4-3-2023 Final Handout-Designing Learner-Centered Test in The New Normal

Designing Learner-Centered Tests
in the New Normal

April 3 & 4, 2023
Our Lady of Holy Rosary School, Cavite City
Via Zoom
Sponsored by Rex Book Store, Inc.
MARILYN UBIÑA-BALAGTAS, Ph.D.

University Professor, College of Graduate Studies and Teacher Education Research, Philippine Normal University
President, Philippine Educational Measurement and Evaluation Association. Inc. (PEMEA)
balagtas.mu@pnu.edu.ph
Mood Setting
Designing Learner-Centered Test in the New Normal

Dr. Marilyn Ubiña-Balagtas
2
April 2023
Getting to Know You
and Your Assessment Practices
https://forms.office.com/r/Tf8kKri4PS
3
April 2023
SESSION TARGET
The participants are expected to design a learner-centered
test using the Revised Bloom’s Taxonomy, the SOLO Framework,
and the features of International-Large Scale Assessments (ILSAs)
Topics for Discussion and Engagement

Day 1
1. Purposes, Principles, and Processes of Assessment in the New Normal
2. How to Develop a Learner-Centered Test Using the Revised Bloom’s Taxonomy
3. Use of the SOLO Framework in Item Writing and Scoring
4. Combining the RBT and SOLO in Test Construction
5. Benchmarking Classroom Tests with International Large-Scale Assessments (ILSAs)

4
April 2023
SESSION TARGET

Day 2
1. Preparation of a Multidimensional Test Table of Specifications
2. Developing ILSA-like Test Items and Self-Learning/Coaching Guide
3. Presentation and Feedbacking
4. Sample Reports of a Learner-Centered- Test

5
April 2023
SESSION TARGET

Morning

6
April 2023
What is assessment of learning
in the new normal?
What is assessment? What is new normal?
In education, assessment is v New Normal refers to the state
the process of gathering and of the society following a crisis
(Wikipedia, 2020). It is a
organizing quantitative and
previously unfamiliar or atypical
qualitative indicators or situation that has become a
evidences of student learning standard, usual, or expected
as basis for decision making. (Oxford Dictionary,2020). This
could refer to what becomes
For student successful For effective now a practice, trend or set in
national policies in education
learning and well-being teaching in the new normal.
Dr. Marilyn U. Balagtas
7
April 2023
in the new normal?
Learner-Centered Assessment
v It is the process of gathering information about what learners know and
can do in a way that considers their real-world contexts, resources, needs,
interests, abilities, conditions and well-being.
v It is individualized, authentic, holistic, challenging, developmentally

appropriate, informative and useful to the learners themselves.
v It allows the students to actively monitor and evaluate their growth and
development.

8
April 2023
What is assessment of learning in the new normal?
Purposes
in
Assessing
Assessment Assessment of
Learning
for Learning Learning
(formative & (summative)
diagnostic)
Assessment as
Learning
(learner’s involvement
in assessment for and
of learning)

April 2023
Guiding Principles
vClear & Meaningful vValidity vExpanded Opportunity

Focus
vReliability vPracticality and Efficiency
vContextualization
vFairness vTimely and Accurate
vIntegration Feedback
vAccessibility vPositive Consequence
vHigh Expectations
vAuthenticity vBalance vEthical Conduct & Use

10
April 2023
in the new normal?

11
April 2023
in the new normal?
r e e o f
Deg n si o n al i t y
u l t i d i m e
n t i ci t y/ M
Au the Portfolio Assessment
Performance-based
Assessment
Traditional Test

12
April 2023
in the new normal?

13
April 2023
in the new normal?
Distance
Approach & Learning
Technique
School-based Offline
Distance
Online
Distance
Online Blended Remember
Targets (Face to Face) (Print &
Digital)
(Synchronous) (Asynchronous)
The
Formative (Non-graded Assessment) assessment
1. Test (development Exercises/
of knowledge and Quizzes with ** ** ** ** ** framework in
reasoning) feedback offline
2. Task Actual doing w/ distance
(development of or w/o video
reasoning, skills, and rubric ** ** ** ** ** learning
product and should be the
affect)
3. Portfolio Working same as the
(development Portfolio with online
knowledge, multiple
reasoning, skills, measures
** ** ** ** ** distance
product, and **Comparability of the condition for assessment for all students is high learning.
affect)
14
April 2023
in the new normal?
Approach & School-based
Distance
Offline
Distance Distance Remember
Technique Online Online Blended
Learning Targets (Face to Face) (Print &
Digital)
(Synchronous) (Asynchronous) The
Summative (Graded Assessment) assessment
1. Test
(certification of Quarterly Tests/ framework in
knowledge and Achievement ** * ** * ** offline
reasoning) Tests
2. Task Actual doing
distance
(certification of
with video if learning
reasoning, skills,
homebased ** ** * ** **
product and
and with rubric
should be the
affect)
3. Portfolio Documentary
same as the
(certification of
knowledge,
or Show online
reasoning, skills, Portfolio with ** ** * ** ** distance
product, and multiple *Comparability of the condition for assessment for all students is low
affect) measures **Comparability of the condition for assessment for all students is high learning.
15
April 2023
in the new normal?

16
April 2023
MODALITIES
• Distance
Face-to-Face Others Learning
• SLMs
Commonalities • Online/
Targets Offline
Purposes • Radio/
Principles Television/
Approaches Phone
Techniques
• Blended
Learning
Tools
Assessors

April 2023
SESSION TARGET

Morning

18
April 2023
How do we combine SOLO with RBT to make
assessment multidimensional?
Revised Bloom’s Taxonomy
(Krathwohl & Anderson, 2001)
Dimensions Remember Understand Apply Analyze Evaluate Create

5 9 13 17 21
least student-centered
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
4 8 12 16 20
most student-
Metacognitive centered &
authentic

April 2023 19
Cognitive Behaviors in the Revised Bloom’s Taxonomy
Retrieving, recognizing, and recalling relevant knowledge from
Remember:
long-term memory.
If you aim for Constructing meaning from oral, written, and graphic messages
authentic Understand: through interpreting, exemplifying, classifying, inferring,
assessment, comparing and explaining.
which of these Carrying out or using a procedure through executing, or
Apply:
levels should implementing.
you target? Breaking material into constituent parts, determining how the
Analyze: parts relate to one another and to an overall structure or
purpose through differentiating, organizing, and attributing.
Making judgments based on criteria and standards through
Evaluate:
checking and critiquing.
Putting elements together to form a coherent or functional
Create: whole; reorganizing elements into a new pattern or structure
through generating, planning, or producing.

April 2023 20
Knowledge Dimensions in the
If you aim Revised Bloom’s Taxonomy
for
authentic
assessme
Knowledge Description
nt, which Dimension
of these
levels
Factual Terminologies, specific details and elements
should you Conceptual Knowledge of classifications, principles ,
target? generalization, theories, models, and structures
Procedural Knowledge of subject-specific skills and
algorithms/procedures
Metacognitive Self-knowledge, strategic knowledge, contextual
and conditional knowledge, knowledge of a
cognitive task
April 2023 21
Which is the most learner-centered and
authentic cell in this matrix?

Factual 1 5 9 13 17 21
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
Metacognitive 4 8 12 16 20 24

April 2023 22

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
4 8 12 16 20
most student-
authentic

April 2023 23

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
1. What is 9 in 4 +
Procedural 3 7
5 = 9?
11 15 19 23
4 8 12 16 20
most student-
authentic

April 2023 24

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 7 11 15 19 23
Metacognitive 4 2. What
8 is addition?
12 16 20
most student-
centered &
authentic

April 2023 25

5 9 13 17 21
Factual & authentic
Conceptual 2 6 10 14 18 22
Procedural 3 3.
7 What is the
11 1 st
15 19 23
step in adding
4 8 12 16 20
most student-
Metacognitive numbers? centered &
authentic

April 2023 26

5 9 13 17 21
Factual & authentic
Conceptual 2 64. Maria bought

104 ripe 14 18 22
Procedural 3 7and 5 unripe 11
mangoes. 15 19 23
How many ripe
4 8mangoes did12 16 20
most student-
Metacognitive she buy? centered &
authentic

April 2023 27

5 is the sum9of 13 17Show 21
Factual & authentic 11. What 23.
4 and 5? how to add
Conceptual 2 6 10 14 18number.
any 22
Procedural 3 7 11 15 19 23
4 8 12 16 20
most student-
authentic
15. How does the
3. What is the first sum of 4 and 5
7. How will you show
step when adding compare with the 19. Is the sum of 4 and
addition of 4 and 5? sum of 6 and 3?
numbers? 5 10? 28

4 ripe5and 5 916.Maria bought
13 4 ripe and 17 21
Factual 12.Maria bought
& authentic 5
unripe mangoes. How many unripe mangoes today. She
Conceptual 2 did she buy?6
mangoes 10bought 10 mangoes
14 yesterday. 18 22
How many mangoes did she buy
Procedural 3 7 11in all? 15 19 23
4 8 12 16 20
most student-
8.Maria bought 4 authentic
ripe and 5 unripe 20.Maria bought 4 ripe and
4.Maria bought 4 ripe and 5 5 unripe mangoes. She 24. You need to buy items
mangoes. Which
unripe mangoes. How many bought 10 mangoes in all.
is more, ripe or Do you agree? Explain. at the store. What are these
ripe mangoes did she buy? unripe mangoes? and their total? 29
Let’s see more
examples of how to
increase the
authenticity of items
guided by the RBT.

April 2023 30
Which is more authentic and targets higher thinking
skill? Explain your answer.
1. What is 15 + 5?
A. 10
B. 15
C. 20
2. During their morning break, Romalyn bought pancit canton worth Php15 and
a glass of coconut juice worth Php5. How much did Romalyn spend for her
snacks?
A. Php 10
B. Php15
C. Php 20
April 2023 31
1. What is 15 + 5?
Add – Apply - Procedural
A. 10
B. 15
C. 20
2. During their morning break, Romalyn bought pancit canton worth Php15 and
a glass of coconut juice worth Php5. How much did Romalyn spend for her
snacks?
A. Php 10 Add/Solve
B. Php15 Apply/Analyze
C. Php 20 Procedural/Metacognitive
April 2023 32
1. During their morning break, Romalyn bought pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did Romalyn spend for her snacks?
A. Php 10
B. Php15
C. Php 20
2. During your morning break, you bought a pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did you spend for your snacks?
A. Php 10
B. Php15
C. Php 20

April 2023 33
1. During their morning break, Romalyn bought pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did Romalyn spend for her snacks?
A.Php 10 Add/Solve
C.Php 20 Procedural/Metacognitive
2. During your morning break, you bought a pancit canton worth Php15 and a glass of
coconut juice worth Php5. How much did you spend for your snacks?
A.Php 10 Add/Solve
B. Php15 Apply/Analyze Personal/
C. Php20 Procedural/Metacognitive authentic

April 2023 34
1. During your morning break, you bought a pancit canton worth Php15 and a
glass of coconut juice worth Php5. How much did you spend for your snacks?
A.Php 10
B. Php15
C. Php20
2. During your morning break, you bought ______ worth Php____ and
_______worth Php_____. How much did you spend for your snacks?

April 2023 35
1. During your morning break, you bought a pancit canton worth Php15 and a
glass of coconut juice worth Php5. How much did you spend for your snacks?
A.Php 10 Add/Solve
Personal/
authentic
Procedural/Metacognitive
C. Php20
Add/Solve/Create
Apply/Analyze/Create Personal/
Procedural/Metacognitive authentic

April 2023 36
2. Construct your own word problem involving addition of whole numbers.

April 2023 37
Add/Solve/Create
Apply/Analyze/Create
1. During your morning break, you bought ______ Procedural/Metacognitive
worth Php____ and _______worth Php_____.
Personal/
How much did you spend for your snacks? Authentic/Restricted
2. Construct your own word problem involving

addition of whole numbers. Add/Solve/Create
Personal/
Apply/Analyze/Create Authentic/Extended
Procedural/Metacognitive

April 2023 38
SESSION TARGET

Morning

39
April 2023
What is SOLO?
vSOLO to mean Structure of Observed Learning
Outcomes was popularized by Kevin F. Collis and
John B. Biggs in 1982 in their book “Evaluating the
Quality of Learning: The SOLO Taxonomy.
v It is a framework for understanding with five levels,

where each level embraces the previous level but adds
something more.

40
April 2023
What is SOLO?
Understanding/Competence/Proficiency
Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

41
April 2023
What is SOLO?
Understanding/Competence/Proficiency
Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

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April 2023
What is SOLO?

43
April 2023
How is SOLO used in test construction?
v Use SOLO in structuring responses to questions in a

multiple-choice test format.
v Use SOLO in structuring rubrics in describing
responses to questions in an open-ended or
constructed-response type of test.
v Use SOLO to describe the degree of correctness of
responses given to questions in a test.
v Use SOLO in scoring, interpreting and
communicating test results.

44
April 2023
Level of SOLO Levels of
Code Meaning
Understanding Thinking
Pre-structural (P) 0 I am not sure about this topic
Uni-structural (U) 1 I have one idea about this topic Surface
Multi-Structural (M) 2 I have several ideas about this topic
Relational (R) 3 I can link the ideas together to see the big
picture
Deep
Extended Abstract 4 I can look at this idea in a new and different
(EA) way.

45
April 2023
Levels of Level of Level of
Proficiency Understanding
Code Meaning Understanding Test Format
Not 0 One does not know any idea Multiple Constructed-
Proficient Pre-structural about the lesson assessed.
Choice Response
Somewhat 1 One knows an idea about the
Proficient Uni-structural lesson assessed. Surface
2 One knows several ideas Understanding
Nearly Multi- about the lesson assessed
Proficient Structural but could not link them
together.
3 One knows several ideas
about the lesson assessed
Proficient Relational and could link them
together.
Deep
4 One could link several ideas Understanding
Extended about the lesson assessed
Highly
and could represent them in a
Proficient Abstract new or a different
way/situation.
46
April 2023
Levels of Level of Level of
Proficiency Understanding
Code Meaning Understanding Scoring Options
Not 0 One does not know any idea
Proficient Pre-structural about the lesson assessed. 0 0
Somewhat 1 One knows an idea about the
Proficient Uni-structural lesson assessed. Surface 1 1
2 One knows several ideas Understanding
Nearly Multi- about the lesson assessed
Proficient but could not link them 2 3
Structural
together.
3 One knows several ideas
about the lesson assessed
Proficient Relational 3 5
and could link them
together.
Deep
4 One could link several ideas Understanding
Extended about the lesson assessed
Highly
and could represent them in a 4 6
Proficient Abstract new or a different
way/situation.
47
April 2023
Let’s have an example
of questioning
in a test that is in
constructed-response
format.

April 2023 48
Study the table below. What percent of the population of the USA got infected of COVID-19 compared
with that of the Philippines?
As of June 30, 2021

49
April 2023
Who among the four students gave the correct answer?
Student 1 Student 3
Philippines USA Philippines USA
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
Student 2 USA Student 4

Philippines 34, 527, 493= 10.37% Philippines USA
1, 408,058 = 1.27% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
332,929,050
111,025,935 332,929,050
111,025,935
10.37% - 1.27% = 9.1%
Answer: 10.37% of the population of USA got infected of
COVID-19 compared to the Philippines with only 1.27%.

April 2023 50
How do the students differ in their understanding of the problem based on their answers?
Student 1 Student 3
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
This student knows how to compute the rate and how
This student knows how to compute the rate but to express it in percent but did not provide clearly the
does not know how to express this in percent. correct answer.
Student 2 USA Student 4
Philippines Philippines USA
34, 527, 493= 10.37%
1, 408,058 = 1.27% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
332,929,050
111,025,935 111,025,935 332,929,050
10.37% - 1.27% = 9.1% Answer: 10.37% of the population of USA got infected of
COVID-19 compared to the Philippines with only 1.27% .
This student knows how to compute the rate and how to express it in This student knows how to compute the rate and how to
percent but misunderstood the problem as it does not require subtraction. express it in percent to answer the problem.

April 2023 51
Which of the SOLO levels does each response represent?
Student 3
Student 1 Philippines USA
Philippines USA 1, 408,058 = 1.27% 34, 527, 493= 10.37%
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 111,025,935 332,929,050
111,025,935 332,929,050
This student knows how to compute the rate and how to express it in
This student knows how to compute the rate but does not percent but did not provide clearly the correct answer.
(MULTISTRUCTURAL)
know how to express this in percent. (UNISTRUCTURAL)
Student 4
Student 2 USA Philippines USA
Philippines 34, 527, 493= 10.37% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
1, 408,058 = 1.27% 332,929,050 332,929,050
111,025,935
111,025,935
10.37% - 1.27% = 9.1% Answer: 10.37% of the population of USA got infected of
percent but misunderstood the problem as it does not require This student knows how to compute the rate and how to
subtraction. (MULTISTRUCTURAL) express it in percent to answer the problem. (RELATIONAL)

April 2023 52
How could Extended Abstract in the SOLO framework look like?
Student 1 Student 3
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
This student knows how to compute the rate and how to
This student knows how to compute the rate but does not express it in percent but did not provide clearly the correct
know how to express this in percent. (UNISTRUCTURAL) answer. (MULTISTRUCTURAL)
Student 2 Student 4
1, 408,058 = 1.27% 34, 527, 493= 10.37% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
Answer: 10.37% of the population of USA got infected of COVID-19 compared to the Answer: 10.37% of the population of USA got infected of
Philippines with only 1.27% COVID cases. This explains why USA is no.1 in the world in
terms of COVID cases while the Philippines is just ranked 24th.
This student knows how to compute the rate and how to express it in This student knows how to compute the rate and how to
percent to answer the problem. The student also gave more acceptable express it in percent to answer the problem. (RELATIONAL)
information than what is needed. (EXTENDED ABSTRACT)
Designing Learner-Centered Test in the New Normal 53
Dr. Marilyn Ubiña-Balagtas//April 2023
How will the rubric be designed using SOLO?
Adjectival
Levels of Quality Indicator SOLO Level
Description
The answer given is correct and beyond what was Extended Abstract
5 Excellent
asked for.
The answer given shows understanding of two or more Relational
4 Very Good processes in solving the problem and it directly answers
the problem.
The answer given shows understanding of two or more Multistructural
3 Good processes in solving the problem but does not directly
answer the problem.
The answer given shows understanding of one process Unistructural
2 Fair
that leads to answering the problem.
There is NO attempt to answer the problem or there is Prestructural
1 Poor
an answer but meaningless.
Dr. Marilyn Ubiña-Balagtas 54
April 2023
How are responses scored based on SOLO?
Levels of Adjectival Example 1 Example 2
Description
Indicator SOLO Level Code of Scoring of Scoring
Quality
5 Excellent The answer given is correct and beyond Extended 4 4 Points 10 Points
what was asked for. Abstract
4 Very Good The answer given shows understanding of 3 3 Points 8 Points
two or more processes in solving the Relational
problem and directly answers the problem.
3 Good The answer given shows understanding of 2 2 Points 6 Points
two or more processes in solving the
problem but does not directly answer the
Multistructural
problem.
2 Fair The answer given shows understanding of 1 1 Point 3 Points
one process that leads to answering the Unistructural
problem.
1 Poor There is NO attempt to answer the problem 0 0 Point 0 Point
or there is an answer but meaningless.
Prestructural
April 2023
How are responses scored based on SOLO?
Student 1 Student 3
1, 408,058 = 0.01268% 34, 527, 493= 0.1037% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
This student knows how to compute the rate but does not know how to percent but did not provide the clearly the correct answer.
express this in percent. (UNISTRUCTURAL) – 3 Points (MULTISTRUCTURAL) – 6 Points
Student 2 Student 4
1, 408,058 = 1.27% 34, 527, 493= 10.37% 1, 408,058 = 1.27% 34, 527, 493= 10.37%
111,025,935 332,929,050 111,025,935 332,929,050
Answer: 10.37% of the population of USA got infected of COVID-19 compared to Answer: 10.37% of the population of USA got infected of
the Philippines with only 1.27% COVID cases. This explains why USA is no.1 in COVID-19 compared to the Philippines with only 1.27%
the world in terms of COVID cases while the Philippines is just ranked 24th. COVID cases.
This student knows how to compute the rate and how to express it in percent This student knows how to compute the rate and how to express it in
and how to answer the problem. The student also gave more information than
percent and how to answer the problem. (RELATIONAL) – 8 Points
what is needed. (EXTENDED ABSTRACT) – 10 Points
How do we transform the
constructed-response
item into a
multiple-choice format?

57
April 2023
How do we transform the
Study the table below. What percent of the population of the USA got infected constructed-response
of COVID-19 compared
with that of the Philippines? item into a
multiple-choice format?
As of June 30, 2021
A. 10.37% of the population of USA got

infected of COVID-19 compared to the
Philippines with only 1.27%.
B. 0.1037% of the population of USA got

Philippines with only 0.01268%.
C. 0.1037 of the population of USA got

Philippines with only 0.01268.
D. USA has 9.1% more COVID cases than

the Philippines.

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April 2023
SOLO
As of June 30, 2021 Options CODE
SOLO Levels
10.37% of the population of Relational

USA got infected of COVID-19
A compared to the Philippines
3
with only 1.27%.
0.1037% of the population of
B. compared to the Philippines
1
with only 0.01268%.
Unistructural
0.1037 of the population of
C. compared to the Philippines
1
with only 0.01268.
USA has 9.1% more COVID Multistructural

D. cases than the Philippines. 2

59
April 2023
How do we communicate test results using the SOLO Framework?
Study the given graph. What percent of the population of the USA got infected of COVID-19 compared
Options Explanation/
SOLO
Feedback
As of June 30, 2021 10.37% of the population of You know how to
compute the rate and
A compared to the Philippines
3 how to express it in
percent to answer the
with only 1.27%. problem.
0.1037% of the population of
B. compared to the Philippines
1
You know how to
with only 0.01268%. compute the rate, but
0.1037 of the population of you do not know how to
express this in percent.
C. compared to the Philippines
1
with only 0.01268.
D. USA has 9.1% more COVID You know how to
2 compute the rate and
cases than the Philippines. how to express it in
percent, but you
misunderstood the
problem as it does not
require subtraction.
60
April 2023
SESSION TARGET

Morning

61
April 2023
Why combine the SOLO Framework
and the RBT?
v Combining the SOLO Framework and the RBT makes assessment
multidimensional.
v Multidimensional assessment of learning is an approach of looking at
different facets of learning to identify the strengths and weaknesses of the
learner to better inform instruction and better describe achievement.
v Assessment is multidimensional if it satisfies any of the following:
1. It examines two or more dimensions in one’s learning (e.g., Revised Bloom’s
Taxonomy, PISA, ACES).
2. It examines both cognitive and non-cognitive dimensions of learning (e.g.,
TIMSS, ACES)
April 2023 62
Why do we need to practice
multidimensional assessment?
v Multidimensional assessment of learning is needed in the K to

12 program as the curriculum intends to develop holistically
the learners and equip them with 21st century skills to make
them locally and globally competitive.
v The curriculum framework of the different areas in basic and
higher education shows multidimensionality, hence assessment
should be multidimensional as well.

April 2023 63
Example of the Multidimensional Curriculum Framework
The curriculum framework shows multidimensionality; hence assessment should be multidimensional as well.

April 2023 64
Example of the Multidimensional Curriculum Framework
The curriculum framework shows multidimensionality;

hence assessment should be multidimensional as well.
April 2023 65
Let’s have another
example of how to combine
RBT and SOLO
in test development.

66
April 2023
How do we combine the RBT and SOLO
in test development?
Objective: Identify the steps in developing summative tests
Example:
Which is the first step in constructing an Achievement Test ?
A. Examine the instructional objectives • What is the answer to the
B. Prepare a table of specifications item?
• What cognitive process
C. Construct test items and knowledge dimension
does the item represent?
D. Teach the students • What levels of
understanding based on
the SOLO Framework do
Designing Learner-Centered Test in the New Normal the choices represent?
April 2023 67
Objective: Identify the steps in developing summative tests
Example: Procedural – Remember

Which is the first step in constructing an Achievement Test ?
A. Examine the instructional objectives Relational
B. Prepare a table of specifications Multistructural
C. Construct test items Unistructural
D. Teach the students Prestructural

April 2023 68
Objective: Use assessment results in making decisions about teaching and learning
Situation:
After teaching the day’s lesson, you gave your students a test. The result shows that almost all of
the students got a low score. Which of the following should you do?
A. Give a parallel test.
• What is the answer to the
B Teach the lesson again in the same way. item?
C. Count the frequency of errors to know what to explain again. and knowledge dimension
D. Determine the items students found difficult that would require does the item represent?
• What levels of
further explanation. understanding based on
the SOLO Framework do
Designing Learner-Centered Test in the New Normal the choices represent?
April 2023 69
Situation: Metacognitive - Apply

A. Give a parallel test. Uni-structural
B Teach the lesson again in the same way. Uni-structural
C. Count the frequency of errors to know what to explain again. Multi-structural
D. Determine the items students found difficult that would require Relational
further explanation.
April 2023 70
How do we score test items using the SOLO Framework?
Situation: Metacognitive - Apply
A. Review its pre-requisite lesson. Uni-structural 1 point Somewhat
Proficient
B. Teach the lesson again in the same way. Uni-structural 1 point Somewhat
Proficient
C Count the frequency of errors to know what Multi-structural 2 points Nearly Proficient
to explain again.
D Determine the items students found difficult Relational 3 points Proficient
that would require further explanation.

71
April 2023
Let’s have another
example of how to combine
RBT and SOLO
in test development.

72
April 2023
Competency: Justify the appropriateness of an assessment method given the objective of the lesson
(Constructed-Response Format; Evaluate & Occupational Context; Critical Thinking/Reflection)
Situation:
You want to find out if your students can make a new
material out of recyclable materials. You gave an essay
test requiring them to explain what to do out of old
telephone directories. Considering the congruency
between the intent and the assessment method used,
did you do what is right? Justify your answer.

73
April 2023
Situation: • What is the answer to the

You want to find out if your students can make a new item?
material out of recyclable materials. You gave an essay and knowledge dimension
test requiring them to explain what to do out of old does the item represent?
• What levels of
telephone directories. Considering the congruency understanding based on
between the intent and the assessment method used, the SOLO Framework
did you do what is right? Justify your answer. could the answers
represent?
74
April 2023
Situation: • What is the answer to the

You want to find out if your students can make a new item?
material out of recyclable materials. You gave an essay and knowledge dimension
test requiring them to explain what to do out of old does the item represent?
• What levels of
telephone directories. Considering the congruency understanding based on
between the intent and the assessment method used, the SOLO Framework
did you do what is right? Justify your answer. could the answers
represent?
75
April 2023
Situation: Sample Answers Given

You want to find out if your students can
make a new material out of recyclable • Example 1:
materials. You gave an essay test requiring
them to explain what to do out of old • Example 2:
telephone directories. Considering the
congruency between the intent and the • Example 3:
assessment method used, did you do what
is right? Justify your answer. • Example 4:

76
April 2023
Situation: You want to find out if your students can make a new material out of recyclable materials. You gave an
essay test requiring them to explain what to do out of old telephone directories. Considering the congruency
between the intent and the assessment method used, did you do what is right? Justify your answer.
Scoring Rubric
1 Poor You gave no response or showed no effort to respond.
2 Fair You gave a response but with no justification.
3 Good You gave a response with a justification that is partially acceptable or not applicable in the given
situation.
4 Very Good You gave a response with a justification that is totally acceptable or applicable in the given situation.
5 Excellent You gave a response with a very convincing justification that is acceptable in most situations and not
only in the given situation.
77
April 2023
Situation: You want to find out if your students can make a new material out of recyclable
materials. You gave an essay test requiring them to explain what to do out of old telephone
directories. Considering the congruency between the intent and the assessment method used,
did you do what is right? Justify your answer.
1 Poor You gave no response or showed no effort to respond. Pre-structural
2 Fair You gave a response but with no justification. Uni-structural
3 Good You gave a response with a justification that is partially acceptable or not applicable Multi-structural
in the given situation.
4 Very Good You gave a response with a justification that is totally acceptable or applicable in the Relational
given situation.
5 Excellent You gave a response with a very convincing justification that is acceptable in most Extended
situations and not only in the given situation. Abstract
April 2023
Situation: You want to find out if your students can make a new material out of recyclable materials. You gave an essay test
requiring them to explain what to do out of old telephone directories. Considering the congruency between the intent and the
assessment method used, did you do what is right? Justify your answer.
1 Poor You gave no response or showed no effort to respond. Pre-structural
2 Fair You gave a response but with no justification. Uni-structural

3 Good You gave a response with a justification that is partially acceptable or not applicable in the given situation. Multi-structural
4 Very Good You gave a response with a justification that is totally acceptable or applicable in the given situation. Relational
5 Excellent You gave a response with a very convincing justification that is acceptable in most situations and not only in Extended Abstract
the given situation.
Sample Answers Given

• Example 1:
• Example 2:
Use of the SOLO Framework in Designing Formative and Summative
• Example 3: Assessments
How do we combine the RBT and SOLO in test development?
Situation: You want to find out if your students can make a new material out of recyclable materials. You gave an essay test
requiring them to explain what to do out of old telephone directories. Considering the congruency between the intent and the
Meta-cognitive - Evaluate
1 Poor You gave no response or showed no effort to respond. Pre-structural 0 Point Not Proficient
2 Fair You gave a response but with no justification. Uni-structural 2 Points Somewhat Proficient
3 Good You gave a response with a justification that is partially Multi-structural 5 Points Nearly Proficient
acceptable or not applicable in the given situation.
4 Very Good You gave a response with a justification that is totally Relational 8 Points Proficient
acceptable or applicable in the given situation.
5 Excellent You gave a response with a very convincing Extended 10 Points Highly Proficient
justification that is acceptable in most situations and Abstract
not only in the given situation.

80
April 2023
How do we combine the RBT and SOLO in test
development?
Competency: Justify the appropriateness of an assessment method given the objective of the lesson (MC
Format; Evaluate & Occupational Context; Critical Thinking/Reflection)
essay test requiring students to explain what to do out of old telephone directories. Considering the congruency
A. Yes, the use of essay test is just appropriate to what is being measured.
B. No, because it is difficult to check the students’ responses to the task using an essay test.
C. No, it is more appropriate to observe them while they are creating something new out of recyclable
materials
D. Yes, asking the students to explain what to do with the material is already enough to gauge what
they are able to do.

81
April 2023
development?
Situation: You want to find out if your students can make a new material out of
recyclable materials. You gave an essay test requiring students to explain what to do out • What is the answer
of old telephone directories. Considering the congruency between the intent and the to the item?
• What cognitive
process and
A. Yes, the use of essay test is just appropriate to what is being measured. knowledge
dimension does the
B. No, because it is difficult to check the students’ responses to the task using
item represent?
an essay test. • What levels of
C. No, it is more appropriate to observe them while they are creating understanding based
something new out of recyclable materials on the SOLO
Framework could the
D. Yes, asking the students to explain what to do with the material is already choices represent?
enough to gauge what they are able to do.
82
April 2023
development?
(MCFormat; Evaluate & Occupational Context; Critical Thinking/Reflection)
Meta-cognitive - Evaluate
A. Yes, the use of essay test is just appropriate to what is being measured.
B. No, because it is difficult to check the students’ responses to the task using an essay test.
C. No, it is more appropriate to observe them while they are creating something new out of recyclable
materials
D. Yes, asking the students to explain what to do with the material is already enough to gauge what
they are able to do.

83
April 2023
development?
Situation: Meta-cognitive - Evaluate
A. Yes, the use of essay test is just appropriate to what is being measured. Uni-structural
(1 point)
B. No, because it is difficult to check the students’ responses to the task using an essay Multi-structural
test. (2 points)
C. No, it is more appropriate to observe them while they are creating something new Relational (3 Points)
out of recyclable materials
D. Yes, asking the students to explain what to do with the material is already enough to Uni-structural
gauge what they are able to do. (1 Point)
April 2023
development?
Situation: You want to find out if your students can make a new material out of recyclable materials. So you gave an
A. Yes, the use of essay test is just appropriate to what is being measured. Uni-structural
• How will you
(1 point)
communicate
Multi-structural
B. No, because it is difficult to check the students’ responses to the task using an essay
test. your feedback
(2 points)
C. No, it is more appropriate to observe them while they are creating something new
to the (3 Points)
Relational
out of recyclable materials students
D. Yes, asking the students to explain what to do with the material is already enough to based on their
Uni-structural
gauge what they are able to do. responses?
(1 Point)
April 2023
development?
A. Yes, the use of essay test is just You are scored 1 point to mean that your understanding of the use of the assessment method still needs improvement. Although essay is appropriate in measuring
students’ reasoning ability, it is not appropriate when students’ ability to construct or produce an evidence of their skill that is needed. Making the students actually
appropriate to what is being
produce a new material out of recyclable materials provides the needed evidence of the teacher.
measured.
B. No, because it is difficult to check the You are scored 2 points to mean that you know that essay is not the appropriate method in assessing students’ ability to create a new material and that you know that
essay is not easy to check. However, your justification why essay is not the appropriate method in the given situation is wrong. The expected answer is to argue that essay
students’ responses to the task using
is not the appropriate assessment method for the given assessment objective but to actually ask the students to produce a new material out of recyclable materials to
an essay test. gauge their ability to create.
C. No, it is more appropriate to observe You are scored 3 points to mean that you know that essay is not the appropriate method in assessing students’ ability to create a new material. Your
them while they are creating suggested method of assessment for the given assessment objective is acceptable as it is better to observe the students on how they produce a new
something new out of recyclable material out of recyclable materials to gauge their ability to create.
materials
D. Yes, asking the students to You are scored 1 point to mean that your understanding of the use of the assessment method still needs improvement. Although essay is
explain what to do with the appropriate in measuring students’ reasoning ability, it is not appropriate when students’ ability to construct or produce an evidence of their
skill that is needed. Making the students actually produce a new material out of recyclable materials provides the needed evidence of the
material is already enough to teacher.
gauge what they are able to do.
Some Rules in Using SOLO for Test Development
1. Construction of Choices: Provide responses that the students will

likely give if the format of the test is constructed-response.
2. Scoring of the Responses: Score based on the degree of correctness
of the responses and level of cognitive demand. Make sure that there
is only one correct and best answer in every multiple-choice item
unless the item format is constructed-response.
3. Interpretation and Feedback to Responses: Explain sufficiently what
makes the response correct/incorrect so that students will learn from
the feedback provided. Indicate the proficiency/competence level of
the learner from the kind of response given.

87
April 2023
Sample Scoring of Responses Using the SOLO Framework
Maximum Points based on RBT Cognitive Behavior and Test Format

SOLO Level of Multiple Choice Constructed Response
Levels/ Remembering to Understanding to Evaluating to
Response to Descriptions Analyzing to Creating
Code Applying Analyzing Creating
Items
Low Cognitive Average Cognitive Average Cognitive High Cognitive
3 Points 4 Points 8 Points 10 Points
One does not know any idea
1 Pre-structural
about the lesson assessed.
0 0-1 0-1 0-1
One knows an idea about the
2 Uni-structural
lesson assessed.
1 2 2 3
One knows several ideas about

Multi-
3
Structural
the lesson assessed but could 2 3 4 5
not link them together.
One knows several ideas about
4 Relational the lesson assessed and can link 3 4 6 8
them together.
One can link several ideas about
Extended the lesson assessed and can
5
Abstract represent it in a new and
Not Applicable Not Applicable 8 10
different way/situation.
April 2023
Suggested Template for the Table of Specifications

Dr. Marilyn Ubiña-Balagtas/April 2023 89
Some Rules in Using SOLO for Test Development
1. Construction of Choices: Provide responses that the students will

likely give if the format of the test is constructed-response.
2. Scoring of the Responses: Score based on the degree of correctness
of the responses and level of cognitive demand. Make sure that there
is only one correct and best answer in every multiple-choice item
unless the item format is constructed-response.
3. Interpretation and Feedback to Responses: Explain sufficiently what
makes the response correct/incorrect so that students will learn from
the feedback provided. Indicate the proficiency/competence level of
the learner from the kind of response given.

90
April 2023
SESSION TARGET

Morning

91
April 2023
Legal Bases of ILSAs
DepEd Order No. 43, s. 2013
“Implementing Rules and Regulations of
Republic Act 10533 or Enhanced Basic Education Act of 2013”
(Rule X, Section 35)
2 0 1 8
2 0 2 2
2 0 1 9
2 0 2 3
2 0 1 9
2 0 2 3

92
April 2023
How are international
large-scale assessments designed?
PISA 2015/2018 Scientific Literacy

Assessment Framework le dge
w
for Cognitive Dimension of Kno
th
Competencies De p
Knowledge

April 2023
CONTEXTS
• Personal
PISA 2015/2018
• Local/National Scientific
• Global
Literacy
COMPETENCIES
Assessment
• Explaining Item Framework
phenomena
scientifically
• Evaluating and
designing scientific
inquiry COGNITIVE
KNOWLEDGE • Interpreting data DEMAND
• Content and evidence • Low
• Procedural scientifically • Medium
• Epistemic • High

April 2023
PISA 2021 Framework

for Mathematics
Literacy
Figure #: Mathematics Framework of the PISA 2021

April 2023 95

April 2023 96

April 2023 97

April 2023 98
Let’s look at
examples of questioning
in PISA.

99
April 2023
Let’s look at how ILSA items are constructed.
in Math in Science
in Reading
Source: OECD (2006). PISA Released Items in Mathematics, Science & Reading,
Items are titled based on
Designing Learner-Centered Test in the New Normal context or focus for easy
Dr. Marilyn Ubiña-Balagtas reference. 100
April 2023
Let’s look at a sample test in PISA Math.
Source: PISA Released

Items in Mathematics,
December 2006, OECD

Dr. Marilyn Ubiña-Balagtas Ans: D
101
April 2023
Let’s look at a sample test in PISA Math.
How do we apply SOLO in explaining
students’ responses to the item?
SOLO Score/
Choices
Level Code
A. 6 mg Unistructural 1
B. 12 mg Unistructural 1
C. 26 mg Unistructural 1
D. 32 mg Relational 3
Source: PISA Released Items in Mathematics, December 2006, OECD

102
April 2023

SOLO Score/ Explanation/

Choices
Level Code Feedback
A. 6 mg Unistructural 1 You gave one correct
B. 12 mg Unistructural 1 idea that is based on
the given information.
C. 20 mg Unistructural 1
D. 32 mg Relational 3 You interpreted
correctly the graph
that led you to
giving the right
answer to the
problem.
Source: PISA Released Items in Mathematics, December 2006, OECD

103
April 2023
Let’s look
at a
sample
test item
in PISA
Reading.

Items in Reading,
December 2006, OECD

Dr. Marilyn Ubiña-Balagtas Ans:
April 2023
104 A
Let’s look at a sample test item in PISA Reading.
SOLO Score/
Choices Level Code
A. About two meters R 3
B. About 15 meters U 1
C. About 50 meters P 0
D. It has disappeared U 1
completely.
E. The information is P 0
not provided.
Source: PISA Released Items in Reading, December 2006, OECD

April 2023
105 A

Choices Level Code Feedback
A. About two R 3 You interpreted
meters correctly the graph that
led you to giving the
right answer to the
problem.
B. About 15 U 1 You gave one correct

meters idea that is based on
the information given.
C. About 50 P 0 You gave a response
meters that has no basis at all.
D. It has U 1 You gave one correct

disappeared idea that is based on
completely. the information given.
Source: PISA Released Items in Reading, December 2006, OECD E. The information P 0 You gave a response
is not provided. that has no basis at all.
April 2023
106 A
Let’s look
at a
sample
test item
in PISA
Science.

Items in Science,
December 2006, OECD

April 2023
107 A
Let’s look at a sample test item
in PISA Science. How do we apply SOLO in explaining
SOLO Score/
Choices Level Code
A. The Earth rotates on

R 3
its axis.
B. The Sun rotates on
its axis. U 1
C. The Earth’s axis is

tilted. M 2
D. The Earth revolves

around the Sun M 2
Source: PISA Released Items in
Science, December 2006, OECD

April 2023
108 A

Choices Level
Code Feedback
A. The Earth R 3 You were able to give the right

explanation why daylight and
rotates on its darkness occur on Earth.
axis.
B. The Sun rotates U 1 You know that the sun rotates

on its axis but this does not
on its axis. explain day and night on Earth.
C. The Earth’s axis M 2 You know that the Earth’s axis

is tilted which was explained in
is tilted. the information provided but it
does not explain the
occurrence of day and night on
Earth.
Source: PISA Released Items in The Earth You know that the Earth
Science, December 2006, OECD
D. M 2 revolves around the Sun which
revolves around is the source of light but it
Designing Learner-Centered Test in the New Normal the Sun does not fully explain the
occurrence of day andAns:night as
109 A
that is due to Earth’s rotation
April 2023 on its axis.
What is a good model of multidimensional and
internationally-benchmarked assessment?
Assessment of Competencies and Excellence of Students (ACES)
from Rex Institute for Student Excellence, Inc. (RISE)

April 2023 110

April 2023 111

April 2023
Assessment of Competencies and Excellence of Students (ACES) from Rex
Institute for Student Excellence, Inc. (RISE)
Multidimensional and Multimodal Assessment in the New Normal

113
July 2021
Study this standardized assessment of Rex Institute for Student
Excellence (RISE). What does it test?
Directions: Read carefully the item given. Choose the letter of the correct and best answer on the Answer
Sheet. If there is no correct and best answer among the given first four choices, then shade E on your answer
sheet. Then write your preferred answer on a separate sheet.
Which of the following will you do to bring out the least amount of
peso needed to buy these items below?
In this assessment,
you are tested on your
ability
to use rounding off
principle
A. Add Php15.00, Php9.00, and Php25.00 and the concept of
addition
B. Add Php15.00, Php9.00, and Php26.00
in real-life situations.
C. Add Php15.00, Php8.00, and Php25.00
D. Add Php14.00, Php8.00, and Php25.00
E. I can offer a different but more accurate answer than any of the choices provided.
Remember,
the highest
point you could get
in this item is
4 POINTS,
A. Add Php15.00, Php9.00, and Php25.00 and that is if you
B. Add Php15.00, Php9.00, and Php26.00 choose E.
C. Add Php15.00, Php8.00, and Php25.00
D. Add Php14.00, Php8.00, and Php25.00
E. I can offer a different but more accurate answer than any of the choices provided.
A.Add Php15.00, Php9.00, and Php25.00 (3 points)

B.Add Php15.00, Php9.00, and Php26.00 (2 points)
C.Add Php15.00, Php8.00, and Php25.00 (2 points)
D.Add Php14.00, Php8.00, and Php25.00 (1 point)
E.I can offer a different but more accurate answer than any of the choices provided. (0-4 points)
Sample Item from ACES of RISE
A.Add Php15.00, Php9.00, and Php25.00 = Php49 (3 points) - Relational

B.Add Php15.00, Php9.00, and Php26.00 = Php50 (2 points) - Multistructural
C.Add Php15.00, Php8.00, and Php25.00 = Php48 (2 points) - Multistructural
D.Add Php14.00, Php8.00, and Php25.00 = Php47 (1 point) - Unistructural
E.I can offer a different but more accurate answer than any of the choices provided. (0-4 points)
Sample Item from ACES of RISE
A Student’s Sample Constructed Answer
peso needed to buy these items below? “ I will round off 14.95
so that becomes 15.
Then round off 8.55 and
that becomes 9. Then
round off 25.30 and that
becomes 25. Then add
A. Add Php15.00, Php9.00, and Php25.00 (3 points) - Relational them as 15+ 9 + 25 = 49.
B. Add Php15.00, Php9.00, and Php26.00 (2 points) - Multistructural So the least amount of
C.Add Php15.00, Php8.00, and Php25.00 (2 points) - Multistructural
pesos I will bring out to
D.Add Php14.00, Php8.00, and Php25.00 (1 point) - Unistructural
buy the items is Php49.”
E. I can offer a different but more accurate answer than any of the choices
provided. (0-4 points) Extended Abstract
Holistic Rubric
Points Indicators
4 The response shows all of the following quality indicators evident in the whole answer:
A. The answer shows correct and complete ideas based on what has been asked for by
the item (Content);
B. The answer shows indicators of critical thinking like solving the problem or
questioning/evaluating the given question or the reasonableness of the given
information (Critical Thinking and Problem Solving):
C. The answer shows indicators of creative thinking like presenting the answer in a
unique or a different way using graphics, illustrations, caricatures, etc. (Creative
Thinking); and
D. The answer is comprehensible or is clearly written free from errors in grammar,
spelling, computations, etc. (Communication)
3 The response satisfies any three of the given indicators of four points.
2 The response satisfies any two of the given indicators of four points.
1 The response shows any one of the given indicators of four points.
0 The response shows none of the given indicators of four points.
Source: Scoring Rubric in ACES of Rex Institute for Student Excellence (RISE)
Holistic Rubric
An Example of Constructed-Response Question
Marco had one (1) 200-peso bill and three (3)

50-peso bills. He bought school materials worth
Php320. Does he still have money after paying
for the school materials? If he has money left,
how much would this be?
Source: ACES Guide for Parents, Students, Teachers and Principals of the Rex
Institute for Student Excellence (RISE)
An Example of Constructed-Response Question
Marco had one 200-peso bill and three 50-peso bills. He bought school materials worth
Php320. Does he still have money after paying for the school materials? If he has money
left, how much would this be?
Student’s Answer
Marco has Php30 left with him after paying for the school materials. He has probably left with
him:
P20 P10
The school materials that he bought are probably all notebooks of good quality given the cost.
But if I were Marco, I should have recycled unused school materials last year to be used this
year. That way, I could save my money.
Source: ACES Guide for Parents, Students, Teachers and Principals of the Rex Institute for Student
Excellence (RISE)
Levels of Quality & Points
Criteria 4 3 2 1 0 Points
Excellent Very Good Good Fair Poor
T
Two (2) or more ideas
Two (2) or more ideas are correct and Two (2) or more ideas No knowledge/totally
are correct and
Content connected to one another and to real-
connected to one
are correct but One (1) idea is correct. wrong content/ No
life situations disconnected to one answer is given.
another
another
Two (2) or more ideas are clearly

Two (2) or more ideas Two (2) or more ideas
conveyed and connected to one Idea conveyed is not
are clearly conveyed and are clearly conveyed but One (1) idea is clearly
Communication another and to real-life situations (i.e.
connected to one disconnected to one conveyed.
clear/No answer is
no errors in grammar, spelling, given.
another another
numbers, computations, etc.)
Two (2) or more

Two (2) or more indicators of critical Two (2) or more
indicators of critical
thinking are evidently connected to one indicators of critical No indicator of critical
thinking are evident but One (1) indicator of
Critical Thinking another and to real-life situations (e.g. thinking are evidently
unrelated or critical thinking is evident
thinking is evident/No
critiquing the appropriateness of the connected to one answer is given.
disconnected to one
questions/conditions/lessons, etc.) another
another
Two (2) or more indicators of creative

Two (2) or more
thinking are evidently connected to one Two (2) or more
indicators of creative
another and to real-life situations (e.g. indicators of creative One (1) indicator of No indicator of creative
thinking are evident but
Creative Thinking presenting ideas in a different way like thinking are evidently
unrelated or
creative thinking is thinking is evident/No
quoting some relevant lines, presenting connected to one evident answer is given.
disconnected to one
in the form of a poem, illustration, another
another
graphic, caricature, etc.)
Total Points
Source: ACES Guide for Parents, Students, Teachers and Principals of the Rex Institute for Student Excellence (RISE)
Criteria 4 3 2 1 0 Points
Excellent Very Good Good Fair Poor
T
Two (2) or more ideas
Two (2) or more ideas are correct Two (2) or more ideas No knowledge/totally
are correct and
Content and connected to one another and
connected to one
are correct but One (1) idea is correct. wrong content/ No 4
to real-life situations disconnected to one answer is given.
another
another
Two (2) or more ideas are clearly

Two (2) or more ideas Two (2) or more ideas
conveyed and connected to one Idea conveyed is not
are clearly conveyed are clearly conveyed One (1) idea is clearly
Communication another and to real-life situations
and connected to one but disconnected to conveyed.
clear/No answer is 4
(i.e. no errors in grammar, spelling, given.
another one another
numbers, computations, etc.)
Two (2) or more indicators of critical Two (2) or more

Two (2) or more
thinking are evidently connected to indicators of critical
indicators of critical One (1) indicator of No indicator of critical
one another and to real-life thinking are evident
Critical Thinking situations (e.g. critiquing the
thinking are evidently
but unrelated or
critical thinking is thinking is evident/No 4
connected to one evident answer is given.
appropriateness of the disconnected to one
another
questions/conditions/lessons, etc.) another
Two (2) or more indicators of

creative thinking are evidently Two (2) or more
Two (2) or more
connected to one another and to indicators of creative No indicator of
indicators of creative One (1) indicator of
real-life situations (e.g. presenting thinking are evident creative thinking is
Creative Thinking ideas in a different way like quoting
thinking are evidently
but unrelated or
creative thinking is
evident/No answer is
4
connected to one evident
some relevant lines, presenting in disconnected to one given.
another
the form of a poem, illustration, another
Total Points 16
Source: ACES Guide for Parents, Students, Teachers and Principals of the Rex Institute for Student Excellence (RISE)
4 3 2 1 0 Point
Criteria
Very s
Excellent Good Fair Poor
Good
No
knowledge/
Two (2) or more ideas are Two (2) or more
Two (2) or more totally
Content correct and connected to
one another and to real-life
ideas are correct
and connected
ideas are correct
One (1) idea is
correct.
wrong 4
but disconnected content/ No
situations to one another
to one another answer is
given.
Two (2) or more ideas are

Idea
clearly conveyed and Two (2) or more Two (2) or more
conveyed
Communi connected to one another ideas are clearly ideas are clearly One (1) idea is
and to real-life situations conveyed and conveyed but clearly
is not
clear/No 4
cation (i.e. no errors in grammar,
spelling, numbers,
connected to
one another
disconnected to
one another
conveyed.
answer is
given.
computations, etc.)
Two (2) or more indicators

Two (2) or more No
of critical thinking are Two (2) or more
indicators of indicator of
evidently connected to one indicators of One (1)
Critical critical thinking critical
another and to real-life
situations (e.g. critiquing
critical thinking
are evidently
are evident but
indicator of
critical thinking is
thinking is 4
Thinking the appropriateness of the connected to
unrelated or
disconnected to
evident
evident/No
answer is
questions/conditions/lesso one another
one another given.
ns, etc.)
Two (2) or more indicators

of creative thinking are
Two (2) or more No
evidently connected to one Two (2) or more
indicators of indicator of
indicators of
Creative another and to real-life
creative thinking
One (1)
creative
situations (e.g. presenting
ideas in a different way like
creative thinking
are evidently
are evident but
indicator of
creative thinking
thinking is 4
Thinking quoting some relevant connected to
unrelated or
disconnected to
is evident
evident/No
answer is
lines, presenting in the one another
one another given.
form of a poem, illustration,
Total Points 16
Analytic Rubric
SESSION TARGET

Day 2

127
April 2023
SESSION TARGET

Day 2

128
April 2023
Suggested Template for the Table of Specifications

Dr. Marilyn Ubiña-Balagtas/April 2023 129
SESSION TARGET

Day 2

130
April 2023
Things to Do
1. Prepare a TOS for a Summative Test integrating RBT,
SOLO and ILSA Features
2. Construct sample ILSA-like items.
2. Provide the specifications of the targeted
items.
3. Follow the template provided.
4. Construct one (1) multiple-choice item
and one (1) constructed-response item with rubric.
5. Present the work for friendly critiquing

131
April 2023
PISA-based Contexts for Item Writing
Context Description
Personal personal activities, family and peers
Occupational job-related concerns like payroll, quality
control, etc.
Societal problems that may involve local, national
or global concerns like public transport,
government, policies, etc.
Scientific problems related to science and
technology like weather, ecology,
medicine, etc.
Format of the Multiple-Choice Items
Components Descriptions
1. Subject Area Choose the subject you handle
2. Grade Level Choose the grade level you handle
3. Quarter Choose any quarter
4. Topic Choose any topic in the subject area you handle
5. Requisite K to 12 Indicate the competency targeted in that subject area chosen
Competencies
6. Requisite Content Indicate the content knowledge targeted in that subject area chosen
Knowledge
7. Cognitive Skill Targeted Indicate the cognitive skill targeted in that subject area chosen
8. Knowledge Dimension Indicate the knowledge dimension targeted in that subject area chosen
Targeted
9. Context Targeted The items should vary in the context that they represent. It could be:
• Personal (self, home, occupational, health, etc.)
• Societal (community, school, regional, national, political, etc.)
• Global (environment, ecological, economic, international, etc.)
Format of the Multiple-Choice Items
10. Context Title This should be short and easy to understand using not more than 4 words
including articles.
11. Stimulus It makes use of original illustrations, pictures, images, graphics, tables, figures
or authentic texts from digital or non-digital sources as stimulus. Permission
from owners or citation of sources should be done if stimulus is not the item
writer’s intellectual property.
12. Problem It should be in question form only.
13. Choices The 2 multiple-choice items with A to E options should be open to
accommodate personally provided answers (i.e. E). One should offer options
where 1 has the correct and best answer from A to D while the other one offers
choices where the best answer should be the one provided by the students.
It should target different levels of SOLO.
14. Model Answer It should provide the correct and best answer including the model answer for E.
15. Key to It should provide the rationale or explanation for the correct and incorrect
Feedbacking answers and corresponding score as part of the feedbacking mechanism as a
form of intervention.
Sample Specifications for the 1st Multiple-Choice Item
1. Subject Area Mathematics
2. Grade Level Grade 4
3. Quarter Quarter 3
4. Module Title Lines, Line Pairs, and Angles
5. Requisite K to 12 Describe parallel, intersecting and perpendicular lines
Competencies Draw perpendicular, intersecting and parallel lines
Describe and illustrate different angles (right, acute and obtuse) using
models
6. Requisite Content Different Lines such as parallel, intersecting and perpendicular lines
Knowledge Different angles such as right, acute and obtuse
7. Cognitive Skill Evaluate
Targeted
Sample Specifications for the
1st Multiple-Choice Item
8. Knowledge Dimension Metacognitive
Targeted
9. Context Targeted Personal (home)
10. Context Title Grab Driver Route
11. Stimulus Situations, illustrations, and pictures (see actual item)
12. Problem See actual item
13. Choices See actual item where the correct and best answer is in
A to D.
14. Model Answer No other answers are expected to be better than the best
answer in A to D.
15. Key to Feedbacking See explanations and scoring per option as a form of
feedback
Grab Driver Route
Target Context: Personal Target Behavior: Evaluate
1. A Grab driver is bringing your ordered food online from a restaurant to your house. You are monitoring
the route of the driver. Below is the map showing the possible routes of the driver from the restaurant to
your house.
Your Which is the shortest route for the driver to take?

House (2 Points)
B A. The street parallel to CF, then the street
A perpendicular to BD, then the street CA.
B. The street intersecting CD whose angle
is as acute as E, then the street parallel
to BD.
C D C. The street parallel to CD, then the street
that intersects it, then the street
perpendicular to it.
D. The street parallel to CF, then the street
E perpendicular to CD, then the street BA.
F E. I have an answer better than any of those
Restaurant
given in A to D.
Dr. Marilyn Ubiña-Balagtas Source: ACES in Rex Institute for Student
137
April 2023 Excellence, Inc. (RISE)
Grab Driver Route
Target Context: Personal Target Behavior: Evaluate
1. A Grab driver is bringing your ordered food online from a restaurant to your house. You are monitoring
the route of the driver. Below is the map showing the possible routes of the driver from the restaurant to
your house. Choices Explanation for the Key Score
Which is the shortest route for the driver to take?
A. The street parallel to CF, then the street This is a longer route than B as it takes 3 2 Points
perpendicular to BD, then the street CA. streets.
B. The street intersecting CD whose angle is This is the shortest route as it takes two streets 3 points
as acute as E, then the street parallel to only.
BD.
C. The street parallel to CD, then the street This is a longer route than B as it takes 3 2 Points
that intersects it, then the street streets also like A.
perpendicular to it.
D. The street parallel to CF, then the street This is a longer route than B as it takes 3 2 Points
perpendicular to CD, then the street BA. streets also like A and C.
E. I have an answer better than any of Any version of B that requires taking 2 streets No other answers can be
those given in A to D. only. given that are shorter
than B.
Note: If somebody attempts to answer E, give extra 1 point for creating a unique answer provided that the answer is correct just
like letter B. Example: I will take street CD then go straight to BD as taking two streets is shorter than 3 or more streets from
the restaurant to my house.

138
Sample Specifications for the 2nd Multiple-Choice Item
1. Subject Area Mathematics
2. Grade Level Grade 4
3. Quarter Quarter 3
4. Module Title Lines, Line Pairs, and Angles
5. Requisite K to 12 Describe parallel, intersecting and perpendicular lines
Competencies Draw perpendicular, intersecting and parallel lines
Describe and illustrate different angles (right, acute and obtuse)
using models
6. Requisite Content Different Lines such as parallel, intersecting and perpendicular
Knowledge lines
Different angles such as right, acute and obtuse
7. Cognitive Skill Evaluate to Create
Targeted
Sample Specifications for the
2nd Multiple-Choice Item
8. Knowledge Dimension Metacognitive
Targeted
9. Context Targeted Societal (city and school concerns)
10. Context Title City Support to School
11. Stimulus Situations, illustrations, and pictures (see actual item)
12. Problem See actual item
13. Choices See actual item where the correct and best answer is
none in A to D but in E
14. Model Answer for E See actual item
15. Key to Feedbacking See explanations and scoring per option as a form of
feedback
City Support to School
Target Context: Societal Target Behavior/KD: Evaluate to Create/Metacognitve
2. Your City Mayor and his convoy is delivering the Gadget Support for the students from the City Hall to your school.
Below is the map showing the possible routes of the Mayor’s convoy. The Mayor wants to take the route that allows him
to see the condition of more of his constituents without passing through the same street twice.
Which is the best route for the City Mayor? (4 Points)
A C Route A: Take the street intersecting EG whose angle of its

B corner is as obtuse as the corner of the street of the City Hall.
Take the street parallel to BC then the street perpendicular to it
leading to the school.
Route B. Take the street parallel to EG, then the street that
F G intersects it, then the street perpendicular to FG, then the street
E straight to the school.
A. Route A
B. Route B
C. Route A and B have the same distance
D. None from Routes A and B leads to the school
H E. I have an answer better than any of those given in A to D.
I
City Hall
Source: ACES in Rex Institute for Student
April 2023 Excellence, Inc. (RISE) 141
City Support to School
Target Context: Societal Target Behavior: Evaluate to Create
Your City Mayor and his team is delivering the Gadget Support for the students from the City Hall to your school. Below is the map showing the
possible routes of the Mayor’s convoy. The Mayor wants to take the route that allows him to see the condition of more of his constituents without
passing through the same street twice.
Choices Explanations Points
Which is the best route for the City Mayor?
Route A: Take the street intersecting EG whose angle of its corner is as obtuse as the corner of the street of the City Hall. Take the street parallel to BC then
the street perpendicular to it leading to the school.
Route B. Take the street parallel to EG, then the street that intersects it, then the street perpendicular to FG, then the street straight to the school.
A. Route A This is the shortest route to the school so it will not allow the mayor to see more of 1 point
his constituents.
B. Route B This is a longer route to the school than Route A so it will allow the mayor to see 2 points
more of his constituents than when taking Route A.
C. Route A and B have the same This is not true as Route B is longer than A. 0 point
distance
D. None from Routes A and B leads This is not true as both routes lead to the school. O point
to the school
E. I have an answer better than any A much longer route is to take the street parallel to EG, then the street that intersects 4 points
of those given in A to D. it, then the street that intersects IH, then the street parallel to HG, then the street
parallel to AC, then the street perpendicular to it, then the street straight to the
school.

Format of the Constructed-Response Item
1. Subject Area Choose the subject you handle
2. Grade Level Choose the grade level you handle
3. Quarter Choose any quarter
4. Module Title Choose any topic in the subject area you handle
5. Requisite K to 12 Indicate the competency targeted in that subject area chosen.
Competencies Choose the competency that lends itself to constructed-response
format.
6. Requisite Content Indicate the content knowledge targeted in that subject area chosen
Knowledge
7. Cognitive Skill Indicate the cognitive skill targeted in that subject area chosen
Targeted
8. Knowledge Indicate the knowledge dimension targeted in that subject area
Dimension Targeted chosen
Format of the Constructed-Response Item
9. Context Targeted The items should vary in the context that they represent. It could be:
• Personal (self, home, occupational, health, etc.)
• Societal (community, school, regional, national, political, etc.)
• Global (environment, ecological, economic, international, etc.)
10. Context Title This should be short and easy to understand using not more than 4 words
including articles.
11. Stimulus It makes use of original illustrations, pictures, images, graphics, tables, figures
or authentic texts from digital or non-digital sources as stimulus. Permission
from owners or citation of sources should be done if stimulus is not the item
writer’s intellectual property.
12. Problem It should be in question form only.
13. Model Answer It should provide the model fully correct and partially correct answers to the
problem.
14. Key to It should provide the rationale or explanation for the correct and incorrect
Feedbacking answers and corresponding score as part of the feedbacking mechanism of the
intervention material.
Ricefield Inspection
Target Context: Environmental Target Behavior: Create
3. Your father wants to check the condition of your entire ricefield after a heavy rain. He has to do this by going
around the whole ricefield in the shortest time possible. He has to avoid passing the streets whose corners are
acute but he has to pass through the pathway in the ricefield parallel to both AE and CG. What would be his route
from home in Point I? List all the streets he has to pass through in correct order. (3 Points) home in Point I? List all
the streets he has to pass through in correct order. (3 Points)
A B C
List all the streets he has to pass

G through in correct order.
E
F
I H
J
Designing Learner-Centered Test in the New Normal Source: ACES in Rex Institute for Student
April 2023
Excellence, Inc. (RISE)
Ricefield Inspection
Target Context: Environmental Target Behavior: Create
3. Your father wants to check the condition of your entire ricefield after a heavy rain. He has to do this by going
around the whole ricefield in the shortest time possible. He has to avoid passing the streets whose corners are
acute but he has to pass through the pathway in the ricefield parallel to both AE and CG. What would be his route
from home in Point I? List all the streets he has to pass through in correct order. (3 Points) home in Point I? List all
the streets he has to pass through in correct order. (3 Points)
Fully Correct Answers (3 Points):
A B C Father should not pass though JG but could pass through at most 3 streets
twice only.
A. Take street IJ, then JE, then EA, then AC, then CG, then GF, then FB,
then BF, then FE, then EJ, then JI.
B. Take IH, then HG, then GC, then CA, then AE, then EF, then FB, then
BF, then FG, then GH, then HI.
Partially Correct Answers (2 Points):
G Father passes through JG and/or more than 3 pathways twice.
E
F A. Take street IJ, then JG, then GC, then CA, then AE, then EF, then FB,
then BF, then FG, then GH, then HI
B. Take IJ, then JG, then GC, then CA, then AE, then EF, then FB, then
BF, then FG, then GH, then HI.
I H Incomplete Answer (1 Point):

J Father passes through any street named but not all streets that father has
to pass through.
No Answer (0 Point):
How could you link the assessment results with an
intervention plan?

Rules in Item Writing
q Plan the specifications of the items before item writing
q Construct the items following the given specifications
q Ensure that the problem is clear and constructed in question form.
q Use situations realistic to the learners.
q Personalize the items to capture the learner’s interest.
q Use a language comprehensible to the level of the learners.
q Keep the items gender- and culture-fair.

148
April 2023
Rules in Item Writing
q Arrange the options in the multiple-choice items according to their value or
length
q Highlight negative words in the stem for emphasis.
q Avoid giving irrelevant information unless you test the same skill
q Avoid using double negatives in the stem of the item.
q Create original items including the stimulus to avoid plagiarism. If literary text
is needed, do paraphrasing then acknowledge the source.
q Provide models or clear instructions for the illustrations, pictures, or visuals

that the illustrators will do.

149
April 2023
SESSION TARGET

Day 2

150
April 2023
SESSION TARGET

Day 2

151
April 2023
Sample Assessment Reports
Teacher
Parent
Student
Principal
Sample Assessment Reports to Parents
Teacher
Parent
Student
Principal
Sample Assessment Reports
Teacher
Parent
Student
Principal
Thank you for your care
to the Filipino children
and teachers!
Prepared by: MUBALAGTAS FOR RISE

What is your takeaway
from the session?
https://tinyurl.com/38jdtycv

158
April 2023
“You cannot manage
what you cannot measure”
Peter Drucker
“If you cannot measure,

you can’t improve”
Gray Mac Kenzie

April 2023
No one is perfect and so is a test.
Reduce its imperfection
through constant revision.
Marilyn U. Balagtas
December 2021

April 2023
About the Speaker
DR. MARILYN UBIÑA-BALAGTAS is a University Professor at the
Philippine Normal University teaching courses on educational assessment,
evaluation, and research from undergraduate to doctoral level in face-to-face and
online modality. She is currently the Dean of the PNU College of Graduate Studies
and Teacher Education Research (CGSTER). She finished her Doctor of Philosophy
with specialization in Educational Research and Evaluation at the University of the
Philippines. She has been a regional finalist in Metrobank Search for Outstanding
Teacher in the Tertiary Level and has been awarded a post-doctoral fellowship for
Leadership in Research by the University of New England, Australia for her projects
as the Inaugural Director of the Philippine National Research Center for Teacher
Quality (RCTQ) that has led the development of the Philippine Professional
Standards for Teachers (PPST). She is the founding President of the PATEF-United
Professionals for the Development and Advancement of Teacher Education
(UPDATE) and currently the President of the Philippine Educational Measurement
and Evaluation Association (PEMEA), Inc. She is a consultant in educational
assessment of a testing company in the Philippines. She is a researcher, trainor, and a
writer in areas of assessment and teacher education.
Designing Rubrics in Evaluating Instructional Materials in Higher Education
161
February 2023
Thank you.
When interested to use this material, please cite
as:
Balagtas, M. U. (2023). Designing Learner-
Centered Test in the New Normal. Philippine
Normal University, Manila
https://drive.google.com/drive/folders/1LSUvYA873QN23A0Ny
JfhXMAWYcWjS9ij?usp=sharing
MARILYN UBIÑA-BALAGTAS, Ph.D.

University Professor
College of Graduate Studies and Teacher Education Research
Philippine Normal University
President, Philippine Educational Measurement and Evaluation
Association. Inc. (PEMEA)
balagtas.mu@pnu.edu.ph

April 2023
How to construct written tests?
(For more details, please refer to this book.)

April 2023 163
For details on performance-based and portfolio
assessments and grading, please refer to this book.

April 2023 164
For inquiries about Assessment in Learning 1 and 2 Textbooks,
please get in touch with given contact details below:

April 2023 165
For inquiries about Assessment in Learning 1 and 2 Textbooks,
please get in touch with given contact details below:

April 2023 166

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Designing Learner-Centered Tests

in the New Normal

MARILYN UBIÑA-BALAGTAS, Ph.D.

Designing Learner-Centered Test in the New Normal

Topics for Discussion and Engagement

Designing Learner-Centered Test in the New Normal

Topics for Discussion and Engagement

Designing Learner-Centered Test in the New Normal

Topics for Discussion and Engagement

Designing Learner-Centered Test in the New Normal

v It is individualized, authentic, holistic, challenging, developmentally

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

vClear & Meaningful vValidity vExpanded Opportunity

vAuthenticity vBalance vEthical Conduct & Use

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Topics for Discussion and Engagement

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Conceptual 2 64. Maria bought

Designing Learner-Centered Test in the New Normal

Dimensions Remember Understand Apply Analyze Evaluate Create

Dimensions Remember Understand Apply Analyze Evaluate Create

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

2. Construct your own word problem involving addition of whole numbers.

Designing Learner-Centered Test in the New Normal

2. Construct your own word problem involving

Designing Learner-Centered Test in the New Normal

Topics for Discussion and Engagement

Designing Learner-Centered Test in the New Normal

v It is a framework for understanding with five levels,

Designing Learner-Centered Test in the New Normal

Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

Designing Learner-Centered Test in the New Normal

Source of Illustration: Doug Belshaw - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=60807631

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal

v Use SOLO in structuring responses to questions in a

Designing Learner-Centered Test in the New Normal

Designing Learner-Centered Test in the New Normal