A) 1.

VALIDITY – TOS
- Validity is one of the must-have characteristics in measuring an instrument. This
validity refers to the degree of accuracy by which it measures what it aims to measure.
It refers to the appropriateness, correctness, meaningfulness and usefulness of the
teacher’s decision based on the test results. This is the most important characteristics
of a test and it is always reliable. There are five types of validity namely, Content
Validity; Criterion Validity; Construct Validity, Predictive Validity and Concurrent
Validity. Content Validity refers to the degree which test items match some objective
criterion. Construct Validity is the degree to which a test measures an attribute or
quality it is supposed to measure. Predictive Validity refers to the degree or extent to
which scores on a test can predict later behavior or test. Concurrent Validity deals to
the degree of relationships between scores on a test or scale on another measure of
established given at about the same time. And lastly, the Criterion Validity which is
when the test item is judged against a specific criterion.

2. RELIABILTY
- The reliability of the test is the degree of consistency and accuracy of
measurement that an instrument gives. This produces stable and consistent
results. There are four methods in determining the test reliability. One is
Test-retest method, in this method the test is administered twice to the same group
of students with a time interval between tests. Second is the Alternate-Form
Method, it gives two forms of a test similar in content, type of items, difficulty and
others in close succession to the same group of students. Third is the Split-half
Method, this test is conducted once and the results is broken down into halves like
the odd-even division. And lastly the Kuder-Richardson Formula 21, the test is
conducted only once with the assumption that items are of equal difficulty.
3. FAIRNESS
- In fairness, the students are given the right to be informed on the
exact learning targets and methods of assessment that will be used. In this
assessment, it is viewed as an opportunity to learn rather than an opportunity to
eliminate slow and poor learners. Everyone must get equal privilege and everyone
must learn.
4. PRACTICALITY AND EFFICIENCY
- It this, the teacher must master and be known with the test. In
which, the number of items is not complicated and must be implementable.
5. ETHICS
- When you say ethics its common description is the question of right
and wrong. In the assessment method, ethics is applied because you must know
the answer which of the things involve there is right or wrong. If it needs to stay or
eliminate. This is to have efficient way to have an assessment method.
B) Compare the TAXONOMY OF OBJECTIVES By Bloom, Kendall and Marzano
- Bloom’s taxonomy of objectives is widely used ways of organizing levels of
expertise. This taxonomy is the classification of the different objectives and skills that
educators set for their student. It also motivates the educators to create a more form of
education. This is composed of three domains, Cognitive, Affective and Psychomotor.
While in Marzano and Kendall’s New Taxonomy, they have both developed a way to
respond on the shortcomings of Bloom’s Taxonomy. In this taxonomy, they
incorporated wider range of factors that affect how students think and provides more
research-based theory to help teachers improve their students thinking. Not like in
Bloom’s taxonomy, in Kendall and Marzano, they have three systems and a
knowledge domain. The three system is composed of Self-System, Metacognitive
System and Cognitive System.