Activity 1: Assessment Scenarios

For each of the following situations, determine whether the assessment is valid. Explain your answer in
two or three sentences citing the type of validity.

Scenario 1:

Test constructors in a secondary school designed a new measurement procedure to measure

intellectual ability. Compared to well-established measures of intellectual ability, the new test is shorter
to reduce the arduous effect of a long test on students. To determine its effectiveness, a sample of
students accomplished two tests- a standardized intelligence test and the new test with only a few days
interval. Results from both assessments revealed high correlation.

Scenario 2:

After the review sessions, a stimulated examination was given to graduating students a few
months before the Licensure Examination for Teachers (LET). When the results of the LET came out, the
review coordinator found that the scores in in stimulated (mock) examination are not significantly
correlated with the LET scores.

Scenario 3:

A new test was used as a qualifying examination for Secondary Examination freshmen who
would like to major in Biological Science. The test was developed to measure student’s knowledge of
biology. The test was then administered to two groups of sophomores: those specializing in Social
Studies and those already majoring Biology Science. It was hypothesized that the letter group will score
better in the assessment procedure. The results indicated that it is so.

Scenario 4:

A science teacher gave a test on volcanoes to Grade 9 students. The test included the types of
volcanoes, volcanic eruptions and energy from volcanoes. The teacher was only able to cover
extensively the first two topics. Several test items were included on volcanic energy how energy from
volcanoes may be tapped from human use. Majority of her students got low marks.

Scenario 5:

A teacher handling “Media and Information Literacy” prepared a test on “Current and Future
Trends of Media and Information”. Topic include massive open online content, wearable technology, 3D
environment and ubiquitous learning. Below are the learning competencies.

The learners should be able to:

a. Evaluate current trends in media and information and how they will affect individuals and
society in general;
b. Describe massive open online content;
c. Predict future media innovation;
d. Synthesize overall knowledge about media and information skills for producing a prototype of
what the learners think is a future media innovation.

The teacher constructed a two-way table of specifications indicating the number of items for each topic.
The test items target remembering, understanding and applying levels.
Activity 2: Assessment Scenarios

For each of the following situations, determine the source of reliability evidence and type of reliability
coefficient. Explain your answer in two to three statements.

Scenario 1:

Scenario 2:

Scenario 3:

Scenario 4:

Scenario 5:
Task 1: Scenario-based/problem solving learning

As the department head or principal, what action would you take on the following matters? Provide
your recommendations based on the principles of validity and reliability.

Scenario 1:

Mr. Roa taught the different elements and principals of art. After instruction, he administered a
test about prominent painters and sculptors in the 20 th century.

What would you recommend revisions? Why?

Scenario 2:

In a geometry class, the learners have to calculate perimeters and areas of plane figures like
triangles, quadrilaterals, and circles. The teacher decided to use alternative assessment rather than
tests. Students came up with Mathematics portfolios containing their writings about geometry.

What would you tell the teacher? Why?

Scenario 3:

There are two available assessment instruments to measure English skills on grammar and
vocabulary. Test A has high validity but no information concerning its reliability. Test B was tested to
have a high index but no information about its validity.

Which one would you recommend? Why?

Task 2: Critiquing

Below is a table of specifications for a grade 3 science test. Study the ToS. Answer the following
questions that follow.

Questions:

1. Is the number of test items in the Table of Specifications (ToS) proportionate to the number of
hours spent for each objective? Why or why not?

2. If you have to be true to the ToS, which objective should you have the most and the least
number of items?

3. Do the specified assessment methods match the learning objectives?

4. Below are sample test items. Determine if each is a valid test items in accordance with the
objectives (level of learning and domain). Give your comments.

5. What suggestions do you have to possibly improve validity and reliability?

Activity: Method Selection

Among the given assessment methods, choose which one is most practical or efficient. Justify your
answer.

Note: Fundamentally, the choice of assessment method hinges on its appropriateness to achieve the
learning targets. Practically and efficiency should not take precedence.

Factor Assessment Method Reasons

Familiarity Selected Constructed Teacher Self-
with the response response Observation Assessment
method
Familiarity Brief Essay Performance Oral
with the constructed Assessment questioning
method response
Time required Selected Constructed Teacher Self-
response response Observation Assessment
Time required Brief Essay Performance Oral
constructed Assessment questioning
response
Ease in Selected Constructed Teacher Self-
administration response response Observation Assessment
Ease of scoring Selected Constructed Teacher Self-
response response Observation Assessment
Ease of Selected Constructed Teacher Self-
interpretation response response Observation Assessment
Cost Selected Constructed Teacher Self-
response response Observation Assessment

From your answer, which among the assessment methods are the most and practical and efficient?
Assessment scenarios

For each scenario, describe the assessment method in view of the factors of practically and efficiency.

Scenario 1: Ms. Rivera, a science teacher, would like her students to create a video
about proper waste management. She looked into the strengths and
limitations of giving a performance task. She is used to giving projects to
students, but she has limited knowledge about educational technology.
Except for the content, she does not know how to grade the technical
aspects of the video.
Familiarity with the
Method
Time Required
Complexity of
Administration
Ease of Scoring &
Interpretation
Cost

Scenario 2: Ms. De Luna, a Social Studies teacher, is preparing an assessment for her
grade 6 class on the topic “Mga hamon sa kasarinlan”. For this topic,
students should be able to examine problems and challenges on
independence after the second world war. The teacher decides that essay
questions can appropriately measure students’ understanding about colonial
mentality and parity rights. She has almost 50 students and plans to return
the papers within three days.
Familiarity with the
Method
Time Required
Complexity of
Administration
Ease of Scoring &
Interpretation
Cost
Task: Scenario-Based/ problem Solving Learning

As an assessment expert, you were asked for advice on the following matters. Provide your
recommendations.

Scenario 1:

Ms. Loreto handles six Grade 5 classes in English. She would like to test their skills in spelling.
She has two options.

a. Oral spelling test

The teacher pronounces each word out loud and the students write down each word.

b. Spelling bee-type test

Each students is asked individually one-at-a-time to spell specific words out loud.

In terms of practicality and efficiency, which one would you suggest? Why?

Scenario 2:

Mr. Chua is preparing a final examination for his third year college students in Philippine Government
and Constitution scheduled two weeks from now. He is handling six classes. He has no teaching
assistant. He realized that after the final examinations, he has three days to calculate the grades of his
students. He is thinking of giving extended response essays.

What advice would you give him? Which aspect of practicality and efficiency should he prioritize? What
type of assessment should he consider?
Activity 1: Assessment Scenarios

Suppose you are the principal of a public high school. You received complaints from students concerning
their tests. Based on their complaints, you decided to talk to the teachers concerned offered advice
based on ethical standards. Write down your recommendations citing specific aspects of ethics or
fairness discussed in this chapter.

Scenario 1:

Eight-