Assesment of Learning FINAL

ASSESMENT OF LEARNING
A. PRINCIPLES OF • Assessment OF Learning
ASSESSMENT ✓ Compares one’s performance with a standard

✓ Results can be communicated to the students
and parents.
Key Topics
I. Assessment in Instruction What do you think is difference between
II. Characteristics of Assessment Result Assessment of Learning and Assessment for Learning?
III. Interpretation of Result
Basic Concepts I. ASSESSMENT IN INSTRUCTION

• TEST
✓ Collecting students’ performance • PLACEMENT ASSESSMENT
✓ A sample of an individual’s behavior is
obtained, evaluated and scored using ✓ Done at the beginning of the instruction
standardized procedures ✓ Concerned with entry performance of student
✓ Used to examine someone’s level of skill or
knowledge • FORMATIVE ASSESSMENT
• MEASUREMENT ✓ Done during or after instruction

✓ Monitors student progress
✓ Set of rules for assigning numbers to
represent, objects, traits, attributes or • DIAGNOSTIC ASSESSMENT
behaviors ✓ Identifies strengths and weaknesses
✓ Means of rating
• SUMMATIVE ASSESSMENT
• ASSESSMENT ✓ done at the end of instruction
✓ Systematic procedure for collecting ✓ certifies mastery; used
information that can be used to make for assigning grades
inferences about the characteristics of people
or objects
✓ LET Essential
• EVALUATION PLACEMENT ASSESSMENT
✓ Determining the extent to which instructional
objectives are attained
DIAGNOSTIC ASSESSMENT (Beginning)
✓ Comparison of information with the desired
FORMATIVE ASSESSMENT (During)
performance. SUMMATIVE ASSESSMENT (End)
Nature of Assessment
• Assessment FOR Learning II. CHARACTERISTICS OF
✓ It uses information about learning to consider ASSESSMENT RESULTS
methods or strategies in teaching
✓ Provides feedback to the learners and can • VALIDITY
lead to improvement. ✓ appropriateness and meaningfulness of the
✓ Usually occurs throughout the teaching and inferences made from assessment results
learning process. ✓ representativeness and relevance of the
assessment results to the measurement of a
specific achievement domain.
• Assessment AS Learning
✓ Reflect on the results of assessments

Types: Evidence of Validity
✓ Involve metacognition in students in setting
and monitoring their own learning goals
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A. Content-related evidence - adequacy ASSESMENT OF LEARNING
of sampling and content relevance. It
answers the question “How adequately METHODS OF ESTABLISHING
does the sample of assessment task RELIABILITY
represent the domain of tasks to be
measured.” 1. Test-retest method
-administer same test twice to a group with a
B. Criterion-related evidence -degree of time interval in between
relationship between two sets of - stability of scores over time
measures: test scores and the criterion
to be estimated or predicted -expressed 2. Equivalent-forms method (alternate/parallel)
in correlation coefficients or expectancy -administer two equivalent forms of the test in
tables close succession
-.70 – 1 = strong correlation . -consistency of test scores over different
31 - .70 = moderate correlation .00 - forms of test
.30 = weak correlation
It answers the question “How accurate 3. Test-retest with equivalent forms
does performance on the assessment -administer two equivalent forms of the test
predict future performance or estimate with a time interval in between
present performance on some other
valued measure? 4. Internal-consistency method
-administer test once and compute the
C. Construct-related evidence- consistency of the response within the test
hypothetical qualities that we assume to -e.g.: Split-half method
exist in order to explain behavior and to
account for all possible influences on • Measurement Error
the score. It answers the question “How
well can performance on the ✓ limits the extent to which
assessment be explained in terms of test results can be generalized
psychological characteristics?” and reduces the confidence we
have in test results.
D. Consequences of using assessment
results Sources of Measurement Error
- Improved motivation? performance?
Self-assessment skills?
Content Sampling Error
-amount of measurement error will be relatively small
• RELIABILITY if the items on a test are a good sample of domain.
✓ stability or consistency of assessment results
✓ obtaining approximately the same results for Time Sampling Error

tests administered at different times or with a -limits our ability to generalize test scores across
different sample of equivalent items or rated different situations.
by different raters
Systematic Error
✓ provides the consistency -consistent inflation or deflation of the obtained score
needed to obtain validity
Random Error
✓ R measures provide an -inflation or deflation of scores in an unpredictable
estimate of how much manner.
variation to expect under
different conditions
III. INTERPRETATION OF RESULTS
✓ R score tends to be lower
when the test is short, • NORM-REFERENCED
range of scores is limited, ✓ Broad range
testing conditions are inadequate
and scoring is subjective. ✓ Provide elative ranking of
students
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✓ For survey testing ASSESMENT OF LEARNING
determine in which particular skill her pupils
✓ Compares performance are weak, which test should Teacher Gabriela
/discriminates among students
give?
a. Aptitude test
• CRITERION-REFERENCED
✓ Specific domain of learning b. Diagnostic test
tasks for mastery testing c. Placement test
d. Standardized test
✓ Compares performance to 5. The class of Mrs. Cruz was asked to provide
a clearly specified domain feedback on each other’s learning. Which
form of assessment was used?
APPLICATIONS OF ASSESSMENT a. Self
b. Peer
✓ Student Evaluation – Summative/Formative c. Formative
d. Summative
✓ Instructional decisions – 6. Other than finding out how well the course
Placement/Diagnostic
competencies were met, Teacher Tony also
✓ Selection, placement and wants to know his students’ performance
classification decisions- College when compared that of other students in the
admission/determining eligibility country. What is Teacher Tony interested to
do?
✓ Policy decisions – Evaluating curriculum a. Authentic evaluation
b. Formative evaluation
✓ Counselling and guidance
c. Norm-referenced evaluation
decisions – Promoting self-understanding
d. Criterion-referenced evaluation
7. To what extents were the objectives of the
course met? This is the concern of the
process of_____ evaluation.
a. Authentic
DRILL A
b. Formative
1. On which should a teacher base his/her c. Norm-referenced
assessment? d. Criterion-referenced
a. Learning content 8. In a criterion-referenced testing, what must
b. Learning resources you do to ensure that your test is fair?
c. Learning outcome a. Make all of the questions True or False
d. Learners’ developmental stage b. Ask each student to contribute one
2. The result of this type of test serves as basis question
for remedial instruction. Which type of test is c. Ask students to choose to answer only 10
referred to? out of 20 questions.
a. Speed test d. Use the objectives for the units as guide in
b. Diagnostic test your test construction
c. Prognostic test 9. A teacher would use a standardized test
d. Achievement test to_______.
3. The teacher administered a test to determine a. Serve as a unit test
students’ knowledge before he starts the b. Engage in easy scoring
lesson. What type of lesson was done? c. Serve as a final examination
a. Pre test d. Compare her students to national norms
b. Post test 10. The criterion of success in Teacher Leo’s
c. Formative test objective is that “The pupils must be able to
d. Summative test spell 90% of the words correctly.” Ana and 19
4. Teacher Gabriela discovered that her pupils others correctly spelled 40 words only out of
are weak in comprehension. To further 50. This means that he ________.
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a. Attained the lesson objective ASSESMENT OF LEARNING
b. Attained the objective because of his she is teaching to ensure every student can
effective spelling drill. follow the lesson. What nature of assessment
c. Failed to attain objective as far as the 20 is Teacher Tala engaged in?
pupils are concerned a. Assessment for learning
d. Did not attain the lesson objective b. Assessment as learning
because of the pupils lack of attention c. Assessment of learning
11. Test norms are established in order top have d. Assessment for and as learning
a basis for ____________. 18. Teacher Lizette is done with the first unit of
a. Computing grades the quarter. She wants to know how well her
b. Interpreting test results students could demonstrate the learning
c. Establishing learning goals competencies targeted at the beginning of the
d. Identifying pupils’ difficulties unit. Teacher Lizette is focuses on what
12. Teacher Fred wanted to teach the pupils the nature of assessment?
skills to do cross stitching. His check-up quiz a. Assessment for learning
was a written test on the steps of cross b. Assessment as learning
stitching. Which characteristic of a good test c. Assessment of learning
does it lack? d. Assessment for and as learning
a. Validity 19. The class was taught how to do the research
b. Reliability report and was shown an Analytic Scoring
c. Objectivity Rubric for them to know how they will be
d. Scorability graded. The class took the Scoring Rubric as
13. If your LET items adequately sample the the guide in the making of their research
competencies listed in syllabi, it can be said report. They were all motivated to pass an
that the LET possesses ______. excellent research report and checked now
a. Content validity and then if they were true to the qualities of an
b. Construct validity excellent research report as seen in the
c. Predictive validity Scoring Rubric. What form of assessment is
d. Concurrent validity described?
14. Mr. Calingo correlated the scores of his pupils a. Assessment for learning
in the social studies test with their grades in b. Assessment as learning
the same subject for the second grading c. Assessment of learning
period. What test validity did he try to d. Assessment for and as learning
establish? 20. Which goes the spirit of “Assessment of
a. Content validity learning”?
b. Construct validity a. Stress on summative tests
c. Predictive validity b. Absence of formative tests
d. Concurrent validity c. Emphasis on self-assessment
15. Which method in measuring reliability involves d. Emphasis on grades and honors
administering the same test twice, correlating
the scores in both test?
a. Holistic
b. Analytic
c. Test-retest
d. Parallel forms
16. What does an achievement test measure?
a. Education and vocation aptitude
b. Capacity for future learning
c. Quality and quantity of previous learning
d. Quality and quantity of previous teaching
17. While in the process of teaching, Teacher
Tala finds out if her students understand what
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B. Developing a Classroom Format
Test Behavioural objectives (overt behaviour)
Specify activities that are observable and measurable
Key Topics Non-behavioural objectives (covert behaviour)

I. Table of Specifications Specify activities that are unobservable and not
II. Different types of Test directly measurable
I.TABLE OF SPECIFICATIONS (TOS) II. DIFFERENT TYPES OF TEST

✓ Test Blueprint Selection-type items
✓ Describes test items in terms of content (what ✓ Present students with a set of possible
student should know) and process (what he responses from which they are to select the
should do with that knowledge) most appropriate answer.
✓ Ensures congruence between classroom Supply type

instruction and test content. ✓ Requires students to create and supply their
own answers
✓ Teachers
-helps them review curriculum content ✓ Short answer, essay (restricted/extended)
-encourages them to use items of varying
complexity.
• Multiple –Choice Items
✓ Students ✓ Multiple-choice Items are designed to
-basis for study and review measure from simple to complex learning
outcomes.
Initial Steps In Developing A

Classroom Test
Alternatives
✓ Identify and state
Instructional Objectives with the following
scope:
a. Scope – how broad or specific the

objective is:
✓ t o o b r o a d – lack characteristics to Stem- the problem situation or questions

help develop tests with good Alternatives- include the correct answer and
measurement characteristics distracters.
✓ t o o n a r r o w – disjointed items, rote
memory of low-level cognitive abilities
Do's and Don'ts for Writing Multiple-
✓ use a combination of broad and Choice Questions
specific objectives.
In General
Domains and Taxonomy of
✓ Minimize the amount of reading
Instructional Objectives ✓ Use words familiar to the students
✓ Don’t never use double negatives
1. COGNITIVE: Mental, thought, intellect ✓ Assess course content versus other skills
(test-wiseness, logic, grammar)
2. AFFECTIVE: Emotions, feelings, values, attitude ✓ Avoid direct textbook quotes (could serve as a
clue)
3. PSYCHOMOTOR: Reflexive behavior, motor acts ✓ Be sensitive to diversity issues
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Questions 3. In objective testing, the term objective:
a. Refers to the method of identifying learning
✓ Write questions testing various levels outcomes.
✓ Question should be clearly stated b. Refers to the method of selecting the test
✓ Question should address a significant course content
item c. Refers to the method of presenting the
✓ State the question in a positive form problem.
✓ If use negatives, emphasize (bold, underline) d. Refers to the method of scoring the answers
✓ Check grammar and style (could cause
reading confusion and can give clues) 4. Which of the following is not a category in the
✓ Minimize “always”, “never”, “all” revised taxonomy of the cognitive domain.
✓ Direct questions are preferable to incomplete a. Understand
statements b. Apply
✓ Include bulk of content in the question versus c. Analyse
the choices d. Solve
Choices 5. Which of the following is not a desirable practice

when preparing multiple-choice items?
✓ Use 3 – 5 answer choices a. Stating the stem in positive form
✓ Put choices in vertical order b. Using a stem that could functions as a short-
✓ Place options in logical order if there is one answer item
✓ Avoid unnecessary repetition of text in the c. Underlining certain words in the stem for
choices emphasize
✓ Include one definite best or correct option
✓ Avoid making the correct/best answer longer d. Shortening the stem by lengthening the
✓ Make different letters/numbers correct and alternatives.
randomize (versus making “c” the most 6. The recall of factual information can be measured
common right answer) best with a:
✓ Make distractors wrong, but plausible a. Matching item
✓ Avoid throw-away answers b. Multiple-choice item
✓ Avoid overlap and interdependence of c. Short answer item
distractors d. Essay question
✓ Use “none of the above” cautiously 7. Why should negative terms be avoided in the stem
✓ Avoid multiple correct answers (both a and c) of a multiple-choice item.
✓ Avoid fine distinctions between options a. They may be overlooked
(unless you’re testing for that) b. The stem tends to be longer
✓ Include common errors and misconceptions in c. The construction of alternatives is more
choices as a means of assessing difficult.
comprehension d. The scoring more difficult.
8. Obtaining a dependable ranking of students is of
major concern when using:
SPOT THE ERRORS in the following
a. Norm-referenced summative tests
Multiple-choice items b. Behaviour description
c. Checklist
1. A table of Specifications: d. Questionnaires
a. Indicates how test will improve learning 9. One advantages of multiple-choice items over
b. Provides a more balanced sampling of content essay questions is that they:
c. Arranges the instructional objectives in order a. Measure more complex outcomes.
of importance b. Depend more on recall
d. Specifies the method of scoring to be used on c. Require less time to score
a test. d. Provide for a more extensive sampling of
2. the paucity of plausible, but in correct, statements course content.
that can be related to a central idea poses a problem 10. Which one of the following would you consult first
when constructing which one of the following types of to locate research articles on achievement testing?
test items. a. Journal of Educational Psychology
a. Short answer b. Journal of Educational Measurement
b. True-false c. Journal of Consulting Psychology
c. Multiple-choice d. Journal of Educational Research
d. Essay
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• True-False Items ASSESMENT OF LEARNING
✓ Used when there are only two possible CREATING EFFECTIVE MATCHING QUESTIONS
alternatives
✓ Ability to identify whether statements of fact The directions for a matching question need to
are correct be specific. Students should be told what they
are matching, even if it seems obvious. They
Variations: should also be told how they are to record
Ask to change the false statements their answer. Further, the directions need to
Cluster-type true-false format clearly state whether an item will be used
once or more than once
How to develop a true/false test:
1. Write out essential content statements 1. Both the list of premises and the list of
2. Convert half to false, though not negative, responses should be short and homogenous.
statements In other words, do not put too many items on
each matching question.
3. Make true and false statements equal in
2. All responses should be logical distractors for
length the premises. In other words, if you are testing
4. Group questions by content authors with their works, do not throw in a
5. Build up to difficulty term with its definition.
(encourage with simpler questions first) 3. Premises should be approximately equal in
6. Randomize sequences of T/F responses length.
Avoid a discernable pattern 4. Make sure that all of your premises and
7. Vary the quantity of true/false statements responses are on the same test printed page.
from test to test
recognizing that "true" is marked more often in
guessing, and LIMITATIONS OF MATCHING QUESTIONS
that assessing false statements tends to be
more challenging Even though there are a number of advantages to
using matching questions, there are also a number of
http://www.studygs.net/teaching/tsttak2a.htm limitations that teachers must consider before
including them in their assessments.
SPOT THE ERRORS in the following
Multiple-choice items 1. Matching questions can only measure factual
material. Teachers cannot use these to have
students apply the knowledge they have
1. The true-false item, which is favoured by test learned or analyze information.
experts, Is also called an alternative-response item 2. They can only be used to assess
homogenous knowledge. For example, a
2. The true-false item is more subject to guessing but question based on matching elements with
it should be used in place of a multiple choice item, if I their atomic numbers would be acceptable.
will-constructed,, when there is a dearth of distracters However, if a teacher wanted to include an
that are plausible. atomic number question, a chemistry
definition, a question about molecules, and
3. Lengthening a test will increase its reliability one about states of matter, then a matching
question would not work at all.
4. Testing should play a major role in the teaching 3. They are most easily applied at an elementary
learning process. level. Matching questions work quite well
when the information being tested is basic.
5. True-false items are classified as objectives items However, as a course increases in complexity,
because students must supply the answer. it is often difficult to create effective matching
questions.
Matching Type Items
It is a variation of multiple choice forms. It eliminates https://www.thoughtco.com/effective-matching-
the repetition of the alternative answers and present questions-for-assessments-8443
the same items in compact form.
PREMISES: the series of stems

RESPONSES: series of alternative answers
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Supply-type
create and supply their own answer • Analytical rubric
✓ scores separate, individual parts of the
• Short answer items product or performance
✓ Also completion items ✓ needs to specify the value assigned to each
characteristic
✓ Used for simple recall of knowledge and for
computational problems
• Essay
✓ Provide freedom of response
✓ Used to measure ability to organize, integrate
and express ideas
✓ Restricted
✓ Extended
• Scoring Essays
✓ Evaluate answers in terms of learning
outcomes being measured
✓ Having defied criteria as guide
✓ Evaluate without knowing the identity of the
winter
✓ When possible, have two or more raters.
PERFORMANCE ASSESSMENTS
SCORING RUBRIC AND PORTFOLIOS
Structured, unbiased scoring procedures
A rating scale that is used with performance • PERFORMANCE ASSESSMENT
assessments ✓ Requires students to complete a process or
produce a product in a context that closely
• Holistic rubric resembles a real-life situation
✓ Assessment in classes such as art, music, PE
✓ score overall process or product also referred as authentic assessment or
✓ a single score is assigned based on the alternative assessment.
overall quality of the student’s response ✓ Can measure abilities that are not accessible
using other assessment.
✓ Consistent with modern learning theory
✓ May result in better instruction
✓ Make learning more meaningful
✓ Notorious for producing unreliable scores
✓ Time consuming and difficult to construct,
administer and score.
PORTFOLIOS
✓ Involves systematic collection of student’s
work products over a specified period of time
according to a specific set of guidelines.
✓ Achievement and growth over time
✓ Reflecting student achievement and growth
over time.
✓ Students evaluate their own performances
and products
✓ Scoring in a reliable manner is difficult
✓ Time-consuming and demanding process
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Types of Portfolio ASSESMENT OF LEARNING
d. Paper-and-pencil test
• Working portfolio 5. Which will be the most authentic assessment
✓ Developmental portfolio tool for a learning objective on working with
✓ Contains works in progress and relating to people?
✓ Used in diagnosing students’ needs a. Home visitation
b. Conducting mock election
• Display portfolio c. Organizing a community project
✓ Showcase or Best Work Portfolio d. Writing articles on working and relating to
✓ Demonstrate the highest level of people
achievement attained by the students 6. Which is the most reliable for seeing the
development in your pupil’s ability to write?
• Assessment portfolio a. Scoring Rubric
✓ Document students’ learning on b. Self-assessment
specific curriculum c. Interview on pupils
d. Portfolio assessment
7. Which assessment activity is most appropriate
to measure the objective “to explain the
meaning of molecular bonding” for students
with strong interpersonal intelligence?
a. Draw diagrams that show different
bonding patterns
b. Demonstrate molecular bonding using
students as atom
c. Write down chemical formulas and show
how they were derived
d. Build several molecular structures with
multi-colored pop beads
8. Which is the most authentic way of measuring
Drill B students’ ability to debate?
a. Let them watch debate on video and ask
1. “By observing unity, coherence, emphasis and them to identify strong and weak points.
variety, write a short paragraph on taking b. Ask them to outline the steps involved in a
examinations.” This is an item that tests the debate and list down dos and don’ts.
students’ skill to ___________. c. Have the students witness a debate and
a. Comprehend ask them to evaluate the debate.
b. Synthesize d. Organize a debate in class and have them
c. Evaluate debate on a controversial issue.
d. Recall 9. Which is the first step in planning an
2. Which has the highest diagnostic value when achievement test?
we are tasked to develop our skills in a. Build a table of specifications
synthesizing? b. Decide on the length of the test
a. Essay test c. Define the instructional objective
b. Completion test d. Select the type of test item to use
c. Performance test 10. In constructing true-false test items in History,
d. Multiple choice test Mrs. Garcia thought she would have tricky
3. After giving an input on a good paragraph, the statements, knowing her students were very
teacher asks her students to rate a given bright. Was she correct in this regard? Why?
paragraph along the elements of a good a. Yes, because bright students would know
paragraph. In which level is the students’ which one is tricky anyway
task?
a. Analysis
b. Synthesis b. Yes, because most students often took
c. Application this type of test as a guessing game
d. Evaluation c. No, because true-false test items should
4. Which among the following directly measures not be very long
competence? d. No, because it will give undue difficulty on
a. Personality test the students
b. Performance test 11. What type of test in mind does NOT belong to
c. Standardized test the group?
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a. Completion ASSESMENT OF LEARNING
b. Short answer d. Add the word “making” to “garden soil” in
c. Multiple choice option C.
d. Restricted response essay 18. Here is Teacher Maria’s lesson objective:
12. Ms. Marin gave this test type to her grade 5
pupils, keeping in mind that she should limit To trace the causes of Alzheimer’s disease
the items to a maximum of 15 and keep the
answers short and logically ordered. What Which is the valid test for this particular
type of test was it? objective?
a. Matching a. What is an Alzheimer’s disease?
b. True-false b. To what factors can Alzheimer’s disease
c. Completion be traced? Explain.
d. Multiple choice c. Can an Alzheimer’s disease be traced to
13. Which test has a broad sampling of topics as old age? Explain your answer.
strength? d. Do young people get attacked by
a. Essay test Alzheimer’s disease? Support your
b. Problem type answer.
c. Objective test 19. Read this True-False items answer the
d. Short answer test question that follows:
14. In the context of the theory on multiple
intelligences, what is one weakness of the Andres Bonifacio founded the Katipunan.
paper-and-pencil test?
a. It is not easy to administer the test Which principle in test construction is
b. It utilizes so much time in constructing the VIOLATED?
test a. Avoid qualitative terms
c. It puts the non-linguistically intelligent at a b. Test something significant
disadvantage c. Make use of simple words
d. It lacks reliability and validity to assess d. There should be sufficient reason to make
multiple intelligence the statement false
15. What is defective with this test item? 20. Teacher Mariel constructed a matching type
test. In her columns of items are combinations
__________ is an example of mammal. of events, people and circumstances. Which
of the following guidelines in constructing
a.
It is very elementary matching type of test did she violate?
b.
It is a very short question a. List options in an alphabetical order
c.
It is an insignificant test item b. Make list of items heterogeneous
d.
The blank is at the beginning of the c. Make list of items homogeneous
sentence. d. Provide three or more options
16. Which improvement/s should be done on this 21. Here is a lesson objective: to reduce fractions
completion test item? to their lowest term.” Which is a valid test item
to test the attainment of this objective?
An example of mammal is ________.
a. c.
a. Provide three or more options
Which is the equivalent
b. The blank should be at the beginning of
of 8/12?
the sentence. What is a fraction?
c. The question should have only one a. 2/3 c. 3/4
acceptable answer
d. The blank should be longer to b. 4/6 d. 16/24
accommodate all possible answers.
17. Which is a way to improve this test item?
b. d.
Clay can be used for _______.
a. Making hollow blocks Reduce 2/4, 6/8, 3/9, How do you reduce a
b. Making pots 4/10 and 8/12 to their fraction to its lowest
c. Garden soil lowest terms? term?
a. Make the stem longer

b. Add two or more options
c. Make the options equal in length
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22. The item below is a true-false test item, what ASSESMENT OF LEARNING
is wrong with it?
29. You are applying for a teaching job. Which
To trace the causes of Alzheimer’s disease type of portfolio should accompany your
application letter?
a. It is a textbook jargon a. Showcase portfolio
b. It is a trivial statement b. Evaluation portfolio
c. It uses a specific determiner c. Assessment portfolio
d. It is not definitely true or definitely false d. Developmental portfolio
23. Can paper-and-pencil tests diagnose 30. I have to check if my students were able to
students’ ability to organize thoughts? produce the expected output as stated in my
a. Yes, through an essay test intended learning outcome. Which types of
b. Yes, through a selected response type of portfolios am I interested to see?
test a. Display portfolio
c. No, they are limited only to simple recall. b. Product portfolio
d. No, unless the multiple-choice type of test c. Assessment portfolio
is made situational. d. Developmental portfolio
24. I show my students a picture of people in thick
jackets. Then I ask them to tell the kind of
climate in which the picture was taken. If I ask
5 questions of this kind and my students do
not get them, it is safe to conclude that pupils
are quite weak in the skill of ________. C. ASSESSMENT OF AFFECTIVE
a. Inferring LEARNING
b. Analyzing
c. Synthesizing
d. Generalizing • BASIC CONCEPTS
25. Which assessment tool shows evidence of a ✓ Behaviour
students’ writing skills? -everything done that can be observed
a. Project
b. Portfolio ✓ Personality
c. Daily journal -characterize one’s adaptation to the world
d. Critiquing sessions
26. On which assumption is portfolio assessment ✓ Trait
based? -tends to lead to certain behaviors
a. Portfolio assessment is dynamic
assessment. • ASSESSMENT METHODS
b. Assessment should stress the
reproduction of knowledge.
c. An individual learner is inadequately Projective tests
characterized by a test score -use ambiguous stimulus and asks the
d. An individual learner is adequately examinee to describe or tell a story about it.
characterized by a test score.
27. Which type of portfolio shows penmanship Projective drawings
before, during and after a certain period of
time? -draw-a-person
a. Display portfolio -house-tree-person
b. Product portfolio -kinetic family drawing
c. Assessment portfolio
d. Developmental portfolio
28. Which type of portfolio shows student’s
favorite poem among the poems each one
composed?
a. Working portfolio
b. Display portfolio
c. Assessment portfolio
d. Developmental portfolio
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Rorschach Inkblot: what do you see? ASSESMENT OF LEARNING
Behavioral Rating
It is an inventory that asks an observer to rate

examinee in a number of dimensions.
Thematic Apperception Test

-a story about each of the picture
DRILL C
1.Which statement is CORRECT about guidance?
Sentence-completion a. Guidance is aimed merely at the amelioration
-word association of trauma
b. Guidance is confined to one type of the life
situation like social
c. Guidance is making intelligent choices for
confused individuals
d. Guidance is concerned with the maximum
development of the individual
2.Which of the following DOES NOT contribute to
successful counseling?
a. Counselor tells the student what to do
Graphology b. Student is willing to participate in the process
-study of hand-writing c. Counselor must be able to relate to the
student
d. Environment must provide assurance of
confidentiality
3.Which of the following is NOT an ideal situation? A
student with a behavioral problem is
a. Assisted by the computer
b. Given psychological test
c. Referred to guidance counselor
d. Sanctioned by the guidance counselor
4.Student Lucio was asked to report to the Guidance
Office, Che Che and her classmates once remarked
him “What’s wrong?” What does this imply?
a. Student Lucio is a ‘problem’ student
b. The parents of Lucio must be of the
Self-report tests delinquent type
c. Reporting to a Guidance Office is often
-have a large number of
associated with misbehavior
Statements and limited number
d. Guidance counselors are perceived to be
of answers
‘almighty and omniscient
-used in identification of traits
5.If a student discloses a very sensitive problem and
-empirically keyed test
then the teachers divulge such in faculty room the
teacher violates___
a. Vow c. Promise
b. Ethics d. Confidentiality
6.Which type of report refers to ‘on the spot’
description of scene incident episode or occurrence
that is being observed and recorded as being possible
significance?
a. Value and Interest report
b. Autobiographical report
141
c. Biographical report ASSESMENT OF LEARNING
d. Anecdotal report
7.One strength of an autobiography as a technique for Criterion-Referenced
personality appraisal is that: Or absolute grading involves comparing a student’s
a. It may be read by unauthorized people performance to a specified level of performance.
b. It gives complete data about the author
c. It makes possible the presentation of intimate Grades
experiences Formal recognition of a specific level of mastery.
d. It can replace data obtained from other data- Brief’s summary statements that fail to convey rich
gathering technique details about a student’s performance.
8.Teaher Bruno asked his pupils to create a story out
of given pictures Which projective technique did he I. Reporting of Grades
use?
a. Narrative a. Letter grades
b. Reflective Most popular method of reporting student progress
c. Rorschach test and are used in the majority of school’s
d. Thematic Apperception Test
9.Under what value measurement instrument does b. Numerical grades
sentence story completion story fall? Attempt to succinctly represent student performance;
a. Opinionnare may provide more precision than letter grades
b. Moral Dilemma
c. Observation guide
d. Protective technique c. Verbal descriptors
10.Which of the following information about a student Replace letter grades by using excellent, above
is least confidential? average, satisfactory, needs improvement
a. Family background
b. Personal problem d. Pass-fail
c. Periodical test record Given in situation where the learning objectives are
d. Intelligence test result clearly specified but convey even less information
than traditional letter or numerical grades
e. Supplemental systems
D. Assigning Marks or Replace or supplement traditional marking systems by
Ratings use of checklist of specific learning objectives to

provide additional information about the students’
Key Topics strength and weaknesses.
I. Reporting of Grades
II. Errors in rating II. ERRORS IN RATING
III. DepEd grading system
Halo effect -raters are influenced by a single positive
Feedback and Evaluation or negative trait
Leniency effect -tend to give all students good rating

Formative Evaluation
Evaluative activities aimed at providing feedback to Severity effect -tend to give all students poor rating
students (often informal).
Central Tendency effect –tend to give all student
Summative Evaluation scores in the middle range
Determination of the worth, value, quality of an
outcome (formal). Personal biases -tendency to let stereotypes
influence their ratings
Frame of Reference
Norm-Referenced Logical errors -assumes that two characteristics are
Or relative grading involves comparing each student’s related and tends to give similar ratings based on
performance to that of a specific group. Also referred assumption
to as “grading on the curve”.
Order effects -changes in scoring that emerge during
the grading process.
142
Drill D ASSESMENT OF LEARNING
III. K-12 Grading System 1.Which statement holds TRUE to grades? Grades
are______
DEPED GRADING SYSTEM a. A measure of achievement
b. Increase motivation for learning
c. Necessarily a measure of students’
OLD Grading System DepEd intelligence
Order 31 d. Exact measurement of intelligence and
A Advanced 90 and Above achievements
P Proficient 85-89 2.Is it wise practice to orient our students and parents
AP Approaching 80-84 on our grading system?
Proficiency a. Yes, but orientation must be only for our
D Developing 75-79 immediate customers, the students
B Beginning 74 and below b. Yes, so that from the very start students and
their parents know how grades are derived
BREAKDOWN of GRADE c. No, this will court a lot of complaints later
d. No, grades and how they are derived are
Knowledge – 15%
highly confidential
Process or skills – 25% 3.In grading, what is referred to as teacher’s
Understanding – 30% generously error? A teacher_________.
Products or performance – 30% a. Is overgenerous with praise
b. Rewards students who perform well
c. Gives way to students’ bargain for no more
NEW DepEd Grading System quizzes
Grades 1 to 10
d. Has a tendency to give high grades as
compared to the rest
4.Which process enhances the comparability of
grades?
a. Using table of specifications
b. Giving more high-level questions
c. Determining the level of difficulty of the test
d. Constructing departmentalized examinations
of each subject
5.Mr. Namoro a principal is talking about ‘grading on
the one”
The expression means that a student grade:
a. Compares achievement with effort
b. Tells how closely s/he is achieving to her/his
potential
c. Depends on how her/his achievement
compares with other students’
d. Determines whether or not a student attains a
Grade 11 to 12 defined standards of achievement
6.Other than the numerical grades found in student’s
report cards, teachers are asked to give remarks. On
which belief is this practice based?
a. Numerical grades have no meaning.
b. Grades do not reflect all developments that
take place in every learner.
c. Remarks, whether positive or negative,
motivate both parents and learners.
d. Giving remarks about each child is part of the
assessment task of every teacher.
7.When do teachers report grades?
a. End of the year
b. If necessary
c. Everyday
d. Regularly
143
8.Which in the percentage contribution of quarterly ASSESMENT OF LEARNING
assessment to the grade if the student from grade 1 to d. As shown in the general average
10?
a. 15%
b. 25%
c. 20%
d. 30%
9.When is the percentage contribution of written work
to the grades of the Grade 1 to 10 subject in Science
and Math?
a. 50%
b. 40%
c. 30%
d. 20%
10.in MAPEH and TLE which constitute heaviest to
the subject grade?
a. written work
b. Performance test
c. Quarterly assessment
d. Quarterly assessment performance tasks
11.Based on percentage contribution to the grade E. Analysis of Test Results
what can be interfered hours from the DepEd’s Key Topics
emphasis on learning and assessment? I. Item Difficulty
a. All components are being emphasized II. Item Discrimination
b. The emphasis is on quarterly assessment III. Distracter Analysis
c. The emphasis depends on the grade level of
the subject
d. The emphasis for all grades 1 to 10 subjects
is on performance task Item Analysis
12.Which is TRUE of Kindergarten grades? ✓ After-the-fact analysis of results of tests
a. There are no numerical grades
b. Remarks like Passed and Failed are used ✓ Improve tests by revising or eliminating
c. There are numerical grades with description ineffective items
d. Grades are computed like the grades in Grade
1 ✓ Examining class-wide performance of
13.At the end of the school year, which are TRUE of individual items
grades?
I. The General Average is computed by dividing the How to do Item Analysis
sum of all final grades by the total number of learning 1. Score the exam and sort results by score.
areas 2. Select an equal number of students from each end
II. Each learning area has equal weight in computing e.g. top 25-33% and bottom 25-33%. Commonly
for the General Average used:27%.
III. The Final Grade per learning area and the General
Average are reported as whole numbers.
a. I and II 3. Compare the performance of these two groups on
b. I and III each of the test items.
c. II and III
d. I, II and III Item Difficulty
14.A student got a numerical grade 80% What is the
discriminations?
✓ Proportion of the number of students in the
a. Very satisfactory
upper and lower groups who answered an
b. Satisfactory
item correctly
c. Below average
✓ Tell very little of the item’s usefulness in
d. Did not meet expectations
measuring the test’s construct
15.Who is retained in the same grade level for Grades
1 to 10? Any students who did not meet
Difficulty Index:
expectations_____
a. In two learning areas
P = Number of students responding correctly
b. In three or more learning areas
Total number of students taking the test
c. In four learning areas
144
1.00 ✓ Dependent on the difficulty of
The item
Easier
Discrimination Index = PU – PL
PU = Proportion of student’s in upper group who got the item right
PL= Proportion of student’s in lower group who got the item right
More
1.00
Difficult
t
+ -
0.00
-1.00
DIFFICULTY INDEX More high scoring students selected correct answer
INDEX RANGE DIFFICULTY LEVEL than lower scores.
0 - .20 Very Difficult
21 - .40 Difficult More low scoring students selected correct answer
.41 - .60 Optimum Difficult than high scores.
.61 - .80 Easy
INDEX RANGE DISCRIMINATION LEVEL
.81 – 1.00 Very Easy
Below .10.41 Questionable

WHAT IF .11 - .20 Not discriminating
.21 - .30 Moderately discriminating
Item Difficulty is: .31 - .40 Discriminating
1.00-___________ – 1.00 Very Very discriminating
0.50-___________
0.00-___________ DISTRACTERS ANALYSIS
✓ Distracters – incorrect
For maximizing variability and reliability, the optimal alternatives which serve to distract
item difficulty level is ______. examinees who
do not know correct
For mastery tests average item difficulty index is as response “working”
high as _______. distracters – appear
attractive to lower groups Indicates
Note: Different levels are desirable in many different extent to which knowledge is related to
testing applications. response of student Measures validity
NOTE: Item is RETAINED if
.20 - .60 = Difficulty index
Optimal Item Difficulty for Items with .20 - .40 = Discrimination index
Varying Number of Choices
Number of Choices Optimal Difficulty Index
2 0.85
3 0.77
4 0.74
5 0.69
Constructed response 0.50
Item Discrimination
✓ Comparison of how overall high scorers on
the who test did on one particular item
compared to overall low scorers
✓ Dependent on the difficulty of the item
145
Evaluation Code for an Item
Analysis
Item Analysis: Exercise 1
Item 1 of 70. The correct option is C Difficulty Discrimination Item
Remarks
Level Level Category
Item Response Pattern VERY Questionable REJECTED
Very Poor
Group A. B. C. D. Omit PH PL DIFFICULT
Not REJECTED
Upper discriminating Poor
1 0 26 1 0
27% Moderately REJECTED
.93 .46 Discriminating Poor
Lower
9 5 13 1 0 Discriminating Poor REJECTED
27%
Very REJECTED
Discriminating Very Poor
Item difficulty: ________ DIFFICULT Questionable REJECTED
Very Poor
Not REJECTED
Discrimination Index: _________ discriminating Poor
Moderately RETAINED
Discriminating Fair
Decision and Reason for decision:
Discriminating Good RETAINED
Very REJECTED
Discriminating Poor
MODERATELY Questionable Poor REJECTED
DIFFICULT
Not Reasonably REVISED
discriminating Good
Moderately RETAINED
Discriminating Good
Discriminating Very Good RETAINED
Very REJECTED
Discriminating Poor
EASY Questionable Very Poor REJECTED
Not REJECTED
discriminating Poor
Moderately Reasonably REVISED
Discriminating Good
Discriminating Reasonably REVISED
Good
Very REJECTED
Discriminating Poor
VERY Questionable Very Poor REJECTED
EASY Not REJECTED
discriminating Poor
Moderately REJECTED
Discriminating Poor
Discriminating Poor REJECTED
Very REJECTED
Discriminating Very Poor
Drill E
1.The discriminations index of a test is 0.48. What
does this mean?
a. More from the upper group got the item
wrongly
b. More from the lower group got the item
correctly
c. More from the upper group got the item
correctly
d. An equal number from the lower and upper
group got the item correctly
146
2.A test has a difficulty index of 0.51 and c. Option C ASSESMENT OF LEARNING
discriminations index of 0.25. What should the teacher d. Option D
do? 10. What should the teacher do with the item?
a. Retain the item a. Retain the item
b. Reject the item b. Revise the item
c. Revise the item c. Reject the item
d. Make it a bonus item d. Make it a bonus item
3.The test has discrimination index of 0.38 and
difficulty index of 1.0. What does this imply? Teacher
must____.
F. Interpreting Assessment
a. Retain the item Results
b. Reject the item Key Topics
c. Recast the item
I. Measures of Central Tendency
d. Shelve the item for future use
4.This difficulty index of an items in 1. This means that II. Percentile Rank
it is____. III. Correlation
a. Very easy
b. Easy
c. Difficult
I.MEASURE OF CENTRAL
d. Very difficult TENDENCY
5.In which competency do my students find the
greatest difficulty? In the item with a difficulty index of
a. 0.1 ✓ Measure of the center of a set of data when
b. 0.5 data are arranged in increasing or decreasing
c. 0.9 order of magnitude
d. 1.0
6.Teacher found out that more from the lower group a. Mean
got the test item correctly. What should be teacher -arithmetic average of a distribution
do? -lower than the median
a. Retain the item
b. Revise the item
c. Reject the item in a negatively
d. Make it a bonus item skewed distribution
7.Out of 3 distracters in a multiple-choice item,
namely B, C and D, no pupil chose D as answer. This b. Median
implies thar D is a/an ___. -middle value
a. Vague distracter -affected by size of sample
b. Effective distracter -unaffected by extreme scores
c. Plausible distracter or outliers
d. Ineffective distracter
For items 8 to 10: The table below is an result of a c. Mode
tryout test in Science. An item analysis was -most frequently occurring score
conducted for non-attractiveness and non-plausibility -quickest estimate
of distracters.
SCALES
Items No.1 The correct answer is B
Group A B* C D ✓ Nominal
Upper 1 13 5 1 -categories, classes or sets
27% -Mode Ordinal -rank things
Lower 10 6 1 3 according to the amount of a characteristic
27% they display or
possess
8.Which is the most effective distracter? -Median
a. Option A
b. Option B ✓ Interval
c. Option C -rank but on a scale with equal units
d. Option D -has a constant unit of measurement with an
9. Which is the most ineffective distracter? arbitrary zero
a. Option A -Mean, Median and Mode
b. Option B
147
✓ Ratio Peak ASSESMENT OF LEARNING
-have the properties of interval scales plus
true zero point ✓ Mean = Median = Mode
- Mean, Median and Mode
✓ Z-scores – scores expressed in
MEASUREMENT OF VARIABILITY SD units
✓ Range KURTOSIS
-largest score minus smallest score ✓ Peakedness
✓ Variance ✓ Leptokurtic – too peaked
-deviation of an observation from the mean
✓ Platykurtic – too flat
✓ Standard Deviation
-measure of the average distance that scores SKEWNESS
vary from the mean of the distribution ✓ If the curve has one tail is longer
than the other, it is skewed.
✓ Coefficient of Variation
-measure of relative variation a. Negatively skewed - longer tail is in the left
-can be used to compare variability of two or
more sets of data
FREQUENCY DISTRIBUTION
Basic Terms
☺
✓ Frequency Distribution Table
-list categories or scores along with their
corresponding frequencies
✓ Frequency
-number of original scores that fall into the
class
b. Positively skewed - longer tail is in the
✓ Classes or Categories right.
-groupings of a frequency table
✓ Class width

-difference between two consecutive lower
class limits or class boundaries
✓ Class limits
-smallest or largest numbers that can actually Z-SCORES
belong to different classes ✓ Shows relatively rank
✓ Class marks ✓ Measures how many SD an observation is
-midpoints of the classes above or below
the mean
✓ Class boundaries
-increasing or decreasing the class limits by ✓ Z = 𝑋−𝑚𝑒𝑎𝑛 𝑆𝐷
0.5
T-SCORES
✓ Class interval ✓ Derived scores with a mean of 50 and a SD
-group of scores in a grouped frequency of 10.
distribution
✓ T = 10(Z) + 50
NORMAL DISTRIBUTION
✓ Data symmetrically distributed on either side FRACTILES OR QUANTILES
of its midpoint ✓ Measures of location that describe or
locate the position of pieces of data relative to the
✓ Tails – areas on either side of the entire set of data.
148
II. Percentile Ranks ASSESMENT OF LEARNING
-Percentage or proportion of scores that score lower

than a given score
-Percentile rank of 90 or 90th percentile means 90% of
the scores are lower than your score and 10% of the
scores are higher.
-50th percentile= median means 50% of the scores
are lower than the median and 50% of the scores are
higher than the median.
III. Correlation
CORRELATION COEFFICIENTS
Positive correlation coefficient

-increase in one variable is associated with
an increase on the other variable
Drill F
1.What is the mean of this score distribution?
a. 46.00
b. 48.00
c. 50.00
A B A B d. 56.00
2.Here are the test scores of ten students in a test 9,
12, 15, 19, 22, 24, 24, 26, 29, 30. What is the median
of the scores?
a. 22
b. 23
Negative correlation coefficient c. 24
-increase in one variable is associated with a d. 25
decrease on the other variable 3.What measure of central tendency does the number
16 represent in the data 14, 15, 17, 16, 19, 20, 16, 14,
and 16?
a. Mode
b. Mean
c. Median
d. Mode and median
4.In a 100-items, all the students scored over 75.
However, 4 students were absent for the test, and
their scores are listed as 0 until the test is taken.
A B A B Which measure of central tendency would most likely
give the best representation of the class scores?
a. Mode
b. Mean
c. Median
d. Mode and median
5.Which applies when there are extreme scores?
a. There is no reliable measure for central
tendency
b. The mode will be the most reliable measure of
central tendency
149
c. The median will not be every reliable measure ASSESMENT OF LEARNING
of central tendency 13.What is/are important to state when explaining
d. The mean will not be a very reliable measure percentile-ranked tests to parents?
of central tendency I. That the scores show how students performed in
6.Which is correct about the MEDIAN? relation to other students
a. It is the 50th percentile II. That the scores show how students performed in
b. It is a measure of variability relation to an absolute measure
c. It is significantly affected by extreme scores a. II only
d. It is the most stable measure of central b. III only
tendency c. I and II
7.In 50 items test where the mean is 20 and the d. I and III
standard deviation is 8, Soc obtained a score of 16. 14.Robert’s raw score in the mathematics test is 45,
What descriptive rating should his teacher give him? Which is equal to 96th percentile. What does this
a. Poor mean?
b. Below average a. Robert’s score is less than 45% of his
c. Average classmates.
d. Above average b. Robert’s score is higher than 96%.
8.Which group of scores is most varied? The group c. 96% of Robert’s classmates got a score lower
with___ than 45.
a. 10 SD d. 96% of Robert’s classmates got a score
b. 50 SD higher than 45.
c. 75 SD 15. What can be said of Peter who obtained a score
d. 90 SD of 75 in a Grammar objective test?
9.If you have the standard deviation, how do you get a. His rating is 75
the variance? b. He answered 75 items in the test correctly.
a. Square it c. He answered 75% of the items correctly.
b. Multiply it by 2 d. He performed better than 75% of his
c. Subtract the mean classmates.
d. Take the square root 16. The computed r for the English and Math scores is
0.75. What does this mean?
a. The scores in Math and English do not have
10.There are only five dogs in an animal shelter, The any relationship.
height of these dogs (in centimeters) are 60cm, 47cm, b. The higher the scores in Math, lower the
17cm, 43cm, and 33cm. Determine the standard scores in English.
deviation. c. The higher the scores in English, the higher
a. 14.39 the scores in Math.
b. 28.78 d. The scores in English and Math are related 75
c. 207.2 percent of the item.
d. 414.4 17. What is the correlation between pressure and
11.Why do you need a measurement of variability temperature?
a. To calculate the mean, median and mode
b. To select a better measure of central
tendency
c. To understand the lowest and highest points
in the data
d. To describe how far the data are spread
around the mean Pressure (x)
12. The score distribution of set A and set B have a. Same positive c. Perfect positive
equal means but different SDs. Set A has an SD of b. Same negative d. Perfect Negative
1.7 while Set B has an SD of 3.2. Which statements is 18. When points in the scattergram are spread evenly
TRUE of the score distribution? in all directions the correlation between two variables
a. Score in Set A are more widely scattered. is_____.
b. Scores in Set B have less variability than in a. Low
Set A. b. High
c. Majority of the scores in Set A are clustered c. Positive
around the mean. d. Nonexistent
d. Majority of the scores in Set B are clustered
around the mean. 19. Skewed score distribution means:
a. The scores are normally distributed.
b. The mean and the median are equal.
150
c. The mode, the mean, and the median are ASSESMENT OF LEARNING
equal. PREPARED BY:
d. Almost all students had average performance.
20. What can be said of student performance in a MELVIN C. DUMELOD
negatively skewed score distribution? LETer, MindGym March 2015 Intensive Review
a. Most students performed well.
b. Most students performed poorly. Reference:
c. A few students performed excellently. http://depedncr.ph/sites/default/files/code-of-ethics-
d. Almost all the students for-professional-teachers.pdf
21. Which happens when score distribution is Gaddi, Alice & Basa, Albert (2015). Professional
positively skewed? Education Power Book . MindGym Philippines.
a. The mean will have a high value.
b. The mode corresponds to a low value.
c. The mode corresponds to a high value.
d. The median will be a higher than the mean
and the mode.
22. When the score distribution is skewed to the left.
What is the difficulty level of the test?
a. Easy
b. Moderately easy
c. Difficult
d. Very difficult
23. Which is TRUE in a bell-shaped curve?
a. Most scores are relatively high.
b. The scores are normally distributed.
c. There are higher scores than low scores.
d. There are lowers scores than higher scores.
24. in a normal distribution curve, a t-score of 70
is____.
a. One SD below the mean
b. Two SD below the mean
c. One SD above the mean
d. Two SDs above the mean
25. Here are computed means of a 100-items test
Science, 38 Math 52, 33. Based on the data. Which is
true?
a. The examinations seem to excel in English.
b. The examinees seem to be very good in
science.
c. The Math test appears to be the easiest
among the three.
d. The English test appears to be the easiest
among the three.
151

Assesment of Learning FINAL

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ASSESMENT OF LEARNING

A. PRINCIPLES OF • Assessment OF Learning

ASSESSMENT ✓ Compares one’s performance with a standard

III. Interpretation of Result

Basic Concepts I. ASSESSMENT IN INSTRUCTION

• MEASUREMENT ✓ Done during or after instruction

✓ Reflect on the results of assessments

✓ obtaining approximately the same results for Time Sampling Error

Key Topics Non-behavioural objectives (covert behaviour)

I.TABLE OF SPECIFICATIONS (TOS) II. DIFFERENT TYPES OF TEST

✓ Ensures congruence between classroom Supply type

Initial Steps In Developing A

a. Scope – how broad or specific the

✓ t o o b r o a d – lack characteristics to Stem- the problem situation or questions

Choices 5. Which of the following is not a desirable practice

PREMISES: the series of stems

a. Make the stem longer

It is an inventory that asks an observer to rate

Thematic Apperception Test

Ratings use of checklist of specific learning objectives to

Leniency effect -tend to give all students good rating

Below .10.41 Questionable

-Percentage or proportion of scores that score lower

Positive correlation coefficient

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