ASSESSMENT Of

LEARNING 2

ROMEO L. PATUAL
Associate Professor V
 Contents

Course Overview …………………………………………………………………………………………………………..……… 1

Module Guide …………………………………………………………………………………………………………….………… 3
Pre-Test ………………………………………………………………………………………………………………….…….……… 4
Module 1:Lesson 1: Review of Principles of High Quality Assessment on
the Clarity of Learning Targets ……………………………………………………….………. 19
Lesson 2: Review of Principles of High Quality Assessment on
Appropriateness of Assessment Methods ………………………………………….……. 24
Lesson 3: Review of Principles of High Quality Assessment on
Properties of Assessment Methods …………………………………………...……………. 26
Module 2:Lesson 1: Process-Oriented Performance-Based Assessment on
Learning Competencies ………………………………………………………………….………. 30
Lesson 2: Process-Oriented Performance-Based Assessment on
Task Designing ………………………………………………………………………………….……. 33
Lesson 3: Process-Oriented Performance-Based Assessment on
Scoring Rubrics ………………………………………………………………………...……………. 35
Module 3:Lesson 1: Product-Oriented Performance-Based Assessment on
Learning Competencies ………………………………………………………………….………. 38
Lesson 2: Product-Oriented Performance-Based Assessment on
Task Designing ………………………………………………………………………………….……. 42
Lesson 3: Product-Oriented Performance-Based Assessment on
Scoring Rubrics ………………………………………………………………………...……………. 44
Module 4:Lesson 1: Assessment on Taxonomy in the Affective Domain ………………………….…. 49
Lesson2: Assessment on the Affective Learning Competencies ……………………………52
Lesson 3: Assessment on the Development of Assessment Tools……….……..……. 56
Module 5:Lesson 1:Educational Evaluation and Evaluation Approaches………………………….….62
Lesson 2:Evaluation Methods and Techniques………………………………………………..……65
Lesson 3:CIPP Evaluation Model and Summary of Keywords and Phrases………..…68
Module 6:Lesson 1:Functions and Types of Grading and Reporting……………………………………. 73
Lesson 2:Development of a Grading and Reporting Systems and Assigning Letter
Grades and Computing Grades…………………………………………………………………..78
Lesson 3:Norm / Criterion-Referenced Grading, Distribution of Grades, Guide-
lines for Effective Grading, and Conducting Parent-Teacher Conferences….... 82
Post-Test ………………………………………………………………………………………………………………………….… 84
References …………………………………………………………………………………………..………………………….. 115
Course Overview

Course Number
Course Code Educ 303
Descriptive Title Assessment in Learning 2
Credit Units 3
School Year/ Term AY 2021-2022/ 1st Semester
Mode of Delivery Online/ Offline Learning
Name of Instructor Assoc. Prof. Romeo L. Patual
The course is a study of Assessment in Learning 2 which covers topics by
modules. Module 1 is containing the topics of Review of Principles of High
Quality Assessment on Clarity of Learning Targets; on Appropriateness of
Assessment methods; and on Properties of Assessment methods. Module
2 is containing the Process-Oriented Performance-Based Assessment on
Learning Competencies; on Task designing; and on Scoring Rubrics.
Module 3 is containing Product-Oriented Performance-Based Assessment
on Learning Competencies; on Task Designing; and on Scoring Rubrics.
Course Description Module 4 contains Assessment on the Taxonomy in the Affective Domain;
Assessment on the Affective Domain; and Assessment on the Development
of Assessment Tools. Module 5 contains Educational Evaluation,
Evaluation Approaches, Evaluation methods and Techniques, CIPP
Evaluation Model, and Summary of Keywords and Phrases. Module 6
contains Functions, Types, and development of Grading and Reporting
Systems, Assigning Letter grades and Computing Grades, Norm or
Criterion-Referenced Grading, Distribution of Grades and Guidelines for
Effective Grading, and Conducting Parent-Teacher Conferences.
At the end of the module, you must have:

1. Defined and discussed the principles of high quality assessment on

the clarity of learning targets, appropriateness of assessment
methods, and properties of assessment methods;
2. Processed an oriented performance-based assessment on learning
competencies, designed a task, and formulated scoring rubrics;
3. Produced an oriented performance- based assessment on learning
Course Outcomes
competencies, designed a task, and formulated a scoring rubrics;
4. Assessed on the taxonomy of objectives in the affective domain,
assessed on the affective learning competencies, and assessed on
the development of assessment tools.
5. Evaluate the students ‘ performance on their skills, abilities and
competencies using the CIPP model of evaluation,
6. Develop and compute grades of the students’ performance and
assign grades equivalent to their skills, abilities, and competencies.
A high quality corporate University of Science, Technology and
SLSU Vision
Innovation.

Educ 303 – Assessment in Learning 2 | 2

 SLSU will develop science, technology and innovation leaders and
professionals; produce high-impact technologies from research and
SLSU Mission innovations; contribute to sustainable development through responsive
community engagement programs; and generate revenues to be self-
sufficient and financially viable.

Module Guide

The modules are designed in order to address the flexible learning modalities
in higher education as instructed by the Commission on Higher Education (CHED).
The course module on Educ 303(Assessment of Learning 2) consists of four modules
with three topics in each. The presentation of information was carefully planned so
that optimum learning shall take place given the modalities we have study.

To start the course module, you need to complete the pre-test structured by
the author of this module. The pre-test covered all topics of the course. You don’t
need to worry because pre-test will not be graded, just answer the test in order to
determine the level of understanding or prior knowledge to the subject.

Course module is divided into two terms, two modules for midterm and
another two for the final term. A separate examination shall be given to you to assess
the knowledge gained from the modules. Dates on the examination will be
announced accordingly.

Every topic contains learning outcomes that you must accomplished one in a
while. The presentation of topics used 4As Model to ensure a learner-centered
approach. You must complete every activity provided to help yourself understand
the topic easily.

Once done with the course module, a separate parallel post-test will be
accomplished by you to further evaluate the learning and the module itself.
References are provided for further research on your end.

Educ 303 – Assessment in Learning 2 | 3

 Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY-SAN JUAN
San Juan, Southern Leyte

Pre-Test Examination
In
Educ 303 - Assessment in Learning 2

Name: ____________________________________________ Date: ______________________ Score: ______________

I. Multiple Choice: Encircle the letter of your answer. (Note: get questions from
the file.)

1. Teacher G does NOT wait for the end of the term to find out how much the students
learn. With which does Teacher G agree?
A. Summative evaluation C. Formative evaluation
B. Authentic evaluation D. Norm- reference evaluation

2. To what extent were the objectives of the course met? This is the concern of the process
of __________ evaluation.
A. Authentic C. Criterion- referenced
B. Norm- referenced D. Formative

3. Which is a valid assessment tool if you want to find out how well your students can
speak extemporaneously?
A. Performance test in extemporaneous speaking
B. Written quiz on how to deliver extemporaneous speech
C. Writing speeches
D. Display of speeches delivered

4. Which must be present for self-assessment to succeed?

A. Consensus between teacher and student regarding assessment results
B. Teacher’s approval of self-assessment results
C. Teacher’s monitoring of self-asessment process
D. Student’s intrinsic motivation to learn

5. Teachers are encouraged to make use of authentic assessment. Which goes with
authentic assessment?
A. Unrealistic performances C. Real world application of lessons learned
B. De-contextualized drills D. Answering high multiple choice test items

6. Which is the most reliable tool of seeing the development in your pupils’ ability to write?
A. Self- assessment C. Interview of pupils
B. Scoring rubric D. Portfolio assessment

Educ 303 – Assessment in Learning 2 | 4

 7. Here is a test item: ________ is an example of a mammal. What is defective with this
test item?
A. The blank is at the beginning of the sentence.
B. It is a very short question.
C. It is an not significant test item.
D. It is very elementary.

Study this test and answer questions # 8-11.

Teacher X gave this test to his pupils. Study it thoroughly then answer the questions that follow.

____ 1. Sum A. Numbers to be added

____ 2. Addends B. .25
____ 3. The formula for the area of a rectangle C. The answer in addition
____ 4. Multiplier D. Alexander Venn
____ 5. Product E. A=1 x w
____ 6. Formula for the perimeter of a rectangle F. 3/2
____ 7. He introduced the Venn diagram G. P=2(l) + 2 (w)
____ 8. An example of an improper fraction H. The number by which you multiply
____ 9. Equivalent of ¼ in decimal I. The answer in multiplication

8. Are the items in the exact columns?

A. No, because this is a perfect matching type test.
B. Yes. That is exactly hoe the items should be arranged.
C. Yes and no, that depends on teacher’s lesson objective.
D. No. the items on the right should be on the left; the items on the left should be on
the right.

9. How can the questionnaire be improved?

A. Ask more significant items. C. Increase the number of items to match.
B. Add to the number of foils. D. Increase the difficulty levels of the test.

10. Which does the test lack?

I. Directions
II. Label of the Columns
III. Foil among the options
IV. One Correct Answer
A. II and III C. I, III and IV
B. III only D.I, II and III

11. Which principle in test construction for a matching type of test was not observed?
A. If your matching test is of the imperfect type, caution the examinees.
B. Test items must be homogeneous.
C. Test items must be heterogeneous.
D. If your matching test is of the perfect type, inform the examinees.

Educ 303 – Assessment in Learning 2 | 5

Here is a test. Study it thoroughly then answer the questions # 12-15.

____ 1. Thought A. Anybody

____ 2. Pronoun B. Past from of the verb “think”
____ 3. He wrote “To the Filipino Youth” C. He is the Great Plebeian
____4. Walk D. An example of an adverb
____5. Andres Bonifacio E. An example of a collective noun
____6. Class F. Looks like verb but is used as noun
____7. Adjective G. Describes as noun and a pronoun
____ 8. Gerund H. an example of an intransitive verb
____9. Very I. Jose Rizal
____10. Noun J. A name word

12. Which is one way to improve the test?

A. Reduce the difficulty index. C. Increase to the number of items.
B. Add the options by at least two. D. Make it a perfect type of matching test.

13. How can you improve the test?

A. Make the items homogeneous. C. Reduce the facility index.
B. Make the items heterogeneous. D. Widen its cope and coverage.

14. Which is TRUE of the test?

A. The test items are homogeneous.
B. The test is quite short for a matching type.
C. The right and the left columns should exchange position.
D. There are enough foils in the options.

15. Which does the test lack?

I. Additional test items
II. Colum labels
III. Directions
A. II and III B. I and III C. I and II D. I, II, and III

16. How can you improve on this multiple choice test item?
A test is valid when _____________.
A. It measures what it purports to measure
B. Covers a broad scope of subject matter
C. Reliability of scores\
D. Easy to administer

A. Construct the options in such a way that the grammar of the sentence remains
correct.
B. Make the length of the options uniform.
C. Make the option parallel.
D. Pack the question in the stem.

Educ 303 – Assessment in Learning 2 | 6

 17. Here is Teacher D’s lesson objective: “To trace the causes of Alzheimer’s disease”.
Which is a valid test for this particular objective?
A. Do young people also get attacked by Alzheimer disease? Support your answer.
B. What is an Alzheimer’s disease?
C. Can an Alzheimer disease be traced to old age? Explain your answer.
D. To what factors can Alzheimer’s disease be traced? Explain.

Study the Table of Specification below then answer question #18-20.

No. of Hours
Objectives Topic Types of Test No. of Items
Minutes
1. To write a fraction Wring a fraction 30 minutes Multiple choice 3/Comprehension and
application
2. To add proper Adding proper 1 hour Completion 12/Comprehension
fractions fractions
3. To distinguish Differentiating 30 minutes Short answer 3/Comprehension
between proper proper and
and improper improper fractions
fractions
4. To add improper Adding improper 1 hour and 30 Completion 9/Comprehension
fractions fractions minutes
5. To reduce Reducing fractions 1 hour and 30 Short answer 6/Comprehension
fractions to their to their lowest minutes
lowest terms terms
6. To solve problems Problem solving on 2 hours Problem 9/Application and
involving adding adding proper and solving Analysis
proper and improper fractions
improper fractions
Total Number of Items 47 items

18. Are the number of test items per objective proportionate to the number of hours spent for
each objective?
A. Yes.
B. No, but it should be.
C. No, but it is NOT necessary.
D. It cannot be determined.

19. Which test item is in accordance with objective #3 in the Table of Specifications?
A. What is the difference between proper and improper fractions?
B. Give an example of an improper fraction.
C. Give an example of a proper fraction.
D. Define proper and improper fractions.

20. If you should be true to your Table of Specification, when you make your test, on which
objective/s should you have the most number of items?
A. Objective #5 C. Objective #4
B. Objective #6 D. Objective #5 and #6

Educ 303 – Assessment in Learning 2 | 7

21. Which is a restricted essay test?
A. What should the Department of Education do to solve the perennial problem of
poor quality of basic education? Give and justify your proposals.
B. If you were President of the Philippines, what would you do to spur the nation’s
economic growth?
C. What conditions must be present for photosynthesis to take place? Explain each
factor in not more than 3 sentences.
D. Why are more and more people sick of Alzheimer’s disease?

22. Who claimed that children are natural learners and therefore, must be taught in natural
settings?
A. Piaget C. Montessori
B. Froebel D. Kohlberg

23. The best way to assess learning is to use real-life situations, objects and materials
existing in the environment. Hence, teachers are encouraged to use ____________.
A. Rating scale C. observation technique
B. Pencils-and-paper test D. Authentic assessment

24. A sentence that comes before is missing. How is understanding of a concept shown by
learners?
I. By using and adopting it
II. By repeating what has been heard
III. By memorizing what has been read
A. II only C. II and III
B. III only D. I only

25. The more information teachers obtain about how students perform, the more capacity
they have to rethink their pedagogy, and the more opportunities they create for student
success. Which statement BEST explains the text above?
A. Teachers should keep track of learning outcomes
B. Teachers should keep records of family background
C. Teachers should file information
D. Teachers should teach to test.

26. During the sensorimotor period, a child does not see things in abstract form. Which of
the following should teachers remember in teaching and assessing young children’s
performances?
A. Use of picture may not be necessary
B. Use of concrete objects is not necessary
C. Printed words are easier to understand than pictures.
D. Colored pictures are more effective than printed sentences.

Educ 303 – Assessment in Learning 2 | 8

27. Referring to assessment, what are the essential features that should be explained to the
learners?
I. Role of learners in the assessment
II. Why learners will be assessed
III. How their performance will be measured
IV. How the results will be used
A. II, III, IV C. II, III, IV
B. I, II, III D. I, II,III, IV

28. In constructing test items the teacher considers the alignment of ____________ with
assessment.
A. Content and process C. Instructional objectives
B. Monitoring and evaluation D. Instructional materials

29. The Department of Education directed that the lowest passing grade is _______% and
the lowest failing grade is ________% in the report card.
A. 70-60 C. 75-65
B. 75-70 D. 70-50

30. Test scores are totaled at the end of each grading period and computed using the
formula:
A. [Students score ÷ Highest possible score] x 100
B. [Highest score ÷ lowest possible score] x 100
C. [Test score = transmutation table] x 100
D. [Students’ score x 100%]

8-10 pts – Demonstrates imaginative thinking and unique qualities

5-7 pts – Demonstrate moderate imaginative skills
1-4 pts – Lacks imaginative thinking
31. What is being assessed by the above criteria?
A. Appeal C. Aesthetic
B. Creativity D. Workmanship

32. Which of these are non-threatening means of assessing learning outcomes?

I. Portfolio
II. Self-evaluation
III. Peer evaluation
IV. Learning journals
A. I and II C. I, II IV
B. I and III D. II and III

Educ 303 – Assessment in Learning 2 | 9

33. What is an alternative assessment tool for teaching and learning consisting of a
collection of work/artifacts finished or in – progress accomplished by the targeted
clientele?
A. Rubric C. Evaluation instrument
B. Achievement test D. Portfolio

34. Which of these approaches would reform assessment of learning outcomes?

A. Use standards as means of giving feedback on student learning.
B. Compare results of performances of all schools.
C. Focus on testing without investing a learner’s special needs.
D. Apply sanctions on low performing schools.

35. Which of the following are alternative assessments?

A. Portfolio, exhibit, journals
B. Paper and pencil test, demonstration, reports
C. Student self-assessment, authentic assessment, survey
D. Multiple choice, structured observations, sentence completion

36. Which among the indicators would be most useful for assessing quality of schooling?
A. Participation rate C. Net enrolment rate
B. Cohort survival rate D. Drop-out rate

37. You would like to assess students’ ability to write a portfolio. What type of test will
determine their ability to organize ideas and think critically?
A. Long test C. Formative test
B. Essay test D. Summative test

38. In the context of the 6 facets of understanding cited by Wiggins and McTighe,
A. Repeating the principle given by the teacher
B. Applying it to solve his/her problem
C. Stating it from memory
D. Memorizing it

39. The instructions for a test are made simple, clear, and concise. This is part of which of
the following characteristics of a god test?
A. Objectivity C. Administrability
B. Economy D. Scorability

40. Teacher gave a test in grammar. She found out that one half of the class scored very
low. She plans to give another test to the pupils who scored very low to find out exactly
where they weak. Which type of test is this?
A. Placement test C. Achievement test
B. Diagnostic test D. Intelligence test

Educ 303 – Assessment in Learning 2 | 10

41. With the mode of answering as point of reference, which of the following types of test
does NOT being to the group?
A. Problem-solving C. Matching
B. Completion D. Essay

42. Which is NOT a characteristic of authentic assessment?

A. Is focused on lifelike, meaningful, relevant types of student learning
B. Offers opportunities to study problem intensively
C. Easy to complete
D. Fruitful in terms of genuine learning

43. Which of the following may NOT be adequately assessed by a paper-and –pencil test?
A. Subject-verb agreement C. Multiplications skills in Math
B. Vocabulary D. Sight reading in Music

44. Marking on a normative basis means that ________.

A. The normal curve of distribution should be followed.
B. Some students must fail
C. Fewer students must get high marks
D. Grades show how a student achieves relative to other students.

45. You were tasked to test this hypothesis. “The more a teacher knows about a specific
subject matter, the better she can teach it.” Which variable could be used as the
dependent variable?
A. Teacher’s yearly performance evaluation rating
B. Personality b\traits of the teacher
C. Incentives offered to teachers
D. Motivation from the school head

46. The facility index of a test item is. 50. This means that the test item is ________.
A. Valid C. Very easy
B. Moderate in difficulty D. Reliable

47. The discrimination index of a test item is +48. What does this mean?
A. An equal number from the lower and upper group got the item correctly.
B. More from the upper group got the item wrongly.
C. More from the lower group got the item correctly.
D. More from the upper group got the item correctly.

48. If the difficulty index of your test item is .10, what should you do with this item?
A. Revise it C. Retain it.
B. Reject it D. Reserve it for another group of pupils.

Educ 303 – Assessment in Learning 2 | 11

Read the following then answer questions #49-51

In a multiple choice test item with options A-B-C-D and out of 50 examinees:

A. The correct answer, was chosen by 5;

B. Was chosen by 30;
C. Was chosen by 13 and;
D. Was chosen by 2.

49. Which was the, MOST effective distracter?

A. Option A C. Option D
B. Option C D. Option B

50. Which must have served as a plausible option/s?

A. Option B C. Option C
B. Option D D. Option B, C and D

51. How do you consider Option D?

A. Most effective distracter C. Ineffective distracter
B. Effective distracter D. Attractive option

In a multiple choice test item with options A-B-C-D and out of 50 examinees:

A. Was chosen by 12;

B. Was chosen by 2;
C. The correct answer was chosen by 6 and;
D. Was chosen by 30.

52. Which was the LEAST effective distracter?

A. Option D C. Option B
B. Option C D. Option A

53. Which statement may be TRUE of the test item?

A. The test item may be reliable
B. The difficulty index may be high
C. The difficulty index cannot be determined
D. The difficulty index may be low

54. In a one hundred-item test, what does Ryan’s raw score 70 mean?
A. He surpassed 30 of his classmates in terms of score.
B. He got 70 items correct
C. He surpassed 70 of his classmates in terms of score
D. He got a score above the mean

Educ 303 – Assessment in Learning 2 | 12

55. Here are raw scores in a quiz: 97, 95, 85, 83, 77, 75, 50, 10, 5, 2, 1. To get a picture of
the group’s performances, which measure of central tendency is most reliable?
A. Mode
B. Mean
C. Median
D. None. It is best to look at the individual score

56. Here is a score distribution: 98, 93, 93, 93, 90, 88, 87, 85, 85, 70, 51, 34, 34, 34, 20, 18,
15, 12, 9, 8, 6, 3, 1. Which is a characteristic of the score distribution?
A. No discernible pattern C. Bi-modal
B. Tri-modal D. Skewed to the right

57. Which measure of central tendency is most reliable when scores are extremely high and
low?
A. Cannot be identified unless individual scores are given
B. Mode
C. Mean
D. Median

58. Which is TRUE when standard deviation is big?

A. The bell curve shape is steep
B. Scores are spread apart
C. Scores are concentrated
D. Scores are not extremes

59. In a grade distribution, what does the normal curve mean?

A. A large number of students receiving low grades and very few students with high
grades
B. A large number of more or less average students and very few students receiving
low and high grades.
C. A large number of students with high grades and very few with low grades.
D. All of the students have average grades.

60. Which one indicates a strong negative correlation?

A. -.75 C. -.25
B. -.10 D. -.15

61. Which is a graphic illustration of the relation between two variables?

A. Histogram
B. Scatter Diagram
C. Frequency Polygon
D. Normal Curve

Educ 303 – Assessment in Learning 2 | 13

 SITUATION - Refer to the table below to answer item 62
Reading Comprehension Test Results in MPS
Grade III- School A
Grade III Section English (MPS) Filipino (MPS)
A 75 87
B 60 30
C 32 60
D 80 90
E 51 72

62. If the Grade III Section C teacher targeted a 10% increase but obtained a MPS of 45,
which of these statements are NOT TRUE?
I. Grade III Section C met the target with an absolute 13% increase in
performance.
II. Grade II Section C improved in Filipino. But not in English.
III. Grade III Section C surpassed the target with a 45% increase.
IV. Grade III Section C showed marked improvement in English.
A. I and II C. I and IV
B. I and III D. II and III

Use the table below to answer item 63.

Percentage of Literacy
2004 2008
Age Total Male Female Total Male Female
Range
6-14 yrs. 92.72 94.47 91.02 91.50 93.67 89.38
15yrs. 93.19 95.46 91.02 93.28 96.07 90.57
15-24 yrs. 98.12 98.43 97.81 98.57 98.67 98.47

63. What trend appears as males and females get older?

A. No apparent trend can be noted.
B. There are more belonging to the 15-24 age range than those in 6-14 years.
C. Males become increasingly dominant in literacy rate over their female
counterparts.
D. The difference in literacy rates between males and females tends to disappear as
they grow older.

64. How will you interpret a student’s 80% percentile score? The student scored
___________.
A. Higher than 80% of the members of the group
B. Better, relative to the competencies targeted
C. High in all skills being tested
D. 80% of the specified content

Educ 303 – Assessment in Learning 2 | 14

65. What can be said of student performance in a positively skewed score distribution?
A. Almost all students had average performances
B. A few students performed excellently
C. Most students performed poorly
D. Most students performed well

66. A test item has a difficulty index of .51 and a discriminating index of .25. What should the
teacher do?
A. Make it a bonus item C. Revise the item
B. Retain the item D. Reject the item

67. If there are three raters of an essay test, what correlation is determined?
A. Triple rater C. External rater
B. Inter rater D. Multiple rater

68. The common instrument used in measuring learning in the affective domain is
_________.
A. Questionnaire C. Multiple choice
B. Checklist D. Scaling

69. A parent receivers the Report Card of his/her first year son as follows:
English - 82
Filipino - 82
Mathematics - 75
Science - 74
Araling Panlipunan - 80
Values Education - 83
TLE - 85
MAPEH - 86

How may a teacher encourage the learner to improve his performances in Science?
A. Ask the learner why science is difficult for him
B. Request the parent to guide the learner in developing good study habits
C. Make available Science reading materials to the parent and learner
D. Conduct remedial teaching in Science

70. In qualitative social and behavioral studies, ‘’the investigator is a part of the study.’’ What
are implied in this statement?
I. The researcher processes and analyzes the data himself
II. Date interpretation depends on the orientation of the researcher
III. The investigator is the only source of information
IV. Data gathering may be done by others but the analysis is done by the researcher
A. I and IV B. II and III C. I, II and IV D. I, II, III and IV

Educ 303 – Assessment in Learning 2 | 15

71. Keeping track of assessment results from one periodic rating to the next is useful in
contributing to the development of a ______________.
A. Regional Plan
B. Annual Implementation Plan
C. School Improvement Plan
D. Division Plan

Study the diagram below which shows the learner and student assessment in the
center of the Foundations for Accountability. Based on the diagram answer
questions #72 and 73.

Standards for
Student

Student
Assessment

Learner

Family, School, Community

Student Access to
Quality Resources
Standards Review Standards
for Practice for Delivery

72. What standards impinge directly on student assessment?

I. Practice III. Delivery
II. Student Learning IV. Family and Community
A. III and IV C. II and III
B. I and II D. I, II, III

73. Which characterize the process approach of assessing student performance?

I. Teacher collects student work recorded in a portfolio
II. Teacher focuses on what students do while engaged in the learning process.
III. Students critically evaluate their own work.
IV. Students select samples of what they think enhance their learning
A. I and III C. II, IV ,III
B. I, II, III, IV D. III and IV

Educ 303 – Assessment in Learning 2 | 16

 Below is a Continuance of Assessment Methods presented by Wiggins and McTighe,
Understanding by Design.

Informal Observation Quiz Test Academic Performance

Checks for Dialogue Prompt Task/Project
Understanding

Based on the diagrams’ answer questions # 74- #75

74. The assessment methods are considered to collect __________ of understanding

overtime.
A. Information C. Tasks
B. Evidence D. Facts

75. Assessment anchored on performance tasks on projects enables the students to use
their knowledge in ___________.
A. Relationship C. Essentials
B. Context D. Prioritization

76. Which is one measure of attitude that consists of a value statement where you are asked
to express your degree of agreement or disagreement of a statement?
A. Likert scale C. Semantic differential
B. Interview schedule D. Checklist

77. Teacher F narrates: “I went through a test where I was asked how the ink blots appeared
to me.” What test did Teacher F probably undergo?
A. IQ test C. Aptitude test
B. Rorschach test D. EQ test

78. Which test will the Guidance Office of School give if it wants to help students in
predicting their probable success in specific educational and vocational fields?
A. Diagnosis C. IQ test
B. Achievement D. Aptitude test

79. Which tool should a teacher use if she wants to locate areas which are adversely
affecting the performance of a significant number of students?
A. Problem C. Autobiography
B. Self-report technique D. Cumulative record

80. Which is NOT true of the guidance process?

A. The guidance process means the guidance counselor decides what is best for
the student who is in the dark
B. The guidance process is a continuous process
C. Guidance is meant for every student including the performing students.
D. Guidance is assisting students to become self-directed individuals.

Educ 303 – Assessment in Learning 2 | 17

81. You intend to assess affective such as capacity to feel, attitudes and behavior. Which of
the following should you establish to ascertain the instrument’s validity?
A. Construct C. Criterion-related
B. Content D. Face

82. Analytic scoring uses the ___________ judgment of the student’s work.
A. Evaluation C. Standard
B. Performance D. Criterion

83. Rubrics are used for rating performance and scoring guides to describe the
___________ qualities of student outcomes.
A. Tested C. Distinguished
B. Accomplished D. Desired

84. Teachers should avoid __________ in assigning student performance-based ratings.

A. Arbitrariness and bias C. Partiality and calculation
B. Unnecessary deductions D. Unnecessary Evaluation

85. In her desire to motivate students to study very well, Teacher Elsa posted the scores of
all her students at the end of the periodic test. Is the act in accordance with ethical
principles?
A. No, it violates the principle of confidentiality of scores and grades.
B. Yes, Teacher Elsa had a very good intention, i.e. to motivate students to study
well.
C. Yes, scores are not yet the grades anyway.
D. Yes, if the scores are high and no, if the scores are low.

Educ 303 – Assessment in Learning 2 | 18

 Module 1

A.
Process-
Oriented
Learning

B.
Competencies

C.
Process-
Oriented
Performance-
Based

D.
Assessment

Task Scoring
Designing Rubrics

Educ 303 – Assessment in Learning 2 | 19

 Educ 303 – Assessment of Learning 2
Module I: Review of Principles of High Quality Assessment
Lesson 1: Clarity of Learning Targets

Learning Outcome:

At the end of this module, you must be able to:

1. Classify the cognitive objectives;

2. Formulate learning targets in the Anderson’s (2001)taxonomy of objectives; and
3. Determine skills and competencies in any activities.

Introduction
This module 1 is a review of the principles of high quality assessment which was more
presented and discussed in Assessment of Learning 1. For the sake of concept mastery, we have to
face the risk of sounding repetitively. Let us check how far we learned from Assessment of Learning
1 as the first course Assessment of Student Learning.

*Complete the three activities so that you will be able to fully conceptualize the topic of the course
subject. These activities will gear you up the topic of this module.

Activity 1

Instruction: Classify the cognitive objectives below in terms of Anderson’s taxonomy of

objectives:

Classification
Behavioral Objectives (remember, understand, apply,
analyze, evaluate, create)
1. To state the parts of a flower. __________________________

2. To enumerate the characteristics of a good test. __________________________

3. To determine the function of a predicate in a sentence. __________________________

4. To outline the salient features of a good essay. __________________________

5. To utilize the concept of ratio and proportion in

__________________________
finding height of the building.

6. To name the past presidents of the Philippines. __________________________

Educ 303 – Assessment in Learning 2 | 20

 7. To discuss the sufficiency of information given to
__________________________
solve a problem.
8. To classify the resulting product of a chemical
__________________________
reaction.
9. To choose a course of action to be taken in the light of
__________________________
possible consequences.

10. To explain the functions the parts of a cell. __________________________

Activity 2

Instruction: For each of the lessons below, write at least five(5) learning targets following
Anderson’s taxonomy of objectives:

1. Construction of a compound English sentences.

2. The branches of the Philippine government.

3. The human cell.

4. Tuning musical notes in key of G.

Activity 3

Instruction: Write at least three (3) skills and three (3) competencies of the following:

Activity Skills Competencies

1. Making a flour

2. Composition
writing

3. Solving logical
problems

Educ 303 – Assessment in Learning 2 | 21

 4. Laboratory
Experiment

*Let us talk about your Activity 1. What are your thoughts about when the behavioral
objectives can become remember, understand, apply, analyze, evaluate, and create?
Cite your own example.

In Activity 2, for every five (5) learning targets per lesson you have created, what is the relevance
of the 5 targets to the domains of Anderson’s taxonomy of objectives?

In Activity 3, for every three (3) skills and three (3) competencies you have formulated, what is the
relationship between these skills and competencies to the Anderson’s taxonomy of objectives?

*Now, I want you to carefully read the items below to help you fully understand the topic we
have on the review of principles high quality assessment on clarity of learning targets.

What are the 6 levels of cognitive domain?

1. Remember recalls facts and basic concepts.

Terms used are define, describe, identify, name , list down, select, label, duplicate,
list, memorize, repeat, state
Example: To name the different cuts or forms of fish.

2. Understand explains ideas or concepts.

Terms used are convert, distinguish, defend, give example, estimate, discuss,
paraphrase, explain, predict, extend, summarize, generalize, determine, classify, describe,
locate, recognize, report, select, translate
Example: To determine the yield of each form of fish.

3. Apply uses information in new situations.

Terms used are change, prepare, compute, use, solve, discover, relate, modify,
disseminate , write, construct, execute, implement, demonstrate, interpret, operate,
schedule, sketch
Example: To interpret the poem entitled “trees”.

4. Analyze draws conditions among ideas.

Terms used are breakdown, diagram, subdivide, illustrate, infer, separate,
discriminate, outline, point out, differentiate, organize, relate, compare, contrast, examine,
experiment, question, test
Example: To differentiate dressed from drawn; whole from drawn; split from butterfly
fillet; and stick from steak.

Educ 303 – Assessment in Learning 2 | 22

 5. Evaluate justifies the stand or decision.
Terms used are appraise, argue, defend, judge, select, support, value, critique,
weigh
Example: To judge the oratorical contest.

6. Create produces new or original work/s.

Terms used are design, assemble, construct, conjecture, develop, formulate, author,
investigate
Example: To investigate the incident happened during fraud election.

*Let’s try your understanding. Answer tests I & II of the following test items:

I. In the cognitive domain, discuss the following hierarchy of educational targets

and justify your answers by giving example:

1. Create 4. Apply
2. Understand 5.Evaluate
3. Analyze 6.Remember

II. Suppose that you wish to teach the concept of “Covid 19” in high school junior
Chemistry. Write one objective for each of the following:

1. Remember 4.Analyze
2. Understand 5.Evaluate
3. Apply 6.Create

Educ 303 – Assessment in Learning 2 | 23

Module 1: Lesson 2 -Appropriateness of Assessment Methods

Learning Outcome:

At the end of this module, you must be able to:

1. Define the assessment methods;

2. Discuss the appropriateness of the assessment methods; and
3. Explain the procedures of the assessment methods.

Introduction
This module is still the review of principles of high quality assessment which was more
deliberated and discussed in Assessment of Learning 1. For the sake again of concept mastery, we
have to take the risk of going over repetitively. Let us check how far the students’ learned from
assessment 1 on the appropriateness of the assessment methods.

*Complete the two activities so that you will be able to comprehend fully the topic of
the course subject. These activities will bring you up the topic of this module.

Activity 1

Instruction: Discuss the appropriateness of the following assessment methods and justify
your answer by giving example:

1. Objective tests 5. Self-reports

2. Essay tests 6. Observation reports
3. Performance tests 7.Product reports
4. Oral questioning

Activity 2

Instruction: Answer the question below and justify your answer by giving example:

1. If you were to utilize all these procedures, how would you put weights on each of the
procedure. Explain your answer and justify by giving example..

*Let us talk about your activity 1. What are your thoughts about the appropriateness of
assessment methods on objective tests, essay tests, performance tests, oral questioning, self-
reports, observational reports, and product reports? Cite your own example.

In activity 2, what are your thoughts on each procedure of the assessment methods
appropriateness? Cite your own example.

Educ 303 – Assessment in Learning 2 | 24

*Kindly, read the items below to help you fully understand the lesson we have on the review
of principles of high quality assessment on the appropriateness of assessment methods.

What are the appropriateness of assessment methods?

1. Written-Response Instruments.
It includes objective tests, multiple choice, true-false, matching or short
answer)tests, essays, examination and checklists.
Objective tests are appropriate for assessing the various levels of hierarchy
of educational objectives.
Multiple choice tests in particular can be constructed in such a way as to
test higher order thinking skills.
Essays, when properly planned, can test the student’s grasp of the higher
level cognitive skills particularly in the areas of application, analysis, synthesis and
judgment.

2. Product Rating Scales. A teacher is often tasked to rate products.

Examples of products that are frequently rated in education are book reports,
maps, charts, diagrams, notebooks, essays and creative endeavors of all sorts.

3. Performance Tests. One of the most frequently used measurement instruments is the
checklist.
A performance checklist consists of a list of behaviors that make up a certain type of
performance(examples; using a microscope, typing a letter, solving mathematics
performance and so on Oral Questioning.

It is an appropriate assessment method when the objectives are:

1. to assess the student’s stock knowledge and/or,
2. to determine the student’s ability to communicate ideas in coherent verbal
sentences.

4. Observation and Self-reports.

These are useful supplementary assessment methods when used in conjunction
with oral questioning and performance tests.
A tally sheet is a device often used by teachers to record the frequency of student
behaviors, activities or remarks.
A self-checklist is a list of several characteristics or activities presented to the
subjects of a study.

*Let us try your understanding. Answer the following questions below:

1. In your own opinion, which is better, an essay or an objective test? Support your answer.

2. To avoid bias scoring, how is an essay test scored? Justify your answer by giving example.

Educ 303 – Assessment in Learning 2 | 25

Module 1: Lesson 3- Properties of Assessment Methods

Learning Outcome:

At the end of this module, you must be able to:

1. Define the properties of assessment methods; and

2. Explain each property of assessment methods.

Introduction
This topic 3 of module 1 is a review of the principles of high quality assessment which was
more explained and discussed in Assessment of Student Learning 1. For the sake of lesson mastery,
we have to take the risk of sounding repetitively. Let us check how far we learned from assessment
of learning 1.

*Complete the three activities so that you will be able to conceptualize thoroughly the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1
Instruction: Define and discuss the following terms:
1. Content validity 2. Reliability 3.Construct validity
4.Criterion-related validity 5.Stability

Activity 2
Instruction: Answer the following questions:
1. A test may be reliable but not necessarily valid. Is it possible for a test to be valid but not
reliable? Discuss.
2. A 50 item test was administered to a group of 25 students. The mean score was 30 while
standard deviation was 4.5. Compute the KR21 index of reliability.
3. Compute the Spearman-Brown reliability index if the correlation between the odd and
even scores is 0.74.
4. How many items are needed to construct KR21 index of 0.50 if the mean is 70 and the
standard deviation is 8.5 for a group of 25 students?

Activity 3
Instruction: In the following situations, identify the ethical issues that may be raised in
terms of (a) possible harm to the participants, (b) confidentiality of the assessment data, and
(c) presence of concealment or deception:
1. A teacher plans to rate the performance of students in a gymnastics class unobtrusively. He
does not let the students know that he is actually rating their gymnastics abilities. Instead,
he tells the students to use the gymnasium facilities for practice and then, he watches the
students practice on occasions that are unannounced.
2. A teacher is taking a doctorate course in research and intends to use his 50 students in
Chemistry as subjects of his study. His research deals with the effect of classical music on
the learning of Chemicals. One class is taught Balancing Chemical Equation with subtle
background music while the other class is taught the same lesson without any background
music.

Educ 303 – Assessment in Learning 2 | 26

*Let us talk about your activity 1. What are your thoughts about the terms; content validity,
criterion-related validity, construct validity, reliability, and stability? Cite your own example.

In Activity 2, what are your thoughts about reliability and validity, KR21, and Spearman-Brown
reliability? Cite your own example.

In Activity 3, what are your thoughts on the ethical issues on possible harm to the participants,
confidentiality of the assessment data, and presence of concealment or deception? Cite your own
example.

*Now, I want you to read the items below to help you fully understand the topic we have on
the review of principles of high quality assessment on the properties of assessment methods.

What are the properties of assessment methods?

1. Validity.
It was defined traditionally as the instrument’s ability to measure what it purports
to measure.
It is also referring to the appropriateness.
Correctness, meaningfulness, and usefulness of the specific conclusions that a
teacher reaches regarding the teaching-learning situation.

2. Reliability. It refers to its consistency. It is also term that synonymous with

dependability or stability.

*Spearman-Brown prophecy formula:

Reliability of test=(2 x rhalf)/ (1 + rhalf) , where rhalf=reliability of the test.
*Kuder-Richardson 21 formula:
KR21=K/(K-1) (1-(n(K-M))/K(Variance),
where K=number of items on the test,
M=mean of the test,
Variance= variance of test scores.

3. Fairness. Assessment procedure needs to be fair.

4. Practicality and Efficiency. An assessment procedure should be practical in the sense

that the teacher should be familiar with it, does not require too much time and is in fact,
implementable.

5. Ethics in Assessment. The term ethics refers to questions of right and wrong.
When teacher thinks about ethics, they need to ask themselves if it is right to assess
a specific knowledge or investigate a certain question.

*Let’s try your understanding. Answer Test I, II, & III of the following items.
I. Explain the following terms and justify your answer/s by giving example/s.
1. Content validity 4. Stability
2. Criterion-related validity 5.Reliability
3. Construct validity

Educ 303 – Assessment in Learning 2 | 27

II. Answer the following questions:
1. Cite another example of a behavior considered not ethical in testing and
assessment. Explain why you think such a behavior is not ethical.

2. Enumerate the three main concerns of ethics in testing and assessment. Discuss
each major ethical concern.
3. What is meant by predictive validity? Illustrate this concept.
4. Which of the following: content validity, criterion validity, construct validity, is
the most difficult to obtain? Explain.

III. In the following situations, identify the ethical issues that may be raised in
terms of (a) possible harm to the participants, (b) confidentiality of
assessment data, and (c) presence of concealment or deception.

1. An arts and crafts teacher requires the students to submit their mat weaving
projects to be graded. He selects the best student outputs and brings these
projects home.

2. In grading his students in Physics , a high school teacher subjectively adds five
or more points to the grades of students who have performed poorly but who,
he believes, deserve better grades had they spent more time studying. In some
instances, however, he does not add any point to a poor performer because he
also believes that such cases do not represent a case of “just needing more time”.

Educ 303 – Assessment in Learning 2 | 28

Module 2

Product-Oriented
Performance-
Based Assessment

Scoring Rubrics

Educ 303 – Assessment in Learning 2 | 29

Module 2: Process-Oriented Performance-Based Assessment
Lesson 1- Learning Competencies

Learning Outcome:

At the end of this module, you must be able to:

1. Define/Discuss competencies(simple and complex), abilities and skills, and processes;

2. Identify the process-oriented learning competencies on the task/activity; and
3. Differentiate simple competencies from complex competencies.

Introduction
This module is concerned with process-oriented performance based assessment.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.

*Complete the three activities so that you will be able to fully conceptualize the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1
Instruction: Define the following terms and discuss:
1. Competencies 4. Abilities
2. Simple competencies 5.Skills
3. Complex competencies 6.Processes

Activity 2
Instruction: For each of the following tasks, identify at four process-oriented
learning competencies :

1. Constructing an perpendicular bisector using a straight edge and a compass.

2. Constructing three-dimensional models of solids from cardboards.
3. Writing an essay about the COVID 19.
4. Performing a comical skit on the importance of a heroism.

Activity 3
Instruction: Answer the following questions and justify your answer/s by giving
example/s.

1. Differentiate skills, abilities and competencies.

2. Compare and contrast complex competencies from simple competencies.

*Let us talk about your activity 1. What are your thoughts on the following terms;
competencies(simple & complex), abilities, skills, and processes? Cite your own example.

Educ 303 – Assessment in Learning 2 | 30

In Activity 2, what are your thoughts in identifying the process-oriented learning competencies?
Cite your own example.

In Activity 3, what are your thoughts on competencies, abilities and skills? And when can you
determine that the competencies are simple or complex? Cite your own example.

*Now, I want you read thoroughly the items below to help you fully understand the topic on
process-oriented performance-based assessment on learning competencies.

What is assessment?
Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and revealed in performance over time.

What is process-oriented performance-based assessment?

It is concerned with the actual task performance rather than the output or product of the
activity.

What are competencies?

Competencies are defined as groups or clusters of skills and abilities for needed for a
particular task.

Example:
Task: Recite a Poem by Edgar Allan Poe, “The Raven”.
Objectives: The activity aims to enable the students to recite a poem entitled “The Raven”
By Edgar Allan Poe.
Specifically:
1. Recite the poem from memory without referring the notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambiance of the poem through appropriate rising and falling
intonation;
5. Pronounce the words clearly and with proper diction.

When does competency become complex?

A competency becomes complex when it consists of two or more skills.

Example:
A. The following competencies are simple competencies:
1. Speak with a well-0modulated voice;
2. Draw a straight line from one point;
3. Color a leaf with a green crayon.

B. The following competencies are more complex competencies:

1. Recite a poem with feeling using appropriate voice quality, facial expressions. And
hand gestures;
2. Construct an equilateral triangle given three non-collinear points;
3. Draw and color a leaf with green crayon.

Educ 303 – Assessment in Learning 2 | 31

*Let us try your understanding. Answer tests I, II, & III.
I. Discuss the following terms and justify it by giving example/s:
1. Competencies(simple and complex)
2. Skills and Abilities
3. Processes

II. For each of the following tasks, identify five(5) process-oriented learning
competencies:
1. Use evidence to solve a COVID 19.
2. Devise a playlets.
3. Participate in argumentation and debate.
4. Infer the main idea of a written drama.

III. Construct five (5)simple competencies and five(5) complex competencies of the
following:
A. Asia Pacific Singing Contest B. Miss Universe Pageant

Educ 303 – Assessment in Learning 2 | 32

Module 2: Lesson 2- Process-Oriented Performance-Based Assessment on
Task Designing

Learning Outcome:

At the end of this module, you must be able to:

1. Memorize/state the general accepted standards for designing a task; and

2. Design tasks for a certain topic or activity.

Introduction
This module is concerned with process-oriented performance based assessment.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.
On this lesson 2 of module 2 is concerned on designing a task/s for a certain topic or
activity.

*Complete the two activities so that you will be able to fully conceptualize the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1

Instruction: Enumerate the general accepted standards in designing a task/s and discuss
each standard:

Activity 2

Instruction: Formulate/design five(5) tasks for each of the following topics/ activities:
1. Propose and justify a way to resolve COVID 19.
2. Combine information from several sources to draw a conclusion about
something.
3. Write a summary of a heavy drama.
4. Analyze how COVID 19 came out.

*Let us talk about your activity 1. What are your thoughts on the general accepted standards
designing a task/s? Cite your own example.

In Activity 2, what are your thoughts in formulating/designing task to a certain topic/ activity? Cite
your own example.

Educ 303 – Assessment in Learning 2 | 33

*Now, I want you read thoroughly the items below to help you fully understand the topic on
process-oriented performance-based assessment on learning competencies.

What are learning tasks?

Learning tasks need to be carefully planned. In particular, the teacher must ensure that the
particular learning process to be observed contributes to the overall understanding of the subject
or course.

What is the generally accepted standards in designing a task/s?

1. Identifying an activity that would highlight the competencies to be evaluated.

Example: reciting a poem, writing an essay, manipulating the microscope

2. Identifying an activity that would entail more or less the same sets of
competencies.

3. Finding a task that would be interesting and enjoyable for the students.

Example: The topic is on understanding biological diversity.

Possible Task Design:

Bring the students to a pond or creek. Ask them to find living organisms as they can
find living near the pond or creek.
Also, bring them to the school playground to find as many living organisms as they
ca.
Observe how the students will develop a system for finding such organisms,
classifying the organisms and concluding the differences in biological diversity of the two
sites.
Science laboratory classes are particularly suitable for a process-oriented
performance-based assessment technique.

*Let us try your understanding. Answer tests I & II.

I. Discuss the generally accepted standards in designing a task/s:

II. For each of the following tasks, formulate/design five(5) tasks in each topic or
activity:
1. Mangrove planting in Osao to Magbagacay.
2. Cleaning the seashore of San Juan.
3. Developing a drama theater.
4. Planning a San Juan Festival.

Educ 303 – Assessment in Learning 2 | 34

Module 2: Lesson 3- Process-Oriented Performance-Based Assessment on

Scoring Rubrics

Learning Outcome:

At the end of this module, you must be able to:

1. Define the terms; rubrics, authentic assessment, descriptors, levels of performance,

analytic rubrics, holistic rubrics;
2. Differentiate holistic rubrics from analytic rubrics;
3. Determine the number of levels of performances; and
4. Formulate/construct a scoring rubric on a certain topic or activity.

Introduction
This module is concerned with process-oriented performance based assessment.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.
On this lesson 3 of module 2 is concerned on the formulation of scoring rubrics for a certain
topic or activity

*Complete the two activities so that you will be able to fully conceptualize the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1
Instruction: Define and discuss the following terms:
1. Rubrics 4.Levels of performance
2. Authentic assessment 5.Analytic rubrics
3. Descriptors 6.Holistic rubrics

Activity 2
Instruction: Answer the following questions and justify your answer by giving
example:
1. Differentiate holistic rubrics from analytic rubrics.
2. Discuss the number of levels of performances.

Activity 3
Instruction: Construct a scoring rubrics of the following activity, (a) holistic rubrics, and
(b) analytic rubrics

1. Write a summary of a heavy drama.

a) Holistic rubrics b. Analytic rubrics
2. Analyze how COVID 19 came out.
a) Holistic rubrics b. Analytic rubrics

Educ 303 – Assessment in Learning 2 | 35

*Let us talk about your activity 1. What are your thoughts on the following terms; rubrics,
authentic assessment, descriptors, holistic rubrics, analytic rubrics, and levels of performance? Cite
your own example.

In Activity 2, what are your thoughts in differentiating holistic rubrics from analytic rubrics, and
the number of levels of performances? Cite your own example.

In Activity 3, what are your thoughts in formulating/constructing scoring rubrics in holistic and
analytic rubrics? Cite your own example.

*Now, I want you read thoroughly the items below to help you fully understand the topic on
process-oriented performance-based assessment on learning competencies.

What is rubric?
Rubric is a scoring scale used to assess student performance along a task-specific set of
criteria.

What are authentic assessments?

Authentic assessments are criterion-referenced measures, that is, a student’s aptitude on

a task is determined by matching the student’s performance against a set of criteria to determine
the degree to which the student’s performance meets the criteria for the task.

What are descriptors?

Descriptors spell out what is expected of students at each level of performance for each
criterion.
A descriptor tells students more precisely what performance looks like at each level and
how their work may be distinguished from the work of others for each criterion.

What is the number of levels of performance in scoring rubrics?

There is no specific number of levels a rubric should or should not possess. It will vary on
your task and your needs.
A rubric can have few as two levels of performance (e.g., a checklist) or as many as … well,
as many as you decide is appropriate.
Generally, it is better to start with a smaller number of levels of performance for a criterion
and then expand, if necessary.

What is holistic rubric?

Holistic rubric does not list separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing performance across multiple criteria as a
whole.

Educ 303 – Assessment in Learning 2 | 36

Example:
3 – Excellent Speaker
 included 10-12 changes in hand gestures
 no apparent inappropriate facial expressions
 utilizes proper voice inflection
 can create proper ambiance for the poem
2 – Good Speaker
 included 5-9 changes in hand gestures
 few inappropriate facial expressions
 have some inappropriate voice inflection changes
 almost creating proper ambiance
1 – Poor Speaker
 included 1-4 changes in hand gestures
 lots of inappropriate facial expressions
 uses monotone voice
 cannot create proper ambiance

What is analytic rubric?

Analytic rubric articulates levels of performance for each criterion so the teacher can
assess student performance on each criterion.
Example:
Criteria 1 2 3
Number of
Appropriate Hand x1 1-4 5-9 10-12
Gestures
Appropriate Facial Lots of Few inappropriate No apparent
Expression x1 inappropriate facial expression inappropriate facial
facial expression expression
Voice Inflection Monotone voice Can vary voice Can easily vary voice
x2 used inflection with inflection
difficulty
Incorporate Recitation Recitation has Recitation fully captures
proper ambiance contains very little some feelings ambiance through
x3
through feelings in feelings feelings in the voice
the voice

*Let us try your understanding. Answer tests I & II.

I. Compare and contrast the following terms:
1. Authentic Assessment and Levels of Performance 2. Rubrics and descriptors
II. Construct a scoring rubrics of the following tasks of at least 5 levels using the
scale of 1 to 5 where 5 is the highest and 1 is the least in each topic or activity:
1. Write an outline of a text or oral report.
2. Justify one point of view on an issue and then justify the opposing view.
3. Evaluate the quality of a writer’s arguments.
4. Determine alternative courses of actions, giving advantages and disadvantages of
each.

Educ 303 – Assessment in Learning 2 | 37

Module 3: Product- Oriented Performance Based Assessment

Task Designing

Scoring Rubrics

Educ 303 – Assessment in Learning 2 | 38

Module 3: Lesson 1- Product-Oriented Performance-Based Assessment on
Learning Competencies

Learning Outcome:

At the end of this module, you must be able to:

1. Define the terms; competencies, product, authentic assessment, alternative assessment,

novice, skilled, and expert;
2. Discuss the three levels of product-oriented learning competencies; and
3. Define/discuss the ways of learning competencies of the products or outputs.

Introduction
This module is concerned with product-oriented performance based assessment.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.
This lesson 1 of module 3 is dealing with the product-oriented learning competencies.

*Complete the three activities so that you will be able to fully conceptualize the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1
Instruction: Define the following terms and discuss:
1. Competencies 3. Authentic assessment 5.Novice 7.Expert
2. Product 4.Alternative assessment 6.Skilled

Activity 2
Instruction: Answer the following questions:
1. What are the three levels of product-oriented learning competencies? Discuss.
2. What are the three ways in defining learning competencies of products or
outputs? Discuss.

*Let us talk about your activity 1. What are your thoughts on the following terms; competencies,
products, authentic assessment, alternative assessment, novice, skilled, expert? Cite your own
example.

In Activity 2, what are your thoughts on the three levels of product-oriented learning
competencies; and the three ways in defining learning competencies for products or outputs? Cite
your own example.

*Now, I want you read thoroughly the items below to help you fully understand the topic on
product-oriented performance-based assessment on learning competencies.

Educ 303 – Assessment in Learning 2 | 39

What are competencies?
Competencies are combinations of attitude, skills and knowledge that students develop
and apply for successful learning, living and working.

What are products?

Performance-based tasks require performance-based assessments in which the actual
student performance is assessed through a product, such as a completed project or work that
demonstrates levels of task achievement.
Products can include a wide range of student works that target specific skills. Some
examples include communication skills such as those demonstrated in reading, writing, speaking
and listening, or psychomotor skills requiring physical abilities to perform a given task.

What is authentic assessment?

Authentic assessment is the idea of using creative learning experiences to test students’
skills and knowledge in realistic situations.

What is alternative assessment?

Alternative assessment or portfolio assessment is in direct contrast to traditional
assessment such as paper-and-pencil test.

What are the three levels of product-oriented learning competencies?

1. Novice or beginner’s level 2. Skilled level 3. Expert level

What are the three ways in defining learning competencies for products or outputs?
 Level 1: Does the finished product or project illustrate the minimum expected parts or
functions? (Beginner level)

 Level 2: Does the finished product or project contain additional parts and functions on top
of the minimum requirements which tend to enhance the final output? (Skilled level)

 Level 3: Does the finished product contain the basic minimum parts and functions, have
additional features on top of the minimum, and is aesthetically pleasing? (Expert level)

Example: The desired product is a representation of a cubic prism made out of cardboard in an
elementary geometry class.

Learning Competencies: The final product submitted by the students must:

1. possess the correct dimensions (5’’ x 5’’ x 5’’) – (minimum specifications)

2. be sturdy, made a durable cardboard and properly fastened together – (skilled
specifications)
3. be pleasing to the observer, preferably properly colored for aesthetic purposes –
(expert level)

Example: The product desired is a scrapbook illustrating the historical event called EDSA I People
Power.

Educ 303 – Assessment in Learning 2 | 40

 Learning Competencies: The scrapbook presented by the students must:

1. contain pictures, newspapers clippings and other illustrations for the main characters of
EDSA I People Power namely: Corazon Aquino, Fidel V. Ramos, Juan Ponce Enrile,
Ferdinand E. Marcos, Cardinal Sin. – (minimum specifications)

2. contain remarks and captions for the illustrations made by the student himself for the
roles played by the characters of EDSA I People Power – (skilled specifications)

3. be presentable, complete, informative and pleasing to the reader of the scrapbook –

(expert level)

Example: The desired output consists of the output in a typing class.

Learning Competencies: The final typing outputs of the students must:

1. possess no more than five (5) errors in spelling – (minimum specifications)

2. possess no more than 5 errors in spelling while observing proper format based on the
document to be typewritten – (skilled specifications)

3. possess no more than 5 errors in spelling, has the proper format, and is readable and
presentable – (expert level)

*Let us try your understanding. Answer tests I & II.

I. Discuss the following terms and justify it by giving your own example/s:
1. Competencies 3.Authentic assessment 5.Novice 7.Expert
2. Products 4.Alternative assessment 6.Skilled

II. Formulate /construct the 3 ways in defining learning competencies for products
or outputs of the following .
1. Scrapbook on “EDSA I Revolution”.
2. Specimen preservation on a biological diversity class.
3. Evaluating an output of a typing class.
4. Group activity on” solutes and solvents”.

Educ 303 – Assessment in Learning 2 | 41

Module 3: Lesson 2- Product-Oriented Performance-Based Assessment on

Task Designing

Learning Outcome:

At the end of this module, you must be able to:

1. Define the following terms; complexity, appeal, creativity, and goal-based;

2. Memorize and discuss the concepts that may be associated with task designing;
3. Design a project or task for learning objectives.

Introduction
This module is concerned with product-oriented performance based assessment.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.
On this lesson 2 of module 2 is concerned on designing a task/s for a certain learning
objectives.

*Complete the two activities so that you will be able to fully conceptualize the topic of the course
subject. These activities will bring you up the topic of this module.

Activity 1

Instruction: Discuss the concepts that are associated with task designing of the following:
1.Vaccine formulation and distribution.
2. Protocol formulation of COVID 19 on ECQ, GCQ, and MGCQ.

Activity 2

Instruction: Formulate/design for each of the following learning objectives:

1. Analyze the events leading to Andres Bonifacio’s heroism

2. Differentiate between mono revolutionary and democratic government.
3. Find the molecular weights of the chemicals in the reactant and resultant
4. Illustrate the concept of “COVID 19”..

*Let us talk about your activity 1. What are your thoughts on the concepts that may be associated
with task designing? Cite your own example.

In Activity 2, what are your thoughts in designing project or task to the learning objectives? Cite
your own example.

Educ 303 – Assessment in Learning 2 | 42

*Now, I want you read thoroughly the items below to help you fully understand the topic on
product-oriented performance-based assessment on task designing.

What are the concepts that may be associated with task designing?

a. Complexity. The level of complexity of the project needs to be within the range of ability
of the students.
Projects that are too simple tend to be uninteresting for the students while projects
that are too complicated will most likely frustrate them.

b. Appeal. The project or the activity must be appealing to the students.

It should be interesting enough so that the students are encouraged to pursue the
task to completion.
It should lead to self-discovery of information by the students.

c. Creativity. The project needs to encourage students exercise creativity and divergent
thinking.
Given the same set of materials and project inputs, how does one best present the
project? It should lead the students into exploring the various possible ways of presenting
the final output.

d. Goal-Based.
The teacher must bear in mind that the project is produced in order to attain learning
objective and thus, projects are assigned to students not just for the sake of producing
something but for the purpose of .
Example:
Paper folding is a traditional Japanese art. However, it can be used as an activity to teach
the concept of plane and solid geometry. Provide the students with a given number of colored
papers and ask them to construct as many plane and solid figures from these papers without
cutting them (by paper folding only).

*Let us try your understanding. Answer tests I & II.

I. Discuss and justify your answer/s by giving your own example/s on the concepts
that are associated with task designing.

II. Design a project or task for each of the following learning objectives:
1. Illustrate the concept of “osmosis”.
2. Illustrate the cultural diversity in the Philippines.
3. Identify similarities and differences of at least two major dialects in the Philippines.
4. Evaluate the “Oratorical Contest in SLSU”.

Educ 303 – Assessment in Learning 2 | 43

Module 3: Lesson 3- Product-Oriented Performance-Based Assessment on
Scoring Rubrics

Learning Outcome:

At the end of this module, you must be able to:

1. Define the terms; scoring rubrics, criteria, quality, creativity, comprehensiveness,

accuracy, aesthetics, substatements , general task, and task-specific;
2. Discuss the major criteria for product assessment;
3. Formulate substatements from the major criterion;
4. Differentiate the general task from specific task;
5. Formulate/construct a scoring rubric on a certain topic or activity.

Introduction
This module is concerned with product-oriented performance based assessment.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.
On this lesson 3 of module 3 is concerned on the formulation of scoring rubrics for a certain
topic or activity.

*Complete the two activities so that you will be able to fully conceptualize the topic of the course
subject. These activities will bring you up the topic of this module.

Activity 1
Instruction: Define the following terms and discuss:
1. Scoring Rubrics 5.Comprehensivenss 9.General task
2. Criteria 6.Accuracy 10.Specific task
3. Quality 7.Aesthetics
4. Creativity 8.Substatements

Activity 2
Instruction: Formulate substatements of the major criterion from task or activity of the
following:
1. Essay on “COVID 19”.
2. Oral presentation of the Oration piece “Land of Bondage, Land of the Free”.

Educ 303 – Assessment in Learning 2 | 44

 Activity 3
Instruction: Construct a scoring rubrics of the following activities/tasks:

1. Laboratory output ion “Freely Falling Bodies”.

2. Evaluating an art work “crayon-blowing exercise”.
3. Evaluating a dance performance.
4. Judging on the performance in argumentation and debate.

*Let us talk about your activity 1. What are your thoughts on the following terms; scoring rubrics,
criteria, quality, comprehensiveness, creativity, accuracy, aesthetics, substatements, general task,
and specific task? Cite your own example.

In Activity 2, what are your thoughts in formulating substatements from the major criterion? Cite
your own example.

In Activity 3, what are your thoughts in formulating/constructing scoring rubrics in a certain task
or activity? Cite your own example.

*Now, I want you read thoroughly the items below to help you fully understand the topic on
product-oriented performance-based assessment on scoring rubrics.

What are scoring rubrics?

Scoring rubrics are descriptive scoring schemes that are developed by teachers or other
evaluators to guide the analysis of the products or processes of students’ efforts (Bookhart, 1999).
Scoring rubrics are typically employed when a judgment of quality is required and may be
used to evaluate a broad range of subjects and activities.
Scoring rubrics can be most useful in grading essays or in evaluating projects such as
scrapbook.

What are the major criteria for product assessment?

1. Quality
2. Creativity
3. Comprehensiveness
4. Accuracy
5. Aesthetics

What are substatements? and samples?

From the major criteria, the next task is to identify substatements that would make the
major criteria more focused and objective.

For instance, if we were scoring an essay on: “Three Hundred Years of Spanish Rule in the
Philippines”, the major criterion “Quality” may possess the following substatements:

 Interrelates the chronological events in an interesting manner

 Identifies the key players in each period of the Spanish rule and the roles that they played
 Succeeds in relating the history of Philippine Spanish rule (rated as Professional, Not quite
professional, and Novice)


Educ 303 – Assessment in Learning 2 | 45

 Examples of a scoring rubric designed to evaluate college writing samples.
 Major Criterion: Meets Expectations for a first Draft of a Professional Report
Substatements:
 The document can be easily followed. A combination of the following are apparent
in the document:
1. Effective transitions are used throughout.
2. A professional format is used.
3. The graphics are descriptive and clearly support the document’s purpose.
 The document is clear and concise and appropriate grammar is used throughout.
 Adequate
 The document can be easily followed. A combination of the following are apparent
in the document:
1. Basic transitions are used.
2. A structured format is used.
3. Some supporting graphics are provided, but not clearly explained.
 The document contain minimal distractions that appear in a combination of the
following forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
 Needs Improvement
 Organization of document is difficult to follow due to a combination of the
following:
1. Inadequate transitions
2. Rambling format
3. Insufficient or irrelevant information
4. Ambiguous graphics
 The document contains numerous distractions that appear in a combination of
the following forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
 Inadequate
 There appears to be no organization of the document’s contents
 Sentences are difficult to read and understand.

When are scoring rubrics an appropriate evaluation technique?

Grading essays is just one example of performances that may be evaluated using scoring
rubrics.

Authentic assessment schemes apart from scoring rubrics exist in the arsenal of a teacher.

For example:
Checklists may be used rather than scoring rubrics in the evaluation of essays.
Checklists enumerate a set of desirable characteristics for a certain product and the
teacher marks those characteristics which are actually observed.

Educ 303 – Assessment in Learning 2 | 46

Scoring rubrics provide at least two benefits in the evaluation process:
1. It supports the examination of the extent to which the specified criteria have been
reached.
2. It provides feedback/s to students concerning how to improve their performances.

What is general scoring rubric?

For instance, suppose that we interested in assessing the student’s oral communication
skills.
Then, general scoring rubric may be developed and used to evaluate each of the oral
presentations given by the student.
What is specific scoring rubric?

Suppose that the main purpose of the oral presentation is to determine the students’
knowledge of the facts surrounding the EDSA I revolution, then perhaps a specific scoring rubrics
would be necessary.

What are the steps in the processing of developing scoring rubrics?

The development of scoring rubrics goes through a process.

1. In the process entails the identification of the qualities and attributes that the teacher
wishes to observe in the students’ outputs that would demonstrate their level of
proficiency. (Bookhart, 1999).
2. After defining the criteria for the top level of performance is the identification and
definition of the criteria for lowest level of performance.
*
Let us try your understanding. Answer tests I, II, & III.

I. Answer the following questions and justify your answers by giving your own
example/s:
1. Discuss the major criteria for product assessment.
2. Compare and contrast the general task from specific task.

II. Construct or formulate at least 5 substatements from the following major

criterion:
1. Write an outline oral report on COVID 19.
2. Justify one point of view on an issue of Anti-Terror Bill and then justify the opposing
view.
3. Evaluate the quality of arguments of the ABS-CBN franchise issue .
4. Determine alternative courses of actions, giving advantages and disadvantages of
closing ABS-CBN.

III. Construct or formulate a scoring rubrics on the following products or tasks of at

least 5 levels using the scale of 1 to 5 where 5 is the highest and 1 is the least:
1. San Juan Festival Contest
2. Alumni Booth festival Contest
3. Cooking Contest

Educ 303 – Assessment in Learning 2 | 47

Module 4: Assessment in the Affective Domain

Taxonomy
on the
Affective
Effective
Domain

Educ 303 – Assessment in Learning 2 | 48

Module 4: Lesson 1- Assessment on the Taxonomy in the Affective Domain

Learning Outcome:

At the end of this module, you must be able to:

1. Define the terms; taxonomy, affective domain, receiving, responding, valuing,

organization, and characterization ;
2. Discuss the Krathwohl’s Taxonomy of Affective Domain ; and
3. Formulate behavioral objectives on the affective domain.

Introduction
This module is concerned with the affective domain which describes learning objectives
that emphasize feeling tone, an emotion, or a degree of acceptance or rejection. It is admittedly, a
far more difficult domain to objectively analyze and assess since affective objectives vary from
simple attention to selected phenomena to complex but internally consistent qualities of character
and conscience. Nevertheless much of the educative process needs to deal with assessment and
measurement of student’s abilities in this domain.
This lesson 1 of module 4 is dealing with the assessment in the affective domain.

*Complete the three activities so that you will be able to fully conceptualize the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1
Instruction: Define the following terms:
1. Taxonomy 4. Responding
2. Affective domain 5.Valuing
3. Receiving 6.Characterization

Activity 2
Instruction: Answer the following questions:
1. What is the Krathwohl’s Taxonomy of Affective Domain? Discuss.

2. Construct/formulate behavioral objectives on the affective domain of

Krathwohl in each step; receiving, responding, valuing, organization, and
characterization.

*Let us talk about your activity 1. What are your thoughts on the following terms; taxonomy,
affective domain, receiving, responding, valuing, organization, and characterization? Cite your own
example.

In Activity 2, what are your thoughts on the Krathwohl’s Taxonomy of Affective Domain and the
construction or formulation of behavioral objectives on the affective domain? Cite your own
example.

Educ 303 – Assessment in Learning 2 | 49

*Now, I want you read thoroughly the items below to help you fully understand the topic on
Assessment in the Affective Domain.

What is taxonomy?
The taxonomy in the affective domain contains a large number of objectives in the
literature expressed as interests, attitudes, appreciation, values, and emotional sets of biases.
(Krathwohl, et al, 1964)

What is affective domain?

The affective domain describes learning objectives that emphasize a feeling tone, an
emotion, or a degree of acceptance or rejection.

What is receiving?
Receiving is being aware of or sensitive to the existence of certain ideas, materials, or
phenomena and being willing to tolerate them.

What is responding?
Responding is committed in some small measure to the ideas, materials, or phenomena
involved by actively responding to them.
What is valuing?
Valuing is willing of to be perceived by others as valuing certain ideas, materials, or
phenomena.
What is organization?
Organization is to relate the value to those already held and bring it into a harmonious and
internally consistent philosophy.

What is characterization?
Characterization by value or value set is to act consistently in accordance with the values
he or she internalized.

What is the Krathwohl’s Taxonomy of Affective Domain? Give sample terms in each step.

Karthwol’s Taxonomy of Affective Domain (1964)

1. Receiving
Examples: to differentiate, to accept, to listen (for), to respond to
2. Responding
Examples: to comply with, to follow, to commend, to volunteer,
to spend leisure time in, to acclaim
3. Valuing
Examples: to increase measured proficiency in, to relinquish,
to subsidize, to support, to debate
4. Organization
Examples: to discuss, to theorize, to formulate, to balance, to examine
5. Characterization
Examples: to revise, to require, to be rated high in the value, to avoid,
to resist, to manage, to resolve

Educ 303 – Assessment in Learning 2 | 50

*Let us try your understanding. Answer tests I & II.

I. Discuss the following terms and justify it by giving your own example/s :
1. Products 4.Novice
2. Authentic assessment 5.Skilled
3. Alternative assessment 6.Expert
4.
II. Formulate /construct the 3 ways in defining learning competencies for products
or outputs of the following :
1. Scrapbook on “EDSA I Revolution”.
2. Specimen preservation on a biological diversity class..
3. Evaluating an output of a typing class.
4. Group activity on” solutes and solvents”.

Educ 303 – Assessment in Learning 2 | 51

Module 4: Lesson 2- Assessment on the Affective Learning Competencies

Learning Outcome:

At the end of this module, you must be able to:

1. Define the terms; attitude, motivation, hierarchy, hygiene, self-efficacy;

2. Enumerate the different levels in the taxonomy of the affective domain;
3. Discuss the different levels in the taxonomy of the affective domain, importance
of attitude study, theories of motivation; and
4. Give or formulate examples learning competency objective in the affective domain.

Introduction
This module is concerned with product-oriented performance based assessment.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.
On this lesson 2 of module 4 is concerned on designing a task/s for a certain learning
objectives.

*Complete the two activities so that you will be able to fully conceptualize the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1

Instruction: Define the following terms and discuss:

1. Attitude 3. Hygiene 5. Hierarchy
2. Motivation 4. Self-efficacy

Activity 2
Instruction: Answer the following questions:
1. What are the levels the taxonomy of the affective domain? Discuss each level.
2. Discuss why we study the importance of attitude.
3. Discuss the need theories of motivation of Maslow, Herzberg , and ERG .

Activity 3
Instruction: Give two examples of a learning competency objective in the affective domain f
or each level in the taxonomy of Krathwol. Assuming that you are teaching
English literature subject:

1. Receiving. 4. Organization
2. Responding. 5. Characterization value
3. Valuing.

Educ 303 – Assessment in Learning 2 | 52

 *Let us talk about your activity 1. What are your thoughts on the following terms;
attitude, motivation, hygiene, hierarchy, self-efficacy? Cite your own example.

In Activity 2, what are your thoughts in the levels of taxonomy of affective domain, importance of
the study of attitude, and motivation of Maslow, Herzberg, and ERG? Cite your own example.

*Now, I want you read thoroughly the items below to help you fully understand the
topic on Assessment in the Affective Domain on Affective Learning Competencies,

What is attitude?
Attitudes are defined as a mental predisposition to act that is expressed by evaluating a
particular entity with some degree of favor or disfavor.
Individuals generally have attitudes that focus on objects, people or instructions. Attitudes
are also attached to mental categories.
Mental orientations towards concepts are generally referred to as values.

What are the four components of attitudes?

1. Cognitions – Cognitions are our beliefs, theories, expectancies, cause-and-effect beliefs,
and perceptions relative to the focal object.

2. Affect – The affective components refer to our feelings with respect to the focal object
such as fear, liking, or anger.

3. Behavioral Intensions – Behavioral intentions are our goals, aspirations, and our
expected responses to the attitude object.

4. Evaluation – Evaluations are often considered the central component of attitudes.

Evaluations consist of the imputation of some degree of goodness or badness to an
attitude object.

Evaluations are a function of cognitive, affect and behavioral intentions of the

object.

What is motivation?
Motivation is a reason or set of reasons for engaging in a particular behavior, especially
human behavior as studied in psychology and neuropsychology.

What is hygiene?
The presence will make you healthier, but absence can cause health deterioration.

What is self-efficacy?
Self-efficacy is an impression that one is capable of performing in a certain manner or
attaining certain goals.

Educ 303 – Assessment in Learning 2 | 53

What are the levels in the taxonomy of affective domain?

Level Definition Example

Receiving Being aware of or Individual would
attending to something in read a book passage
the environment about civil rights.
Responding Showing some new Individual would answer questions
behaviors as a result of about the book, read another
experience book by the same author, another
book about civil rights, etc.
Valuing Showing some definite The individual might
involvement or demonstrate this by voluntarily
commitment attending a lecture on civil rights.
Organization Integrating a new value The individual might arrange
into one’s general set of a civil rights rally.
values, giving it some
ranking among one’s
general priorities
Characterization Acting consistently with The individual is firmly committed
by Value the new value to the value, perhaps becoming
a civil rights leader.

Why do we study attitude?

Attitudes can influence the way we act and think in the social communities we belong.
They can function as frameworks and references for forming conclusions and
interpreting or acting for or against an individual; individuals, a concept or idea.

What is motivation according to Maslow, Herzberg, &ERG?

Abraham Maslow’s hierarchy of human needs theory is the most widely discussed
theory of motivation.

The theory can be summarized as thus:

 Human beings have wants and desires which influence their behavior; only unsatisfied
needs can influence behavior, satisfied needs cannot.
 Since needs are many, they are arranged in order of importance, from basic to complex.
 The person advances to the next level of needs only after the lower level need is at least
minimally satisfied.
 The further the progress up the hierarchy, the more individuality, humanness and
psychological health a person will show.

The needs, listed from basic (lowest, earliest) to most complex (highest, latest) are as follows:
 Physiological: food, clothing, shelter
 Safety and security: home and family
 Social: being in a community
 Self-esteem
 Self-actualization

Educ 303 – Assessment in Learning 2 | 54

 Herzberg’s two factor theory is another need theory of motivation.
The theory concludes that certain factors in the workplace result job satisfaction, while
others do not, but if absent lead to dissatisfaction.

Herzberg’s theory distinguished between:

 Motivators; (e.g. challenging work, recognition, responsibility) which give positive

satisfaction, and
 Hygiene factors; (e.g. status, job security, salary and fringe benefits) which do not motivate
if present, but if absent will result in demotivation.

The name Hygiene factors is used because, like hygiene, the presence will make you
healthier, but absence can cause heath deterioration.

The theory is sometimes called the “Motivator-Hygiene Theory”.

Clayton Alderfer, Maslow’s hierarchy of needs was expanded, leading to his ERG theory
(existence, relatedness and growth).

Physiological and safety, the lower order needs, are placed in the existence category, love
and self esteem needs in the relatedness category.

The growth category contained the self actualization and self esteem needs.

Motivation is of particular interest to educational psychologists because of the crucial role

it plays in student learning.

Motivation in education can have several effects on how students learn and their behavior
towards subject matter (Omrod, 2003). It can:

1. direct behavior toward particular goals. 4.enhance cognitive processing

2. lead to increase effort and energy. 5.determine what consequences are reinforcing
3. increase initiation of, and persistence in, activities. 6.lead to improved performance
There are two kinds of motivation:
1. Intrinsic motivation occurs when people are intently motivated to do something because
it either brings them pleasure, they think it is important, or they feel that what they are
learning is morally significant.
2. Extrinsic motivation comes into play when a student is compelled to do something or act a
certain way because of factors external to him or her (like money or good grades).

*Let us try your understanding. Answer the following questions:

1. Why are the “needs” as presented by Maslow arranged in a hierarchy? What do you
mean by a hierarchy of needs?
2. The phrase; “Motivation–Hygiene” is often used to describe Hezberg’s two-factor
theory. What are hygiene factor? Why are they important? In the educative process?
3. What is “self-efficacy”? How does this concept figure in the educational
measurement field? Why is this concept important to teachers?
4. Give one example of the learning competency objective in the affective domain for
each of the levels in the taxonomy of Kratwohl et al. Assume that you are teaching an
English literature subject.

Educ 303 – Assessment in Learning 2 | 55

Module 4: Lesson 3- Assessment on the Development of Assessment Tools

Learning Outcome:

At the end of this module, you must be able to:

1. Enumerate the standard assessment tools in the affective domain;

2. Discuss each standard assessment tool;
3. Differentiate and discuss between Thurstone scale, Likert scale, and semantic
differential scale;
4. Construct a rating scale for a certain activity or situation; and
5. Formulate/construct a checklist for a certain activity or situation.

Introduction
This module is concerned with assessment on the development of assessment tools.
Assessment is not an end in itself but a vehicle for educational improvement. We tend to assess
students’ learning through their outputs or products or through some kind of traditional testing.
However it is important to assess not only these competencies but also the processes which the
students underwent in order to arrive at these products or outputs.
On this lesson 3 of module 3 is concerned of the assessment on the development of
assessment tools.

*Complete the two activities so that you will be able to fully conceptualize the topic of the
course subject. These activities will bring you up the topic of this module.

Activity 1
Instruction: Answer the following questions :
A. 1 What are the standard assessment tools? Define and discuss each tool.

3. Differentiate between Thurstone scale, Likert scale and semantic differential

scale. Justify by giving example.

B. Construct a rating scale for each of the following situations :

1. Measuring attitude towards mathematics
2. Measuring interest in literary arts
3. Motivation to study instrument
4. Predisposition to Work Instrument

*Let us talk about your activity 1. In #1, What are your thoughts on the standard assessment
tools? Cite your own example.

In # 2, what are your thoughts in differentiating Thurstone scale, Likert scale, and semantic
differential scale?

Educ 303 – Assessment in Learning 2 | 56

In # 3, what are your thoughts in formulating/constructing a rating scale of the given situations or
activities? Cite your own example.

*Now, I want you read thoroughly the items below to help you fully understand the topic on
product-oriented performance-based assessment on scoring rubrics.

What are the standard assessment tools?

Self-Report. Self- report is the most common measurement tool in the affective domain.

Self reports are also sometimes called “written reflections”.

Rating Scales.
A rating scale is a set of categories designed to elicit information about a quantitative
attribute in social science.

Common examples are the Likert scale 1-10 rating scales for which a person selects the
number which is considered to reflect the perceived quality of a product.
Sematic Differential Scales
The sematic Differential (SD) tries to assess an individual’s reaction to specific words,
ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each
end.

An example of an SD scale is:

Good Bad
3 2 1 0 1 2 3

Usually, the position marked 0 is labeled “neutral,” the 1 positions are labeled “slightly,” the 2
positions “quite,” and the 3 positions “extremely.”

In the illustration above, for instance, a “3” close to good would mean “extremely good” reaction
while a “3” close to bad would be an “extremely bad” reaction.

A number of basic considerations are involved in SD methodology:

 Bipolar adjective scales are a simple, economical means for obtaining data on people’s
reactions.

Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions of
response account for most of the co-variation in ratings.
The three dimensions, which have been labeled Evaluation, Potency, and Activity (EPA),
have been verified and replicated in an impressive variety of studies.

 Some adjective scales are almost pure measures of the EPA dimensions;
Example, good-bad for Evaluation, powerful-powerless for Potency, and fast-slow for
activity.

 EPA measurements are appropriate when one is interested in affective responses.

 The SD has been used as a measure of attitude in a wide variety of projects.

Educ 303 – Assessment in Learning 2 | 57

 Osgood, et al., (1957) report exploratory studies in which the SD was used to assess attitude
change as a result of mass media programs and as a result of messages structured in
different ways.
Thurstone and Likert Scales
Thurstone is considered the father of attitude measurement.

* Example of a Thurstone scale of measurement.

Example (from Thurstone, 1931):

Directions. Put a check mark in the blank if you agree with the item.
_______ 1. Blacks should be considered the lowest class of human beings. (scale value 0.9)
_______ 2. Blacks and whites must be kept apart in all social affairs where they might be taken
as equals. (scale value = 3.12)
_______ 3. I am not interested in how blacks rate socially. (scale value = 5.4)
_______ 4. A refusal to accept blacks is not based on any fact of nature, but on a prejudice
which should be overcome. (scale value = 7.9)
_______ 5. I believe that blacks deserve the same social privileges as whites. (scale value = 10.3)

The Likert scale requires that individuals tick on the box to report whether they “strongly
agree”, are “undecided”, “disagree”, or “strongly disagree”, in response to a large number of items
concerning an attitude object or stimulus.

Likert scales are derived as follows:

1. Pick individual items to include.
You chose individual items that you know correlate highly with the total score across items.
2. Choose how to scale each item.
Example:
* you construct labels for each scale value (e.g., 1 to 11) to represent the interpretation to be
assigned to the number (e.g., disagree strongly = 1, disagree slightly = 2, etc.).
3. Ask your target audience to mark each item.
4. Derive a target’s score by adding the values that targeted identified on each item.
Example of the use of a Likert Scale:

Statement: I do not like to solve algebraic equations.

Response options:
 1. Strongly Disagree *3.Agree
 2. Disagree *4.Strongly Agree

*Let us try your understanding. Answer Tests I & II.

I. Answer the following questions and justify your answers by giving your own
example/s:
1. Discuss the 5 standard assessment tools?
2. Compare and contrast the Thurstone scale, Likert scale, and semantic differential
scale. Give your own example of each scale.

II. Construct or formulate a checklist for each of the following activities:

1. Classroom observation for a practice teacher.
2. Good interpersonal relations checklist.
3. Checklist for behavior demonstrating good manners and right conduct.
4. Checklist for good practices in typing.

Educ 303 – Assessment in Learning 2 | 58

 Enrichment Activity 4

I. Multiple Choice: Choose the letter only as your answer.

1. Teacher D asks her students to write a summary of their most intimate
thoughts about a film viewed to determine how much the film has changed
their thoughts about racial discrimination. Which assessment tool does she
employ?
a. Journal Entry c. Reflection worksheet
b. Observation sheet d. Theme writing
2. Which is the best way to determine if students have imbibed punctuality
after a lesson on punctuality?
a. Reflection worksheet c. Observation
b. Journal Entry d. Debate on use of time
3. Teacher F wants to know how health conscious her students have become
after a lesson on health Tips. Which assessment tools is/are most
appropriate?
I. Checklist on health habits III. Observation
II. Quiz on health tips IV. Role Plays
a. I and II c. II and III
b. I and III d. I and IV
4. Which is the best assessment activity to test students’ stand on same sex
marriage?
a. Debate c. observation
b. Journal Entry d. Activity sheet
5. Which one may teacher G use if she wants to measure students’ opinions,
attitudes, and values on a psychometrically controlled scale?
a. Semantic differential c. Bipolar adjectives
b. Journal Entry d. Interview
6. Which measures students’ reactions to stimulus words and concepts in terms
of ratings on bipolar scales defined with contrasting adjectives at each end?
a. Semantic differential c. Bipolar adjectives
b. Journal entry d. Interview
7. Which assessment tool for affective learning is given below?
Good__________________________Bad
3 2 1 0 1 2 3
a. Journal c. Likert scale
b. Bipolar scale d. Semantic differential
8. Which assessment tool offers opportunities to teachers to document students
growth over time?
a. Anecdotal record c. Bibliography

Educ 303 – Assessment in Learning 2 | 59

 b. Developmental record d. Autobiography
9. Which is an-n-the spot recording that provides an expensive, non-
threatening, assessable method of gathering a range of information about
learner’s academic, social, and emotional development?
a. Anecdotal record c. Bibliography
b. Developmental record d. Autobiography

Educ 303 – Assessment in Learning 2 | 60

 Module 5

Educational Evaluation

Evaluation Approaches

Evaluation Methods and Techniques

CIPP Evaluation Model

Summary of Keywords and Phrases

17

Educ 303 – Assessment in Learning 2 | 61

 Module 5;EDUCATIONAL EVALUATION

Module 5:Lesson 1:Educational Evaluation and Evaluation Approaches

Learning Outcomes:
At the end of this module, you must be able to:
1. Define and discuss educational evaluation and evaluation approaches;
2. Discuss the guiding principles of educational evaluation;
3. Differentiate and explain the different evaluation approaches.

*This module is concerned with the different educational evaluation of the students’
performance and the different evaluation approaches in evaluating students skills and
abilities.

*Complete the activities so that you will be able to conceptualize the topics of the course
subject.

Activity 1
I. Define and discuss the following terms:
1.Educational evaluation 3. Evaluation approaches
2. Evaluation methods 4.Evaluation techniques

Activity 2
I. Discuss the guiding principles of educational evaluation.
II. Differentiate and explain the different evaluation approaches.

*Let us talk about your activities. After sharing ideas from your classmates, answer the
following questions(Cite your own example):
1.What are your thoughts about the terms stated in activity 1?
2. What are your thoughts on the guiding principles of educational evaluation?
3. What are your thoughts on the different evaluation approaches?

Now, I want you to read the items below to help you fully understand the topic/s.

*Evaluation viewed from micro or classroom level as systematic, continuous and

comprehensive process of determining the growth and progress of the pupil towards
objectives or values of the curriculum.

*Evaluation may be characterized as the systematic determination of merit, worth, and

significance of something or someone.

11.1 Educational Evaluation

*Guiding Principles for Evaluators:

1. Systematic Inquiry: Evaluators conduct systematic, data based inquiries about
whatever is being evaluated. Inquiry cannot be based on pure
hearsay or perceptions but must be based on concrete evidence
and data support the inquiry process.

Educ 303 – Assessment in Learning 2 | 62

 2.Competence:Evaluators provide competent performance to stakeholders. The
evaluators must be people or persons of known competence and
generally acknowledged in the educational field.
3.Integriy/Honesty: Evaluators ensure the honesty and integrity of the entire evaluation
process. As such, the integrity of authorities who conduct the
evaluation process must be beyond reproach.
4.Respect for People: Evaluators respect the security, dignity and self-worth of the
respondents, program participants, clients, and other
stakeholders with whom they interact. They cannot act as if they
know everything but must listen patiently to the accounts of those
whom they are evaluating.
5.Responsibilities for General and Public Welfare: Evaluators articulate and take into
account the diversity of interests and values that may be related to
the general and public welfare.

11.2Evaluation Approaches

*Examples of methods, techniques and approaches for conducting evaluations:

1. Self-assessment 15. Experiment
2.Action research 16. Experimental techniques
3.School accreditation 17. Factor analysis
4.Alternative assessment 18.Strategic planning
5.Quantitative research 19.Feasibility study
6.Assessment 20.Field experiment
7.Questionnaire 21.Rubrics
8.Benchmarking 22.Focus group
9.Case study 23.Sampling
10.Change management 24. Statistics
11.Clinical trial 25.Grading
12.Policy analysis 26. Historical method inquiry
13.Competitor analysis 27.Interview
14.Consensus decision-making 28.Marketing research, etc.
18
A. Pseudo-evaluation:
1.Politically controlled and public relations studies are based on an objectivist
Epistemology from elite perspective.
2.Public relations information is used to paint a positive image of an object regardless of
the actual situation.

B. Objectivist, elite, quasi-evaluation:

1.Experimental research is the best approach for determining causal relationships
between variables.
2.Management information system can give detailed information about the dynamic
operations of complex programs.
3.Testing programs are familiar to anyone who has attended school, served in the
military, or worked for a large company.
4.Objectives-based approaches relate outcomes to pre-specified objectives, allowing
judgments to be made about their level of attainment.
5.Content analysis is a quasi-evaluation approach because content analysis judgments
Need not be based on value statements.

Educ 303 – Assessment in Learning 2 | 63

 C.Objectivist, mass, quasi-evaluation:
1.Accountability is popular with constituents because it is intended to provide an accurate
accounting of results that can improve the quality of products and services.

D.Objectivist, elite, true evaluation

1.Decision-oriented studies are designed to provide a knowledge base for making and
defending decisions.
2.Policy studies provide general guidance and direction on broad issues by identifying
and assessing potential costs and benefits of competing policies.

E. Objectivist, mass, true evaluation

1.Consumer-oriented studies are used to judge the relative merits of goods and services
based on generalized needs and values, along with a comprehensive range of effects.

F. Subjectivist, elite, true evaluation

1.Accreditation/certification programs are based on self-study and peer review of
organizations, programs, and personnel.
2.Connoisseur studies use the highly refined skills of individuals intimately familiar with
the subject of the evaluation to critically characterize and appraise it.

G. Subjectivist, mass, true evaluation

1.Adversary approach focuses on drawing out the pros and cons of controversial issues
through quasi-legal proceedings.
2.Client-centered studies address specific concerns and issues of practitioners and other
clients of the study in a particular setting.

*Let us try your understanding by answering the following questions:

I .Explain the guiding principles of educational evaluation and justify your answer/s by
giving example/s.
1. Systematic inquiry 3.Integrity/Honesty 5.Responsibilities for General
2. Competence 4.Respect for people and Public Welfare

II.Compare and contrast the following educational evaluation:

1.Objectivist, elite, quasi-evaluation and Objectivist, mass, quasi-evaluation
2.Objectivist, elite, true evaluation and Objectivist, mass, true evaluation
3.Subjectivist, mass, true evaluation and Subjectivist, elite, true evaluation

III. Differentiate and explain the following evaluation approaches:

1.politically controlled and Public relations
2.Experimental research and Action research
3. Accreditation and RQAT
4.Objectives-based and Content Analysis
5.Subject centered and client centered
6.Decision-oriented and Consumer-oriented
7.Connoisseur and Adversary
8. Accountability and Policy Studies

Educ 303 – Assessment in Learning 2 | 64

Module 5:Lesson 2;Evaluation Methods and Techniques

Learning Outcomes:
At the end of this module, you must be able to:
1. Define and discuss evaluation methods and evaluation techniques;
2. Explain and differentiate the different methods and techniques of evaluation.

*This module is concerned with the different evaluation methods and evaluation
techniques in assessing or evaluating the students’ performance on their skills, abilities,
and competencies.

*Complete the activities so that you will be able to comprehend the topic/s of the course
subject. These activities will bring you up the topic/s of this module.

Activity 1
I. Define and discuss the following terms:
1.Evaluation methods 2. Evaluation techniques

Activity 2
I. Differentiate and explain the following methods and techniques of evaluation:
1. Quality Planning and Total Quality Management
2. Meta-Analysis and policy Analysis
3. Competitor Analysis and Participatory Impact Pathways Analysis
4. Multivariate Analysis and Statistical Process Control
5. Cost benefit Analysis and Root Cause Analysis
6. Quality Audit and Quality Control
7. Feasibility Study and Cohort Study
8. Consensus and Opinion Polling
9. Qualitative Research and Quantitative Research
10. Delphi Technique and Experimental Techniques

*Let us talk about your activities. After sharing ideas from the classmates, answer the
following questions:

1.What are your thoughts in activity 1 and 2? Cite your own example.

*Now, I want you to read thoroughly the items below to help you fully understand the topic/s of
the course subject.

*Evaluation is methodically diverse using both qualitative and quantitative methods

including case studies, survey research, statistical analysis, and model building among
others.
A more detailed list of methods, techniques and approaches for conducting evaluations would
include the following:
1. Accelerated Aging 41.Marketing Research
2. Action Research 42.Meta-Analysis
3. Advanced Product 43.Metrics
4. Quality Planning 44.Most Significant Change
5. Alternative Assessment 45.Multivariate Statistics
6. Appreciative Inquiry 46.Naturalistic Observation
7. Assessment 47.Observational Techniques

Educ 303 – Assessment in Learning 2 | 65

 8. Axiomatic Design 48.Opinion Polling
9. Benchmarking 49.Organizational Learning
10. Case Study 50.Participant observation
11. Change management 51.Participatory Impact Pathways Analysis
12. Clinical Trial 52.Policy Analysis
13. Cohort Study 53.Process Improvement
14. Competitor Analysis 54.Project Management
15. Consensus 55.Qualitative Research
16. Decision-making 56.Quality Audit
17. Consensus seeking 57.Quality Circle
18. Content Analysis 58.Quality Control
19. Conversation Analysis 59.Quality Management
20. Cost-Benefit Analysis 60.Quantitative Research
21. Course Evaluation 61.Questionnaire
22. Data Mining 62.Questionnaire Construction
23. Delphi Technique 63.Root Cause Analysis
24. Discourse Analysis 64.Rubrics
25. Electronic Portfolio 65.Sampling
26. Environmental Scanning 66.School Accreditation
27. Ethnography 67.Self-assessment
28. Experiment 68.Six Sigma
29. Experimental Techniques 69.Standardized Testing
30. Factor Analysis 70.Statistical process Control
31. Factorial Experiment 71.Statistical Survey
32. Feasibility Study 72.Statistics
33. Field Experiment 73.Strategic Planning
34. Fixtureless In-Circuit Test 74.Structured Interviewing
35. Focus Group 75.Systems Theory
36. Force Field Analysis 76.Student Testing
37. Game Theory 77.Total Quality Management
38. Grading 78.Triangulation
39. Historical Method Inquiry 79.Interview

*Let us try your understanding. Answer the following questions:

I. Define and discuss between methods and techniques in relation to

educational evaluation of students’ performance on their skills, abilities and
competencies.

II.Compare and contrast the following terms:

1. Triangulation and Statistical Survey
2. Interview and Structured Interviewing
3. Systems Theory and Game Theory
4. Standardized testing and Student Testing
5. Force Field Analysis and Factor Analysis
6. Ethnography and Six Sigma

Educ 303 – Assessment in Learning 2 | 66

Educ 303 – Assessment in Learning 2 | 67
 19
Module 5:Lesson 3:The CIPP Evaluation Model and Summary of Keywords and Phrases

Learning Outcomes
At the end of this module, you must be able to:
1. Discuss the CIPP model of evaluation;
2. Explain the summary of keywords and phrases.

*This module is concerned with the CIPP model of evaluation in evaluating the students’
performance on their skills, abilities, and competencies, and the summary of keywords and
phrases used in the educational model.

*Complete the activities so that you will be able to fully comprehend the topic of the course
subject. These activities will bring you up the topics of this module.

Activity 1
I. Discuss the diagram of the CIPP model of evaluation and how it processes?

Activity 2
I. Explain the following keywords and phrases and justify your answer by giving
example/s.
1. Assessment 5.Immanent evaluation
2. Competency evaluation 6.Performance evaluation
3. Course evaluation 7.Program evaluation
4. Educational evaluation

*Let us talk about your activities. After sharing ideas from your classmates, answer the following
questions:
1. What are your thoughts on the CIPP model of evaluation? Cite your own example.
2. What are your thoughts on the keywords and phrases? Cite your own example.

*Now, I want you read thoroughly the items below to help you fully understand the topic/s.

*Stuffebeam(1983) developed a very useful approach in educational evaluation known as

the CIPP or Context, Input, Process, Product Approach.

*The approach essentially systematizes the way we evaluate the different dimensions and
aspects of curriculum development and the sum/total of student experiences in the
educative process.

The ‘CIPP’ model of evaluation

INPUTS PROCESS PRODUCT

CONTEXT

Educ 303 – Assessment in Learning 2 | 68

11.5Summary of Keywords and Phrases

1. Assessment is the process of gathering and analyzing specific information as part of

an evaluation.
2.Competency evaluation is a means for teachers t determine the ability of their students
in other ways besides the standardized test.

3.Course evaluation is the process of evaluating the instruction of a given course.

4.Educational evaluation is evaluation that is conducted specifically in an educational

setting.

5. Immanent evaluation opposed by Gilles Deleuze to value judgment.

6.Performance evaluation is a term from the field of language testing.

7.Program evaluation is essentially a set of philosophies and techniques to determine if a

program works.

*Let us try your understanding. Answer the following questions:

1. Consider Stuffebeam’s CIPP evaluation model. What are the essential components of the
following:
1.Context? 3. Process?
2. Input? 4. Product?

2. Using the CIPP model, conduct self-assessment to evaluate your own

mathematics/science program in SLSU-San Juan.

3. What are the political dimensions involved in educational evaluation? Discuss three
dimensions thoroughly.

Educ 303 – Assessment in Learning 2 | 69

 21
Enrichment Activity No. 3
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. The range of a score distribution where 50 is the highest possible score is
50. What does this imply?
A. The lowest score is 10. C. The highest score is 50.
B. The lowest score is 20. D. The midpoint is above 50.
2. Below are sound advice on how teachers should utilize assessment results,
EXCEPT:
A. feedback to the pupil should be about particular qualities of his work
B. give specific advice on what the pupil can do improve
C. compare pupil’s score with those of the other pupils
D. compare scores to the mean score
3. Which is/are way/s by which a school may use assessment results?
I. Facilitate curricular at faculty meetings, curriculum committee
meetings, and faculty retreats.
II. Guide changes in the development of.
III.Justify past curricular changes and show program improvement
resulting from those changes
A. I only C. II and III
B. II only D. I, II and III

4. Which is/are way/s by which a school may use assessment results?

I. Further refine assessment methods or implement new assessment
methods
II. Develop academic services for students
III. Share assessment information with alumni and School Governing
Council
A. I, II and III C. II and III
B. I and II D. I and III

Educ 303 – Assessment in Learning 2 | 70

5. You want to teach your pupils how to send e-mail. You discover that 5%
already know how to send e-mail while the remaining 5% are zero
knowledge. What is a collaborative way of ensuring than those who do not
know how to email will learn how?

Educ 303 – Assessment in Learning 2 | 71

 A. Mastery teaching
B. Peer tutoring
C. Differentiated instruction
D. Reflective teaching
6. You discover that your students did the opposite when you asked them to
refute a given statement. What should you do next time?
A. Never use “refute” again.
B. Allow them to answer based on their own understanding.
C. Use words within the level of your pupils.
D. Disregard the test item.

7. Based on your diagnostic test, you find out that your students can use
EXCEL very well. What should you do?
A. Let students decide what to do during the computer period.
B. Let students display their skill on EXCEL.
C. Teach them EXCEL to further hone their skills.
D. Proceed to the next lesson objective.
8. Eighty percent (80%) of your students got scores 2SDs above the mean.
What will you do?
I. Find out how the remaining 20% performed.
II. Focus on the 80% who performed well since they are the majority.
III. Help the 20 % for better performance.
A. I and II C. I only
B. I and II D. I, II and III

9. After studying multiple assessment results, you discover that student B

performed very poorly on all tests – written and unwritten. What should
you do?
I. Determine the cause of poor performance.
II. Talk to her parents.
III. Determine if she is a child with special needs.
A. I, II and III C. I and III
B. I and II D. II and III 72

Educ 303 – Assessment in Learning 2 | 1

10. Teacher D asks her students to write a summary of their most intimate
thoughts about a film has changed their thoughts about racial
discrimination. Which assessment tool does she employ?
A. Journal entry C. Reflection worksheet
B. Observation sheet D. Theme writing
11. Which is the best way to determine if students have imbibed punctuality
after a lesson on punctuality?
A. Reflection worksheet C. Observation
B. Journal entry D. Debate on use of time

12. Teacher F wants to know how heath conscious her students have become
after a lesson on Health Tips. Which assessment tools is/are most
appropriate?
I. Checklist on health habits III. Observation
II. Quiz on health tips IV. Role plays
A. I and II C. II and III
B. I and III D. I and IV
13. Which is the best assessment activity to test students’ stand on same sex
marriage?
A. Debate C. Observation
B. Journal entry D. Activity sheet
14. Which one may Teacher G use if she wants to measure students’ opinions,
attitudes and values on a psychometrically controlled scale.
A. Semantic differential C. Bipolar adjectives
B. Journal entry D. Interview
15. Which measures students’ reactions to stimulus words and concepts in
terms of ratings on bipolar scales defined with contrasting adjectives at
each end?
A. Semantic differential C. Likert scale
B. Bipolar scale D. Journal

73

Educ 303 – Assessment in Learning 2 | 2

Module 6: Grading and Reporting

74

Educ 303 – Assessment in Learning 2 | 3

Module 6:Grading and Reporting
Lesson1:Functions and Types of Grading and Reporting Systems
Learning Outcomes:
At the end of this module, you must be able to:
1. Enumerate and discuss the functions of grading and reporting systems;
2. Enumerate and explain the types of grading and reporting systems.

*This module is concerned with the functions and types of grading and reporting
systems in relation to the students’ performance on their skills, abilities and
competencies.

*Complete the activities so that you will be able to conceptualize the topic/s of the
course subject. These activities will bring you up the topics of this module.

Activity 1
I. What are the functions of grading and reporting systems? Discuss each
function.
Activity 2
I. What are the types of grading and reporting systems? Explain each type.

*Let us talk about your activities. After sharing of ideas from the classmates, answer
the following questions:
1. What are your thoughts on the functions of grading and reporting systems in
activity 1? Cite your own example.
2. What are your thoughts on the types of grading and reporting systems in activity
2? Cite your own example.
*Now, I want you to read thoroughly the items below to help you fully comprehend the
topics.

Introduction
One of the more frustrating aspects of teaching is that of grading and reporting student
progress since there are so many factors to consider, and so many decisions to be made. This
chapter attempts to simplify this task and to minimize some of the complexities by describing the
various types of grading and reporting systems and providing guidelines for their effective use. The
main aim of grading and reporting system is to provide results in brief, understandable form for
varied users which lead to several big questions: What should I count- just achievement, or effort,
too? How do I interpret a student’s score? Do I compare it to other students’ scores(norm-
referenced), a standard of what they can do(criterion-referenced), or some estimate of what they
are able to do(learning potential, or self-referenced)? What they are able to do(learning 75

Educ 303 – Assessment in Learning 2 | 4

potential,self-referenced)? What should my distribution of grades be, and how I determine it? How
do I display student progress or strengths and weaknesses, to students and their parents?
Of course, answers to these questions may be obtained from: your school which may have
some policies or guidelines, applying what you learn in this chapter; consulting your teaching
colleagues; and then applying your good judgment or, learning from first-hand experience.
Measurement and assessment of learning are the first two steps in educational evaluation. Grading
and reporting are the two terminal stages in the process. Measurements are simply numerical aids
which guide our decisions in the educative process. It is, therefore very im,portant that we also pay
attention to the process of giving grades and reporting these students, parents and other
stakeholders in the system.

Functions of Grading and Reporting Systems

1. Enhancing student’s learning. through: clarifying instructional objectives for them,

showing students’ strengths and weaknesses, providing information on personal-
social development, enhancing students’ motivation, and indicating where teaching
might be modified. These can be achieved through day to day tests and feedback and
integrated periodic tests.

2. Reports t parents/guardians. Grading and reporting systems also inform parents and
guardians of students on the progress of their wards. Likewise, grades and reports
communicate objectives to parents, so they can help promote learning and likewise,
communicate how well objectives were met, so parents can better plan.

3. Administrative and guidance uses. The administrative and guidance purpose of

grading and reporting consist in: helping to decide promotion, graduation, honors,
athletic eligibility, reporting achievement to other schools or to employers, providing
input for realistic educational, vocational, and personal counseling.

These three main purposes of grading and reporting by no means exhaust all
possible causes of the activity. The main point, however is that grades and
report cards should promote and enhance learning rather than frustrate and
discourage students. In many schools, report cards are given to students and
then parents are asked to sign these report cards. Such a practice is not
encouraged in the Philippine educational system. Instead, it may be a good
practice to call for parent-teacher conferences at this time in order that the
report cards will effectively function as motivation for further learning.

76

Educ 303 – Assessment in Learning 2 | 5

 *Types of Grading and Reporting Systems
In practice, we find a number of ways in which grades are made and
reported. Normally, the type of grading used depends on the extent to which
more descriptive and informative summaries are required by school
authorities or by the stakeholders in general. Thus the major types of grading
and marking found in practice include:

1.Traditional letter-grade system. In the traditional grade system, students’ performance are
summarized by means of letters. A stands for excellent, C stands for average, D stands for needing
improvement and an F as a failure. The traditional letter grade system is easy to understand but it is
of limited value when used as the sole report because they end up being a combination of
achievement, effort, work habits, behavior. As such they become difficult to interpret and they do
not indicate patterns of strengths and weaknesses.

2.Pass-fail. The pass or fail system utilizes a dichotomous grade system. Either a student has
complied and reached certain standards, in which he passes or he failed to do so and he gets a
failing mark. This is popular in some courses in college (but not very much practice in basic
education).In fact, the pass-fail system should be kept to a minimum because it does not provide
much information, students tend to work to the minimum(just to pass), and in mastery learning
courses, no grades are reflected until “mastery” threshold is reached.

3.Checklist Objectives. In this system, the objectives of the course are enumerated. After each
objective, the students’ level of achievement is indicated: Outstanding, Very Good, Good, Fair or
Poor. This is very detailed reporting system and tends to be more informative for the parents and
pupils at the same time. It is however, also very time consuming to prepare. There is also potential
problem of keeping the list manageable and understandable.

4.Letters to parents/guardians. Letters to parents and guardians are useful supplement to

grades. However, they have limited value as sole report because they are very time consuming to
prepare, the accounts of weaknesses are often misinterpreted by parents and guardians. And they
are not characterized as systematic nor cumulative.

1.Portfolios. As already explained, a portfolio is a set of purposefully selected work, with

commentary by student and teacher. Portfolios are useful for showing students’ strengths and
weaknesses, illustrating range of students’ work, showing progress over time or stages of a project,
teaching students about objectives/standards they are to meet.

2.Parent-teacher conference. Parent-teacher conferences are mainly used in elementary schools.

This requires that parents of pupils come for conference with the teacher to discuss the pupil’s
progress. Portfolios, when available are useful basis for discussion. Such conferences are useful for
a two- way flow of information and getting more information and cooperation from the parents.
They are however, od limited value as a report because most parents do not come for such
conferences. 77

Educ 303 – Assessment in Learning 2 | 6

*Let us try your understanding by answering the following questions:
1. How are you going to enhance the students’ learning?
2. How do parents help the students’ performance based on grades he/she received from the
teacher?

78

Educ 303 – Assessment in Learning 2 | 7

Module 6: Lesson 2:Development of Grading and Reporting Systems; Assigning Letter Grades and
Computing Grades, and Norm or Criterion Referenced Grading
Learning Outcomes:
At the end of this module, you must be able to:
1. Trace how the grading and reporting systems developed;
2. Assign letter grades and compute grades;
3. Differentiate and discuss norm and criterion referenced grading .

*This module is concerned with the development of grading and reporting systems. How to
compute grades and assign letter grades, and determine the norm- referenced grading and the
criterion- referenced grading.

*Complete the activities below so that you will be able to fully conceptualize the topic/s of the
course subject. These activities will bring you up the topic of this module.

Activity 1
1. How did the grading and reporting systems develop?
2. How to compute grades and assign letter grades to the students’ performance?

Activity 2
1. What is norm-referenced grading? Criterion-referenced grading?
2. Differentiate the bet ween norm and criterion-referenced grading.

*Let us talk about your activities. After sharing ideas from the classmates. Answer the
following questions:
1. What are your thoughts in activity 1 in computing grades and assigning letter grade to the
students’ performance on their skills, abilities and competencies? Cite your own example.

2.What are your thoughts in activity 2 on the norm-referenced grading and criterion-
referenced grading. Cite your own example.

*Now, I want you to read thoroughly the items below to help you fully understand the topic/s of the
course subject.
*Development of a Grading and reporting System
Grading and reporting systems are guided by the functions to be served by such in the
educative process. The system will most probably be a compromise because of the hosts of factors
to be considered in the preparation of such. The important thing to note, however, is that we should
always keep achievement reports separate from effort expended.
Ideally, grading and reporting systems should be developed cooperatively(parents,
students, school personnel) in order to ensure development of amore adequate system, and a
system that is understandable to all. They should be: 79

Educ 303 – Assessment in Learning 2 | 8

Based on clear statement of learning objectives. The grading and reporting system needs to be
based on the same set of learning objectives that the parents, teachers, and students agreed at the
beginning.
1.Consistent with school standards. The system must support the school standards rather than
oppose the school standards already set.

2.Based on adequate assessment. The grading and reporting system should be easily verifiable
through adequate system of testing, measurement and assessment methods.

3.Based on the right level of detail. The system must be detailed enough to be diagnostic but
compact enough to be practical: not too time consuming to prepare and use, understandable to
users and easily summarized for school records purposes.

4.Providing for parent-teacher conferences as needed.

*Assigning Letter Grades and Computing Grades

Grades assigned t6o students must include only achievement. It is very important to avoid
the temptation to include effort for less able students because it is difficult to assess effort or
potential and it is difficult to distinguish ability from achievement. Furthermore, if achievement
and effort are combined in some way, grades would mean different things for different individuals.

Grades reflected on report cards are numbers or numerical quantities arrived at

after several data on the students’ performance are combined. The following guidelines may
be considered in combining such data:
1.Properly weight each component to create a composite. The weights used are normally agreed
upon by the school officials e.g. how many percent goes for quizzes, unit tests, periodic tests, etc.
The more scientific approach is to use a principal components analysis which is hardly practiced in
schools because of difficulty involved.
2.Put all components on same scale to weight properly:
a. equate ranges of scores
b. or convert all T-scores or other standard scores.

*Norm or Criterion-Referenced Grading

Grades may reflect relative performance i.e. score compared to other students(where you
rank). This is more commonly called a norm-referenced grading system. In such a system:
a. Grade (like a class rank) depends on what group you are in, not just your own performance.
b.Typical grade may be shifted up or down, depending on group’s ability.
c.Widely used because much classroom testing is norm-referenced.
80

Educ 303 – Assessment in Learning 2 | 9

*Grades also may reflect absolute performance i.e. score compared to specified
performance standards(what you can do). This is more commonly called a criterion-
referenced grading. In such a system:

a. Grade does not depend on what group you are in, but only on your own performance compared
to a set of performance standards.
b. Grading is a complex task, because grades must;
i. clearly define domain.
ii. clearly define and justify the performance standards.
iii. be based on criterion-referenced assessment.
c. conditions are hard to meet except in complete mastery learning settings.

*Finally grades may also reflect learning ability or improvement performance i.e.
score compared to learning “potential” or past performance. In such a system:
a. grades are consistent with a standard-based system because in such a system:
a. grades are inconsistent with a standards-based system because now, each child is his/her own
standard,
b. reliably estimating learning ability(separate from achievement0 is very difficult,
c. one cannot reliably measure change with classroom measures,
d. therefore, should only be used as a supplement.

*Let us try your understanding. Answer the following questions:

1. Cite an example in which you can consider a grade which is a desirable grade/s.Why?
2.Cite an example in which you can consider grade which is an undesirable grade/s.Why

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Educ 303 – Assessment in Learning 2 | 10

Module 6: Lesson3:Distribution of Grades and Guidelines for Effective Grading, and
Conducting Parent-Teacher Conferences

Learning Outcomes:
At the end of this module, you must be able to:
1. Trace how the grades be distributed;
2. State and discuss the guidelines for effective grading;
3. Conduct Parent-Teacher conference.

*This module is concerned with the distribution of grades, guidelines for effective grading
and conducting parent-teacher conferences.

*Complete the activity below so that you will be able to fully comprehend the topic/s of the
course subject. These activities will bring you up the topic/s of this module.

Activity 1
1. How do grades be distributed?
2. What are the guidelines for effective grading? Explain each function.
3. How are you going to conduct parent-teacher conference?

*Let us talk about your activity. After sharing ideas from their classmates. Answer
the following questions:
1.What are your thoughts on the grade distribution? Cite your own example.
2.What are your thoughts on the guidelines for effective grading? Cite your own
example.
3.What are your thoughts on the conduct of parent-teacher conferences? Cite your
own example.

*Now, I want you to read thoroughly the items below to help you fully understand the topic/s
of the course subject.

*Distribution of grades and Guidelines for Effective Grading

How should grades be distributed? The norm-referenced and criterion-referenced distribution of
grades have been in practice for several years now. The norm-referenced or relative(have ranked
the students) distribution is a big issue because of the following considerations:
a. Normal curve is defensible only when we have large, unselected group.
b. When “grading on the curve”, school staff should set fair ranges of grades or different
groups and courses,
c. When grading on the curve, any pass-fail decision should be based on an absolute
standard(ex. Failed the minimum essentials),
d. Standards and ranges should be understood and followed by all teachers.
82

Educ 303 – Assessment in Learning 2 | 11

*On the other hand, the criterion-referenced or absolute(have assessed absolute levels of
knowledge) grading system is not an issue because:
a. it seldom uses letter grades alone,
b. it often includes checklists of what has been mastered,
c. the distribution of grades is not predetermined.

*Guidelines for Effective Grading

The following guidelines for effective grading and reporting are recommended for
use in Philippine schools;
1. Describe grading procedures to students at beginning of instruction.
2. Clarify that course grade will be based on achievement.
3. Explain how other factors(effort, work habits, etc.) will be reported.
4. Relate grading procedures to intended learning outcomes.
5. Obtain valid evidence(tests, etc.) for assigning grades.
6. Try to prevent cheating.
7. Return and review all test results as soon as possible.
8. Properly weight the various types of achievements included in the grade.
9. Do not lower an achievement grade for tardiness, weak effort, or misbehavior.
10. Be fair. Avoid bias. When in doubt, review the evidence if still in doubt, give the higher
grade.

*Conducting Parent-Teacher Conferences

Parent-teacher conferences become productive when they are carefully planned and the
teacher is skilled in handling such conferences. Skills in conducting parent-teacher conferences can
be developed. Here are some hints on conducting good conferences:

*Guideline for a Good Conference:

1. Make plans
*Review your goals
*Organize the information to present
*Make list of points to cover and questions to ask
*If bring portfolios, select and review carefully.

2. Start positive-and maintain a positive focus.

*Present students’ strong points.
*Be helpful to have example of work to show strengths and needs.
*Compare early vs. later work to show improvement.
3. Encourage parents to participate and share information.
*Be willing to listen.
*Be willing to answer questions.
4.Plan actions cooperatively.
*What steps you can each take? 83

Educ 303 – Assessment in Learning 2 | 12

 *Summarize at the end.

5.End with positive comment.

*Should not be a vague generality.
*Should be true.
6.Use good human relations skills.

*Let us try your understanding. Answer the following questions:

I. Directions: Indicate whether each of the following statements describes a

desirable practice or an undesirable practice in conducting parent-teacher
conferences.
1. Before the conference , assemble a portfolio of specific information about and
examples of the students’ learning progress.
2. Present examples of the students’ work to parents.
3. Begin the conference by describing the students’ learning difficulties.
4. Make clear to parents that, as a teacher, you know what is best for the
students’ learning and development.
5. In the concluding phase, review your conference notes with the parents.
6. End the conference with a positive comment about the student.

II. Directions: Indicate which type of marking and reporting system best fits each
statement listed below.
1. Provides for two-way reporting.
A. Traditional letter grade(A,B, C, D, F)
B. Two-letter grade(pass, fail)
C. Checklist of objectives
D. Parent-Teacher conference
2. Provides most useful learning guide to student.
A. Traditional letter grade(A,B,C, D,F)
B. Two-letter grade(pass, fail)
C. Checklist objectives
D. Parent-Teacher conference
3. Provides least information concerning learning.
A. Traditional letter grade(A,B,C,D)
B. Two-letter grade(pass,fail)
C. Checklist of objectives
D. Parent-Teacher Conference
4. Most preferred by college admissions officers.
A. Traditional letter grade(A,B,C,D)
B. Two-letter grade(pass, fail)
C. Checklist objectives
D. Parent-Teacher Conference

Educ 303 – Assessment in Learning 2 | 13

 5. May be too complex to be understood by parents.
A. Traditional letter grade(A. B,C,D)
B. Two letter grade(pass, fail)
C. Checklist objectives
D. Parent-Teacher Conference
6. Most widely used method of reporting in high school.
A. Traditional letter grade(A,B,C, D)
B. Two letter grade(pass, fail)
C. Checklist objectives
D. Parent-Teacher Conference

III. Directions: Indicate whether each of the following statements describes a

desirable practice or an undesirable practice in assigning relative grades on the
blank. Put D if the practice is desirable and a U if not.
__________1. The grades should reflect the leaning outcomes specified for the course.
__________2. To give test scores equal weight in a composite score, the scores should
be simply added together.
__________3. If it is decided to assign different weights to some scores, the weighting
should be based on the maximum possible score on the test.
_________4.Grades should be lowered for tardiness or misbehavior.
_________5.Grading typically should be based on the normal curve.
_________6. Pass-fail decisions should be based on an absolute standard of
achievement.

Educ 303 – Assessment in Learning 2 | 14

 Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY-SAN JUAN
San Juan, Southern Leyte

Post-Test Examination
In
Educ 303 - Assessment in Learning 2

Name: ____________________________________________ Date: ______________________ Score: ______________

I. Multiple Choice: Encircle the letter of your answer. (Note: get questions from
the file.)

1. Even in the process of teaching, Teacher J finds out if her students understand what she
is teaching. What is Teacher J engaged in?
A. Summative evaluation C. Formative evaluation
B. Criterion- reference evaluation D. Norm-reference evaluation

2. Other than finding out how well the course objectives were met, Teacher K also wants to
know his students’ performance when compared with other students in the class. What
is Teacher K interested to do?
A. Authentic evaluation C. Criterion- referenced evaluation
B. Formative evaluation D. Norm-referenced evaluation

3. Which must go with self-assessment for it to be effective?

A. External monitor
B. Consensus of evaluation results from teacher and student
C. Scoring rubric
D. Public display of results of self-evaluation

4. After a lesson on the atom, the students were asked to work on a physical model of the
atom to determine learning. What MI is being enhanced?
A. Linguistic C. Mathematical
B. Interpersonal D. Kinesthetical

5. Which will be the most authentic assessment tool for an instructional objective on
working with and relating to people?
A. Conducting mock election
B. Home visitation
C. Organizing a community project
D. Writing articles on working and relating to people

Educ 303 – Assessment in Learning 2 | 15

 6. How much of the scientific method has your pupils acquired? This is best measured in
their skill to _________.
I. generate and test hypotheses
II. critic and evaluate
III. see connectedness of events
A. II and lll C. I only
B. I and II D. I, I and III

7. Which improvement/s should be done on this completion test item: An example of a

mammal is __________.
A. The question should have only one acceptable answer.
B. The blank should be at the beginning of the sentence.
C. The item should give more cues.
D. The blank should be longer to accommodate all possible answers.

Study this test and answer questions # 8-21.

Teacher Z gave this test to her pupils. Study it thoroughly then answer the questions that follow.

____ 1. Sum A. Numbers to be added

____2. Addends B. .25
____3. The formula for the area of a rectangle C. The answer in addition
____4. Multiplier D. Alexander Venn
____5. Product E. A=1 x w
____6. Formula for the perimeter of a rectangle F. 3/2
____7. He introduced the Venn diagram G. P=2(1) + 2 (w)
____ 8. An example of an improper fraction H. The number by which you multiply
____ 9. Equivalent of ¼ in decimal I. The answer in multiplication

8. One defect of Teacher Z’s test is the items to match are________.

A. very few C. heterogeneous
B. homogenous D. insignificant

9. Which can be a basic improvement of the test?

A. Increase the facility index of the test.
B. Make the items heterogeneous.
C. Increase the number of test items.
D. Make the items homogeneous.

10. Which statement is TRUE of the test?

A. It is a reliable test because it covers a wide scope of subject matter.
B. It is an ideal perfect matching type of test.
C. It is a good type of an imperfect matching test.
D. The items can be answered by mere process of elimination.

Educ 303 – Assessment in Learning 2 | 16

Here is a test. Study it thoroughly then answer the questions # 11-14.

____ 1. Thought A. Anybody

____ 2. Noun B. Past from of the verb “think”
____ 3. He wrote “To the Filipino Youth” C. He is the Great Plebeian
____4. Walk D. An example of an adverb
____5. Andres Bonifacio E. An example of a collective noun
____6. Class F. Looks like verb but is used as noun
____7. Gerund G. Describes as noun and a pronoun
____ 8. Adjective H. an example of an intransitive verb
____9. Very I. Jose Rizal
____10. Pronoun J. A name word

11. What’s faulty with the test?

A. The options have no joker.
B. The test items are on trivia
C. Some items are not meant to be asked in a matching type of test.
D. The test items are limited in number.

12. What’s wrong with the test items? The items are __________.
A. Heterogeneous C. Easy
B. Homogeneous D. Insignificant

13. What does the test lack?

A. 5 additional test items C. Blanks before the capital letters
B. More names of persons D. Distracter/s

14. Which is TRUE of the test?

A. Some items can be answered by mere process of elimination.
B. It is classified as an imperfect matching type of test.
C. It is reliable it has a wide coverage of subject.
D. We have more than enough foils in the options.

15. What’s defective with this test item?

The Philippines
A. Is in Southeast Asia.
B. Has a democratic form of government
C. Belongs to the Third World.
D. Is the most thickly populated in Southeast Asia.

I. The stem does not contain the question.

II. The stem is very short.
III. It has several correct answers.
A. I only C. III only
B. II only D. I and III

Educ 303 – Assessment in Learning 2 | 17

 16. Read this True-False test item and answer the question that follows:
Andrea Bonifacio founded the Katipunan. Which principle in test construction is violated?
A. Test something significant.
B. Make sure of simple words.
C. There should be sufficient reason to make the statement false.
D. Avoid qualitative terms.

17. Here is Teacher E’s instructional objective: “To distinguish between proper and improper
fraction”. Which is a valid test item for such objective?
A. Define proper and improper fractions.
B. Put a check (/) on the proper fractions and an X over the improper: ½ , 4/3,
¾,5/6, 7/89/7,2/10,6/12.
C. Is an improper fraction really a fraction? Explain your answer.
D. Can you add proper and improper fractions together? Explain.

Study the Table of Specification below then answer question #18-20.

No. of Hours
Objectives Topic Types of Test No. of Items
Minutes
1. To write a fraction Wring a fraction 30 minutes Multiple choice 3/Comprehension and
application
2. To add proper Adding proper 1 hour Completion 12/Comprehension
fractions fractions
3. To distinguish Differentiating 30 minutes Short answer 3/Comprehension
between proper proper and
and improper improper fractions
fractions
4. To add improper Adding improper 1 hour and 30 Completion 9/Comprehension
fractions fractions minutes
5. To reduce Reducing fractions 1 hour and 30 Short answer 6/Comprehension
fractions to their to their lowest minutes
lowest terms terms
6. To solve problems Problem solving on 2 hours Problem 9/Application and
involving adding adding proper and solving Analysis
proper and improper fractions
improper fractions
Total Number of Items 47 items

18. Is this test item valid for objective #1 as contained in the Table of Specifications?
I divided a cake equally into hour. I ate two pieces. Which part did I
eat?
A. 2/4 C. 4/4
B. ¼ D. 4/2

A. Yes C. Yes, but needs to be improved.

B. No D. No, because it is insufficient.

Educ 303 – Assessment in Learning 2 | 18

19. If you have to be true to your Table of Specifications when you make your test, on which
objective should you have the least items?
A. Objective #2 C. Objective #3
B. B. Objective #1 D. Objective #1 and #3

20. Which is valid test item for objective #5?

A. How do you reduce a fraction to its lowest term?
B. Is 4/6 equal 1 1/3?
C. What is meant by “lowest term”
D. What is 3/6 in its lowest term?

21. Choose an appropriate curriculum especially that the child’s mind does not contain any
innate ideas was an advice from ___________.
A. Plato
B. John Locke
C. Rousseau
D. B.F. Skinner

22. According to Wiggins and McTighe, one facet of understanding, an evidence of learning,
is empathy. Which test questions assesses capacity to empathize?
A. State the Pythagorean Theorem.
B. Test on Romeo and Juliet. Imagine you are Juliet. Write your thoughts and
feelings why you have to take this desperate action?
C. Diagnose and fix the broken lamp.
D. Translate all the words in Spanish and give the meaning of the sentence.

23. The main purpose in administering a pretest and posttest to students is to ___________.
A. Accustom the students in frequent testing
B. Keep adequate records
C. Measure the value of the material used
D. Measure gains in learning

24. Understanding of a concept is revealed as _________, the ability to accomplish tasks

successfully under pressure.
A. Performance in teamwork
B. Performance know-how
C. Performance in arts
D. Performances at works

25. The collegial process of developing and evaluating performances assessments help
teachers to understand the _______ needed to produce high quality performance.
A. Tests C. Materials
B. Information D. Scaffolding

Educ 303 – Assessment in Learning 2 | 19

26. Which of the following statements is/are NOT TRUE about assessment?
I. Feedback is the most important factor in assessment.
II. Only those that can be objectively measured should be taught
III. Assessment should follow a developmental pattern.
IV. Identifying systematic errors committed by students should be the basis of
remedial instruction
A. II only B. IV only C. III and IV D. I and II

27. TO identify learning needs and respond to such needs the teacher administers a
_________ test.
A. Formative C. Periodic
B. Summative D. Diagnostic

28. The principle of learner __________________ makes assessment a shared

responsibility with the teacher.
A. performance C. responsibility
B. accountability D. evaluation

29. Among the components of the learner’s marks/ratings, Behavior is reflected in

A. Values Education C. Filipino
B. English D. Outputs/Projects

30. Scoring guides for rating open-ended questions are called ________
A. outputs C. rubrics
B. outcomes D. scales

31. Which of the following assessment tools would you recommend if one should adhere to
constructivist theory of learning?
I. Constructed response test
II. Performance test
III. Checklist of a motor screening test
IV. Observation test
A. I and II B. II and III C. I, II and III D. I, II and IV

32. A criterion-reference test is designed to determine whether or not a student has_______.

A. Performed well in a wide content coverage
B. Performed higher than the other members of a group
C. Reached a present target
D. Reached a performance level on a specific skill

33. Which is a scoring guide that lists the criteria and their levels of quality on which
evaluation will be focused?
A. Journal C. Rubric
B. Portfolio D. Stem

Educ 303 – Assessment in Learning 2 | 20

34. Essay questions are used in an achievement test when __________.
A. Most of the material sampled is factoral information
B. A wide sampling of materials is desired
C. Originality is a factor in the response
D. Little time is available for construction and scoring

35. The constructivist theory of learning postulates that children learn by doing. Based on
the theory, which of these would you consider in assessing learning?
I. Focus is on the product.
II. Rubric criteria should be set.
III. Focus is on process.
IV. Multiple observations.
A. I and II C. III and IV
B. II and III D. I and IV

36. Which are the two (2) most important underpinning knowledge and skills for effective
student assessment?
I. Alternative assessment systems including formative, summative, descriptive and
negotiated approaches
II. Assessment principles of reliability, validity, flexibility, authenticity, sufficiency and
consistency
III. Characteristics of the learner
IV. Ethical responsibilities including confidentiality in the conduct and results of
student assessment
V. School policies on student assessment
A. I and II C. I and IV
B. II and III D. III and IV

37. When a student clarifies information from conclusion, what cognitive domain is involved?
A. Analysis C. Application
B. Evaluation D. Synthesis

38. Which of the following statements concerning test validity and reliability is most
accurate?
A. A valid test is a reliable test.
B. A reliable test is a valid test.
C. A test cannot be valid and reliable unless it is objectives
D. D. A test cannot be valid and reliable unless it is standardized.

39. An entering student in college would like to determine which vocation is best suited for
him. Which of the following test is most appropriate for his purpose?
A. Intelligence test C. Achievement test
B. Reading test D. Aptitude test

Educ 303 – Assessment in Learning 2 | 21

40. With manner of answering as criterion, which of the following types of test does NOT
being to the group?
A. Multiple choice C. Matching
B. True-false D. Completion

41. Which of the following is a precise meaning of evaluation?

A. Collecting data relevant to personal characteristics
B. Administrating teacher-made tests
C. Interpreting and attaching value to data collected
D. Scoring accomplished tests

42. Which is the LEAST authentic mode of assessment?

A. Paper-and-pencil test in vocabulary
B. Oral performances to assess student’s spoken communication skills
C. Artistic production for music or art subject
D. Experiment in science to assess science method

43. Teacher B wants to determine students’ strengths and weakness in the use of laboratory
equipment. Which assessment procedure will be most appropriate and authentic?
A. Observation of students’ use of laboratory equipment while they conduct
experiments
B. Paper-and pencil test that requires students to enumerate the do’s and don’ts’s in
the use
C. Practicum test on the use of laboratory equipment
D. Requiring students to draw and label the laboratory equipment

44. Teaching by objective logically goes hand in hand with which type(s) of evaluation?
A. Norm-referenced C. Standardized
B. Criterion-referenced D. Norm-referenced and standardized

45. The difficulty index of a test item is one (1). What does this man?
A. The test item is very good, so retain it. C. The test item is extremely easy.
B. The test item is very difficult. D. The test item is not valid.

46. The discrimination index of a test item is -.35. What does this mean?
A. More from the upper group got the item correctly
B. More from the lower group got the item correctly
C. The test is quite reliable
D. The test item is valid

47. If the difficulty index of your test item is.98, what should you do with this item?
A. Revise it. C. Retains it.
B. Reject it D. Reserve it for another group of pupils

Educ 303 – Assessment in Learning 2 | 22

 48. A negative discrimination index of a test item tells that particular test item lack_______.
A. objectivity C. content validity
B. reliability D. construct validity

Read the following then answer questions #49-50

In a multiple choice test item with options A-B-C-D and out of 50 examinees:

A. The correct answer, was chosen by 5;

B. Was chosen by 30;
C. Was chosen by 13 and;
D. Was chosen by 2.

49. Which was the LEAST effective distracter?

A. Option C C. Option B
B. Option D D. Option A

50. Whish statement can be TRUE of the test item?

A. The difficulty index must be low. C. It cannot be determined.
B. The difficulty index must be high. D. The test item must be reliable.

In a multiple choice test item with options A-B-C-D and out of 50 examinees:

A. Was chosen by 12;

B. Was chosen by 2;
C. The correct answer was chosen by 6 and;
D. Was chosen by 30.

51. Which was the MOST effective distracter?

A. Option C C. Option B
B. Option D D. Option A

52. Which must have served as a plausible option/s?

A. Option D C. Option C
B. Option B D. Option A and B

53. How do you consider option B?

A. Most effective distracter C. Ineffective distracter
B. Effective distracter D. Attractive option

54. Your percentile rank in class is 60%. What does this mean?
A. You got 40% of the test items wrongly
B. You scored less than 60% of the class
C. You got 60% of the test items correctly
D. You scored better than 60% of the class

Educ 303 – Assessment in Learning 2 | 23

55. Here are raw scores in a quiz: 97, 95, 85, 83, 75, 50, 10, 5, 2, 1. Which is median?
A. 75 C. 76
B. 52.72 D. 77

56. Here is a score distribution: 98, 93, 93, 93, 90, 88, 87, 85, 85, 85, 70, 51, 34, 34, 34, 20,
18, 15, 12, 9, 8, 6, 3, 1. Which is the range?
A. 93 B. 85 C. 97 D. Between 51 and 34

57. Which is TRUE when standard deviation is small?

A. Scores are tightly bunched together C. Scores are spread apart
B. The bell curve is relatively flat D. Scores are toward both extremes

58. You have computed the mean and you want to get more information about the
distribution of scores. Which measure of variability is most appropriate?
A. Standard deviation C. Semi-interquartile range
B. Mode D. Range

59. There is a negative correlation between amount of practice and number of errors in
tennis. What does this mean?
A. The increase in the amount of practice does not at all affect the number of errors.
B. Decrease in the amount of practice goes with decrease in the number of errors.
C. As the amount of practice increases, the number of errors decreases.
D. The decrease in the amount of practice sometimes affects the number of errors.

60. Complete this analogy:

Positive correlation is to direct relation as
Negative correlation is to ____________.
A. Definite relation C. Neutral relation
B. Indefinite relation D. Inverse relation

SITUATION - Refer to the table below to answer item 61

Reading Comprehension Test Results in MPS
Grade III- School A
Grade III Section English (MPS) Filipino (MPS)
A 75 87
B 60 30
C 32 60
D 80 90
E 51 72
61. Which sections should be given remedial instruction in English and Filipino.
A. Section B only C. Section B and C
B. Section C only D. Section B, C, and E

Educ 303 – Assessment in Learning 2 | 24

Use the table below to answer item 62
Percentage of Literacy
2004 2008
Age Total Male Female Total Male Female
Range
6-14 yrs. 92.72 94.47 91.02 91.50 93.67 89.38
15yrs. 93.19 95.46 91.02 93.28 96.07 90.57
15-24 yrs. 98.12 98.43 97.81 98.57 98.67 98.47

62. What is/are TRUE of 2004 and 2008 data on literacy?

I. There is a greater percentage of literacy among men than women.
II. The percentage of literacy increases as age increases.
A. I only C. I and II
B. II only D. Neither I or II

63. Any deviation from a standard or desired level of performance is a ___________.

A. Problem C. Devotion
B. Gap D. Decision

64. A negative discrimination index means ________________.

A. More from the lower group answered the test item correctly
B. More form the upper group answered the test correctly
C. The test item could not discriminate between the upper and the lower group
D. The test item has low reliability

65. A number of test items in a test are said to be non-discriminating. What conclusions can
be drawn?
I. Teaching or learning was very good
II. The item is so easy that anyone could get it right
III. The item is so difficult that nobody could get it
A. II and III C. III only
B. I only D. I and II

66. The difficulty index of a test item is 1. This means the test is _____________.
A. A quality item
B. Very difficult
C. Very easy
D. Missed by everybody

67. Interpreting assessment results considers consistency. Which is described when the
results are consistent?
A. Validity C. Subjectivity
B. Reliability D. Objectivity

Educ 303 – Assessment in Learning 2 | 25

68. The test in English and Mathematics showed poor results in comprehension and
problem- solving questions. How many the data be used for better learners
performance?
A. Use context clues in vocabulary building
B. Give more exercises/situations on comprehension questions
C. Determine weakness in grammatical structures
D. Involve parents in guiding learners’ developing good study habits.

69. The decision to follow a criterion-referenced orientation in interpreting test scores will
communicate _____________.
A. How much of the test content the children were able to handle
B. The spread of scores in a class
C. The ranking of the students in a section
D. The over-all performance of particular class

70. After scoring, Teacher G. got the difference of the highest and lowest scores in each
class. What did she compute?
A. Standard deviation C. Range
B. Mean D. Median

71. Is it wise to orient our students and parents on our grading system?
A. Yes, so that from the very start students and their parents know how grades are
derived
B. Yes, but orientation must be only for our immediate customers, the students.
C. No, this will court a lot of complains later
D. No, grades and how they are derived are highly confidential

Study the diagram below which shows the learner and student assessment in the
center of the Foundations for Accountability. Based on the diagram answer
question #72.

Standards for
Student

Student
Assessment

Learner

Family, School, Community

Student Access to
Quality Resources
Standards Review Standards
for Practice for Delivery

Educ 303 – Assessment in Learning 2 | 26

 72. How would the test results be used to advantages?
A. As index of comparing achievement
B. As indicator of learners’ knowledge of subject matter
C. As a means of assessing students’ performances in the subject
D. As indicator of learner’s performance with respect to competencies in the subject
areas.

73. When checking projects made by your pupils, what must be done to ensure objectively
in giving grades?
A. Prepare rubrics in giving grades.
B. Request somebody to grade the projects of your classes.
C. Rate the projects by batch checking.
D. Rate the projects in descriptive and not in a quantitative manner.

Below is a Continuance of Assessment Methods presented by Wiggins and McTighe,

Understanding by Design.

Informal Observation Quiz Test Academic Performance

Checks for Dialogue Prompt Task/Project
Understanding

Based on the diagrams’ answer questions #74- #75

74. When assessment is anchored on academic prompts the ongoing inquiry is _______
and range from simple to complex.
A. Specific
B. Generic
C. Informal
D. Open-ended

75. Key question are considered in instructional planning and in identifying desired results
and assessment. Which two questions are relevant?
I. What activities will equip students with needed knowledge and skills?
II. What method of assessment should be used?
III. What materials and resources are best suited to accomplish the learning
objective?
IV. Why type of test should be given?
A. I and III
B. II and IV
C. II and III
D. IV and

Educ 303 – Assessment in Learning 2 | 27

 SITUATION – Here is one measure of attitude where a subject is asked to check the
blank that corresponds to her answer.
Being Liked bv Other Students
Important __________ ____________ ____________ Unimportant
Pleasant __________ _____________ ____________ Unpleasant

76. Question: How is it called?

A. Questionnaire checklist C. Likert scale
B. Checklist D. Semantic differential

77. Teacher U asked her pupils to create a story out of the given pictures. Which projective
technique did Teacher U use?
A. Rorschach Test C. Thematic Apperception Test
B. Narrative D. Reflective

78. Which should you use to obtain information concerning a particular student’s interest?
I. Case study
II. Interview technique
III. Cumulative record of students
A. III only B. II and III C. I and II D. I, II, and III

79. Students B was asked to report to the Guidance Office. Students B and his classmates
at once remarked: “What’s wrong?”. What does this imply?
A. Reporting to a Guidance Office is often associated with misbehavior.
B. Students B is a “problem” students
C. Guidance counselors are perceived to be “almighty and omniscient.”
D. The parents of Student B must be of the delinquent type

80. With projective personality tests in mind, which does NOT belong?
A. Interview C. Word Association test
B. Sentence completion task D. Thematic Apperception Test

81. An appropriate assessment tool for assessing the development of learning in the
affective domain is through ______________.
A. Reading of journal entries C. Product assessment
B. Performance assessment D. Self-assessment

82. Knowledge of procedure in writing a report is an example of a _________rubric.

A. Specific B. Generic C. Standard D. Performance

83. The Report Card is give every grading period to the pupil/student and the parents are
informed of the learner’s performances. This is a/an _________ of the teacher stipulated
in the Education Act of 1982.
A. Role C. Accountability
B. Obligation D. Responsibility

Educ 303 – Assessment in Learning 2 | 28

84. Which is the basic principle underpinning the performance-based grading system?
A. It is a tool for improving teaching and learning
B. It is a tool to determine prerequisite knowledge
C. It is diagnostic, formative and summative
D. It is evaluative and judgmental

85. Which is/are a violation of the principle of respect?

I. Teacher Ana tells her students that what Teacher Ben taught is wrong.
II. To retaliate, Teacher Ben advises students not to attend Teacher Ana’s class.
III. Teacher Jose secretly gives way to a special favor to add 2 points to the grade of
Student A who is vying for honors.
A. I and II B. II and III C. I, II and III D. I and III

Educ 303 – Assessment in Learning 2 | 29

References

1. Calmorin-Paler, Laurentina (1994). Educational Research Measurement and Evaluation.

Philippine Copyright.

2. Duka, Cecilio D. (2018). Reviewer for the Licensure Examination for Teachers. Philippine
Copyright

3. Santos-De Guzman, Rosita (2007). Assessment of Learning 1. Philippine Copyright.

4. Santos-De Guzman, Rosita (2007). Assessment of Learning 2. Philippine Copyright.

5. A Comprehensive LET Reviewer Based on NCBTS and TOS: Professional Education (2011).
Philippine Copyright.

6. A Reviewer for the Licensure Examination for Teachers: Professional Education (2013).
Philippine Normal University.