Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

CALAPE CAMPUS
Calape, Bohol

Name: Rose Marie T. Revilla

Course & Year: BEED 2
Instructor: Mrs. Christine Hormillada
Date: November 17, 2022

Assessment in Learning 1

SUGGESTED ACTIVITIES
ACTIVITY 1: ASSESSMENT SCENARIOS
For each of the following situations, determine whether the assessment is valid.
Explain your answer in two or three sentences citing the type of validity.
Scenario 1
Test constructors in a secondary school designed a new measurement
procedure to measure intellectual ability. Compared to well-established
measures of intellectual ability, the test is shorter to reduce the arduous effect of
a long test on students. To determine its effectiveness, a sample of students
accomplished two tests a standardized intelligence and the new test with only a
few days interval. Results from both assessments revealed high correlation.

* Criterion-Related Evidence
From this problem, it is clearly stated that the validity used
i s criterion-related evidence.M o r e s p e c i f i c a l l y , t h e concurrent
validity. This type of validity allows the test constructors to test
thep e r f o r m a n c e o f s t u d e n t s i n r e l a t i o n t o p r e v i o u s l y v a l i d a t e d
o r established measure.

Scenario 2
After the review sessions, a simulated examination was given to graduating
students a few months before the Licensure Examination for Teachers (LET).
When the results of the LET came out, the review coordinator found that the
scores in the simulate (mock) examination are not significantly correlated with the
LET scores.

* Criterion-Related Evidence
This pertains to criterion-related evidence
 more so the
predictive validity. This type of validity used to predict the scores of students to
get significant correlation of scores for LET and the mock examination.
Scenario 3
A new test was used as a qualifying examination for Secondary Education
freshmen who would like to major in Biological Science. The test was developed
to measure sophomores: those specializing in Social Studies and those already
majoring in Biological Science. It was hypothesized that the latter group will score
better in the assessment procedure. Test results indicated that it is so.

* Construct-Related Evidence
It basically used a construct-related evidence to get the validity. As it stated,
it can take the form of a differential groups study. The results indicated in the
problem shows lack of communality which mean by discriminant validity.

Scenario 4
A Science teacher gave a test on volcanoes to Grade 9 students. The test
included the types of volcanoes, volcanic eruptions and energy from volcanoes.
The teacher was only able to cover extensively the first two topics. Several test
items were included on volcanic energy and how energy from volcanoes may be
tapped for human use. Majority of her students got low marks.

* Content-related evidence
The statement depicted that the format of classroom which is to examine the
effects of the tasks, discourse, and learning environment on students knowledge,
skills, and dispositions are not covered before the given assessment
examination.

Scenario 5
A teacher handling “ Media and Information Literacy” prepared a test on “ Current
and Future Trends of Media and Information”. Topics include massive open
online content, wearable technology, 3D environment and ubiquitous learning.
Below are the learning competencies:
The learner should be able to:
a. evaluate current trends in media and information and how they will affect
individuals and society in general;
b. describe massive open online content;
c. predict future media innovation;
d. synthesize overall knowledge about media and information skills for producing
a prototype of what the learners think is a future media innovation. The teacher
constructed a two-way table of specifications indicating the number of
items for each topic. The test items target remembering, understanding and
applying
levels.
* Content-related Evidence
Based from this scenario, the validity of assessment used is content-related
evidence which implies that tasks need to align with patterns of instruction, tasks
need to provide opportunities for students to engage in performance that will
activate their knowledge and elicit appropriate evidence of learning. The
assessment should represent what is important to know and to learn, and
when feedback is provided it needs to contain enough information so that
students can improve their knowledge and make forward progress.

ACTIVITY 2: ASSESSMENT SCENARIOS

For each of the following situations, determine the source of reliability evidence
and type of reliability coefficient. Explain your answer in two to three statements.
Scenario 1
For a sample of 150 Grade 10 students, a Science test on Living Things and their
Environment was tested for reliability by comparing the scores obtained on the
odd-numbered and even-numbered items.

Source of reability evidence: INTERNAL CONSISTENCY

Type of reability coefficient: Internal reability
The source of reliability evidence is INTERNAL CONSISTENCY. The internal
consistency is checked using split - half method. The split - half method is done
by dividing the test into two – separating parts: the first part is odd and the
second part is even numbers. As you can see internal consistency happens
when the scores in a science test on “Living things and their environment are
being compared using the odd-numbered and even-numbered items. And the
Internal reability given that the assessment focuses on the students’ knowledge
of the items within a test.
Scenario 2
Below is a table containing ratings of two teachers on the paper submitted by six
Grade 9 students about their “ personal mission in life”. In rating the students’
papers rubric was developed.

Students Rater A Rater B Rank (A) Rank (B)

A 14 8 5 6
B 15 12 4 4
C 18 15 2 2
D 20 16 1 1
E 12 10 6 5
F 17 14 3 3
Mean= 16 Mean= 12.5 R= 0.94
Sd= 2.9 Sd= 3.1
Source of reability evidence: Scorer or rater consistency
Type of reability coefficient: Internal reliability
The sources reability evidence of this situation is scorer or rater consistency that
means people do not necessarily rate in similar way about in the context of this
paper that submitted by 6 grade 9 students about their personal mission in life.
Hence, internal reability was also use in thissituation wherein it is useful for
grading essays, writing samples, porfolio and performance assessment. Most
importantly scorer or raters are knowledgeable and trained or how to use the
observation instrument.
Scenario 3
Scores from 100 Grade 7 students were obtained from a November
administration of a test in Filipino about panghalip na panao or personal
pronouns. These were compare to the scores of the same group from a
September administration of the same year.

Source of reability evidence: Stability

Type of reability coefficient: External reability
Stability is the source of reliability evidence and the assessment coefficient
was external reliability. The series cognitive tests and outlines possessed
by or able to be learned by individuals are given to another group of
children that enable them to solve particular problems over a period of
time before giving it to other group.
Scenario 4
Ms. Castro, a 5th-grade Social Studies teacher wanted to find out whether her
first-quarter long test was equivalent to her first-quarter test in the same subject
last year. Thus, she administered both tests to her students.

Source of reability evidence: Equivalence

Type of reability coefficient: Internal reability
The source of reliability evidence was equivalence and the reliability
coefficient was internal reliability. A variety of tasks equivalent to the
examination were given to the same group to assess the competence with
parallel items on the knowledge, skills, and performance of the students.
Scenario 5
Mr. Lagarse, a 6th-grade Science teacher directed his students to create a
portfolio of their work accomplished during the last quarter for evaluation. Using
the portfolios, he classified his students into four groups: Beginning, Developing,
Competent and Accomplishement. The result were then compared to the
students’ performance in the end-of-quarter examination.

Source of reability evidence: Decision consistency

Type of reability coefficient: Internal reability

Since the evaluation are longer than typical tasks, and have a higher cognitive
load because they are more complex, and unfamiliar,collaborative work is
assigned. The source of reliability evidence was decision consistency since the
teacher decides and labels the students based on their performance. The
reliability coefficient was internal reliability.
ACTIVITY 3: PROBLEM SOLVING LEARNING & CRITIQUING
As the department head or principal, what action would you take on the following
matters? Provide your recommendations based on the principles of validity and
reliability.
Scenario 1
Mr. Roa taught the different elements and principles of art. After instruction, he
administered a test about prominent painters and sculptors in the 20th century.
Would you recommend revisions? Why?
Answer:
Yes, I will recommended certain revisions of Mr. Roa did after the discussion.
The problem in this situation is that the topic discussed is about elements and
principles of arts but the test covered prominent painting and sculptors in the 20 th
century that far from what have been discussed and that’s the conflict. If I will the
department head, I will approach Mr. Roa in a nice and professional way. I would
tell to him that giving an assesssment after discussion is good enough but it will
be better if will made an assessment based on the discussion itself. It will result
to accurate information about student learning. I will recommend and open up of
having content related evidence so that there will be an awareness of what
specifically he aim to measure, the focus of his assessment and most
importantly it should be base in his lesson. Having TOS can be also a way to
help Mr. Roa in organizing his assessment.

Scenario 2
In a geometry class, the learners have to calculate perimeters and areas of plane
figures
lie triangles, quadrilaterals and circles. The teacher decided to use alternative
assessment rather than tests. Students came up with Mathematics portfolios
containing their writings about geometry.
What would you tell the teacher? Why?
Answer:
Despite conducting an assessment, in this case mathematical portfolios
containing their writings about geometry on understanding students ’
knowledge or achievement or monitoring the effectiveness of an
instructional program. It is recommended that the central purpose of
assessment is to articulate that assessments containing instructions that
calculate perimeters and areas of plane 昀椀 gures like triangles, quadrilaterals
and circles.
Scenarios 3
There are two available assessment instruments to measure English skills on
grammar and vocabulary. Test A has high validity but no information concerning
its reliability. Test B was tested to have a high reliability index but no information
about its validity. Which one would you recommended? Explain briefly.
Answer:
When designing a set of tasks for use as part of classroom assessment,
teachers are advised to create a design principles held with a concrete
evidence to ensure the validity of each instructions. Assessment instruments
reflect and support equitable inferences made from assessments are
appropriate to the assessment purpose and form a coherent whole are all
still valid standards or principles for sound classroom assessments in education.
Scenario 4
Below is a table of specifications for a Grade 3 Science test. Study the ToS.
Answer the questions that follow.
Learning Topic Allocate Assessme No. of items Point
Objectives d Time nt Method Syste
m
1. Describe Characteristi 3 hours Selected- 6 X1=6
Different cs response undertandin
objects of solids, g
based on liquids, and
their gases
characteristic
s.
2. Classify States of 3 hours Selected- 6 X1=6
objects as matter response undertandin
solid, liquid g
or gas based
on some
observable
characteristic
s.
3. Describe Use and 4 hours Essay 3 X3=9
ways on the handling of Applying
proper use solid, liquid and
and and gas Analyzing
handling of
solid, liquid
and gas
found at
home and in
school.
4. Describe Phase 6 hours Selected- 4 X1=4
changes in change response understandi
materials ng
based on the
effect of
temperature.
Total 16 19 25

Questions
a. Is the number of test items in the Table of Specifications (ToS)
proportionate?
Yes. Students are given a fair least amount of average time of 1 hour and 20
minutes of discussion for every item.

b. If you have to be true to the ToS, which objective should you have the
most and
the least number of items?
Classifying objects as solid, liquid or gas based on some observable
characteristics would get the least number of items considering that it only
revolves in identifying three different category of object whether if its solid,
liquid or gas. On the other hand, describing changes in materials based on
the effect of temperature suffers constraint of timed environments in which such
different assessment occur.
c. Do the specified assessment methods match the learning objectives?
The speciified assessment does not match the learning objectives. The study
must have face validity, appropriate for the purpose and should integrate
processes and practices rather than attempt to assess those separately from
content, and provided opportunities for students to determine what strategy
they want to use in order to pursue a solution.