REVIEWER

Assessment - refers to the wide variety of methods or tools that educators use to evaluate, measure,
and document the academic readiness, learning progress, skill acquisition, or educational needs of
students.

3 TYPES OF ASSESSMENT

 Assessment of Learning
 Assessment for Learning
 Assessment as Learning

Assessment for Learning (Formative Assessment) - allows teachers to monitor students on a day-to-day
basis and modify their teaching based on what the students need to be successful.

Assessment of Learning (Summative Assessment) - It is the snapshot / It provides information about

student achievement. While it provides useful reporting information, it often has little effect on learning.

Assessment as Learning - It develops and supports students' metacognitive skills / Students develop a
sense of ownership and efficacy when they use teacher, peer and self-assessment.

ASSESSMENT OF ASSESSMENT FOR ASSESSMENT AS

LEARNING LEARNING LEARNING
DURATION AFTER THE ENTIRE AFTER OR DURING AFTER DISCUSSION
TEACHING OR CHAPTER DISCUSSION
ASSESSMENT SUMMATIVE FORMATIVE SELF - ASSESSMENT
AIM ASSESS THE ACTUAL ASSESS THE PRIOR ASSESS
KNOWLEDGE KNOWLEDGE METACOGNITIVE
SKILLS

Educational Measurement
Measurement can be defined as the process of assigning numbers to events based on an established set
of rules.

Edward Lee Thorndike - born August 31, 1874, died August 9, 1949. The laws of learning that he studied
we will be able to distinguish the real setting in the learning process.

3 LAWS OF LEARNING IN THE EARLY 20TH CENTURY

 Law of Readiness
 Law of Experience
 Law of Effect
 ADDED

 Law of Primacy
 Law of Intensity
 Law of recency

Laws of Learning by Edward Lee Thorndike

Law of Readiness- states that learning can only take place when a student is READY TO LEARN. When
students feel ready, they learn more effectively and with greater satisfaction than when not ready.

Law of Exercise- The more a person practices something, the better he or she is able to RETAIN THAT
KNOWLEDGE. Remember back in grade school when the teacher would have you write spelling words
three times each and then use them in a sentence? Your teacher was practicing this law.

Law of Effect- In simple terms, this law states three things:

• Learning is STRENGTHENED when associated with a pleasant or satisfying feeling. Learning is

more likely to happen again in the future.
• Learning is WEAKENED when associated with an unpleasant feeling, becoming less likely for
learning to occur again in the future. Learners will try to avoid it
• Learning occurs when it RESULTS IN SATISFACTION and the learner derives pleasure out of it.

Law of Primacy- Think back to the time when IT WAS PROVEN that the Earth was round and not flat.
This is because once a PERSON LEARNS SOMETHING, IT IS ALMOST IMPOSSIBLE to tell them that it is
actually different.

Law of Recency- This gives your students THE CHANCE TO RETURN TO EARLIER MATERIAL that may have
gotten pushed aside BY INFORMATION NEAR the end of the unit.
Law of Intensity- The more excitement your eLearning course creates, the more likely it will be
remembered. Creating a hands-on experience, or one that CAUSES THE STUDENT TO FEEL STRONG
EMOTION WILL MAKE THE LESSON MORE EASILY REMEMBERED.

FUNCTION OF MEASUREMENT
The functions of measurement and evaluation are as follows:

1. It measures student’s achievement. Students’ achievement can be determined whether

he has reached the goals of the learning tasks or not through measurement and
evaluation.
2. It evaluates instruction. The effectiveness or ineffectiveness of instruction is ascertained
through measurement and evaluation.
3. It motivates learning. Upon knowing the results of the achievement test, the student’s
interest is aroused especially if he gets a high score; otherwise, if his score is low, he
strives hard to get higher score in the next examinations
4. It predicts success. Success and failure of the student is predicted through
measurement and evaluation. For instance, a student who always gets high scores in all
his subjects may mean that he is sure to pass and passing means success.
5. It diagnosis the nature of difficulties. The weaknesses of the learner can be identified
through measurement and evaluation particularly, diagnostic test.

QUALITIES OF GOOD MEASURING INSTRUMENTS

VALIDITY - The most important characteristics of any good test are validity. Moreover, it refers to the
amount to which the test serves its purpose. Or in other words, is describes the efficiency at which it
measures the performance what it aims to measure.

RELIABILITY The meaning of reliability is accuracy and consistency. Also, it refers to the extent to which
a test is consistent, stable and dependent. In other words, the test approves what it represents. In
addition, the result in it is consistent and taking a test, again and again, will not change the result.
Furthermore, it gives the same result every time.

USABILITY It refers to the extent to which the test can be used without much expenditure of money
effort and time. Most noteworthy, it means practicability. Besides, there are certain factors that
determine the usability that we have mentioned below.

ADMINISTRABILITY It means that a test can be administered with clarity, ease, and uniformity. Also, the
direction is simple, concise, and clear. Besides, it specifies a time limit, sample questions, and oral
instructions. The provision for the test material is definite.

SCOREABILITY It concerns the score of the test. Also, a good test is easy to score. Scoring direction,
scoring key is simple, and an answer is available. Most noteworthy the test score is useful for evaluation
of students.
 Evaluation of Learning Programs
KIRKPATRICK’S FOUR LEVELS OF EVALUATION MODE
LEVEL 1 – REACTION Reaction evaluation is the measurement of how the delegates felt about the
training or learning experience.

 Did they like it?

 Did they find it relevant?

 Did they like the venue, trainer…?

 Was it a good use of their time? This level can be measured via feedback forms, surveys,
questionnaires, verbal reaction etc.

LEVEL 2 – LEARNING gaLearning evaluation is the measurement of the increase in knowledge, skills and
abilities of the learners.

 Did they learn what they were supposed to learn?

 Did they experience what they were supposed to experience? This level can be measured
through tests and assessments before and after training. Interviews or observation can also be
used.

LEVEL 3 – BEHAVIOUR Behavior evaluation is the measurement of the capability of the learners to
change their behavior and apply new skills and knowledge.

 Did they use their knowledge?

 Were the relevant skills used?

 Did their performance noticeably change? This level can be measured through testing,
observations and interviews over time

LEVEL 4 – RESULTS Result evaluation is the measurement of the impact of the training on the business.

 Did the training impact the bottom line?

 Has the training impacted KPIs? (Staff turnover, number of complaints, noncompliance, sales,
wastage, growth, retention…)

CHAPTER 2
12 PRINCIPLES OF HIGH QUALITY ASSESSMENT
1. Clarity & Appropriateness of Learning Targets

Assessment should be clearly stated and specified and centered on what is truly important.
 LEARNING TARGETS
Knowledge - Students’ mastery of the content

Reasoning - Students’ ability to use their knowledge.

Skills- Students’ ability to demonstrate what they have learned.

Products - Students’ ability to create.

Affects- Students emotional attainments

2. Appropriate Assessment Methods

Assessment should utilize assessment methods suitable for a particular learning target.

Objective supply – knowledge

Object Select – Knowledge

Essay – Reasoning

Performance-based Skills, products

Oral-question -Knowledge, reasoning

Observation- Knowledge, skills

Self-report – Affects

3. Balance

Assessment methods should be able to assess all domains of learning and hierarchy of objectives.

DOMAINS OF LEARNING

 COGNITIVE
 AFFECTIVE
 PSYCHOMOTOR

4. Validity

Assessment should be valid. There are several types of validity that are to be established.

TYPES OF VALIDITY

 CONTENT VALIDITY
 FACE VALIDITY
 CONCURRENT VALIDITY
 PREDICTIVE VALIDITY
 DISCRIMINANT VALIDITY
 CONSTRUCT VALIDITY

5. Reliability
Assessment should show consistent and stable results. There are methods which can be used to
measure and establish reliability

6. Fairness

Assessment should give equal opportunities for every student. There should be no discrimination of any
kind (racial, age, gender, etc.)

7. Authenticity

Assessment should touch real life situations and should emphasize practicability.

8. Practicality & Efficiency

Assessment should save time, money, etc. It should be resourceful.

9. Assessment is a Continuous Process

Because assessment is an integral part of the teaching-learning process, it should be continuous.

10. Ethics in Assessment

Assessment should not be used to derogate the students. One example of this is the right to
confidentiality.

11. Clear Communication

Assessment's results should be communicated to the learners and the people involved. Communication
should also be established between the teacher and the learners by way of pre- and post-test reviews.

12. Positivity of Consequence

Assessment should have a positive effect. It should motivate students to learn and do more and should
give way to improve the teacher's instruction.

Written-Response Instruments

This includes objective tests (multiple-choice, true or false, matching type or short answer test), essays,
examinations, and checklists.

Examples:

Objective test – appropriate for the various levels of the hierarchy of educational objectives.

Essay – when properly planned, can test the students’ grasp of high-level cognitive skills particularly in
areas of application, analysis, synthesis, and evaluation.

Product-Rating Scale

These scales measure products that are frequently rated in education such as book reports, maps,
charts, diagram, notebook, essay and creative endeavor of all sorts.

Example:
Classic “Handwriting” Scale–is used in the California Achievement Test, Form W. Prototype handwriting
specimens of pupils are moved along the scale until the quality of handwriting sample is most similar to
the prototype handwriting.

Performance Test

One of these is the performance checklist which consists of the list of behaviors that makes up a certain
type of performance. It is used to determine whether or not an individual behaves in a certain way when
asked to complete a particular task.

Example: Performance Checklist in Solving a Mathematics Problem Behavior

1. Identifies the given information

2. Identify what is being asked
3. Use a variable to replace the unknown
4. Formulate the equation
5. Performs algebraic expressions
6. Obtain the answer
7. Checks of the answers make sense.

Oral Questioning

An appropriate assessment method when the objectives are:

 to the students’ stock knowledge; and

 To determine the student’s ability to communicate ideas in a coherent verbal sentence.

Observation and Self-Report

These are useful supplementary assessment methods when used in conjunction with oral questioning
and oral test.

LEARNING OUTCOMES RELATED TO ETHICS

• Complementary – a generic skill set that is separate from and secondary to the learning of
disciplinary knowledge: complementary to but not altering or interacting with disciplinary
knowledge in any way.
• Translation – an ability to translate or apply disciplinary knowledge: closely connected with and
shapes by the parallel discipline learning outcomes so not generic but characteristic of particular
discipline and allowing the application of discipline knowledge in the real world
• Enabling – abilities that transcend disciplinary boundaries though initially developed within a
disciplinary context; enable students to reshape and transform knowledge to meet a new
challenges in contexts far removed from that of the original discipline; intellectual and personal
attributes that are the keys to enquiry and learning in many aspects of life, not just formal study

THE ASSESSMENT OF ETHICS INVOLVES

• Articulation of learning outcomes

• The selection of assessment methods
• The basis for judgments and
• The role of students in the assessment process

1. This principle states that assessment should be clearly said and precise on what
truly is important
- CLARITY AND APPROPRIATES OF LEARNING TARGETS
2. Mrs. Jean assigned her TLE students to take care a 45 days chken for their final
project. Which principle does she represents?
- AUTHENTICITY
3. This principle states that assessment methods should be able to assess all
domains of learning
- BALANCE
4. Mr. Jaunito asked his students to prepare a one half piece of paper. As he call
them one by one he writes their grades on the paper. Which principle did he
represent?
- FAIRNESS
5. This principle states that there should motivated the leaners to lean and to do
more.
- POSITIVITY AND CONSEQUENCE
6. Reliability can be measured by giving the same examination within the day
- TEST- RETAKE OR RETEST METHOD
7. This is one of the assessment forms that is done before instruction to assess the
needs of the leaners to determine their capacities and capabilities
- DIAGNOSTIC ASSESSMENT
8. The includes objective tests,essays, examinations and checklist
- WRITTEN-RESPONSE INSTRUMENTS
9. These are useful supplementary assessment methods when used in conjuction
with oral questioning and oral test.
- OBSERVATION AND SELF-REPORTS
10. A generic skill set that is separate from and secondary to the learning of
- COMPLEMENTAY
 CHAPTER 3:
Types of Objective Tests
(a) true-false items,
(b) multiple-choice type items,
(c) matching items,
(d) enumeration and filling of blanks and
(e) essays.

PLANNING A TEST AND CONSTRUCTION OF TABLE OF SPECIFICATIONS (TOS)

The important steps in planning for a test are:

 Identifying test objectives

 Deciding on the type of objective test to be prepared
 Preparing a Table of Specifications (TOS)
 Constructing the draft test items

 Try-out and validation

Identifying Test Objectives

An objective test, if it is to be comprehensive, must cover the various levels of Bloom’s taxonomy. Each
objective consists of a statement of what is to be achieved and, preferably, by how many percent of the
students.

 Knowledge. The students must be able to identify the subject and the verb in a given sentence.
 Comprehension. The students must be able to determine the appropriate form of a verb to be
used given the subject of a sentence.
 Application. The students must be able to write sentences observing rules on subject-verb
agreement.
 Analysis. The students must be able to break down a given sentence into its subject and
predicate.
 Synthesis/Evaluation. The students must be able to formulate rules to be followed regarding
the subject-verb agreement.

Deciding on the type of objective test

The test objectives guide the kind of objective tests that will be designed and constructed by the
teacher.

Preparing a Table of Specifications (TOS)

A table of specifications or TOS is a test map that guides the teacher in constructing a test. The TOS
ensures that there is balance between items that test lower level thinking skills and those which test
higher order thinking skills.
Constructing the test items

it is advised that the actual number of items to be constructed in the draft should be double the desired
number of items.

Item analysis and try-out

The test draft is tried out to a group of pupils or students. The purpose of this try out is to determine
the: (a.) item characteristics through item analysis, and (b) characteristics of the test itself-validity,
reliability, and practicality.

CONSTRUCTING A TRUE-FALSE TEST

A modified true-false test can offset the effect of guessing by requiring students to explain their answer
and to disregard a correct answer if the explanation is incorrect

Rule 1: Do not give a hint (inadvertently) in the body of the question.

Rule 2: Avoid using the words “always”, “never” “often” and other adverbs that tend to be either always
true or always false.

Rule 3: Avoid long sentences as these tend to be “true”. Keep sentences short.

Rule 4. Avoid trick statements with some minor misleading word or spelling anomaly, misplaced
phrases, etc. A wise student who does not know the subject matter may detect this strategy and thus
get the answer correctly

Rule 5: Avoid quoting verbatim from reference materials or textbooks. This practice sends the wrong
signal to the students that it is necessary to memorize the textbook word for word and thus, acquisition
of higher level thinking skills is not given due importance.

Rule 6. Avoid specific determiners or give-away qualifiers. Students quickly learn that strongly worded
statements are more likely to be false than true, for example, statements with “never” “no” “all” or
“always.” Moderately worded statements are more likely to be true than false. Statements with “many”
“often” “sometimes” “generally” ‘frequently” or “some” should be avoided.

Rule 7. With true or false questions, avoid a grossly disproportionate number of either true or false
statements or even patterns in the occurrence of true and false statements.

CONSTRUCTING MULTIPLE CHOICE TESTS

Each item in a multiple-choice test consists of two parts: (a) the stem, and (b) the options.

Rule 1: Do not use unfamiliar words, terms and phrases.

Rule 2: Do not use modifiers that are vague and whose meanings can differ from one person to the next
such as: much, often, usually, etc.

Rule 3: Avoid complex or awkward word arrangements. Also, avoid use of negatives in the stem as this
may add unnecessary comprehension difficulties.
Rule 4: Do not use negatives or double negatives as such statements tend to be confusing. It is best to
use simpler sentences rather than sentences that would require expertise in grammatical construction.

Rule 5: Each item stem should be as short as possible; otherwise you risk testing more for reading and
comprehension skills. Rule 6: Distracters should be equally plausible and attractive.

Rule 6: Distracters should be equally plausible and attractive

Rule 7: All multiple choice options should be grammatically consistent with the stem.

Rule 8: The length, explicitness, or degree of technicality of alternatives should not be the determinants
of the correctness of the answer. The following is an example of this rule

Rule 9: Avoid stems that reveal the answer to another item.

Rule 10: Avoid alternatives that are synonymous with others or those that, include or overlap others.

Rule 11: Avoid presenting sequenced items in the same order as in the text.

Rule 12: Avoid use of assumed qualifiers that many examinees may not be aware of.

Rule 13: Avoid use of unnecessary words or phrases, which are not relevant to the problem at hand
(unless such discriminating ability is the primary intent of the evaluation). The items value is particularly
damaged if the unnecessary material is designed to distract or mislead. Such items test the student’s
reading comprehension rather than knowledge of the subject matter.

Rule 14: Avoid use of non-relevant sources of difficulty such as requiring a complex calculation when
only knowledge of a principle is being tested.

Rule 15: Avoid extreme specificity requirements in responses.

Rule 16: Include as much of the item as possible in the stem. This allows for less repetition and shorter
choice options.

Rule 17: Use the “None of the above” option only when the keyed answer is totally correct. When
choice of the “best” response is intended, “none of the above” is not appropriate, since the implication
has already been made that the correct response may be partially inaccurate.

Rule 18: Note that the use of “all of the above” may allow credit for partial knowledge. In a multiple
option item, (allowing only one option choice) if a student only knew that two (2) options were correct,
he could then deduce the correctness of “all of the above”. This assumes you are allowed only one
correct choice.

Rule 19: Having compound response choices may purposefully increase difficulty of an item.

Rule 20: The difficulty of a multiple choice item may be controlled by varying the homogeneity or degree
of similarity of responses. The more homogeneous, the more difficult the item

CONSTRUCTING MATCHING TYPE AND SUPPLY TYPE ITEMS

The matching type items may be considered as modified multiple-choice type items where the choices
progressively reduce as one successfully matches the items on the left with the items on the right.
 CONSTRUCTING ESSAY TESTS
Essays, classified as non-objective tests, allow for the assessment of higher-order thinking skills. In essay
tests, students are required to write one or more paragraphs on a specific topic

Essay questions can be used to measure the attainment of a variety of objectives. Stecklein (1955) has
listed 14 types of abilities that can be measured by essay items:

1. Comparisons between two or more things

2. The development and defense of an opinion
3. Questions of cause and effect
4. Explanations of meanings
5. Summarizing of information in a designated area
6. Analysis
7. Knowledge of relationships
8. Illustrations of rules, principles, procedures, and applications
9. Applications of rules, laws, and principles to new situations
10. Criticisms of the adequacy, relevance, or correctness of a concept, idea, or information
11. Formulation of new questions and problems
12. Reorganization of facts
13. Discriminations between objects, concepts, or events
14. Inferential thinking

Note that all these involve the higher-level skills mentioned in Bloom’s Taxonomy.

Rule 1: Phrase the direction in such a way that students are guided on the key concepts to be included.

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.

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

Rule 4: Decide on your essay grading system prior to getting the essays of your students.

Rule 5: Evaluate all of the students’ answers to one question before proceeding to the next question

Rule 6: Evaluate answers to essay questions 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.