CHAPTER 1

Instructional Objectives and the Evaluation Process

Assessment, Measurement and Evaluation

Intended Learning Outcomes

At the end of the Discussion, the learners will be able to:

a. Describe the role of the different components of the educative process

b. Examine the major tasks of the teacher
c. Present the meaning, nature and scope of measurement, assessment and
evaluation

Introduction

To determine child performance in school, one has to conduct evaluation.

This evaluation measures the student’s performance and achievements in the
classroom. This is done through tests.

In the educative process, there are three very important factors that
interact with one another: the Learner, the Teacher and the Environment. The
learner or the student is at the center of the teaching-learning activities. He is
directly influenced by the teacher. It is important, therefore, that the teacher
assigned to teach the child is one who has the professional, personal and social
qualities needed to effect desirable changes in the learner’s knowledge, skills and
attitude. In addition, the learner and the teacher should be afforded the right
environment to enhance optimum learning.

Assessment of Student Learning 1 1

 In the teaching-learning process, the teacher renders more working hours
than any other professionals do. This is because the teacher has three (3) very
important responsibilities that necessitate more hours than usual.

The figure shows the Educational Triad, which represents the teacher’s main
functions.

1. Formulation of Goals/Objectives – the teacher should prepare the

lesson plan. One very important component of the lesson plan is the
statement of broad or general objectives, which are termed Declarative
Knowledge by Donna Tileston. The general objectives have to be
translated into something very specific or behavioral for easy assessment.
This is termed as Procedural Knowledge by Tileston. According to
Gronlund, the following are the characteristics of specific objectives:
Specific, Measurable, Achievable/Attainable, Realistic or
Researchable and Time-bounded or within a Time Frame
(SMART).

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For instance, if the science teacher’s lesson for the day is the Parts of the flower,
he will have the following general and specific objectives.

General Objectives:
a. To study the parts of the plants
b. To know the function of each part
c. To learn how the plant manufactures food

Specific Objectives

At the end of the period, the students can:

a. Enumerate the parts of the plants
b. Give the functions of each part
c. Identify the parts of the plants
d. Explain the process of photosynthesis

According to Robert Mager, a specific or behavioral objectives have the

following characteristics: Audience, Behavior, Condition and Degree of
Performance. For example, using the same subject matter above, the teacher
will formulate the behavioral objectives in this manner:

Given a plant, the second year students are expected to name the parts and give
their functions accurately in five minutes.

Audience: 2nd year students

Behavior: name the parts and give the functions
Condition: a plant
Degree of Performance: accurately / in five minutes

A performance level may specify a time limit or the minimum number of correct
responses accepted as evidence of successful learning.

2. Selection and Preparation of Teaching Methods, Techniques and

Strategies – The teacher has to select the methods/strategies
appropriate to the nature of his subject matter and his students. He also
has to prepare learning experiences for the class. Another consideration
that the teacher should make is the preparation of visual aids, which are
meant to enhance learning.

3. Evaluation – after teaching the teacher will now perform the third major
function, and this is Evaluation.

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 Activity 1.1 Construction of Objectives

Instruction. Choose a topic of your chosen field and construct General

objectives and Specific objectives. Follow the principles of Robert Mager, in
performing the specific objectives.

Instruction/Discussion

THE MEANING AND NATURE OF MEASUREMENT, ASSESSMENT AND

EVALUATION

1. Measurement is defined as
● the process of quantifying an individual’s achievement, personality,
attitudes, habits, skills;
● the quantification appraisal of observable phenomena;
● The process of assigning symbols to dimensions of phenomena, an
operation performed in physical world by an observer and
● the process by which information about the attributes or
characteristics of things are determined and differentiated.

2. Assessment is defined as
● the ongoing process of gathering and analyzing evidence of what a
student can do.
● refers to the collecting of data based on the performance, analyzing
and interpreting the data of Rubric Evaluation by using statistical
techniques to arrive at valid results.
● Evaluation is the process of interpreting the evidence and making
judgments and decisions based on the evidence. If the assessment
is not sound, the evaluation will not be sound. In most classrooms,

Assessment of Student Learning 1 4

 teachers assess a student on the basis of observations, oral
conversations and written work. They make instructional decisions
based on these assessments.
● if the assessment is on-going and frequent, changes can be made
immediately to help the student achieve the desired outcome.
● if the assessment is flawed, the final evaluation will be based upon
invalid and unreliable data.
● the quality of the final evaluation is only as valid as the ongoing
assessment data upon which is based.

3. Evaluation is defined as
● a process of ranking individuals or things with respect to some
attributes or trait.
● a process of appraising various aspects of children’s behavior and
the extent of their learning.
● a process of judging the effectiveness of educational experience.
● a process of interpreting and analyzing data evidences of the
changes in the behavior of pupils as they progress through school.
● a process of describing accurately quantity and quality of a thing.
● a process of summing up the results of measurements or tests,
giving them some meaning based on value judgments.
● a systematic process of determining the extent to which
instructional objectives are achieved by the pupils.
● the consideration of evidence in the light of value standard and in
terms of the particular situations and the goals which the group of
individuals are striving to attain.

Jeroski maintains that “evaluation is much more than a way of monitoring

change – it is the single most powerful way in which teachers communicate their
values and beliefs to students, parents and colleagues. The way we look at
evaluation is connected to the way we look at and interact with the world around
us”.

In short, evaluation is a process of determining student performance in the

classroom in terms of quantity and quality based on specified objectives. In
conducting evaluation, one has to make use of “Measurement, for it is an
integral part of evaluation. There can be no evaluation without measurement.
Below are the steps of the evaluation/assessment process:

1. Review formulated objectives

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 2. Construct test items
3. Administer the test
4. Check and score the test papers
5. Interpret the results by giving value judgment

Numbers one (1) to four (4) constitute measurement, while numbers one (1) to
five (5) constitute evaluation.

Remember this!

If the teacher gives a 20-item test to the class and one student gets 18, another
15 and the lowest is 6. These scores represents measurement. The score plus
the value judgment attached to the score, like Good, Very Good or Very Poor
represent evaluation. Measurement is just a part of evaluation, while evaluation
encompasses the whole process. Measurement is a means to an end, while
evaluation is both a means and an end. Lastly, measurement is quantitative,

while evaluation is both quantitative and qualitative.

Activity 1.2 Measurement and Evaluation

Instruction. Suppose you have already 10 students taking up a quiz from your
subject, construct an illustration of the scores using measurement and
evaluation.

SCOPE OF ASSESSMENT

The scope of assessment are as follows:

1. Assessment of Curricular Offerings

2. Assessment of School Programs
3. Assessment of Instructional Materials
4. Assessment of Instructional Facilities
5. Assessment of Teachers and Professors
6. Assessment of Students
7. Assessment of Graduates
8. Assessment of School Managers
9. Assessment of Research
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 10. Assessment of Extension

FUNCTIONS OF EVALUATION

The main aim of teaching learning process is to enable the pupil to

achieve intended learning outcomes. In this process the learning objectives are
fixed then after the instruction learning progress is periodically evaluated by tests
and other evaluation devices.

The function of evaluation process can be summarized as following:

1. Evaluation helps in preparing instructional objectives: Learning

outcomes expected from classroom discussion can be fixed by using
evaluation results.

● What type of knowledge and understanding the student should develop?

● What skill they should display?
● What interest and attitude they should develop?
Can only be possible when we shall identify the instructional objectives and state
them clearly in terms of intended learning outcomes. Only a good evaluation
process helps us to fix up a set of perfect instructional objectives.

2. Evaluation process helps in assessing the learner’s needs: In the

teaching learning process, it is very much necessary to know the needs of
the learners. The instructor must know the knowledge and skills to be
mastered by the students. Evaluation helps to know whether the students
possess required knowledge and skills to proceed with the instruction.

3. Evaluation help in providing feedback to the students: An

evaluation process helps the teacher to know the learning difficulties of
the students. It helps to bring about an improvement in different school
practices. It also ensures an appropriate follow up service.

4. Evaluation helps in preparing programmed materials: Programmed

instruction is a continuous series of learning sequences. First the
instructional material is presented in a limited amount then a test is given
to respond the instructional material. Next feedback is provided on the

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 basis of correctness of response made. So that without an effective
evaluation process the programmed learning is not possible.

5. Evaluation helps in curriculum development: Curriculum

development is an important aspect of the instructional process.
Evaluation data enable the curriculum development, to determine the
effectiveness of new procedures, identify areas where revision is needed.
Evaluation also helps to determine the degree to what extent an existing
curriculum is effective. Thus evaluation data are helpful in constructing
the new curriculum and evaluating the existing curriculum.

6. Evaluation helps in reporting pupil’s progress to parents: A

systematic evaluation procedure provides an objective and comprehensive
picture of each pupil’s progress. This comprehensive nature of the
evaluation process helps the teacher to report on the total development of
the pupil to the parents. This type of objective information about the pupil
provides the foundation for the most effective cooperation between the
parents and teachers.

7. Evaluation data are very much useful in guidance and counseling:

Evaluation procedures are very much necessary for educational,
vocational and personal guidance. In order to assist the pupils to solve
their problems in the educational, vocational and personal fields the
counsellor must have an objective knowledge of the pupil’s abilities,
interests, attitudes and other personal characteristics. An effective
evaluation procedure helps in getting a comprehensive picture of the pupil
which leads to effective guidance and of counselling.

8. Evaluation helps in effective school administration: Evaluation data

helps the administrators to judge the extent to which the objectives of the
school are being achieved, to find out strengths and weaknesses of the
curriculum and arranging special school programs. It also helps in
decisions concerning admission, grouping and promotion of the students.

9. Evaluation data are helpful in school research: In order to make the

school program more effective, researches are necessary. Evaluation data
help in research areas like comparative study of different curricula,
effectiveness of different methods, effectiveness of different
organizational plans, etc.
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The following are requisites for a teacher to be competent in educational
assessment

1. He must know the educational uses and limitations of the tests;

2. He must know the criteria by which quality of tests should be judged;
3. He must know how to plan the test and write the questions to be
included;
4. He must know how to administer the test properly; and
5. He must know how to interpret the test scores.

PRINCIPLES OF EVALUATION/ASSESSMENT

Evaluation is a systematic process of determining to what extent instructional ob-

jectives has been achieved. Therefore evaluation process must be carried out
with effective techniques.

The following principles will help to make the evaluation process an effective
one:

1. It must be clearly stated what is to be evaluated : A teacher must

be clear about the purpose of evaluation. He must formulate the
instructional objectives and define them clearly in terms of student’s
observable behavior. Before selecting the achievement measures the
intended learning out comes must be specified clearly.

2. A variety of evaluation techniques should be used for a

comprehensive evaluation: It is not possible to evaluate all the aspect
of achievement with the help of a single technique. For the better
evaluation the techniques like objective tests, essay tests, observational
techniques etc. should be used. So that a complete’ picture of the pupil
achievement and development can be assessed.

3. An evaluator should know the limitations of different evaluation

techniques: Evaluation can be done with the help of simple observation
or highly developed standardized tests. But whatever the instrument or
technique may be it has its own limitation. There may be measurement
errors. Sampling error is a common factor in educational and
psychological measurements. An achievement test may not include the
whole course content. Error in measurement can also be found due to

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 students guessing on objective tests. Error is also found due to incorrect
interpretation of test scores.
4. The technique of evaluation must be appropriate for the
characteristics or performance to be measured: Every evaluation
technique is appropriate for some uses and inappropriate for another.
Therefore while selecting an evaluation technique one must be well aware
of the strength and limitations of the techniques.
5. Evaluation is a means to an end but not an end in itself: The
evaluation technique is used to take decisions about the learner. It is not
merely gathering data about the learner. Because blind collection of data
is wastage of both time and effort. But the evaluation is meant for some
useful purpose.

Evaluate Yourself.
Instruction. Answer the following questions and write your answer in a ½ sheet
of paper.

Rubrics for evaluation.

● 10 points – Answered the problem correctly;
● 3 points – Answered the problem incorrectly or lacking of data’s answered;
● 0 point – No answer!

1. Compare and contrast measurement, assessment and evaluation.

2. Why is there a need to evaluate student performance in the classroom?

TYPES OF EVALUATION

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Evaluation is classified according to the period in which it is conducted and
whether or not the score of one student will affect the grade of other students.

A. As to the period the evaluation is conducted in, there are three

(3) types:

1. Formative Evaluation

This is conducted during instruction. It aims to obtain ongoing

feedback about strengths and weaknesses of both the students and the
teachers.

Formative or ongoing assessment are conducted continually

throughout the year. These are used to monitor students’ progress and
provide meaningful and immediate feedback as to what students have to
do to achieve learning standards. The purpose is to improve instruction
throughout the course. Too much emphasis has been placed on the
summative or end evaluation. Often it is too late to do anything about
what the student knows and what he doesn’t know.

Assessment should be an integral part of the learning process – an

ongoing part. Students should be able to internalize capacities to evaluate
their learning, do so as they can learn, and do so in ways that exhibit their
capacity to be performing thinkers, problem solvers and inquirers (Brown,
1989). The results of the formative assessment can be used to redirect
efforts, provide information, evaluate the program and form the basis for
the final summative evaluation.

2. Summative Evaluation

Summative evaluation occurs at the end of a unit, activity, course,

term or program. It is used with formative evaluation to determine
student achievement and program effectiveness. It aims to assess
attainment of initial objectives; to determine the effectiveness of an
educational program; and to identify other outcomes.

This type of evaluation reports the degree to which course

objectives or standards have been met. It can also be used to report to
parents, promote or retain students, measure student achievement, and

Assessment of Student Learning 1 11

 measure program effectiveness. Summative evaluation is the “last
judgment” – the final grade – the end result. It represents the summation
of what the student has learned.

3. Diagnostic Evaluation

This is conducted or administered prior to instruction. It aims to

determine the starting point; identify needed prerequisite skills; identify
causes of learning difficulties; and place students in learning groups.

Diagnostic evaluations are often administered at the beginning of a

course, quarter, semester or year to assess the skills, abilities, and
interests, levels of achievement or difficulties of a student or a class.
Diagnostic evaluations should be done informally, and should not be
included in the grade. Teachers can use the results to modify programs,
determine causes of learning difficulties, and see at what level a student
enters a class. Diagnostic assessments can also be used as baseline data
to find out where the students are before a teacher tries a new
intervention to produced desired results. Diagnostic tools include items
such as pre-tests, writing samples, problem-solving exercises, skill tests,
attitude surveys and questionnaires.

B. As to whether or not the score of one student will affect the

grade of another student, there are two types:

1. Criterion-Referenced Test

This describes what an examinee can do without reference to the

performance of others. This is a measure used to check the
performance of a student in relation to some specified criteria. It
checks whether or not the student has mastered or achieved the
required level of performance. It provides comparison between the
individual and some previously defined objectives or level of
achievement. The meaningfulness of one’s score is independent of that
of other learners. It points out what a learner can do, not how he
compares with others. The score of one student will not affect the
grade of another.

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 2. Norm-Referenced Evaluation

This is a measure to find out how well a student performs on a defined

set of tasks in relation with the performance of other students who
take the same test. The key feature is comparison with other students.
The score of one student will affect the grades of other students. The
data taken from the known group are compared with those of the
group being tested for better interpretation of data.

C. Other Types of Evaluation

1. Placement Evaluation

This defines student entry behavior. It determines knowledge and

skills possessed, which are necessary at the beginning of instruction. It
is used to place students in a section of group.

Assessment of Student Learning 1 13

 Test Yourself.

Guide questions for discussion:

Answer the following questions and write your answers in a 1 whole sheet of
paper. Give at least 3 explanations.

Rubrics for evaluation.

● 10 points – Answered the problem correctly;
● 3 points – Answered the problem incorrectly or lacking of data’s
answered;
● 0 point – No answer!

1. How important are the components of the educative process?

2. Explain the Educational Triad.
3. Compare and contrast: measurement, assessment and evaluation.
4. Why there is a need to evaluate student performance in the classroom?

Assessment of Student Learning 1 14

 5. Discuss the different types of evaluation.

CHAPTER 2

Intended Learning Outcomes

At the end of the discussion, the learners will be able to:

a. Describe what tests are

b. Construct the different type of tests
c. Discuss the rules in constructing various kinds of tests.

Introduction

Tests are classified into two:

● Educational Test – any test that measure the effects of instruction.
● Psychological Test – a test that measures intangible trait like intelligence,
emotional stability, personality and interest.

CLASSIFICATION OF TESTS

There are two general types of educational tests. These are the Teacher-
made Test or Informal Test and the Standardized Test or Formal Test .
Teacher-made Tests are constructed by the subject teacher. Such test is also
known as Achievement Test because its main function is to measure student
performance and determine whether or not the specified objectives are achieved.

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 A Standardized Test or Formal Test is one that is developed by experts,
administered and scored under standard conditions and interpreted with the use
of standards.

Teacher-Made Tests are written or oral assessments that are not

commercially produced or standardized. In other words, this is a test a teacher
designs specifically for his or her students.

Teacher-made tests are normally prepared and administered for testing

classroom achievement of students, evaluating the method of teaching adopted
by the teacher and other curricular programs of the school.

Teacher-made test is one of the most valuable instrument in the hands of

the teacher to solve his purpose. It is designed to solve the problem or
requirements of the class for which it is prepared.

It is prepared to measure the outcomes and content of local curriculum. It

is very much flexible so that, it can be adopted to any procedure and material. It
does not require any sophisticated technique for preparation.

FEATURES OF TEACHER-MADE TESTS

1. The items of the tests are arranged in order of difficulty.

2. These are prepared by the teachers which can be used for prognosis and
diagnosis purposes.

3. The test covers the whole content area and includes a large number of items.

4. The preparation of the items conforms to the blueprint.

5. Test construction is not a single man’s business, rather it is a co-operative

endeavor.

6. A teacher-made test does not cover all the steps of a standardized test.

7. Teacher-made tests may also be employed as a tool for formative evaluation.

8. Preparation and administration of these tests are economical.

9. The test is developed by the teacher to ascertain the student’s achievement

and proficiency in a given subject.

10. Teacher-made tests are least used for research purposes.

Assessment of Student Learning 1 16

11. They do not have norms whereas providing norms is quite essential for
standardized tests.

STEPS/PRINCIPLES OF CONSTRUCTION OF TEACHER-MADE TEST

A teacher-made test does not require a well-planned preparation. Even

then, to make it more efficient and effective tool of evaluation, careful
considerations arc needed to be given while constructing such tests.

The following steps may be followed for the preparation of teacher-made test:

1. Planning

Planning of a teacher-made test includes:

a. Determining the purpose and objectives of the test, ‘as what to measure and
why to measure’.

b. Deciding the length of the test and portion of the syllabus to be covered.

c. Specifying the objectives in behavioral terms. If needed, a table can even be

prepared for specifications and weightage given to the objectives to be
measured.

d. Deciding the number and forms of items (questions) according to blueprint.

e. Having a clear knowledge and understanding of the principles of constructing

essay type, short answer type and objective type questions.

f. Deciding date of testing much in advance in order to give time to teachers for
test preparation and administration.

g. Seeking the co-operation and suggestion of co-teachers, experienced teachers

of other schools and test experts.

2. Preparation of the Test

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 Planning is the philosophical aspect and preparation is the practical aspect
of test construction. All the practical aspects to be taken into consideration while
one constructs the tests. It is an art, a technique. One is to have it or to acquire
it. It requires much thinking, rethinking and reading before constructing test
items.

Different types of objective test items viz., multiple choice, short-answer

type and matching type can be constructed. After construction, test items should
be given lo others for review and for seeking their opinions on it.

The suggestions may be sought even from others on languages,

modalities of the items, statements given, correct answers supplied and on other
possible errors anticipated. The suggestions and views thus sought will help a
test constructor in modifying and verifying his items afresh to make it more
acceptable and usable.

After construction of the test, items should be arranged in a simple to

complex order. For arranging the items, a teacher can adopt so many methods
viz., group-wise, unit-wise, topic wise etc. Scoring key should also be prepared
forthwith to avoid further delay in scoring.

Direction is an important part of a test construction. Without giving a

proper direction or instruction, there will be a probability of losing the
authenticity of the test reliability. It may create a misunderstanding in the
students also.

Thus, the direction should be simple and adequate to enable the students to
know:

● The time for completion of test,

● The marks allotted to each item,
● Required number of items to be attempted,
● How and where to record the answer? and
● The materials, like graph papers or logarithmic table to be used.

USES OF TEACHER-MADE TESTS

1. To help a teacher to know whether the class in normal, average, above

average or below average.
2. To help him in formulating new strategies for teaching and learning.

Assessment of Student Learning 1 18

3. A teacher-made test may be used as a full-fledged achievement test which
covers the entire course of a subject.
4. To measure students’ academic achievement in a given course.
5. To assess how far specified instructional objectives have been achieved.
6. To know the efficacy of learning experiences.
7. To diagnose students learning difficulties and to suggest necessary remedial
measures
8. To certify, classify or grade the students on the basis of resulting scores.
9. Skillfully prepared teacher-made tests can serve the purpose of standardized
test.
10. Teacher-made tests can help a teacher to render guidance and counseling.
11. Good teacher-made tests can be exchanged among neighboring schools.
12. These tests can be used as a tool for formative, diagnostic and summative
evaluation.
13. To assess pupils’ growth in different areas.
Teacher-Made Tests are classified into objective and essay tests. An
objective test is one that has only one correct answer. It yields the same score
no matter who checks the test paper or even if it is checked at different times.
An essay test is one that yields different scores when two or more scorers
correct the test papers of the same examinee. This test is easier to construct
than the objective type. It is also economical and trains the core of organizing,
expressing and reasoning of a student. This minimizes guessing, develops critical
thinking, minimizes cheating and memorizing, and develops good study habits.

Objective types of test are of two kinds: Recall Type or Supply Type
and Recognition or Selection Type.

Recall Type or Supply Type Recognition or Selection Type

1. True or False Type 1. Filling the Blanks or Completion
2. Matching Type Type
3. Multiple Choice Type 2. Cloze Procedure Type
4. Analogy Type 3. Enumeration Type
4. Identification Type

The following Standardized Tests are usually administered to the

students:

● Intelligence Test Measures general mental ability of the child

Measures specific ability or talent. It is used to

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 ● Aptitude Test predict the likelihood of success/failure in a
particular or specific field of endeavor.
Determines an individual’s personal
● Personality Test characteristics; that is, his emotional
adjustment or tendencies towards introversion
or extroversion. It also tests dominance and
submissiveness.
Determines the extent to which a person like
● Interest-Inventory Test or dislikes a vocation or profession. It reveals
the type of work or career in which a person is
interested.

Activity 2.1 Classification of Tests

Instruction. Suppose you are a teacher, construct 25-item of tests in your chosen
field and identify what kind of Objective type of tests the item you had
constructed. Write your answers in a 1 whole sheet of paper.

TRUE or FALSE TYPE

A. The Regular True-False Type

True-False Type is a simple declarative statement to which the

pupil responds by indicating whether the statement is true or false. This is
also known as Alternative Response Type. The student writes TRUE if the
statement is true and FALSE if it is not. This is usually encourages
guessing.

B. Modified True-False Type

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 The student is directed to write True if the statement is true, but
False if the statement is false. He is instructed to write the word (s)
which should be substituted to make the statement true.

C. Cluster Type

A number of true-false statements are constructed around a broad

area.

Example:

1. The Philippines is bounded by:

______________ a. China in the North
______________ b. Japan in the South
______________ c. Indonesia in the West
______________ d. Malaysia in the East

D. Controlled Correction Type

The pupil is directed to write the word, which should be

substituted, for the underlined word to make the statement true. The
answers are controlled in the words that are given.

E. T – F – TF Variety

It is possible to test pupils’ knowledge of certain statements which

are true under all circumstances, False under all circumstances, and True
at some circumstances and false at other circumstances.

Rules in Constructing True-False Test:

● Always make Regular True-False Test RIGHT MINUS WRONG to avoid

guessing.
● Each item should refer only to one concept.
● It must not include an opinion.

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 ● Avoid using patterns for the occurrence of TRUE-FALSE statements.

The following are some guidelines (Worthen et al., 1999 ) to construct good
true/false questions.

● Avoid double-barreled questions. Write questions that ask about a single

idea.
● Avoid using negative wording in false statements
● Use approximately the same number of true and false questions
● Arrange the true and false questions in a random order
● Keep the lengths of the true and false questions about the same
● Avoid writing long and complicated questions. Break them into simple
sentences.
● Avoid using absolute terms or superlatives such as always, never, largest,
best, usually, generally, etc.
● Do not include irrelevant material (Kubiszyn & Borich, 2003)

MATCHING TYPE TEST

This type of test consists of two columns in which proper pairing relationship
of two things is strictly observed. The components of matching type are:

● Set of Premises – commonly found in column A

● Set of Responses –responses to the questions in column A. Found in
Column B.
● Key – the correct answer
● Jokers – the distracters or incorrect responses

Rules in Constructing Matching Type of Test

1. Give very clear directions and always indicate the basis for matching.
2. Be sure the materials in the test are homogenous.
3. Always provide joker or jokers to avoid automatic pairing.
4. Place all items on the same page.
5. Avoid a pattern for the responses.

Assessment of Student Learning 1 22

Activity 2.2 True or False and Matching Type Construction

Instruction. Construct the following in a long bond paper.

1. True or False Type of Test following the rules of constructing it (10 items)
2. Matching Type (identify the parts of a ten item quiz)

COMPLETION OR FILLING THE BLANKS

The examinees are required to fill out the blanks with word or words to
form a complete statement.

Rules in Constructing Completion Test

1. The blank spaces should be located at the end or near the end of the
statement, never at the beginning.
2. Be sure to have uniform length of the blank spaces to avoid clues.
3. Avoid clues like a, an.
4. Don’t over mutilate the statements.
5. Give very clear instructions.
6. Be sure that there is only one correct answer to an item.
7. Direct the students to write their answers in one column-either right or
left side.

MULTIPLE CHOICE TYPE

This type of test includes a direct question or an incomplete statement

and a number of possible answers. The pupil is directed to select the correct or
best answer. It is the most popular type of test ( Greene). According to
Michaels and Karnes also state that it is the most useful. In fact, in most
standardized test s that come out of the market, this type of test found to be the
most commonly used. One reason perhaps is that it is most adaptable for

Assessment of Student Learning 1 23

measurement of knowledge, measurement of understanding and application of
principles. This test has the following components:

Stem is the direct question or the incomplete statement.

Foils are the choices
Distracters are the choices, which represent the “wrong” answers
Key is the correct option.

RULES FOR WRITING MULTIPLE-CHOICE QUESTIONS

1. Use Plausible Distractors (wrong-response options)

● Only list plausible distractors, even if the number of options per question
changes
● Write the options so they are homogeneous in content
● Use answers given in previous open-ended exams to provide realistic
distractors

2. Use a Question Format

● Experts encourage multiple-choice items to be prepared as questions
(rather than incomplete statements)
Incomplete Statement Format:
The capital of California is in

Direct Question Format:

In which of the following cities is the capital of California?

3. Emphasize Higher-Level Thinking

● Use memory-plus application questions. These questions require students
to recall principles, rules or facts in a real life context.
● The key to preparing memory-plus application questions is to place the
concept in a life situation or context that requires the student to first recall
the facts and then apply or transfer the application of those facts into a
situation.
● Seek support from others who have experience writing higher-level
thinking multiple-choice questions.

EXAMPLES:

Memory Only Example (Less Effective)

Which description best characterizes whole foods?
a. orange juice

Assessment of Student Learning 1 24

 b. toast
c. bran cereal
d. grapefruit

Memory-Plus Application Example (Effective)

Sally’s breakfast this morning included one glass of orange juice (from
concentrate), one slice of toast, a small bowl of bran cereal and a grapefruit.
What “whole food” did Sally eat for breakfast?
a. orange juice
b. toast
c. bran cereal
d. grapefruit

Memory-Plus Application Example (Effective)

Which one of the following best illustrates the law of diminishing returns?
a. The demand for a farm product increased faster than the supply of the
product.
b. The population of a country increased faster than the means of
subsistence.
c. A machine decreased in utility as its parts became worn.
d. A factory doubled its labor force and increased production by 50
percent.

Ability to Interpret Cause-and-Effect Relationships Example (Effective)

Why does investing money in common stock protect against loss of
assets during inflation?

a. It pays higher rates of interest during inflation.

b. It provides a steady but dependable income despite economic
conditions.
c. It is protected by the Federal Reserve System.
d. It increases in value as the value of a business increases.

Ability to Justify Methods and Procedures Example (Effective)

Why is adequate lighting necessary in a balanced aquarium?
a. Fish need light to see their food.
b. Fish take in oxygen in the dark.
c. Plants expel carbon dioxide in the dark.
d. Plants grow too rapidly in the dark.

4. Keep Option Lengths Similar

• Avoid making your correct answer the long or short answer

5. Balance the Placement of the Correct Answer

Assessment of Student Learning 1 25

 • Correct answers are usually the second and third option

6. Be Grammatically Correct
● Use simple, precise and unambiguous wording
● Students will be more likely to select the correct answer by finding the
grammatically correct option

7. Avoid Clues to the Correct Answer

● Avoid answering one question in the test by giving the answer somewhere
else in the test
● Have the test reviewed by someone who can find mistakes, clues,
grammars and punctuation problems before you administer the exam to
students
● Avoid extremes – never, always, only
● Avoid nonsense words and unreasonable statements

8. Avoid Negative Questions

● 31 of 35 testing experts recommend avoiding negative questions
● Students may be able to find an incorrect answer without knowing the
correct answer

9. Use Only One Correct Option (Or be sure the best option is clearly
the best option)
● The item should include one and only one correct or clearly best answer
● With one correct answer, alternatives should be mutually exclusive and
not overlapping
● Using MC with questions containing more than one right answer lowers
discrimination between students

10. Give Clear Instructions

Such as:
Questions 1 - 10 are multiple-choice questions designed to assess your ability to
remember or recall basic and foundational pieces of knowledge related to this
course. Please read each question carefully before reading the answer options.
When you have a clear idea of the question, find your answer and mark your
selection on the answer sheet. Please do not make any marks on this exam.

Questions 11 – 20 are multiple-choice questions designed to assess your ability

to think critically about the subject. Please read each question carefully before

Assessment of Student Learning 1 26

reading the answer options. Be aware that some questions may seem to have
more than one right answer, but you are to look for the one that makes the most
sense and is the most correct. When you have a clear idea of the question, find
your answer and mark your selection on the answer sheet. You may justify any
answer you choose by writing your justification on the blank paper provided.

11. Use Only a Single, Clearly-Defined Problem and Include the Main
Idea in the Question
• Students must know what the problem is without having to read the response
options

12. Avoid the “All the Above” Option

• Students merely need to recognize two correct options to get the answer
correct

13. Avoid the “None of the Above” Option

• You will never know if students know the correct answer

14. Don’t Use MC Questions When Other Item Types Are More
Appropriate
• Limited distractors or assessing problem-solving and creativity

Activity 2.3 Multiple Choice Type Construction

Instruction. Construct a Multiple-choice Type of Test following the rules of

constructing it (20 items). Write your answers in a long bond paper.

IDENTIFICATION TEST

This is a form of completion test in which a term is defined, explained, or

indicated by a picture, diagram or concrete object.

RULES IN CONSTRUCTING IDENTIFICATION TEST

1. The definition or explanation of the term may be given by means of a

phrase or incomplete statement or in a question form.
2. The statement should be so phrased that there is only one response.

ENUMERATION TEST

Assessment of Student Learning 1 27

 An enumeration test is a type of completion test in which there are two or
more responses to an item.

CLOZE PROCEDURE TEST

A Cloze Test (also cloze deletion test) is an exercise, test, or assessment

consisting of a portion of language with certain items, words, or signs removed
(cloze text), where the participant is asked to replace the missing language item.
Cloze tests require the ability to understand context and vocabulary in order to
identify the correct language or part of speech that belongs in the deleted
passages. This exercise is commonly administered for the assessment of native
and second language learning and instruction.

Activity 2.4 Identification and Cloze Test Type Construction

Instruction. Construct the following in a long bond paper.

1. Identification Type of Test following the rules of constructing it (10 items)

2. Cloze Procedure Type of Test (find a sample context related to your field,
example The Preamble (Social Studies major))

ANALOGY TEST

This type of test is made of items consisting of a pair of words that are
related to each other. It is designed to measure the ability of students observe
the pair relationship of the first group to the second group.

15 KINDS OF RELATIONSHIPS IN ANALOGY TEST

1. Purpose 4. Part to Part 6. Object to
2. Cause and 5. Action to Action
Effect Object 7. Synonym
3. Part to Whole 8. Antonym

Assessment of Student Learning 1 28

 9. Place 12. Sequence 15.Numerical
10. Degree 13. Grammatical
11. Characteristics 14. Association

RULES OF CONSTRUCTING ANALOGY TEST

1. The relationship of the first pair of words is equal to the relationship of

the second.
2. Destructors or incorrect responses must be plausible or closely related to
the correct answer to attract the examinees to the incorrect response. The
process of obtaining the correct answer is by logical elimination.
3. All options must be constructed to parallel language.
4. All options must be grammatically consistent.
5. Four or more options in each item must be included to minimize guessing.
If using three options, correction formula is applied.
6. Only homogeneous relationship must be included in each item.

Activity 2.5 Analogy Test Type Construction

Instruction. Construct an Analogy Test type of test, following the 15 kinds of

relationship in Analogy Test. Write your answers in a long bond paper.

Assessment of Student Learning 1 29

 Test Yourself.

Guide questions for discussion:

Answer the following questions and write your answers in a 1 whole sheet of
paper. Give at least 3 explanations.

Rubrics for evaluation.

● 10 points – Answered the problem correctly;

Assessment of Student Learning 1 30

 ● 3 points – Answered the problem incorrectly or lacking of data’s
answered;
● 0 point – No answer!

1. Differentiate a Standard Test from a Teacher-Made Test.

2. Give and discuss the different types of Teacher-Made Test.
3. How is Teacher-Made Test constructed? What are the guidelines in
constructing the set?
4. What are the factors to be considered in constructing the following:
a. True-False Type
b. Matching Type
c. Completion or Filling the blank Type
d. Multiple Choice Type
e. Identification Type
f. Cloze Procedure

CHAPTER 3

STANDARDIZED TEST

Intended Learning Outcomes

At the end of the discussion, the learners will be able to:

a. Summarize standardized test.

b. Describe the different types of multiple intelligences.
c. Differentiate the different psychological test such as Intelligence Test,
Aptitude Test, Personality Test and Interest Inventory Test.
d. Explain the different Psychological Test such as Intelligence, Aptitude,
Personality and Interest Inventory Test.

Assessment of Student Learning 1 31

 e. Compare and contrast the difference between Projective and Objective
type of personality test.
f. Value their own intelligence, talents, personalities and interests in life.

Introduction

Specialists who know very well the principles of test construction generally
prepare standardized tests. These tests are prepared very carefully and they are
intended for the computation of norms. These are generally correlated with other
tests of known validity and reliability. Most commonly administered standardized
tests to the students are the Intelligence Test, Aptitude Test, Personality Test
and the Interest Inventory.

INTELLIGENCE TEST
This measures the general mental ability of an individual. It measures the
intelligence quotient (IQ): very superior, high average, low average, borderline
or mentally defective.

Assessment of Student Learning 1 32

 It also establishes the ability of the individual to think abstractly or to
organize parts of a situation into a coherent whole. The intelligence test was first
developed in Germany. Other countries followed. These countries were England,
France and the United States.
A. Germany and Experimental Psychology
In 1879 Wilhelm Wedth, a German Psychologist established the 1 st
psychological laboratory in Leipzig, Germany. The problems studied were
on sensitivity to visual, auditory and other sensory stimuli. In 1912,
William Stern pioneered the differential Psychology. He dealt with
differences among individuals in various psychological traits. He
represented intelligence as the ration of mental age to chronological age,
which led him to suggest the term “mental quotient”. This was later on
modified by Lewis M. Terman as IQ (Intelligence Quotient). Terman is
considered the Father of Modern/Intelligence Test.

The formula is:

IQ = MA/OA
Where:
IQ – Intelligence quotient
MA – Mental Age (from the scores of mental ability test)
OA – Chronological Age (age since birth)
B. England and Statistical Methods
Statistical method as an instrument for the analysis of test results
was the significant contribution of English scientist Francis Galton, who
was the originator of the questionnaire method and the “Theory of
Eugenics”.

Assessment of Student Learning 1 33

Multiple Intelligences
In 1983, an American developmental psychologist Howard Gardener
described 9 types of intelligence:
● Naturalist (nature smart)
● Musical (sound smart)
● Logical-mathematical (number/reasoning smart)
● Existential (life smart)
● Interpersonal (people smart)
● Bodily-kinesthetic (body smart)
● Linguistic (word smart)
● Intra-personal (self-smart)
● Spatial (picture smart)

The 9 Types of Intelligence

Assessment of Student Learning 1 34

1.Naturalist Intelligence
Naturalist intelligence designates the human ability to discriminate among living
things (plants, animals) as well as sensitivity to other features of the natural
world (clouds, rock configurations). This ability was clearly of value in our
evolutionary past as hunters, gatherers, and farmers; it continues to be central in
such roles as botanist or chef. It is also speculated that much of our consumer
society exploits the naturalist intelligences, which can be mobilized in the
discrimination among cars, sneakers, kinds of makeup, and the like.
2. Musical Intelligence
Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone.
This intelligence enables us to recognize, create, reproduce, and reflect on
music, as demonstrated by composers, conductors, musicians, vocalist, and
sensitive listeners. Interestingly, there is often an affective connection between
music and the emotions; and mathematical and musical intelligences may share
common thinking processes. Young adults with this kind of intelligence are
usually singing or drumming to themselves. They are usually quite aware of
sounds others may miss.
3. Logical-Mathematical Intelligence
Logical-mathematical intelligence is the ability to calculate, quantify, consider
propositions and hypotheses, and carry out complete mathematical operations. It
enables us to perceive relationships and connections and to use abstract,
symbolic thought; sequential reasoning skills; and inductive and deductive
thinking patterns. Logical intelligence is usually well developed in
mathematicians, scientists, and detectives. Young adults with lots of logical
intelligence are interested in patterns, categories, and relationships. They are
drawn to arithmetic problems, strategy games and experiments.
4. Existential Intelligence
Sensitivity and capacity to tackle deep questions about human existence, such as
the meaning of life, why we die, and how did we get here.
 
5. Interpersonal Intelligence
Interpersonal intelligence is the ability to understand and interact effectively with
others. It involves effective verbal and nonverbal communication, the ability to
note distinctions among others, sensitivity to the moods and temperaments of
others, and the ability to entertain multiple perspectives. Teachers, social
workers, actors, and politicians all exhibit interpersonal intelligence. Young adults
with this kind of intelligence are leaders among their peers, are good at
communicating, and seem to understand others’ feelings and motives.

6. Bodily-Kinesthetic Intelligence

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a

variety of physical skills. This intelligence also involves a sense of timing and the

Assessment of Student Learning 1 35

perfection of skills through mind–body union. Athletes, dancers, surgeons, and
crafts people exhibit well-developed bodily kinesthetic intelligence.

7. Linguistic Intelligence

Linguistic intelligence is the ability to think in words and to use language to

express and appreciate complex meanings. Linguistic intelligence allows us to
understand the order and meaning of words and to apply meta-linguistic skills to
reflect on our use of language. Linguistic intelligence is the most widely shared
human competence and is evident in poets, novelists, journalists, and effective
public speakers. Young adults with this kind of intelligence enjoy writing,
reading, telling stories or doing crossword puzzles.

8. Intra-personal Intelligence

Intra-personal intelligence is the capacity to understand oneself and one’s

thoughts and feelings, and to use such knowledge in planning and directing
one’s life. Intra-personal intelligence involves not only an appreciation of the self,
but also of the human condition. It is evident in psychologist, spiritual leaders,
and philosophers. These young adults may be shy. They are very aware of their
own feelings and are self-motivated.

9. Spatial Intelligence

Spatial intelligence is the ability to think in three dimensions. Core capacities

include mental imagery, spatial reasoning, image manipulation, graphic and
artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and
architects all exhibit spatial intelligence. Young adults with this kind of
intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time
drawing or daydreaming.

Activity 3.1 Know your Strength

Instruction: Answer the following base on your own opinion, there is no wrong
answer. Good luck!
https://www.literacynet.org/mi/assessment/findyourstrengths.html

Assessment of Student Learning 1 36

APTITUDE TEST
Aptitude tests measure student’s ability to learn new tasks. The major
differences of aptitude tests lie in (1) the types of learning measured by each
test,
(2) the types of prediction for which the student is most useful.
Aptitude tests predict future performance and area in which the individual
is not currently trained. Schools, businesses and government agencies often use
aptitude test when assigning individuals to specific positions. Aptitudes are
natural talents, specific abilities for doing or learning to do certain kind of things.
Manual dexterity, musical ability, spatial visualization and memory for numbers
are examples of such aptitudes. These measured traits are highly stable over
long-term periods.

SCHOLASTIC APTITUDE TEST

A scholastic aptitude test measures performance based on learning

abilities. In this sense, this test is a specific type of achievement test. Any
conclusion concerning capacity or potential for learning must be inferred from
the results, and such inference can be validly made only when the following
conditions or presumptions have been met:

1. All pupils have had an equal opportunity to learn the types of tasks
presented in the test.
2. All pupils have been motivated to do their best on the test.
3. All pupils have the enabling behaviors (such as reading skill) necessary for
maximum performance on the test.
4. None of the pupils is hampered by test panic and emotional problems,
which can prevent maximum performance in the test.

Assessment of Student Learning 1 37

GROUP TEST OF SCHOLASTIC APTITUDE
The Cognitive Abilities Test (CogAT) is a multiple-choice K-12 assessment
that measures reasoning skills with different types of verbal, quantitative, and
nonverbal questions. The CogAT is a group-administered aptitude test
commonly given as an entrance exam into school’s gifted programs.

Verbal Battery Quantitative Battery Non-Verbal Battery

Picture Analogies Number Analogies Figure Matrices

Sentence Completion Number Puzzles Paper Folding

Picture Classification Number Series Figure Classification

CogAT consists of a verbal battery, quantitative battery, and nonverbal

battery. Each battery is a separate section of the test containing 3 different types
of questions that cover unique cognitive abilities.

Otis – Lennon Mental Ability Test (OLMAT)

This test is appropriate for grades K-12. An earlier version of this test is
included in the Otis Quick Scoring Mental Ability Test. The test requires as little
as 30 minutes to administer at the lower levels. Although this test compares
favorably with other IQ tests, it is only a Total IQ score that is provided.

Short Form Test of Academic Aptitude (SFTAA)

This test is appropriate to grades 1.0 – 12.0. Five levels of the test cover
the five-grade range. The SFTAA is a revision of an earlier test called the
California Test for Mental Maturity. It yields Language, Non-Language and the
total scores. It consists of four subtests: Vocabulary, Analogies, Sequences and
Memory.

INDIVIDUAL TEST OF SCHOLASTIC APTITUDE

Standford-Binet Scale

Assessment of Student Learning 1 38

The scale was extensively revised in 1960 and reformed in 1972. This revision is
called Form L-M because it incorporates the best items from the L and M forms
of the earlier 1937 edition. The test begins at the two year old level and
continues up through the superior adult level. At the lowest age levels, the test
requires the child to identify objects, identify parts of the body, repeat digits, and
obey simple commands and the like. At age six, a vocabulary test is introduced.
This test is also used at the remaining age levels along with variety of other
tasks.

Wechsler Scales
These tests include the three tests that collectively cover all pages from age four
through adult. The three tests are as follows:
1. Wechsler Preschool and Primary Scale of Intelligence (WPPSI) (Ages 4 to
6.5)
2. Wechsler Intelligence Scale for Children (WSIC-R) (Ages 6.5 – 16.5)
3. Wechsler Adult Intelligence Scale (WAIS) (Age 16 to adult)

Assessment of Student Learning 1 39

Activity 3.2 Aptitude Test
This is a simulation of a real pre-employment assessment test. This test consists
of three sub-tests with a total of 40 questions. Each sub-test has a time limit of 5
minutes and there will be a break in between each sub-test. The three sub-tests
are:
● Verbal Ability (18 questions)
● Non-verbal Ability (10 questions)
● Numerical Ability (12 questions)

Instructions:

Assessment of Student Learning 1 40

 ● The time limit of only 5 minutes for each test is fairly demanding, so make
sure you work fast, but precisely.
● The test is to be completed without the aid of a calculator. We suggest
you have pen and paper ready for your test.
● You are always able to skip a question and return to it later. Use the
navigation bar to see what questions have been left unanswered and to
return to them at any time you want.

Note:
After the test is complete, you must answer some questions about yourself
before you can view your results and review the test questions. The data we
gather on you is used for anonymous research. We will not ask for your email or
other contact details.

When you are ready, click "Begin" to start the first sub-test.

https://www.aptitude-test.com/free-aptitude-test/quick-test/

PERSONALITY TEST
Personality is the sum total of everything that constitutes a person’s
mental, emotional and temperamental make-up. It refers to the manner and
effectiveness with which the whole individual meets his personal and social
problems, and indirectly the manner in which he impresses his fellows.

Two directions to measure personality:

Assessment of Student Learning 1 41

A. Objective Personality Assessment
This usually employs self-support questionnaires. The items are
often based on questions used in psychiatric interviews. This approach
provides a lengthy list of statements, adjectives or questions to which
examinees respond.

Types of Objective Personality Tests

1. Adjective Checklist
2. Edwards Personal Preference Schedule (EPPS)
3. Minnesota Multiphasic Personality Inventory-2
4. Myers-Briggs Type Indicator (MBTI)

Advantages:
1. Economical to administer.
2. Can be monitored by a clerk rather than requiring the time and
training of a psychiatrist or psychologist for valid administration.
Disadvantages:
1. Questionable validity.
2. Dependence on reading comprehension.
3. Tendency to mark answers in a safe or socially desirable fashion.
4. There are attempts to fake a normal or pathological response pattern.

B. Projective Personality Assessment

Involves requiring examinees to respond to unstructured or ambiguous
stimuli.

Types of Projective Tests

1. Rorschach Inkblot Technique
2. Thematic Apperception Test (TAT)

Assessment of Student Learning 1 42

Advantage:
1. The stimuli are often sufficiently abstract to allow scoring criteria to detect
a variety of appropriate and inappropriate behaviors.
Disadvantages:
1. Questionable validity related to often complex scoring rules.
2. Always requires administration and scoring by an appropriate trained
psychologist or psychiatrist.

Activity 3.3 Personality Test “Jung’s Typology”

Instruction
When responding to the statements, please choose the response you
agree with most. If you are not sure how to answer, make your choice based
on your most typical response or feeling in the given situation. Selecting an
upper case "YES" means strong agreement, and checking a lower case "yes"
means moderate agreement. Likewise, selecting an upper case "NO" means
strong disagreement, and checking a lower case "no" means moderate
disagreement. Selecting "uncertain" means you do not feel strongly either
way about the given situation. To get a reliable result, please respond to all
questions. When you are done with answering, press the “Score It!” button at
the bottom of the screen.

Assessment of Student Learning 1 43

 http://www.humanmetrics.com/cgi-win/jtypes2.asp

INTEREST INVENTORY TEST

An interest inventory is a testing instrument designed for the purpose of
measuring and evaluating the level of an individual's interest in, or preference
for, a variety of activities; also known as interest test. Testing methods
include direct observation of behavior, ability tests, and self-reporting
inventories of interest in educational, social, recreational, and vocational
activities. The activities usually represented in interest inventories are
variously related to occupational areas, and these instruments and their
results are often used in vocational guidance.

The first widely used interest inventory was the Strong Vocational Interest
Blank, developed in 1927 by E.K. Strong. The original test was designed for
men only; a version for women was developed in 1933. In 1974 the Strong
test was merged into the Strong-Campbell Interest Inventory, which was
further revised in 1981. The test contains 325 activities, subjects, etc. Takers
of this test are asked whether they like, dislike, or are indifferent to 325 items
representing a wide variety of school subjects, occupations, activities, and
types of people. They are also asked to choose their favorite among pairs of
activities and indicate which of 14 selected characteristics apply to them. The
Strong-Campbell test is scored according to 162 separate occupational scales
as well as 23 scales that group together various types of occupations ("basic
interest scales"). Examinees are also scored on six "general occupational
themes" derived from J.L. Holland's interest classification scheme (realistic,
investigative, artistic, social, enterprising, and conventional).

The other most commonly administered interest inventory is the Kuder

Preference Record, originally developed in 1939. The Kuder Preference
Record contains 168 items, each of which lists three broad choices
concerning occupational interests, from which the individual selects the one
that is most preferred. The test is scored on 10 interest scales consisting of
items having a high degree of correlation with each other. A typical score
profile will have high and low scores on one or more of the scales and
average scores on the rest.

Assessment of Student Learning 1 44

 Other interest inventories include the Guilford-Zimmerman Interest
Inventory, the G-S-Z Interest Survey, the California Occupational Preference
Survey, the Jackson Vocational Interest Survey, and the Ohio Vocational
Interest Survey. There are also inventories designed especially for children,
for the disabled, and for those interested in the skilled trades.
Interest inventories are widely used in vocational counseling, both with
adolescents and adults. Since these tests measure only interest and not
ability, their value as predictors of occupational success, while significant, is
limited. They are especially useful in helping high school and college students
become familiar with career options and aware of their vocational interests.
Interest inventories are also used in employee selection and classification.

Advantages:
1. This helps obtain information that will aid in educational and vocational
decision-making.
2. It serves as starting point in teaching or studying occupational areas.

Disadvantages:
1. Can be faked.
2. Some employ a vocabulary level beyond the comprehension of some
students.
3. Possibility exists that examinees will respond with socially acceptable
choices rather than their own true preferences.

Activity 3.4 Career-Test

Assessment of Student Learning 1 45

 This free career quiz uses the scientific Holland Code model to show you
which jobs will suit your interests, talents, and aptitude. Get scores for 6
major job areas to guide your career planning.

Instruction:
To take the Holland Code career quiz, mark your interest in each activity
shown. Do not worry about whether you have the skills or training to do an
activity, or how much money you might make. Simply think about whether
you would enjoy doing it or not.

https://www.truity.com/test/holland-code-career-test

Assessment of Student Learning 1 46

 Test Yourself.

Guide questions for discussion:

Answer the following questions and write your answers in a 1 whole sheet of
paper. Give at least 3 explanations.

Rubrics for evaluation.

● 10 points – Answered the problem correctly;

Assessment of Student Learning 1 47

 ● 3 points – Answered the problem incorrectly or lacking of data’s answered;
● 0 point – No answer!

1. What is an intelligence test? Give and discuss the types of intelligence

test.
2. What is an aptitude test?
3. Describe the following:
a. OLMAT
b. SFTAA
c. Standford Binet Scale
d. Wechsler Test
e. Rorschack Inkblot Technique
4. Discuss the advantages and disadvantages of the different types of
personality tests.

CHAPTER 4

CHARACTERISTICS OF A GOOD TEST

Intended Learning Outcomes

At the end of the discussion, the learners will be able to:

a. Discuss the characteristics of a good test.

Assessment of Student Learning 1 48
 b. Describe the validity and reliability of the test.
c. Give the procedure in determining the reliability of an achievement test.
d. Solve and interpret the results of an item-analysis.
e. Examine the result of an item-analysis.
f. Describe the other characteristics of a good test.

Introduction
Assuming that one already knows how to construct test items, the next
consideration is whether the test items being constructed are good items. The
following are the characteristics of a good test:
1. Validity
2. Reliability
3. Objectivity
4. Power of Discrimination
5. Administrability
6. Economy or Reusability
7. Relevance or Practibality
8. Interpretability

VALIDITY
Validity is the extent to which the scores from a measure represent the
variable they are intended to. But how do researchers make this judgment? We
have already considered one factor that they take into account—reliability. When
a measure has good test-retest reliability and internal consistency, researchers
should be more confident that the scores represent what they are supposed to.

There has to be more to it, however, because a measure can be

extremely reliable but have no validity whatsoever. As an absurd example,
imagine someone who believes that people’s index finger length reflects their
self-esteem and therefore tries to measure self-esteem by holding a ruler up to

Assessment of Student Learning 1 49

people’s index fingers. Although this measure would have extremely good test-
retest reliability, it would have absolutely no validity.

TYPES OF VALIDITY

Content Validity
Content validity is sometimes called “face validity” or “logical validity”.
This refers to the relevance of the test items to the subject matter or situation
from which they are taken, and the individual’s test responses to the behavior
area under consideration. It is commonly used in evaluating achievement tests.
The test has content validity if the test items fairly represent the topics that have
been discussed. The use of the Table of Specifications (TOS) ensures content
validity.

Concurrent Validity
This is the degree to which the test agrees or correlates with a criterion that
is set up as an acceptable measure. This refers to the correspondence of the
scores of a group in a test with the scores of the same group in similar test of
already known validity.

Predictive Validity
This refers to the degree of accuracy of a test predicting the level of
performance in a certain activity.

Construct Validity
This refers to the agreement of test results with certain characteristics
that the test aims to portray.

Factors that Influence Test Validity

1. Appropriate of test items

2. Directions
3. Construction of test Items
4. Arrangement of Items
5. Difficulty items
6. Reading vocabulary and sentence structures
7. Length of the test
8. Pattern of answers

Assessment of Student Learning 1 50

Activity 4.1 Validity of a Test

Instruction: Construct a 30-test paper based on your desired discipline

(major). Choose three (3) chapters (10 item in each chapter). See to it that the
topics found is related to your discipline. You may use a book.

Note: Hand written and write in a 1 whole long bond paper.

RELIABILITY

Reliability is defined as the degree of consistency between two measures

of the same thing. Reliability refers to how dependably or consistently a test
measures a characteristic. If a person takes the test again, will he or she get a
similar test score, or a much different score? A test that yields similar scores for
a person who repeats the test is said to measure a characteristic reliably.

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How do we account for an individual who does not get exactly the same test
score every time he or she takes the test? Some possible reasons are the
following:

● Test taker's temporary psychological or physical state. Test

performance can be influenced by a person's psychological or physical
state at the time of testing. For example, differing levels of anxiety,
fatigue, or motivation may affect the applicant's test results.
● Environmental factors. Differences in the testing environment, such as
room temperature, lighting, noise, or even the test administrator, can
influence an individual's test performance.
● Test form. Many tests have more than one version or form. Items differ
on each form, but each form is supposed to measure the same thing.
Different forms of a test are known as parallel forms or alternate forms.
These forms are designed to have similar measurement characteristics,
but they contain different items. Because the forms are not exactly the
same, a test taker might do better on one form than on another.
● Multiple raters. In certain tests, scoring is determined by a rater's
judgments of the test taker's performance or responses. Differences in
training, experience, and frame of reference among raters can produce
different test scores for the test taker.

These factors are sources of chance or random measurement error in the

assessment process. If there were no random errors of measurement, the
individual would get the same test score, the individual's "true" score, each time.
The degree to which test scores are unaffected by measurement errors is an
indication of the reliability of the test.

Reliable assessment tools produce dependable, repeatable, and consistent

information about people. In order to meaningfully interpret test scores and
make useful employment or career-related decisions, you need reliable tools.
This brings us to the next principle of assessment.
Interpretation of Reliability Information from Test Manuals and
Reviews

Test manuals and independent review of tests provide information on test

reliability. The following discussion will help you interpret the reliability
information about any test.

The reliability of a test is indicated by the reliability coefficient. It is denoted

by the letter "r," and is expressed as a number ranging between 0 and 1.00,
with r = 0 indicating no reliability, and r = 1.00 indicating perfect reliability. Do

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not expect to find a test with perfect reliability. Generally, you will see the
reliability of a test as a decimal, for example, r = .80 or r = .93. The larger the
reliability coefficient, the more repeatable or reliable the test scores. Table 1
serves as a general guideline for interpreting test reliability. However, do not
select or reject a test solely based on the size of its reliability coefficient. To
evaluate a test's reliability, you should consider the type of test, the type of
reliability estimate reported, and the context in which the test will be used.

Interpretation
Reliability coefficient value Interpretation
.90 and up excellent
.80 - .89 good
.70 - .79 adequate
may have limited
below .70
applicability

Types of Reliability Estimates

There are several types of reliability estimates, each influenced by

different sources of measurement error. Test developers have the responsibility
of reporting the reliability estimates that are relevant for a particular test. Before
deciding to use a test, read the test manual and any independent reviews to
determine if its reliability is acceptable. The acceptable level of reliability will
differ depending on the type of test and the reliability estimate used.

The discussion in Table 2 should help you develop some familiarity with
the different kinds of reliability estimates reported in test manuals and reviews.

Table 2. Types of Reliability Estimates

● Test-retest reliability indicates the repeatability of test scores with the
passage of time. This estimate also reflects the stability of the
characteristic or construct being measured by the test.

Some constructs are more stable than others. For example, an individual's
reading ability is more stable over a particular period of time than that

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 individual's anxiety level. Therefore, you would expect a higher test-retest
reliability coefficient on a reading test than you would on a test that
measures anxiety. For constructs that are expected to vary over time, an
acceptable test-retest reliability coefficient may be lower than is
suggested.

● Alternate or parallel form reliability indicates how consistent test

scores are likely to be if a person takes two or more forms of a test.

A high parallel form reliability coefficient indicates that the different forms
of the test are very similar which means that it makes virtually no
difference which version of the test a person takes. On the other hand, a
low parallel form reliability coefficient suggests that the different forms are
probably not comparable; they may be measuring different things and
therefore cannot be used interchangeably.

● Inter-rater reliability indicates how consistent test scores are likely to

be if the test is scored by two or more raters.

On some tests, raters evaluate responses to questions and determine the

score. Differences in judgments among raters are likely to produce
variations in test scores. A high inter-rater reliability coefficient indicates
that the judgment process is stable and the resulting scores are reliable.

Inter-rater reliability coefficients are typically lower than other types of

reliability estimates. However, it is possible to obtain higher levels of inter-
rater reliabilities if raters are appropriately trained.

● Internal consistency reliability indicates the extent to which items on

a test measure the same thing.

A high internal consistency reliability coefficient for a test indicates that the
items on the test are very similar to each other in content (homogeneous). It is
important to note that the length of a test can affect internal consistency
reliability. For example, a very lengthy test can spuriously inflate the reliability
coefficient.

Factors Affecting Test Reliability

1. Adequacy
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 2. Objectivity
3. Testing Condition
4. Test Administration Procedures

Activity 4.2 Reliability of a Test

Instruction: From the 30-item test you’ve made, choose a pair and let her/him
answer the questions from your constructed test paper. Give him/her 2 days to
read the book or handouts where your test paper made of. Just give him/her half
of the handouts you’ve made. Afterwards, check the result.

Note: The scores will served as a basis for testing reliability.

ITEM ANALYSIS

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This event gives information concerning each of the following points:
● The difficulty of the item
● The discriminating power of an item
● Effectiveness of an item

Benefits of an Item Analysis:

1. It gives useful information for class discussion of the test.
2. It gives data for helping the students to improve their learning method.
3. It gives insights and skills, which lead to the construction of better test
items for future use.

Steps in Item Analysis:

1. Arrange the papers from highest to lowest.
2. Get 27% of the highest scores and 27% of the low scores.
3. Count the number of students from the highest group and lowest group
who answered each item correctly.
4. Estimate the index of difficulty of each item.
5. Estimate the discriminating index of each item.
6. Evaluate the effectiveness of the distracters.

A. Index of Difficulty

Ind. Of Diff = (NH + NL) / N

Where:
● NH – number of students in higher group answering the item correctly;
● NL – number of students in lower group answering the item correctly
● N – total number of students both in higher and lower group

Difficulty Indices
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

B. Index of Discrimination

Ind. Disc = (NH - NL) / N

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Where:
● NH – number of students in higher group answering the item correctly;
● NL – number of students in lower group answering the item correctly
● N – total number of students both in higher and lower group

Discrimination Level
0.40 and above Very good
0.30 – 0.39 Reasonably good, subject to improvement
0.20 – 0.29 Needs improvement
0.19 and below Poor, to be discarded

Evaluation for Item Analysis

Discrimination Level Difficulty Level Item Category
High Opt./Easy Difficult Good
High Easy/Difficult Fair
Moderate Easy/Difficult Fair
High/Moderate Poor/Difficult Fair
Low At any level Poor

DISCRIMINATION
The discrimination index is constructed in such a way that it will detect or
measure all differences in achievement or attainment, picking out the good
students from the poor ones. This is essential if the test is to be used reliably for
ranking students on the basis of achievement or for assigning marks.

Positive Discrimination High Scorers > Low Scorers

Negative Discrimination High Scorers < Low Scorers
No Discrimination High Scorers = Low Scorers

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Activity 4.3 Item Analysis

Problem Solving: (Item Analysis). Interpret each of the result.

A. Analyze and solve the index of difficulty and interpret the result. (15 pts)

B. Interpret by giving judgment the discrimination index constructed. (15 pts)

Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Score
A X X X X 11
B X 14
C X X X 13
D 15

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 E X X X 12
F X X X X X X X 8
G X X X X X X X X X X 5
H X X X X X X X X 7
I X X X X X X X X X X X 4
J X X X X X X X X X X X X 3
K X X X 12
L X X X X X X X X X X 5
M X X X X 11
N X X X 12
O X X X X X X X X X X X 4
P X X X X X X X X X X X X 3
Q X X X X X X X 8
R X X X X X X X X X 9
S X X X X 11
T X X 13
Ind. Dif.

Discrimination

OTHER CHARACTERISTICS OF A GOOD TEST

A good test should be:

1- Practical: It is easy to be conducted, easy to score without wasting too
much time or effort.
2- Comprehensive: It covers all the items that have been taught or
studied. It includes items from different areas of the material assigned for
the test so as to check accurately the amount of students’ knowledge
3- Relevant: It measures reasonably well the achievement of the desired
objectives.

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4- Balanced: It tests linguistic as well as communicative competence and it
reflects the real command of the language. It tests also appropriateness
and accuracy.
5- Appropriate in difficulty: It is neither too hard nor too easy. Questions
should be progressive in difficulty to reduce stress and tension
6- Clear: Questions and instructions should be clear. Pupils should know
what to do exactly.
7- Authentic: The language of the test should reflect everyday discourse
8- Appropriate for time: A good test should be appropriate in length for
the allotted time.
9- Objective: If it is marked by different teachers, the score will be the
same. Marking process should not be affected by the teacher’s
personality. Questions and answers are so clear and definite that the
marker would give the students the score he/she deserves.
10-Economical: It makes the best use of the teacher’s limited time for
preparing and grading and it makes the best use of the pupil’s assigned
time for answering all items. So, we can say that oral exams in classes of
+30 students are not economical as it requires too much time and effort
to be conducted.

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 Test Yourself.

Guide questions for discussion:

Answer the following questions and write your answers in a 1 whole sheet of
paper. Give at least 3 explanations.

Rubrics for evaluation.

● 10 points – Answered the problem correctly;
● 3 points – Answered the problem incorrectly or lacking of data’s answered;
● 0 point – No answer!

1. When can you say that your test is good?

2. How will you determine that the test has:
a. Validity
b. Reliability
3. What is item analysis? Give its steps.
4. How important is item analysis?
5. What is discrimination in relation to test?

INTRODUCTION

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This is a course that focuses on the principle, development, and utilization of

conventional assessment tools to improve the teaching-learning process. It

emphasizes the use of assessment of, as, and for learning in measuring

knowledge, comprehension, and other thinking skills in the cognitive,

psychomotor or affective domains. It allows students to go through the standard

steps in test construction and development and the application in grading

system.

Chapter 1. Instructional Objectives and the Evaluation Process which

discusses the educative process and the meaning and nature of assessment and

evaluation.

Chapter 2. Classification of Test which focuses on the classification and

types of tests and the rules in constructing tests.

Chapter 3. Standardized Test discusses the intelligence, aptitude, personality

and interest inventory test.

Chapter 4. Characteristics of a Good Test discusses the characteristics of a

test and how to interpret the results using item analysis.

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