NAME: MARIMAR D.

ESTRIBELLO
COURSE & SECTION: BEED 2B

ASSIGNMENT IN SSC

Critique of Summative Test in Araling Panlipunan 4

a. Categories:

 By Mode: The summative test utilizes a written test format exclusively.

 By Construction: The test consists of multiple-choice and identification. These
question types provide a variety of assessment opportunities, from simple recall to
higher-order thinking skills.
 By Stage and Coverage: The assessment instruments cover various topics within the
Araling Panlipunan curriculum, including geography, history, culture, and national
identity.
 By Value Judgment: The assessment instruments offer opportunities for students
to demonstrate higher-order thinking skills, such as critical analysis and synthesis.
However, the extent to which students can apply their knowledge and engage in
ethical reasoning may vary depending on the question.
b. Type and Significance of Assessment Instruments Used: The assessment instruments used
include multiple-choice and identification. These instruments are significant in measuring
students' mastery of Araling Panlipunan concepts as they assess both factual knowledge
and higher-order thinking skills.

c. Characteristics: The assessment instruments focus on assessing factual knowledge,

conceptual understanding, critical thinking skills, and ethical reasoning. The instructions
provided are generally clear and coherent, although there may be room for improvement in
some cases. The content covered in the assessment aligns with the learning objectives of
the Araling Panlipunan subject, and the format and difficulty level are appropriate for the
target grade level.

d. Modification/Recommendation:
 Focus on Higher-Order Thinking: While the assessment instruments cover factual
knowledge, there could be more emphasis on assessing conceptual understanding and
critical thinking skills. Including more questions that require analysis, evaluation, and
synthesis would better assess students' deeper understanding of Araling Panlipunan
concepts.
 Enhanced Coverage Across Topics: The assessment instruments should ensure
comprehensive coverage across all stages of learning within the Araling Panlipunan
curriculum. This can be achieved by carefully aligning the test items with the curriculum
standards and learning objectives.
 Clarity and Coherence of Instructions: Ensuring that instructions are clear and coherent
is essential for minimizing confusion among students and facilitating accurate
responses. Providing examples or clarification for complex tasks can further support
student understanding.
 Alignment with Learning Objectives: Regular review and alignment of assessment
instruments with the learning objectives of the Araling Panlipunan subject are necessary
to ensure that the assessment accurately measures student mastery of the desired
concepts and skills.
 Appropriateness of Difficulty Level: The difficulty level of the assessment should be
appropriate for the target grade level (Grade 4). Ensuring a balance between challenging
and accessible questions will support student engagement and learning. Also,
modifications focusing on higher-order thinking skills, enhanced coverage across topics,
clarity of instructions, alignment with learning objectives, and appropriateness of
difficulty level would enhance the quality and effectiveness of future assessments in the
Araling Panlipunan subject.