% = 3 lower 25% = 6
2. N=45, number of wrong answers: upper 25% = 2 lower 25% = 7
3. N=60, number of wrong answers: upper 25% = 2 lower 25% = 6
4. N=55, number of wrong answers: upper 25% = 3 lower 25% = 9
5. N=75, number of wrong answers: upper 25% = 5 lower 25% = 10
Answers: (preferably with solutions below, encoded or photo)
1.
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5.
Questions:
1.Which of the items in the above exercise are found to be most difficult?
Why?
2.Compute the discrimination index for each of the items in the same exercise
(preferably with solutions below , encoded or photo).

Task 2. Suppose you are the department head or principal, what action would you take on
the following matters? Provide your recommendations based on the principles of
validity and reliability. Perfect score for this output is 5 points per item.
Scenario 1: Mr. Roa taught the different elements and principles of art. After
instruction, he administered a test about prominent painters and sculptors in the
20th century. Would you recommend revisions? Why?
Recommendations:
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Scenario 2: In Geometry class, the learners have to calculate perimeters and areas of
plane figures like triangles, quadrilaterals and circles. The teacher decided to use
alternative assessment rather than tests. Students came up with Mathematics
portfolios containing their writings about geometry. What would you tell the
teacher? Why?
 Recommendations:
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Scenario 3: There are two available assessment instruments to measure English
skills on grammar and vocabulary. Test A has high validity but no information
concerning its reliability. Test B was tested to have high reliability index but no
information about its validity. Which one would you recommend? Why?
Recommendations:
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Task 3. Below is a table of specifications (ToS) for a grade 8 Science test. Study the ToS.
Answer the follow up questions thereafter. Perfect score for this output is 35 points.
Learning Objectives Topic Allocate Assessment No. of Items Point
d Time Method System
1.Describe different Characteristics of 3 hours Selectedresponse 8/understandin x1=8
objects based on their solids, liquids, g
characteristics and
gases
2.Classify objects as solid, States of matter 3 hours Selectedresponse 7/understandin x1=7
liquid, or gas based on g
some observable
characteristics
3.Describe ways on the Use and handling 4 hours essay 4/applying and x3=12
proper use and handling of solid, liquid, analyzing
of solid, liquid, and gas and gas
found at home and in
school
4.Describe changes in Phase Change 6 hours Selectedresponse 8/understandin x1=8
materials based on the g
effect of temperature
total 16 27 35

Questions:
1. Is the number of test items in the ToS proportionate to the number of hours spent
for each objective? Why or why not?
2. If you have to be true to the ToS, which objective should you have the most and the
least number of items? Why?
3. Did the specified assessment methods match the learning objectives? Explain briefly
why or why not.
4. Below are sample test items. Determine if each is a valid test item in accordance
with the objectives. Write Leni if yes and Bongbong if no.
Objective 1:
It is a process that changes solid and liquid.
a. Evaporation c. melting
b. Freezing d. sublimation
Answer: ______
Objective 2:
Which of the following is in a liquid state of matter?
a. Ice c. orange juice
c. Glass d. sugar

Answer: ______
Objective 3:
How would you handle and store insecticides at home knowing that these are
hazardous materials?
Answer: ______
Objective 4:
When water vaporizes at room temperature, it changes into _________.
a. Fog c. steam
b. Ice d. water vapor
Answer: ______
5. What are your suggestions to improve validity and reliability of the above test
items? Name as many suggestions as you can.
Answer:
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