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Module on ENG 412

Development and Evaluation of


Language Test

Marikina Polytechnic College


1
ENG 412

Development and Evaluation


of Language Test

Josefine Mabutin-Mangaoang
College of Technical Teacher Education
Marikina Polytechnic College
Marikina City

2
TABLE OF CONTENTS
Lesson 1 Introduction 5
Testing and Assessment Objectives 5
Definition
Testing 6
Assessment 7
Assessment Competence
PPST 5th Domain 8
The 7 Standards 16
Principles 21
Validity 21
Washback 24
Reliability 27
Lesson 2 Introduction 35
Types of Approaches to Objectives 35
Classroom-based Types of Approaches to Classroom-based
Assessment Assessment 35
Assessment OF learning 36
Assessment FOR learning 37
Assessment AS learning 40
Lesson 3 Introduction 49
Targets and Methods Objectives 49
Learning Targets 49
Knowledge Mastery 50
Reasoning Proficiency 50
Skill Proficiency 50
Product Development Capability 50
Classroom-based Assessment Methods 52
Selected Response and Short Answer
Method 52
Extended Written Response 52
Performance Assessment 52
Personal Communication 52
Target-Method Match 53

Lesson 4 Introduction 60
Literacy Assessment Objectives 60
Strategies Product Measure 61
Process Measure 63
Process and Performance Assessment
Strategies 67
Vocabulary 67
Reading Comprehension 69
Language Skills 76

Lesson 5 Introduction 82
Rubrics Objectives 82
Rubrics: Defined 83

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Holistic Scoring Rubric 84
Analytic Scoring Rubric 86

Lesson 6 Introduction 92
Table of Specifications Objectives 92
Table of Specifications: Defined 92
One-way Table of Specifications 93
Two-way Table of Specifications 93
Steps in Writing the TOS 96

Lesson 7 Introduction 104


Evaluation Objectives 104
Evaluation Procedure 104
Evaluation Instrument 105

Bibliography 108
Appendices 109

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Lesson 1
Testing and Assessment

Do you like tests? I guess not. Nobody likes tests. But you take it anyway
because you want to get passing grades and graduate eventually. But why
don’t you like tests? If I were to hazard a guess as to why you dislike tests, it’s
probably because you have experienced being punished with a quiz or taking a
test where there are items not discussed in class.

Imagine a rowdy class whose classroom is so dirty after a break time.


Here comes your high school English teacher.

She: (sweeps a look at the classroom and sees litter everywhere) Why is
your classroom dirty? Haven’t I repeatedly told you to clean your
mess and empty out the trash bin? Do you like seeing overflowing
garbage? (Rat-tat-tat-tat! Pew! Pew! Duck! Cover! )Get ¼
sheet of pad paper!

Ending? It’s not a happily ever after, for sure. Even you can already tell.
Let me guess! Are you saying “Yeah, yeah. Been there. Done that.” Oh, and
just to rub salt to the wound, what was your score?

Let’s have another. You’re in college now. Imagine it’s exams week. You
review diligently for the exam. During the exam:

You: (muttering) “Ano to? Di naman to diniscuss ah.(head scratching)


Talaga naman si Sir oh!” Pambihira.(sighing).”

Does it sound familiar? How many times have you found yourself in this
situation? You probably have more “horror” test stories to tell but keep them
just yet. For now, let it simmer at the back of your mind because later as we
continue with the lesson, I need you to draw from that “rich” experience.

For now, familiarize yourself with the objectives so you can make the
most out of this lesson.

OBJECTIVES
At the end of the lesson, you are expected to:
A. define testing, assessment and other important concepts in assessment;
B. recognize assessment standards here and abroad; and
C. revise the 5th domain of the NCBTS to incorporate competencies from the
7 standards.

5
TESTING AND ASSESSMENT: DEFINED
As a student, you have experienced taking tests numerous times. Right?
Can you tell me, in a general sense, WHEN your English teachers would give
you these tests? After instruction? Before instruction? During instruction?

Whatever your answer is, the point is, you KNOW. Come to think of it,
why do you think your teachers give you tests? _______________________________
______________________________________________________________________________

What is testing then?

Testing is the act of measuring someone’s knowledge about a given


topic or subject matter.

Thus, your teachers usually give tests after instruction. (Does this mean
they don’t give tests before instruction? Nope! Some do. This test is diagnostic
in nature. The thing is, very few teachers bother.)

Now, how about assessment? Did you KNOW exactly WHEN you were
being assessed by your teachers? No? This is because many teachers and
students equate testing with assessment.

You’re probably thinking:


You: “Hindi ba?”
Me: “Ay, hindi”

Or you’re probably wondering:


You: “Aren’t we being assessed when we’re taking a test?”
Me: Yes!

However, testing should not be equated with assessment. Why? Because


testing is just one form of assessment (Hughes, 2003). To quote Farr (1986;
in Santos, 1999, p. 136):

Formal testing is only one type of assessment. To equate it with total


assessment is to adopt an unfortunately narrow perspective.

If testing is just one form of assessment, what is assessment, then?

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Assessment is the process of gathering information to inform
instructional decision-making in order to ensure universal mastery of
essential standards.

This means that teachers use the results of their classroom-based


assessment activities (where testing is just one) to make decisions about their
teaching (instruction). How?

When students perform well on the assessment activity, this tells her
that her students understood the lesson and/or can display the skills learned.
Thus, she (the teacher) can move on to the next topic.

Low performance means the students did not understand the lesson or
have not learned the skills yet. If this is the case, then she revisits her teaching
and makes improvements before re-teaching.

As seen in the definition, assessment is a process. It is not a one-time


thing like the test. Your teacher assesses you not only after instruction
(through a test or a quiz) but even during instruction!

This is how assessment ensures universal mastery of essential standards


(i.e., Standards is how curriculum is referred to abroad. Here in the
Philippines, we call it CURRICULUM.) This will be discussed in Lesson 3
Targets and Methods.

When we assess, we use a wide variety of methods and tools in order to


measure and document the learning progress (underscoring mine). This will be
discussed in Lesson 4 Literacy Assessment Strategies.

For now, let’s talk about the skills or abilities you need to have to be able
to assess students competently.

ASSESSMENT COMPETENCE
In its simplest sense, competence refers to your ability to do something
efficiently. However, it is not as simple as it sounds. To be able to have full
competence, you need to acquire a set of skills. So, what is this skill set?

A. 5th Domain (PAR) of the Philippine Professional Standards for Teachers


Let’s look at the 5th Domain of the National Competency Based Teacher
Standards (NCBTS), now referred to as the Philippine Professional Standards

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for Teachers (PPST). I’m sure you have already encountered this in your Field
of Study subject. But to clear the cobwebs in your mind, there are seven (7)
domains in the PPST:

Domain 1 Social Regard for Learning (SRFL)


Domain 2 Learning Environment (LE)
Domain 3 Diversity of Learners (DOL)
Domain 4 Curriculum (C)
Domain 5 Planning, Assessing, and Reporting (PAR)
Domain 6 Community Linkages (CL)
Domain 7 Personal Growth and Professional Development (PGPD)

As you may well know, the PPST distinctly and unequivocally specifies
the competencies a Filipino teacher must have for each domain. We will not be
discussing all the domains though. In this course, we will only scrutinize the
5th domain, also known as PAR.

Domain 5. Planning, Assessing & Reporting (PAR)


This domain refers to the alignment of assessment and planning activities.
In particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans; (2) integration of assessment procedures in the plan and
implementation of teaching-learning activities, and (3) reporting of the learners’
actual achievement and behavior.
Strands of Desired Teaching Performance Indicators
Performance The Teacher . . .
5.1 The teacher communicates 5.11 conducts regular meetings with learners
promptly and clearly the and parents to report learners’ progress; and
learners’ progress to parents, 5.12 involves parents in school activities that
superiors and to learners promote learning.
themselves.
5.2 The teacher develops and 5.21 prepares formative and summative tests;
uses a variety of appropriate 5.22 employs non-traditional assessment
assessment strategies to techniques (portfolio, authentic performance,
monitor and evaluate learning. journals, rubrics, etc.);
5.23 interprets and uses assessment results to
improve teaching and learning; and
5.24 identifies teaching-learning difficulties and
their possible causes to address gaps.
5.3 The teacher monitors 5.31 provides timely and accurate feedback to
regularly and provides feedback learners to encourage them to reflect on and
on learners’ understanding of monitor their own learning growth; and keeps
content. accurate records of grades with performance
levels of learners.

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Let’s unpack the table first. Answer the following questions.
1. What does the PAR say about planning and assessing?
_____________________________________________________________________
_____________________________________________________________________
2. How many desired teaching strands (competencies) does it identify?
Name each.
_____________________________________________________________________
_____________________________________________________________________
3. How would you know that a teacher already has the desired
competency? Give at least one example from the table.
_____________________________________________________________________
_____________________________________________________________________

The desired teaching strands in the first column gives you the
competencies in assessment that a teacher should have. In the PAR table,
there are three :
1. communicate promptly and clearly the learners’ progress to parents,
superiors and to learners themselves;
2. develop and use a variety of appropriate assessment strategies to
monitor and evaluate learning; and
3. monitor regularly and provides feedback on learners’ understanding of
content.

The second column gives the specific behaviors that manifest the
presence of the three (3) competencies. Suppose you’re already an in-service
teacher, how would you know that you already have the 2nd competency (i.e.,
develop and use a variety of appropriate assessment strategies to monitor and
evaluate learning)? You would know when you can:
1. prepare formative and summative tests;
2. employ non-traditional assessment techniques (portfolio, authentic
performance, journals, rubrics, etc.);
3. interpret and use assessment results to improve teaching and
learning; and
4. identify teaching-learning difficulties and their possible causes to
address gaps.

Now, let’s take a closer look at the behaviors listed under the
Performance Indicator column. To be able to observe these behaviors in a
teacher, you need basic understanding of these terms so we can be on the
same page. First though, write inside each box the words that you associate
with formative and summative. Do not read beyond the boxes; so, I STRONGLY
suggest that you cover the space below these boxes. This will lessen the
temptation. Ok, my HONEST TROOPERS, proceed!

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Formative Summative

Done? Now, read on to find out if your schema of these terms are
current or outdated.

1. Formative and summative


Past notions of the term formative include:
 Short quiz
 Given after each lesson
 Used for grading purposes

Meanwhile, past notions of the term summative include:


 Long test (chapter test, unit test, periodical test)
 Given after a chapter or a unit or a quarter
 Used for grading purposes

Note that the past notions of the terms formative and summative
used length (as in short quiz and long test) and timing (as in when it is
administered or given) as a distinct difference between the two.

When it comes to notable likeness between the terms, results of


both are used for grading purposes. What’s more, both imply the use of
paper-and-pen test as the main assessment technique in both
instances.

OUT WITH THE OLD, IN WITH THE NEW!

The word chart below shows the current definition of these terms
in the field of educational assessment according to Rick Stiggins, an
assessment expert:

Formative Summative
Assessment activities that are Assessment activities that are
designed to monitor learning, the designed to measure how much
results of which are NOT USED students have learned, the results
FOR GRADING PURPOSES. of which are USED FOR
GRADING PURPOSES.

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Clearly, the defining difference between the two has to do with how
the result of the assessment activity is used (grading purposes or not)
and why the assessment activity is given (monitor or measure)! This
implies that when you give an assessment activity, its purpose should
be clear in your mind at the onset.

Further, it doesn’t limit any of the terms when it comes to length


(short or long) and kind (paper-and-test). This is because there many
assessment techniques that can be used for both formative and
summative assessment.

2. Non-traditional assessment techniques


Let’s get the traditional assessment techniques out of the way first.
Can you give an example of an assessment technique that is
traditional? Did you say paper-and-pen test? Very good!

Paper-and-pen tests like:


 true or false
 multiple choice
 identification
 enumeration
 sentence completion
 matching type
 short-answer question
 fill-in the blanks

… are traditional. They are easy to check, which is why most


teachers use the paper-and-pen test. Though easy to check (and
construct for that matter), they only test knowledge (and in some
cases, isolated application of facts) or memorized facts at lower-level
thinking. Traditional assessment is also referred to as product
measures.

This is why the PAR specifically stipulated the use of non-


traditional assessment techniques as one of the observable behaviors
in the Performance Indicator Column.

As stated in the PAR, some examples of non-traditional assessment


techniques are:
 portfolio
 performance test
 journals
 use of rubrics

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They aren’t easy to check like the traditional test formats
previously mentioned. However, they encourage the development of
the skills being taught. What does this mean? Suppose you taught
your students how to write a comparative-contrast essay. Giving them
a performance test (like making them write a comparative-contrast
essay) would encourage the development of this writing skill. How?

Simple! Your students will review or prepare by practicing writing


comparative-contrast essays instead of merely memorizing the
definition, description, characteristics, and ways of writing a
comparison-contrast essay. Then, you rate their essays using a rubric
(list or set of criteria). This is why I mentioned earlier that they are
not easy to check.

Lastly, some refer to non-traditional assessment as alternative


assessment, process measures, and authentic assessment.

3. Gap
One observable behavior specifically stated in the Performance
Indicator Column of the PAR is the teachers ability “…to address
gaps”. What is this gap and how can you address the gap?

Here is a screenshot of a page in a Grade 7 English Curriculum


Guide.

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Could you tell me what the grade 7 students should be able to do
when it comes to reading comprehension? Correct! They should be able
to use appropriate reading styles depending on their purpose. How can
you help them meet this standard? You have to scaffold by teaching your
students scanning and skimming skills.

Suppose instruction for the acquisition of these fast reading skills


is done. You then assess your students to find out if they have acquired
the skills. After checking, the scores revealed that your students still
could not scan and skim given a certain level of accuracy. This means
they have not met the standards yet! Thus, there is a gap! Do you see?

It is your job to close this gap. So what do you do? You do the
necessary improvements to address the difficulty; then, reteach.
Afterwards, assess again. This time, when the scores reveal that your
students can, indeed, scan, skim, and apply the skills appropriately, you
can safely say your students have met the standards.

Now, let me ask you: Is there still a gap? Right! No more gap! Your
students are now ready to be graded on these two fast reading skills.
Thus, you can now give them summative assessment (should be
performance-based) for grading purposes.

At length, we have looked closely at the perfomance indicators for the


2nd competency in PAR, domain 5. We even went as far as defining terms (e.g.,
formative, summative, traditional, and non-traditional assessments) and
showing the contexts these terms are used. Know these by heart because you
will encounter them all throughout the course.

Now, do Task 1 to strenghten the neural connections (Remember the


Schema Theory specifically the features of the schemata, i.e., schemata embeds
schemata?) of these concepts in your mind.

Task 1
Directions: Write the concept in its appropriate place in the Venn Diagram.
The first one is done for you.

Traditional Formative
Authentic Non-traditional
Summative Paper-and-pen test
Performance-based Product
Process helps close the gap

13
VENN DIAGRAM

Traditional

Would you like to know how you fared? Turn to page 31. Give yourself 5
points for every correct placement of concepts in the Venn Diagram.

Now, work on Task 2 to train your mind on how to see the behaviors in
the other two competencies in PAR.

Task 2
Directions: Watch the movie Freedom Fighters. In a nutshell, it is a story of
how a teacher has changed the lives of her students. Pretend you are Erin
Gruwell, the teacher and main character in this movie. Then accomplish the
self-assessment checklist on the next page. Provide evidence for every Yes-
reponse. (Evidence refers to the specific thing or act you did as stated in the
scenario.)

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SELF-ASSESMENT CHECKLIST
Yes No Evidence
Competency 1: Communicating promptly and clearly the learners’ progress to
parents, superiors and to learners themselves
1. I conduct regular meetings with learners
and parents to report learners’ progress.
2. I involve parents in school activities that
promote learning.
Competency 2: Developing and using a variety of appropriate assessment
strategies to monitor and evaluate learning
1. I prepare formative and summative tests.
2. I employ non-traditional assessment
techniques (portfolio, authentic
performance, journals, rubrics, etc.).
3. I interpret and use assessment results to
improve teaching and learning.
4. I identify teaching-learning difficulties
and their possible causes to address
gaps.
Competency 3: Monitoring regularly and provides feedback on learners’
understanding of content
1. I provide timely and accurate feedback to
learners to encourage them to reflect on
and monitor their own learning growth.
2. I keep an accurate record of grades with
performance levels of learners.

B. The Seven Standards


Now that you know the competencies you should have as a Filipino
educator when it comes to assessment, let’s try to widen our horizon further.
Let’s look at the competency standards formulated collaboratively by the
American Federation of Teachers (AFT), the National Council on Measurement
in Education (NCME), and the National Education Association (NAE).

The 7 Standards
A teacher who meets this standard will have
Standards the conceptual and application skills that
follow:
Standard 1 1.1 uses the concepts of assessment error and
Choosing appropriate validity when developing or selecting
assessment methods approaches to classroom assessment of
students
1.2 understands how valid assessment data
can support instructional activities

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1.3 understands how invalid information can
affect instructional decisions about students
1.4 recognizes that different assessment
approaches can be incompatible with certain
instructional goals and may impact quite
differently on his/her teaching
Standard 2 2.1 skillfully plans the collection of information
Developing appropriate that facilitates the decisions he/she will make
assessment methods 2.2 knows and follows appropriate principles
for developing and using assessment methods
in his/her teaching, avoiding common pitfalls
in student assessment
2.3 skillfully uses student data to analyze the
quality of each assessment technique he/she
has used
Standard 3 3.1 skillfully interprets informal and formal
Administering, scoring, teacher-produced assessment results,
and interpreting the including pupils' performances in class and on
results of assessments assignments
3.2 uses rubrics for scoring essay questions,
projects, and performance assessments
3.3 administers standardized achievement tests
and knows how to interpret the commonly
reported scores: percentile ranks, percentile
band scores, standard scores, and grade
equivalents
3.4 understands the summary indexes
commonly reported with assessment results:
measures of central tendency, dispersion,
relationships, reliability, and errors of
measurement
Standard 4 4.1 uses accumulated assessment information
Using assessment results to organize a sound instructional plan for
to make decisions facilitating students' educational development
Standard 5 5.1 devises, implements, and explains a
Developing valid grading procedure for developing grades composed of
procedure marks from various assignments, projects, in-
class activities, quizzes, tests, and/or other
assessments that they may use
5.2 understands and articulates why the
grades they assign are rational, justified, and
fair, acknowledging that such grades reflect

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their preferences and judgments
5.3 recognizes and avoids faulty grading
procedures such as using grades as
punishment
5.4 evaluates and modifies their grading
procedures in order to improve the validity of
the interpretations made from them about
students' attainments
Standard 6 6.1 communicates to students and to their
Communicating parents or guardians how they may assess the
assessment results student's educational progress
6.2 understands and explains the importance
of taking measurement errors into account
when using assessments to make decisions
about individual students
6.3 explains the limitations of different informal
and formal assessment methods
6.4 explains printed reports of the results of
pupil assessments at the classroom, school
district, state, and national levels
Standard 7 7.1 knows those laws and case decisions which
Recognizing unethical or affect their classroom, school district, and state
illegal practices assessment practices
7.2 recognizes that various assessment
procedures can be misused or overused
resulting in harmful consequences such as
embarrassing students, violating a student's
right to confidentiality, and inappropriately
using students' standardized achievement test
scores to measure teaching effectiveness
7.3 practices fairness and professional ethical
behavior in all student assessment activities,
from the initial planning for and gathering of
information to the interpretation, use, and
communication of the results
7.4 well-versed in his/her own ethical and
legal responsibilities in assessment
7.5 consciously attempts to have the
inappropriate assessment practices of others
discontinued whenever they are encountered

Their assessment competencies, which they call “standard”, are


straightforward and easy to understand. In fact, it covers all aspects of
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assessment and it details not just the observable actions but the conceptual
underpinnings as well.

Which of these standards are in the PAR, 5th Domain? Write the
“standard” opposite the “competency”. You can write the standard a number of
times if it is in the competency.

PPST’s PAR (5th Domain) 7 Standards (AFT, NCME, and NAE)


Competency 1
Communicating promptly and clearly
the learners’ progress to parents,
superiors and to learners themselves
Competency 2
Developing and using a variety of
appropriate assessment strategies to
monitor and evaluate learning
Competency 3
Monitoring regularly and provides
feedback on learners’ understanding of
content

Now, which don’t we have in the PAR? Write your answer below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Task 3
Directions: Revise the PAR to cover all aspects of assessment. You can add 1 or
2 competencies from the 7 standards. Be sure to identify the performance
indicators for the additional competencies. Moreover, you can add observable
behaviors to the existing competencies in the PAR from the 7 standards. Then
justify your answer.

Domain 5. Planning, Assessing & Reporting (PAR)


This domain refers to the alignment of assessment and planning activities.
In particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans; (2) integration of assessment procedures in the plan and
implementation of teaching-learning activities, and (3) reporting of the learners’
actual achievement and behavior; (4) ____________________________________________
Strands of Desired Teaching Performance Indicators

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Performance The Teacher . . .
5.1 The teacher communicates 5.11 conducts regular meetings with learners
promptly and clearly the and parents to report learners’ progress; and
learners’ progress to parents, 5.12 involves parents in school activities that
superiors and to learners promote learning.
themselves.

5.2 The teacher develops and 5.21 prepares formative and summative tests;
uses a variety of appropriate 5.22 employs non-traditional assessment
assessment strategies to techniques (portfolio, authentic performance,
monitor and evaluate learning. journals, rubrics, etc.);
5.23 interprets and uses assessment results to
improve teaching and learning; and
5.24 identifies teaching-learning difficulties and
their possible causes to address gaps.

5.3 The teacher monitors 5.31 provides timely and accurate feedback to
regularly and provides feedback learners to encourage them to reflect on and
on learners’ understanding of monitor their own learning growth; and keeps
content. accurate records of grades with performance
levels of learners.

5.4

5.5

Justification:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Done? Compare your work with the one on page 32. Give yourself a pat on
the back if your table and justification is exactly the same. That means you
have understood what you have studied. Congrats! Now, if your work is too far
off, reread this section.

C. PRINCIPLES OF CLASSROOM-BASED ASSESSMENT


As an English teacher, you will spend much time doing classroom-based
assessment activities, both formative and summative, traditional and non-
traditional. You do this to help your students meet the standards specified in
the English Curriculum Guide.
In addition to acquiring the assessment competencies you need as a
teacher, it is also important to learn the principles of classroom-based
assessment for this will guide you in making SMART assessment decisions and
SOUND assessment practices. So, you should know these by heart.

1. Principle 1: Classroom-based assessment activities should be


VALID.
I am sure you have already encountered this question: When is a
test valid? Am I right? The correct response is: A test is valid if it
measures what it is supposed to measure (underscoring mine). Likewise,
all classroom-based or teacher-made assessment activities should be
valid.

How do you ensure the validity of your classroom-based


assessment? Simple. Do not assess a skill or knowledge that you have
not taught in class. Let this be a GOLDEN RULE for you.

Too often, many teachers, not just English teachers, are guilty of
including items in their tests that have not been discussed in class.
Remember the scenario I painted at the start of this lesson?

Some try to justify the inclusion of undiscussed topics in the exam


by telling themselves that they have given it as an assignment (complete
with handouts) and that they have even announced its inclusion in the
exam. No matter how you try to justify it this way, the moment you
include items that are not discussed in class, your exam becomes
invalid. Not only that, you have made an unsound assessment practice
and a dumb assessment decision. So, AVOID doing this at all cost.

Thus, it is a good practice to draft an assessment plan to ensure


that all assessment activities in your classroom are valid. An assessment
plan is a simplified version of a Table of Specifications (TOS), which is

20
done when making Periodical Tests, Quarter Exam, Midterm Exams, and
Final Exams.

Unlike the TOS, the assessment plan is done per lesson basis. The
purpose is two-fold: 1. to ensure validity of the assessment activity; 2. to
ensure alignment of assessment with the lesson objectives. Here is a
sample of an assessment plan.

ASSESSMENT PLAN
Lesson Objectives or Assessment Activity
Learning Targets
Define unfamiliar words A. Give at least 3 new words they learned
through context clues. from Button, Button and let them use
these newly acquired words in their own
sentences. (to assess acquisition of new
words) (2 points per correct use in a
sentence)
B. Give 4 new words and let students
define using context clues. (to assess the
skill of defining words through context
clues) (1 point each)

(Total of 10 points)
Identify the plot of Button, A. Give 5 short-answer questions that get
Button. at the plot and moral of the story, Button,
Button. (to assess factual knowledge about
the story) (1 point each)
B. Give a different story that has the
same plot with Button, Button. Let
students work on the plot of that story
using the Story Grammar. Let students
State the moral.
state the moral. (to assess the skill of
identifying the plot and moral of a story)
(10 points but make a rubric for the
scoring or grading the output)

(Total of 15 points)
Construct sentences that A. Give 5 sentences that express cause
express cause and effect. and effect. Let students underline the part
of the sentence that expresses cause and
box the part that expresses effect. (to
assess their ability to recognize on sight

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cause and effect parts of a sentence) (1
point each)
B. Show 5 pictures of topics familiar to
students and let them write 1 sentence
that express cause and effect for each
picture. (to assess the skill of writing
cause-effect sentences) (2 points each)

(Total of 15 points)

As a language teacher, we go beyond teaching the content. We also


teach the four macro-skills—listening, speaking, reading, writing. Thus,
for every lesson that we have, we make sure that we teach for knowledge
and for skills in the target language, English. We also integrate reading
and language as you have seen the Integrated Lesson Sequence last
semester in the Teaching of Reading.

Now, look closely at the second column of the Assessment Plan.


You will notice that the plan for every lesson objective or learning target
is two: 1. to assess the knowledge level; 2. to assess the skill itself. When
you assess like this, your students will not just memorize facts, but will
make sure to practice the skills being taught.

Note, too, how the assessment activity in the second column is


stated. It’s more like a “Note to Self”, the kind that you see on FB status
updates, than an actual assessment directions. You did not see the
actual items or pictures that the teacher will give. What you saw was a
reminder of how he/she plans to assess his/her students given the
learning targets or lesson objectives.

I know you’re raring to ask: “At which point do I write the


assessment plan?” I strongly suggest that you craft your assessment
plan, right after you have made your lesson objectives or learning targets.
This way, it gets easier to plan the instruction since you already have the
beginning (objectives) and end (assessment) of your lesson.

Doing this will ensure that your assessment activities in the


classroom are valid and aligned with the lesson objectives!

Task 4
Directions: Get a copy of your final demonstration lesson plan, the one you
submitted last semester to your FS teacher. Make an assessment plan using
the lesson objectives or learning targets you specified in that lesson.

22
ASSESSMENT PLAN
Lesson Objectives or Assessment Activity
Learning Targets

2. Principle 2: Classroom-based assessment activities must encourage


POSITIVE WASHBACK.
The washback construct is not new to you. Since you have spent
countless times taking tests, you have felt the effect of tests on your
learning practices. That is washback. Others call backwash.

Washback is the effect of testing on teaching and learning. In


your end, washback is the effect of testing on your learning practices. Let
me illustrate. Humor me first by answering these questions, though.

How well do you know your teachers when it comes to the way they give
quizzes or tests?
_______________________________________________________________________
What test formats (e.g., enumeration, fill in the blanks, identification,
matching type, etc.) does your teacher frequently use in her exams and
quizzes?
_______________________________________________________________________
How do you review for her quizzes or tests?
_______________________________________________________________________

23
You know how your teachers give quizzes and exams. This
“knowing” dictates the kind of preparation you do for that teacher’s
exam.

For example, Ms. X, a language teacher, teaches for both


knowledge and skills. However, Ms. X consistently uses traditional test
formats like matching type, true or false, enumeration, etc. How would
you review for Ms. X’s exam? Correct! You will memorize everything she
taught!

And I am sure that among you, you have said at one time or
another:

Sino guro nyo? Ah si Mam X! Mabait un! Madali lang pumasa sa


mga test ni Mam! Memorize mo lang lahat ng tinuturo nya na concept.

Or…

Guro nyo si Mam Y? Naku! Mag-aral kayong mabuti dun. Di uubra


dun basta memorize lang. Intindihin nyo mabuti tinuturo nun kc nosebleed
exam nun!

Washback can be positive or negative. Go back to the student’s


observation of the way Ms. X gives exam.

How does Ms. X test her students?____________________________________


______________________________________________________________________
Is the washback here positive or negative? _______________ Why do say
so? __________________________________________________________________

Now, go back to the observation on Ms. Y’s way of giving exam.

How does Ms. Y test her students?____________________________________


______________________________________________________________________
Is the washback here positive or negative? ________________ Why do you
say so? _______________________________________________________________

Positive washback happens when the assessment encourages


the development of the skills being taught. Directly assessing the
skill you have taught will make your students go beyond memorizing
facts and rules.

24
For example: Suppose you taught your students how to write a
descriptive essay. Naturally, you taught them the definition of a
descriptive essay, the ways of developing a descriptive essay, the
conventions of writing, and the grammar rule on placement of modifiers.
You have also shown them a sample of a descriptive essay before asking
them to write their draft. When your students submitted their essay, you
were satisfied by their outputs. You then announced that you will give
them a test. If you are like Ms. Y, you will not just assess their
conceptual understanding of a descriptive essay. You will also test the
writing skills directly by making them write a descriptive essay.
Consequently, your students won’t just memorize the definition or the
way the essay is developed; they will practice writing a descriptive essay
whilst applying the rules you have also taught in class.

Washback is negative when it “harms” the learning process. When


instead of acquiring the skill, your students just memorize concepts,
their cognitive growth will be stunted. This happens when you assess on
the knowledge level only.

Task 5
Directions: Go back to the Assessment Plan that you made on Task 4 and
answer this question:
 What would be the washback of the assessment activities that you
have written in your plan to the teaching-learning process? Why do
say so?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Principle 3: Classroom-based assessment activities must be
RELIABLE.
When is a test reliable? A test is reliable when it consistently
yields the same score given the same conditions the test was taken. This

25
means that a student who takes the same exam on separate occasions
will get the same score (or close to the first score) in both instances. Of
course, the same conditions like the first instance of taking the test
should be observed.

Standardized tests like I.Q. Tests, IELTS, TOEFL, Achievement


Tests etc., have a high reliability score. There are statistical tools used to
compute for the reliability index of a standardized test. (The perfect
reliability index is 1.) Though tests like these are reliable, they won’t
always be valid. Remember that the notion of validity in classroom-based
assessments or teacher-made assessments have to do more with content
validity, that is, assessing the knowledge and skills actually taught in
class. Thus, if you use ready-made test in your classroom, that test
might be reliable but it certainly won’t be valid. When this happens, that
test will have negative washback.

Does this mean it’s okay if your assessment activities are not
reliable as long as they are valid? My answer is a BIG NO. Your
assessment activities should be RELIABLE, too! Why? Because when a
test is reliable it gives you confidence as a teacher that the score your
student obtained in the test is a good indication of his/her actual
knowledge and skills.

The thing is, the reliability index of a test is calculated using


statistical packages. Not everyone has access to this. So, should the
reliability of our assessment activities be left to chance? (Bahala na si
Batman. Ganern?) Of course not!

What do you do then to ensure that your classroom-based


assessment is reliable? I suggest you observe internal consistency in
your assessment activities.

Internal consistency is analogous to content validity and is


defined as a measure of how the actual content of an assessment works
together to evaluate understanding of a concept.

The Graide Network and the Chicago Literacy Alliance

Hence this means that as long as our classroom-based assessment


has content validity, it will have internal consistency or reliability. To
maintain reliability in your classroom-based assessments, Schillingburg
(2016) offers the following measures:

26
1. Write clear instructions.
Too often, students fail to perform well in a test not because
they don’t know the answer but because the instruction or
directions given is ambiguous or not clear. Ambiguous test
instructions or directions affect the reliability of your
assessment. Thus, it is imperative that you write CLEAR
instructions and/or test directions. To ensure that your
directions or instructions are clear, ask a colleague to read it
and give you feedback as regards clarity of directions.

2. Craft questions that capture the material taught.


Test items must cover the material TAUGHT in class! As
stated earlier, internal consistency is analogous to content
validity. Thus, if you are writing a periodical test or a
midterm/final exam, design the test first using the Two-way
Table of Specifications. This way, you can plan or design how
and in which levels of thinking you would assess your students
given a particular learning content/topic. Here is how a Two-
way TOS looks like:

Time No. of Cognitive Domains/Levels of Thinking


Items
Learning Test
Content Placement
K C A An E S

Two-Way Tables of Specifications

3. Seek feedback regarding the clarity and thoroughness of the


assessment from students and colleagues.
Make a habit of soliciting feedback on your assessment
activities. This promotes a culture of healthy assessment
practice and helps you grow as a competent assessor.
4. Use rubrics.
Rubrics, or a set/list of criteria in rating, reduce subjectivity
in scoring specially in an assessment activity where there are
many possible answers. In other words, it helps you grade or

27
score your student’s performance or product in an objective
way.

I would like to add one more to this list, one that is borne out of 26
years of teaching experience:

5. Avoid deductions in student scores that have nothing to do with


the answer being incorrectly marked when in fact it is .
Remember that scores are indications of how much our
students have learned. Thus, score deductions could adversely
affect both our student’s self-confidence and the reliability of
our assessment activities. Too often, teachers deduct scores
from student’s test/quiz/exam scores as punishment or penalty
for:
 passing the exam paper late or the project beyond due
date;
 erasures in the answer sheet;
 error of the student test-checker because he/she did not
check the paper properly (which I think is a double
whammy because it is an incorrect assessment practice
to make students check exam/test/quiz papers);
 misspelling the answer in a test/quiz/exam (where the
spelling skill is not the skill being assessed) even if the
answer is correct;
 faulty grammar (in a test/quiz/exam that asks for a
complete sentence-answer (where the grammar skill is
not the skill being assessed) even if the answer is correct;
and
 being noisy.

Feel free to add to the list what you have experienced as a


student not to feel bad about your previous teachers but to
promise yourself never to do the same to your students someday.

28
Task 6
Directions: Briefly narrate your past experience where your score has been
deducted. How did you feel about it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Principle 4: Classroom based assessment activities must be


PRACTICAL and COST EFFECTIVE.
When you design assessment activities, you also need to consider
practicality and cost. Would what you have in mind take so much time
to administer? Would what you have in mind cost so much?

If it would take a week to finish an entire class, you need to rethink


and strategize. It will not be practical to administer an assessment that
takes a week to finish an entire class; unless, you are teaching a
technology subject like welding or machining or automotive-engine
overhauling.

On the flip side, it is also not practical to require students to hand-


in their output for a difficult task in so little time. Giving a difficult task
but not giving your students enough or ample time to work on it is not
only an issue of practicality but of common sense and good taste. It does
not make you a better teacher or person when you do this.

Also, you seriously need to look at the cost both for you and for
your students. Since a teacher’s pay is not enough to cover the expenses
of costly assessment activities, the same can be said for our students’
parents. Most of them have parents whose main concern is putting food
on the table. Thus, think twice about doing costly assessment activities
lest you be branded as insensitive and heartless. And in case it can’t be
avoided, STRATEGIZE!

29
Wow! You’ve finished Lesson 1! You can take a much deserved break!
Here’s coffee and donuts for you.

Now, it’s time to proceed to Assessment. Goodluck!

30
ASSESSMENT
A. Directions: Write T if the statement is TRUE; F if it is FALSE. Rewrite
the statement to make it true.
1. Testing encompasses assessment.
_______________________________________________________________
2. Assessment is a tool that allows teachers to help students meet
the standards.
_______________________________________________________________
3. The imperfection of tests can be minimized by observing and
maintaining content validity and internal consistency.
_______________________________________________________________
4. Indirect testing of the skills you have taught will have positive
washback on learning.
_______________________________________________________________
5. Content validity is assured when you plan your assessment
activities.
_______________________________________________________________

B. Directions: Define the following terms in your own words.


1. Assessment
_____________________________________________________________________
_____________________________________________________________________
2. Washback
_____________________________________________________________________
_____________________________________________________________________
3. Validity
_____________________________________________________________________
_____________________________________________________________________
4. Reliability
_____________________________________________________________________
_____________________________________________________________________
5. Standards
_____________________________________________________________________
_____________________________________________________________________

C. Directions: Compare and contrast the PAR (5th Domain) and the Seven
Standards using a graphic organizer.

31
Answer Key
Task 1 (page 14)

VENN DIAGRAM

Traditional Non-traditional

Paper-and-pen test
formative
product authentic
summative
process
helps close
the gap performance-based

Task 3 (page 19)

Domain 5. Planning, Assessing & Reporting (PAR)


This domain refers to the alignment of assessment and planning activities.
In particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans; (2) integration of assessment procedures in the plan and
implementation of teaching-learning activities, and (3) reporting of the learners’
actual achievement and behavior; (4) recognizing unethical and illegal
assessment practices.
Strands of Desired Teaching Performance Indicators
Performance The Teacher . . .
5.1 The teacher communicates 5.11 conducts regular meetings with learners
promptly and clearly the and parents to report learners’ progress; and
learners’ progress to parents, 5.12 involves parents in school activities that
superiors and to learners promote learning.
themselves.

32
5.2 The teacher develops and 5.21 prepares formative and summative tests;
uses a variety of appropriate 5.22 employs non-traditional assessment
assessment strategies to techniques (portfolio, authentic performance,
monitor and evaluate learning. journals, rubrics, etc.);
5.23 interprets and uses assessment results to
improve teaching and learning; and
5.24 identifies teaching-learning difficulties
and their possible causes to address gaps.
5.25 plans the collection of information that
facilitates the decisions he/she will make
5.26 follows appropriate principles for
developing and using assessment methods in
his/her teaching, avoiding common pitfalls in
student assessment
5.27 uses student data to analyze the quality
of each assessment technique he/she has
used
5.3 The teacher monitors 5.31 provides timely and accurate feedback to
regularly and provides feedback learners to encourage them to reflect on and
on learners’ understanding of monitor their own learning growth; and keeps
content. accurate records of grades with performance
levels of learners.
5.4 The teacher implements 5. 41 implements and explains a procedure for
valid grading procedure. grading composed of marks from various
assignments, projects, in-class activities,
quizzes, tests, and/or other assessments that
they may use
5.2 articulates why the grades they assign are
rational, justified, and fair, acknowledging that
such grades reflect their preferences and
judgments
5.3 recognizes and avoids faulty grading
procedures such as using grades as
punishment
5.5 The teacher recognizes 5.51 knows those laws and case decisions
unethical or illegal practices. which affect their classroom, school district,
and state assessment practices
5.52 recognizes that various assessment
procedures can be misused or overused
resulting in harmful consequences such as
embarrassing students, violating a student's
right to confidentiality, and inappropriately
using students' standardized achievement test

33
scores to measure teaching effectiveness
5.53 practices fairness and professional ethical
behavior in all student assessment activities,
from the initial planning for and gathering of
information to the interpretation, use, and
communication of the results
5.54 well-versed in his/her own ethical and
legal responsibilities in assessment
5.55 consciously attempts to have the
inappropriate assessment practices of others
discontinued whenever they are encountered

Justification:
Grading procedure and recognizing unethical and illegal practices are
very important competencies in assessment. Every teacher must have these
two. That is why I deemed it wise to include these. Some performance
indicators were also added to the second strand because I think these
behaviors should also be a benchmark for the 2nd competency of the PAR.

Task 4
Answers will vary.

Task 5
Answers will vary.

Task 6
Answers will vary.

Assessment
A. True or False
1. F – Testing is just one form of assessment.
2. T
3. T
4. F – Direct testing of the skills you have taught will have positive
washback on learning. (Also correct to say: Indirect testing of the skills
you have taught will have negative washback on learning.)
5. T

B. Answers will vary but it should be a correct definition, though stated


differently.

C. Answers will vary since you can use a number of graphic organizers to show
the similarities and differences between the two.

34
LESSON 2
Types of Approaches to Classroom-based Assessment

Wasn’t that fun? The first lesson? You have learned so much in the
previous lesson (I hope!) that it makes sense to write them down lest you forget
them. So go ahead, write them down here. Let this be the start of your journal
in your journey as a competent language assessor.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Writing your thoughts down make it, kind of, official doesn’t it? It’s good
practice to chronicle your progress. Because this helps you commit to memory
all the good stuff that you are learning.

Are you ready to learn some more? Yes? Good! This lesson is about the
different types of approaches to classroom-based assessment: Assessment OF
Learning (AOL), Assessment FOR Learning (AFL), and Assessment AS
Learning (AAL).

Now, read the following so you would know what you are supposed to
achieve for this lesson.

OBJECTIVES
At the end of this lesson, you are expected to:
A. recognize the different approaches to classroom-based assessment;
B. appreciate the uses of AOL, AFL and AAL in their future practice; and
C. design an assessment plan that employs the different approaches.

Teachers spend 75% of their time doing and implementing assessment


activities. Clearly, it is part and parcel of the profession for without it, how can
grades be assigned to students? What can we show to their parents about their
children’s academic performance? And how can students progress to next level
of schooling and eventually graduate?

35
Grades are what we show for all our efforts expended at assessing how
much our students have learned. When I say “effort”, I refer to the grading
procedure that we do before we release the grades. These would be marking
papers, recording scores, calculating the grades, and submitting them to
authorities. This means we do not “guess” the grades that we assign to our
students. To guess at a student’s grade is the height of incompetence in
assessment; so, don’t ever, ever, do this. If anything, get this: Grading is a
serious matter.

Before we proceed, let us define “grading” first.

Grading is defined as indicating both a student's level of


performance and a teacher's valuing of that performance.

Rick Stiggins (2016)

From this definition, you can extract what grades mean. Grades indicate
two things: the student’s level of performance and the value you give to that
performance. Thus, every time you engage in the act of grading, let’s say, an
essay written by your student, the grade you assign to it indicates the level of
your student’s performance and how you value that performance.

But is this the only approach to assessment that we do inside the


classroom? I should hope not. The thing though is, approaching assessment
for grading purposes have always been the approach used by most. It is
therefore imperative that you learn the other two approaches to classroom-
based assessment so that you may use them in your practice someday.

ASSESSMENT OF LEARNING (AOL)


What does assessment of learning (AOL) mean? According to Rick
Stiggins, AOL refer to assessment activities that are done to determine “how
much students have learned at a specific point in time for purposes of public
reporting”. By “public reporting”, he refers to the fact that we report to school
leaders and parents the academic performance of students/children
numerically in what we call Report Card, issued on a quarterly basis.

Stiggins gives the following characteristics of AOL:


 administered at the end of each lesson and at the end of each
quarter
 summative in nature
 scores go into the computation of grades

36
 teacher’s role is that of a proctor or invigilator
 student’s role is to avoid failure and to get a high score
 results are used by school leaders, parents, and teachers
 focus is on achievement of standards (competencies in the
curriculum)

In case you are thinking that chapter tests, quarterly exams or periodical
tests are examples of AOL, you would be right. Check any criteria for grading,
these are given a percentage weight in the over-all grade for any given quarter.

To continue, you have probably noticed that AOL is the approach to


classroom-based assessment that has dominated the field for the longest time
but it has yet to claim that it has helped the students meet the standards. In
fact, for years now, it has been reported that the English Proficiency of our
graduates are declining.

Thus, it didn’t come as a surprise that experts in the field of assessment


clamored to compliment this approach with another.

ASSESSMENT FOR LEARNING (AFL)


Assessment for learning is another approach to classroom-based
assessment that has a high potential in helping students meet the standards
when used together with the AOL approach (Stiggins, 2016).

Stiggins gives the following characteristics:


 administered during the lesson
 formative in nature
 scores do not go into the computation of grades
 teacher’s role is that of a coach, guiding students to learn from
their mistakes so they can be avoided
 student’s role is to recognize how success looks like so he/she can
succeed
 results are used by teachers and students, thus enabling the
student to learn better and improve his performance
 focus is on the achievement targets that underpin the standards

What do the terms achievement targets and underpinnings of the


standards mean? Remember that a standard or curriculum specifies what the
students are supposed to know AND what they are supposed to be able to
do (performance and reasoning) with what they know.

37
Let’s consider the above screenshot of a Grade 8, First Quarter, English
Curriculum Guide. The first row, Program Standard, runs true across all
curriculum years in the Junior High. The second row (Grade Level Standard),
the third row (Content Standard), and the last (Performance Standard) differs
with the each grade level (7, 8, 9, 10). The Content Standard differs from each
quarter of the same curriculum year in so far as the literature covered for each
quarter; while the Performance Standard is the same for each quarter of the
curriculum year with a slight difference.

Now, look closely at the screenshot: What are Grade 8 students supposed
to know (content) during the first quarter in their English subject? They are
supposed to learn the various topics:
 Stories, poems, essays, etc that belong to African Literature
 Various reading styles and the purposes of reading
 Prosodic features that serve as carriers of meaning
 Parallel structures and cohesive devices
 Ways by which information may be organized, related, and
delivered orally

What should Grade 8 students be able to do (performance) with what


they know? They should be able to compose and deliver a persuasive speech
based on a specific topic of interest. Their persuasive speech should observe
proper and effective use of parallel structures and cohesive devices; while their
delivery should show appropriate prosodic features, stance and behavior.

In short, Grade 8 students are expected to demonstrate competence in


delivering a persuasive speech at the end of the curriculum year. This
competency can be only be achieved by scaffolding your students way to
success, that is, meeting the standards. So how do you “scaffold”?

38
Before we answer that question, I’d like you to know that the standards
are underpinned by:
 mastery of knowledge
 ability to use knowledge to reason
 demonstration of performance skills
 product development capabilities

These underpinnings have specific achievement targets, also known as


learning targets. These are:
 Knowledge mastery
 Reasoning proficiency
 Skills proficiency
 Ability to create products

Note that the underpinnings of the standard and the learning targets are
parallel to each other.

Underpinnings of the Standard Achievement Targets


(Curriculum) or Learning Targets
Mastery of knowledge Knowledge mastery
Ability to use knowledge to reason Reasoning proficiency
Demonstration of performance skills Skills proficiency
Product development capabilities Ability to create products

Going back to the question earlier, how do we scaffold such that our
grade 8 students would be able to achieve competence in composing and
delivering a persuasive speech? We ENSURE that our students learn things
that would make them write and deliver their own persuasive speech. How do
we ensure this?

Since the English Curriculum Guide has already unpacked the targeted
performance standard into 10 weeks of teaching, what we can do is to help our
students by giving them assessment for learning during instruction. These
assessment activities are formative in nature and helps students understand
what they need to do still, to be able to meet the standard. Their errors would
be very helpful at this point, as these would help us help our students more.
When we diligently correct or mark student’s papers, we are able to sit down
with our students and coach them so that they could avoid the error next time.
This what Stiggins meant when he said that the results of AFL are used to help
students learn more. Doing this ensures that our students will meet the
standard.

39
Now, what has the underpinnings and the learning targets got to do with
our assessment activities? Simple. When we plan for assessment, we assess all
the learning targets (i.e., knowledge mastery, reasoning proficiency, skills
proficiency, and ability to create products) and we use the appropriate
classroom-based assessment method when we do (which incidentally is the
topic of our next lesson). Doing this would also ensure that our students will
meet the standard.

Yes, classroom-based assessment is a complex and difficult thing, made


bearable by our love for our students. As we desire to ensure learning for our
students, we carefully plan our assessment activities such that our assessment
helps our students meet the standards.

But did you know that there is another approach in classroom-based


assessment that would truly help our students take charge of their own
learning? If you notice, in both AOL and AFL, the teacher is the key assessor.
In the next approach I would be discussing, the student is the key assessor
(Gill, 2009).

ASSESSMENT AS LEARNING (AAL)


AAL is an approach to classroom-based assessment that puts the
student as the key assessor of his own learning.

Students as active, engaged, and critical assessors, can make


sense of information, relate it to prior knowledge, and master the
skills involved. This is the regulatory process in metacognition. It
occurs when students personally monitor what they are learning
and use the feedback from this monitoring to make adjustments,
adaptations, and even major changes in what they understand.

Paul Gill, 2009

Do you agree with P. Gill? Why or why not? _____________________________


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

You are probably thinking how AAL looks like. Self-assessments and
reflection papers are good examples of AAL. The thing is, in the current set-up
we have right now, even reflection papers are graded and become a component
or criteria in the final grade. This makes a good case that proves that our

40
classroom-based assessment activities are dominated by Assessment of
Learning.

Given that AAL can go a long way in helping students take charge of their
own learning, there must be a change in the way we do classroom-based
assessments. Right now, the Gill (2009) shows the current state of classroom-
based assessment approaches that are used.

Source: http://web.uvic.ca/~thopper/iweb09/GillPaul/Site/Assessment_files/Assessment.pdf

The pyramid clearly shows the predominance of the teacher’s use of


Assessment of Learning in his/her classroom. Gill (2009), thus proposes to
reconfigure this in order to emphasize the point that there should be a shift in
the way classroom-based assessment is approached in order for these
assessments to help students succeed.

Source: http://web.uvic.ca/~thopper/iweb09/GillPaul/Site/Assessment_files/Assessment.pdf

41
Gill’s reconfigured assessment pyramid effectively drives home the point
that teachers must use AAL and AFL more often in order to help students
become better learners and thus able to meet the standards. And because we
can not do away with giving grades, AOL must only be done when students
have already learned what they are supposed to learn.

Wow! Congrats! You’ve reached the end of Lesson 2. Let’s see how well
you understood the lesson.

Task 1
Directions: Bring out the assessment plan that you made on Task 4 of the
previous lesson (Lesson 1). Identify which of the assessment activities you have
planned are AOL, AFL, and AAL. Your output should look like this.

ASSESSMENT PLAN
Lesson Objectives Classroom-based
or Classroom-based Assessment Assessment
Learning Targets Activity Approach
(AOL. AFL, AAL)

42
Task 2
Directions: Look closely at your output in Task 1 of this lesson (Lesson 2).
Write a 5-sentence reflection paper. Be guided by the following questions:
 Which classroom-based assessment approach dominated your
assessment plan?
 How do you intend to revise your assessment plan?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Task 3
Directions: Show your revised assessment plan here.

ASSESSMENT PLAN
Lesson Objectives Classroom-based
or Classroom-based Assessment Assessment
Learning Targets Activity Approach
(AOL. AFL, AAL)

43
ASSESSMENT
A. Directions: Read the following carefully. Be able to identify the assessment
activities done by the teacher as well as the approach she used in each.
(Note: The number of rows on the table does not correspond to the number
of assessment activities done by the teacher.)

Assessment Activity Approach (Purpose)

Lesson on Writing a Problem-Solution Essay

I. Objectives
At the end of the lesson, the Grade 9 students should be able to:
A. recognize claims made in problem-solution essay;
B. appreciate the advantage of being able to write a problem-solution
essay; and
C. write a problem-solution essay.

II. Subject Matter


Writing a Problem Solution Essay
 Reference: How to Write a Problem-Solution Essay by: Virginia Kearney
(https://owlcation.com/academia/How-to-Write-a-Propose-a-Solution-
Essay)

III. Instructional Materials


PowerPoint Presentation on “Writing a Problem-Solution Essay”
Multi-media Presentation on “Explicit and Implicit Claims in a Text”
Handouts like Sample Problem-Solution Essay and Activity Sheets
Metacards

IV. Procedure (Lesson Proper)


A. Routine Activities (Praying and Checking of Attendance)
B. Motivation: Show advertisement of a Mac and ask students the
following questions:

44
1. What is being advertised?
2. What does the ad explicitly (directly stated) claim about Mac
and about Android?
3. What does it implicitly (not directly stated) claim about Mac and
about Android?
4. The ad offers Mac as a solution to the buying public. What
problem does it give solution to?
C. Presentation of the lesson using the Multi-media Presentation on
“Explicit and Implicit Claims in a Text”.
D. Whole class activity on recognizing claims (claim of fact, claim of value
and claim of policy)
E. Pair-work on recognizing claims and presentation of output
(When outputs are correct, proceed to individual activity; If not, give
another pair-work activity.)
F. Individual activity on recognizing claims (If output is correct, proceed
to the next ppt.)
G. Give out the self-assessment checklist on recognizing claims to each
student and let them accomplish it.
H. Ask students how they intend to address their weak points.
I. Presentation of another ppt on “Writing a Problem-Solution Essay”
J. Distribution of a model sample of problem-solution essay
K. Critiquing of the sample problem-solution essay in terms of parts,
claims made, support given for the claims, clarity of proposed solution
as regards the problem stated, convincing power of the essay that the
proposed solution is the best solution to the problem, smooth flow of
ideas due to skillful use of transitional devices
L. Present topics in class for the problem-solution essay or students can
decide on their own if they have a topic in mind
M. Individual Writing Activity: Process Writing Approach
1. Outlining
2. writing the first draft
3. Reading own work
4. Revising to address errors on grammar, mechanics, and
organization
5. Asking a peer to read the draft and to give feedback on
grammar, mechanics, and organization
6. Revising the essay based on peer feedback
7. Submitting the essay to the teacher
(Teacher gives feedback on substance (content), grammar,
mechanics, and organization; then, promptly returns the essay
to the student for revision.)
8. Revising the essay based on teacher feedback
9. Submitting the final copy to the teacher

45
V. Assessment
(The teacher gives a two-part quiz: first part assess mastery of knowledge
while the second part assess student’s ability to create product (in this
case the product is the problem-solution essay).

B. Directions: Write a 2-paragraph critique paper on the approach used by the


teacher in the lesson on Writing a Problem-Solution Essay.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

C. Directions: Given the following lesson objectives, construct an assessment


plan observing the different approaches to classroom-based assessment.

ASSESSMENT PLAN
Lesson Objectives Classroom-based
or Classroom-based Assessment Assessment
Learning Targets Activity Approach
(AOL. AFL, AAL)

Recognize the
different rhyme
schemes.

Identify the rhyme


scheme used in a
poem.

Write a 10-line poem.

Would you like to know how you fared in the letter A? Turn to the next page.

46
Answer Key
Task 1
Answers may vary.

Task 2
Answers may vary.

Task 3
Answers may vary.

Assessment (page 44)


A.

Assessment Activity Approach (Purpose)


Pair-work on recognizing claims and Assessment FOR Learning
presentation of output
Individual activity on recognizing Assessment FOR Learning
claims
Give out the self-assessment checklist Assessment FOR Learning
on recognizing claims
Ask students how they intend to Assessment AS Learning
address their weak points.
Asking a peer to read the draft and to Assessment AS Learning
give feedback on grammar, mechanics,
and organization and revising the
essay based on peer feedback
Submitting the essay to the teacher Assessment FOR Learning
(Teacher gives feedback on substance
(content), grammar, mechanics, and
organization; then, promptly returns
the essay to the student for revision.)
and revising the essay based on
teacher feedback
The teacher gives a two-part quiz: first Assessment OF Learning
part assess mastery of knowledge
while the second part assess student’s
ability to create product (in this case
the product is the problem-solution
essay.
*Remember that only the result of the Assessment OF Learning are used for
grading purposes.

B. Answers may vary.


C. Answers may vary.

47
Before you proceed to Lesson 3, treat yourself to a one pan egg-toast and
a ginger-lemon-honey tea!

48
LESSON 3
TARGETS AND METHODS

As agreed upon, write down what you have learned so far as well as the
significance of each learning to you as a pre-service teacher and a future in-
service teacher.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Now, you are ready to dig into the next lesson. Lesson 3 is all about
learning targets and classroom-based assessment methods.

OBJECTIVES
At the end of the lesson, you should be able to:
A. classify lesson objectives according to its target;
B. categorize test formats according to Stiggins classification of assessment
methods; and
C. use the appropriate assessment method to the given learning target.

LEARNING TARGETS OR ACHIEVEMENT TARGETS


In the previous lesson, you have encountered the underpinnings of the
curriculum/standards that basically translates to learning targets.

Underpinnings of the Standard Achievement Targets


(Curriculum) or Learning Targets
Mastery of knowledge Knowledge mastery
Ability to use knowledge to reason Reasoning proficiency
Demonstration of performance skills Skills proficiency
Product development capabilities Ability to create products

Now, let’s try to examine these learning targets or achievement targets


closely. Take the following objectives for example. Try to tell whether the
objective is targeting knowledge mastery, reasoning proficiency, skills
proficiency, or ability to create products.

49
Learning Targets or Achievement
Lesson Objectives
Targets
Define myth, folktale, and legend.
Explain why Simon’s character is flat.
Scan the reading selection for specific
details.
Write a cause-effect essay.

Did you answer knowledge mastery for “Define…”; Reasoning Proficiency


for “Explain…”; Skills Proficiency for “Scan…”; and Ability to Create Products
for “Write…”? Congrats! Your answers are all correct!

Here are other examples of lesson objectives for each learning or


achievement targets. You may add 2 more examples for each learning target.
A. Knowledge Mastery – refers to student’s ability to recall or remember
facts or information. This ability is the building blocks for other higher
cognitive ability. Sample objectives would be:
 to identify the characters in the story
 to recognize slang and colloquial expressions in conversations
 to describe the different literary genres during the pre-colonial
period
 __________________________________________________________________
 __________________________________________________________________

B. Reasoning Proficiency – refers to student’s ability to use facts in order


to reason out well. Sample objectives would be:
 to explain why Nadine’s character is round
 to justify the title of the story
 __________________________________________________________________
 __________________________________________________________________

C. Skills Proficiency – refers to student’s ability to perform the skills (e.g.,


using the telephone politely, making reservations at a restaurant, using
polite expressions, writing a narrative essay, etc.)
 to skim the text to get the major idea
 to define unfamiliar words through word analysis
 __________________________________________________________________
 __________________________________________________________________

D. Product Development Capability or Ability to Create Products –


refers to
 to retell a chosen myth or legend in a series of simple paragraphs
 to write a short term paper
50
 __________________________________________________________________
 __________________________________________________________________

That was easy, right? To get the hang of it, do Task 1 and Task 2.

Task 1
Directions: Go over your past lesson plans and copy a lesson objective that
targets the following.
1. Knowledge Mastery
______________________________________________________________________
2. Reasoning Proficiency
______________________________________________________________________
3. Skills Proficiency
______________________________________________________________________
4. Product Development Capability
______________________________________________________________________

Task 2
Directions: Below are lesson objectives. Write KM if it targets knowledge
mastery, RP if it targets reasoning proficiency, SP if it targets skills proficiency,
and PDC if it targets product development capability.
1. To identify explicit and implicit claims in a text
2. To distinguish claim of fact, claim of policy, and claim of value from
each other
3. To evaluate the author’s argument
4. To write dialogues in a meaningful conversation for the characters in
a comic strip
5. To write a persuasive speech
6. To deliver a persuasive speech

51
CLASSROOM-BASED ASSESSMENT METHODS
Stiggins (2016) categorizes classroom-based assessment methods into
four—selected response and short answer method, extended written response,
performance assessment, and personal communication.

Selected Response and Short Answer (SraSA) Method consists of test


formats requiring students to select the correct or best response from a list
provided. Test formats belonging to this category among others would be:
 Multiple Choice
 True/False
 Matching Type
 Short Answer
 Fill-in the blanks
 Enumeration
 Verbal Analogy

Extended Written Response (EWR) Method requires students to


construct a written answer in response to a question or task rather than to
select one from a list. An EWR is one that is at least several sentences in length
and correctness of response is done by applying one of the two types of a
predetermined scoring criteria. Essays, paragraph development, journal
writing, diary entry etc. are some of the examples that belong to this category.

Performance Assessment (PA) Method is based on observation and


judgment. We look at the performance or the product and make a judgment as
to its quality. Complex performances such as participating in a group
discussion like round table, brainstorming, panel, formal business meeting,
etc. are examples of performance assessment. In this case, the “doing” is what
is rated. Now, complex products such as a term paper, a critical anaysis, etc.
also fall into this category. In this case, the level of the quality of the product is
rated. Like the EWR, performance assessment is rated using a predetermined
scoring criteria. In short, rubrics.

Personal Communication (PC) Method consists of looking at and


responding to students’ comments in journals and logs, asking questions
during instruction, Interviewing students in conferences, listening to students
as they participate in class, and giving examinations orally.

52
TARGET-METHOD MATCH
Ensuring that there is a match between your learning targets and your
classroom-based assessment method is one competence every teacher must
have when it comes to assessment. Too often though, this part is neglected.
Too much attention is given to formulating objectives but too little is given to
the assessment method to be used. When this happens, the purpose of
assessment is defeated, especially since most teachers rely on the use of test
formats that are categorized as Selected Response and Short Answer Method,
given that these are easy to check.

So how do we match the assessment method with the learning target?


Simple. Lesson objectives that target knowledge mastery will most
appropriately be captured by selected response and short answer method. This
is not to say that the other categories can’t be used to assess knowledge
mastery. They can, however, the best match is that of SRaSA. Why? EWR will
take awhile to correct; while, PC will eat up so much time. And what of PA?
There is a poor match between KM and PA.

Now, how about the lesson objectives that target reasoning proficiency?
Can SRaSA be used to assess reasoning proficiency? Yes, because there are
some test formats that can be used to get at the reasoning proficiency of a
student. Verbal analogy is one. The rest of the test formats that are classified
under SraSA can also be used as long as the test direction is modified (This is
going to be discussed fully in Lesson 4.) Can EWR assess reasoning
proficiency? You bet! In fact, this is where the best match is! What of PC? Yes,
PC can also be used, however, it will eat up too much of your time (How many
students do you have? 300 students!). And yes, there is a poor match between
RP and PA.

Next, how about the lesson objectives that target skills proficiency and
product development capability or ability to create products? Right! PA is the
best match for assessing skills proficiency and product development capability.
Remember that the PA or performance assessment can be used to assess
complex skills and/or the product itself.

Lest you think there is not much use for PC or personal communication
because using it will take too much of your time, there are instances when this
is the best to use. For example, you can use PC when you want to validate
your assessment of specific targets for specific students.

53
Task 3
Directions: Consider the assessment scenario below. Put 3 stars if there is a
strong match between the learning target and the assessment method; 2 stars
if there is a good match; 1 star if there is poor match.

Assessment Scenario:
You teach Nihonggo and wish to assess your students’ skill at
communicating in that language in a conversational situation. So the skill of
oral language proficiency is your target. (adapted from Stiggins, 2016) Explain
your answer.

Target/Methods SRaSA EWR PA PC


Skills proficiency

Explanation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Task 4
Directions: Utilizing the same lesson plan you used in Task 1 (Lesson 3), write
down the test formats you used to assess your student’s learning; then, classify
each according to the 4 categories of classroom-based assessment methods.
(Note: Your answer in Task 1 (Lesson 3) should be transferred in the first two
columns of the table below. Your answers in this task (Task 3) should be
placed in the 3rd and 4th column.)

Test Format used in


Learning Classification of
the LP
Lesson Targets (KM, the test format
(identification, fill in
Objectives RP, SP, used (SRaSA,
the blanks,
PDC) EWR, PA, PC)
enumeration, etc.)

54
Task 5
Directions: Answer the question below,
A. What did you realize after completing the table on Task 4?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ASSESSMENT
A. Directions: Below are directions in a test. Read each carefully to determine
its classification. Write SRaSA selected response and short answer method,
EWR for extended written response method, PA for performance assessment
method, and PC for personal communication method.
1. Enumerate the four basic categories of classroom assessment methods
according to Rick Stiggins.
2. Explain why classroom assessment methods need to be aligned with
student achievement targets articulated in the standards.
3. Write a Research Proposal with the following parts:
I. Introduction
A. Statement of the Problem
B. Hypothesis
C. Objectives
D. Significance of the Study
E. Definition of Terms
F. Conceptual Framework
II. Related Studies and Literature
III. Research Design
4. Group Activity: Below are different kinds of group activity. Choose one
and demonstrate how it is done.
a. Brainstorming
b. Panel discussion
c. Formal meeting
d. Round table discussion

5. The exchanges in the communication situation below have been labelled


appropriately. Which maxim is flouted in each? Then, what has been
implied in each exchange. Write your answer on the table below.

55
“Hi, Mom,” I said, walking into the brightly lit kitchen.
Exchange 1
“Getting in a little late, aren’t you?” my mom remarked.
Exchange 2
“Didn’t you get my message?” I asked. “I was at the Pavilion with
Hunter.”

“I got your message,” my mom replied. “But you know it’s a school night.
Have you finished your homework?”
Exchange 3
“No,” I admitted.

“Well, I don’t think I need to explain what my problem with that is,” she
said. “or do I? I don’t know, Morgan, lately I feel like your priorities have
shifted.” Exchange 4

Flouted
Implication
Maxim
Exchange 1
Exchange 2
Exchange 3
Exchange 4

B. Directions: Go over the test directions in letter A again, This time, identify
the learning target being assessed. Write your answers below.
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________

C. Directions: Give the best assessment method to use for each of the following
objectives.
1. to identify synonymous words — _______________________________
2. to produce the /th/ (soft th) orally — ________________________________
(Note: The “th” in the word EARTH has a soft sound; while the “th” in the word FATHER
has a hard sound.)
3. to compare and contrast Fortunato and Amontillado — _________________
4. to represent a text using the most appropriate diagram — _______________
5. to give the story a different but plausibe ending — ______________________

56
Answer Key
Task 1 (page 51)
Answers will vary.

Task 2 (page 51)


1. KM 4. EWR
2. KM 5. SP
3. EWR 6. PDC

Task 3 (page 54)

Target/Methods SRaSA EWR PA PC


Skills proficiency

Explanation: Performance assessment has the best match for the learning
target to be assessed. The teacher can pair up students, give them a context for
conversation, and listen to them converse in French. While listening, she can
rate her student’s proficiency in conversational French using a rubric.
Personal communication comes close, however, it is not viable for very large
classes. It would be the best match though, if there is only a small number of
students to be assessed. The teacher can do a one-on-one conversation with
each student.

Note: Explanation may vary but it should be more or less close to the one
above.

Task 4 (page 54)


Answers will vary.

Task 5 (page 55)


Answers will vary.

Assessment (pages 55-56)


A. (page 55)
1. SRaSA
2. EWR
3. PA
4. PA
5. SRaSA and EWR
(Note that the students are required to give two answers. One that is a short
answer and the other is an explanation.)

57
B. (page 56)
1. knowledge mastery or KM
2. reasoning proficiency or RP
3. product development capability (PDC)
4. skills proficiency or SP
5. knowledge mastery and reasoning proficiency or KM and RP
(Note: The answer can be spelled out or it can be the acronym.)

C. (page 56)
1. selected response and short answer method
2. skills proficiency
3. extended written response
4. performance assessment
5. performance assessment

58
Now, total your score for the Assessment section. What did you get? If
you got a perfect, congratulations! You have perfectly grasped the lesson
and you are now ready for the next lesson! If you got 10-14, congrats but
you need to go over your errors and find out why you made those errors. So
that you can avoid making these errors in the future. If you got 9 and
below, please go over the entire lesson once again. Then, retake the
assessment to see if your score will improve. For heaven’s sake! DO NOT
CHEAT YOURSELF!

Before you proceed to Lesson 4, why don’t you take a much needed
break? Go ahead listen to your favorite songs or you can play the guitar!

Do you feel a bit relaxed after listening to your favorite songs? Good.
Do not proceed to the next lesson just yet. You have to finish Lesson 5 of
Eng 411 – Development and Evaluation of Instructional materials before you
proceed to the next lesson in this module.

You may, however, write down what you have learned in Lesson 3 of
this module on your notebook so you can transfer them later when you start
with the next lesson.

59
LESSON 4
LITERACY ASSESSMENT STRATEGIES

Yes, you’re back! Before you proceed, why don’t you write down first
what you have learned in the previous lesson (Lesson 3 of this module)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Wow! You’ve learned so much! Doesn’t it feel great to chronicle your


journey towards becoming a competent assessor? Keep at it and at the end
of this module, you would have completed that journey.

You are about to embark on an old yet new, familiar yet unfamiliar
territory. As you go through this lesson, bear in mind what you learned in
Lesson 5—Interactive Teaching Strategies of the module in Eng 411.

Now, read the objectives for this lesson so you can focus on what you
are supposed to learn in Lesson 4.

OBJECTIVES
At the end of the lesson, you should be able to:
A. distinguish product measures and process measures from one
another;
B. realize the value of assessing the metacognitive skills of students; and
C. construct product and process measures to assess vocabulary skills,
reading comprehension, and grammar skills.

In Lesson 5 of the Eng 411 module, you have learned various


interactive teaching strategies. Could you write down your thoughts below
as why those teaching strategies are described as INTERACTIVE?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

60
You’re right! Interactive teaching strategies combine both process-
oriented and student-centered teaching strategies. Thus, student’s
learning cannot be captured by simply giving your students product
measures. To capture the development of metacognition (Higher order
thinking skills) among your students, you need to use literacy
assessment strategies that are process-oriented.

Having said that, let’s proceed to getting to know the terms product
measure and process measure.

PRODUCT MEASURES
Test formats (e.g., multiple choice, fill in the blanks, enumeration,
true or false, identification etc.) that fall under selected response and short
answer method are product measures. Product measures have the following
characteristics.
 There is only one correct answer.
 Answer is short, that is, one or two words or one sentence.
 Test items are easy to construct.
 They are easy to check.
 They assess the student’s ability to recall or remember concepts.

Given all these characteristics (emphasis on easy to construct and easy


to check), it isn’t surprising why most teachers persist in using multiple
choice, fill in the blanks, enumeration, true or false, identification, etc. when
assessing student’s learning. The thing is, product measures only assess
the student’s ability to recall or remember concepts.

A note on Verbal Analogy and Multiple Choice


While verbal analogy meets some of the characteristics of product
measures such as “only one correct answer”, “short”, and “easy to check”, it
is not easy to construct nor does it merely assess students ability to
remember concepts. When a student answers verbal analogy tests, the
cognitive demand goes beyond remembering concepts or information. The
student applies certain reasoning to arrive at or to see the relationship
between the items being paired.
For example:
Prose : poetry :: conversation : __________________
a. song b. poem c. language d. listening

bridge : river :: ________________ : ___________________


a. mountain : rails b. subway : underground c. tunnel : mountain
d. water : rock
Source: https://www.123test.com/verbal-reasoning-test-analogies/

61
In the case of multiple choice, good test items are not as easy to
construct. When I say good multiple choice test items, I refer to items whose
stems don’t only test simple recall and has options or choices that are all
possible answers. Compare these two:

Sample 1

Which of the following best characterizes product measure? STEM


a. easy to check
b. easy to construct
options/choices
c. has only one correct answer
d. tests simple recall

Sample 2

Ms. J. Lo, a newly appointed Head of the Languages Department, returned


her subordinate’s test question. A look at the faculty’s two-way table of
specifications informed her that the faculty is assessing not only the
student’s ability to recall information but to apply, to analyze, and to create
as well. However, the faculty used identification, fill in the blanks, true or
false, and matching type in the test. Which characteristic of product
measure would help her explain why there is a need to change some of the
test formats used by her faculty?
a. easy to check
b. easy to construct
c. has only one correct answer
d. tests simple recall

Both samples are about product measure and its characteristics.


However, the stem in Sample 1 tests only your student’s ability to recall.
Look at the way the stem in Sample 2 is framed. The stem tests not only the
student’s ability to recall information but to apply the information in a
specific context.

When stems and options of multiple choice items are written this way,
such that they tap not only the student’s ability to recall but other higher
order thinking skills as well, then, they cease from being plain or simple
product measure but shares in one of the characteristics of a process
measure.

Before we move on to process measure, remember:

62
Product measures are assessment strategies that
assess first level thinking or simple recall.

PROCESS MEASURES
In contrast to product measures, process measures are assessment
strategies that assess higher level thinking like:
 Analytical thinking
 Logical reasoning
 Identifying relationships
 Ordering or organizing
 Synthesizing

That being said, can product measures be improved to make them


assess analytical thinking, logical reasoning, identifying relationships,
ordering or organizing, and synthesizing? Definitely YES! Santos (1999)
suggests the following:

Test Format Usual Directions Improved Directions Improved Scoring


Matching Match the ideas Match and state the Credit correct matching.
Type in column A relationship between each Then credit statement of
with those in pair matched. relationship using a
column B. rating scale. Disregard
(where every pair has a grammar and spelling
different relationship from errors.
the rest)
True or Write T if the Draw a line across the One check for correct
False statement is word/words which make the identification of wrong
true; F if it is statement false. Then write word and another check
false. the correct word/s above the for writing of correct
wrong word. word.

Or

Write T if the statement is


true. Rewrite the false
statement to make it true.
One check for correct
(Here the statement needs identification of the true

63
rephrasing not just statement. Score the
changing a word or two.) rephrased statement
using a rating scale.
Or Disregard grammar and
spelling errors.
Write T if the statement is
true. State why the
statement is false.

One check for correct


identification of the true
statement. Score the
reason using a rating
scale. Disregard
grammar and spelling
errors.
Multiple Read the Circle the letter of your One check for the
Choice following answer then justify your correct answer. Score
carefully then chosen answer. the justification using a
encircle the rating scale. Disregard
letter of the Or grammar and spelling
correct answer. errors.
Circle the letter of your
answer then explain why the One check for the
other options are wrong. correct answer. Score
the explanation using a
rating scale. Disregard
grammar and spelling
errors.
Enumeration Enumerate the List in correct sequence, as Score the listing using a
following. in: rating scale.
 Steps in a procedure
 Stages in development
 Historical events
 Story episodes Rating Scale:
All in correct sequence-3 pts.
Some not in sequence-2 pts.
List in alphabetical order. Most not in sequence-1 pt.
None in correct sequence – 0
List in clusters or groups.

List from farthest to nearest


or vice versa (as in places).

64
Were you surprised that the improved scoring asks you to disregard
grammar and spelling errors? At this point you are probably reminded of
the many times in the past when your answer was correct but was marked
wrong because of incorrect spelling.

Why do you think you are being asked to disregard errors in grammar
and spelling? Three reasons. One, grammar and spelling skills are not the
skills being assessed. Two, the score obtained will not be a true
representative of the performance of the student for the particular learning
target being assessed. Three, it will affect the reliability of the test. Arrachi?

So, what do you do then with the spelling and grammar errors that
you see your students committing in their tests? Conduct a lesson to
address this gap, after all, it is one of the foci of the 5th Domain also known
as the PAR. It’s a win-win, right?

Isn’t it great that we turn traditional test formats into one that can
assess higher level thinking? One last thing! Here is a sample rating
scale you can use in rating your student’s explanation, justication,
rephrasing, etc.

Very comprehensive – 3 points


Good enough – 2 points
Inadequate – 1 point

Santos, 1999

Task 1
Here is a traditional Direct Question – Short Answer Test on The Boy Who
Cried Wolf, a story familiar enough to all of you.

Directions: Modify the test format, the directions, and the scoring to assess
higher level thinking.
Direct Question – Short Answer Test
Directions: Answer the following questions.
1. What work does the boy do in the field?
2. What did he think of doing to amuse himself?
3. How many times did he do this?
4. What was the villager’s reaction the first two times he did it?
5. What happened the third time he did it?
6. What is the moral of the story?

65
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

66
PROCESS AND PERFORMANCE-BASED ASSESSMENT

You learned various interactive teaching strategies in Lesson 5 of Eng


411’s module. From that lesson, you learned that interactive teaching
strategies develop your student’s metacognition or higher order thinking
skills. Further, you learned that interactive teaching strategies combine
conventional teaching methods with process and student-centered activities.
Thus, it is only right that you learn, too, how to assess your student’s
metacognition or higher order thinking skills.

What does process and performance-based measure mean?

Performance-based measure means actual demonstrations of


learning which involve integration of several processes, skills, and
understandings. It is process-oriented and is an ongoing integral part of
classroom instruction.

(Santos, 1999, p. 157)

Moreover, DeLain (1995 in Santos, 1999, p. 157) forwards that


performance-based assessment:
 simulate the instructional environment;
 provide opportunities for students to express their knowledge in
different ways;
 provide a better indicator of the depth of a student’s knowledge;
and
 stretch student’s minds by requiring them to construct, design,
compose, model, or build their response, rather than select it
from an array of choices.

Santos (1999) culled the following process-oriented, performance-


based assessment strategies for assessing student’s vocabulary and reading
comprehension.

A. Vocabulary
Various studies (Cronbach, 1942; Russel, 1954; Curtis & Glaser,
1983;) have been done investigating what vocabulary is and it should be
assessed; and based on these studies, Farr & Carrey (1986, in Santos,
1999, p. 159) concluded that:
 Vocabulary is not a unitary behavior; thus, it can be assessed
using many forms.

67
 Reading vocabulary is part of instruction; thus, it’s an area that
should be assessed.
 Vocabulary is best taught in context; thus, it should also be
assessed in context.

1. The Word Bank and Semantic Map (Austin-Anglea, 1990)


(Notes in parenthetical expression are for teachers.)

Abilities Assessed Student’s Task


depth and breadth of a. Write as many words as you can think of
vocabulary that are related to the topic/title.

(Give them time to write until they have


20-50 words.)
precision of b. Place your words in a semantic map.
vocabulary
fluency of c. Write 1 or 2 paragraphs using the words in
vocabulary your semantic map.
Rate as follows:

a. Depth and breadth Fair Good Very Good


(No. of related words listed)

b. Precision Fair Good Very Good


(Correct Clustering)

c. Fluency Fair Good Very Good


(Correctness of use)

The descriptors (fair, good, very good) can be assigned


numerical values depending on your judgment.

2. Vocabulary Organizer Text (Adapted from Dixon, 1990)


(Notes in parenthetical expression are for teachers.)

68
Abilities Assessed Student’s Task
(Prepare a summary of the story; underline the
target vocabulary)

Precision of a. Read the summary, take note of the


vocabulary underlined words.

Generalization b. Recall what you know of each underlined


(defining) word and fill up the Vocabulary organizer.

Sample Vocabulary Organizer

Name ___________________________________________________ Date


_______________
Title of Selection
____________________________________________________________

The Vocabulary Words

___________________________________
____________________________________
___________________________________
____________________________________
Noun Verb Adjective Adverb
Vocabulary Word
Pronunciation
Synonym
Antonym

Your Definition of Each Word:


1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________

Rate as follows:

Precision Fair Good Very Good


(knowledge of the word)

Generalization Fair Good Very Good

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Again, the descriptors (fair, good, very good) can be assigned
numerical values depending on your judgment.

B. Reading Comprehension

Recent studies have help changed the view of reading as a


reproductive activity into a constructive-interactive view. The
constructive-interactive view posits that readers interact with the text in
their desire to understand what they are reading. These readers do
strategic reading (Schmitt, 1990, in Santos, 1999) to monitor their
comprehension. They use metacomprehension strategies such as
predicting, verifying, previewing, purpose setting, self-questioning,
drawing from background knowledge, summarizing, and applying fix-up
strategies (Santos, 1999, p. 162).

Consequently, assessment of reading comprehension also shifted


from assessing the reader’s ability to recall and reproduce the author’s
message to assessing higher level thinking processes (Santos, 1999).

1. Text Highlighting – can be used for expository texts and narrative


prose.

Abilities Assessed Student’s Task


(Choose a self-contained paragraph of about
200 words. Identify the key ideas. This serves
as the Answer Key.)
 Identifying key ideas
 Analyzing statements 1. Read the selection carefully.
 Thinking critically
 Differentiating what’s 2. Underline or mark with a highlighter
important from what’s what you think are the important ideas.
not

2. Intruded Text or Error Detection Test

Abilities Assessed Student’s Task


(Choose a self-contained passage and insert at
random intrusions and error statements.)
 Recognizing irrelevant
sentences 1. Read the selection carefully
 Recognizing
inconsistent but 2. Draw a line across sentences which do

70
grammatically correct not belong to the passage.
sentences
 Analyzing critically 3. Read the passage again.

In intruded text, the inserted text may totally be an unrelated


idea. It may come as a sentence or as a short paragraph. Here is an
example. What do you think is the intruded text in the example? Go
ahead, underline it.

One morning, the Director called for Pilo. “Your good work is
known by all of us here.” He argued with the Director. “Based on your
work records, you deserve a promotion.” (Santos, 1999)

In error detection, the meaning is changed but the syntax is


retained. (Santos, 1999, p. 163) Here is a sample of an error detection
test. Can you underline the error?

Having learned the lessons of hard work and perseverance


form his father, Pilo was able to meet the standards of his employer.
He engaged in illegal business to earn more money. (Santos, 1999)

3. Cloze Test (Jongsma, 1980; Stoodt, 1989)


You have encountered the cloze test previously as a tool used to
predict how engaging the text is going to be for your target students.
Now, you will encounter it as an assessment strategy for reading
comprehension. Jongsma (1989, in Santos, 1999, p. 166) posits that
the cloze test can assess more reading abilities than a multiple choice
test.

Abilities Assessed Student’s Task

1. Read the whole passage glossing over the


 Using context clues blanks.
 Using prior knowledge
 Using letter cues 2. Then go back to fill in the blanks.
 Making logical
predictions using 3. You may move forward and backward
cumulative and logical along the lines to search for clues to the
build-up of the story correct word/s.

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Now, how do you prepare the cloze test? Jongsma (1989, in Santos
1999) gives the following steps:
a. Choose a passage with at least 250 words and will allow 50 cloze
items.
b. Leave the first and last sentences intact.
c. Delete every 5th or 6th word for upper grades, every 7th ot 8th word
for lower grades. Use blanks of equal length in place of deletions.
d. Don’t delete proper nouns, figures, and abbreviations. When the
word to be deleted falls on any of these three, delete the next word.

Scoring a Cloze Test (Stoodt, 1989)

No. of Correct Answers X 100 = %tage Correct


No. of cloze items

4. Story Retelling (Marrrow & Smith, 1990)

Abilities Assessed Student’s Task


 Recalling events in 1. Read the story carefully.
sequence 2. Then retell the story as you
 Self-monitoring understood it.
 Self-correcting (Rate the retelling using the Story
 Interpreting events Retelling Analysis Chart.)

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Story Retelling Analysis Chart

Name: __________________________________________ Date:


________________
Title of Story:
________________________________________________________

Directions: Place 1 next to each item included by the student.

SETTING
A. Begins story with an introduction ________
B. Names the main characters ________
No. of actual characters named ________
Actual no. of other characters ________
C. Score for other characters (C/D) ________
D. Includes statement about time and place
________

THEME
A. Refers to main character’s goal or problem to be solved _______
B. Plot episodes
No. of episodes recalled ________
No. episodes in the story ________
C. Score for plot episodes (A/B) _______
RESOLUTION
A. Names the problem-solution; goal-attainment _______
B. Ends the story _______
SEQUENCE
Retells story in structural order:
_________
(Setting, theme, plot episodes, resolution)

(Score 2 for proper order; 1 for partial order; 0 for no sequence)

Highest Possible Score: _____________ Student’s Score: __________

I suggest that you give this copy beforehand to your students so


they can reproduce it before the assessment. Now, what do you need
to prepare and how do you execute this? I suggest the following:
1. Look for 10 short stories (preferably a one-page short story)
that are within the reading ability of your students.

73
2. Print two copies of these 10 short stories. The first set is to
be used by the students; while, the other set is for your use.
(If you have the resources, I strongly recommend that you
have the set intended for students be laminated for
durability purposes.)
3. Call 10 students to draw a story and give them the
instruction written in the Student’s Task column. Give them
5 minutes for this. Since this is an assessment activity, only
the 10 students called should be inside the classroom.
4. As each of the 10 students are called, ask each to submit the
Story Retelling Analysis Chart with his/her name and title of
story he/she has drawn. The copy of the story should be left
on the desk of the chair they sat on as they were preparing
for the retelling.
5. Call each in front to do the retelling of the story they have
drawn.
6. Using the Story Retelling Analysis Chart, rate the
performance of each student.
7. After the 10 students have finished the retelling, call another
batch (the number of students to be called shall depend on
the remaining class time).
8. It should take you 3 days to finish the entire class.

3. Think Aloud (Wade, 1990)


Do you think aloud? I mean do you sometimes voice out your
thoughts when you’re thinking? When you do this, you sound like
you’re talking to yourself. Nothing wrong with this especially if you
are studying or pondering on something. Just don’t do it around
many people; they might think you’ve gone nuts. Doing this makes
you more aware of what you are thinking about and makes you
process information more efficiently.
As an assessment strategy, the Think Aloud will allow you to
assess the abilities identified below. Notes in parenthetical expression
are for teachers.

Abilities Assessed Student’s Task


 Summarizing 1. Read the selection. After reading it,
 Paraphrasing you’ll tell what it’s all about.
 Generating questions and
answering them 2. Read it again. After each segment,
 Making text to prior write what the segment is all about
knowledge and what clues helped you.

74
(Tell your student to continue this
procedure until the whole passage is
read. During this step, tell him/her that
he/she may ask questions, retell in
his/her own words, recall similar
experience, predict next event, reread, or
answer his own questions.)

3. Now, tell the story in your own words,


oral or written.

How to Prepare the Think Aloud Passage


a. Depending on the reading ability of your students, choose a
passage with the following features:
 New but on a familiar topic (by new, it means one that you
have not used in class yet)
 About 80-200 words
 At the student’s instructional level
 Topic sentence is at the end of the text
 Divided into segments of 1-4 sentences each
b. Conduct as a whole class activity (written) or individualized (oral or
written). If it is oral, have it recorded.

How to Score the Think Aloud


a. Analyze the recorded or written protocols for the presence or
absence of metacomprehension behaviors like:
 Generating hypothesis
 Supporting hypothesis with information from the text
 Relating the text to prior knowledge
 Using fix-up strategies when the text conlicts with the
schema he has generated
 Realizing what the passage is all about at an early point
b. Use a 5-point rating scale to assess the presence of the behaviors,
with 5 being the highest.

75
Criteria 5 4 3 2 1
Generates hypothesis
Supports hypothesis with
information from the text
Relates the text to prior knowledge
Uses fix-up strategies when the text
conlicts with the schema he has
generated
Realizes what the passage is all
about at an early point

3. Group Oral Exams (Schum & Saumell, 1995)


(Notes in parenthetical expression are for teachers.)
Abilities Assessed Student’s Task
 Reflecting on a given topic (Prepare a list of topics discussed in
 Synthesizing ideas class. Write this in slips of paper, which
 Structuring questions students can draw when called. Group
 Ability to master concepts your students into five, 10 members
 Elaborating or expanding each. Only the group to undergo the oral
ideas exam shall come inside the classroom.
Give the following instructions to the
group before starting the oral exam.)

Part 1
1. Prepare a belief statement about a
topic and defend it in 4 minutes.

2. Two minutes are given for your


classmates’ questions. (Allow 2
classmates to pose their question.)

3. Then you are given 1 minute for your


final response.

Part 2
4. Choose a concept and discuss it in 4
minutes.

5. A classmate will be asked to further


clarify the concept in 3 minutes.

76
The entire procedure is repeated until all group members have
had their turn doing the major parts (i.e., preparing a belief statement
and defending it in 4 mins., choosing a concept and discussing it in 4
mins., and clarifying the concept in 3 mins.) Thus, you need to strictly
monitor the names of students who have already performed any of the
three. Better yet, tell your students about this at the start of the oral
exams so they can also monitor their performance.

C. Grammar Skills
The teaching grammar skills is explicit and aims for the
development of student’s ability to express himself/herself in correct
grammar. Thus, grammar rules are taught in context and not in
isolation. In language classrooms, the grammar (e.g., past tense,
polite expressions, registers, gambits, etc.) is taught alongside the
language function (e.g., narrating past events, making seat/room
reservations, defining terms, etc.) being taught. No longer are the
students tested on the rules of grammar; instead, they are tested on
their ability to apply these grammar rules in specific communication
contexts. Thus, it is always a good idea to use test formats that
reflect real-life situations so that students can show their ability to
use the target language correctly and appropriately.

Suppose you have taught your Grade 8 students how to ask and
give advice. Along with it, you taught them the sentence structure to
use in asking and giving advice, including the correct modals and
degrees of formality in asking and giving advice. How would you
assess your student’s grammar skills on this?

In my class, I used the oral dyadic exchange to assess my


student’s grammar skills on asking and giving advice. You can do the
dyadic exchange this way:
1. Before the day of the dyadic exchange, ask your students to
prepare a situation requiring one to ask and give advice and to
write this on ¼ sheet of paper.
2. Use your student’s class number to call the pair who would
perform the dyadic exchange in front of the class. (Say you
called CN 10, this means boy 10 and girl 10.)
3. The pair comes forward and another student is called to give the
situation.
4. The pair does the first round of asking and giving advice. Once
done, another student is called to give the second situation.
5. The pair does the second round of asking and giving advice. The
student who asked advice during the first round would be the

77
one to give advice in the second round. In short, the pair takes
turns asking and giving advice; hence, the need for two
situations.

It usually takes me two days to finish a class of 50 students


whenever I use the dyadic exchange in the past. Hearing my students
ask and give advice correctly (syntax) and appropriately (pragmatics)
was immensely satisfying, that I didn’t mind the 2-day time spent
assessing the entire class!

Task 2
Directions: Suppose you taught your grade 9 students describing people,
events and places. What grammar point would be assessed along with this
language function: describing people, events and places? Device an
assessment strategy that will tap your student’s ability to describe people,
events, and places. It could oral or written.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

78
Task 3
Directions: Look for other process-oriented, performance based assessment
strategy for vocabulary skills, reading comprehension, and language skills.
Share your “find” here.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Task 5
Directions: Your ILS in Eng 411, does not have the ASSESSMENT PART.
For this task, you will now write the ASSESSMENT section of your ILS.
Ensure that the assessment strategies you will use for assessing the
vocabulary, the reading comprehension, and the language/grammar skills of
your students are aligned with your objectives or learning targets. There
should be one product measure and one process measure for each
area/skill being assessed—vocabulary skills, reading comprehension, and
language/grammar skills.

79
ASSESSMENT
A. Directions: Read the following test directions. Determine if the test is a
product measure or a process measure. Write product for product
measure; process for process measure.
1. Write T if the statement is true; if it is false, restate the
statement to make it true.
2. Match the ideas in column A with those in column B; and
those in column B with those in column C.
3. Supply the word that would best complete the sentence.
4. Circle the letter of our answer.
5. Using the postcard below, write a description of the people
and places you’ve seen. Pretend you have been in that place
and that you are sending the postcard to a friend.

B. Directions: Change the test directions of the product measures in Test A


to turn them into process measures.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

C. Directions: Write one product measure and one process measure to


assess your student’s ability to define words using context clues and
to use the newly acquired words in a short story taken up in class.

The New Words:


lackey, wary, convoluted, avarice, succinct, loquacious, conviction

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

80
ANSWER KEY
Assessment
A.
1. Process
2. Product
3. Product
4. Product
5. Process
B.
2. Match the ideas in column A with those in column B; and those in
column B with those in column C. State relationship of each pair
matched.
3. Judge if the words in boldface contribute to sentence sense. If not,
revise the sentence such the boldfaced word would make the
sentence meaningful.
4. Circle the letter of our answer. Explain why the other options are
wrong.

C. Answers may vary.

81
LESSON 5
RUBRICS

Before you proceed, please write down what you learned in the
previous lesson.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I know you are familiar with rubrics or scoring criteria. This lesson
will introduce two kinds of scoring that could be very useful to you as an
English teacher. Read the objectives first so you would know what you are
supposed to achieve for this lesson.

OBJECTIVES
At the end of the lesson, you should be able to:
A. distinguish holistic scoring from analytic scoring;
B. realize the value of using rubrics for marking complex outputs; and
C. write a holistic and analytic scoring rubric.

Just to be clear on the process of turning out student grades, the following
are the stages of the process:
1. Planning the assessment
2. Preparing the assessment activities
3. Executing the assessment
4. Checking/marking the output to get the assessment results
5. Recording the results of the assessment
6. Computing the grades using the results of assessment OF learning
according to prescribed criteria
7. Checking and signing of grading sheets
8. Collating student grades from different subject teachers
9. Entering the grades into the Summary Sheet
10. Transferring the grades from the Summary Sheet to the Report
card of each student

I believe this process has been streamlined already because of the


computerization of most schools. In fact even DepEd has computerized its

82
system already. Stages 8-10 which are done by teacher-advisers are now
easy-breezy. Now when all the grades from various subjects are in the
system, the system can generate the report card for each student and have
it printed in no time at all.

Anyway, why did I start this lesson with this? It’s because I’d like to
point out that checking or marking student’s papers, projects,
performance outputs, is a very important phase in the process of
computing student grades, which are deemed to represent the academic
performance of our students. Thus, it should not be skipped nor treated
lightly. This is one instance when we should adhere to the highest
standards of fairness and objectivity. While it is true that grading or
marking papers especially in the case of complex outputs can be subjective,
this should somehow be controlled through the use of rubrics. What do we
then whey we say rubrics?

Rubric is a guide listing specific criteria for grading or scoring


academic papers, projects, or tests.

Online Meriam-Webster Dictionary

Rubrics or scoring criteria can be very useful not only to teachers but
to students as well. For teachers, it aids them in rating the student’s output
objectively; for the students, it lets them know how they can get a high
score. Whenever an output is expected of a student, we, teachers, should
discuss the rubrics to be used in grading their output.

Moreover, samples of an output obtaining specific scores in a rubric


should also be presented in class so that the students will have an idea of
an output with a high score looks like. It would even be very helpful if that
output is rated by the entire class using the rubric. Of course, this should
be properly guided by the teacher.

There are two types of scoring criteria—wholistic scoring and analytic


scoring.

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WHOLISTIC SCORING
Holistic Scoring is a rubric that allows you to rate an output, for
instance a paper, based on the listed characteristics. Here is an example of a
holistic scoring/rubric. It can be used to rate papers (e.g., essay, term
paper, reflection paper, movie review, critique paper, etc.)

6 – Demonstrates clear competence in writing on both the rhetorical and


syntactic levels, though it may have occasional errors.

A paper in this category


 effectively addresses the writing task.
 is well organized and well developed.
 uses clearly appropriate details to support a thesis or illustrate ideas.
 displays consistent facility in the use of the language.
 demonstrates syntactic variety and appropriate word choice.

5 – Demonstrates clear competence in writing on both the rhetorical and


syntactic levels, though it will probably have occasional errors.

A paper in this category


 may address some parts of the task more effectively than others.
 is generally organized and well developed.
 uses details to support a thesis or illustrate an idea.
 displays facility in the use of the language.
 demonstrates some syntactic variety and range of vocabulary.

4 – Demonstrates minimal competence in writing on both the rhetorical and


syntactic levels.

A paper in this category


 addresses the writing topic adequately but may slight parts of the
task.
 is adequately organized and well developed.
 uses some details to support a thesis or illustrate an idea.
 demonstrates adequate but possibly inconsistent facility with syntax
and usage.
 may contain some errors that occasionally obscure meaning.

3 – Demonstrates minimal competence in writing on both the rhetorical and


syntactic levels.

84
A paper in this category
 addresses the writing topic adequately but may slight parts of the
task.
 is adequately organized and well developed.
 uses some details to support a thesis or illustrate an idea.
 demonstrates adequate but possibly inconsistent facility with syntax
and usage.
 may contain some errors that occasionally obscure meaning.

2 – Suggests incompetence in writing.

A paper in this category is seriously flawed by one or more of the following


weaknesses:
 serious disorganization or underdevelopment
 little or no detail, or irrelevant specifics
 serious and frequent error in sentence structure or usage
 serious problems with focus.

1 – Demonstrates incompetence in writing.

A paper in this category


 may be incoherent
 may be undeveloped
 may contain severe and persistent writing errors

Hughes, A. (2003)

You can see in the rubric the characteristics of a paper that gets a
score of 5 or 6 or 3 or… Remember the scores in your essay tests where you
just see a score but no breakdown of how you got the total score for the
essay? Your teacher used wholistic scoring in that instance.

Funny thing though, I often hear colleagues giving a rating of 1 to an


essay test saying it’s for the effort or ink. When this is the reason for giving
a rating like this, it means no rubrics have been used in rating the essay.
When this is the case, you can be sure that a rating of 5 (if 5 is the highest)
was given because of good penmanship, cleanliness, and favoritism.

You can adapt this rubric in toto if it fits your need; however, if it does
not, you can modify some parts to suit your current need. Should you need
other rubrics for oral outputs, you can make your own or you can adapt or

85
modify an already existing one. Just don’t forget to name your source
should you decide to adapt in toto.

Task 1
Directions: Rate the essay below using the holistic scoring criteria above.
Justify the rating.

Question: Discuss possible examples of where history has had an effect in


your or other people’s/country’s culture. (6 pts.)

Rating: ___________________________________________________________________

Justification:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

86
ANALYTIC SCORING
Now, let’s proceed to analytic scoring. Analytic scoring allows you to
rate outputs based on specific criteria that has a corresponding weight. For
example:

Criteria Description Points


Content Substance effectively addresses the 4
writing task; on point; states the main
idea and effectively captures the
reader’s attention; uses relevant
supporting details; summarizes all
point discussed and gives an effective
and appropriate closing sentence.
Organization There is smooth flow of ideas; effective 4
and appropriate use of transitional
devices where needed.
Mechanics No errors in grammar, spelling, and 3
punctuation.
Total 10

This is an example of a one-level analytic scoring rubric. The


description provided for each criteria as well as the weight for each criteria
is given for a full score. Anything less than what is described would mean a
paper not getting the full score for that particular criteria.

Now, look at the next example. This rubric is used in rating a


student’s delivery of a lyric poem.

87
Criteria 5 3 1 Score
Interpretation Delivery and Delivery and Delivery and
/delivery interpretation interpretation interpretation
reflects neither overshadowed the
internalization of overwhelmed or poem; gestures,
poem; all gestures enhanced the facial expression,
and movements poem; inflections, and
feel essential to satisfactorily accents are
poem’s success; conveyed the extremely
over-all meaning of the distracting;
performance is poem inappropriate
captivating tone
Voice and Voice is very clear Voice is audible, Voice is inaudible;
articulation and crisp; has but either quiet slow and
mastery of rhythm or too loud; distracting
and pace; monotonous; rhythm; singsong;
displayed skillful unevenly paced; hurried; lots of
use of volume and affected tone mispronunciations
intonation
Presence/ Student has poise Student looks Student looks
Impact and confidence; uncomfortable; extremely nervous
body language unable to as evidenced by
and eye maintain steady lack of eye
contact show eye contact; contact and
compelling body language agitated body
stage presence. shows lack of language
confidence and
uncertainty.
Adapted from Poetry in Voice Total

This is an example of a two-level analytic scoring. Note how it differs


with the one-level analytic scoring? Good! In the two-level analytic scoring,
the description for every criteria and each level of performance per criteria is
given.

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Task 2
Directions: Look for a two-level analytic scoring rubric for a round-table
discussion. You can modify it to suit your assessment situation. Thus, you
need to describe or give the assessment instruction by way of explaining the
modification you made.

ORIGINAL RUBRIC (Indicate the source.)


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MODIFIED VERSION
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ASSESSMENT INSTRUCTION AND JUSTIFICATION
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Task 3
Directions: Make either a holistic or analytic rubric for the process-oriented,
performance-based measures you have designed for assessing the
vocabulary, reading comprehension, and grammar/language skills of your
students. Include this in your ILS.

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ASSESSMENT
A. Directions: Determine if the characteristic given is holistic or analytic
or applicable to both. Write A if it is a characteristic of holistic scoring
rubric; B, if analytic scoring rubric; C if applicable to both.
1. Can be one-level
2. Each point comes with a list of characteristics.
3. Listed criteria is given a weight.
4. Can be two-level
5. Only the full point/score for each criteria is described
6. Each criteria has levels of score and each level of score is
described.
7. One-level

B. Directions: Answer the question below.


1. Why is there a need to use rubrics in marking outputs of students?
Cite the benefits of using rubrics.
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C. Directions: Give an essay question and write a one-level analytic


rubric and a holistic rubric for marking the essay of your student.
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ANSWER KEY
Assessment
A.
1. B
2. A
3. B
4. B
5. B
6. B
7. A

B. Answers may vary.


C. Answers may vary.

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LESSON 6
TABLE OF SPECIFICATIONS AND THE EXAM

What did you learn about rubrics? Please write your thoughts here.
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Are you excited to learn how to write a table of specification as well as


to write a/an test/exam according to the table of specification? If you are,
then let’s start!

OBJECTIVES
At the end of the lesson, you should be able to:
A. recognize a one-way table of specification (TOS) and a two-way TOS;
B. realize the importance of writing the TOS before constructing the
exam; and
C. write a two-way TOS and an exam based on the two-way TOS.

At the start of this module, we talked about your experience as a


learner with high affective filter when it comes to tests. Do you still
remember your “horror stories” where you experience taking a test that has
items not discussed in class by the teacher? To prevent this from happening
even in quizzes, you learned how to make an Assessment Plan, right?

But how exactly do you prevent the same from happening during
periodical tests or midterm/final exams? Right! You write a table of
specifications before writing the exam. This way, you can ensure that your
test or exam is going to be VALID.

TABLE OF SPECIFICATION
What exactly does the term mean? Well, in our discipline, table is
synonymous to matrix; while, specification generally means a detailed
description of information needed in making, building, or producing
something. Thus…

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Table of Specification (TOS) means a detailed description of
information needed in writing/constructing a test, presented
in a matrix.

Have you seen a TOS? Not yet? You’ll see two here since there are two
types of TOS.

One-Way Table of Specification

Two-Way Table of Specification

As you can see, both types have these same parts: Learning Content,
Time, No. of Items, and Test Placement. In the original format of the one-
way TOS, however, there is no Test Placement. Nonetheless, let’s add the
test placement column for ease of reference should you have the need to
look for test items on the same topic later on.

These two differ on the fourth column. The fourth column of the one-
way TOS is labelled “Test Formats”; while, in the two-way TOS, it is
“Cognitive Domains or Levels of Thinking” . So, this means that the number
of sub-columns in the 4th column of the one-way TOS will depend on the
number of test formats used in the exam. In the two-way TOS, the 4th
column is fixedly subdivided into 6 — recalling, understanding, applying,
analyzing, evaluating, and creating—the new terms for knowledge (K),
comprehension (C), application (A), analysis (An), evaluation €, synthesis (S).

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Old Terms New Terms
knowledge (K) recalling (R)
comprehension (C) understanding (U)
application (A) applying (A)
analysis (An) analyzing (An)
evaluation (E) evaluating (E)
synthesis (S) creating (Cr)

In the past, teachers mostly used the one-way TOS. But it has lost its
popularity due to the limited information you can get when you look at the
one way TOS. For one, you will only get the topics included in the test as
well as the test formats used but you will not see in the one-way TOS the
thinking or cognition being assessed. Then again, I suppose, the fact that
the test formats mostly used are traditional product measures, it is not a
stretch to conclude that the exam is out to measure ONLY the student’s
ability to recall. For example:

Learning Content Time No. of Test Formats Test


(in hrs) Items True/ Multiple Fill-in- Matching Placement
False Choice the Type
blanks
Cosmic Origins 6 15 15 Test 1
Greek Pantheon 6 15 15 Test 2
Egyptian 6 15 15 Test 3
Pantheon
Stories of 6 15 15 Test 4
Demigods
Total 24 60 15 15 15 15

What does this TOS tell you when you look at the information it
contains? To help you understand what I mean, I need you to answer these
questions. Refer to the TOS for the answers.
1. How much time did the teacher spend teaching all the learning
content? _____________________
2. How many test items does the teacher intend to have for this
exam? ________________________
3. What test formats does the teacher intend to use for this exam?
________________________
4. How many parts will the exam have then? _______________________
5. What topic is the True/False test devoted to? _____________________
6. What topic is the Multiple Choice test devoted to? _________________
7. What topic is the Fill-in-the blanks test devoted to? _______________

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8. What topic is the Matching Type test devoted to? __________________
9. How many levels of thinking are being assessed by this exam?
____________
10. What level of thinking is being assessed? ___________________

In a nutshell, this is a 4-part exam as indicated by the test formats


the teacher intends to use. The highest possible score is 60. True/False test
will have questions about cosmic origins; the multiple choice will have
questions about the Greek pantheon; the fill-in-the-blanks will have
questions about Egyptian pantheon; and the matching type will have
questions about the stories of demigods. Judging by the test formats used,
the test will assess first level thinking or ability to recall. Why? Because all
the test formats used are product measures or selected response and short
answer method. There.

At this point, I’d like to point out that the way the teacher planned to
distribute the topics to the test formats she was intending to use is also
problematic. While this is not problematic if you are using the one-way TOS,
it becomes problematic when you are required to use the two-way TOS.
Why? Because the practice of lumping the items crosses over. For example:

Learning Content Time No. of Levels of Thinking Test


(in hrs) Items R U A An E Cr Placement
Cosmic Origins 6 15 15 Test 1
Greek Pantheon 6 15 15 Test 2
Egyptian Pantheon 6 15 15 Test 3
Stories of Demigods 6 15 15 Test 4
Total 24 60 15 15 15 15

So what does this mean? This means that the teacher plans to assess
only the student’s ability to recall when it comes to the topic cosmic origins.
Further, she plans to assess her student’s ability to understand concepts
when it comes to the Greek pantheon. When it comes to Egyptian pantheon,
she plans to assess her student’s ability to analyze. And when it comes to
stories of demigods, she plans to assess her students’ ability to create.

Do you see what I mean? The practice of lumping the items crosses
over. This is problematic since when we taught them these, we strove to
develop our students’ higher order thinking skills. We didn’t isolate the
specific levels of thinking on a particular topic. Thus, the assessment for
each topic must cover a variety of levels of thinking.

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Now that you have good examples of what NOT TO DO when making a
TOS, let me walk you through on how to write a good one. For this purpose,
we will use the two-way TOS since this is what is used in the field now.
Here’s how.

Steps in Writing the TOS

1. Prepare the template.

2. List down the topics discussed/abilities developed in column 1.

3. Then, recall how much time you have spent on each content. Write
these down on column 2. Get the total number of time. Write the total
on the cell where the labels “TOTAL” and “TIME” meet.

4. Decide on the total number of items you will have for the test. Write
this down on the cell where the labels “TOTAL” and “NO. of ITEMS”
meet.

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5. Calculate the number of items of each learning content using this
formula:

The rule of thumb in determining the number of items per learning


content is directly proportional to the number of minutes or hours
(whichever is applicable in your case) spent on that particular learning
content.

Thus, the learning content which you taught for the longest length of
time should have the highest number of items out of the total number
of items/points you have decided for your exam. The rest follows.)

6. Round up to the nearest one. So, you should have whole numbers. The
total number of items should be 60, the total number of items which
you decided on in step 4.

7. Work your way on the fourth column. This column is subdivided into
six (6), one for each cognitive domain. Distribute the number of items
per learning content to the cognitive domains.

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8. Add each item in the respective columns. Then, add each total. The
grand total should be equal to the highest possible score.

9. Decide on the test format that would assess the abilities you have
identified in your TOS.

Here, you can apply what you have learned in the previous lessons
(i.e., classroom-based assessment methods, product measures,
process measures, and literacy assessment strategies).

For instance, look at “Recall”. Which among the selected response


short answer method test formats would you like to use to assess
your students’ ability to recall? Let’s say you decided to use
“Identification” as the test format. This identification test will have
6 items, 5 of which is for “context clues” while the remaining 1 item
is for “transitional devices”.

How about “Understand”? Which test format would you use to


assess your students’ ability to understand? Defining the term in
their own words can be used for this. Since it is a higher level than
“recall”, this can be given 2 points. In the TOS, you will see “2”

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where “context clues” and “understand” meet. Instead of writing
“2”, you can replace it with “12” which means two points per item.
The total of this column would still be 2.

Now, look at “Apply”. Which test formats would you use to assess
you students’ ability to apply knowledge? You can use multiple
chice for this. Remember the note on multiple choice given on the
previous lessons? Write very good items so that your multiple
choice test can assess your student’s ability to apply knowledge.

How about “Analyze”? What test format would you use to assess
your students’ ability to analyze? You can use the extended written
response. 1 item but 10 points. So, you need to revise this part in
the TOS. Merge the two cells where you see the number “5”. Then
write “110”.

Lastly, what test format can you use to assess your students’
ability to create? You can use a performance task. Think of a
writing task for this. 1 item but 20 points. So you can revise this
part in the TOS. Do what you did when you merged cells, then
write “120”. Make sure to prepare the rubrics you will use in rating
this writing task.

Your revised TOS will look like this.

Later on, when you are already writing the test items for the test
formats you have decided on and you find that you need to make
changes, you can do so provided you make the necessary
adjustments.

The TOS is your guide once you start writing the test. Should you
think of a better test format in the process of writing the test, feel
free to do so. Again, as long as you make the necessary
adjustments, all will be okay.

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10. Write the test items. Make sure that the test directions are clear and
unambiguous. This will help the reliability of your test.

Task 1
Directions: Write the test items for the test formats decided on in step 9
above. Make your test directions clear and include the rubric for the writing
task.
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Task 2
Directions: Write the TOS and Periodical Test for the IM package that you
made for Eng 411.

ASSESSMENT
A. Write a two-way TOS for the following learning contents
 Definition of Folklore
1. Popular antiquities
2. Famous antiquaries
 Categories of folklore
1. folk ideas
2. folk beliefs
 Folkloric pieces

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LESSON 7
EVALUATION

Congrats! By this time, you are ready to have your TOS and Periodical
Test ready for evaluation. If these were a large scale test development, your
test will still need to undergo many stages. But since the final requirement
of this course is the TOS and the Periodical Test for the IM package that you
made as a major output in Eng 411, your TOS and Test will undergo the
same evaluation procedure as that of your IM package. This stage will
determine if your output has quality.

Objectives
At the end of the lesson, you should be able to:
A. evaluate own TOS and test;
B. administer the evaluation tool to peers; and
C. report the result of evaluation.

Evaluation Procedure
Evaluation can be done in this order according to Santos (1999):
1. Evaluation by the developer
2. Evaluation by a panel of experts
3. Evaluation by potential users in a field tryout

However, our current situation forbids us from face to face contact


with students. So definitely, evaluation by students is out of the question.
The same goes with evaluation by a panel of experts since teachers
nowadays are struggling due to the pandemic.

Thus, instead of evaluation by a panel of experts, we will have an


evaluation by peers, at least three (3) your peers should evaluate your
materials using the Evaluation Tool found on the next page. But before you
ask your peers to evaluate your materials, you should conduct your own
evaluation for your materials, using the same evaluation tool. Be objective
in your evaluation. Should you find sections that need revising, revise them
first before asking your peers to do the peer evaluation.

Report the result of evaluation in tabular form.


Indicators Results Suggestions for Improvement
Developer
Indicator 1
Indicator 2
Etc.

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Rater 1
Indicator 1
Indicator 2
Etc.

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Evaluation Instrument

Directions: Please go over the TOS and the PERIODICAL TEST as you rate
its components using the criteria below. Kindly check the appropriate
column that best corresponds to the degree of quality which you think the
component displays.

Exceptional Thorough Adequate Inadequate


Indicators (5 points) (4 points) (3 points) (1 point)
The TABLE OF SPECIFICATIONS...
1 ...clearly conveys the purpose of the test.
2 ...are congruent with the objectives of the lesson.
3 ...reflects more items assessing higher level thinking.
4 ...number of items are calculated accurately...
The TEST FORMATS...
3 ...chosen match the learning target being assessed.
4 ...include both product and process-oriented measures.
The DIRECTIONS or RESPONSE MODES...
5 ...are clearly stated.
6 ...observe correct grammar.
7 ...are easy to follow.
The TEST ITEMS...
8 ...are as indicated in the table of specifications .
9 ...are written clearly.
10 ...tap knowledge and metacognitive abilities.
11 ...tap knowledge and linguistic competence in so far as the
language structure taught is concerned.
The TEST TASKS...
12 ...are interesting and authentic.
13 ...tap both knowledge and metacognitive abilities and linguistic
competence.
The SCORING GUIDE...
14 ... reflects rubrics where needed.
15 ... is easy to apply.
16 ... have rubrics that specify the qualities/criteria of the response
being asked.
17 ... gives credits to all response attempts.

Comments/Suggestions:
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Signature over printed name

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Bibliography

Books

Bailey, Kathleen M. (1998). Learning About Language Assessment. Heinle


& Heinle

Hughes, Arthur. (2003). Testing for Language Teachers. _____: Cambridge


University Press

Santos, Natividad A. (1999). Production of Instructional and Assessment


Materials in Reading and Language Teaching. Quezon City: Office of
Academic Support and Instructional Services-UP Open University

Websites

Gill, Paul. (2009). Assessment of Learning, for Learning, and as Learning.


http://web.uvic.ca/~thopper/iweb09/GillPaul/Site/Assessment_fil
es/Assessment.pdf Accessed 30 September 2020

Aesop. (n.d.). The Boy Who Cried Wolf. English for Students,
http://www.english-for-students.com/the-boy-who-cried-wolf.html
Accessed 10 October 2020

Stiggins, Rick. (2016). Assessment OF and FOR Learning. Retrieved from


https://www.mydigitalchalkboard.org/cognoti/content/file/resour
ces/documents/41/41007f16/41007f16fca270e40ad53f45051199
7fc78c9334/TranscriptofRickStiggins.pdf Accessed 5 October
2020

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Appendix A

The Boy Who Cried Wolf

Once there was a shepherd boy who had to look after a flock of sheep. One
day, he felt bored and decided to play a trick on the villagers.

He shouted, “Help! Wolf! Wolf!"

The villagers heard his cries and rushed out of the village to help the
shepherd boy. When they reached him, they asked, “Where is the wolf?"

The shepherd boy laughed loudly, “Ha, Ha, Ha! I fooled all of you. I was only
playing a trick on you."

A few days later, the shepherd boy played this trick again.

Again he cried, “Help! Help! Wolf! Wolf!"

Again, the villagers rushed up the hill to help him and again they found that
boy had tricked them. They were very angry with him for being so naughty.

Then, some time later, a wolf went into the field. The wolf attacked one
sheep and then another and another. The shepherd boy ran towards the
village shouting, “Help! Help! Wolf! Help! Somebody!"

The villagers heard his cries but they laughed because they thought it was
another trick. The boy ran to the nearest villager and said, “A wolf is
attacking the sheep. I lied before, but this time it is true!"

Finally, the villagers went to look. It was true. They could see the wolf
running away and many dead sheep lying on the grass.

We may not believe someone who often tells lies even when he tells the
truth.

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