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Assessment of Learning 2023 2024 Module
Assessment of Learning 2023 2024 Module
Tiwi, Albay
S.Y 2023-2024
Assessment in
Learning 1
(Prof Ed 6)
Dr. Theresa L.
Castro Mr. Marlon V.
Rufino Mrs. Diezabel V.
Esguerra
Ms. Romellen T. Gonzalvo
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COURSE BRIEF OUTLINE
I. COURSE DESCRIPTION
II. This is a course that focuses on the principles, development, and utilization of
conventional assessment tools to improve the teaching-learning process. It
emphasizes the use of Assessment of, as and for, in measuring knowledge,
comprehension, and other thinking skills in the cognitive, psychomotor, or affective
domains. It allows students to go through the standard steps in test construction and
development and the application in grading systems.
Student Outcomes
After graduation, the students should have
1. Acquired knowledge on the basic concept’s and principles on test,
measurement, assessment and evaluation.
2. Acquired skills in constructing pen and paper test.
3. Used assessment data in developing different assessment tools.
4. Disseminated concepts and principles on test, measurement, assessment and
evaluation to peers.
5. Established linkages and/or partnership with other programs in developing
standardized tests.
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UNIT
I – PRELIMINARY CONCEPTS AND RECENT TRENDS
OVERVIEW
You have now reached tertiary or your advanced degree in your education. You have reached this
far because you have effectively passed all the prerequisites in your basic education. In your long stretches
of schooling from elementary to high school, I am certain you have experienced stepping through exams in
the diverse branches of knowledge you have encountered in your studies. Test is one of the assessment
tools that your teacher used to evaluate how far have you advanced in your learnings. It is one way your
teacher can determine your strength and weaknesses so appropriate mediations can be done to achieve
learnings. In this unit, you will discover the basic concepts in assessment which will enlighten you about
the different types of assessment such as assessment for, assessment of, and assessment as. As future
teachers, in order to effectively make a good decision about the performance of your students, it requires
good understanding about the principles of high quality assessment. This is to guarantee the effectiveness
of the tests and that the information of the student’s performance that could be obtained from them is valid
and reliable. In this unit, you will also learn the recent trends and focus in assessment. So get ready and
explore all the topics in this unit that will give you general direction on the concepts of assessment.
LEARNING OBJECTIVES
At the end of the unit, I am able to:
a. explain the basic concepts and principles in educational assessment;
b. discuss the role of assessment in making instructional decisions to improve
teaching and learning;
c. reflect on and discuss the applications and implications of assessment to
teaching and learning;
d. differentiate measurement, test, assessment, and evaluation;
e. explain the high quality assessment components; and
f. discuss recent trends and focus in assessment.
SETTING UP
A. Matching Type
Directions. Below are some words that you will encounter during the discussion of our entire lessons. Let
me know which among these words you are familiar with by matching column A to column B. Be honest in
giving your answers since this is merely to assess your prior knowledge. Insert your answers in the box
before the words in Column A.
Column A Column B
Assessment as A. Paper and Pencil Test
Objective Measurement B. Assignment of a number to object or things
Assessment of C. Formative Assessment
Traditional Method D. Making judgment on the worth of value of something
Subjective Measurement E. Self-assessment
Assessment for F. Summative Assessment
Diagnostic Test G. Given at the end of the course
Evaluation H. Test results are used for instructional decision making
High Stakes testing I. Determines student’s strengths and weaknesses
Achievement Test J. Measurement done through test or examination
Measurement K. Based on personal opinion.
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B. True or False
Directions. Analyze the following sentences. Write True if the statement is correct, and False if the
statement is incorrect. Place your answers before the number.
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EXPANDING YOUR KNOWLEDGE
A. BASIC CONCEPTS
1. ASSESSMENT
Assessment has always been a regular activity of your student life. Have you ever thought why
are you being assessed? The overview of assessment will clarify fundamental ideas about assessment
which will give you greater understanding about what assessment is, its classification, and purpose. There
are other sub-topics of assessment that will not be mentioned in this module but will be included in your
assignments and further readings. So begin your journey and start reading!
Assessment is a method of gathering your school performance data that aims to collect information
to specify and verify problems concerning your learning achievement. Thus, your teacher can make
decisions regarding your learning performance. It is essentially taking a sample of what you do, making
inferences, and estimating the worth of your actions. Some proof of your learning success can be
manifested in your tests, written works, journals, portfolios, and other learning tasks (Navarro, et al.,
2017).
They are:
Assessment For Learning – This is being used by the teacher to find out the extent of what you
know and what you can do and thereby see the gaps in learning that you might have. Teacher creates
assessments that will determine if the intended learning targets are achieved by you and to address the
gaps that occur during the process of your learning formation. This is also referred as formative
assessment; wherein its result serves as a proof that you have achieved the desired learnings targeted by
your teacher.
To illustrate this type of assessment is when your teachers use questioning, quizzes, and other
means which are useful and essential in curriculum design and instruction. It may also include pre-test and
post-test.
Assessment Of Learning – It is usually given towards the end of a course or a unit in a semestral
term. It is being done to determine if you have achieved the instructional goals and for your teachers to
give you an equivalent mark or grade. What is the best example for this? Your mid-term or final
examinations.
Assessment As Learning – Its main focus is on how you efficiently manage your own learning. It
gives important emphasis on metacognition (an awareness of one’s thoughts and processes). It assumes
that learning is not only about someone who is knowledgeable in transferring ideas to someone who is not.
It means that you, as students, should not only be passive learners but should be actively engaged in your
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own learning. You must also acquire the mastery to monitor what you are learning and use what you have
discovered from that monitoring.
Selected Response
Constructed Response
Essay-Restricted
Or non-restricted Problem
Solving
b. Authentic Method – involves the demonstration of your actual performance of what you have
learned from the class. It is mostly preferred by many in evaluating the students’ achievement.
Product Performance
Visual like
scrapbook, Role Play
portfolio Public speaking
collage Dance
Presentation
REFLECT ON THIS: Why is there a need for assessment? What are its purposes?
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Purposes of Assessment
You can gain a better understanding of assessment by studying its purposes. Let us read and learn.
We need to conduct an assessment to the learners so we, the teachers, can:
inspire and motivate you to focus on your study predict success in your future employment
provide feedbacks to improve your learning provide feedbacks for your lecturer/s
diagnose your strengths and weaknesses help improve our methods of teaching
make the course appear creditworthy to
help you develop your skills of self-assessment
other institutions and employees.
provide a profile of what you have learned help you select future courses
determine if you are capable of receiving a passing
help you acquire license to practice profession
or failing mark.
I am sure that you are already acquainted with the preceding words, but still confused about their
meanings and their relationships with assessment. Go on with your reading and find out the meaning and
the differences of the following terms:
2. TESTING
b. Aptitude Test
c. International Comparison Test
d. Psychological Test
High Stakes Testing – a man-made test which utilized the test results for
important judgment or decision concerning the following matters:
As a student, there are several types of test that are given to you for
specific purposes. Read the following topics to know more.
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Common Types of Test
a. Diagnostic Test – It is used to determine your individual difficulties by knowing your strengths
and weaknesses prior to instruction so proper intervention can be done by your teacher.
b. Placement Test – It is a test intended to assess your particular knowledge or capability in different
subjects so as to assign you to fitting courses or classes.
c. Proficiency Test – It is designed to gauge your insight and capacity in a language.
d. Achievement Test – It is a test given at the end of a course to assess if you are able to achieve the
course objectives.
e. Aptitude Test –– It is intended to evaluate your capacity, of what you can do, and what you
can achieve in your learning to determine how well you perform in the future.
Types of Measurement
Objective (as in testing)
Objective measurements are those that reveal nearly the same results even if it is done
repeatedly. It involves impartial measurement and to determine the objectivity of a
measure, one needs to assess its reliability.
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4. WHAT IS EVALUATION?
Evaluation – involves judging or deciding about the quality of your school performance for your teacher to
implement a possible course of action. When your assessment information is collected, synthesized, and
thought about, your teacher is in a position to judge the quality of your performance and what classroom
course of action should be done or what action is most appropriate.
Further, Patton (1987) defined evaluation as a process which involves gathering of information and
uses the results to analyze and judge the value and worthiness of something. It critically examines a
program and make judgment to improve its effectiveness for use in planning and programming decisions.
Evaluation includes both qualitative and quantitative description of your class performance plus
value judgment concerning the desirability of the performance. Evaluation may result to acceptance,
dismissal, or amendment of what has been evaluated.
Evaluation = Quantitative description of pupils (Measurement) + Value judgments
You should take note that assessment and evaluation must be continuous and frequent. Teachers
must always be prepared to reassess students, and using the measurement of periodic formative
assessment, they can adjust and improve their instruction to meet your learning needs on a daily and
weekly basis.
NOTE: ADDITIONAL INPUT FOR THIS TOPIC WILL BE UPLOADED IN GOOGLE DRIVE
b. Clarity of Learning Targets – It involves specifying clear learning objectives which involve
showing what you know and can do and how your performance will be judged.
c. Appropriateness of assessment methods – Choosing the right assessment methods which should
match the identified learning targets will provide quality assessment.
d. Adequate Sampling – Teachers obtain information regarding the success of their instruction by
observing their pupils' classroom performance. It is necessary that a teacher should consider
varied assessment strategies to determine sufficient information if the targeted learnings are
achieved by the students.
e. Objectivity – The objectivity of a test can be determined if the same tests, used by examiners, yield
the same scores. After the key has been prepared, there should be no question as to whether an
item is right or wrong, partly right or partly wrong.
f. Accountability and Fairness – Accountability in assessment requires the use of the information
obtained from assessment as a basis to validate or modify the behavior of the student and educator.
A fair assessment is not biased and non-discriminatory to the performance of students.
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We are moving up to the next lessons and
the last topics of this unit. This has
something to do with TREND. Read and
know the meaning of that word and get
ready with our succeeding lessons.
When we say trend, it means that there is a movement toward development or change. The
curriculum has undergone several changes. We have been used to the traditional kind of education in
which the teacher is the sole source of knowledge. What you have been doing in the past years of your
school life is to listen attentively to your teacher during the discussion of your lessons. Once you have
completed all the lessons, activities, taken the exams, and pass, your teacher assumed that you have
achieved the desired knowledge and skills that you should possess. Let us take a look at this development
in education to see if the traditional method of instruction still fits in.
Envision yourself as a newly hired teacher to teach a third-grade class. You are in quandary as to
what a third grade needs to learn. How would you plan your lessons and how would you assess them?
How would you give feedback to their parents about their achievements in learning? If you have a
complete guide of the set of learning and competencies, they need to acquire in the whole duration of their
learning experiences, not only in grade 3 but for their entire k-12 experience, then you can adhere to the
standards the education institution prescribed. The standard will guide you to ensure the quality of
education you can provide to your pupils. So to give you more idea about standards and some
developments in education, read our lecture below.
1. Standard Based Education - is a system of teaching and learning that focuses all elements of the
educational experience, including teaching, assessment, grading, and reporting on standards that
span all throughout a student's schooling. But what is a standard? A standard is a succinct, clearly
Another shift of educational focus is from content to learning outcomes. Traditionally, the focus of
instruction was content and subject matter, but it has evolved and changed to what we call “Outcome
Based Education.” But what is Outcome Based Education? Let us proceed.
written description of what a student should know and be able to do after the lessons are taught
Outcome-Based Education (OBE) - is a learner-centered approach to education which emphasizes what
learners can demonstrate of “knowing and doing.” OBE reforms sets well-defined guidelines for observable
and quantifiable outcomes. Outcomes may include parameters of competencies and capabilities, such as
“Student can apply basics of nutrition related to sports” or “Student can explain the basics in playing
basketball sport.”
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procedure assessment tools.
Hansen (1989) stated that outcome-based education stresses curriculum alignment and
instructional method which would center on the goal and the result. Outcome-based education to
curriculum aligned puts emphasis on teaching the stated or written curriculum. According to Hansen, the
following are:
William Spady (1994), on the other hand, also gave the following:
Four OBE Fundamental Principle
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Assessing Learning
Name: _________________________________________________________________
Activity 1
Question Answer
Enumerate:
3 things you have learned
2 things you still want to learn
1 question you have for the topics
discussed in this unit
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Assessing Learning
Name: _________________________________________________________________
Activity 2
Directions: Using a concept map, illustrate the relationships of Test, Measurement, Assessment, and Evaluation.
Write a short paragraph explaining your answers. Use the space below.
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RUBRIC FOR ACTIVITY 1
Criteria + points Description
Neatness (3)
Answers are written neatly and legibly.
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences
/ Rubric_Short_Answer.pdf (with slight modification)
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Assessing Learning
Name: _________________________________________________________________
Activity 3
Self Check:
Directions: Check your understanding of our lessons by answering the following questions. Write TRUE if
the statement is correct and FALSE if it is not.
1. Traditional method of assessment usually relies on rote memorization.
2. Assessment of uses metacognition to teach students to be actively
engaged in their own learning.
3. One of the purposes of assessment is to identify students who excel in class
for merit award.
4. The test is subjective if it produces more or less the same outcome if done
repeatedly.
5. High stakes testing is used to make important decisions.
6. When your ability in a language is being tested, you are undergoing a
placement test.
7. A teacher is being fair in giving assessment when he/she focuses on your
cognitive domain.
8. Clear goals should be emphasized in giving assessment.
9. Outcome based education is subject-centered type of learning.
10. Assessment methods should match learning targets.
11. Identifying the vision and mission of the schools is a requirement in
implementing outcome-based education
12. Few samples of assessment tools given to students is sufficient
information for the teachers in making instructional decisions.
13. Learning outcome is the broad goal of the subject or a course.
14. Does a test which reveal the same or nearly the same score used by
examiners is objective?
15. Standard-based education uses exclusive set of standards in its curriculum.
Write the number and a brief explanation for your false answers below.
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
_ _ _
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UNIT
II – TARGET SETTINGS
OVERVIEW
As the master of his craft, the teacher is considered to be knowledgeable and expert in
terms of the content and its delivery. As a requirement for successful teaching and learning, the
teacher should carefully plan all his teaching activities and students' tasks.
Referring to all the standards in content delivery and targets set will be the initial step to
ensure the plan's accomplishment. Perfect execution of teaching tasks and students' activities
should be carefully implemented. To ensure the success of its achievement and acquisition, proper
assessment procedures must also be carried out.
LEARNING OBJECTIVES
At the end of the unit, I am able to:
1. analyze the difference between standards-based and content-based assessment;
2. illustrate clear learning targets;
3. give examples of constructive alignment;
4. compare the assessment of, assessment for and assessment as learning; and
5. apply correct procedures in writing clear learning targets concerning course outcomes.
SETTING UP
A. Direction: What type of learning is associated with each of the following objectives? AF = affective
or PS = psychomotor? Write the LETTER only in the space provided.
Given an oral description of a material, the students will sketch it.
The student will accurately adjust a microscope.
The student will justify the importance of at least one governmental policy.
The student will eventually abide by a set of legal and ethical standards.
The students will create an original game requiring physical movements.
The student will listen while others express their point of view.
The student will respond to the call for volunteers to plant a tree in a public park.
The student will identify a type of fabric by its feel.
The learner will compute the volume of a pyramid, cone, and cube correctly.
B. Direction: Classify each objective as to its dominant level of learning in the cognitive domain.
Write the LETTERS only on the space provided.
K = Knowledge S = Synthesis
An = Analysis AP = Application
C = Comprehension E = Evaluation
The learner will list five major cities in the National Capital Region.
Given local materials, the learner will design a basket.
The student will construct a graph showing the imports of the Philippines for the last
five years.
Given a poem, the learner will identify the figurative language used by the author.
After the discussion on the charter change, the learner will write a one – paragraph
composition on his stand on the issue.
After studying the 1896 Philippines revolution, the student shall be able to explain the
reason for its failure.
The learner will compose a motto on saving mother earth.
The learner will solve four-digit multiplication problems.
The learner will correctly calculate the measurements of a pyramid, cone, and cube.
After reading a brief story, the learner will classify its plot.
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EXPANDING YOUR KNOWLEDGE
For higher learning institutions, the assessment standardization basis is aligned in the
policies in operation and establishments of courses. HEI Curriculum consists of standards,
policies, and procedures regarding the setup of curriculum offerings up to evaluation, leading to
the standardization of assessments.
Standard learning targets are targets given by education authorities to maintain the consistency of
expected performances manifested by the learners. According to Bonnie Houck, Ed. D.
(https://www.houcked.com/blog/learning-targets/), “a learning target is a statement of planned learning
for students based on the standards. A learning target stipulates and unpacks the outcomes and stipulates
what students can do during and after the lesson or lesson series. Learning targets are in student-friendly
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language and are specific to the lesson for the day, and directly
linked to assessment. A learning target also contains
performance criteria or a demonstration of learning.”
Constructive Alignment
Constructivealignment is vital
because itensures intended learning
outcomes for a lesson guaranteed to be
effective, transparent, and purposeful.
Learning activities and assessment activities
are created in alignment with these outcomes
as well. Also, assessment tasks need to be
Source: http://www.ucdoer.ie/index.php?title=File:Aligned- aligned directly to demonstrate the
curriculum-model.gif achievement of the intended learning
outcomes, and supported by the learning and
teaching activities within the subject.
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In figure 3, an illustration depicts the difference between aligned and unaligned intended
learning outcomes.
Source:
http://www.itu.dk/~brabr
and/teaconc.pdf
FIGURE 5: An aligned vs.
aligned course
The diagram in figure 5 simply implies that the teacher's intention is entirely off–tangent to the
outcomes to be assessed in the future. Students will simply rely on the assessment's objective but lose a
hand on the true essence of the learning target. So, the activity resorted to "pass the test only." The
diagram on the right is entirely the opposite of the first one. You can see the intentions of all aspects are the
same. It is carefully aligned with the aims of the teacher, students' activity and exam assessment.
TYPES OF STANDARDS
Teachers of any educational setting should ensure that the learning standards are in place and
adequately identified. To make up a more comprehensive and feasible learning standard, then it should be
composed of the content and performance standards.
CONTENT STANDARDS
Standards for content selection are actions related to educational processes and practices for
instruction and assessment. The effort aims to deliver contents or topics in such a way that topics are
generally the same across all parts of the locality but can be modified into a local context without changing
the curriculum's aim. The selection of contents or lessons is very vital to the attainment of learning
outcomes. Content standards were constructed to increase students' success by recognizing the knowledge,
ideas, and skills that students should get at each grade level. Content standardization leads to assessment
standardization.
The following are the observations from the concepts and discussions regarding content standards:
In the Philippines, the observations mentioned above are pretty much evident. Our educational
system is hooked up with the process of following the standards for selecting the content. As to the criteria
in the selection of the content, Alvior (2015) suggested the following:
a) INTEREST. Content should also arouse and realize the importance of it to the learners. The
fundamental significance should be emphasized to sustain interest.
b) SELF-SUFFICIENCY. The term simply means the topics are well adequate to provide the
accomplishments of intended learning outcomes. It can attain the domains of the learning objective,
namely the affective, cognitive, and psychomotor.
c) SIGNIFICANCE. The application of the content to the real-life situation of the learner can be well
utilized.
d) VALIDITY. The lesson assigned is corresponding to the learning outcomes to be attained.
e) UTILITY. Content should also provide the application to a real-life situation. It must provide activities
that will simulate the actual work that learners may end up in the future.
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f) LEARNABILITY. The topic should also be catering to diverse types of learners. It should be presented
in a manner wherein fast, average, and the slow learner will learn the topic in their pace.
g) FEASIBILITY. Content as much as possible should be accurate or applicable to the context of the
learning situation. It should be applied to the settings wherein the learner will use it most.
PERFORMANCE STANDARDS
The standards are written to support and promote specific desirable learners' behaviors in a
particular task. In teaching and learning, the basis for standards is the attainment of minimum
competencies required by the course learning outcomes.
Performance standards are the teacher's definitive guide and the learner regarding what has to be
acted and carried out required by the competencies in the target learning outcomes. Teachers should see to
it that any assessment instrument's creation should agree with the targeted standards of the performance.
The course's learning outcomes show the range of objectives for students; the criteria describe the
performance that will be assessed. These must align with, and provide coverage of the learning outcomes.
The standards then discuss the characteristics of performance in terms of each of these criteria at each
rating level.
According to Hicks (2020), all excellent performance standards have many of the following ten
characteristics:
1. Clear performance standards are easy to understand.
2. Clear performance standards are related to the explicit values of the organization.
3. Clear performance standards relate directly to the mission.
4. Tools and technology must support clear performance standards.
5. Clear performance standards are measurable.
6. Precise performance standards measurements must inspire confidence.
7. Clear performance standards are attainable.
8. Clear performance standards are trainable.
9. Performance standards are consistent.
10. Clear performance standards should not be confused with one another.
In summary, the content standard adds to the teaching technique that students should know and
do. It provides the most meaningful and stable learning, topics, principles, skills, and ways of thinking.
Performance standards give the teacher a hint of how well the students have to do their job. It also offers
product or performance as proof of learning or achievement of the standard of content.
Shown in Figure 6 is the relationship between learning competencies, content, and performance
standards:
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Assessment Type Selection
As pointed out earlier in the introduction, assessment is vital in certifying the learning
competencies achieved during the teaching and learning process. Teachers should have a strong sense of
choice and conviction in selecting the most appropriate assessment tool for accomplishing learning tasks
and determining the teaching effectiveness. The right decision-making actions will be based on sound
assessment results.
The fundamental question regarding the choice of assessment type is how, to begin with, the selection.
Here are some of the principles in selecting appropriate assessment tool by Hicks (2018):
1. Principle of Constructive Alignment. By starting with what we want our students to learn and do,
we can create and choose assessments to showcase the appropriate knowledge and skills we are
aiming for them to learn. The basis will be the outcomes and strategies of the delivery of the lesson.
2. Varying assessments. Students learn in different modes and at a different pace, in which their
strengths and challenges for assessment differ as well. Diverse assessments can also be done by
allowing their participation in the assessment process. By letting them choose the comfort zone in
the assessment process and considering the way we assess student comprehension, we are more
likely to offer opportunities for every student to demonstrate their knowledge. Then this can be
done by establishing lessons with three or more forms of assessment, such as written tasks, class
projects, and pen and paper exams.
3. Assessment Intervals. Since students tend to go over an assessment which they have to take, the
summative assessment, there must be a series of assessment given to track the progress of their
learning. Also, consider the frequency with which students should be assessed based on the
knowledge that assessment drives learning by focusing on student attention, energy, and
motivation to learn and to develop the knowledge and skills gradually to learn.
4. Choose between direct and indirect assessments. Assessment is said to be straightforward if the
teacher measures actual student behavior. Indirect, including activities involving research, group
dynamics, and similar activities that gather opinions about a lesson or its objectives. If student
assessment is required in a course or its lessons, meaning, it affects performance and course grades,
it is a direct assessment and should be taken into consideration by the teacher.
5. Information Collection on Student performance. The process is close monitoring of the students'
performance on a particular learning task. The information derived through control on the
assessment results will give teachers sound decision making on the adjustments that have to be
carried out relating to instruction and assessment methods to be conducted.
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Assessment Flow (An Overview)
As an educator, the choice of suitable instruction and assessment technique to reach out to students
learning is a significant ingredient to guaranteed students success. It is deemed necessary that relating
assessment to instruction is a cycle to address the continuous learning development and dissemination.
The illustration in
figure 7 shows the
assessment process.
Clearly state the
plan and Student
Learning
Outcomes
Remedy the
Assessment
Organize results
strategies
of the instruction
employed in
and assess the
Process
attaining the
student learning
learning
outcomes
outcomes
FIGURE 7: The Assessment Process
Analyze results of
the asessment of
student learning
outcomes
Developing critical learning outcomes for students that reflect what students will do in the
cognitive, psychomotor, and affective domains should be achieved by teaching. They depend on the quality
teaching of the course.
Step 2: Establish results of the instruction and assess the student learning outcomes
There are numerous ways of choosing and using assessment tools to determine the learning
outcomes of students. It should also be distinguished that we must categorize the origins of the assessment
results. It can be the product of a lesson in ability or knowledge. More focus should be placed on how the
results of the assessment information are routinely compiled and organized.
Step 3: Analyze products of the assessment of student learning outcomes
Evaluation and reporting of the assessment results are essential on time. The findings can be used
to develop the method of teaching-learning further. The technique will impact the option of teaching
methods, evaluation approaches, speed of learning and acquisition. Policymakers should also use the
assessment findings to suggest measures to enhance service quality delivery of teaching.
Step 4: Remedy the strategies employed in reaching the learning outcomes
Dissemination is necessary when the results of the assessment are on hand. The evaluation findings
would be worthless unless used as a method to develop the teaching – the learning process further. If there
are questions about the assessment outcomes, solutions and changes with current procedures and policies
should be produced by the authorities and stakeholders concerned.
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TYPES OF EDUCATIONAL ASSESSMENT
The figure simply indicates the processes involved in assessment in student learning. To fully
determine the student learning as a whole, the process of assessing for and knowledge must be carried out.
Several tasks are assigned in each area to serve its purpose to teachers and learners. They are a very crucial
step to undertake to attain the intended learning outcomes.
ASSESSMENT FOR LEARNING. This activity entails determining teaching and learning feedback.
The assessment information can be used to plan the instruction, select student activities, and diagnose
learning strengths, difficulties, and causes. Information can be written or oral feedback from learners.
Actions were taken to improve teaching and learning. It was determined earlier to anticipate procedures to
be used in teaching.
When preparing the lesson, understanding what kind of students you are designing the lesson is
essential. You aim to examine the strengths, limitations, and experience of your student before you take the
instruction. You can build your instruction based on the data you have collected. Formative assessment is
used during the first attempt to establish teaching.
ASSESSMENT AS LEARNING. This activity entails self-assessment by learners. Assessment as
learning is when teachers will be observing students by answering questions and reflections on their tasks
and learning progress. Teachers provide students with feedback based on student self-monitoring. They
will judge their work, or they will let their peer assess their work. Collaborative assessment is also present
among peers. Students are assessing their work based on predetermined standards.
ASSESSMENT OF LEARNING. This will provide information about learning achievement. It will
certify to what extent does the demonstration of accomplishment reach. Students’ performance was graded
and certified, passing or failing. This is where a student's ability to perform tasks was classified according
to the degree of performance.
According to Bhasin (2018), assessment is defined as a proper collection, interpretation and use of
information in regards to learning. He also stated that it gives the teacher a better awareness of peoples'
knowledge and their understanding and what learning experiences are also about their skills and personal
characters and capabilities. He also further expounded that the assessment should be in sync and
supportive of learning. It should be valid; the assessment should be proper and manageable, it should
support the judgment of a teacher, and lastly, it should promote accountability.
Eight (8) Assessment types according to function, according to Bhasin (2018).
1) Summative Assessment
2) Formative Assessment
3) Evaluative assessment
4) Diagnostic Assessment
5) Performance-based assessments
6) Selective response assessment
7) Authentic assessment
8) Written and Oral Assessment
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The summative assessment is given at the end of the instruction to certify the degree of
attainment of the learning outcomes.
Formative assessment is given during instruction to trace out the learning difficulties and
progress of the learners. This was utilized by the instructor to remediate all aspects found to be
problematic to learning acquisition.
Diagnostic assessment simply traces out the causes of learning difficulties. It can be given during
or before the instruction.
Selective response assessment a type of assessment wherein learners have to select for the
correct response to questions given by the teacher.
Authentic assessment is an assessment that assesses authentic tasks and activities. Most of the
performances done inside and outside the classroom can be practically assessed using this form
assessment.
Written assessments are performed to determine the quality of the knowledge acquired by
learners from a particular topic.
Another procedure to consider is ABCD writing objectives. This plays an important part in the
creation of SMARTER objectives. They are as follows:
1. Audience
2. Behavior
3. Condition
4. Degree
The target should not always be written in the ABCD, but it should compose all these foundations.
Audience
The audience describes the student or end-user of the teaching-learning process. Regularly, the
audience is introduced only in the lower level of an objective. For example, the Course refresher
participants, the TLE students, etc.,
Behavior
Behavior describes learner competence. It must be measurable and observable. It should agree with
the application of a real-life situation. The action must deal with the performance of knowledge or skills in
any of the domains of learning: cognitive, psychomotor and affective. For instance, “…can write an essay…’
Condition
Condition pertains to available materials and resources that may or may not be used to complete
and master the behavior. An environmental setup may also be included. For example: “…given a gas stove,
regulator and gas tank…”
Degree
This method states the standard for acceptable performance (period, correctness, proportion,
quality, etc.) For example: “… without error”,” … 9 out of 10 times.”, …within 50 seconds”, etc.
24
Assessing Learning
Name: _________________________________________________________________
Activity 4
The relevance The answer given is relevant The answer given The answer is No attempt to
of the answer to the information provides relevant somewhat relevant answer the
presented and provides information. and holds less question.
additional information. focus.
Elaboration/ The elaboration of the The elaboration of the The elaboration of No elaboration
Discussion answer is based on the answer is based on the the answer is attempt was
information presented and information presented. misleading to the given.
use other support from information
other theories and discussed.
principles.
Consistency Answers given are Answers given are Answers given are No consistency
consistent with facts and consistent with the less consistent. displayed
principles presented with facts and principles among the
examples. presented. answers.
TOTAL
1. State 3 reasons why constructive alignment is an essential matter in addressing the consistency
of assessment in learning?
_
_
_
_
_
_
_
_
_
_ _
_
_
_
_
_
_ _
_
_
_
25
2. In your opinion, which is to be considered first in setting learning standards, performance,
or content standards? Justify your answer.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
26
Assessing Learning
Name: _________________________________________________________________
Activity 5
Direction: Select the best answer among the options. Encircle the letter of the correct answer.
27
B. APPROPRIATE LEARNING TARGETS
A selection from Creating & Using Learning Targets & Performance Scales: How Teachers Make
Better Instructional Decisions, by Carla Moore, Libby H. Garst, and Robert J. Marzano as published in the
website https://www.marzanocenter.com/3-types-of-learning-targets/ states the three types of learning
targets:
1. Learning Goal Targets. Learning target goals are descriptions of the awareness that students will
show an understanding of a concept. These are explicitly taken from educational authorities that
describe what students will learn and be trained to do by completing a degree or course. Specific
expectations should include the details required to establish objectives for regular or weekly learning
that cover the subject emphasis, cognitive level of thought, and explicit language used to define
learning goals.
2. Foundational Targets. Foundational targets consist of knowledge and underlying procedures that
build to the cognitive level of the academic standard. They constitute the prerequisites that students
need to master to achieve the learning goal targets ultimately. There are two types of foundational
objectives:
a) those that identify declarative knowledge and
b) those that identify procedural knowledge.
Foundational Targets for Declarative Knowledge. Those goals define the academic vocabulary
necessary for regular learning. Ask the following questions to identify the critical academic
vocabulary to be targeted: Do students need to know the word or phrase to demonstrate an
understanding of the standard? Having students learned this word or the concept in a prior degree
or class?
Foundational Targets for Procedural Knowledge. Foundational goals may include any specific
skills or procedures that students must implement to accomplish the learning objective. Those are
the processes or abilities that provide the foundation for future goals and must be achieved before
the current learning target can succeed.
3. Cognitively Complex Targets. These targets are formed to help students cover and deepen the
knowledge and skills of the standard. The expectations in these targets are more rigorous than the
learning goal targets in a measure. This learning target category requires deeper logical thinking than
the standard necessitates and expects students to think about the same content in complex ways.
Cognitively complex targets ask students to use the knowledge and skills of the rule to extend their
creative thinking and make applications beyond what is outlined in the standard.
28
COMPETENCIES, OBJECTIVES and OUTCOMES
These three words are very critical to the successful implementation of teaching-learning and
evaluation. The lack of a solid understanding of the terms distinctions in the teacher's aspect will be tough
to establish clear learning goals, and hence ambiguous on what to accomplish in the end.
There has to be some confusion about what determines successful learning performance and how it
is distinguished from learning objectives or abilities. Even in education research, the use of these terms
sometimes appears incoherent.
Finding meanings in the dictionary can sometimes be informative. Conferring to the American
Heritage Dictionary, the learning terms are defined as follows:
Competency: Competence. The state or quality of being competent. Suitably or well qualified, can do.
The sets of expectations that we needed our learners, who would be able to achieve, are referred to
as learning outcomes. It is their natural and mastered ability to gain all the required training in knowledge
and skills enhancement in the future. Competencies are the collection of technical skills we needed to learn
from our educational authorities based on the chosen field. On the other hand, either the student and the
instructor must concentrate on the aims to achieve the skills. Competencies will be the foundation of goals,
and then objectives will be the tool for executing to produce desired results.
Below is an illustration of an application of the competencies, objectives, and outcomes derived from the
website “http://observatory.tec.mx/edu-bits2/2018/1/8/how-can-student-competencies-be-assessed-in-an-
electronics-course."
Can you also establish your own set and objectives using the format given above?
Typical working conditions make students very relaxed, and they demonstrate their job-related
skills at convenience, even without usual stress that follows assessment. This helps observers to at the
same time, as they can see, get precise and acceptable examples of behavior to be evaluated.
29
Characteristics of Objectives (SMARTER)
Objective setting is the structure for the practical application and achievement of competencies and
results as a fundamental concept of Education. Consideration is deemed essential in alignment and
implementation.
SMART Objectives are defined as established goals and objectives within by parameters that
combine structure and flexibility. The SMART setting of targets provides a demonstrable setup toward a
specific target with dependable objectives and an estimated timetable to attain the goals. SMART is an
acronym for the
S – Specific
M – Measurable
A – Achievable
R – Relevant
T- Time-based
Setting goals for curriculum and lesson is a vital instrument that enables the teaching-learning
process to stay on a clear long-term direction by defining concrete objectives for achieving and monitoring
progress towards specific goals. It also helps the learners' learn more and efficiently accomplish their tasks
by providing them with some very satisfying challenges that will facilitate their skills attainment.
The Three Domains of Learning
The identified three domains of educational activities or learning (Bloom et al. 1956):
A. Cognitive Domain
One can think of the groups as degrees of difficulty. That is, the first ones usually have to be learned
before the next can happen.
30
Example of Revised Cognitive Domain by Clark (2012)
The information below is based on explanations of those theories that appear at Don Clark's well-
known "Big Dog Little Dog."
31
B. The Psychomotor Domain
Example of Revised Cognitive Domain by Clark (2012). The information below is based on explanations
of those theories that appear at Don Clark's well-known "Big Dog Little Dog."
32
Other Psychomotor Domain Taxonomies
The Psychomotor Domain as Conceptualized by Dave (1975). The information below is based on
explanations of those theories that appear at Don Clark's well-known "Big Dog Little Dog."
33
C. The Affective Domain
Example of Affective Domain by Clark (2012). The information below is based on explanations of those
theories that appear at Don Clark’s well-known “Big Dog Little Dog."
34
Alternative to Bloom: Structure of Observed Learning Outcome (SOLO) Taxonomy
Although Bloom's Taxonomy has been very useful in expanding learning from just recalling to more
nuanced cognitive systems, such as assessing and evaluating, new models have arisen. Nevertheless, with
the revised taxonomy, it becomes more useful.
One model which may prove more useful is the taxonomy of the System of Observed Learning Outcome
(SOLO). This model defines degrees of increasing complexity in the comprehension of subjects inside a
learner (Biggs, Collis, 1982). This makes both teachers and students understand the learning process.
The model consists of five levels in the order of understanding, according to Clark (2012):
bringing all of the pieces together. That level is what an adequate understanding of a topic usually implies.
Extended abstract. The previous integrated whole can be conceptualized to a higher degree of abstraction
and expanded into a new subject or area — the learner can now generate new ideas based on her mastery
of the subject.
When learning continues, that becomes more complicated. SOLO is a way to define learning results in terms
of their complexity, allowing us to assess the students ' work in terms of their content and not how many
bits of that they have gotten right.
At first, we select only one or a few aspects of the function (unistructural), then many aspects because they
are unrelated (multistructural). We learn how to combine them into a whole (relational), and eventually,
we can generalize the whole to applications that have not yet been taught (extended abstract).
The diagram lists verbs characteristic of each of those stages. SOLO can be applied not only in assessment
but in designing the curriculum in terms of the level of learning outcomes intended, which helps implement
the constructive alignment.
35
Assessing Learning
Name: _________________________________________________________________
Activity 6
2 – (needs
Criteria 4 – (very good) 3 – (good) 1 – (poor) Score
improvement)
The answer given is
The answer The answer is No attempt
relevant to the
The relevance given provides somewhat relevant to answer
information presented
of the answer relevant and holds less the
and provides additional
information. focus. question.
information.
The elaboration of the
The elaboration The elaboration of
answer is based on the No
of the answer is the answer is
The uniqueness information presented elaboration
based on the misleading to the
of the answer and use other support attempt was
information information
from other theories and given
presented discussed
principles
Answers given No
Answers given are
are consistent consistency
consistent with facts Answers given are
Consistency with the facts displayed
and principles less consistent
and principles among the
presented with
presented answers.
examples
TOTAL
36
B) Pick 5 topics/subjects among those similar to your area of expertise. Create at least three learning
goals, and identify the correct method of assessing each learning goal. Write down your responses
in the space below (refer to the rubrics present)
1.
2.
3.
4.
5.
37
UNIT
III – DESIGNING AND DEVELOPING ASSESSMENTS
OVERVIEW
Quality assessment takes center stage on the learning process. In fact, it is a vital
component of the instructional process. The evaluation and judgment of a teacher on student
performance are based on information obtained in using assessment instruments whose quality is
of paramount importance. Every teacher should have the necessary skill to develop quality test
items. It is a teacher’s mandate to procure for the learners the optimum evaluation strategy.
Teachers who create effective tests, develop remedial instruction and allow students
several attempts to elicit success can improve their teaching method and facilitate student
learning. When instructional process incorporates effective classroom assessments so as to make
them the central feature in student learning, both students and teachers derive unlimited benefits.
This unit presents topics on how to select the right assessment objectives for written tests,
design tables of specifications, construct various types of traditional test formats, establish the
validity and reliability of tests and examine the quality of individual test item through item
analysis.
LEARNING OBJECTIVES
At the end of the unit, I am able to:
1. describe the features of a properly accomplished test;
2. match learning outcomes with appropriate assessment method;
3. set appropriate instructional objectives for written tests;
4. construct one-way and two-way Table of Specifications for a written test;
5.construct self – made test items based on the Table of Specifications and the guidelines in writing
test items;
6. determine methods of securing validity and authenticity of tests; and
7. make informed decisions whether to retain, revise, or delete test items
SETTING UP
Let’s find out how much you already know about the topics in this unit.
I. True or False
Directions: Encircle T if the statement is right and F if the statement is.
38
II. Multiple choice
Directions: Select the best answer from the four options given in every item. WRITE ONLY THE LETTER of
the correct option on the space provided.
1. This test is mostly appropriate when you need to measure the learners’ ability to identify the
relationship between similar items.
a. matching c. analogy
b. multiple choice d. rearrangement
2. Which one DOES NOT belong to the group?
a. matching c. completion
b. multiple choice d. true-false
3. The other name for a completion test
a. simple recall c. true-false
b. same-different d. filling the blank
4. Which of the following DOES NOT belong to the group?
a. multiple choice c. alternative response
b. matching d simple recall
5. A type of test where 3 or more plausible options are provided in each item.
a. alternative response c. multiple choice
b. completion d. analogy
6. When is a test valid?
a. If it yields scores which are consistent.
b. If the students get high scores in the test.
c. If the test results in few or minimal errors.
d. If the test turn in scores which help one to accomplish his purpose.
7. One of the characteristics of a properly completed examination is content validity. What is the initial
act before test construction?
a. Find out if the items are well constructed.
b. Judge the scope or content coverage.
c. Find out if the total of items are sufficient.
d. Examine the objectives set for the test to determine if they are consistent with the subject
matter.
8. We use a Table of Specification or test blue print in .
a. taking test scores c. outlining the test content
b. formulating an exam plan d. listing instructional objectives
9. A student scored 80 in a mental ability test one Monday morning. After15 days, the same was
retested and she got the same score. What characteristic of a good test was manifested?
a. administrability c. reliability
b. scorability d. validity
10. If your Licensure Examination Test (LET) items sufficiently sample the competencies listed in the
syllabi, it can be said that the LET possesses _ validity.
a. concurrent c. content
b. construct d. predictive
39
EXPANDING YOUR KNOWLEDGE
40
3. Too easy or too difficult test items
4. Ambiguous statements
5. Inappropriate test items for measuring a particular outcome.
6. Insufficient time provided to take the test
7. The test is so concise
8. Test items are not scaled in the level of difficulty from “easy” to “difficult”
2. Reliability - The reliability of an assessment method refers to its consistency. It is also a term
synonymous with dependability or stability. It is the extent to which an assessment tool produces a stable
and consistent result.
Types of Reliability What it is? How do you establish it?
3. Practicality and Efficiency - Practical test is a test that is developed and administered within the
available time and with available resources. In other Moreover, a test should be easy to design, to
41
administer, to mark and to interpret as to results. Efficiency, in this context, refers to the development,
administration and grading of assessment with the least effort and resources.
4. Fairness. The fairness of a test refers to freedom from any biases. Your students must know exactly what
the learning targets are and what method of assessment will be used. They have to be informed how their
progress will be evaluated in order to make strategies and perform optimally.
Other aspects of fairness include:
1. Opportunity to learn further;
2. Pre-requisite knowledge and skills;
3. Avoidance of student stereotyping
4. Avoidance of bias in assessment procedures; and
5. Accommodating special needs and requirements
42
Appropriate Methods of Assessment
Once learning targets are clearly set, you can easily determine the appropriate assessment method.
McMillan (2007) as cited by De Guzman et al (2015) prepared a scorecard as a guide on how well a
particular assessment method measures each level of learning. The table below shows the relative strength
of each assessment method in measuring different learning targets.
Table 1. Learning Targets and Assessment Methods (McMillan 2007)
Assessment Methods
Learning Targets Selected-response Essay Performance Oral Observation Student Self-
and Brief- Tasks questioning assessment
constructed
response
Knowledge and
Simple 5 4 3 4 3 3
Understanding
Deep Understanding
and Reasoning
2 5 4 4 2 3
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affects 1 2 4 4 4 5
43
determined by dividing the time spent for that topic during instruction by the total amount of time
spent for all topics covered in the test.
4. Determine the number of items for the whole test. As a general rule, students are given 30-60
seconds for each item in test formats with choices. For a one- hour class, this means that the test
should not exceed 60 items. However, you need also to give time for test paper distribution and
giving instructions, the number of items should be less, maybe just 50 items.
5. Determine the number of items per topic. To determine the number of items to be included in the
test, the weights per topic are considered.
Formats of TOS
1. One-way TOS. A one-way TOS maps out the content or topic test objectives, number of hours spent,
format number and placement of items. A one-way TOS cannot ensure that all levels of cognitive behaviors
that should have been developed by the course are covered in the test.
Sample 1. One-Way Table of Specifications
Time Spent on Percent of Class Number
Topics Test Placement
Topic (in hours) Time on Topic of Items
2. Two-Way TOS. A two-way TOS reflects not only the content, time spent, and the number of items but
also the levels of cognitive behavior targeted per test content. One advantage of this format is that it allows
one to see the levels of cognitive skills and dimensions of knowledge that are emphasized by the test.
Sample 2. Two-Way Table of Specifications
Item Specification
Topic No. of % No. of R U Ap An E C
Hours Items
21st Century Assessment 2 20% 4 1-3 4-5 6-7
Types of Assessment 3 30% 6 8-10 11-13
Nature of Performance-Based 5 50% 10 14-15 16-18 19-20
Assessment
Total 10 100% 20
44
Categories and Formats of Traditional Tests
As cited by Balagtas, M. (2015), traditional tests fall into two general classifications:
1. Selected-response type, require learners to choose the correct answer from several choices. Selected-
Response Tests include:
a. Multiple Choice Test - it is the most commonly used format in formal testing and typically consists
of a stem (problem), one correct or best alternative (correct answer), and three or more incorrect
alternatives (distractors)
b. True-False or Alternate Response Test - it generally consists of a statement and deciding if the
statement is true (accurate/correct) or false (inaccurate/incorrect)
c. Matching-Type Test - it consists of two sets of items to be matched with each other based on a
specified attribute.
45
Test Item
Formulation True-
False Test
True or false items are used to measure learners’ ability to identify whether a statement or
proposition is correct/true or incorrect/false. A learner who knows nothing of the content of the test would
have 50% chance of getting the correct answer by sheer guess work. A modified true-false test can offset
the effect of guessing by requiring learners to explain their answer and to disregard a correct answer if the
explanation is incorrect.
Here are some rules of thumb in constructing true-false items as cited by Balagtas, et al (2020),
Santos, et al (2007) and de Guzman et al (2015):
1. Include items that are completely true or completely false.
Faulty: The presidential system of government, where the president is only the head of state or
government, is adopted by the United States, Chile, Panama and South Korea.
Good: The presidential system, where the president is only the head of state or government, is Chile.
2. Avoid lifting statements from the textbook and other learning materials.
3. Use single idea in each test item.
Faulty: The true-false item, which is favored by learners, is often referred to as an alternative-response
item.
Improved: The true-false item is also called an alternative-response item.
4. Refrain from using negatives, especially double negatives.
Faulty: There is nothing illegal about buying goods through the internet.
Good: It is legal to buy things or goods through the internet.
5. Avoid using absolutes such as “always” and “never.”
Faulty: The news and information posted on the CNN website is always
accurate. Good: The news and information posted on the CNN website is usually
accurate.
6. Avoid the use of unfamiliar words or vocabulary.
46
6. Avoid the use of unnecessary words or phrases which are not relevant to the problem at hand.
Faulty: While ironing his formal polo shirt Darwin burned his hand accidentally on the hot iron. This
was due to a transfer of heat because….
Good: Which of the following ways of heat transfer explains why Darwin’s hand was burned after he
touched a hot iron?
7. Write the distracters to be plausible yet clearly wrong.
Faulty : Which of the following is the largest city in the United States?
a. Michigan
b. London
c. New York
d. Berlin
Good : Which of the following is the largest city in the United States?
a. Los Angeles
b. Chicago
c. New York
d. Miami
8, Write options that are parallel or similar in form and length to avoid giving clues about the correct
answer.
9. Place options in logical order (e.g. alphabetical, shortest to longest)
10. Place correct response randomly to avoid a discernible pattern of correct answers.
11. Use none of the above carefully and only when there one absolutely correct answer.
12. Avoid all of the above option, especially if it is intended to be the correct answer.
The matching test item format requires learners to match a word, sentence or phrase in one column
to a corresponding word, sentence or phrase in second. Column. It is most appropriate when you need to
measure the learner’s ability to identify the relationship or association between similar items. However, it
is not suited for gauging the learners’ higher understanding (analysis and synthesis levels). It can only be
used to assess homogeneous knowledge.
The following are some guidelines in writing good and effective matching type tests:
1. Include homogenous premises and responses in a single matching exercise
2. Clearly indicate in the directions the basis for matching where answers should be written, and
if responses or answer choices can be used more than once.
47
3. Keep the list relatively short. The ideal number of items is 5 to 10, and a maximum of 15.
4. Arrange premises and responses with maximum clarity. It is desirable to use longer statements as
premises and numbered at the left of the page. The shorter responses are placed at the right and
each identified with letters.
5. Have more responses or answer choices than premises. This will reduce guessing and using the
process of elimination in choosing the correct answer.
6. Place all the premises and responses on a single page
Faulty:
Directions: Match the following.
Food A. Primary reinforcer
Psychoanalysis B. Sigmund Freud
B.F. Skinner C. Operant conditioning
Standard deviation D. Measure of variability
Schizophrenia E. Hallucinations
Good:
Directions: Match the theories in Column I with their advocates in Column II. Write the letter of the correct
answer.
Column I Column II
1. Psychodynamic Theory A. Albert Bandura
2. Trait Theory B. B.F. Skinner
3. Behaviorism C. Carl Rogers
4. Humanism D. Gordon Allport
5. Social Learning Theory . Karn Horney
F. Sigmund Freud
Essay Test
Essay test is the preferred method of evaluation when teachers want to measure learners’ higher
order thinking skills particularly their ability to reason, interpret, analyze, synthesize, and evaluate.
Santos, et al (2007) and Balagtas et al 92019) present the following rules of thumb in constructing good
essay questions:
1. Clearly define the intended learning outcomes to be assessed by the essay test.
2. Refrain from using essay test for intended learning outcomes that are better assessed by other kind
of assessment.
3. Phrase the direction in such a way that students are guided on the key concepts to be included.
Example: Write an essay on the topic: “Plant Photosynthesis” using the following key words and
phrases: chlorophyll, sunlight, water, carbon dioxide, oxygen, by-product, stomata.
4. Note that the learners are properly guided in terms of the keywords that the teacher is looking for
in this essay test.
5. Inform the students on the rubrics to be used for grading their essays. This rule allows the learners
to focus on relevant and substantive materials rather than on peripheral and unnecessary facts and
bits of information.
6. Present tasks that are fair, reasonable and realistic to students
7. Be specific in the prompts about the time allotment.
48
Other support Materials Available:
For this lesson, there are other materials that are available to your course professor. These include the
following:
1. PowerPoint presentation on the topic Test Construction
2. Handbook on Test Development - Testing and Evaluation
https://testing.wisc.edu/Handbook%20on%20Test%20Construction.pdf
Item Analysis
After drafting objective test items and administering it, how do you determine if the test items are
properly constructed as to degree of difficulty? How do you set apart students who excel well on the
overall test, and those who do not? An item analysis, as a valuable procedure, can easily provide the
teachers with answers to both questions.
Here are the basic concepts of item analysis:
Item analysis is a technique which evaluates the effectiveness of items in tests. It helps to improve
the test by revising or discarding ineffective items.
An item analysis provides three kinds of important information about the quality of test items.
Item difficulty: A measure of whether an item was too easy or too hard.
Item discrimination: A measure of whether an item discriminated between students who knew the
material well and students who did not.
49
2. Obtain the proportion correct for each item. This is computed for the upper 27% group and the lower
27% group. This is done by summating the correct answer per item and dividing it by the total number of
students.
50
Assessing Learning
Name: _________________________________________________________________
Activity 7
(On learning targets and methods of assessment)
For each of the following situations or questions, indicate which assessment method provides the best match.
Then provide a brief explanation why you choose that method of assessment. Choices are selected response,
essay, performance-based, oral question, observation and self report.
1. 1. Sir Marlon wants to check his students if they are able to construct different types of graphic organizers
correctly like the examples just demonstrated in class.
Method:
Why?
1. 2. Mr. Cabual wants to see if his students are comprehending the characteristics of teacher-made tests before
moving to the next set of instructional activities.
Method:
Why?
1.3. Ms. Esguerra wants to find out how many spelling words her students know.
Method:
Why?
51
1.4. Ms. Castro wants to see how well her students can compare and contrast the traditional face to face
learning from flexible learning
Method:
Why?
1.5. Mr. Rufino’s objective is to enhance his students’ self-efficacy and attitude toward school.
Method:
Why? _
1.6. Teacher Mai wants to know if her class can identify the different parts of a computer.
Method:
Why?
52
Assessing Learning
Name: _________________________________________________________________
Activity 8
(On validity and reliability)
2.1 Should teachers be concerned about relatively technical features of assessment such as validity and
reliability? Why or why not?
53
2.2.3 A valid test is reliable
2.3. Mr. Villanueva asks the other math teachers in his high school to review his midterm to see if the test items
represent his learning targets. Which type of evidence of validity is being used, and why?
54
Assessing Learning
Name: _________________________________________________________________
Activity 9
(On fairness, practicality and positive consequences)
3.1 Which aspect of fairness is illustrated in each of the following assessment situations?
3.1.1 Learners complained because they were not told what topic to study for the long test
_
_
_
_
_
3.1.2 Learners studied the wrong way for the test ( e.g., they memorized the content).
_
_
_ __
_
_
3.1.3 The instructor was unable to discuss the last chapter that was given on the final exam.
_
_
_ _
_
_
3.1.4 The test was about a story about life in Manila and students who had been to Manila showed
better comprehension scores than students who had not been there.
_
_
_ _
_
_
55
Activity 4 (On Test Construction)
4.1 Give an example to illustrate the following rules of thumb in the construction of a true-false test.
4.1.1 Avoid giving clues in the body of the question.
_
_
_ _
_
_
4.1.2 Avoid using determiners “always”, “never”, and other adverbs which tend to be always true or always
false.
_
_
_
_
_
4.1.3. Avoid long sentences which tend to be true. Keep sentences short.
_ _
_
_ _
_
_
_
_ _
_ _
_
_
4.1.5 Avoid ambiguous sentences which can be interpreted as true and at the same time false.
_
_
_ _
_
_
56
4.2 Give an example to illustrate the following rules of thumb in the construction of multiple choice
tests:
4.2.1 Phrase the stem to allow for only one correct or best answer.
_
_ _
_ _
_
_
_
_
_ _
_
_
_ _
_
_ _
_
_
_
_
_ _
_
_
4.2.5. Phrase questions so that they will test higher order thinking skills.
_
_
_ _
_
_
57
Assessing Learning
Name: _________________________________________________________________
Activity 10
Directions: Construct a 10-item matching type on the topic “Parts of Computer and their Uses”
58
Assessing Learning
Name: _________________________________________________________________
Activity 11
Directions: Construct a 10-item supply type test on the topic “Taxonomy of Educational Objectives.”
59
Assessing Learning
Name: _________________________________________________________________
Activity 12
(On Item Analysis)
60
UNIT IV – DESIGNING ANALYSIS AND INTERPRETATION
OF ASSESSMENT RESULTS
OVERVIEW
Statistics plays a vital role in the complexities of life. It aids in decision making, summarizes or
describes data, helps to forecast or predict future outcomes, aids in making inferences, and helps in
comparisons or establishing relationships. In education, statistics give information about the school's
population change (statistics in enrolment and dropout rate), assist in processing specific evaluations, and
surveys were given to improve the school system and evaluate the achievements, grades, and in
preparations of the test (proficiency level).
LEARNING OBJECTIVES
At the end of the unit, I am able to:
1. determine the different ways in presenting assessment results;
2. present assessment results using textual, tabular and/or graphical;
3. identify the level of measurements; and
4. utilize the various measures in interpreting assessment results.
SETTING UP
What data was gathered by SWS (at least 5)?
There are two divisions in statistics, which are descriptive statistics and inferential statistics.
61
Descriptive Statistics is a statistical procedure concerned with describing the characteristics and
properties of a group of persons, places or things that based on confirmable facts. It organizes the
description, presentation and interpretation of data gathered.
Inferential Statistics is a statistical procedure used to draw inferences from the population by obtaining
information from the sample by using techniques of descriptive statistics.
Classification of Variables
Nominal: data are categorical and the numbers are used as identifiers or a representation. The
numbers on the back of a jersey (COED Blazer 1 = Juan dela Cruz) and the social security number are some
examples of a nominal data. If you conduct a survey and you will include gender as a variable, code the
Female as 1 and Male as 2 or vice versa when you enter your data into the computer. Thus, using numbers
1 and 2 can be used to represent the categories of data.
Ordinal: it denotes an ordered series of associations or rank order. In a contest, an individuals are
competing to achieve first, second, or third place. The first, second, and third place represents ordinal data.
If Rose takes first and Willy takes second, we do not know if the competition was close; we only know that
Rose outperformed Willy. Likert-type scales also represent ordinal data. Basically, these scales do not
represent a measurable quantity. An individual may respond 8 to a question and he actually feel less than
someone who responded 5. Another person may not be in half as much pain if he responded 4 than if he
responded 8. This data may only indicate that an individual responded 6 is in less pain than a person
responded 8 and in more pain than a person responded 4. Therefore, Likert-type scales represent a
ranking.
Interval: it represents a quantity and has equal units in which zero indicates an additional point of
measurement is an interval scale. For Example 10 degree Fahrenheit or -10 degrees Fahrenheit are an
interval data. Each of these scales are a direct measures of a quantity with equality of units. Thus, zero does
not represent the absolute lowest value. Rather, it is the point on a scale with numbers both above and
below it.
Ratio: it is a scale of measurement which is similar to the interval scale that represents quantity
and has equality of units. However, ratio has an absolute zero (no numbers exist below zero). It is
commonly used in physical measures like height and weight. If one is measuring a height of a person in
centimeters, there is quantity, equal units, and that measure cannot go below zero centimeters. A negative
height is not possible.
The table below shows a summary of fundamental differences between the four scales of
measurement
62
DATA COLLECTION
Data collection is gathering information from some person or some other ways to get data. Data collection
is done to keep on record for further use, to make essential decisions about different problems, and to
disseminate information on to others.
Primary Data - the collection of data from the first-hand source. This type of data is mostly pure and
original.
Secondary Data –the collection of data from the second-hand source. Information could be from another
researcher or agency.
DATA-GATHERING TECHNIQUES
Method Characteristics Advantages Disadvantages
Direct or
Researcher has direct contact to Clarification can do Costly and time-
interview
method the respondents easily consuming
Researcher gives or distributes
Indirect or questionnaire to the respondents Saves time and money;
questionnaire either by personal delivery or by A large number of Problem of retrieval
method mail samples can reach
TEXTUAL PRESENTATION
Data presented in a paragraph or in sentences are said to be in textual form. This includes an
enumeration of essential characteristics, emphasizing the most significant features, and highlighting the
most striking attributes of the set of data.
Example:
According to a rapid survey conducted by the government, 77 percent of micro and small firms and
62 percent of medium-sized firms had to close due to the enhanced community quarantines. Those that
remained open suffered a 66.5 percent drop in sales.
The growth forecast for 2020 assumes that the containment measures will gradually ease in the
second half of the year, and economic activities return in some sectors of the economy. Given income losses
and heightened uncertainty, household consumption and private investment are expected to remain weak.
However, economic growth prospects and poverty figures are expected to improve in succeeding
years driven by a rebound in consumption, a stronger push in public investment, supportive fiscal and
monetary policies, and the recovery of global growth. Economic growth is projected to return to above 6
percent in 2021 and 7 percent in 2022. Increased economic activity surrounding national elections will also
boost growth in 2022.
(Philippines: Social Assistance to Poor Households, Support for Small Enterprises Key to Broad-Based
Recovery; http://worldbank.org; June 9, 2020)
63
TABULAR PRESENTATION
The tabular method makes use of rows and columns. The data are presented in a systematic and
orderly manner, which catches one's attention and may facilitate the comprehension and analysis of the
data presented.
1. Qualitative or Categorical FDT – A frequency distribution table where the data are grouped
according to some qualitative characteristics; data are grouped into non-numerical categories.
Table 2
Frequency Distribution of Gender of the Respondents
Gender Number of Respondents
Male 77
Female 45
Total 122
WEIGHT
2. Quantitative FDT – a frequency distribution table where the data are grouped according to some
numerical or quantitative characteristics.
Table 3 Table 4
Ungrouped Frequency Distribution for Grouped Frequency Distribution for the
the Weights of 50 Students in Prof Ed 6 Weights of 50 Students in Prof Ed 6
Class Class
WEIGHT (in kg) FREQUENCY FREQUENCY
49 2 (in kg)
50 3 48 – 49 2
51 5 50 – 51 8
52 7 52 – 53 17
53 7 54 – 55 0
54 0 56 – 57 0
55 0 58 – 59 12
56 0 60 – 61 7
57 0 62 – 63 6
58 12 64 – 65 1
59 0 Total 50
60 7
61 0
62 4
63 2
64 1
Total 50
64
Steps in Constructing Grouped FDT
1. Determine the range
R = 57 – 22 = 35
4. List the limits of each class interval. Preferably, lower limit of the lowest class interval is a multiple of
the class size of the class interval
Example: 20 – 24
20 is the lower limit, and 24 is the upper limit
Table 5
Frequency Distribution Table of the scores
in the First Quiz in Prof Ed 6
Class Intervals Frequency
20 – 24 2
25 – 29 6
30 – 34 8
35 – 39 11
40 – 44 10
45 – 49 9
50 – 54 3
55 - 59 1
N 50
A simple grouped frequency distribution table consists only of class interval and frequency. Table 4 and
5 are simple grouped FDT tables.
A complete grouped frequency distribution table has a class mark or midpoint (x), class boundaries
(c.b), relative frequency (rf), cumulative frequencies, (cf) and relative cumulative frequency.
Class mark – the midpoint of the class interval getting the average of the upper and lower limits
𝑈𝐿 + 𝐿𝐿
𝑥= 2
65
Class boundaries – these are the true limits of class intervals. Each class boundary equals the number
midway between the upper limit and the lower limit of the succeeding class interval.
Example: the class boundaries of 20 – 24 is 19.5 – 24.5
Relative Frequency – also called percentage frequency. It is the proportion of observations falling in a
class and is expressed in percentage. It is obtained by dividing the frequency of each class by N.
𝑅𝐹 = 𝐹 𝑥100%
𝑁
Table 7
The Contingency Table for the opinion of viewers on the New TV Program
Samples
Choices Men Women Children Total
Like the Program 59 67 32 158
Indifferent 21 32 12 65
Do not like the Program 46 12 78 136
Total 126 111 122 359
Table 7 is a 3 x 3 table since it has 3 columns and 3 rows. The samples enumerated in columns are
men, women, and children while the choices or alternatives enumerated in rows are: like the program,
indifferent and do not like the program. Column and row totals are not included in the count.
66
GRAPHICAL PRESENTATION OF DATA
The numerical data provided in a frequency distribution table or contingency table can be made
exciting and easier to understand when depicted in GRAPHICAL FORM. A graph is a pictorial
representation of a given data.
4. Column and Bar Graph – like pie charts, column charts and bar
charts are applicable only to grouped data. It is used for
DISCRETE grouped data of ordinal or nominal scale.
1. Frequency Histogram – a bar graph that presents the classes on horizontal axis and the
frequencies of the classes where on the vertical axis. The vertical lines of the bars are on the class
boundaries, and the height of the bar corresponds to the class frequency.
2. Frequency Polygon – a line graph that is constructed by plotting the frequencies at the class marks
connecting the plotted points by means of straight lines and encloses the polygon by adding an
additional class at each end, for which the ends of the line are connected to the midpoints of the
additional classes at the horizontal axis.
3. Relative Frequency Histogram – it displays graph in which horizontal axis represetns the classes
and the vertical axis represents the relative frequencies.
4. Ogives – forms a graph of the cumulative frequency (cf) distribution
a. <ogive – the less than cf is plotted against the Upper true class boundary
b. >ogive – the greater than cf is plotted against the Lower true class boundary
Any single value that describe the "center" of the given data. It is often known as the average.
Numerical descriptive measures which indicate or locate the center of a distribution of a set of data.
SUMMATION NOTATION
Suppose that a variable X is a variable of interest and that 𝑛 measurements are taken. The notation
X1, X2, …., Xn will be used to represent the 𝑛 observation.
The Greek letter “Σ” indicates the "summation of…" and you can write the sum of the observations
as
𝑛
∑ Xi = X1 + X2 + ⋯ + X𝑛
i=1
The number 1 and n are called the lower and upper limits of summation, respectively.
67
Example: Write out the following in full, that is, without summation signs:
5
1. ) ∑ 𝑥i = 𝑥1 + 𝑥2 + 𝑥3 + 𝑥4 + 𝑥5
i= 1
4
2. ) ∑ 𝑥i𝑦i = 𝑥1𝑦1 + 𝑥2𝑦2 + 𝑥3𝑦3 + 𝑥4𝑦4
i= 1
Rules on Summation
1) The summation notation is distributive over addition.
𝑛 𝑛 𝑛
∑ 𝑥 i + 𝑦i = ∑ 𝑥i + ∑ 𝑦i
i= 1 i= 1 i= 1
2) If c is a constant, then
𝑛 𝑛
∑ 𝑐𝑥i = 𝑐 ∑ 𝑥i
i= 1 i= 1 𝑛
3) If c is a constant, ∑ 𝑐 = 𝑛𝑐
i= 1
then
4
= ∑ + 4(3) 𝑟𝑢𝑙𝑒 3
2𝑥i
i= 1
4
= 2∑ + 4(3) 𝑟𝑢𝑙𝑒 2
𝑥i
i= 1
= 2(𝑥1 + 𝑥2 + 𝑥3 + 𝑥4) + 12
5
2. (𝑥3 − 2) + (𝑥4 − 2) + 𝑥5 − 2) = ∑ (𝑥i − 2)
i= 3
ARITHMETIC MEAN
The most common average and sometimes referred to as the mean. It is the summation of the
observed values divided by the total number of observations. The Greek letter 𝜇 (mu) denotes the mean for
a finite population with N elements while the sample mean, used to estimate the population means 𝜇, is
∑𝑛
computed as 𝑥̅= i=1 Ki
𝑛
, where n is the number of observations in the sample.
Examples:
1. The numbers of employees at 5 different fastfoods are 11,11,10,15 and 13. Find the mean number of
employees for the stores.
𝑥̅= ∑5
i=1 Ki 11+11+10+15+13
, 60 = 12
5 5 = 5
=
2. Scores in the first long quiz for a sample of 6 students are as follows: 88, 87, 90, 94, 75 and 82.
𝜇= 6
∑i=1 Ki 51
, = 88+87+90+94+75+82 = 6 = 86
10 6
6
WEIGHTED MEAN
68
The weighted mean is a method of computing the mean which each observation in the data set is
assigned or multiplied by a weight. Weighted mean is the average in which each quantity to be averaged
has a designated weight for each quantity on the total value of the average.
69
Finding the weighted mean of a variable X by multipling each value to its corresponding weight, and then
divide the summation of the products by the total of the weights.
∑𝑛
𝑥̅ = i=1 wiKi
∑𝑛 wi
where w = weights i=1
X = values
A student receives equivalent grades in quizzes of 74 and 81. The student's final exam score is 83 and
seatworks are 72, 88, 80, 93, and 94. Each quiz is worth 20% of the final grade, seatworks worth 5% each
of the final grade, and the final exam is 35% of the final grade. What is the student's mean score in class?
Solution:
74(20%)+81(20%)+72(5%)+88(5%)+80(5%)+93(5%)+94(5%)+83(35%)
𝑥̅ = 100% = 81.4
The student’s final grade is 81.4.
This is possible only when the class mark can be assumed to be representative of all the values in
the class. If the assumption holds, the following equation may be used to approximate the mean from a
frequency distribution.
𝑥̅ = ∑𝑘 f 𝑥
i=1 i i
𝑛
Where fi = the frequency of the ith class
𝑥i = the class mark of the ith class
k = total number of classes
n = total number of observations
𝑥̅ =
∑𝑘
i=1 fi𝑥i 1,925 = 38.5
𝑛 = 50
The average score of 50 students in the first quiz in Elementary Statistics is 38.5.
Properties of Mean
70
MEDIAN
Median is the positional middle of an array. In an array, one-half of values precede the median and
other half follow it.
The median is denoted by 𝑀𝑑, and to calculate it, arrange the data in an array.
Let Xi be the ith observation in an array, I = 1,2,…N
If N is odd, the median position is equal to (𝑁+1), and the value of the (𝑁+1)th observation in an array is
2 2
taken as the median, i.e.
If the N is even, the mean of the two middle values in the array is the median,
𝑀𝑑 X𝑛
+ X(𝑛 )+1
⁄2 ⁄2
= 2
Example: Compute for the median of the given data set:
a) 11,11,10,15 and 13
Solution: Arrange the data in order.
X1 X2 X3 X4 X5
10 11 11 13 15
This is possible only if it can be assumed that the values of the observations falling in the median
class are equally spaced throughout the class. (The median class contains the median.)
Median class: Starting from the top, locate the class with < 𝐶𝐹 greater than or equal to N/2 for the
first time. 𝑛
( ) − < 𝐶𝐹𝑚𝑑−1
2
𝑀𝑑 = 𝐿𝐶𝐵𝑚𝑑 + 𝑐 [ ]
f𝑚𝑑
Where 𝐿𝐶𝐵𝑚𝑑 = lower class boundary of the median class
c = class size of the median class
n = total number of observations
< 𝐶𝐹𝑚𝑑−1 = less than the cumulative frequency of the class preceding the median class
f𝑚𝑑 = frequency of the median class
71
Then, look where it belongs on the <CF. Choice the class that is equal or has a higher value than the
computed median.
Score Frequency (𝑓i) <CF
20 – 24 2 2
25 – 29 6 8
30 – 34 8 16
35 – 39 11 27
40 – 44 10 37
45 – 49 9 46
50 – 54 3 49
55 - 59 1 50
N = 50
𝐿𝐶𝐵𝑚𝑑 = 34.5
c =5
n = 50
< 𝐶𝐹𝑚𝑑−1 = 16
f𝑚𝑑 =11
Properties of Median
- It is the score or class in a distribution below which 50% of the score fall and above which
another 50% lie.
- It is not affected by extreme or deviant values.
- It is appropriate to use when there are extreme or deviant values.
- It is used in an ordinal data.
- It exists in both quantitative and qualitative data.
MODE
Data Set 1
2 5 2 3 5 2 1
Solution
Mo = 2 because it has the most number of occurrence.
Data Set 2
2 5 5 2 2 5 1
3 5 4 2 5 5 2
Solution
Mo = 2,5 because both occurred 5 times.
72
Data Set 4
Red Blue Blue White Yellow Red
Green Blue Orange White Yellow Black
Mo = Blue because it has the highest number of occurrences in the data set.
Mo = 34.5 +5 * 11−8
+ = 38.25
2(11)−8−10
MEASURES OF POSITION
(Descriptive Statistics)
PERCENTILES
Observed values are divided a set of observations in an array into 100 equal parts. Thus, P1, first
percentile, means that the preceding value belongs to the lowest 1%.
P2, second percentile, means that the preceding values belong to the lowest 2%
and so on. To compute for the ith percentile:
𝑡ℎ
Pi = the value of the *
i(𝑛+1)
observation in the array
100
+
Where i = indicated fractile (the position/ observation that is looking for)
𝑛 = number of observations
Example:
73
Solution:
STEP 1: First arrange the data from lowest to highest.
75 76 82 87 88 90 94 94
STEP 2: Identify the values of the variables and substitute to the formula
𝑡ℎ
P39 39(8+1) observation = 3.51 or the observation
= * 100 + 4th
Therefore, the 39th percentile is 87, which is interpreted as 39% of the scores are below 87.
Example:
Find the 80th percentile.
Score Frequency (𝑓i)
20 – 24 2
25 – 29 6
30 – 34 8
35 – 39 11
40 – 44 10
45 – 49 9
50 – 54 3
55 - 59 1
N = 50
Solution:
STEP 1: Make a cumulative frequency, then determine the percentile class by calculating the i𝑛
.
100
i𝑛
80(50)
= 100 = 40
100
Look where it belongs in the <CF. Choice the class that is equal or has a higher value than the computed
value.
74
STEP 3: Substitute the values to the formula then evaluate.
80(50)
Md = 44.5 + 5[ ( 100 )−37
] = 46.16 ;
9
Eighty percent of the scores in the quiz are below 46.16.
QUARTILES
Quartiles are values that divide the array into 4 equal parts. Thus,
Q1, first quartile, the preceding values belong to the lowest 25% of the set of data.
Q2, second quartile, the preceding values belong to the lowest 50% of the set of data.
Q3, third quartile, the preceding values belong to the lowest 75% of the set of data.
Example:
The scores of 8 students in a quiz are as follows:
75 88 94 76 82 90 87 94
find the 1st quartile or Q1.
Solution:
STEP 1: First arrange the data from lowest to highest.
75 76 82 87 88 90 94 94
STEP 2: Identify the values of the variables and substitute to the formula
𝑡ℎ
1
1(8+1)+ observation = or the 3rd observation
Q = * 4
2.25th
Therefore, the 1st quartile is 82, which is interpreted as 25% of the scores are below 82.
75
N = 50
STEP 2: Identify the variables then substitute the values to the formula then evaluate.
1(50)
Md = 29.5 + 5[( 4 )−8
] = 32.31
8
MEASURES OF DISPERSION
(Descriptive Statistics)
Measures of dispersion indicates the scatteredness of the observed values from the mean. It is used
to identify the degree of the scatteredness so steps may be done to control the current variation. It is also
used to determine the measure of the reliability of the average value.
These are also the measures of the average distance of each observation from the center of the distribution.
It also indicates the homogeneity or heterogeneity of a particular group.
The measures of absolute dispersion are stated in the units of the original observations. It cannot
be used to compare variations of two data sets when the average of these data set differs a lot in value or
when the observations differ in a unit of measurement.
Range
The range of a set of measurement is the difference between the largest and smallest values.
Range (R) = maximum value – minimum value
Example:
The IQ scores of 6 members of the Gonzalvo's family are 112,114,109,120, 119 and 116. Find the range.
There is a problem in using range as a measure of dispersion, it makes no distinction between a diverged
distribution of data in which the observed values could be close to either the minimum or maximum values.
15 15
10 10
5 5
0 0
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Observe the graphs above, data are distributed differently, but the range is the same.
𝑁
For a finite population of size 𝑁, the population variance is 𝜎2 = ∑i=1(𝑥i− 𝜇)2
and the population standard
∑𝑁 𝑁
deviation is = √ (𝑥i− 𝜇)2
i=1 .
𝑁
76
The population
𝑁 2variance 𝜎2, can
2
𝑁 be estimated
2 by the sample variance, 𝑠2 where
∑ (𝑥i− 𝑥̅) 𝑛𝑁 𝑥i −(∑ 𝑥i)
∑
2
𝑠 = i=1 i=1 i=1
and population standard deviation (𝜎) can be estimated using the
𝑛−1 = 𝑛(𝑛−1)
𝑛 ∑𝑁 𝑥i2−(∑𝑁 𝑥i)2
sample standard deviation (s), where s =√ i=1
.
𝑛(𝑛−1)
i=1
Example:
A sample of 5 students showed the following number of subjects they currenly taking: 3,8,5,4, and 4. Find
the standard deviation.
Solution:
5
∑ 𝑥i2 = 32 + 82 + 52 + 42 + 42 = 130
i=1
𝑛
𝑠2 = ∑𝑘
2 ∑ 𝑘 2 𝑘 2
i=1 fi (𝑥i − 𝑥̅ ) i=1 fi 𝑥i −(∑ i=1 fi𝑥i)
= 𝑛(𝑛−1)
𝑛−1
Where
fi = frequency of the ith class
𝑥i = class mark of the ith class
𝑥 = mean of the frequency distribution
n = total number of observations
𝑠2 = 𝑛 𝑘 2
i=1 fi 𝑥i − fi𝑥i)2 50(77,475)− (1,925)2 168,125
∑ 𝑘 = = = 68.6224
(∑ i=1 50(49) 2,450
𝑛(𝑛−1)
𝑘 2 𝑘 2
𝑠 = √𝑛 i=1 fi 𝑥i −(∑i=1 fi𝑥i)
= √68.6224 = 8.28
∑ 𝑛(𝑛−1)
STANDARD SCORE
The standard score is the measures of standard deviations in relation to the mean. It is computed as
𝑥− 𝜇
Z =77
𝜎
78
The standard score can be used to compare values from the series of data mainly when the means
and the standard deviations are different.
Examples:
Dante obtained a grade of 70 in English and 93 in PE. The mean grade in English is 65, and the
standard deviation is 4, whereas, in PE, the mean grade is 80 having a standard deviation of 15, in which
subject did Dante perform better?
Solution:
ZPE = 93−80 = 0.87 ; Zenglish = 70−65 = 1.25
15 4
A normal probability is a distribution that is continuous in which both symmetrical and mesokurtic.
The curve representing the normal probability distribution is often described as being "bell-shaped". This
is sometimes called "Gaussian Distribution" or the "Normal Curve".
For data with a normal distribution, the standard deviation has the following characteristics.
1. About 68% of the data are within one standard deviation of the mean.
2. About 95% of the data are within two standard deviations of the mean.
3. About 99.7% of the data are within three standard deviations of the mean.
Example:
The mean salary in Cabanatuan is ₱15,000, with a standard deviation of ₱200. Estimate the percent
employees that have a salary between ₱13,000 and ₱17,000.
Solution:
Assuming that the distribution is in bell-shaped. So, we can use the empirical rule. Given that the mean is
₱15,000, 𝑥̅ − 𝑠 = ₱13,000 is equivalent to one standard deviation which has 34% and 𝑥̅ + 𝑠 = ₱13,000 is
79
equivalent to one standard deviation which also has 34%. Therefore, there are 64% of employees in
Cabanatuan that takes a salary between ₱13,000 and ₱17,000.
𝑥̅ − 𝑥
𝑧= 𝑠
where z = standard score
𝑥̅ = mean
x = given value of the variable
s = standard deviation
Some considerations and reminders when solving statistical problems using the areas under the
normal curve table:
1. The total area under a normal curve is 1 or 100%.
2. Since the normal curve is symmetrical about the mean; then half the normal curve has an area of 0.5
or 50%.
3. The table you will use gives only the area to the right of the mean.
4. The given area in the table is the area from z = 0 to ±𝑧.
5. The area is always positive, but z can be positive or negative.
Example:
(a) Determine the area from z = 0 to z = 1.15
P(z ≤ 1.15)
Solution:
Step 1: Shade the required region.
Step 2: Find the area using the table.
Solution:
Step 1: Shade the required region.
Step 2: Find the area using the table.
(c) Find the z-probabilities of the following given the x-values with mean of 30 and standard deviation of 8.
1. area from 27 to 35
𝑧 = 27−30 = −0.375
358 − 30
𝑧= = 0.625
8
P(27≤ 𝑥 ≤ 35)
= 𝑃(−0.375 ≤ 𝑧 ≤ 0.625)
= 0.3802 or 38.02%
𝑧 = 32−30 = 0.25
8
P( x ≥ 32)
= P (z ≥ 0.25)
80
= 0.4013 or 40.13%
81
Assessing Learning
Name: _________________________________________________________________
Activity 13
Directions: Identify the data set’s level of measurement (nominal, ordinal, interval, ratio).
Level of Measurement
1. hair color of women _
4. temperatures in a refrigerator _
7. marriage status _
9. ratings of a movie _
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Assessing Learning
Name: _________________________________________________________________
Activity 14
Directions: Determine the dependent variable, independent variable, levels and the level of measurement.
1. Students watched "The Notebook" movie either alone or with others and then rated how they found the
movie romantic.
Independent variable: _ _
Dependent variable: _
Level of Measurement of DV:
2. Mary tries to enhance her students' performance by making an experiment of giving monetary incentives
to the students. To test this experiment, she gives the students a math test. Before giving the test, she told
to the half of the students that they would receive ₱1.00 for every correct answer and the other half of the
students was not given a monetary incentive. Every number of correct answers was recorded for each
student.
Independent variable: _ _
Dependent variable: _
Level of Measurement of DV:
3. A company conducted a stress management training program. They determine the number of sick days
taken by their workers who attended the stress management training and not for two subsequent months.
Independent variable: _ _
Dependent variable: _
Level of Measurement of DV:
4. Two groups of students at a University were splitted, and each received a different text for a philosophy
course. One group received a traditional textbook, while the other group received an interactive digital
textbook. At the end of the course, the final grades between the two groups of students were compared.
Independent variable: _ _
Dependent variable: _
Level of Measurement of DV:
5. A teacher wants to determine the best method of learning shapes: using a coloring book for shapes or
singing a rhyming song. Students are scored on a shapes test after using their method for two weeks.
Independent variable: _ _
Dependent variable: _
Level of Measurement of DV:
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Assessing Learning
Name: _________________________________________________________________
Activity 15
Directions: Present the given data as indicated.
1. The enrolment data for Education courses, A.Y. 2015 - 2019 are the following:
BSE: 345 (2015), 167 (2016), 233 (2017), 482 (2018), 55 (2019)
BEED: 254 (2015), 136 (2016), 209 (2017), 198 (2018), 201 (2019)
BSIE: 57 (2015), 62 (2016), 45 (2017), 48 (2018), 38 (2019)
2. A survey was taken at a restaurant that 20 guests preferred the appetizer. Construct bar graph.
Mojo Onion Rings Bread Sticks Bread Sticks Mojo Onion Rings Mojo Mojo
Onion Rings Bread Sticks Onion Rings Mojo Mojo Mojo Onion Rings Bread Sticks Onion Rings
Onion Rings Bread Sticks Mojo
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3. Given below is the Midterm Grades of students in Prof Ed 6. Construct a grouped frequency distribution
table with the data arranged from lowest to highest. Then make a line graph.
85
Assessing Learning
Name: _________________________________________________________________
Activity 16
A. Write each of the following without summation signs:
5
1) ∑i= 1 𝑥i
2) ∑3 (𝑥i−1)2
i= 1
3) ∑4i= 2 𝑥i + 2
4) ∑6i= 3 𝑥 3
i
5) ∑5i= 2 𝑥i + i= 2 𝑦i −4
∑3
B. Write the following expressions into summation notation with appropriate limits.
4. 1 + 2 + 3 + 4 + ….. + n
5. 1 + 4 + 9 + 16 + …. + 𝑛2
1. Given: X1 = −3 X2 = −2 X3 = −1
X4 = 1 X5 = 2 X6 = 3
𝑎)
i= 1 𝑥i
∑5
𝑏) ∑3 (𝑥i−1)2
i= 1
𝑐) ∑4
i= 2 𝑥i + 3
𝑑) ∑6
i= 3 𝑥
2
i
𝑒) i= 2
i= 2 𝑥i + Xi − 4 _
∑3
∑5
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Assessing Learning
Name: _________________________________________________________________
Activity 17
Directions: Find the mean, median, and mode. If any of the measures cannot be is not applicable, explain
why.
1. The number of concert tickets purchased online for the last 7 purchases
4 2 5 8 6 6 4
3. The responses of a sample of 1,127 young adults who were asked what surprised them the most after
living on their own
(Adapted from Charles Schwab)
Amount of the first salary: 73
Trying to find a job: 210
Number of decisions: 163 Money needed:
209 Paying bills: 328
Trying to save: 351
Difficulty in breaking away from parents: 85
87
Assessing Learning
Name: _________________________________________________________________
Activity 18
Directions: Compute the mean, median, and mode of the data set given below.
88
Assessing Learning
Name: _________________________________________________________________
Activity 19
1. A Psychologist obtained the IQ scores of 10 students. The IQ scores are as
follow 100 95 70 85 100 110 95 85 140
132
Find P65 and Q3, Interpret the values.
2. Find the 3rd quartile and the 90th percentile of the average weight of 50 COED students of NEUST.
Interpret the results.
Weight(in lbs) # of students
118-126 3
127-135 7
136-144 11
145-153 14
154-162 7
163-171 5
172-180 3
TOTAL 50
89
Assessing Learning
Name: _________________________________________________________________
Activity 20
Directions: Find the range, standard variation and variance of the following data sets, then interpret the
absolute dispersion of each data set.
90
Assessing Learning
Name: _________________________________________________________________
Activity 21
A. Assuming that the distribution of in bell-shaped, use the empirical rule to estimate the following:
1. The mean weight of 100 college students is 54kg, with a standard deviation of 3.
a) Between what two values do about 95% of the data lie?
b) Estimate the number of students who has a weight between 48 kg and 57 kg.
c) If 25 additional students were sampled, about how many students has a weight between 51 kg and 57
kg?
B. 1. Determine the z-scores of the following when the mean is equal to 40 and a standard deviation of 6:
a) 30
b) 40
c) 48
2. Missy scored 88 on her History test which had a mean of 90 with a standard deviation of 3. She scored 84
on her English test which had a mean of 80 with a standard deviation of 2. Which test did she score better?
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3. If a Prof Ed 6 test scores were normally distributed with a mean of 83 with a standard deviation of 5, find
the probability that a randomly selected student scored
a) 75 or less.
b) above a 93.
P(2.11≤z)
P(0≤z≤-1.6)
P(-0.29≤z≤ 2.36)
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D. Answer the following problem:
The average grade in the college entrance exam in NEUST is 88 with standard deviation of 13. There are
2,800 examinees for the year 2019. Determine the number of students
a. whose average is 80.
93
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City.
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Hena, L. (2015). Classroom Assessment 1. Great Books Trading: Quezon City.
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problem? Retrieved from http://nwlink.com/~donclark/design/design_models.html
Harrow, A.J., (1972). A taxonomy of the psychomotor domain. New York: David McKay Co. retrieved from
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https://en.wikipedia.org/wiki/Structure_of_observed_learning_outcome
Balagtas, M. et al., (2020). Assessment in Learning 1. Manila. Rex Bookstore
Chappuis, J., Stiggins, R., Chappuis, S., Arter, J. (2012). Classroom Assessment for Student Learning: Doing it
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Clay, Ben. (2001). A Short Guide to Writing Effective Test Questions Kansas Curriculum Center
De Guzman, E., et al., (2015). Assessment of Learning 1. Quezon City. Adriana Publishing Co.
McMillan, J. H. (2014). Classroom Assessment: Principles and Practice for Effective Standards-Based
Instruction. Boston:Pearson
Notar, C.E., Zuelke, D. C., Wilson, J. D. & Yunker, B. D. (2004). The table of specifications: Insuring
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Blay, B. (2007). Elementary Statistics. Anvil Publishing, INC. Mandaluyong City
Bluman, Allan G. (2009). Elementary Statistics: A Step by Step Appoach 7th Edition. Mc Graw-Hill Companies
Inc.
Larson, Ron & Farber, Betsy(2012). Elementary Statistics: Picturing the World Fifth Edition. Prentice Hall.
Person Education, Inc.
Weiss, Neil A.(2012). Introductory Statistics 9th Edition. Addison-Wesley Pearson Education, Inc.
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TABLE OF
CONTENT Page
95
Activity 11 59
Activity 12 60
REFERENCES 92
96