Assessment in Learning 1 Module

ASSESSMENT IN LEARNING 1
CHAPTER 1
BASIC CONCEPTS OF
ASSESSMENT
Teachers make professional judgements on learners’ performance in every
teaching and learning session undertaken, whether consciously or subconsciously.
Teachers, therefore, need training and support to enable them to make valuable
assessment decisions, to provide quality feedback to learners, and to teach learners
to receive feedback positively and use the information contained within it effectively
to improve their work. Assessment for Learning and quality feedback can and do
promote increased learner progress. However, assessment of learning rather than
assessment for learning has preoccupied the minds of the profession for many years
in an effort to meet awarding body requirements. Assessment of learning can detract
from effective classroom practice and prevent feeding back assessment decisions to
learners on their performance with the view to improving their work.
The term Assessment has been widely used by educators to evaluate,

measure, and document the academic readiness, learning progress, and skill
acquisition of students throughout their learning in life. Different terminologies are
there for assessment and evaluation such as Measurement, Tests, Examination,
Appraisal and Evaluation. There are certain Learning theories which are having
conceptual frameworks describing how information is absorbed, processed and
retained during learning. Behaviourism is a philosophy of learning that only focuses
on objectively observable behaviors and discounts mental activities. Piaget proposed
that a child's cognitive structure increases in sophistication with development,
moving from a few innate reflexes such as crying and sucking to highly complex
mental activities. Constructivist learning theory stated that the process of adjusting
our mental models to accommodate new experiences. Assessments are classified
based on the different purposes, scopes, attribute measured, nature of information
gathered, nature of interpretation and context.
In this chapter with the change of focus in instruction from content to learning
outcomes came the need to redefine and clarify the terms used to determine the
progress of students towards attainment of the desired learning outcomes. These
are measurement, evaluation and assessment.
ISABELA STATE UNIVERSITY|ASSESSMENT IN LEARNING 1 1

LEARNING OBJECTIVES
At the end of this lesson, the students should be able to:
 define measurement, assessment and evaluation

 state the purposes of quality assessment
 interrelate the three concepts of basic assessment
LEARNING CONTENT
MEASUREMENT, ASSESSMENT AND EVALUATION IN

OUTCOMES-BASED EDUCATION
MEASUREMENT
Measurement is actually the process of estimating the values that is the
physical quantities like; time, temperature, weight, length etc. each measurement
value is represented in the form of some standard units. When we measure, we use
some standard instrument to find out how long, heavy, hot, voluminous, cold, fast or
straight some things are. Such instruments may be ruler, scale, thermometer or
pressure gauge. The estimated values by these measurements are actually
compared against the standard quantities that are of same type. Measurement is the
assignment of a number to a characteristic of an object or event, which can be
compared with other objects or events. The scope and application of a measurement
is dependent on the context and discipline.
Sometimes we can measure physical quantities by combining directly

measurable quantities to form derived quantities. For example, to find the area of a
rectangular piece of paper, we simply multiply the lengths of the sides of the paper.
In the field of education, however the quantities and qualities of interest are abstract,
unseen and cannot be touched and so the measurement process becomes difficult;
hence the need to specify the learning outcomes to be measured.

ASSESSMENT
Assessment is the process of gathering evidences of student’s performance
over a period of time to determine learning and mastery of skills. Such evidences of
learning can take the forms of dialogue record, journals, written work, portfolios, tests
and other learning tasks. Assessment requires review of journal entries, written
work, presentation, research papers, essays, story written, tests results etc.
The overall goal of assessment is to improve student learning and provide

students, parents and teachers with reliable information regarding student progress
and extent of attainment of the expected learning outcomes. Assessments use as a
basis, the levels of achievement and standards required for the curricular goals
appropriate for the grade or year level. Assessment results show the more
permanent learning and clearer picture of the students’ ability.
Assessment of skill attainment is relatively easier than assessment of

understanding and other mental ability. Skills can be practised and are readily
demonstrable. Either the skill exists at a certain level or it doesn’t. Assessment of
understanding is much more complex. We can assess a person’s knowledge in a
number of ways but we need to infer from certain indicators of understanding
through written descriptions.
PURPOSES OF ASSESSMENT
1. TEACHING AND LEARNING
The primary purpose of assessment is to improve students‘ learning and

teachers‘ teaching as both respond to the information it provides. Assessment for
learning is an on-going process that arises out of the interaction between
teaching and learning.
What makes assessment for learning effective is how well the information
is used.
2. SYSTEM IMPROVEMENT
Assessment can do more than simply diagnose and identify

students‘learning needs; it can be used to assist improvements across the
education system in a cycle of continuous improvement:
 Students and teachers can use the information gained from assessment to
determine their next teaching and learning steps.
 Parents and families can be kept informed of next plans for teaching and
learning and the progress being made, so they can play an active role in their
children‘s learning.

 School leaders can use the information for school-wide planning, to support
their teachers and determine professional development needs.
 Communities and Boards of Trustees can use assessment information to
assist their governance role and their decisions about staffing and resourcing.
 The Education Review Office can use assessment information to inform their
advice for school improvement.
 The Department of Education can use assessment information to undertake
policy review and development at a national level, so that government funding
and policy intervention is targeted appropriately to support improved student
outcomes.
EVALUATION
Evaluation is a broader term that refers to all of the methods used to find out
what happens as a result of using a specific intervention or practice. Evaluation is
the systematic assessment of the worth or merit of some object. It is the systematic
acquisition and assessment of information to provide useful feedback about some
object. Evaluation is a process designed to provide information that will help us
make a judgment about a particular situation. The end result of evaluation is to
adopt, reject or revise what has been evaluated.
INTERRELATION AMONG ASSESSMENT, EVALUATION AND MEASUREMENT
Though the terms assessment and evaluation are often used interchangeably
(Cooper, 1999), many writers differentiate between them. Assessment is defined as
gathering information or evidence, and evaluation is the use of that information or
evidence to make judgments (Snowman, McCown, and Biehler, 2012).
Measurement involves assigning numbers or scores to an "attribute or characteristic
of a person in such a way that the numbers describe the degree to which the person
possesses the attribute" (Nitco and Brookhart, 2011, p. 507). Assigning grade
equivalents to scores on a standardized achievement test is an example of
measurement.

learning task
A. Each of the following statements refers either to

(a) measurement, (b) assessment, or (c) evaluation. On the
blank each number write the letter corresponding to your answer:
_______________ 1. Over-all goal is to provide information regarding the

extent of attainment of students learning outcomes.
_______________ 2. Can help educators determine the success factors of
academic programs and projects.
_______________ 3. Uses such instruments as ruler, scale or thermometer.
_______________ 4. Uses to determine the distance of a location.
_______________ 5. Process designed to aid educators make judgment and
indicate solutions to academic situations.
_______________ 6. Can determine skill attainment easier than attainment of
understanding.
_______________ 7. Process of gathering evidence of student
competencies/skills over aperiod of time.
_______________ 8. Results show the more permanent learning and clear
picture of student’s ability.
_______________ 9. Objects of study may be instructional progrmas, school
projects, teachers, students or tests results.
_______________ 10. Usually expressed in quantities.
B. List down three (3) activities or processes involved in each of the following:
1. Measurement
a) ______________________________________________________
b) ______________________________________________________
c) ______________________________________________________
2. Assessment
a) ______________________________________________________
b) ______________________________________________________
c) ______________________________________________________
3. Evaluation
a) ______________________________________________________
b) ______________________________________________________
c) ______________________________________________________
C. Differentiate each of the following pairs; examples may be cited to further

clarify the meaning.
1. Assessment and Evaluation

___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Formative Evaluation and Summative Evaluation

___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Mental skill and Manual skill

___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Measurement and Evaluation

___________________________________________________________
___________________________________________________________
___________________________________________________________

CHAPTER 2
ROLES OF ASSESSMENT IN
MAKING INSTRUCTIONAL
DECISION
In this chapter we will learn that aassessment plays an important role in
the process of learning and motivation. The types of assessment tasks that we
ask our students to do determine how students will approach the learning task
and what study behaviours they will use. In the words of higher education
scholar John Biggs, “What and how students learn depends to a major extent
on how they think they will be assessed.” (1999, p. 141).
Given the importance of assessment for student learning, it is important
to consider how to best measure the learning that you want your students to
achieve. Assessment should integrate grading, learning, and motivation for
your students. Well-designed assessment methods provide valuable
information about student learning. They tell us what students learned, how
well they learned it, and where they struggled. Good assessments allow you
to answer the question.
LEARNING OBJECTIVES
 Define placement, diagnostic, formative and summative assessment

 Identify the roles of assessment for placement, diagnostic, formative and
summative assessment
 Appreciate the different learning theories like Behaviorist, Cognitivist and
Constructivist

LEARNING CONTENT
CLASSIFICATION OF ASSESSMENT
There are four types of assessment: placement, diagnostic, formative and
summative. Although these four are generally referred to simply as assessment,
there are distinct differences between the three.
1. Placement assessment – Placement evaluation is used to place students

according to prior achievement or personal characteristics, at the most
appropriate point in an instructional sequence, in a unique instructional
strategy, or with a suitable teacher conducted through placement testing, i.e.
the tests that colleges and universities use to assess college readiness and
place students into their initial classes. Placement evaluation, also referred to
as pre-assessment or initial assessment, is conducted prior to instruction or
intervention to establish a baseline from which individual student growth can
be measured. This type of an assessment is used to know what the student's
skill level is about the subject. It helps the teacher to explain the material more
efficiently. These assessments are not graded.
2. Formative Assessment. Formative assessment provides feedback and
information during the instructional process, while learning is taking place, and
while learning is occurring. Formative assessment measures student progress
but it can also assess your own progress as an instructor. A primary focus of
formative assessment is to identify areas that may need improvement. These
assessments typically are not graded and act as a gauge to students‘ learning
progress and to determine teaching effectiveness (implementing appropriate
methods and activities).
Types of Formative Assessment:

 Observations during in-class activities
 Homework exercises as review for exams and class discussions
 Reflections journals that are reviewed periodically during the semester
 Question and answer sessions, both formal—planned and informal—
spontaneous
 Conferences between the instructor and student at various points in the
semester
 In-class activities where students informally present their results

 Student feedback collected by periodically
3. Diagnostic Assessment: Diagnostic assessment can help you identify your

students‘ current knowledge of a subject, their skill sets and capabilities, and
to clarify misconceptions before teaching takes place. Knowing students‘
strengths and weaknesses can help you better plan what to teach and how to
teach it.
Types of Diagnostic Assessments:
 Pre-tests (on content and abilities)

 Self-assessments (identifying skills and competencies)
 Discussion board responses (on content-specific prompts)
 Interviews (brief, private, 10-minute interview of each student)
4. Summative Assessment. Summative assessment takes place after the

learning has been completed and provides information and feedback that
sums up the teaching and learning process. Typically, no more formal
learning is taking place at this stage, other than incidental learning which
might take place through the completion of projects and assignments.
Types of Summative Assessment
 Examinations (major, high-stakes exams)

 Final examination (a truly summative assessment)
 Term papers (drafts submitted throughout the semester would be a formative
assessment)
 Projects (project phases submitted at various completion points could be
formatively assessed)
 Portfolios (could also be assessed during its development as a formative
assessment)
 Performances
 Student evaluation of the course (teaching effectiveness)
 Instructor self-evaluation
LEARNING THEORY
Learning theories are conceptual frameworks describing how information is
absorbed, processed and retained during learning. Cognitive, emotional, and
environmental influences, as well as prior experience, all play a part in how
understanding, or a world view, is acquired or changed and knowledge and skills
retained.
Behaviorists look at learning as an aspect of conditioning and will advocate a
system of rewards and targets in education. Educators who embrace cognitive
theory believe that the definition of learning as a change in behavior is too narrow
and prefer to study the learner rather than their environment and in particular the
complexities of human memory. Those who advocate constructivism believe that a
learner's ability to learn relies to a large extent on what he already knows and
understands, and the acquisition of knowledge should be an individually tailored
process of construction. Transformative learning theory focuses upon the
oftennecessary change that is required in a learner's preconceptions and world view.
1. Behaviorism - Behaviorism is a philosophy of learning that only focuses on
objectively observable behaviors and discounts mental activities. Behavior
theorists define learning as nothing more than the acquisition of new behavior.
Experiments by behaviorists identify conditioning as a universal learning
process. There are two different types of conditioning, each yielding a
different behavioral pattern:
 Classic conditioning occurs when a natural reflex responds to a stimulus.
The most popular example is Pavlov's observation that dogs salivate when
they eat or even see food. Essentially, animals and people are biologically
"wired" so that a certain stimulus will produce a specific response.
 Behavioral or operant conditioning occurs when a response to a stimulus is
reinforced. Basically, operant conditioning is a simple feedback system: If a
reward or reinforcement follows the response to a stimulus, then the response
becomes more probable in the future. For example, leading behaviorist B.F.
Skinner used reinforcement techniques to teach pigeons to dance and bowl a
ball in a mini-alley.
How Behaviorism impacts learning?
 Positive and negative reinforcement techniques of Behaviorism can be very

effective.
 Teachers use Behaviorism when they reward or punish student behaviours.
2. Cognitivism - Jean Piaget authored a theory based on the idea that a

developing child builds cognitive structures, mental "maps", for understanding
and responding to physical experiences within their environment. Piaget
proposed that a child's cognitive structure increases in sophistication with
development, moving from a few innate reflexes such as crying and sucking
to highly complex mental activities. The four developmental stages of Piaget's
model and the processes by which children progress through them are: The
child is not yet able to conceptualize abstractly and needs concrete physical
situations. As physical experience accumulates, the child starts to
conceptualize, creating logical structures that explain their physical
experiences. Abstract problem solving is possible at this stage. For example,
arithmetic equations can be solved with numbers, not just with objects. By this
point, the child's cognitive structures are like those of an adult and include
conceptual reasoning.
Piaget proposed that during all development stages, the child experiences
their environment using whatever mental maps they have constructed. If the
experience is a repeated one, it fits easily - or is assimilated - into the child's
cognitive structure so that they maintain mental "equilibrium". If the
experience is different or new, the child loses equilibrium, and alters their

cognitive structure to accommodate the new conditions. In this way, the child
constructs increasingly complex cognitive structures.
How Piaget's theory impacts learning?
 Curriculum - Educators must plan a developmentally appropriate curriculum

that enhances their students' logical and conceptual growth.
 Instruction - Teachers must emphasize the critical role that experiences, or
interactions with the surrounding environment, play in student learning. For
example, instructors have to take into account the role that fundamental
concepts, such as the permanence of objects, play in establishing cognitive
structures.
3. Constructivism - Constructivism is a philosophy of learning founded on the

premise that, by reflecting on our experiences we construct our own
understanding of the world we live in. Each of us generates our own "rules"
and "mental models," which we use to make sense of our experiences.
Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences.
The guiding principles of Constructivism:
 Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
 Meaning requires understanding wholes as well as parts and parts must be
understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts.
 In order to teach well, we must understand the mental models that students
use to perceive the world and the assumptions they make to support those
models. The purpose of learning is for an individual to construct his or her
own meaning, not just memorize the "right" answers and repeat someone
else's meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make assessment part of the learning
process, ensuring it provides students with information on the quality of their
learning.
How Constructivism impacts learning?
 Curriculum - Constructivism calls for the elimination of a standardized

curriculum. Instead, it promotes using curricula customized to the students'
prior knowledge. Also, it emphasizes hands-on problem solving.
 Instruction - Under the theory of constructivism, educators focus on making
connections between facts and fostering new understanding in students.
Instructors tailor their teaching strategies to student responses and
encourage students to analyze, interpret and predict information. Teachers
also rely heavily on open-ended questions and promote extensive dialogue
among students.
 Assessment - Constructivism calls for the elimination of grades and
standardized testing. Instead, assessment becomes part of the learning
process so that students play a larger role in judging their own progress.

learning task
LEARNING TASK 1: SHORT ANSWER

1. What are goals of assessment that is designed to increase student
achievement?
2. In what ways might creating common assessments between teachers
strengthen classroom lessons across teachers?
3. Which components of classroom assessment support active student
involvement in the learning process?
4. What is “authentic” about “authentic assessment” tasks?
5. Why are authentic assessments tasks a more valid measure of student
learning?
6. Why is providing students with an exemplar so helpful to them when they
work towards mastery?
7. What are the benefits of assessing prior knowledge before instruction?

CHAPTER 3
Principles of High Quality Assessment

Formulating Instructional objectives or learning targets is identified as the first
step in conducting both the process of teaching and evaluation. Once you have
determined your objectives or learning targets, or have answered the question “what
to assess”, you will probably be concerned with answering the question “how to
assess? At this point, it is important to keep in mind several criteria that determine
the quality and credibility of the assessment methods that you choose. This lesson
will focus on the different principle or criteria and it will provide suggestions for
practical steps you can take to keep the quality of your assessment high.
LEARNING OBJECTIVES
 Gain deep understanding of the various principles of high quality assessment

 Differentiate the different learning targets and the appropriate assessment
methods
 Explain the importance of test validity and reliability
 Determine the ways of establishing test validity and reliability
 Determine the positive consequences of assessment on students
 Explain the importance of test practicality and efficiency
LEARNING CONTENT
1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS

Assessment should be clearly stated and specified and centered on what is
truly important.
"Teaching emphasis should parallel testing emphasis."

LEARNING TARGETS
Knowledge Students’ mastery of the content.

Reasoning Students’ ability to use their knowledge.
Skills Students’ ability to demonstrate what
they have learned.
Products Students’ ability to create.
Affects Students’ emotional attainments.
2. APPROPRIATE ASSESSMENT METHODS

Assessment should utilize assessment methods suitable for a particular
learning target.
ASSESSMENT METHODS LEARNING TARGETS

Objective Supply Knowledge
Objective Select Knowledge
Essay Reasoning
Performance-based Skills, products
Oral-question Knowledge, reasoning
Observation Knowledge, skills
Self-report Affects
3. BALANCE
Assessment methods should be able to assess all domains of learning and
hierarchy of objectives.
A. Cognitive Domain (BLOOM’S TAXONOMY)
The cognitive domain involves the development of our mental skills and the
acquisition of knowledge. The six categories under this domain are:
1. Knowledge: the ability to recall data and/or information.

Example: A child recites the English alphabet.
2. Comprehension: the ability to understand the meaning of what is known.

Example: A teacher explains a theory in his own words.
3. Application: the ability to utilize an abstraction or to use knowledge in a new

situation.

Example: A nurse intern applies what she learned in her Psychology class when
she talks to patients.
4. Analysis: the ability to differentiate facts and opinions.

Example: A lawyer was able to win over a case after recognizing logical fallacies in
the reasoning of the offender.
5. Synthesis: the ability to integrate different elements or concepts in order to form a

sound pattern or structure so a new meaning can be established.
Examples: A therapist combines yoga, biofeedback and support group therapy in
creating a care plan for his patient.
6. Evaluation: the ability to come up with judgments about the importance of

concepts.
Examples: A businessman selects the most efficient way of selling products.
B. Affective Domain
The affective domain involves our feelings, emotions and attitudes. This domain is
categorized into 5 subdomains, which include:
1. Receiving Phenomena: the awareness of feelings and emotions as well as the

ability to utilize selected attention.
Example: Listening attentively to a friend.
2. Responding to Phenomena: active participation of the learner.

Example: Participating in a group discussion.
3. Valuing: the ability to see the worth of something and express it.
Example: An activist shares his ideas on the increase in salary of laborers.
4. Organization: ability to prioritize a value over another and create a unique value
system.
Example: A teenager spends more time in her studies than with her boyfriend.
5. Characterization: the ability to internalize values and let them control the
person`s behaviour.
Example: A man marries a woman not for her looks but for what she is.

C. Psychomotor Domain
The psychomotor domain is comprised of utilizing motor skills and coordinating

them. The seven categories under this include:
1. Perception: the ability to apply sensory information to motor activity.

Example: A cook adjusts the heat of stove to achieve the right temperature of the
dish.
2. Set: the readiness to act.

Example: An obese person displays motivation in performing planned exercise.
3. Guided Response: the ability to imitate a displayed behavior or to utilize trial and
error.
Example: A person follows the manual in operating a machine.
4. Mechanism: the ability to convert learned responses into habitual actions with
proficiency and confidence.
Example: A mother was able to cook a delicious meal after practicing how to cook
it.
5. Complex Overt Response: the ability to skilfully perform complex patterns of

actions.
Example: Typing a report on a computer without looking at the keyboard.
6. Adaptation: the ability to modify learned skills to meet special events.

Example: A designer uses plastic bottles to create a dress.
7. Origination: creating new movement patterns for a specific situation.

Example: A choreographer creates a new dance routine.
HIERARCHY OF OBJECTIVES
(BLOOM) (ANDERSON)
Evaluation Create
Synthesis Evaluate
Analysis Apply
Application Analyze
Comprehension Understand
Knowledge Remember

DOMAIN I. COGNITIVE DOMAIN (Adapted by Anderson)
CATEGORIES/ LEVELS OUTCOMES VERBS LEARNING OUTCOMES

STATEMENTS
1.1 Remembering – recall Define, describe, identify, Recite the multiplication
of previously learned label, match, list, name, tables; match the word with
information. outline, recall, recognize, the parts of the picture of a
reproduce, state, select sewing machine
1.2 Understanding – Distinguish, estimate, Explain in one’s own words
comprehending the explain, give example, the stages in the life cycle
meaning, translation and interpret, paraphrase, of a butterfly; distinguish the
interpretation of summarize different geometric figures
instructions; state a problem
in one’s own word.
1.3 Applying - using what Apply, change, compute, Use a mathematical formula
was learned in the construct, demonstrate, to solve an algebra
classroom into similar new discover, modify, prepare, problem; prepare daily
situations. produce, show, solve, use menus for one week for a
family of six
1.4 Analyzing – separating Analyse, compare, contrast, Observe a classroom and
materials or concept into diagram, differentiate, list down the things to be
component parts to distinguish, illustrate, improved; differentiate the
understand the whole. outline, select parts of the tree
1.5 Evaluating – judging Compare, conclude, Defend a research
the value of an idea, object criticize, critique, defend, proposal; select the most
or material. evaluate, relate, support, effective solution; critique a
justify class demonstration
1.6 Creating - building a Categorize, combine, Compile personal records
structure or pattern; putting compile, compose, devise, and documents into a
parts together. design, plan, organize, portfolio; write a syllabus for
revise, rearrange, generate, a school subject.
modify
DOMAIN II. PSYCHOMOTOR DOMAIN (Adapted by Simpson, Harrow and Dave)

STATEMENTS
2.1 Observing – active Watch, detect, Detect nonverbal
mental attention to a distinguish, differentiate, communication cues;
physical activity describe, relate, select watch a more
experienced person;
observe and read
directions
2.2 Imitating – attempt to Begin, explain, move, Show understanding and
copy a physical behaviour display, proceed, react, do sequence of steps with
show, state, volunteer assistance; recognize
one’s limitations

2.3 Practising – Bend, calibrate, Operate quickly and
performing a specific construct, differentiate, accurately; display
activity repeatedly dismantle, display, fasten, competence while
fix, grasp, grind, handle, performing; performance
measure, mix, operate, is moving towards
manipulate, mend becoming automatic and
smooth
2.4 Adapting – fine Organize, relax, shorten, Perform automatically;
tuning the skill and sketch, write, rearrange, construct a new
making minor compose, create, design, scheme/sequence; apply
adjustments to attain originate skill in new situation;
perfection. create a new routine;
develop a new program
DOMAIN III. AFFECTIVE DOMAIN (Adapted by Krathwohl)

STATEMENTS
3.1 Receiving – being Select, point to, sit, Listen to others with
aware or sensitive to chose, describe, follow, respect, try to remember
something and being hold, identify, name, reply profile and facts
willing to listen or pay
attention
3.2 Responding - Answer, assist, and, Participate in discussions,
showing commitment to comply, conform, give expectations; know
respond in some discuss, greet, help, the rules and practice
measure to the idea or perform practice, read, them; question concepts
phenomenon recite, report, tell, write in order to understand
them well
3.3 Valuing – showing a Complete, demonstrate, Demonstrate belief in the
willingness to be differentiate, explain, concept or process; show
perceived as valuing or follow, invite, join, justify, ability to resolve
favouring certain ideas propose, report, share,
study, perform
3.4 Organizing – Arrange, combine, Accept responsibility,
arranging values into complete, adhere, alter, recognize the need for
priorities, creating a defend, explain, balance between freedom
unique value system by formulate, integrate, and responsible
comparing, relating and organize, relate, behaviour, explain how to
synthesizing values. synthesize plan to solve problem;
prioritize time effectively
for family, work and
personal life
problems/conflicts
propose plan for
improvement, inform
management/supervisor
on matters that need
attention

3.5 Internalizing – Act, display. Influence, Show self-reliance when
practising value system listen, discriminate, listen, asking; cooperate in group
that controls one’s modify, perform, revise, activities; demonstrate
behaviour that is solve, verify objectivity in problem
consisted pervasive, solving; revise judgment in
predictable and light new evidences; value
characteristics of the people for what they are
person and not for how they look
1. VALIDITY
Assessment should be valid. There are several types of validity that are to be
established.
Types of Validity
Validity tells you how accurately a method measures something. If a method

measures what it claims to measure, and the results closely correspond to real-world
values, then it can be considered valid. There are four main types of validity:
 Construct validity: Does the test measure the concept that it’s intended to
measure?
 Content validity: Is the test fully representative of what it aims to measure?
 Face validity: Does the content of the test appear to be suitable to its aims?
 Criterion validity: Do the results correspond to a different test of the same thing?
Note that this article deals with types of test validity, which determine the
accuracy of the actual components of a measure. If you are doing experimental
research, you also need to consider internal and external validity, which deal with
the experimental design and the generalizability of results.
1. Construct validity
Construct validity evaluates whether a measurement tool really represents the
thing we are interested in measuring. It’s central to establishing the overall
validity of a method.
What is a construct?
A construct refers to a concept or characteristic that can’t be directly observed,
but can be measured by observing other indicators that are associated with it.
Constructs can be characteristics of individuals, such as intelligence, obesity, job

satisfaction, or depression; they can also be broader concepts applied to
organizations or social groups, such as gender equality, corporate social
responsibility, or freedom of speech.
Example
There is no objective, observable entity called “depression” that we can

measure directly. But based on existing psychological research and theory, we can

measure depression based on a collection of symptoms and indicators, such as low
self-confidence and low energy levels.
What is construct validity?

Construct validity is about ensuring that the method of measurement matches
the construct you want to measure. If you develop a questionnaire to diagnose
depression, you need to know: does the questionnaire really measure the construct
of depression? Or is it actually measuring the respondent’s mood, self-esteem, or
some other construct?
To achieve construct validity, you have to ensure that your indicators and
measurements are carefully developed based on relevant existing knowledge. The
questionnaire must include only relevant questions that measure known indicators of
depression.
The other types of validity described below can all be considered as forms of
evidence for construct validity.
2. Content validity
Content validity assesses whether a test is representative of all aspects of the
construct.
To produce valid results, the content of a test, survey or measurement method

must cover all relevant parts of the subject it aims to measure. If some aspects are
missing from the measurement (or if irrelevant aspects are included), the validity is
threatened.
Example
A mathematics teacher develops an end-of-semester algebra test for her class.

The test should cover every form of algebra that was taught in the class. If some
types of algebra are left out, then the results may not be an accurate indication of
students’ understanding of the subject. Similarly, if she includes questions that are
not related to algebra, the results are no longer a valid measure of algebra
knowledge.
3. Face validity
Face validity considers how suitable the content of a test seems to be on the
surface. It’s similar to content validity, but face validity is a more informal and
subjective assessment.
Example
You create a survey to measure the regularity of people’s dietary habits. You
review the survey items, which ask questions about every meal of the day and
snacks eaten in between for every day of the week. On its surface, the survey seems
like a good representation of what you want to test, so you consider it to have high
face validity.

As face validity is a subjective measure, it’s often considered the weakest form of
validity. However, it can be useful in the initial stages of developing a method.
4. Criterion validity
Criterion validity evaluates how closely the results of your test correspond to the
results of a different test.
What is a criterion?
The criterion is an external measurement of the same thing. It is usually an
established or widely-used test that is already considered valid.
What is criterion validity?

To evaluate criterion validity, you calculate the correlation between the results
of your measurement and the results of the criterion measurement. If there is a high
correlation, this gives a good indication that your test is measuring what it intends to
measure.
Example
A university professor creates a new test to measure applicants’ English

writing ability. To assess how well the test really does measure students’ writing
ability, she finds an existing test that is considered a valid measurement of English
writing ability, and compares the results when the same group of students take both
tests. If the outcomes are very similar, the new test has a high criterion validity.
5. RELIABILITY
Assessment should show consistent and stable results. There are methods which
can be used to measure and establish reliability.
RELIABILITY CAN BE MEASURED USING:
Test-retake or Retest Method Giving the same examination after

several minutes to several years.
SPLIT-HALF This is used to establish internal
consistency using Pearson r formula.
Parallel-form/Equivalence test Giving the same examination within the
day.
Test of Stability Giving the same examination content
but not in the same manner or form
after several minutes to several years.
Measurement of stability & Giving the same examination content
Equivalence but not in the same manner or form
within the day.
Kuder-Richardson Establishment of reliability using KR 21
and KR 20 formulas.

6. FAIRNESS
Assessment should give equal opportunities for every student. There should be no
discrimination of any kind (racial, age, gender, etc.)
7. AUTHENTICITY
Assessment should touch real life situations and should emphasize practicability.
8. PRACTICALITY & EFFICIENCY

Assessment should save time, money, etc. It should be resourceful.
9. ASSESSMENT IS A CONTINUOUS PROCESS.

Because assessment is an integral part of the teaching-learning process, it should
be continuous.
ASSESSMENT FORMS:
PLACEMENT ASSESSMENT Done before instruction to assess

the needs of the learners to determine
their capacities and capabilities.
FORMATIVE ASSESSMENT Done during instruction

to monitor students’ progress and
to reinforce learning.
DIAGNOSTIC ASSESSMENT Done to see the problems and

learning difficulties of the students.
SUMMATIVE ASSESSMENT Done after instruction to assess

students’ achievement and to see
the result of the teaching-learning
process.
10. ETHICS IN ASSESSMENT
Assessment should not be used to derogate the students. One example of this is the
right to confidentiality.
11. CLEAR COMMUNICATION
Assessment's results should be communicated to the learners and the people

involved. Communication should also be established between the teacher and the
learners by way of pre- and post-test reviews.

12. POSITIVITY OF CONSEQUENCE
Assessment should have a positive effect. It should motivate students to learn and
do more and should give way to improve the teacher's
instruction.
learning task
A. The following are examples of learning outcomes; on the second column,

write the domain in which each outcome is classified and on third column the
level or category to which the learning outcome belongs.
Domain Level or Category

1. Formulate a
procedure to follow
in preparing for
class
demonstration.
2. Formulates new
program
3. Perform repeatedly
with speed and
accuracy
4. Listen to others
with respect
5. Select the most
effective among a
number of
solutions
6. Watch a more
experienced
performer
7. Know the rules and
practice them
8. Show ability to
resolve
problems/conflicts
9. Apply learning
principles in
studying pupil
behaviour
10. Recite prices of
commodities from
memory

B. Using the indicated topic or subject matter, write learning outcomes for each
of the 3 domain arranged from the simplest to the most complex level or
category.
1. Cognitive Topic: Investigative Project in Biological Science
1.1 Remembering
1.2 Understanding
1.3 Applying
1.4 Analyzing
1.5 Evaluating
1.6 Creating
2. Psychomotor Topic: Table Setting
2.1 Observing
2.2 Imitating
2.3 Practising
2.4 Adapting
3. Affective Topic: Developing and Nurturing Honesty
3.1 Receiving
3.2 Responding
3.3 Valuing
3.4 Organizing
3.5 Internalizing

CHAPTER 4
DEVELOPMENT OF CLASSROOM
ASSESSMENT FOR MEASURING KNOWLEDGE
AND LEARNING
Teachers teach content then test students. Tests seek to see what students
such have learned. Such tests are used to evaluate student learning, skill level of
growth and academic achievements at the end of the course.
Designing a test is an important part of assessing students understanding the

content and their level of competency in applying what are they learning. In this
chapter we will learn how to develop a classroom assessment in measuring
knowledge and learning of the students.
LEARNING OBJECTIVES
 Design a test that are appropriate to measure the student’s learning and
thinking skills..
 Match the different learning targets and their appropriate assessment
techniques
 Construct classroom assessment tools in measuring knowledge and thinking
skills.
 Demonstrate understanding of the basic definitions used in item analysis and
some of its key concepts
 Analyze test item

LEARNING CONTENT
While we often think of exams as a way to test students’ comprehension of

material, exams can serve more than one purpose. Being aware of why we are
testing students and what exactly we want to test can help make students’ and
instructors' experience of exams more useful. The following tips will gear you
towards issues you should think about during the entire exam process, from planning
to reflection.
Before you start preparing an exam
Why are you giving an exam to your students?
 To evaluate and grade students. Exams provide a controlled environment

for independent work and so are often used to verify students’ learning.
 To motivate students to study. Students tend to open their books more
often when an evaluation is coming up. Exams can be great motivators.
 To add variety to student learning. Exams are a form of learning activity.
They can enable students to see the material from a different perspective.
They also provide feedback that students can then use to improve their
understanding.
 To identify weaknesses and correct them. Exams enable both students
and instructors to identify which areas of the material students do not
understand. This allows students to seek help, and instructors to address
areas that may need more attention, thus enabling student progression and
improvement.
 To obtain feedback on your teaching. You can use exams to evaluate your
own teaching. Students’ performance on the exam will pinpoint areas where
you should spend more time or change your current approach.
 To provide statistics for the course or institution. Institutions often want
information on how students are doing. How many are passing and failing,
and what is the average achievement in class? Exams can provide this
information.
 To accredit qualified students. Certain professions demand that students
demonstrate the acquisition of certain skills or knowledge. An exam can
provide such proof – for example, the Uniform Final Examination (UFE)
serves this purpose in accounting.

What do you want to assess?
What you want to assess should be related to your learning outcomes for the
course.
 Knowledge or how it is used. You can design your test questions to assess
students’ knowledge or ability to apply material taught in class.
 Process or product. You can test students’ reasoning skills and evaluate the
process by focusing the marks and other feedback on the process they follow
to arrive at a solution. Alternatively, you can evaluate the end product.
 The communication of ideas. You can evaluate students’ communication
skills their ability to express themselves - whether this is by writing a cogent
argument, or creating an elegant mathematical proof.
 Convergent thinking or divergent thinking. You can test your students’
ability to draw a single conclusion from different inputs (convergent thinking).
Or you may alternatively want them to come up with different possible
answers (divergent thinking). Do you expect different answers from students,
or do you expect all of them to provide the same answer?
 Absolute or relative standards. Is student success defined by learning a set
amount of material or demonstrating certain skills, or is student success
measured by assessing the amount of progress the students make over the
duration of the course?
How do you decide what to test and how to test it?
The overall exam should be consistent with your learning outcomes for the course.
There are a number of ways to review and prioritize the skills and concepts taught in
a course. You could:
 Use the topics list provided in your course outline

 Skim through your lecture notes to find key concepts and methods
 Review chapter headings and subheadings in the assigned readings
What are the qualities of a good exam?
 A good exam gives all students an equal opportunity to fully

demonstrate their learning. With this in mind, you might reflect on the nature
and parameters of your exam. For example, could the exam be administered
as a take-home exam? Two students might know the material equally well,
but one of them might not perform well under the pressure of a timed or in-
class testing situation. In such a case, what is it that you really want to
assess: how well each student knows the material, or how well each performs
under pressure? Likewise, it might be appropriate to allow students to bring
memory aids to an exam. Again, what is it that you want to assess: their ability
to memorize a formula or their ability to use and apply a formula?
 Consistency. If you give the same exam twice to the same students, they
should get a similar grade each time.
 Validity. Make sure your questions address what you want to evaluate.

 Realistic expectations. Your exam should contain questions that match the
average student’s ability level. It should also be possible to respond to all
questions in the time allowed. To check the exam, ask a teaching assistant to
take the test – if they can’t complete it in well under the time permitted then
the exam needs to be revised.
 Uses multiple question types. Different students are better at different types
of questions. In order to allow all students to demonstrate their abilities,
exams should include a variety of types of questions. Read our Teaching
Tip, Asking Questions: 6 Types.
 Offer multiple ways to obtain full marks. Exams can be highly stressful and
artificial ways to demonstrate knowledge. In recognition of this, you may want
to provide questions that allow multiple ways to obtain full marks. For
example, ask students to list five of the seven benefits of multiple-choice
questions.
 Free of bias. Your students will differ in many ways including language
proficiency, socio-economic background, physical disabilities, etc. When
constructing an exam, you should keep student differences in mind to watch
for ways that the exams could create obstacles for some students. For
example, the use of colloquial language could create difficulties for students
whose first language is not English, and examples easily understood by North
American students may be inaccessible to international students.
 Redeemable. An exam does not need to be the sole opportunity to obtain
marks. Assignments and midterms allow students to practice answering your
types of questions and adapt to your expectations.
 Demanding. An exam that is too easy does not accurately measure students’
understanding of the material.
 Transparent marking criteria. Students should know what is expected of
them. They should be able to identify the characteristics of a satisfactory
answer and understand the relative importance of those characteristics. This
can be achieved in many ways; you can provide feedback on assignments,
describe your expectations in class, or post model solutions.
 Timely. Spread exams out over the semester. Giving two exams one week
apart doesn’t give students adequate time to receive and respond to the
feedback provided by the first exam. When possible, plan the exams to fit
logically within the flow of the course material. It might be helpful to place
tests at the end of important learning units rather than simply give a midterm
halfway through the semester.
 Accessible. For students with disabilities, exams must be amenable to
adaptive technologies such as screen-readers or screen magnifiers. Exams
that have visual content, such as charts, maps, and illustrations etc.
COMMON OBSERVATION OF STUDENTS ON TEST QUESTIONS
 It is not the scope of the lesson.

 It is not discussed on the class.
 The question and choices are lengthy.
 The layout of test is unorganized.
 The questions are confusing.
 None of the choices is the correct answer.

 Wrong grammar
POSSIBLE REASONS FOR FAULTY TEST QUESTIONS
 Questions are copied verbatim from the book or other resources.

 Not consulting the course outline.
 Much consideration is given to reduce printing cost.
 No TOS or TOS was made after making the test.
FACTORS TO CONSIDER IN PREPARING A TEST QUESTION
 Purpose of the test

 Time available to prepare, administer, and score a test.
 Number of students to be tested.
 Skill of the teacher in writing the test.
 Facilities available in reproducing the test.
“To be able to prepare a GOOD TEST, one has to have a mastery of the subject
matter, knowledge of the pupils to be tested, skill in verbal expression and the use of
the different test format.”
CHARACTERISTICS OF A GOOD TEST
 Validity – the extent to which the test measures what it intends to measure
 Reliability – the consistency with which a test measures what it is supposed
to measure.
 Usability – the test can be administered with ease, clarity, and uniformity.
 Scorability – easy to score
 Interpretability – test results can be properly interpreted and is a major basis
in makings educational decisions
 Economical – the test can be reused without compromising its validity and
reliability
STEPS IN PLANNING FOR A TEST
 Identifying test objectives

 Deciding on the type of objective test to be prepared
 Preparing a Table of Specifications (TOS)
 Constructing the draft test items
 Trying-out and validating

GENERAL STEPS IN TEST CONSTRUCTION
PRODUCE A
TABLE OF
SPECIFICATION DRAFT
ORDER
TEST ANALYZE
SUBMISSION
TABLE OF SPECIFICATIONS
 A two-way chart that relates the learning outcomes to the course content.
 It is a test map that guides the teacher in constructing a test.
 It ensures that there is a balance between items that test lower level thinking skills
and those which test higher order thinking skills (HOTS).
 It ensures balance between easy and difficult items •It enables the teacher to
prepare a test containing a representative sample of student knowledge in each of
the areas tested.
A TABLE OF SPECIFICATIONS consists of the following:

 Level of objectives to be tested
 Statement of objective
 Item numbers where such an objective is being tested
 Number of items and percentage out of the total for that particular objective

GENERAL RULES IN WRITING TEST QUESTIONS
 Number test questions continuously.

 Keep your test question in each test group uniform.
 Make your layout presentable.
 Do not put too many test questions test group.
 True or False: 10 -15 questions
 Multiple Choice: max of 30 questions
 Matching type: 5 questions per test group
 Others: 5- 10 questions
TYPES OF OBJECTIVE TESTS
An objective test is a test that has right or wrong answers and so can be marked
objectively. It can be compared with a subjective test, which is evaluated by giving an
opinion, usually based on agreed criteria. Objective tests are popular because they are
easy to prepare and take, quick to mark, and provide a quantifiable and concrete result.
CONSTRUCTING TRUE OR FALSE TEST
 It is an example of a BINOMIAL-choice test, a test with only two (2) options.

 It is prone to guessing.
 Modified true or false can offset the effect of guessing.
What happens: Learner
 Analyzes a statement

 Assesses whether true or false
 Marks an answer
When/how to use:
 Appropriate for all levels of cognitive ability

 Objective
 Efficient in testing recall and comprehension of a broader content area relative to
other testing strategies
 Well suited to test recall, comprehension of simple logic or understanding, as with
"if-then" "causal/because" statements
 Not appropriate to test the ability to read or interpret complex sentences or
understand complex thoughts
 Sufficiently reliable and valid instrument: Its ability to include the most test items in a
time frame increases its reliability. True false tests are less reliable than multiple
choice tests unless relatively more test items are used
 Useful for automated scoring
 Useful for item analysis, internal and over time
IDEAL TEST ITEMS
Critical content should be readily apparent and identified for analysis, avoiding cleverness,
trickery, and verbal complexity.
 Use simple, direct language in declarative sentences

 Present the correct part of the statement first, and vary the truth or falsity of the
second part if the statement expresses a relationship (cause, effect--if, then)
 Statements must be absolute without qualification, subject to the true/false
dichotomy without exceptions
 Every part of a true sentence must be "true" If any one part of the sentence is false,
the whole sentence is false despite many other true statements.
 Paraphrase, and do not directly quote, course content to avoid burdening students
with detailed verbal analyses, maintain focus on differentiating, as well as avoid
copyright issues
 Include background, qualifications, and context as necessary: "According to...., ...."
 In developing a question with a qualifier, negative or absolute word, substitute or
experiment with variations to find the best phrase and assessment
Avoid..
 Unfamiliar vocabulary and concepts

 Long strings of statements
 Ambiguous statements and generalizations that are open to interpretation
 Indefinite or subjective terms that are open to interpretation "a very large part" "a
long time ago" "most"
 Negative words and phrases: they can be confusing
IF negatives are necessary, they are emphasized with underlined, bolded,
CAPITALIZED, italicized, and/or colored indicators e.g.: "no" "not" "cannot" Drop
the negative and read what remains to test your item
 Absolute words restrict possibilities. These imply the statement must be true
100% of the time and usually cue a "false" answer e.g.: "No" "never" "none"
"always" "every" "entirely" "only"
 Relative and qualifying words restrict or open up general statements.
They make modest claims, are more likely to reflect reality, and usually cue a
"true" answer. e.g. "usually" "often" "seldom" "sometimes" "often" "frequently"
"ordinarily" "generally"
 Pay close attention to negatives, qualifiers, absolutes, and long strings of
statements
Variations in answers:
 Base questions upon introductory material, as graphs, images, descriptions,

problems, mediated objects, etc. to enhance assessment value
 Accommodate and empower those with alternative learning styles
 Evoke higher level thinking, analysis, or problem solving
 Add an option to "True" "False" possibility, as "Opinion"
 Ask for an elaboration on the answer, as "True" "False" If so, Why?
 Ask for a correction to false statements
Test instructions:
 Before the test, give clear, proactive instructions on what content is covered, level of
detail, and what type of questions will be asked:
 Encourage comprehension: cause and effect, if/then, sequences
 Avoid memorization
 Detail exactly what must be exactly memorized: dates, locations, proper names,
sequences
 Be consistent in test administration over time
 Have students indicate their answers by circling complete words of "true" "false"
(not "t" "f")
 Do not have students write their response of t/f or true/false to (avoids
distinguishing/problems of hand writing and sloppiness)
 Avoid plus or minus signs "+" of "-"
 Indicate how the test is scored: total right, or total right minus wrong?
How to develop a true/false test:
 Write out essential content statements

 Convert half to false, though not negative, statements

 Make true and false statements equal in length
 Group questions by content
 Build up to difficulty (encourage with simpler questions first)
 Randomize sequences of T/F responses Avoid a discernable pattern
 Vary the quantity of true/false statements from test to test recognizing that "true" is
marked more often in guessing, and that assessing false statements tends to be
more challenging
Limitations:
 Scoring tends to be high since guessing yields a 50-50 score (half right half wrong)
as a base. i.e. if there are 100 items, and the student knows the correct answer to
50, and guesses on the other half, the score will be 75 knowing only half the
material.
 Since the stem can cue a correct answer, guessing is enhanced without really
understanding the question
 The format does not provide diagnostic information on why a student got it wrong
 It may be easy to cheat
 Content can be simplistic and/or trivial
MULTIPLE CHOICE TESTS
 It consists of more than 2 options

 It has two main parts: (1) stem and (2) the options
 Options contains (1) the best or correct answer and (2) distracters
 Distracters must all be possible answers
PARTS OF A MULTIPLE CHOICE TEST:
1. STEM – the text of the question

2. OPTIONS – the choices provided after the stem
3. KEY – the correct answer in the list of options
4. DISTRACTERS – the incorrect answers in the list of options
GUIDELINES:
1. Use negatively stated stems sparingly and when using negatives such as NOT,
underline or bold the print.
2. Use none of the above and all of the above sparingly, and when you do use them,
don’t always make them the right answer.
3. Only one option should be correct or clearly best.
4. All options should be homogenous and nearly equal in length.
5. The stem (question) should contain only one main idea.
6. Keep all options either singular or plural.
7. Have four or five responses per stem (question).
8. When using incomplete statements place the blank space at the end.

9. When possible organize the responses.
10. Reduce wordiness.
11. When writing distracters, think of incorrect responses that students might make.
MATCHING TYPE TEST
 Consist of two or more columns

 Learners matches column A with Column B and so on
ADVANTAGES OF MATCHING QUESTIONS
Matching questions are particularly good at assessing a student’s understanding of

relationships. They can test recall by requiring a student to match the following elements:
1. Definition – terms
2. Historical events – dates
3. Achievements – people
4. Statements – postulates
5. Descriptions – principles
They can also assess student’s ability to apply knowledge by requiring a test-taker
to match the following:
1. Examples – terms
2. Functions – parts
3. Classifications – structures
4. Applications – postulates
5. Problems – principles
Matching questions are really a variation of multiple choice format. If you find that
you are writing multiple choice questions which share the same answer choices,
you may consider grouping the questions into a matching item.
TIPS FOR WRITING A GOOD MATCHING QUESTION:
 Provide clear directions

 Keep the information in each column as homogenous as possible
 Allow the responses to be used more than once
 Arrange the list of responses systematically if possible (chronological,
alphabetical, numerical)
 Include more responses than stems to help prevent students using a process of
elimination to answer question.

COMPLETION TEST
This test consists of a series of items which requires the students to fill a word
or phrase on the blanks. This is also called filling the blank type of test.
Rules and Suggestions for the Construction of Completion test
 Give the student a reasonable basis for the responses desired.

 Avoid indefinite statements.
Example:
Wrong: Carolus Linnaeus was born in _________.
Right: Carolus Linnaeus was born in the year _________.
 Avoid over mutilated statements.
EXAMPLE:
Wrong: ________was the first to view __________under the ___________.
Right: _______________was the first to view bacteria under the microscope.
 Avoid giving the student unwarranted clues to the desired response.
Whenever possible avoid “a” and “an” immediately before the blank.
EXAMPLE:
Wrong: An ________ cell is composed of nucleus.
Right: ________ cell is composed of nucleus.
 Do not indicate of the expected answer by varying the length of blanks.
EXAMPLE:
1.___________ is where synthesis of protein occurs.
2.___________ is the powerhouse of the cell.
3.___________ guards the entry and exit of materials in a cell
 Avoid lifting statements directly from the book.
EXAMPLE: Wrong: Global warming is the result of the accumulation of heat
on the surface of the earth brought about by the concentration of gases in the
 Omit only key words or phrases rather than trivial details.
 Guard against the possibility that one item or part of the test may suggest the
correct response to another item.
 Avoid giving grammatical clues to the answer expected.
EXAMPLE: The authors of the modern cell theory were _________.
Improved: Modern Cell theory was theorized by _________.
 Arrange the test so as to facilitate scoring.
a. Allow one point for each blank correctly filled. Avoid fractional credits or
unequal weighing of items in a test.
b. Select the items to which only one correct response is possible.
 Arrange the items as far as possible so that the student’s responses are in a
column at the right of the sentences

 Scoring is more rapid if the blanks are numbered and the student is directed
to write his response in the appropriate numbered blanks.
 Prepare a key for scoring by writing on a copy of the test all acceptable
answer.
SAMPLE TEST ITEMS OF COMPLETION TEST
Direction: Fill in the blank the correct word or phrase. Write your answer at the right
column.
1. Phycology is the study of _____________ _______.

2. The utilization of the _____________ biological organisms, systems and
processes to convert materials into variety of products is called _______.
3. ________ discovered penicillin by accident.
4. ________ and _________ said that the structure of DNA
5. _____________ is double helix.
ITEM ANALYSIS AND VALIDITATION
Item analysis is a process done by the teacher which examines student

responses to individual test items (questions) in order to assess the quality of those
items and of the test as a whole in order to improve items. Item analysis is valuable
for teachers in improving items so that when these items be used again in later tests
the quality is assured, and in order to eliminate ambiguous or misleading items in a
single test administration. Likewise, item analysis is important for improving
instructors’ skills in test construction, and identifying specific areas of course content
which need greater emphasis or clarity.
What is Item Analysis?
Item Analysis refers to the process of examining the student’s response to

each item in the test. According to Abubakar S. Asaad and William M. Hailaya
(Measurement and Evaluation Concepts and Principles) Rex Bookstore (2004)
edition), there are two characteristics of an item. These are desirable and
undesirable characteristics are either be revised or rejected.
Item Analysis is a systematic procedure designed to give you very specific

information about each item in the test. The analysis is usually designed so that
answers to the following questions can be obtained.
1. How difficult is the item?

2. How well does the item discriminate between high and low achievers?
3. How effective is each of the distractors?
Three criteria in determining the desirability and undesirability of an item:

a. Difficulty of an item
b. Discriminating power of an item
c. Measures of attractiveness

Item difficulty -“The of the examinees who have answered the item correctly”
difficulty value of an item is defined as the proportion or percentage.
- J.P. Guilford
Discrimination index -“Index of discrimination is that ability of an item on the basis

of which the discrimination is made between superiors and inferiors”
- Blood and Budd (1972)
Difficulty index(DF) refers to the proportion of the number of students n the upper
and lower groups who answered an item correctly. In a classroom achievement test,
the desired indices of difficulty not lower than 0.20 nor higher than 0.80. The average
index of difficulty from 0.30 or 0.40 to a maximum of 0.60.
DF =PUG+ PLG
2
PUG= proportion of the upper group who got an item right
PLG= proportion of the lower group who got an item right
Level difficulty of an item
Index range Difficulty level

0.00 – 0.20 Very difficult
0.21 – 0.40 Difficult
0.41 – 0.60 Moderately difficult
0.61 – 0.80 Easy
0.81 – 1.00 Very easy
Index of discrimination
Discrimination Index is the difference between the proportion of high performing

students who got the item right and the proportion of low performing students who
got an item right. The high and low performing students usually defined as the upper
27% of the students based on the total examination score and the lower 27% of the
students based on the examination score.
Discrimination Index is the degree which the item discriminates between high
performing groups in relation of scores on the total test. Index of discrimination is
classified into positive discrimination, negative discrimination and zero
discrimination.
Positive Discrimination if the proportion of students who got an item right in the
upper performing group is greater than the proportion of the lower performing group.

Negative Discrimination if the proportion of the students who got an item right in
the low performing group is greater than the proportion of the upper performing
group..
Zero Discrimination if the proportion of the students who got an item right in the
upper performing group and low performing group are equal.
Discrimination index Difficulty Level

0.40 and up Very good item
0.30 – 0.39 Reasonably good item but possibly subject to improvement
0.20 – 0.29 Marginal item, usually needing and being subject to
improvement
Below 0.19 Poor item, to be rejected or improved by revision
Maximum Discrimination is the sum of the proportion of the upper and lower
groups who answered the item correctly. Possible maximum discrimination will occur
if the half or less of the sum of the upper and lower groups answered an item
correctly.
Discriminating Efficiency is the index of discrimination divided by the maximum

discrimination.
Notations:
PUG = proportion of the upper group who got an item right

PLG = proportion of the lower group who got an item right
Di = discrimination index
DM = maximum discrimination
DE = discrimination efficiency
Formula:
Di = PUG – PLG
DE = Di
DM
DM =PUG + PLG
Example: Eighty students took an examination in Algebra, 6 students in the upper

group got the correct answer and 4 students in the lower group got the correct
answer for item number 6.
Find the Discriminating Efficiency.
Given:
Number of students took the exam =80
27% of 80 = 21.6 or 22, which means that are 22 students in the upper performing
group and 22 students in the lower performing group.
PUG = 6 = 27%

22
PLG = 4 = 18%
22
Di = PUG – PLG
= 27% - 18%
Di = 9%
DM = 45%
DE = Di
DM
.
= 09
.45
DE = 0.20 0r 20%
This can be interpreted as on the average, the item is discriminating at 20% of the
potential of an item of its difficulty.
Measures of Attractiveness
To measure the attractiveness of the incorrect option(distracters) in the

multiple choice tests, we count the number of students who selected the incorrect
option in both the upper and lower groups. The incorrect option is said to be
effective distracter if there are more students in the lower group chose that
incorrect option than those students in the upper group.
Steps of Item analysis

1. Rank the scores of the students from highest score to lower score.
2. Select 27% of the papers within the upper performing group and 27% of
the papers within the lower performing group.
3. Set aside the 46% of papers because they will not be used for item
analysis.
4. Tabulate the number of students in the upper group and lower group who
selected each alternative.
5. Compute the difficulty of each item.
6. Compute the discriminating powers of each item.
7. Evaluate the effectiveness of the distracters.
Difficulty Level
Index Descriptive Level Recommendation
.91 and above Very Easy Unacceptable
.76 - .90 Easy Acceptable

.26 - .75 Moderate (Optimum) highly acceptable
.11 - .25 Difficult Acceptable
.10 – below Very Difficult Unacceptable
Discriminating
Power
.4 and above High highly acceptable
.2 - .39 Moderate Acceptable
.19 and below Low Unacceptable
Overall
Evaluation of
the Item
Difficulty Discrimination Evaluation
Highly
Acceptable highly acceptable very good item
Highly
Acceptable/
Acceptable Acceptable good item
highly acceptable/ questionable item

Unacceptable acceptable revise or discard
unacceptable Unacceptable poor, discard
Distractor Analysis
 Good Distractor
 Poor Distractor
 Completely Ineffective
Example

Item No. Option Upper 14 Lower 14 Diff. Discri. Power Distractor Analysis Overall Evaluation
Level
*a 10 6 .57 .29 Good Very good
1 b 1 7 Mo Mo Poor
c 3 1 HA HA CI
d 0 0
a 6 10 .12 .07 Good Poor Item.
20 b 6 3 VD Low Poor Discard
c 0 0 Un Un CI
*d 2 1
Estimate the item difficulty (percentage of students who got the item right)
RU  RL
ID 
T
Where :
ID- Item difficulty
R--number who answered the item correctly
T-- total number who tried the item
Estimate the discriminating power of each item (difference between the number of
pupils in the upper group and lower group who got the item right)
RU  RL
DP 
1
 T
2
Where :
DP- discriminating power
Ru- The number in the upper group who answered the item correctly

RL – The number in the lower group who answered the item correctly
R-T-- total number who tried the item
Evaluate the effectiveness of the distractors in each item (attractiveness of the

incorrect options)
 Good distractor – attracts more students from lower than from the upper
group
 Poor distractor – attracts more students from upper group than from the
lower group
 Completely Ineffective – attracts no one
Difficulty Level
Index Description Recommendation

.91 and above Very easy Unacceptable
.76 to .90 Easy Acceptable
.26 to .75 Moderate (Optimum) Highly acceptable
.11 to .25 Difficult Acceptable
.10 and below Very difficult Unacceptable
Discriminating Power
.40 and above High Highly acceptable

.20 to .39 Moderate Acceptable
.19 and below Low Unacceptable
Overall Evaluation of the Item
Difficulty Discrimination Evaluation

Highly Acceptable Highly Acceptable Very good item
Highly Acceptable/ Acceptable Acceptable Good item
Unacceptable Highly acceptable/ Questionable item
Acceptable Revise or discard it
Unacceptable Unacceptable Poor, Discard it

NON- OBJECTIVE TYPE OF TEST
It is an assessment tool that is scored according to personal judgment or to

standards that are less systematic than those used in objective tests.
1. Homework - is a structured practice exercise that usually plays a part

in grading. Sometimes instructors assign reading or other homework
which covers the theoretical aspects of the subject matter, so that the
class time can be used for more hands-on practical work.
2. Case studies and problem-solving assignments - can be used to
apply knowledge. This type of assignment required the student to place
him or herself in or react to a situation where their prior learning is
needed to solve the problem or evaluate the situation. Case studies
should be realistic and practical with clear instructions.
3. Projects - are usually designed so that the students can apply many of
the skills they have developed in the course by producing a product of
some kind. Usually project assignments are given nearly in the course
with a completion date toward the end of the quarter. Examples
include: a newsletter for word processing, an overhauled engine for
auto mechanics, a small production for a video class.
4. Portfolios - are collections of student projects and products. Like a
photographers portfolio they should contain the best examples of all of
their work. For subjects that arepaper-based, the collection of a
portfolio is simple.
5. Observation - should follow an established plan or checklist organized
around concrete, objective data. Observation needs to be tied to the
objectives of the course.
ESSAYS
Essays, classified as non-objective type of tests, allow for assessment of higher

order thinking skills. Such tests require students to organize their thoughts on a subject
matter in coherent sentences in order to inform an audience. In essay tests, students are
requiring to write one or more paragraphs on a specific topic.
Essay questions can be used to measure attainment of a variety of objectives.

(Stecklein 1955) has listed 14 types of abilities that can be measured by essay items:
1. Comparisons between two or more things.

2. The development and defense of an option.
3. Questions of cause and effect
4. Explanations of meanings
5. Summarizing of information in a designed area
6. Analysis

7. Knowledge of relationships
8. Illustrations of rules, principles, procedures and applications
9. Application of rules, laws and principles to new situations
10. Criticisms of adequacy, relevance or correctness of a concept , idea or
information
11. Formulation of new questions and problems
12. Reorganization of facts
13. Discriminations between objects, concepts or events
14. Inferential thinking
The following are rules of thumb which facilitate the scoring of essays:
Rule 1: Phrase the direction in such a way that students are guided on the key
concepts to be included.
Rule 2: inform the students on the criteria to be used for grading their essays. This
rule allows students to focus on the relevance or substantive materials rather than
on peripheral and unnecessary facts of information.
Rule 3: Put on a time limit on the essay test.
Rule 4: Decide on your essay grading system prior to getting the essays of the
students.
Rule 5: Evaluate all the students’ answers before proceeding to the next question.
Rule 6: Evaluate answers to essay questions without knowing the identity of the
writer.
Rule 7: Whenever possible, have two or more persons grade each answer.

learning task
Learning Task 1: Self-assessment

Example
Item Analysis Worksheet
Ten students have taken an objective assessment. The quiz contained 10

questions. In the table below, the students’ scores have been listed from high to
low (Joe, Dave, Sujie, Darrell, and Eliza are in the upper half). There are five
students in the upper half and five students in the lower half. The number “1”
indicates a correct answer on the question; a “0” indicates an incorrect answer.
Student Total Questions

Score 1 2 3 4 5 6 7 8 9 10
(%)
Name
Joe 100 1 1 1 1 1 1 1 1 1 1
Dave 90 1 1 1 1 1 1 1 1 0 1
Sujie 80 1 1 0 1 1 1 1 1 0 0
Darrell 70 0 1 1 1 1 1 0 1 0 1
Eliza 70 1 1 1 0 1 1 1 0 0 1
Zoe 60 1 1 1 0 1 1 0 1 0 0
Grace 60 0 1 1 0 1 1 0 1 0 1
Hannah 50 0 1 1 1 0 0 1 0 1 0
Ricky 40 1 1 1 0 0 0 0 0 1 1
Anita 30 0 1 0 0 0 1 0 0 1 0
Calculate the Difficulty Index (p) and the Discrimination Index (D).
Item # Correct # Correct Difficulty Discrimination

(Upper (Lower (p) (D)
group) group)
Question 1 4 2 0.6 0.4
Question 2 5 5 1.0 0
Question 3 4 4 0.8 0
Question 4 4 1 0.5 0.6
Question 5 5 2 0.8 0.6
Question 6 5 3 0.8 0.4
Question 7 4 1 0.5 0.6
Question 8 4 2 0.6 0.4
Question 9 1 3 0.3 -0.4

Question 10 4 2 0.6 0.4
Answer the following questions:
1. Which question was the easiest? Question #2 (p=1.0)

2. Which question was the most difficult? Question #9
(p=.03 – only 30% of the students got it correct)
3. Which item has the poorest discrimination? Question #9
(D=-0.4 – it has negative discrimination – the lower
students were more likely to get it correct)
4. Which questions would you eliminate first (if any) – why?
Question #9 – because of the negative discrimination.
Learning Task 1: Self-Assessment
Eight students have taken an objective assessment. The quiz contained 10

questions. In the table below, the students’ scores have been listed from high to
low. There are four students in the upper half and four students in the lower half. A
“1” indicates a correct answer on the question; a “0” indicates an incorrect answer.
Student Total
Score
Questions
(%)
Name 1 2 3 4 5 6 7 8 9 10
Bob 100 1 1 1 1 1 1 1 1 1 1
Julie 80 1 0 1 1 1 1 0 1 1 1
Toli 70 0 1 1 1 1 1 0 1 0 1
Vasili 70 1 1 1 0 1 1 0 1 0 1
Nora 60 1 1 1 0 1 1 0 1 0 0
Jaana 50 0 0 1 0 1 1 1 1 0 0
Zella 40 1 1 1 0 0 0 1 0 0 1
Kate 20 0 1 0 0 0 1 0 0 1 0
Calculate the Difficulty Index (p) and the Discrimination Index (D).
Item # Correct # Correct Difficulty Discrimination

(Upper (Lower (p) (D)
group) group)
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8

Question 9
Question 10
Answer the following questions:

1. Which question was the
easiest?
2. Which question was the
most difficult?
3. Which item has the
poorest discrimination?
4. Which questions would
you eliminate first if any)
– why?
5. Assume that questions
1,4, 7, 9, and 10 were
Level II (higher-levels) on
Bloom’s taxonomy. What
would the difficulty
indexes for these
questions indicate? How
might you change your
teaching strategies?
Assessment Tasks
Assessment Task 1:
Create a 50 items multiple choice, 10 items matching , 10 items completion test, 10

items true or false, 2 item essay type of test including their table of specification in
your respective field of specialization.
Assessment Task 2:
Request for a set of major examination result from any of your teacher and conduct
item analysis.

CHAPTER 5
PERFORMANCE BASED ASSESSMENT

Performance-based assessments share the key characteristic of
accurately measuring one or more specific course standards. They are also
complex, authentic, process/product-oriented, open-ended, and time-bound.
LEARNING OBJECTIVES
 Define Performance-based assessment;

 Identify the different types of Performance-based tasks;
 Explain and differentiate the different methods of performance-based
assessment;
 Explain Process-Oriented and Product-Oriented Performance-based
assessment;
 Identify process-oriented and product-oriented learning competencies;
 Design Process-Oriented and Product-Oriented Performance-based tasks;
 Create holistic and analytic rubrics for process-oriented and product-oriented
performance-based assessment task

LEARNING CONTENT
PERFORMANCE-BASED TEST
What is Performance Assessment?
Testing that requires a student to create an answer or a product that demonstrates

his/her knowledge or skills (Rudner & Boston, 1991).
Features of performance assessment
 Intended to assess what it is that students know and can do with the
emphasis on doing.
 Have a high degree of realism about them.
 Involve:
(a) activities for which there is no correct answer,
(b) assessing groups rather than individuals,
(c) testing that would continue over an extended period of time,
(d) self-evaluation of performances.
 Likely use open-ended tasks aimed at assessing higher level cognitive

skills.
Push on performance assessment
 Bring testing methods more in line with instruction.

 Assessment should approximate closely what it is students should know and be
able to do.
Emphasis of performance assessment
 Should assess higher level cognitive skills rather than narrow and lower level
discreet skills.
 Direct measures of skills of interest.

Problems of implementation
 Experience in constructing and using performance tests is lacking among many

educational measurement specialist.
 Performance tests take more time to construct, administer, and score than
objective tests.
 Standardization, reliability, and validity will be difficult to apply
Guidelines to establish validity of performance tests:
 Consequences: Do teachers teach differently? What do students learn?

 Fairness: There is no guarantee
 Transfer and generalizability: Extent of small tasks generalized to larger tasks.
 Cognitive complexity: no guarantee that high level cognitive skills are tapped.
 Content quality: limited sampling of content is possible
 Content coverage: number of tasks chosen is small.
 Meaningfulness: evidence that the assessment is meaningful for students
 Cost and efficiency: time consuming and costly to construct, administer, and
score than objective forms of assessment.
Important Terms to Remember
 Performance-and- The emphasis is on the students’ ability to perform tasks b

product y producing their own work with their knowledge and skills.
 Alternative assessment Method that differs from conventional paper-and-

pencil tests, most particularly objective tests.
 Authentic assessment Direct examination of student’s ability to use knowledge to

perform a task that is like what is encountered in real life o
r in the real world.
CHARACTERISTICS OF PERFORMANCE-BASED ASSESSMENT
a) work, often days and weeks. Students perform, create, construct, produce, or
do something.
b) Deep understanding and/or reasoning skills are needed and assessed.
c) Involvement is sustained
d) Calls on students to explain, justify, and defend.
e) Performance is directly observable.
f) Involves engaging in ideas of importance and substance.
g) Relies on trained assessor’s judgments for scoring
h) Multiple criteria and standards are pre-specified and public
i) There is no single correct answer.

j) If authentic, the performance is grounded in real world contexts and
constraints.
Learning Targets
 SKILLS
Communication and presentation skills
Ex: Speaking
1. Speaking clearly, expressively, and audibly

a. Using voice expressively
b. Speaking articulately and pronouncing words correctly
c. Using appropriate vocal volume
2. Presenting ideas with appropriate introduction, development, and

conclusion
a. Presenting ideas in an effective order
b. Providing a clear focus on the central idea
c. Providing signal words, internal summaries, and transitions
3. Developing ideas using appropriate support materials
a. Being clear and using reasoning processes

b. Clarifying, illustrating, exemplifying, and documenting ideas
4. Using nonverbal cues

a. Using eye contact
b. Using appropriate facial expressions, gestures, and body movement
5. Selecting language to a special purpose

A. Using language and conventions appropriate for the audience
 PSYCHOMOTOR SKILLS
 Fine motor: cutting papers with scissors, drawing a line tracing, penmanship,
coloring drawing, connecting dots
 Gross motor: Walking, jumping, balancing, throwing, skipping, kicking
 Complex: Perform a swing golf, operate a computer, drive a car, operate a
microscope
 Visual: Copying, finding letters, finding embedded figures, identifying shapes,
discrimination
 Verbal and auditory: identify and discriminate sounds, imitate sounds,
pronounce carefully, blend vowels
 PRODUCTS

 Write promotional materials
 Report on a foreign country
 Playing a new song
Variation of authenticity
Relatively authentic Somewhat authenti Authentic

c
Indicate which parts of a g Design a garden Create a garden

arden design are accurate
Write a paper on zoning Write a proposal to c Write a proposal to present

hange fictitious zonin to city council to change zo
g laws ning laws
Explain what would you te Show how to perfor Play a basketball game.
ach to students learning b m basketball skills in
asketball practice
Constructing Performance Based tasks
1. Identify the performance task in which students will be engaged
2. Develop descriptions of the task and the context in which the performance is to be
conducted.
3. Write the specific question, prompt, or problem that the student will receive.
a. Structure: Individual or group?

b. Content: Specific or integrated?
c. Complexity: Restricted or extended?
Complexity of task
Restricted-type task
 Narrowly defined and require brief responses

 Task is structured and specific
Ex:
Construct a bar graph from data provided
Extended-type task
 Complex, elaborate, and time-consuming.

 Often include collaborative work with small group of students.
 Requires the use of a variety of information
Examples:
 Design a playhouse and estimate cost of materials and labor

 Plan a trip to another country: Include the budget and itinerary, and justify why
you want to visit certain places
 Conduct a historical re-enactment (e. g. impeachment trial of ERAP)
 Diagnose and repair a car problem
 Design an advertising campaign for a new or existing product
Identifying Performance Task Description
 Prepare a task description

 Listing of specifications to ensure that essential criteria are met
 Includes the ff.:
 Content and skill targets to be assessed
 Description of student activities
 Group or individual
 Help allowed
 Resources needed
 Teacher role
 Administrative process
 Scoring procedures
Performance-based Task Question Prompt
 Task prompts and questions will be based on the task descriptions.

 Clearly identifies the outcomes, outlines what the students are encourage to
do, explains criteria for judgment.
Characteristics of Tasks
1. Should integrate the most essential aspects of the content being assessed with
the most essential skills.
2. Should be authentic
 Realistic
 Require judgment and innovation
 Ask the student to do the subject
 Replicates or stimulates
 Assess the students ability to efficiently and effectively use a repertoire of
knowledge and skill to negotiate a complex task
 Allows opportunities to rehearse, practice, consult resources, and get
feedback and refine performances and products.
3. Structure the task to assess multiple learning targets
4. Structure the task so that you can help students succeed.
5. Think through what students will do to be sure that the task is feasible
6. The task should allow for multiple solutions

7. The task should be clear
8. The task should be challenging and stimulating to students
9. Include explicitly stated scoring criteria as part of the task
10. Include constraints in completing the task
Performance Criteria
What you look for in student responses to evaluate their progress toward meeting
the learning target.
What distinguishes an adequate to an inadequate demonstration of the target?
Example of Criteria
Learning target:
Students will be able to write a persuasive paper to encourage the reader to accept
a specific course of action or point of view.
Criteria:
 Appropriateness of language for the audience

 Plausibility and relevance of supporting arguments.
 Level of detail presented
 Evidence of creative, innovative thinking
 Clarity of expression
 Organization of ideas
Rating Scales
Indicate the degree to which a particular dimension is present.
Three kinds of Rating Scales
1. Numerical
2. qualitative
3. combined qualitative/quantitative
Numerical Scale
-Numbers of a continuum to indicate different level of proficiency in terms of

frequency or quality
Example:
Complete Understanding 54321
No understanding

No organization 54321
Clear organization
Emergent reader 54321
Fluent reader
Qualitative scale
 Uses verbal descriptions to indicate student performance.

 Provides a way to check whether each dimension was evidenced.
Type A: Indicate different gradations of the dimension
Type B: Checklist
Example of Type A:
 Minimal, partial, complete

 Never, seldom, occasionally, frequently, always
 Consistent, sporadically, rarely
 None, some, complete
 Novice, intermediate, advance, superior
Example of Type B: Checklist
Holistic scale
The category of the scale contains several criteria, yielding a single score that gives
an overall impression or rating
Example
level 4: Sophisticated understanding of text indicated with constructed
meaning
level 3: Solid understanding of text indicated with some constructed meaning
level 2: Partial understanding of text indicated with tenuous constructed

meaning
level 1: superficial understanding of text with little or no constructed meaning
Analytic Scale
One in which each criterion receives a separate score.
Example:
Criteria Outstanding Competent Marginal
5 4 3 2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and sentences
Vivid images
Rubrics
 When scoring criteria are combined with a rating scale, a complete scoring
guideline is produced or rubric.
 A scoring guide that uses criteria to differentiate between levels of student
proficiency.
Example:

Rubrics should answer the following questions:
 By what criteria should performance be judged?

 Where should we look and what should we look for to judge performance
success?
 What does the range in the performance quality look like?
 How do we determine validity, reliability, and fairly what scores should be
given and what that score means?
 How should the different levels of quality be described and distinguished
from one another?
Guidelines in creating a rubric
1. Be sure the criteria focus on important aspects of the performance

2. Match the type of rating with the purpose of the assessment
3. The descriptions of the criteria should be directly observable
4. The criteria should be written so that students, parents, and others understand
them.
5. The characteristics and traits used in the scale should be clearly and
specifically defined.
6. Take appropriate steps to minimize scoring frame

learning task
Learning Task 1: Self-Assessment
Need to read the following.
1. Teacher-Centered vs Learner-Centered
Paradigms. (Huba & Freed, 2000)
Table compares (traditional) teacher-centered and

learner-centered assessments. It helps clarify how the
growing prevalence of constructivism and similar
teaching-learning philosophies in education practice has
propelled an increased interest in various non-traditional
assessments.
2. On constructivist assessment. Choose one:
a. A Constructivist Approach in Assessment.

(IQST, 2009) Describes pedagogy and
assessment in a constructivist classroom
b. The Courage to Be Constructivist (Brooks and Brooks, 1999)

A critique of traditional assessments (―When Tests
Constrict Learning‖) and discussion of the
constructivist alternative.
c. Constructivism & Technology/Assessment – A Wikibook
Discusses reliability and viability, opportunities

and challenges in both constructivist and
traditional assessments
3. On authentic assessment. Choose one:
What is Authentic Assessment? In Assessment Toolbox by Jon Mueller
The Case for Authentic Assessment. Wiggins. [pdf]
Palm, T. (2008). "Performance assessment and

authentic assessment: A conceptual analysis of
the literature." Practical Assessment Research
and Evaluation, 13(4). [link automatically
downloads a PDF document]
A review of literature for the range of differences

between the meanings of these concepts
4. On reflective assessment.
Choose one:
The Case for Reflective Assessment. Evans, 2016 - NAIS
Strategies for Reflective Assessment. (Bond 2013)
Integrating Reflection and Assessment to Capture and

Improve Student Learning (Ash, et al)
The Reflective Assessment Technique - Arthur H. Camins [pdf]
Shows a four-step formative assessment technique

that draws on guided teacher reflections to inform
classroom decision-making.
The Differences between Traditional and Authentic Assessment

(Thompson, S.) [YouTube]
Authentic Assessment: Examples & Overview (Teachings in

Education) [YouTube]
Authentic Assessment (Sanghera, M. 2014) [7-min YouTube]

Assessment Tasks
Assessment Task 1:
1. Learner-centered assessment
Cite a typical teacher-centered assessment.

Suggest ways that it can be altered into a student-
centered assessment.
What challenges, difficulties, or setbacks do

you anticipate from the administration of
student-centered assessments?
2. Constructivist assessment
What is constructivism?
How do constructivist principles influence/ guide non-traditional

assessments?
What are potential impacts of constructivist assessment on learning?
3. Valid and reliable non-traditional assessments?
Traditional assessments can be auspiciously designed to be valid and

reliable.
However, can non-traditional assessments be valid and reliable likewise?
Where do the challenges in the construction of valid

and reliable non-traditional assessments arise from?
Assessment Task 2:

Design an assessment task which is performance – based test. Prepare a
scoring rubric for the task.
CHAPTER 6
UTILIZATION OF ASSESSMENT DATA

Assessment of student achievement, the process of collecting, examining and
using information about what students know and can do, is the basis of effective
teaching and learning.
The relationship between assessment, teaching and learning is dynamic and

interactive. The act of gathering, analysing and using assessment information is
integral to the teaching and learning process – without worthwhile assessment
information teachers can only be certain that they have taught. They cannot be
certain that their students have learned what they set out to teach, or that the
teaching is relevant to the students’ learning needs and interests.
When teachers have rich information about what their students know, can do
and need to do next, they are able to involve students as active participants in their
learning and assessment of their own learning. They are also in a position to consult
parents and the school’s communities about students’ progress.
LEARNING OBJECTIVES
 Differentiate norm and criterion referenced interpretation.

 Apply statistical procedure in standardizing test.
 Utilize the assessment data using the norm and criterion referenced
interpretation.
LEARNING CONTENT
NORM-REFERENCED TEST
Norm-referenced refers to standardized tests that are designed to compare
and rank test takers in relation to one another. Norm-referenced tests report whether
test takers performed better or worse than a hypothetical average student, which is
determined by comparing scores against the performance results of a statistically
selected group of test takers, typically of the same age or grade level, who have
already taken the exam.
Calculating norm-referenced scores is called the “norming process,” and the
comparison group is known as the “norming group.” Norming groups typically
comprise only a small subset of previous test takers, not all or even most previous
test takers. Test developers use a variety of statistical methods to select norming
groups, interpret raw scores, and determine performance levels.
Norm-referenced scores are generally reported as a percentage or percentile
ranking. For example, a student who scores in the seventieth percentile performed
as well or better than seventy percent of other test takers of the same age or grade
level, and thirty percent of students performed better (as determined by norming-
group scores).
Norm-referenced tests often use a multiple-choice format, though some include
open-ended, short-answer questions. They are usually based on some form of
national standards, not locally determined standards or curricula. IQ tests are

among the most well-known norm-referenced tests, as are developmental-screening
tests, which are used to identify learning disabilities in young children or determine
eligibility for special-education services. A few major norm-referenced tests include
the California Achievement Test, Iowa Test of Basic Skills, Stanford Achievement
Test, and TerraNova.
The following are a few representative examples of how norm-referenced tests and
scores may be used:
 To determine a young child’s readiness for preschool or kindergarten. These
tests may be designed to measure oral-language ability, visual-motor skills, and
cognitive and social development.
 To evaluate basic reading, writing, and math skills. Test results may be used for
a wide variety of purposes, such as measuring academic progress, making
course assignments, determining readiness for grade promotion, or identifying
the need for additional academic support.
 To identify specific learning disabilities, such as autism, dyslexia, or nonverbal
learning disability, or to determine eligibility for special-education services.
 To make program-eligibility or college-admissions decisions (in these cases,
norm-referenced scores are generally evaluated alongside other information
about a student). Scores on SAT or ACT exams are a common example.
NORMAL DISTRIBUTIONS
• The “bell curve”

• Mean, median, mode all at the center of the curve
• 50% of scores above the mean
• 50% of scores below the mean
• 68% of scores within one standard deviation from the mean
TYPES OF SCORES
• Percentile rank: Percentage of those in the norming sample who scored at or

below a raw score
• Grade-equivalent: Tells whether students are performing at levels equivalent
with other students at their own age/grade level
• averages obtained from different norming samples for each grade
• different forms of test often used for different grades
• high score indicates superior mastery of material at that grade level
rather than the capacity/ability for doing advanced work
• often misleading
• Standard scores: scores based on the standard deviation
• z scores: standard score indicating the number of standard deviations
a person is above or below the mean-no negative numbers

• T scores: Standard score with a mean of 50 and a standard deviation
of 10
• Stanine scores: Whole number scores from 1 to 9, each representing
a wide range of raw scores.
Interpreting Test Scores
• No test provides a perfect picture of one’s abilities

• Reliability: Consistency of test results
• Test-Retest Reliability-consistency of scores on 2 separate
administrations of the same test
• Alternate-Form Reliability- consistency of scores on two equivalent
versions of a test
• Split-Half Reliability-degree to which all the test items measure the
same abilities
• True score: Hypothetical mean of all of an individual’s scores if repeated
testing under ideal conditions
• Standard error of measurement: standard deviation of scores from
hypothetical true score; the smaller the standard error the more reliable the
test
• Confidence intervals: Range of scores within which an individual’s particular
“true” score is likely to fall
• Validity
• Content-related-do test items reflect content addressed in class/texts”
• Criterion-PSAT and SAT-predictor of of performance based on prior
measure
• Construct-related-IQ, motivation-evidence gathered over years
ACHIEVEMENT TESTS
• Measure how much student has learned in specific content areas

• Frequently used achievement tests
• Group tests for identifying students who need more testing or for
homogenous ability grouping
• Individual tests for determining academic level or diagnosis of learning
problems
• The standardized scores reported:
• NS: National Stanine Score
• NCE: National Curve Equivalent
• SS: Scale Score
• NCR: Raw score

• NP: National Percentile
• Range
DIAGNOSTIC TESTS
• Identify strengths and weaknesses

• Most often used by trained professionals
• Elementary teachers may use for reading, math
APTITUDE TESTS
 Measure abilities developed over years

 Used to predict future performance
 SAT/PSAT
 ACT/SCAT
 IQ and aptitude
 Discussing test scores with families
 Controversy continues over fairness, validity, biasness
Norm-Referenced vs. Criterion-Referenced Tests

Norm-referenced tests are specifically designed to rank test takers on a “bell
curve,” or a distribution of scores that resembles, when graphed, the outline of a
bell—i.e., a small percentage of students performing well, most performing average,
and a small percentage performing poorly. To produce a bell curve each time, test
questions are carefully designed to accentuate performance differences among test
takers, not to determine if students have achieved specified learning standards,
learned certain material, or acquired specific skills and knowledge. Tests that
measure performance against a fixed set of standards or criteria are called criterion-
referenced tests.
Criterion-referenced test results are often based on the number of correct

answers provided by students, and scores might be expressed as a percentage of
the total possible number of correct answers. On a norm-referenced exam, however,
the score would reflect how many
more or fewer correct answers a student gave in comparison to other
students. Hypothetically, if all the students who took a norm-referenced test
performed poorly, the least-poor results would rank students in the highest
percentile. Similarly, if all students performed extraordinarily well, the least-strong
performance would rank students in the lowest percentile.
It should be noted that norm-referenced tests cannot measure the learning

achievement or progress of an entire group of students, but only the relative

performance of individuals within a group. For this reason, criterion-referenced tests
are used to measure whole-group performance.
The following are representative of the kinds of arguments typically made by

proponents of norm-referenced testing:
 Norm-referenced tests are relatively inexpensive to develop, simple to
administer, and easy to score. As long as the results are used alongside other
measures of performance, they can provide valuable information about student
learning.
 The quality of norm-referenced tests is usually high because they are developed
by testing experts, piloted, and revised before they are used with students, and
they are dependable and stable for what they are designed to measure.
 Norm-referenced tests can help differentiate students and identify those who
may have specific educational needs or deficits that require specialized
assistance or learning environments.
 The tests are an objective evaluation method that can decrease bias or
favoritism when making educational decisions. If there are limited places in a
gifted and talented program, for example, one transparent way to make the
decision is to give every student the same test and allow the highest-scoring
students to gain entry.
The following are representative of the kinds of arguments typically made by critics
of norm-referenced testing:
 Although testing experts and test developers warn that major educational
decisions should not be made on the basis of a single test score, norm-
referenced scores are often misused in schools when making critical educational
decisions, such as grade promotion or retention, which can have potentially
harmful consequences for some students and student groups.
 Norm-referenced tests encourage teachers to view students in terms of a bell
curve, which can lead them to lower academic expectations for certain groups of
students, particularly special-needs students, English-language learners, or
minority groups. And when academic expectations are consistently lowered year
after year, students in these groups may never catch up to their peers, creating
a self-fulfilling prophecy. For a related discussion, see high expectations.
 Multiple-choice tests—the dominant norm-referenced format—are better suited
to measuring remembered facts than more complex forms of
thinking. Consequently, norm-referenced tests promote rote learning and
memorization in schools over more sophisticated cognitive skills, such as writing,
critical reading, analytical thinking, problem solving, or creativity.
 Overreliance on norm-referenced test results can lead to inadvertent
discrimination against minority groups and low-income student populations, both
of which tend to face more educational obstacles that non-minority students from
higher-income households. For example, many educators have argued that the
overuse of norm-referenced testing has resulted in a significant
overrepresentation of minority students in special-education programs. On the
other hand, using norm-referenced scores to determine placement in gifted and
talented programs, or other “enriched” learning opportunities, leads to the
underrepresentation of minority and lower-income students in these programs.
Similarly, students from higher-income households may have an unfair

advantage in the college-admissions process because they can afford expensive
test-preparation services.
 An overreliance on norm-referenced test scores undervalues important
achievements, skills, and abilities in favor of the more narrow set of skills
measured by the tests.
Norm-Referenced Test Criterion-Referenced Tests
• Norm-referenced • Criterion-referenced
– General ability – Mastery
– Range of ability – Basic skills
– Large groups – Prerequisites
– Compares people to – Affective
people-comparison groups – Psychomotor
– Selecting top candidates – Grouping for instruction
learning task
LEARNING TASK 1: MULTIPLE CHOICE: Encircle the letter of the correct answer.
1. How do Norm-Referenced Assessments compare to Criterion-Referenced?

a. How a student performs compared to nationwide results
b. How a student performs compared to their peers
c. How a student performs compared to a set list of answers
d. None of the above
2. Most Norm-Referenced State Tests are...

a. All of the above
b. Short-Answer
c. Open-Ended
d. Multiple-Choice
3. Which is NOT an example of a Norm-referenced test?
a. Ohio Graduation Test

b. Stanford Achievement Test
c. The California Achievement Test
d. The Metropolitan Achievement Test
4. Norm-Referenced State Tests assess ______________.
a. Individual Students
b. Teachers
c. A group of students
d. A group of teachers
5. All are benefits of Norm-Referenced state testing except...

a. They are inexpensive
b. They are dependable
c. They are easy to score
d. They are often misused
6. All but which of the following are negatives of Norm-Referenced state testing?
a. They help identify students with specific educational needs

b. Teachers expectations are lowered for some students
c. They cause discrimination
d. They promote straight memorization
7. Where are Norm-Referenced state test contents taken from?
a. State Assessments
b. Local curriculum
c. Nationally used textbooks
8. Norm-referenced tests rank students in a bell curve...

a. True c. Slightly true
b. False d. Slightly false
9. Which statement below signifies a result of a Norm-Criterion test?

a. Gilbert scored a 450 on the Math OGT
b. Scott scored a 24 on the ACT
c. George scored in the 86th percentile of the Iowa Basic Skills Test
10. Test takers design questions that most students will get wrong. In addition, If
too many students get a question right, it is thrown out to achieve a normal
curve.
a. True c. Slightly true
b. False d. Slightly false

CHAPTER 7
UTILIZATION AND REPORTING TEST

RESULTS
Assessment is essentially done to provide information about students’ state
of learning. In this module, we look at the different kinds of information that
assessment activities yield and what we can (or should) do with them
LEARNING OBJECTIVES
 Demonstrate skills in utilizing and reporting test results.

 Describe various ways of providing effective feedback
 Discuss and apply principles for effective grading
LEARNING CONTENT

GRADING SYSTEM AND FEEDBACK
A. Feedback
We have on several occasions encountered the assertion that bona fide

assessment must provide a feedback about what it purportedly gauges.
Feedback further requires that assessment data is not merely obtained and
recorded or uploaded; it must be used. Let us take a closer look.
The term feedback is often used to describe all kinds of comments made after the
fact, including advice, praise, and evaluation. But none of these are feedback, strictly
speaking.
Basically, feedback is information about how we are doing in our efforts to reach
a goal.
Feedback Essentials
Whether feedback is just there to be grasped or is provided by another

person, helpful feedback is goal-referenced; tangible and transparent; actionable;
user-friendly (specific and personalized); timely; ongoing; and consistent
(Seven Keys to Effective Feedback. Grant Wiggins/ASCD. (2012).
Goal-Referenced
Effective feedback requires that a person has a goal, takes action to achieve the
goal, and receives goal-related information about his or her actions.
Tangible and Transparent
Any useful feedback system involves not only a clear goal, but also tangible results
related to the goal.
Actionable
Effective feedback is concrete, specific, and useful; it

provides actionable information. Thus, "Good job!" and "You did that wrong"
and B+ are not feedback at all. Actionable feedback must also be accepted by the
performer.
User-Friendly
Even if feedback is specific and accurate in the eyes of experts or bystanders, it is

not of much value if the user cannot understand it or is overwhelmed by it. Highly
technical feedback will seem odd and confusing to a novice.
Timely
It is more precise to say that good feedback is "timely" rather than

"immediate."
A great problem in education, however, is untimely feedback. Vital feedback

on key performances often comes days, weeks, or even months after the
performance—think of writing and handing in papers or getting back results on
standardized tests. As educators, we should work overtime to figure out ways to
ensure that students get more timely feedback and opportunities to use it while the
attempt and effects are still fresh in their minds.
Ongoing
Adjusting our performance depends on not only receiving feedback but also
having opportunities to use it. What makes any assessment in education formative is
not merely that it precedes summative assessments, but that the performer has
opportunities, if results are less than optimal, to reshape the performance to better
achieve the goal. In summative assessment, the feedback comes too late; the
performance is over.
Thus, the more feedback I can receive in real time, the better my ultimate
performance will be.
Consistent
To be useful, feedback must be consistent. Clearly, performers can only adjust

their performance successfully if the information fed back to them is stable, accurate,
and trustworthy. In education, that means teachers have to be on the same page
about what high-quality work is. Teachers need to look at student work together,
becoming more consistent over time and formalizing their judgments in highly
descriptive rubrics supported by anchor products and performances.
Grading
―Truthful‖ assessment is not merely ―counting beans and eggs‖ or a

mindless act of giving tests and obtaining scores.
Norm- Referenced Grading

When grades are compared to other students, (where you rank) it is called Norm-
Referencing.
In such a system:
a. Grade depends on what group you are in, not just your own performance
b. Typical grade may be shifted down or up, depending on group’s ability
c. It is the widely used system
Example:
Consider the following two sets of scores in an English 1 class for two sections ot ten
students each:
A={30,40,50,55,60,65,70,75,80,85}
B={60,65,70,75,80,85,90,90,95, 100}
In the first class , the student who got a raw score of 75 woulg get a grade of
80% while in the second class , the same grade of 80% would correspond to a raw
score of 90. Indeed , if the test used for the two classes are the same , it would be a
rather “unfair” system of grading . A wise student would opt to enroll in the class A
since it is easier to get higher grades in that class than in the other class (class B).
In norm-referenced grading, the students, while they may work individually , are
actually in competition to achieve a standard performance that will classify them into
the desired grade range.
Criterion-Referenced Grading
Grades that reflect absolute performance or compared to a specified standards is

called Criterion – referenced grading.
• Your grades or performance are compared to a set of performance standards
• Grading is a complex task, because grades must:
a) clearly define the domain

b) Clearly define and justify the performance standards
c) Be based on criterion-referenced assessment
• Conditions are hard to meet except in complete mastery learning setting.
Four Questions in Grading
1. Should grades reflect absolute achievement level or achievement relative to

others in the same class?
2. Should grades reflect achievement only or nonacademic components such as
attitude, speed, and diligence?
3. Should grades report status achieved or amount of growth?
4. How can several grades on diverse skills combine to give a single mark?

Standardized Test Scoring
Test Standardization is a process by which teacher or a researcher-made test are

validated and item analyzed. After a thorough process of validation, the test
characteristics are established. These characteristics include:
a) Test Validity
b) Test Reliability
c) Test Difficulty level and other
CUMULATIVE AND AVERAGING SYSTEM OF GRADING
TWO TYPES OF GRADING SYSTEM
1. Average Grading system - the grade of a student on a particular grading period

equals the average of the grades obtained in the prior grading periods and the current
grading period.
2. Cumulative Grading system - the grade of a student in a grading period equals

his current grading period grade which is assumed to have the cumulative effects of
the previous grading periods.
The K - 12 Grading System: Reproduced from the DepEd Order No. 31 , s. 2012
Levels of Proficiency
At the end of the quarter, the performance of students shall be described in the report
card, based on the following levels of proficiency:
1) Beginning- The student at this level struggles with his/her understanding;

prerequisite and fundamental knowledge and/or skills have not been acquired
or developed adequately to aid understanding.
2) Developing- The student at this level possesses the minimum knowledge and
skills and core understandings, but needs help throughout the performance of
authentic tasks.
3) Approaching Proficiency- The student at this level has developed the
fundamental knowledge and skills and core understandings and, with little
guidance from the teacher and/or with some assistance from peers, can
transfer these understandings through authentic performance tasks.
4) Proficient- The student at this level has developed the fundamental
knowledge and skills and core understandings, and can transfer them
independently through authentic performance tasks.
5) Advanced- The student at this level exceeds the core requirements in terms
of knowledge, skills and understandings, and can transfer them automatically
and flexibly through authentic performance tasks.

The level of proficiency at which the student is performing shall be based on a
numerical value which is arrived at after summing up the results of the student's
performance on the various levels of assessment. The numerical values are as
follows:
Level of proficiency Equivalent Numerical Value

Beginning 74% and below
Developing 75-79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above
What shall appear in the report card is not the numerical value, but the equivalent
level of proficiency, abbreviated as follows:
B for Beginning;
D for Developing;
AP for Approaching Proficiency;
P for Proficient; and
A for Advanced.
At the end of the four quarters, the Final Grade for each learning area shall be
reported as the average of the four quarterly ratings, expressed in terms of the levels
of proficiency. The general average shall be the average of the final grades of the
different learning areas, also expressed in terms of levels of proficiency with the
numerical equivalent in parenthesis.
Promotion and retention of students shall be by subject. Students whose

proficiency level is Beginning (B) at the end of the quarter or grading period shall be
required to remediation after class hours so that they can immediately catch up as
they move to the next grading period. If by the end of the school year, the students are
still at the Beginning level, then they shall be required to take summer classes.
As a matter of policy every learning deficiency should be bridged even for those
students whose level of proficiency is above the Beginning level. The guidelines for
bridging gaps in learning are in a separate DepEd Order.
Honor students shall be drawn from among those who performed at the Advanced
Level. Subsequent guidelines shall be issued as basis for ranking of honors.

The total time daily does not include off-school learning experiences that teachers
may require outside of school hours for the production of products and performances
as evidence of transfer of learning.
Culminating Resources Activities/Performances
At the end of the every quarter, schools are encouraged to put up exhibits of
student products across subjects as culminating activity. Students may also do an
exhibition of their performance in different subjects as evidence of their learning or
attainment of performance standards. Thus, when parents receive the report card
and confer with teachers they will actually be witnessing what students are learning
in school.
Sample Report Card for Grade 1 to 6

ALTERNATIVE GRADING SYSTEM
Pass-fail System -System that utilizes a dichotomous grade system. Other colleges
and universities , faculties, schools, and institutions use pass-fail grading systemin
the Philippines, especially when the student work to be evaluated is highly
subjective( as in fine arts and music), there are no generally accepted standard
gradations (as with independent studies).
Non-Graded Evaluation- Non- Graded Evaluation does not assign numeric or letter
grades as a matter of policy. This practice is usually based on a belief that grades
introduce an inappropriate and distracting element of competition into the learning
process, or that they are not meaningful as a measures of intellectual growth and
development as are carefully crafted faculty evaluations.
learning task
Learning Task 1:
1. What is feedback? Who are the recipients of feedback? Who are the
sources of feedback information?
2. Is feedback more strongly associated with formative or summative

assessment; informal or formal assessment? Elaborate.
3. What essential elements and principles will make feedback effective
and helpful for learning?
4. Discuss some issues and problems concerning assessment feedback.
In the context of your personal experience, how do you propose

to address/ resolve the most pressing issues and concerns?
Learning Task 2:
1. What is grading? How can grades be used effectively?
2. What are some issues about grading? In what ways have these be
approached? What can you recommend in the context of your own
academic setting?

Read the following for more readings:
Grade and Assessment: What’s the diffenrence? The crucial differences between
grading and assessment
https://education.cu-portland.edu/blog/classroom-resources/grading-vs-assessment-
whats-the-differnce/
How am I doing? This article describes how effective feedback helps students see what
they know and what they need to keep working on.
https://ascd.org/publications/educational-leadership/sept12/vol70/num01/%c2%how-
am-i-doing%c2%a2%c2%a3.aspx
5 Research-Based Tips for Providing students with meaningful Feedback
https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-
marianne-stenger

REFERENCES
[1] Navaro, R.L., Santos, R.G., and Corpuz, B.B. (2019). Assessment of Learning, OBE &
PPST Based, Fourth Edition. Lorimar Publishing, Inc.
[2] Bartlett, J. (2015). Outstanding Assessment for Learning in the Classroom. Routledge,
Taylor & Francis Group
[3] Frey, N. and Fisher, D. (2011). The Formative Assessment Action Plan. USA: ASCD
[4] Lewin, and Shoemaker, B. (2011) Great Performances: Creating Classroom-Based

Assessment Task 2nd Edition. USA ASCD
[5] Ecclestone, K. et. al. (2010) Transforming Formative Assessment in Lifelong Learning.
UK: McGraw-Hill Open University Press
[6] Airasian, Peter W. (2005). Classroom Assessment Concept and Applications. New York:
McGraw-Hill Companies, Inc.
[7] Shermis, Mark D. and Di Vesta, Francis J. (2011) Classroom assessment in action.
Rowman & Littlefield Publishers, Inc.
[8] Anderson, Lorin W. (2003). Classroom Assessment: Enhancing the Quality of Teaching
Decision Making. Lawrence Erlbaum Associates, Publishers
[9] Lovely Professional University. (2012). Educational Measurement and Evaluation. USI
Publications
[10] Mehrens, Williams, A and Lehmann, Irvin J. (1991). Measurement and Evaluation in
Education and Psychology. Wadsworth/Thomson Learning
Websites
 https://dictionary.apa.org/subjective-test
 https://en.wikipedia.org/wiki/Educational_assessment#:~:text=Placement%20assessment%
20%E2%80%93%20Placement%20evaluation%20is,i.e.%20the%20tests%20that%20colleges
 https://www.queensu.ca/teachingandlearning/modules/assessments/04_s1_01_intro_secti
on.html
 https://www.scribbr.com/methodology/types-of-validity/
 https://thesecondprinciple.com/instructional-design/threedomainsoflearning/

 https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/developing-assignments/exams/exam-preparation
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irst-quarter-exam-tos-in-english-7-
10&psig=AOvVaw2NS1IdJ8oY6jmdOT27e7kB&ust=1598666517383000&source=images&cd
=vfe&ved=0CAIQjRxqFwoTCNCE7LD2vOsCFQAAAAAdAAAAABAr
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.slideshare.net%2FsirarnelPH
history%2Ftable-of-specifications-tos-and-test-construction-
review&psig=AOvVaw2NS1IdJ8oY6jmdOT27e7kB&ust=1598666517383000&source=images
&cd=vfe&ved=0CAIQjRxqFwoTCNCE7LD2vOsCFQAAAAAdAAAAABAw
 https://www.ero.govt.nz/publications/the-collection-and-use-of-assessment-information-
in-
schools/introduction/#:~:text=Assessment%20as%20learning%20describes%20the,decision
s%20about%20their%20own%20learning.
 https://app.quizalize.com/view/quiz/normreferenced-testing-quiz-c31670a1-7611-4cfc-
80dc-cb5bdb058997
 https://www.rbteach.com/sites/default/files/assessment_quiz.pdf
Images
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.visualpharm.com%2Ffree-
icons%2Ftest%2520passed-
595b40b85ba036ed117da493&psig=AOvVaw1UObbP1_t_ypEYDa-6D-
_0&ust=1597732317792000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJCEiZzeoesCFQ
AAAAAdAAAAABAK
 https://www.google.com/url?sa=i&url=https%3A%2F%2Ficon-
library.com%2Ficon%2Fintroduction-icon-
0.html&psig=AOvVaw1mYlPy2srDA0N11ZvMTUF4&ust=1597731498262000&source=images
&cd=vfe&ved=0CAIQjRxqFwoTCPjM2ZHboesCFQAAAAAdAAAAABAD
 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.clipartmax.com%2Fmiddle%
2Fm2H7d3Z5G6i8H7A0_self-assessment-
icon%2F&psig=AOvVaw1jxv1bBZTNbSSv45gXbh5P&ust=1597730763047000&source=images
&cd=vfe&ved=0CAIQjRxqFwoTCJDJv77YoesCFQAAAAAdAAAAABAF
 https://www.google.com/url?sa=i&url=https%3A%2F%2Ficons8.com%2Ficons%2Fset%2Fobj
ectives&psig=AOvVaw3bARz-62W-
UobmsSUGgDUS&ust=1597728360197000&source=images&cd=vfe&ved=0CAIQjRxqFwoTC
NDvobzPoesCFQAAAAAdAAAAABAD
 https://www.google.com/url?sa=i&url=https%3A%2F%2Ficons8.com%2Ficons%2Fset%2Fass
essment&psig=AOvVaw1nAFt8FkSZYqBOKY2gdMkf&ust=1597728164659000&source=image
s&cd=vfe&ved=0CAIQjRxqFwoTCICSxuXOoesCFQAAAAAdAAAAABAD
 https://www.google.com/search?q=assessment+of+learning+1+graphics&tbm=isch&ved=2a
hUKEwixvI-U_qDrAhVNbJQKHSpBBYMQ2-
cCegQIABAA&oq=assessment+of+learning+1+graphics&gs_lcp=CgNpbWcQA1DonAFYmqsBY
PCtAWgAcAB4AIABAIgBAJIBAJgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=xM8
5X7HKDc3Y0QSqgpWYCA&rlz=1C1CHBD_enPH791PH791

 https://www.edglossary.org/norm-referenced-
test/#:~:text=Norm%2Dreferenced%20refers%20to%20standardized,in%20relation%20to%2
0one%20another.&text=Test%20developers%20use%20a%20variety,scores%2C%20and%20
determine%20performance%20levels.
 https://www.google.com/search?q=assessment+of+learning+1+cartoons&rlz=1C1CHBD_enP
H791PH791&sxsrf=ALeKk01PXUxyAL7-
z7fn0bK4XaL4QboDqQ:1597626429222&source=lnms&tbm=isch&sa=X&ved=2ahUKEwigpbC
ehqHrAhWRyYsBHYw0DjoQ_AUoAXoECA0QAw&biw=1366&bih=625#imgrc=i1jEVSfsZvkPGM
Books
 Assessment of Learning Outcomes (Assessment 1) 2 nd Edition

 Assessment of Learning 1 (Classroom Theory and Practice)

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ASSESSMENT IN LEARNING 1

The term Assessment has been widely used by educators to evaluate,

ISABELA STATE UNIVERSITY|ASSESSMENT IN LEARNING 1 1

At the end of this lesson, the students should be able to:

 define measurement, assessment and evaluation

MEASUREMENT, ASSESSMENT AND EVALUATION IN

Sometimes we can measure physical quantities by combining directly

ISABELA STATE UNIVERSITY|ASSESSMENT IN LEARNING 1 2

The overall goal of assessment is to improve student learning and provide

Assessment of skill attainment is relatively easier than assessment of

The primary purpose of assessment is to improve students‘ learning and

Assessment can do more than simply diagnose and identify

ISABELA STATE UNIVERSITY|ASSESSMENT IN LEARNING 1 3

INTERRELATION AMONG ASSESSMENT, EVALUATION AND MEASUREMENT

ISABELA STATE UNIVERSITY|ASSESSMENT IN LEARNING 1 4

A. Each of the following statements refers either to

_______________ 1. Over-all goal is to provide information regarding the

C. Differentiate each of the following pairs; examples may be cited to further

ISABELA STATE UNIVERSITY|ASSESSMENT IN LEARNING 1 5

2. Formative Evaluation and Summative Evaluation

3. Mental skill and Manual skill

4. Measurement and Evaluation

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At the end of this lesson, the students should be able to:

 Define placement, diagnostic, formative and summative assessment

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1. Placement assessment – Placement evaluation is used to place students

Types of Formative Assessment:

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3. Diagnostic Assessment: Diagnostic assessment can help you identify your

Types of Diagnostic Assessments:

 Pre-tests (on content and abilities)

4. Summative Assessment. Summative assessment takes place after the

Types of Summative Assessment

 Examinations (major, high-stakes exams)

 Positive and negative reinforcement techniques of Behaviorism can be very

2. Cognitivism - Jean Piaget authored a theory based on the idea that a

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 Curriculum - Educators must plan a developmentally appropriate curriculum

3. Constructivism - Constructivism is a philosophy of learning founded on the

 Curriculum - Constructivism calls for the elimination of a standardized

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LEARNING TASK 1: SHORT ANSWER

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Principles of High Quality Assessment

At the end of this lesson, the students should be able to:

 Gain deep understanding of the various principles of high quality assessment

1. CLARITY & APPROPRIATENESS OF LEARNING TARGETS

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Knowledge Students’ mastery of the content.

2. APPROPRIATE ASSESSMENT METHODS

ASSESSMENT METHODS LEARNING TARGETS

A. Cognitive Domain (BLOOM’S TAXONOMY)

1. Knowledge: the ability to recall data and/or information.

2. Comprehension: the ability to understand the meaning of what is known.

3. Application: the ability to utilize an abstraction or to use knowledge in a new

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4. Analysis: the ability to differentiate facts and opinions.

5. Synthesis: the ability to integrate different elements or concepts in order to form a

6. Evaluation: the ability to come up with judgments about the importance of

1. Receiving Phenomena: the awareness of feelings and emotions as well as the

2. Responding to Phenomena: active participation of the learner.

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The psychomotor domain is comprised of utilizing motor skills and coordinating