STANDARDIZED TEST

SCORING
• Test standardization
is a process by which
teacher or research-
made tests are
validated and item
analyzed. After a
thorough process of
validation, the test
characteristics are
established.
EXAMPLE
OF RESULT
 Test
Characteristics

EXAMPLE
Test Validity
refers to “the
extent to which
inferences made
from the
assessment rest s
are appropriate,
meaningful and
useful in terms of
purpose of the
assessment.
Test reliability is the definition of
how consistent a measure is of a
particular element over a period of
time, and between different
participants. For example, a test
measuring personality traits should
yield the same answers for a subject
after several times completing the
test, and with a short period of time
between (so long as the individual
has not inherently changed
personality traits).
Each standardized test uses
its own mathematical
scoring system derived by
the publisher and
administrators, and these
do not bear any relationship
to academic grading
systems.
Standardized tests are psychometric
instruments whose scoring systems are
developed by norming the test using
national samples of test-takers,
centering the scoring formula to assure
that the likely score distribution
describes a normal curve when graphed,
and then using the resulting scoring
system uniformly in a manner
resembling a criterion-referenced
approach.
If you are interested in
understanding and
interpreting the scoring
system of a specific
standardized test, refer to
the policies of the test’s
producers.
CUMULATIVE AND AVERAGING
SYSTEMS OF GRADING
CUMULATIVE AVERAGING SYSTEM
GRADING SYSTEM GRADING
• The grade of a • The grade of a
student in a grading student on a
periods equals his particular grading
current grading period equals the
period which is average of the
assumed to have grades obtained in
the cumulative the prior grading
effects of the periods and the
previous grading current grading
system. period.
 The K to 12 Grading System: Reproduced
from 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 students 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 students 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 value 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 levels
of proficiency with the numerical equivalent in parenthesis.
Culminating Resources
Activities/ Performance
• At the end of the every quarter, schools are encouraged to put up
exhibits of students product 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 CARDS FOR GRADE 1 TO 6