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UNIT 1: BASIC CONCEPTS OF ASSESSMENT

Lesson 1: What Is Educational Assessment?

Objectives

 Define educational assessment

 Give the different approaches of assessment
 Explain the role of teachers in the assessment process
 Discuss and explain the principles of assessment
 Explain the meaning of assessment for, assessment as, and of learning

Presentation

An educational assessment is used to examine someone’s knowledge of

something learned, or level of skill acquired in their educational environment. It
is a process of authenticating knowledge, skills, attitudes, and beliefs, in
measurable terms.

Its aim is to improve learning and report the level of attainment of the
expected learning outcomes requisite for the curricular goals of certain grade
level to the learners themselves, to their parents as well as to concerned school’s
stakeholders. Assessment results indicates synthetic level of learning and
clearer picture of the student’s ability. In this process, teachers have varied roles
and goals as follows:

Role of Teacher Goal

a. as mentor Gives support and feedback to the students.
b. as guide To lead the class in the attainment of objectives.
c. as secretary Keep records of students’ progress and
achievement.
d. as reporter Makes a report of students’ performance to parents,
students, and the school administration.
e. as program Adjusts and revises instructional practices when
director needed.
f. As guidance Serves as second parent to students.
counsellor

Approaches to Assessment:

1. Assessment FOR Learning. Assessment is used to evaluate a student

progress during the process of teaching and learning as shown in the
results of evaluation as a basis of teacher’s administrative decision,
whether to start a new topic or to enrich precious one. It is also called
“formative assessment”.
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2. Assessment AS learning. Assessment is done by the student himself, to

keep track of his own understanding during the learning process. The
student employs his own strategy to learn new things, and accomplish
tasks in his own pace. He initiates his own learning by answering why’s
and how’s by himself for his own progress.

3. Assessment OF learning. Assessment is done in measuring achievement

of a student based from outcomes and standards using different
assessment tools. Tools can be through paper and pencil tests,
performance based, process outputs and the like.

Types of assessment
Assessment is very important during the instruction process. It is
classified accordingly based on its purpose. This can be undertaken,
before, during and after instruction. Here are the types:

1. Formative Assessment
This is conducted to identify gaps in learning. Its results provides the
teacher a feedback on what skills the students are lacking and the skills they
already fully equipped with.
2. Summative assessment
This is conducted to assess to which extent the learners have
acquired the competencies, knowledge and skills according to the targeted
learning outcome. This is conducted after a chapter, a unit or a course.
The result provides a feedback to which the teacher would reinforce
learning.
3. Confirmative assessment
This assessment is conducted to find out the extent to which
learned concepts is sustained in and among students, in the same
manner to the part of the teacher. This aims to find out the effectiveness
of his teaching – to confirm the success of instruction after a quarter, a
semester or a year.
4. Norm-Referenced Assessment
This assessment is conducted to check on the performance of
students against a given norm. For example, graduates taking the
licensure examinations. Passing rating of the school is compared to the
national passing rate.
5. Criterion-Referenced Assessment
This is conducted to assess a performance against a pre-determined
standard.
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Principles of Assessment

Assessment is a form of communication to:

a) students, a feedback on their acquired knowledge and skills; b)

teachers, a feedback on her techniques and approaches of teaching; c)
curriculum planner, a feedback on the curriculum; d) administrators a feedback
on the availability and use of school and people resources; and, e) employers a
feedback of the quality of job aspirants.

The following are important things to consider when designing an

assessment tool:

1. Assessment goals;
2. Validity and reliability of assessment items; and,
3. The grade assignment of assessment results

Let’s Evaluate!

Activity 1. Determine what type of assessment is employed in the following

situation. Justify your answer.

1. The findings of the Early Language, Literacy, and Numeracy Assessment

(ELLNA) given to Bangued District Grade 3 students were reviewed by a group of
Math teachers. The students' performance was found to be low, notably in
Numeracy particularly in multiplication and division of fractions and decimals.
The teachers devise an intervention program to address the students'
difficulties. The teachers noticed an improvement in the students' performance
after a year.
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2. A science teacher emphasized the necessity of relationships of all living and

non-living things in the environment. He gave his students a piece of paper with
the question "How do you take care of the environment?" in one of his classes. "
Before leaving the lesson, students must hand in their written responses to
determine who among them was able to learn something about the day's topic.
After reading all of the students' responses, the teacher begins planning for the
following lesson.

3. At the end of each grading session, teachers conducts a quarterly evaluation

as a basis to address the school’s requirement for pupils with grades 75 and
lower to attend one hour special program after classes every day.
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Activity 2. Identify which of the following statements refer to Assessment FOR,

OF, or AS learning. Answers should be written on the blank before each
number.

_____ 1. Students are given immediate feedback related to their performance.

_____ 2. It allows students to reflect on their own performance.
_____ 3. Evaluative feedback on the student’s proficiency level is given to the
student concerned as well as to his/her parents/guardians.
_____ 4. Assessment results are used to adjust their teaching.
_____ 5. It is self-assessment.
_____ 6. Assess learning for grading purposes.
_____ 7. Is given at the end of a unit or course.
_____ 8. Assessment given during the teaching learning process.
_____ 9. Assessment to provide proof of a student’s achievement related to
curricular outcomes.
_____ 10. Student self- monitoring strategy in evaluating their own learning.

Activity 3. As a future teacher, when do you think the following assessment

types make learning more meaningful and purposeful in your class/es? Cite
situations where these types are best applied. Write your answers on the space
provided.

1. Summative Assessment
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2. Formative Assessment
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3. Placement Assessment
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4. Diagnostic Assessment
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5. Complex-Performance Assessment
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6. Outcomes Assessment
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Culminating Activity

1. Reflection: 1. If you are to assess yourself using outcomes assessment,

how would you assess yourself right now? What gaps can you identify
such that you would become well prepared in classroom teaching?
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2. If you reflect on the assessment methods employed by your teachers in

your basic education, were they fair and helpful in the attainment of the
educational targets? Why or why not?
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Lesson 2: Basic Concepts in Assessment

Objectives

 Distinguish among measurement, evaluation and test

 Identify and discuss the types of measurement, evaluation and test

Presentation

Measurement involves outcomes statistically quantified. It is a process of

determining the attributes or characteristics of a given thing. It could either be
objective measurement (as in testing), or subjective measurement (as in
perceptions).

Examples:

Janssen correctly spelled 30 words.

In her English proficiency test, Mary scored 90 percent.
Jenny answered 18 of the 30 questions correctly in Araling Panlipunan.

Evaluation is the process of determining the outcomes of learning

quantitatively as against a particular standard.

Examples:

Judging the quality of a portfolio, whether poor or very good.

Evaluate the effectiveness of a teaching strategy, whether or not effective
or very effective.

Testing is a means of measuring an aptitude, knowledge, feelings,

attitudes and other attributes of a certain individual or a group through
questions, exercises, attitude scales and the like.

Classification of Tests

There are different types of tests. According to Duka (2014), tests can be
classified according to:

1. Manner of response which could either be oral or written;

2. Method of preparation in either subjective or objective tests
3. Nature of answer
a. Intelligence test;
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b. Personality test;
c. Aptitude tests;
d. Sociometric test;
e. Diagnostic test;
f. Summative test;
g. Formative test; and,
h. Trade test

Let’s Evaluate!

Activity 1. Identify the following situations as to whether they are (a)

measurement, (b) evaluation or (c) test. On the blank before each number, write
the letter which corresponds to your answer.

_____ 1. Data is expressed in quantities.

_____ 2. Is designed to aid in making judgment and indicate solutions to
academic problems.
_____ 3. The Grade 3 pupils answered a 30-item Teacher-Made test in their
Science subject.
_____ 4. Regie got 24 correct answers out of 50 items in Filipino.
_____ 5. Differentiating attributes of things, places or a person.
_____ 6. Subjects of study may be school projects and programs, teaching styles,
attitudes of students, or test results.
_____ 7. Daniel’s scored 78% in his dance performance test in PE.
_____ 8. Determines the success factors of a particular academic program.
_____ 9. Measure the level of performance of learners.
_____ 10. Instruments like ruler, scale or thermometer is used.

Activity 2. Which type of test is applied in the following situations. Write your
answers on the blank before each item.

_____ 1. Carlos was able to answer only 51 items in the 100-item test
administered during their summative evaluation in one hour.
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_____ 2. Joseph, together with his groupmates obtained the highest performance
score in baking banana cake.
_____ 3. Direction: Convert the following units as required. Write the correct
answer on the space provided.
_____ 4. Gerald had successfully defended his dissertation proposal last July 19.
_____ 5. Direction: In not less than 200 words, expound your idea on this
question “How can a teacher make a difference?”
_____ 6. After a week, Teacher A administered a quiz in MTB-MLE to the Grade
2 pupils.
_____ 7. Based on the test result of Student A, it was found out that his IQ score
is ranging 140 which described as “very superior intelligence.”
_____ 8. After teaching lessons, Ms. Cho gives a quiz to her class.
_____ 9. In the first month of the school year, the Guidance Counsellor
administers a test to evaluate the personal social adjustment skills of
students.
_____ 10. Myrna Gumaca took her Licensure Examination for Teachers last
September 2019 and just received the result indicating a 75.20 rating.

Enrichment Activity.

1. Elaborate this statement: “Not all assessments are tests, but all tests are
forms of assessment.”
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2. What are other types of assessment? Describe each.

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3. Give 10 specific examples of assessment in actual life situation.

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4. Give 10 specific examples of evaluation in actual life situation.

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5. Give 10 specific examples of measurement in actual life situation.

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6. Give 10 specific examples of measurement in actual life situation.

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7. Reflection. As a student, how would you assess yourself as to your readiness

in the teaching world?

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Lesson 3: Principles of High Quality Assessment

Overview

This chapter enables you to review the principles of high quality

assessment. This will enable you, future teachers, to successfully evaluate
learning outcomes of your learners fairly and objectively based on your targets.
In this chapter, you will learn the different learning targets in the 3 domains of
learning. You will be familiarized with assessment methods appropriate to a
particular task learners are required to perform.
General Objectives: At the end of this module, you are expected to:
1. Identify the principles of high quality assessment
2. Discuss the three levels of learning domains
3. Get familiar with the different traditional assessment methods
4. Explain the properties of assessment methods
5. Write learning targets following Bloom’s Taxonomy;
7. Identify assessment methods appropriate to a task given;
8. Discuss the appropriateness of a given assessment method; and,
9. Construct sample assessment tools of a given task.

Presentation

Clarity of Learning Targets

Learners can learn best when the learning targets are clearly stated and
understood by the students. Hence, these targets is required to be stated in a
precise, accurate, feasible and achievable behavioral terms.
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Teachers play a vital role in developing young minds into becoming useful
individual. Day by day in the classroom, the teacher need to develop the
domains of the child – cognitive, affective and the psychomotor. Simply put,
these are the knowledge, skills and attitudes or the KSA. Cognitive which refer
to mental skills; psychomotor which refer to physical kinetics; and, affective
domain which refer to growth in feeling or emotion. In developing the said
domains, tasks are given and targets are stated accordingly and respectively
using the verbs presented in Bloom’s Taxonomy.
Attainable and clearly expressed learning objectives are the foundation of
good assessment. Such objectives should include both what students know and
can do. Appropriate targets are targets that are based on what students can
achieve in relation to a particular goal expressed as learning domains. These
terms are translated to simpler terms as knowledge, skills, and attitudes (KSA).

Educational Measurement
The domains are categorized accordingly from the simplest behavior to the
most complex behavior. As such, targets should be stated in concrete and active
verbs to ensure that learning outcomes will be measurable, demonstrable and
verifiable. Anderson, reviewed and effected the Bloom’s Taxonomy and altered
the names of the categories from noun to verb and from the lowest to the highest
hierarchy as follows:
1. Remembering – this is a recall of facts previously learned
2. Understanding – this is comprehending meaning, or the ability to
translate and interpret instructions or directions
3. Applying – using what was previously learned into similar new
situations
4. Analyzing – this is the ability to separate concepts into component
parts to understand the whole
5. Evaluating – this is the ability judge an idea or material
6. Creating – is putting scattered parts of an idea together
This fall under the cognitive domain. Verbs that are used to state a target
under this domain can be taken from the Bloom’s Taxonomy of educational
objectives.
Psychomotor skills include physical coordination, movement and use of
the motor skills and are simplified into 4 categories or levels as recommended by
E. Simpson, Dave and A. S. Harrow. Development of these skills requires
constant practice in accuracy and speed. It is categorized from the simplest to
the highest category as follows:
1. Observing – a display of active mental attention to a physical activity
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2. Imitating – this is an attempt to copy a physical behavior

3. Practicing – a performance of a specific activity repeatedly
4. Adapting – the ability of fine tuning a particular skill by making
minor adjustments to attain perfection
In stating targets in developing this domain, verbs can be taken from the
Taxonomy of the Psychomotor Domain by David Mc Kayle.
The affective (attitude) domain refers to the kind of maturity or growth in
dealing with situations emotionally like feelings, enthusiasm, appreciation,
values, attitudes, motivation and the like. The taxonomy is categorized into 5
levels as the individual advances towards internalization in which a particular
attitude or feeling or value consistently guides a person’s behavior and is
presented as follows:

1. Receiving – is a state of being aware to something and willing to listen

2. Responding – is a state of showing commitment to respond in some
measure or phenomenon
3. Valuing – is a state showing willingness to value or favor positive ideas
4. Organizing – a state or willingness of arranging priorities, or the ability
to create a unique value system by comparing, relating and
synthesizing values
5. Internalizing – is a state of practicing value system that controls one’s
behavior
Verbs used to state target under this domain can be taken from the
Taxonomy of Affective Domain by David Mckay.
Let us not forget that these targets as expressed in the different domains
of the learners will enable teachers determine the degree to which the learners
attain the desired learning outcomes. The teacher’s role in the teaching learning
process does not only end on what the learners can do in terms of stated targets
such as; to define, to develop, to evaluate, to inculcate, to provide, etc. but for
them to be able to display a desirable learning outcomes through continuous
assistance, instruction and assessment activities.
In the current educational scenario, student learning is focused on the
skills and competencies the students can display. In other words, we now have
the Outcomes-Based Education or the OBE. Students are expected to display
such outcomes: the immediate and deferred outcomes.
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Immediate outcomes are the skills and competencies acquired and

displayed by the learners upon completion of a particular task. In the classroom,
examples of such skills and competencies are the: ability to solve math
problems, ability to communicate in oral or in writing, skill in table setting,
competency in baking, ability to create a video clip presentation, and the like. In
similar manner, the learner can display an outcome such as promotion to a
higher grade level, graduation from a particular program like BEED or BSED,
passing the board examination, or employment upon completion of a particular
grade or a course. These skills and competencies are then the result in the
attainment of targets in the development of the cognitive, affective and
psychomotor skills of the learners.
On the other hand, deferred outcomes refer to the ability of the individual
to put into practice the cognitive, affective and psychomotor skills and
competencies in varied situations after years of completion of a particular task,
completion of a subject, course of a degree program. Examples of this are:
success in the particular chosen career, job promotion, awards and recognitions
received and the like.
As a future teacher, these are the tasks that you are expected to perform
in the classroom – that is – to convert an individual to become self-reliant and
responsible citizen. Can you do it?
Appropriateness of Assessment Methods
You had learned how to state learning targets in our first discussion.
Moreover, you also have learned that it is not enough for teachers to set learning
targets, but to continuously assist and facilitate learning of students until such
time that learning outcomes could be displayed through their behaviors. For a
more successful attainment of such targets, teachers should also be aware of
the appropriateness of assessment methods to be used. As such, you will learn
such assessment methods or instruments in this topic.
Ideally, the assessment of student learning should be anchored on the
Vision, Mission, Goals and Objectives (VMGO) and core values of the institution.
It is in the VMGO where one finds a clear statement of what kind of learning the
institution envisions her students to acquire and what to become in the future.

Properties of Assessment Methods

In order to be effective in reflecting students' achievement, assessment

systems must have certain characteristics. These attributes are critical for
assessment procedures since they are the way by which the teacher obtains
information about student's level of learning. A good assessment method
possess the following characteristics:

a) Validity,
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b) Reliability,
c) Fairness,
d) Practicality and Efficiency,
) Ethics, and,
f) Positive Consequences.

Types of Validity:

1. Face Validity
2. Content Validity
3. Construct Validity
4. Criterion Validity

Let’s Evaluate!

Activity 1. TRUE OR FALSE. Write T if the statement is correct and F if it not

correct. Write your answer on the space provided before each number.
__________1. Benjamin Bloom proposed the hierarchy of educational objectives
in the cognitive domain called Bloom’s Taxonomy of Educational Objectives.
__________2. Bloom’s Taxonomy of Educational Objectives is categorized from the
simplest to the most complex, with Application as the highest.
__________3. The ability to work well with others fall under cognitive domain.
__________4. “Compile personal records and documents into a portfolio” is a
learning outcome in terms of Application according to Bloom.
__________5. “Prepare a daily menus for one week for a family of six” is an
example of a deferred learning outcome.
__________6. Observing is the lowest level in terms of psychomotor skill.
__________7. “Show self-reliance when asking” is a learning outcome in the
highest hierarchy under the affective domain.
__________8. “Demonstrate objectivity in problem solving” is in the highest
category of the affective domain.
__________9. “Operate quickly and accurately” is a learning outcome under
practicing in terms of psychomotor domain.
_________10. Observing is a domain in the psychomotor.

Activity 2. Classify the cognitive targets below in terms of Bloom’s Taxonomy.

Write your answers on the space provided before each number:
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_____________1. To identify the parts of the body.

_____________2. To enumerate the different heavenly bodies.
_____________3. To determine the function of the different parts of a flower.
_____________4. To summarize the gist of the movie “The 3 Idiots”.
_____________5. To use Pythagorean theorem in computing the height of Mt. Apo.
_____________6. To name the 12 elected senators during the 2019 election.
_____________7. To differentiate plant and animal cell.
_____________8. To name a resulting product of chemical bonding.
_____________9. To identify people involved during the EDSA revolution.
_____________10. To enumerate the different works and writings of Rizal.

Activity 3. Construct learning objectives with the three domains of learning.

Use the space provided for your answer.

Topic 1: Parts of a Flower

Cognitive Domain: ______________________________________________

Affective Domain: ______________________________________________

Psychomotor Domain: ____________________________________________

Topic 2: Animal Cell

Cognitive Domain: ______________________________________________

Affective Domain: ______________________________________________

Psychomotor Domain: ______________________________________________

Topic 3: Table Setting

Cognitive Domain: ______________________________________________

Affective Domain: ______________________________________________

Psychomotor Domain: ______________________________________________

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Topic 4: Finding the LCD of numbers

Cognitive Domain: ______________________________________________

Affective Domain: _______________________________________________

Psychomotor Domain: ______________________________________________

Topic 5: Ang Pang-uri

Cognitive Domain: _____________________________________________

Affective Domain: _______________________________________________

Psychomotor Domain: _____________________________________________

Topic 6: The Periodic Table of Elements

Cognitive Domain: ______________________________________________

Affective Domain: _______________________________________________

Psychomotor Domain: ______________________________________________

Topic 7: The Components of Ecosystem

Cognitive Domain: ______________________________________________

Affective Domain: _______________________________________________

Psychomotor Domain: ______________________________________________

Topic 8: Rules in Serving Volleyball

Cognitive Domain: ______________________________________________

Affective Domain: ______________________________________________

Psychomotor Domain: ______________________________________________

Topic 9: Addition of Complex Fraction

Cognitive Domain: ______________________________________________

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Affective Domain: ______________________________________________

Psychomotor Domain: ______________________________________________

Topic 10: Adjectives

Cognitive Domain: ______________________________________________

Affective Domain: _______________________________________________

Psychomotor Domain: ______________________________________________

Activity 4. Give the domain and the level/category to which the learning
outcome belongs.

Learning Outcome Domain Level/Category

1. Cooperate in group activities
2. Traces the letters of the
alphabet
3. Displays competence while
playing the guitar.
4. Name the Philippine Presidents
5. Listen to others with respect
6. Observe and read directions
7. Can demonstrate what is
required with high level of
competence.
8. Make a portfolio of the
compilation of personal records
9. Critic a class demonstration
10. Drive a motorcycle
Note: For the psychomotor domains, use Simpson’s classification to determine the
level
For the cognitive domain, use Bloom’s and Anderson’s taxonomy

Enrichment Activity.

A. Watch the movie “Every Child is Special” then do the following:

1. In 4 -5 paragraphs, write a brief summary of the movie.

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2. Identify the various assessment techniques utilized by the teachers in the

movie. How effective are they in helping the students attain their targets? Were
these helpful? Why or why not?

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3. If you are Ishan’s mother, how would you have performed as the “first”
teacher of Ishan given that situation and family culture?
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Culminating Activity

A. Direction: Watch the recorded demonstration teaching of 5 selected practice

teachers and list down the various assessments used in the teaching process.
Are they helpful in the attainment of the lesson? Why or why not?

Teacher Assessment Used

A

B
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B. Basing from the lesson and lesson objectives of the 5 selected practice
teachers, prepare additional types or forms of assessment you would employ.
Give a brief description of this and show the said activity in the table given
below.

Teacher Assessment Used

A

C
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UNIT 3: ASSESSING THE STUDENT LEARNING OUTCOMES

Lesson 1: Student Learning Outcomes

Objectives

 Discuss the characteristics of student learning outcomes;

 Explain the principles of assessing learning outcomes;
 Formulate learning outcomes in the three types of learning domains; and,

Presentation

The process of gathering information on whether the program's

instruction, services, and activities are delivering the targeted student
learning results is known as outcomes assessment. Assessment of student
learning outcomes, according to Marzano, Pickering, and McTighe (1993),
examines a student's understanding of knowledge and abilities, offering
more relevant feedback to students, instructors, and the school
community. Student learning outcomes are statements created by teachers
that address the questions "What do you want students to be able to do?"
and "What do you want students to be able to do?" How will your pupils be
able to demonstrate that they have learned what the program intended for
them to learn? Student learning outcomes (SLOs) are typically used to
describe the information, skills, attitudes, behaviors, or values that
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students should be able to exhibit at the conclusion of a program of

study.learning (ECTS Users’ Guide, 2005).
The process of gathering information on whether the program's
instruction, services, and activities are delivering the targeted student learning
results is known as outcomes assessment. Assessment of student learning
outcomes, according to Marzano, Pickering, and McTighe (1993), examines a
student's understanding of knowledge and abilities, offering more relevant
feedback to students, teachers, and the school community.
Student learning outcomes (SLOs) are used to describe what students
should be able to exhibit at the end of a program of study in terms of knowledge,
attitudes and skills.

Benefits of Learning Outcomes

 Students perform well when they clearly understand beforehand what is

expected of them from the course/programme.
 Teachers can plan ahead for the activities in a particular lesson
 Helpful in making a good Assessments & Evaluation
 Address Accreditation requirements

Direct Measures of Assessment

Direct measures of assessment includes:

 Objective type of tests

 Presentation
 Essay
 Classroom assignment
 Portfolio

Indirect Measures of Assessment

Indirect measures of student learning outcome includes:

 Self-assessment
 End of course evaluations
 Peer feedback
 Questionnaires
 Focus group discussions
 Exit interviews

Principles of Good Practice in Assessing Learning

Outcomes

1. It is based from the institution’s vision, mission, objectives and core

values;
2. Outcomes-based assessment focuses on the relevance of student
performance in preparation to application;
 25

3. The intended learning outcome/lesson objective, is the basis of the

assessment;
4. Varied tools for assessment should be used in gathering evidences of
outputs or performance;
5. Learning is meaningful when they are given feedback about their
performance;
6. Assessment of higher-order thinking should also be emphasized; and,
7. Provide students with opportunities for self-assessment.

Note: Refer to DepEd Order No. 73, s. 2012 for assessment guidelines in K to 12
Program.

Examples of Student Learning Outcomes

The following are examples of student learning outcomes:

- appreciate the benefits of morning sun.

- apply the scientific method in solving problem
- can write a speech with correct grammar and literary devices.
- develop problem-solving and conflict resolution skills.

Let’s Evaluate!

Activity 1. In your area of specialization, construct five (5) samples of

student learning outcomes then write at least three (3) supporting student
learning activities for each SLO. Write your answers on the space provided.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
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 26

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Activity 2. Give 5 learning outcomes of the given lessons expressed in the

different domains of learning.

1. To bake a cake
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. To identify parts of a flower
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. To add decimal numbers

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. To disassemble and assemble a bicycle

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

5. To preserve “tilapia”
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

6. To follow school rules like wearing of ID in the campus at all times

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 27

7. To separate non-biodegradable and degradable materials

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

8. To prepare a personal portfolio

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
9. To show appreciation of the morning sun
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

10. To dance gracefully

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Lesson 2: K to 12 Assessment Guidelines

Objectives

 Identify the assessment procedures in assessing student learning in the K

to 12 Basic Education
 Discuss the different assessments conducted in the K to 12

Presentation

The K to 12 assessment guidelines are found in the DepEd portal. Please

study each carefully as these are your guides in doing the activities that follow:

Let’s Evaluate!

Activity 1. Using the Venn Diagram, compare and contrast the two types of
classroom assessment. Write your answer on the space provided.
 28

Activity 2. Make a summary of the three DepEd Order on assessment. Use a

separate sheet for your answer.

Enrichment Activities

1. Interview two teachers in your community, then ask about how they conduct
assessment and assess the student learning in their classes. Discuss the
differences and/or similarities of the K to 12 assessments you have learned
in this topic to the assessment of student learning the teachers had given
you. Write your answer on the space provided.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 29

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________________________
Culminating Activity
Direction: Using a diagram, model, organizer, or concept map, make an
illustration showing the application of the principles in assessing learning
outcomes by a teacher in the classroom.
 30

UNIT 4: DEVELOPING ASSESSMENT TOOLS

Lesson 1: Test and Table of Specifications

Objectives

 Explain the importance of principles in test planning;

 Identify the parts of TOS
 Critique a sample TOS
 Construct a hypothetical TOS

Presentation

A test consist of questions, exercises or other authentic tools in measuring

the outcomes of student learning along knowledge, skills, and attitudes (KSA).
To be able to construct a good test, the following steps should be considered: a.)
Identification of Test Objectives; b) Decision on the type of objective test; and, c)
Preparation of a table of specifications.

A Table of Specifications (TOS) is a map guiding the teacher in planning

and constructing a test. It is a guide that warrants balance between items in
lower level thinking skills and the higher order thinking skills in the test. With
the TOS, the teacher can easily determine the level of questions being
distributed.

No.
No. of Item
Topics of % R U A A E C
Hours Placement
Items

Total

The following are important things to consider when making a Table of

Specification:
 31

 Determine the topics taken during the quarter and the

corresponding number of hours tackled. Easier topics should have
lesser number of items.
 Use the following formula to determine the number of items
intended for each topic:

(No. of Hours x Total No. of Desired Items)

Total No. of Hours in the Quarter

 From here, the number of items to be distributed in each level can

already be decided
 Identify the item placement assigned in each topic.

1. Constructing the test items. The test items are constructed in

accordance with the TOS. There should be more items constructed that
what is actually needed as a general rule. The extra items will be utilized
when, upon double checking, there will be poor items prepared.

2. Item analysis and trial. A try out should be undertaken determine the:
a) item characteristics through item analysis; and b) the test validity, reliability,
and practicality.

Let’s Evaluate!

Activity 1. Download a sample Table of Specifications uploaded on the internet

or borrow a copy from any close relative or teacher from DepEd. In 2-3
paragraphs, tell something about it.

2. Interview the teacher whom you borrowed the TOS. Ask how TOS is helpful to
them in the preparation of examinations. Give the summary of his/her answer
in not less than 3 paragraphs and not more than 5 paragraphs.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 32

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. Based from this type of TOS, identify the parts.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. Give other form of TOS used by teachers, in a private school or in the

DepEd. Illustrate in the box below.

Lesson 2: Constructing A True Or False Test

Objectives

 Critique a sample True-False Test

 Construct a True-False Test

Presentation
True or False or a Yes or No type of test are called binomial choice test.
There is a very high chance (50%) of getting the correct answer, even a student
did not actually prepare for the test. In constructing this type of test, the teacher
 33

should be very careful, such that the result would really discriminate the bright
students from the low performers. In constructing s true or false test, consider
the following:
1. No giving of hint (inadvertently) in the body of the question.
2. Avoid the use of the word “always”, “never”, “often” and other determiners
that tend to be either always true or always false.
3. Keep sentences short as long sentences tend to be “true”.

4. Avoid tricky statements with some minor misleading word

5. Quoting verbatim from textbooks and other reference materials is a big
NO.
6. Avoid giving patterns.
7. The number of right answers should be grossly proportionate to the
number of wrong answers.
Let’s Evaluate!

Activity 1. Determine the error of the following statements as to True or False

guidelines. Justify your answer by giving the particular guideline that is not
followed.

1. Everyone should exercise daily.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. The word steep is usually a verb.

_______________________________________________________________________________
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_______________________________________________________________________________
 34

3. Aspirin is not an illegal drug.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. Jose Rizal was born on June 19.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

5. Celine Dion is not an unusual performer.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

6. The temperature during summer is 30degrees Celsius.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________

7. It is usually raining during the month of June.

_______________________________________________________________________________
_______________________________________________________________________________
 35

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

8. It is generally hot in the Philippines for the whole year round.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
9. Banana and ponkan are good source of potassium.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

10. Mango is sweet.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Activity 2. Construct a 10 item True or False Test from the topic “Parts of a
Flower” following the given tips.
_______________________________________________________________________________
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 36

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Activity 3. Get two competencies from any grade level of the K to 12

Curriculum Guide of your area of specialization and construct a 10-item true or
false test.

1. Competency: ___________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. Competency: _______________________________________________________________

_______________________________________________________________________________
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_______________________________________________________________________________
 37

_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Lesson 3: Constructing A Multiple Choice Test

Objectives

 Construct a 10-item multiple-choice test following the guidelines

Presentation

The multiple choice type of test has two parts: (a) the stem and (b) the
alternatives – the “right" or "best" answer, and the "distracters." The distracters
appeal to individuals who are guessing. This would discriminate those
performing students from those who are not. In constructing multiple choice
tests, it is beneficial when you follow the following general guidelines:
1. Use familiar words, terms and phrases.
2. Avoid modifiers such as much, often, usually and the like.
3. Avoid awkward word arrangements.
4. Use of negatives in the stem should be avoided.
5. Options should be grammatically consistent with the stem.
6. The length of choices, should be arranged as they appear in
test.
7. Avoid stems that reveal the answer to another item.
8. Alternatives that are synonymous with others should be
avoided.
9. Avoid presenting sequenced items in the same order as in the text.
10. Avoid use of unnecessary words or phrases, which are not
relevant to the problem at hand.
11. Pack the question in the stem.
12. "None of the above" and “all of the above should be used sparingly.
13. A negative statement should be used only for significant learning
 38

outcomes.
14. Number of choices should be based on the cognitive level of
learners, 3 for younger learners and you can give 4 – 5 for adult learners.
15. There should be only one correct answer given in the choices.
16. Distractors used should be plausible.
17. Avoid giving hint from the stem to the choices.
18. Length of responses should be equal in length.
19. “None of the above” and “all of the above” should be used sparingly.
20. Consider the hierarchy of cognitive domains in constructing items.

Let’s Evaluate!

Activity 1. Construct 10 items multiple-choice type of test from the topic “The
Animal Cell”
 39

Activity 2. Construct a 10-item multiple-choice test to this competency in

Edukasyon sa Pagpapakatao: Nakapagpapakita ng iba’t ibang paraan ng
pasasalamat sa Diyos.
 40

Lesson 4: Constructing Matching Type Test

Objectives
 Give the guidelines in constructing a Matching Type Test
 Construct a matching type test

Presentation

The matching type test consists of two columns. The following guidelines
is helpful when constructing matching type test.

1. Avoid matching heterogenous items.

2. The stem must be in the first column while the options (usually shorter)
must be in the second column.
3. There must be more options than the stems to prevent the student from
arriving at the answer by mere process of elimination.
4. Arrange the options alphabetically or chronologically.
5. Give clear directions.
6. Place all items in the same page.

Let’s Evaluate!

Activity 1. Construct a 10 items Matching Type Test from the topic “Parts of the
Body”
_______________________________________________________________________________
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 41

_______________________________________________________________________________
_______________________________________________________________________________

Activity 2. Visit the K to 12 Curriculum Guide of your area of specialization.

Get one competency from the 2 nd quarter in any grade level of your choice and
construct a 10-item matching type out from the competency you have chosen.
Competency:
 42

Lesson 5: Constructing Other Creative Assessment Tools

Objectives

 Give the guidelines/rules in the construction of other creative assessment

tools
 Construct samples of these types of tests

Presentation

The following are some types of tests considered as creative assessment tools.

1. Identification/Filling the blanks/Completion Type

Guidelines:
1. Answer should be definite and brief.
2. Do not give verbatim statements
3. Blanks in items should be equal in length.
4. Do not give too many blanks.

2. Essays

The following are guidelines in constructing essay questions:

1. Ask questions that are determinate and specific.
2. Questions asked should require demonstration of basic knowledge.
3. Define task as specific and as brief as possible.
4. Avoid giving optional questions.

5. Interpretive

1. Items should match to the curricular experiences of the learners.

2. Select brief and meaningful materials that are new to students.
3. Items should require analysis that cultivate the reasoning ability of
students.
 43

Let’s Evaluate!

Activity 1. Why would you give a zero (0) score to the student writing an essay?
Justify your answer.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________
Activity 2. Construct a 10-item supply and completion type tests to assess any
competencies from the K to 12 Curriculum Guide of your specialization.

Activity 3. Based on the guidelines in making an essay, construct a question of

an essay on the following topics. Make a corresponding rubric.
 44

1. Academic freedom
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Technology and education

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Cases of drop outs in school
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. The 4Ps program of the government
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. The Pandemic of 2019

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

6. May 2022 Elections

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
7. The Virtual Classroom
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
8. The K to 12Program
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
9. Modular Instruction problem of parents
 45

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
10. Face to Face Classes for January 2022
Culminating Activity

Direction: Choose Most Essential Learning Competencies in the 1st

quarter based from the K to 12 Curriculum Guide of your area of specialization
in any grade level of your choice. Construct a 50-item quarterly test with Table
of Specifications (TOS), 10 items from each type of test given below. Give a clear
direction for each.

1. True or False

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Multiple Choice

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Matching Type
 46

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Identification
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Filling the Blanks

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 47

UNIT 5: GRADING AND REPORTING

Lesson 1: Grading and Reporting

Objectives

 Give the grading system currently used in the country and the
corresponding reporting system

Presentation

Types of Grading System in the Philippines

1. Averaging System. A student's grade for a given grading period is equal to

the average of his or her grades from the previous and current grading
periods.
2. Cumulative Grading System (CGS). A student's grade in a grading period
is equal to his current grading period grade, which is presumed to include
the impacts of prior grading periods.
3. The K to 12 Grading System

Let’s Evaluate!

Activity 1. Answer the following questions.

1. Is grading system important? Why or Why not?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. An author once said, “Grades do not define intelligence.” Do you agree or

disagree?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 48

3. One of the policies of the Teacher Education Department is “When a

teacher education student gets three (3) 3.00 grades she/he will be out
from the department.” Are you in favor of this policy? Comment.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. When would a norm-referenced grading system be most appropriate to

use? Similarly, when would a criterion-referenced grading system be most
appropriate to use?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Activity 2. Using the Venn diagram, differentiate norm-referenced and

criterion-referenced grading; cumulative and averaging grading systems. Use the
space provided for your answer.

Lesson 2: The K To 12 Grading System

 49

Objectives
 Familiarize with the DepEd K to 12 Grading System
 Differentiate the three components of summative assessments
 Compute grades of students observing the guidelines

Presentation

The grading system of the K to 12 Basic Education Program is based on

the weighted raw score of the learners’ summative assessments. The grade is 60,
which is transmuted to 75 and can appear on the report card for Quarterly
Grades and Final Grades.

Learners are graded based on written works and performance tasks and a
quarterly assessment in every quarter with assigned specific percentage weights
according to the nature of the learning area.

1. Written work for learners to express skills and concepts;

2. Performance Task for learners to do things in different ways creatively;
3. Quarterly Assessment for the learners’ learning output at the end of the
quarter in the form of traditional or performance based tools.

For the weight of each component, refer to DepEd Order.

Grade Computation

1. For kindergarten - No numerical grades is assigned to Kindergarten.

Progress of learners in the different learning areas are in the form of
checklist and portfolio and are presented to the parents quarterly.

1. Grades 1 to 10

a. Final Grade is a result of their grades per Quarter.

b. The general average is the mean weight of final grades divided by the
number of learning areas which has a corresponding weight and is
reported in whole numbers.
Example:

Quarter Final
Learning Area
1 2 3 4 Grade
English 80 85 83 84 83
Filipino 85 79 81 82 82
Science 82 87 84 83 84
 50

Mathematics 88 84 83 84 85
Aral. Panlipunan 88 92 89 89 90
Eduk. sa Pagpapakatao 89 90 92 88 90
Eduk. Pantahanan at
85 81 84 80 83
Pangkabuhayan (EPP)
MAPEH 86 82 85 83 84
General Weighted Average 85

2. Grades 11 and 12
The grade from the two consecutive quarters is the basis of computation
for the Final Grade in a semester.

Let’s Evaluate!

Activity 1. Compute the grades of 5 students for a certain quarter following the
given weights in science.

QUARTER
PERFORMANCE
WRITTEN WORKS ASSESSME IG QG
Stud TASKS
NT
ent 1 1 2 1 1 P W 2 5 3 2 2 W 5 P W
T T PS
0 0 0 5 0 S P 0 0 0 5 0 P 0 S P
1
2
3
4
5

Activity 2. Compute the grade of the student in:

1. Grade 7 English with the following raw scores:

Written Work – 75 out of 100
Performance Task – 45 out of 60
Quarterly Test – 37 out of 70

2. Grade 12 student in General Mathematics with the following raw scores:

 51

Written Work – 25 out of 50

Performance Task – 33 out of 50
Quarterly Test – 28 out of 50

3. Grade 2 student in Mother Tongue with the following raw scores:

Written Work – 27 out of 40
Performance Task – 32 out of 50
Quarterly Test – 25 out of 30

4. Grade 9 Filipino with the following raw scores:

Written Work – 95 out of 100
Performance Task – 88 out of 100
Quarterly Test – 41 out of 50

5. Grade 6 student in MAPEH with the following raw scores:

Written Work – 37 out of 50
 52

Performance Task – 40 out of 50

Quarterly Test – 38 out of 50

Enrichment Activity

Direction: Compute for the grades of the following students with their
corresponding scores. Use the weighted percentage of all the learning areas in
any grade level of your choice. Show your computations using the Spreadsheet.

Written Works
Student
15 10 25 20 30
1 11 8 22 18 25
2 15 8 23 15 20
3 10 7 15 12 22
4 13 10 25 18 21
5 9 5 20 15 25

Performance Tasks
Student
30 40 20 30 25
1 25 30 20 15 17
2 27 32 21 14 19
3 22 28 18 19 12
4 29 40 10 15 21
5 15 25 17 14 13

Quarterly Assessment
Student
30 50 Note: If the grade
Culminating level of your choice is
Activity
Grades 1, 2 or 3, use the 30-item score.
1 24 32 The 50-item score will be used for the rest
2 23 35 Direction: From the result of
of the grade levels.
3 20 37 your activity in Enrichment Activity
4 28 45 part, come up with a Temporary
5 22 30 Progress Report Card for each
student of your class.
53