Classroom Management

III.
CLASSROOM ASSESMENT
“If the purpose of learning is
to score well on a test ,we’ve
lost sight of the real reason
for learning”
-James Sycht
What are examples of classroom
techniques?
Examples of Classroom Assessment Techniques
 3-2-1 Format. 3-2-1 Format is a quick and simple
student writing activity.

 Focused Listing. Focused Listing is a quick and simple
student writing activity.

 Muddiest Point
 One Minute Paper
 Think-Pair-Share
 Concept Mapping
 Jigsaw
 Memory Matrix
What is the difference between
assessment and classroom assessment?
Classroom assessment differs from tests

and other forms of student assessment
in that it is aimed at course
improvement, rather than at assigning
grades. The primary goal is to better
understand your students' learning and
so to improve your teaching.
What are the different assessment methods in
teaching?
The 6 types of assessments are:

▪ Diagnostic assessments
▪ Formative assessments
▪ Summative assessments
▪ Ipsative assessments
▪ Norm-referenced assessments
▪ Criterion-referenced assessments
Ipsative assessment is the practice of
determining a student's progress based on
their earlier work. Many assignments and
rubrics are designed to measure student
work in the normative assessment mode; that
is, against a static set of criteria — often
necessarily so.
What is Norm based assessment?
Norm-based evaluations are

concerned with how the teaching
performance of an individual
compares to the overall performance
of an appropriate group of peers
What is an example of a norm referenced test?
Examples of norm-referenced tests include

the SAT, IQ tests, and tests that are graded on
a curve. Anytime a test offers a percentile
rank, it is a norm-referenced test. If you score
at the 80th percentile, that means that you
scored better than 80% of people in your
group
What is criterion based assessment?
 Criterion referenced assessment (CRA) is

the process of evaluating (and grading) the
learning of students against a set of pre-
specified qualities or criteria,
without reference to the achievement of
others (Brown, 1998; Harvey, 2004)
What is an example of criterion referenced assessment?
Well-known examples of criterion-referenced

tests include Advanced Placement exams and
the National Assessment of Educational
Progress, which are both
standardized tests administered to students
throughout the United States
“If you set an
item on fire,
it will not
retain its
difficulty”.
Benjamin D.
Wright
May, 1976
ITEM ANALYSIS
ITEM ANALYSIS
At the end of this chapter, the students

are expected to:
1. define item analysis;
2. classify whether an item is a good
item or not good item;
3. compute the item difficulty and
discriminating level of each item.
ITEM ANALYSIS
-is a systematic procedure designed to give you very
specific information about each item in the test.
-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 distracters?
PROCEDURE:
1. Rank the papers from highest to lowest
Ex. The scores of 50 BSEdA in a 40- item multiple choice
long quiz in assessment in Learning.
Scores: 48,45,43,40,…..26
2.Select the 27% with the highest scores and 27% with
the lowest scores.
Example:50 x.27=13.5=14 highest scores
50x.27=13.5=14 lowest scores
3.Separate the remaining 46% or 22 middle scores
4.Tabulate separately the highest and lowest scores.
Item Analysis:
NO.
UPPER SCORE LOWER SCORE
A B C D Answer Key A B C D Answer Key
1. 14 0 0 0 A 14 0 0 0 A
2. 0 0 14 0 C 0 0 14 0 C
3. 3 6 5 0 B 1 9 3 1 B
4. 14 0 0 0 A 14 0 0 0 A
5. 0 3 10 1 C 0 2 9 3 C
6. 5 3 4 2 A 2 4 6 2 A
7. 0 14 0 0 B 0 14 0 0 B
8. 0 3 5 6 A 0 5 3 6 D
9. 2 0 0 12 D 2 0 0 12 D
10. 0 0 1 13 D 0 2 0 12 D
11. 0 13 0 1 B 1 11 1 1 B
12. 3 2 2 7 D 4 5 2 3 D
13. 3 0 1 13 D 2 1 2 9 D
14. 0 0 14 0 C 2 1 7 4 C
15. 14 0 0 0 A 14 0 0 0 A
16. 3 3 6 2 C 6 5 2 1 C
17. 0 2 12 0 C 2 5 7 0 C
18. 1 0 13 0 C 1 0 12 1 C
19. 3 10 1 0 B 7 4 2 1 B
20. 0 14 0 0 B 0 14 0 0 B
21. 0 14 0 0 B 4 10 0 0 B
22. 1 3 1 9 A 1 0 7 6 A
23. 0 14 0 0 C 1 11 2 0 C
24. 0 0 14 0 C 0 0 14 0 C
25. 14 0 0 0 A 14 0 0 0 A
Computation:
 Index of Difficulty=Us+Ls
T
 Ex.14+14/28=1
 Discrimination Level=Us-Ls
1/2T
 Ex.14-14/14=0
Index Difficulty Level Recommendation
Descriptive Level
1. 1 Very EASY Unacceptable
2.
3 .54 Right Difficult Retain
4. 2 Very Easy Unacceptabe
5. 1 Very Easy Unacceptable
6 0.79 Easy Acceptabe
8. 0.86 Easy Unacceptabe
9. 1.71 Very Easy Unacceptable
10. 1.79 Very Easy Unacceptabe
12. 0.86 Easy Acceptabe
13 1.57 Very Easy Unacceptable
16. 0.86 Easy Acceptabe
20 2 Very Easy Unacceptabe
Difficulty Level:
Index Descriptive level Recommendation
.91 to above Very easy Unacceptable
.76-.90 Easy Acceptable
.26– 0.75 Moderate Highly acceptable
.11-.25 Difficult Acceptable
.10& below Very difficult Unacceptable
Index Discrimination Level Recommendation
Descriptive Level
1. 0 Low Unacceptable
3. -0.21 Low Questionable/Unacceptable
5. 0.41 Low Unacceptable
6. -0.143 Low Unacceptable
11. 0.29 Moderate Acceptable
13. 0.57 High Highly Acceptable
14. 1 High Highly Acceptable
Discrimination
Index Descriptive Level Recommendation
.40 & above High HA

.20 - 0.39 Moderate Acceptable
0.19& below Low Unacceptable
OVERALL Difficult Discrimination Evaluation
1. Unacceptable Unacceptable Discard
2. Unacceptabe Unacceptable PI
3. Acceptable/retain Unacceptable PI/discard
5. Unacceptable Unacceptable PI
6. Acceptabe Unacceptable QI
11. revise revise revise
12. Acceptabe Acceptable G
13. Unacceptable Highly Acceptable QI
14. Unacceptabe Highly Acceptable QI
22. Unacceptabe Acceptable QI
Overall
DIFFICULTY DISCRIMINATION EVALUATION
HIGHLY ACCEPTABLE HA VERY GOOD ITEM
HA/ACCEPTABLE A/HA GOOD ITEM
HA/A U QI/IMPROVE
UA A QI/REVISE
UA UA POOR/DISC
TO TEACH…
is
TO TOUCH…
is
TO TRANSFORM …
TEACHER-MADE
TESTS
AN EFFECTIVE TEST
AN EFFECTIVE TEST
CONSIST OF
IS VALID IS RELIABLE IS PRACTICAL
GOOD ITEMS
CAN GOOD
PLAUSIBLE DISCRIMINAT DISTRACTOR
E S
What To Do:
-Building Table of Specifications

-Preparing a list of instructional
objectives
-Outlining the course content
-Preparing two-way chart.
TABLE OF SPECIFICATION
MIDTERM EXAMINATION
EDUC 35-ASSESSMENT OF LEARNING
1ST SEMESTER, 2018-2019
TOPICS No. Revised Blooms Taxonomy of Cognitive Objectives Total No.

of of Items
Hour Remember- Understand- Apply Analys- Evalua Creat- (Ni)
s ing ing -ing ing t-ing ing
(Nh)
1.Basic Concepts 4 8 3 11
2.Roles of 7 6 5 2 2 2 2 19
Assessment
3. Principles of 16 10 10 6 6 8 5 45
High Quality
Assessment
TOTAL 27 24 18 8 8 10 7 75
(Th) (Ti)
How to compute the number of items
Formula:
No. of Items=No. of Hours x Total No. of Items
Total No. of Hours
=Nh/Th x Ti
Ex.4/27 x 75=11
STEPS IN CONSTRUCTING
ASSESSMENT TOOLS
PLANNING THE TEST – planning the

objectives of the subject, the
purpose and the availability of
faculties and equipment and the
nature of the student for review
PREPARING THE TEST– it requires
time and effort in preparation. It
requires certain skills and
proficiencies on the producer and
it must master the subject
therefor the students will
understand and familiar with
various type of test
REPRODUCING THE TEST– it
must consider the duplicating
machine and who will facilitate
in typing and producing the type
of test
ADMINISTERING THE TEST– should be in an
familiar environment to the students, sitting
arrangements is observe, correction are made
before the start of the test, distribution and
collection of papers are planned, time must be
written on the board, and do not allow the
student to leave the room except for personal
necessity
SCORING THE TEST
EVALUATING THE TEST – Evaluate the quality of
the student’s responses and the quality of the
test itself
INTERPRETING TEST RESULTS
OBJECTIVE EXAMINATION
Two Main Types of test

1. Recall
2. Recognition
RECALL TYPE
SIMPLE RECALL TYPE – this is one of the
easiest tests to construct among the
objective types. It appears in direct
question, a stimulus word and specific
direction. The response requires the subject
to recall previously learned materials and
the answer are usually short. The test
applicable in science and mathematics in a
form of problem that requires computation
COMPLETION TEST – it consists
of series of items which
requires the subject to fill a
word or phrases on the blanks.
An item may contain one or
more blanks
RECOGNITION TYPE
 ALTERNATIVE RESPONSE TEST – this test

consists of a series of items where it admits
only one correct answer each item. TRUE OR
FALSE, YES OR NO etc.
 MULTIPLE CHOICE TYPE – it regarded as one
of the best forms of test. this is made up of

items which consist of three or more
plausible options. It applicable for testing
vocabulary, reading comprehension,
interpretation of graphs, formulas etc.
MATCHING TYPE – this type consists of
two columns in which proper pairing
relationship of two things. Column A is
matched with column B and it should be in
alphabetical order.
There are two types of Matching Type:

BALANCE AND UNBALANCE
REARRANGEMENT TYPE – it consists of a
multiple-option items where it requires a
chronological order
ANALOGY – this type is made of
items consisting of a pair of
words which are related to each
other. It designs to measure the
ability of students to observe the
pair relationship. It maybe CAUSE
AND EFFECT, PART-WHOLE,
ACTION TO OBJECT.
ADVANTAGE OF AN OBJECTIVE TYPE
1.Easy to score
2.Eliminates subjectivity
3.Adequate sampling
4.Objectivity in scoring
5.Eliminates bluffing
6.Save time and energy in
answering question
DISADVANTAGE OF AN OBJECTIVE TYPE
 1.Difficult to construct
 2.Encourage cheating and guessing
 3.Expensive in terms of duplicating facilities
 4.Question cannot be written on the board
 5.Encourage rote memorization
 6.Time consuming on the part of the teacher
ESSAY EXAMINATION
ESSAY EXAMINATION – Consist of question

where students respond in one or more
sentences. It is test to evaluate knowledge of
the subject matter, written skills, and think
critically within a period of time
According to Monroe and Carter there are twenty types of
essay examination:
1. SELECTIVE RECALL – “Name the four types of

evaluation according to their function in the
classroom”
2. EVALUATION RECALL – “Name five agencies
in the Philippines which have had the greatest
influence on the economic development of the
country”
3. COMPARISON OF TWO THINGS (specific) –
there is one single designated basis “Compare
traditional School and Modern school”
4. COMPARISON OF TWO THINGS (general) –
comparing two things in general “Compare
Agriculture in China with that of the
Philippines.”
5. DECISION – In which in your opinion, can you
do better, an oral or a written examination?
why?
6. CAUSE AND EFFECT – “Why is the application
of saltire incurring food is prohibited?
7. EXPLAIN THE EXACT MEANING – What does
this statement mean “evaluation is not an end
in itself but a means to an end”
8. SUMMARY – Summarize in two paragraph
the advantage and disadvantage of essay test
9. ANALYSIS – “What are the characteristics of
Muslim, which make you understand why
Christians do not make friends with them?”
10.STATEMENT OF RELATIONSHIP – “Why is the
study of genetics helpful in studying plant
breeding?”
11.CLASSIFICATION – “To what class does
eggplant belong? What are other plants having
the same classification with eggplant?”
12. APPLICATION OF THE RULES – “Why should
evaluation be used judiciously?”
13. DISCUSSION – “Explain briefly the four
types of validity”
14. STATEMENT OF AIM – “State the principles
involved in the canning of fish”
15. CRITISM – adequacy, correctness, or
relevance of pointed statement to the question
“What is wrong with the statement practice
makes perfect?”
16. OUTLINE –“Outline rules in constructing
matching type test”
17.REORGANIZATION OF FACTS – “Discuss the
Theory-and-Practice scheme approach based
upon the book, class discussion, outside
reading and actual practice
18.FORMULATION OF NEW QUESTIONS – “What
else must be known in order to understand the
matter under consideration?”
19.ILLUSTRATION AND EXAMPLE – “From your
own experience give three examples of the use
of homemaking in your daily life?”
20.NEW METHOD OR PROCEDURE – “Formulate
a plan for improving the income-generating
project of the school”
ADVANTAGES OF AN ESSAY EXAMINATION
 EASY TO CONSTRUCT –in terms of preparation. It saves time

and energy
 ECONOMICAL – when it comes to reproduction of materials.
It can be written on the board
 TRAINS THE CORE OF ORGANIZING, EXPRESSING, AND
REASONING POWER – Encourage students to think critically
and express their idea
 MINIMIZE GUESSING – it requires one or more sentence
 DEVELOP CRITICAL THINKING – comparison, analysis,
organization of fact, criticism, for defense of opinion, and
decision making
 MINIMIZE CHEATING AND MEMORIZING – essay test is
evaluated in terms of content and form of more than one
sentences
DISADVANTAGE OF ESSAY EXAMINATION
 LOW VALIDITY – it has limited sampling

 LOW RELIABILITY – This may occur due to its subjectivity in
scoring.
 LOW USABILITY – time consuming to both teacher and student
 ENCOURAGE BLUFFING – the tendency of the students who does
not know the answer is to bluff his answer just to cover up his lack
of information
 DIFFICULT TO CORRECT OR SCORE – difficulty on the part of the
teacher to correct due to answer consisting one or more
sentences.
 DISADVANTAGE FOR STUDENTS WITH POOR PENMANSHIP – some
teacher unfavorable to responses of student having poor
handwriting

Classroom Management

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Classroom Management

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III.

student writing activity.

student writing activity.

Classroom assessment differs from tests

The 6 types of assessments are:

Norm-based evaluations are

Examples of norm-referenced tests include

 Criterion referenced assessment (CRA) is

Well-known examples of criterion-referenced

At the end of this chapter, the students

1.How difficult is the item?

Index Descriptive Level Recommendation

.40 & above High HA

HIGHLY ACCEPTABLE HA VERY GOOD ITEM

HA/ACCEPTABLE A/HA GOOD ITEM

-Building Table of Specifications

TOPICS No. Revised Blooms Taxonomy of Cognitive Objectives Total No.

PLANNING THE TEST – planning the

Two Main Types of test

 ALTERNATIVE RESPONSE TEST – this test

of the best forms of test. this is made up of

There are two types of Matching Type:

ESSAY EXAMINATION – Consist of question

1. SELECTIVE RECALL – “Name the four types of

 EASY TO CONSTRUCT –in terms of preparation. It saves time

 LOW VALIDITY – it has limited sampling

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