EDU353: Assessment in Learning 2

Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

Lesson title: Key to Corrections Guide of the

Summative Test
Materials:
Lesson Objectives: highlighter, pencil or ballpen, coloring materials, SAS
Students must be able to: References:
1. check the 10-item test given in the
previous module; and Balagtas, M. et al. (2020). Assessment in Learning 2.

2. replicate how the points in the key to

corrections are being assigned to the
choices.

Productivity Tip:
Sleep and de-stress! Avoid pulling an all-nighter or skimping on sleep. Being well-rested will help your
become more focus and efficient when it is time for you to do your tasks already. In addition, do not let the
stress get to you too much. Do things, from time to time, that will help you cope with your stress and anxiety.

A. LESSON PREVIEW/REVIEW
1) Introduction

The previous module was about a sample MCQ test to provide students an example on how to
formulate a good stem, as well as place correct choices for the question. Kindly check this module for a
sample key to correction for you to identify proper ways of assigning points to the choices you have.

1) Activity 1: What I Know Chart (Part I)

Instructions:
First, let us find out what you might already know about this topic through answering the
questions in the table (Column 2) below. I want you to fill-out the first column only of the table.
Thus, leave the third column blank for now. There are no right or wrong answers in this one.
What I Learned
What I Know Questions
(Activity 4)
1. 1. Does an MCQ test
have only one correct
answer?

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

2.
2. If there are more than
one answer in an
MCQ type of test, how
will we assign points
to each choice?

B. MAIN LESSON
1) Activity 2: CONTENT NOTES

Today, kindly refer to a sample key to corrections point system of the test you have studied in the
previous module.

Directions: Please refer to the key to corrections below to know how many points is given to each
item you have answered

Item #1 Which model of alternative assessment focuses on determining the effects of instruction
rather than determining if students have achieved the intended outcomes?
Options Statements Points Rationale
A Authentic Assessment 1 A model of non-traditional assessment.
However, it focuses on allowing students to
perform or create a product that is meaningful
to them as they are based on real-world
contexts.
B Developmental Assessment 1 Another model of non-traditional assessment. It
focuses on determining the extent that students
have developed their competencies from
instruction.
C Emergent Assessment 3 Emergent assessment is a model of non-
traditional assessment which focuses on
determining the effects of instruction on
students. The emphasis is on the assess,emt of
both intended and unintended effects of
instruction more than the attainment of learning
outcomes of goals.
D Performance Assessment 1 A specific method in non-traditional assessment
that is closely associated with authentic
assessment.

Item #2 Teacher K is confused about the nature of alternative assessment of learning. A

colleague, Teacher M, explained to Teacher K that alternative assessment. Is Teacher M

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

correct?
Options Statements Points Rationale
A Yes, as portfolio assessment 3 The use of portfolio is nontraditional method of
is non-traditional assessment assessing student learning as it goes beyond
method. the use of paper-and-pencil test and provides
opportunities to assess students’ learning
processes and products.
B No, as portfolio assessment is 0 Portfolio assessment is not a traditional method
a traditional method. of assessment as traditional assessment refers
to the use of assessment strategies or tools that
measure students’cognitive outcomes, typically
through objective or subjective paper-and-pencil
tests.
C Yes,as alternative assessment 1 Portfolio assessment is an approach or method
means using potfolio in of alternative assessment, There are other
assessment. alternative or nontaditional methods of
assessment.
D No,as alternative assessment 0 Alternative assessment refers to use of
and nontraditional assessment alternative or non-traditional assessment
are different. strategies or tools to collect information on
student learning.

Item #3 When Teacher O discusses to her students the culminating project for her class, she
takes time to describe and elaborate the quality of the project that she expects from the
class and the criteria that she will use to assess and grade the project.
Options Statements Points Rationale
A Built around topics or issues of 0 This criterion is about ensuring that the
interest to the studens assessment task is close to the real-world
context and relevant to the learners.
B Involves interaction between 1 Dissusing expectations and criteria for
assessor and person assessd. assessment for a poject is one way to establish
interaction between the teacher (assessor) and
the student (person assessed).
However,interaction between teacher and
students should be continous and in all stages
of the assessment process.
C Evaluation criteria and 3 Disscussing expectations and criteria for
standards are known to the assessment for a project is a clear indication
student that Teacher O wants her students to know the
evaluation criteria and standards with which

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

their projects will be assessed and graded.

D Require learners to produce a 2 Requiring students to do a culminating project
quality product or performance with clear expectations and criteria for
assessment means that Teacher O wants her
students to produce a quality product or output.

Item #4 Teacher N is preparing a rubric for assessing a research proposal. She wants to use the
rubric to determine if the students in her class can demonstrate their knowledge in
research and research writing through the development of a research proposal. Teacher
N is doing what type of assessment?
Options Statements Point Rationale
s
A Performance assessment as 3 Teacher N is doing a performance assessment
her intentrion is to determine if as the focus is on providing opportunity for
students can demonstate what t5rhe students to apply what they have learned
they know through the through task performance and or product
development of a research creation (i.e., research proposal).
proposal.
B Performance assessment as 1 Teacher N is doing a performance assessment
the purpose of the rubric is to and the rubric will be a useful tool for assessing
determinetheir research writing the research proposal assesse competencies or
skills. outcomes beyond the research writing skills
which could just be one criterion.
C Assesment of cognitive 0 A research proposal is created through
outcomes as research proposal demonsation of research competencies and
writing is a psychomotor writing skills, not just psychomotor outcomes.
outcome.
D Asessment of noncognitive 0 A research proposal is created through
outcomes as research proposal demonsation of research competencies and
writing is an affective outcome. writing skills, not just affective outcomes.

Item #5 Wihen teacher L grades her students’ group projects, he uses scoring rubrics to assess
and grade the students’ projects. In addition, he provides report rating scale for each
member of the group so students can assess their contribution and their group-mates’
contribution in the completion of their group project. Furthermore,Teacher L interviewed
each student and asked them question realted to their completed group project. Teacher
L is practicing which principle of assessment?

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

Options Statements Points Rationale

A Assessment requires the use 1 The use of rubrics, scale and interviews is a
of appropriate measure. demonstration that teacher L is practicing the
need to use appropriate measures for the
purpose of valid assessment.

B Assessment is both process 1 Assessing the quality of the projects and the
product-oriented. contribution of each student in the completion of
the project suggests that Teacher L is assessing
both the process and the product of the task.
C Assessment must be 3 Teacher L’s use of multiple measures (rubrics,
comprehensive and holistic. scales, interviews)and use of teacher, self and
peer assessment indicate that Teacher L wants
his assessment to be as comprehensive and
holistic as possible.
D Assessment should lead to 0 Teacher L’s use of multiple tols and multiple
student learning. assessors does not necessarily mean that his
assessmenf strategy would lead to students
learning.

Item #6 Teacher Gerlie, an English teacher, wants to giveand assessment tasj that measures
students’ skills.Which of the following assessment tasks can BEST address her purpose.
Options Statements Poi Rationale
nts
A Essay 2 Writing an essay is a product learning target.
Hwever, to be able to write an essay,
knowledge, reason, and skills are all required
to be used or demonstrated.
B Interest Inventory o An inventory is a self-report measure andis
best for assessing affectyive outcomes (e.g.,
interest).While self-reported or perceived skills
can be assessed using self-report ,measures, it
is not applicable to interest inventories.
C Multiple-Choice Test 1 A multiple-choice test is best for assessinf
knowledge and reasoning learning targets.
However, certain skills can be assessed using
multipli-choice tests if performance required to
be able to select the best answer
(e.g.,mathematical operations).

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

D Recital 3 A recital involves the demonstration of oral

skills which may serve as a culminating activity
to apply one’s learning in the English class.

Item #7 A product learning target is BEST macthed with which of the following sample
assessment tasks?
A Measuring height using a tape 1 This assessment task is an example of
measure. assessment for performance learning
targets.Skills are needed of the creation of a
product,but there is no product created on this
assessment task.
B Explaining the difference 0 This assessment task is an example of
between vectors and matrices. assessment for knowledge learning targets.
C Demonstrating commitment to 1 This assessment task is an example of
completing the group project. assessment task for affective learning
targets.Commitment in completing a group
project is developed as one engages in
creating a product like a group project.
D Writing an essay on the impact of 1 Writing an essay is a product learning target,
social media on people’social and to be able to write an essay,
values. knowledge,reasoning, and skills are all
required to be used demonstrated.

Item#8 In his Physical Education class,Teacher Brian designed a task where his students will be
grouped into teams of five players and play half-court basketball for 20 minutes. Which of
the following learning targets can be BEST assessed in the task?
A Affect 1 Various affects can be assessed by practical
task one will need measures like an
observation checklist and rating scale to
assess affect.
B Knowledge 1 Knowledge of basketball(e.g., objectives,rules)
is important so that one can play a basketball
game.Knowlege of basketball though can be
assessed without the need for the paractical
task of playing basketball.
C Products 0 Products can be created in certain practical
tasks but not in playing basketball game.
D Skills 3 A practical task of playing basketball game is
the best task in assessing students’
performance skills like dribbling, passing,and
shooting the ball.

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

Item#9 This learning objective Manages time effectively to balance both academic and extra-
curricular tasks and responsibilities refers to which level within Bloom’s Taxonomy of
Educational Objectives in the Affective Domain?
A Application 0 This is a level in the educational objectives in
the cognitive domain.
B Guided Response 0 This is a level in the taxonomy of educational
objectives in the psychomotor domain.
C Organization 3 Being able to manage time effectively to
balance academic and extracurricular tasks is
an example of specific values(i.e., valuing time
management and school task) manifested in a
one’s behaviour.
D Valuing 1 Attaching value to time management and/or in
managing academic and extracurricular task
and responsebilities are required for one to be
able to manage time effectively.

Item#10 Which of the following learning target statements refer to affect?

A Discuss the importance of 1
preparing of an earthquake Discussing the importance of preparing for an
event. earthquake event is a knowledge learning
target.However, risk may correspond to the
development or manifestation of specific value
(e.g., readiness against natural disasters).
B Show commitment in following 3 Commitment is an affect and showing
one’s personal fitness plan. commitment in a task or plan is an effective
learning target.
C Create tables and graphs 0 Creating any tangible product or output is an
describe the population data. example of product learning targets as
products are created (e.g., tables, graphs)

1) Activity 3: Skill-building Activities

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

Upon learning formulating the TOS, questionnaire and key to corrections, it’s time to practice
what you have learned:
Below is a space provided for you to create a sample questionnaire and a sample key to
correction. Just provide one sample question and its corresponding answer.
Questionnaire

Key to correction

3) Activity 4: What I Know Chart (Part II)

Are you done? Now let us go back to the first activity you had which you answered the first
column of the “What I know chart”. Now, I want you to review the lesson we had today and reflect on
what you have learned from it. Write your answers on the third column (Part 2) to the same questions
written in the second column based on what you now know.
What I Learned
What I Know Questions
(Activity 4)
2. 3. Does an MCQ test
have only one correct
answer?

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

2.
4. If there are more than
one answer in an MCQ
type of test, how will we
assign points to each
choice?

4) Activity 5: Check for Understanding

To check if you have understood the lesson, do the test below.

Directions: Answer the following questions below. Give a brief and concise discussion. Strictly avoid
copying the text from the main lesson section. Discuss your answers in your own words. 5 points
each. Maximize the spaces provided.

1. It was mentioned that in doing critical analysis of discourse, you may look in the framing of a text.
What do you mean by that? and How is foregrounding related to framing?
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3. What are the important aspects of a discourse which you need to look into when doing critical
analysis at sentence level?
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4. What are the important aspects of a discourse which you need to look into when doing critical
analysis at word or phrase level?
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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

A. LESSON WRAP-UP

1) Activity 6: Thinking about Learning

A. Work Tracker
Below is a work tracker which will help you track how much work you have accomplished and how
much work there is left to do. The numbers represent the lessons you need to go through for every
period. All you have to do is place a ✓mark on the box for every lesson you finished.

B. My Overall Learning Experience

Before we end this module, there are questions below which will ask you about your overall
learning experience on this lesson. There are no right or wrong answers in this one. Just be honest!

1. How was your overall learning experience in this module? Did all the activities help you strengthen
your understanding of the lesson?
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2. Were you able to meet all the learning targets set for this module? If not, which one were you not
able to meet? and Why?
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FAQs (Frequently Asked Questions)

1. Why is it important to assign very good choices in our MCQ test.
More than checking whether students have really understood the question and can choose the correct
choice, distracters are there to test whether students stick to their original answers or doubt their

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 EDU353: Assessment in Learning 2
Module #24

Name: Class number:

_____________________________________________________ ______
____ Date:
Section: ____________ Schedule: _____________
__________________________________

choices because an alternative seems to favour the question. Good distracters play a real good role in
students choices, that is why teachers need to choose tricky distracters to match their questions.

2. Is it necessary to give corresponding points to the choices?

Yes, it is helpful but it is not true all the time. There are questionnaires were there will only be one
correct answer; however, at some points there are distracters that are given minimal points, it is correct,
but may not be the best choice in the given choices. Lesser point is given and is based according to its
content and substance on how it answers favourably to the questions given.

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