1

Module 1: Basic Concepts in Assessment

Overview

This module is designed to explore the different concepts

and terminologies associated with assessment and how they
play significant roles in making decisions on the teaching-
learning process. These concepts are commonly and
interchangeably used. There is a need to clarify these concepts
and how they are useful in making learning productive in the
classroom.

Learning Outcomes
At the end of this module, you are expected to:

⮚ Distinguish measurement, assessment and evaluation

⮚ Describe objective measurement from subjective measurement

⮚ Distinguish the different evaluation purposes of learning such as placement,

formative, summative and diagnostic

⮚ Compare and contrast assessment AS, FOR and OF learning

 2

Lesson 1. Measurement, Assessment and Evaluation

Lesson Summary
Learning Tasks/Activities
The roles of measurement, assessment and evaluation are important in the
teaching-learning processes. These provide information regarding the
performance of students in accordance to determined learning outcomes. Without
using these tools, teachers may not be able to know whether the learning
outcomes have been met. Frequent monitoring of learning outcomes is beneficial
1. Read about the given topics on measurement, assessment and evaluation
to the
andeducational
give theirsystem
meaning for( 5the improvement
points each) of learning. Therefore, there is a
need to know how these three above-named concepts are defined and compared
2. Compare
to each andteaching
other in the differentiate these
learning given concepts by filling out the table
process.
below:
Learning Outcomes
3. List at least 2 activities
1. Distinguish or situations
measurement, that involve
assessment measurement, assessment
and evaluation
and2.evaluation ( maximum is 6 points )
Describe objective measurement from subjective measurement
4. Which of the following activities in dressmaking are associated to
measurement, assessment or evaluation. Explain your answers (5 points each) .
5. Situation : A dressmaker is tasked to create a wedding gown for her daughter.
The following were the things she had done: Identify which involves
measurement, assessment and evaluation ( 5 points each).
a) She took the length of the dress, bust size, length of sleeves, waist line ,
etc.
b) She sew the dress and once done asked her daughter to wear
the dress to find out if it fits her.
c) She made adjustments to the dress as it seems big to her daughter
 3

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom hence you are
going to submit your outputs there, or if not in facebook messenger or through my
email ad beatrice.mabitad @evsu.edu.ph. If unable to submit online, you may
submit your outputs to EVSU Ormoc Campus or you can submit it once face to
face classes resume.
For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you the
materials for our activities.
References and Other Additional Resources
Swathy, M.A (2018) https://www.slideshare.net/SWATHYMA1/differences-
between-measurement-evaluation-and-assessment?qid=83d9492a-4324-4e1c-9e94-
707425cffb5d&v=&b=&from_search=4
Aluan, Boyet (2012 ) https://www.slideshare.net/BoyetAluan/educational-
measurement-assessment-and-evaluation
file:///C:/Users/User/Downloads/Agogo-assign-1.pdf
https://www.youtube.com/watch?v=JXW15ZQrTio
https://www.youtube.com/watch?v=KhNQCDgJ9Mk
Raagas, Ester Lara (2011). Assessment and Evaluation of Student Learning: Concepts
and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil Publishing Inc.
Mandaluyong City. 2011

Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar Publishing, Inc.

Quezon City

Rico, Alberto A (2011). Assessment of Students’ Learning. A Practical Approach.

Lesson 1.2. Roles of Assessment in the Classroom

Lesson Summary
In lesson planning, evaluation aspect is found at the last part. However, this
should not be the case that it is only done after learning. Evaluation and
assessment of learning may occur in any part of the lesson. It maybe done prior to
instruction, at the middle or at the end part. It could be even integrated into the
activities of the students. Wherever it may appear in the teaching learning
process, the fact remains that it is an indispensable tool to the teaching learning
process. Its use in any part of the lesson is crucial to the accomplishment of
learning outcomes of the students. In this lesson, the students will be able to
explore the various roles of assessment and evaluation in the educative process.
Learning Outcomes
1. Distinguish the different evaluation purposes of learning such as
placement, formative, summative and diagnostic
2. Compare and contrast assessment AS, FOR and OF learning
 4

Learning Tasks or Activities

Activity 1. Drop it! Explain it!

Scenario. Before a student is admitted in College in any learning
institution, he is subjected to evaluation. He has to submit for an interview, takes
an entrance exam and his documents are scrutinized. He has to pass the
necessary requirements for him to qualify in that particular school. The type of
evaluation given to him prior to entry in school is called placement evaluation.
Why it is necessary for schools to check the qualification of the students prior to
admittance? ( 5 points )
Activity 2. Consider the list of words shown below to answer the given questions
that follow ( 2 points each )

_______________1. What type of evaluation is used to check errors in learning of

students?
_______________2. What type of evaluation is used when the purpose is to
monitor the progress of students in a lesson?
_______________3. What type of evaluation is a periodical exam?
_______________4.What type of evaluation is similar to assessment of?
_______________5.What type of evaluation is similar to assessment for?
_______________6.What type of evaluation is done at start of the lesson?

3. Explain why formative assessment is likened to a chef who tastes the soup
while summative is when the visitors taste the soup ( 2points).
4. Make a table to describe what is assessment as, assessment of and
assessment for (5 points).

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom, hence, you are
going to submit your outputs there, or if not, in facebook messenger. If unable,
you may submit your outputs to EVSU Ormoc Campus or you can submit it once
face to face classes resume.
For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you
materials for our activities.
 5

References and Additional Resources

Eberly Center for Teaching Excellence & Educational Innovation at Carnegie
Mellon University. “What is the difference between formative and summative
assessment?” Accessed May 3, 2017.
https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

file:///C:/Users/User/Desktop/assessment_of_for_as_learning.pdf
https://www.slideshare.net/gurkirat.kaur80/eval-types
https://www.slideshare.net/flairaysheabeliso/types-of-evaluation-24445176
https://bizfluent.com/info-8411853-different-evaluation-techniques.html
 6

Module 2: Principles of Assessment

Overview:

In this module, you will learn about the different principles

governing the development of high quality assessment tools. High
quality assessment indicates measures that would bring about
performance of students in relation to targeted learning outcomes.
This means that assessment tools developed are well constructed
which truly measure the expected learning performance of the
students.

Learning Outcomes
At the end of this module, you are expected to:

⮚ Discuss the importance of developing clear learning

outcomes
⮚ Distinguish and discuss the types of learning outcomes

⮚ Construct learning outcomes based on the three domains

of learning
⮚ Discuss the different properties of assessment and apply
them in classroom situations
⮚ Critique the validity of test questions

⮚ Calculate the reliability of tests

Lesson 2.0 Clarity Of Learning Outcomes

Lesson Summary
When a teacher plans to assess students’ learning, he needs to be guided
with the different principles of assessment in order for him to develop quality test
questions. One of these principles is that assessment must be based on clear
learning outcomes. What is a learning outcome? How is it different from learning
objective? How do we state clearly a learning outcome? How can we develop higher
order thinking skills of students? These are the things that you will explore as we
discuss this lesson on learning outcomes.

Learning Outcomes
1. Discuss the importance of developing clear learning outcomes
 7

2. Distinguish and discuss the types of learning outcomes

3. Construct learning outcomes based on the three domains of learning

Learning Tasks/Activities

1. Find the meaning of learning outcomes. How is it different from learning

objectives ( 2points).
2. Learning objectives/outcomes uses statements in behavioral terms.
Explain why ( 2 points)?
For questions 3 to 5, examine the words listed under behavioral or non-
behavioral terms and answer the questions that follow
BEHAVIORAL NOT BEHAVIORAL

Create Prepare Identify Know

Develop Compare Distinguish Aware

Give. Understand

3. Why are the terms mentioned above categorized as behavioural (2 points)?

4. Why are those terms given not behavioral learning outcomes ( 2 points )?

5. What is the importance of stating learning outcomes in behavioral terms?

6. Read about Bloom’s taxonomy of learning. Write 2 learning outcomes using

the different levels of Blooms taxonomy at each level of the cognitive domain.
Tabulate your answer following this guide ( 1 point each correct answer).
 8

A. Cognitive Behavioral Learning outcome statements

level word used
1.Remembering 1.
2.
2.Understanding 1.
2.
3.Applying 1.
2.
4.Analyzing 1.
2.
5.Evaluating 1.
2.
6.Creating 1.
2.
Instructions on how to submit student output
Online. Our learning materials are posted in google classroom hence you are
going to submit your outputs there, or if not in facebook messenger. If unable, you
may submit your outputs to the office of the education department of EVSU Ormoc
Campus or you can submit it once face to face classes resume.
For those who cannot attend classes due to no availability of cellphone or internet
connection, please see me personally in EVSU Ormoc to give you materials for our
activities.

References and Other Additional Sources

https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-
outcomes/what-are-learning-outcomes/
https://www.slideshare.net/VilnezaAlonzo/clarity-of-learning-targets-assessment
https://www.slideshare.net/acanonigo/principles-of-high-quality-assessment?
qid=a68d6041-9ae8-41e9-8fa4-c757de66bf9a&v=&b=&from_search=2

https://www.youtube.com/watch?v=E0nyGOfFiU
Tabigne, Charlene (2013).https://prezi.com/qjxmqggr-amp/the-principles-of-
high-quality-assessment/
Neptune, Amia (2012) https://www.slideshare.net/Neptune_Ayuste/58519966-
reviewofprinciplesofhighqualityassessment
 9

https://www.oxnardcollege.edu/committees/curriculum-committee/student-
learning-outcomes-definition
Blooms, Benjamin Taxonomy of Educational Objectives, Book :Cognitive
Domain, 2nd Ed. June 1984
Krathwohl, D.R, Bloom, B.B. Masia (1964) Taxonomy of Educational
Objectives: Handbook II Affective Domain. New York: David Mckay Co.
https://www.rcep.net/Education-Providers/All-About-Learning-Objectives-
1248.htm
https://www.pinterest.ph/pin/267190190374058165/?nic_v2=1a5aMHWlZ

Lesson 2.1. Appropriateness of Assessment Methods

Lesson Summary
Assessment of students’ performance is not only based on learning
outcomes but it should possess the following properties of assessment such as:
Assessment should be continuous, it should be comprehensive; it should be
diagnostic and functional; it should be fair and just; it should be practical and efficient
and ethical. These properties or principles are essential to make appropriate and
relevant assessment tools. These will help make our test questions valid and
reliable.
Learning Outcomes:
1. Identify and describe the different properties of assessment methods
2. Critique classroom situations applying the principle of assessment

Activity
 10

1. Research in the Internet the following and explain each one of them:
a) Assessment is:
1.Continuous
2. Comprehensive
3. Diagnostic and functional
4. Fair and just
5. Practical and efficient
6. Ethical

2. Consider the figure given below. Is it a fair assessment? Why?

3.Determine the type of property of assessment being considered or

Fig.6 scenarios.
violated in the given Is this a fair assessment? (pinterest.com)
Explain to support your answer

Classroom Scenario What principle of If you are in the

assessment shoes of the
(properties) is concerned teachers,
considered in column would you do the
A. same. Why or why
not?
1. The class of Miss Flores is
having a practical exam in
swimming at the beach to
determine who swims best.
 11

She brought her class to the

beach for the said
assessment.
2. Clara and Charisse are
aiming for the highest honor
in the class of Miss Rita.
Both girls are competitive in
the class however Charisse
made it a way to give
presents to Miss
Rita .During the evaluation
period for the honor roll,
Charisse got a higher grade
than Clara.
3. Teacher X got mad at her
students because they were
noisy while she was
discussing her lessons. To
her dismay and frustrations,
she stopped her lesson and
gave an exam instead with
questions not covered in the
lesson.
4. Mrs Cruz always makes an
assessment at the end of the
lesson to check whether the
learning outcomes are met.

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom, hence, you are
going to submit your outputs there, or if not in facebook messenger. If unable, you
may submit your outputs to EVSU Ormoc Campus or you can submit it once face to
face classes resume.
For those who cannot attend classes due to no availability of cellphone or internet
connection, please see me personally in EVSU Ormoc to give you materials for our
activities.

References and Other Sources

1. https://www.youtube.com/watch?v=wqd_4Iwjuoc
2. https://www.youtube.com/watch?v=VXkmw2E15qc
 12

Lesson 2.1.1 Appropriateness of Assessment Methods

Validity of the Test
Lesson Summary
Validity is a characteristic of an assessment tool essential also in developing
quality test. If an assessment tool is not valid, there is no way it can appropriately
serve its purpose in evaluating appropriately and accurately the learnings of the
students. Hence as teachers, we need to know how to develop test questions that
possess validity. In this lesson, we will determine what is validity? What are the types
of validity? How do we determine if the assessment tool constructed is valid or not?

Learning Outcome
1. Determine the validity of the test

Learning Tasks/Activities

1. Define the following terms ( 2points each ):

a) Validity
b) Face validity
c. Content validity
c) Predictive validity
d) Construct validity
2. Determining the Validity of the Test ( 2 points each )

a) Borrow an assessment tool such as a periodical test in your area of

specialization from your teachers in high school
b) Examine the borrowed periodical test and check the following:
 13

b.1) a) Grammar used - Are there errors in grammar? Which items have
wrong grammar?
b.2) Are the questions readable ( font size)?
b.3) Are there questions that are not clear or ambiguous? Indicate which
items have ambiguous terms.
b.4) Are the words or vocabulary used appropriate for the intended
students?
b.5) Are the different cognitive skills tested in the given test?
b.6) Are there items which structures of sentences are inappropriate. Identify
these items.
Based from the activity given, you have assessed the validity of the periodical
test you have borrowed, how will you now describe a valid test?

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom hence you
are going to submit your outputs there, or if not in facebook messenger. If
unable, you may submit your outputs to EVSU Ormoc Campus or you can
submit it once face to face classes resume.
For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you
materials for our activities.

References and Other Sources

Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar

Publishing, Inc. Quezon City
Raagas, Ester Lara. Assessment and Evaluation of Student Learning: Concepts
and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil
Publishing Inc. Mandaluyong City. 2011
Villanueva, Arlan. Assessment of Student Learning. Commonwealth National
High School. www.yahoo.com

Lesson 2.1.2 Appropriateness of Assessment Methods

Reliability of the Test
Lesson Summary
 14

An assessment does not only need to be valid but also reliable. Reliability is
another principle of assessment necessary to produce quality test. Think about this:
The result of the Board Examination for Teachers was announced and it revealed
that almost all the takers got a score of 90 above. What can you say about the result
of the test? Does it reflect the true performance of the takers? Is the result of the test
reliable? This lesson will explore what a reliability of test is and its types.
Learning outcomes:
1. Define reliability
2. Distinguish the different types of determining the reliability of the test
3. Calculate the reliability of the test
Learning Tasks/Activities

1.Unlocking of Difficulty ( 5 points )

Fill out the diagram below about your understanding on reliability. What
comes into your mind when we say reliability or reliable?

_____________

___________ Reliability ______________

_____________

2. What are the different methods of determining the reliability of the test (3 points)?
3. Search in the internet or in reference materials how to calculate the reliability of
the test.
 15

3.1 . How do we interpre and analyze the value of reliability of the test ( 3points)?
3.2 Given the following problems, determine the reliability of the test.
a) Ms. Celia administered her test in Sociology to 10 students. The first form
of the test was conducted at exactly 8:00 AM. After two hours, the test papers
in the first form were collected, and thereafter, the second form similar in
content, was given. Their scores in the first and second forms are shown
below;
First Form 24 35 29 34 26 15 30 32 19 27
Second Form 17 30 25 30 24 13 29 30 17 24
3.3 Mr. Romulo conducted a 40-item Science test to his 10 students. Their
scores in the first half and in the second half are shown below. Find the
reliability of the whole test.
First Half 16 18 20 8 10 13 19 19 19 16
Second half 15 13 18 9 8 10 17 16 17 15

3.4 Dr. Reyes had a test in English to 12 students. After two days, the same
test was conducted to the same group of students whose scores are as
follow; scores in the first and second tests are given as follows;
( Assignment)
1st test 35 36 27 43 43 37 28 38 40 38 42 36
2nd test 30 38 25 40 40 36 23 41 38 27 38 30
3.5 Ms. Cruz gave a 30 -item science test to her pupils. The scores of her
pupils are shown below. What is the reliability of the test?
Pupils 1 2 3 4 5 6 7 8 9 10 11 12
Scores 24 28 29 22 17 18 16 24 23 24 15 18

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom hence you are
going to submit your outputs there, or if not in facebook messenger. If unable, you
may submit your outputs to EVSU Ormoc Campus or you can submit it once face to
face classes resume.
For those who cannot attend classes due to no availability of cellphone or internet
connection, please see me personally in EVSU Ormoc to give you materials for our
activities.

References and Other Sources

 16

Tabigne, Charlene (2013).https://prezi.com/qjxmqggr-amp/the-principles-of-

high-quality-assessment/
Neptune, Amia (2012) https://www.slideshare.net/Neptune_Ayuste/58519966-
reviewofprinciplesofhighqualityassessment
https://www.oxnardcollege.edu/committees/curriculum-committee/student-
learning-outcomes-definition
Blooms, Benjamin Taxonomy of Educational Objectives, Book :Cognitive
Domain, 2nd Ed. June 1984
Krathwohl, D.R, Bloom, B.B. Masia (1964) Taxonomy of Educational
Objectives: Handbook II Affective Domain. New York: David Mckay Co.
https://www.rcep.net/Education-Providers/All-About-Learning-Objectives-
1248.htm
https://www.pinterest.ph/pin/267190190374058165/?nic_v2=1a5aMHWlZ
https://www.youtube.com/watch?v=wqd_4Iwjuoc
https://www.youtube.com/watch?v=VXkmw2E15qc
https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-
outcomes/what-are-learning-outcomes/
https://www.slideshare.net/VilnezaAlonzo/clarity-of-learning-targets-assessment
https://www.slideshare.net/acanonigo/principles-of-high-quality-assessment?
qid=a68d6041-9ae8-41e9-8fa4-c757de66bf9a&v=&b=&from_search=2

Yee Bee Dee, 2014. https://www.slideshare.net/YeeBeeChoo/basic-principles-of-

assessment
https://www.youtube.com/watch?v=E0nyGOfFiUw

LNU. Professional Education LET Review.

Hernon, P. and Dugan, R. (2004) Outcomes Assessment in Higher Education:
Westport: Libraries Unlimited
Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar Publishing,
Inc. Quezon City
Raagas, Ester Lara. Assessment and Evaluation of Student Learning: Concepts
and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil
Publishing Inc. Mandaluyong City. 2011
Villanueva, Arlan. Assessment of Student Learning. Commonwealth National
High School. www.yahoo.com
 17

MODULE 3: DEVELOPING TEACHER-MADE TESTS

Overview
In this module, you will learn about the different
types of teacher-made tests. You will be also exposed on
how to construct these types of tests following the
different principles as well as rules of thumb in test
construction.

Learning Outcomes
At the end of this lesson, you are expected to:

⮚ 1. Define a table of specification and

2. Discuss the types of table of specification

2. Construct a Table of specification for a certain grading
period
3. Discuss the different types of teacher-made tests
4. Develop different types of test questions following the
rules of thumb in test construction

Lesson 3.0 Table of Specification

Lesson Summary
Prior to the construction of test questions for a long test or quarterly exam,
teachers need to have a guide in test construction. In this way, all the lessons
covered will be accounted for as well as the skills that students need to master. This
is similar to what engineers do when they construct buildings or houses. They have a
blueprint of their plan of constructing the building where the essential structures of
the building are laid out as well as the dimensions with the corresponding materials
needed and other essential features of the building. In this lesson, future teachers-to-
be will be able to understand the important role of the table of specification in test
construction.
Learning Outcomes
1. Define a table of Specification
2. Discuss the types of table of specification
3. Construct a table of specification for a certain grading period
 18

Learning Tasks/Activities
Activity 1
1. Give the meaning of a table of specification ( 2points)
2. Showing examples of the two types of table of specification, examine
each type and answer the questions that follow:

One-way Table of Specification (TOS)

Subject Matter No. of class No. of Test placement
sessions items
(Item number)
1. Describe an ecosystem 3 7 1 to 7

2. Determine the essential 9 21 8 to 28

chemicals needed by the
body
3.Define and describe the 4 10 29 to 38
process of photosynthesis
4.Define and describe the 5 12 39 to 50
process of respiration
Total 21 50

Two-way Table of Specification

No of R U Ap Anal E C T
pl yzing
hours e n yi va r ot
used m d ng lu e al
Lesson Objectives e er at at
m st
ei in
b a
n g
n
er g
di
n
g

1. Convert units of 3 1 1 1 1 1 1 6
Measure
(1) (2) (3) (4) (5) (6)
 19

2. Calculate the 3 1 1 1 1 1 6
Speed and velocity of
(7) (8) (9,10 (11) (12)
vehicles in Motion
)
3. Define and discuss 2 1 1 1 1 4
acceleration
(13) (14) (15) (16)
4. Distinguish projectile 1 1 1
motion and calculate
(17) (18) 2
problems involving it
5. Define force and 1 1 1
distinguish the
(19) (20) 2
different types of force
TOTAL 10 4 6 8 8 7 7 40

3. What do you find in a table of specification?

4. What makes a one-way table of specification different from a two-way
table of specification
5. Examine the number of class sessions and the total of number of items
developed. What do you notice with the number of test items developed
when more number of class sessions is involved in teaching said lesson?
6. Why is it necessary to use a table of specification prior to the making of
test questions in a long test or periodical test?

Activity 2 Complete the one-way and two-way table of specifications below ( 5

points ),

Exercise 1. One-way TOS

Learning Outcomes No. of class No. of Test placement
sessions items
1. Identify and describe 6
the different
geometric shapes

2. Compare the 3
different types of
triangles
3. Define a circle and 4
identify its parts
4. Solve problems 1
 20

involving circle
5. Define a 2
Pythagorean
theorem

6. Solve problems 7
involving
Pythagorean
theorem

Total 23 60
Exercise 2. Two-way TOS
Learning No. of No. of u a a e cre
Outcomes class items n p n v ate
sessions r d p al a
e e l yz l
m r y e u
e s a
m t t
b a e
e n
r d
1. Identify and 6
describe the
different
geometric
shapes

2. Compare the 3
different types
of triangles
3. Define a circle 4
and identify its
parts
4. Solve 1
problems
involving circle
5. Define a 2
Pythagorean
theorem

6. Solve 7
problems
 21

involving
Pythagorean
theorem

Total 23 60

Instructions on how to submit student output

Online. Our learning materials are posted in google classroom hence you are
going to submit your outputs there, or if not in facebook messenger. If unable, you
may submit your outputs to EVSU Ormoc Campus or you can submit it once face to
face classes resume.
For those who cannot attend classes due to no availability of cellphone or internet
connection, please see me personally in EVSU Ormoc to give you materials for our
activities.
References and Other Sources
Raagas, Ester Lara (2011). Assessment and Evaluation of Student Learning:
Concepts and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil
Publishing Inc. Mandaluyong City. 2011
Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar
Publishing, Inc. Quezon City
Alex Dugan. Authentic Assement. TESOL Adventist International Institute of
Advanced Studies. www.yahoo.com
Asaad, Abubakar S. and Hailaya, Wilham M (2004). Measurement and
Evaluation. Concepts and Principles.Rex Printing Company, Inc.
Lesson 3.1 Constructing Teacher-made Tests
LEARNING OUTCOMES:

1. Utilize the rules of thumb in constructing multiple choice test questions

2. Construct multiple choice test questions in the different levels of the cognitive
domain for a given topic
3. Construct other types of teacher-made tests
4. Critique test questions made by teachers if they adhere to appropriate test
construction

Summary

Teachers develop varied assessment tools to monitor the accomplishment of

intended learning outcomes. These assessment tools should adhere to rules in test
construction in order to develop appropriate and quality assessment tools. If test
questions do not adhere to guidelines in test construction, students may have
problems in answering the test since there might be errors in test construction.
 22

Students may fail not because they do not know the lessons but rather they failed
due to inability to understand the questions since these are erroneously made.

Learning Tasks/Activities

Activity 1

1. Define the following:

a) Objective tests ( 2 points )

b) Subjective tests ( 2points)

2. Describe the different levels of Blooms cognitive taxonomy and give

examples on how to develop multiple test questions at each level ( 3 points )

2. Discuss the rules of thumb in constructing the following types of tests:

a. Selection/recognition type of test ( 3 points each )

a.1) Multiple choice test

a.2) Analogy test

a.3 True or false test

a.4) Matching type test

b) Recall/supply type test

b.1) Identification test

b.2) Labeling test

b.3) Enumeration test

c) Essay test

Activity 2
Examine the given questions below. Check for errors in the
manner the question is asked or the options given. Use the guidelines
in making multiple choice test questions to critique each question. (Use
extra sheets for answers)
1. Pharynx
a.is the opening in your nose.
b.found between your nasal cavity and your esophagus.
c.closes over your larynx.
d.trap bacteria, dust, and pollen.
 23

2. These cakes are also known as sponge cake of foam cake.

a. Shortened cake
b. Chocolate cake
c. Chiffon cake
d. Brown cake

3. How is electricity generated?

a. It is an energy generated by different mechanisms such as induction,

friction or chemical change,having magnetic or radiant effect.
b. Electricity refers to moving electrons in a medium.
c. Electricity is a property of matter which consists of electrons, protons and
neutrons.
d. All of the above.
4. Before using a resistor, what do you think is to be considered?
a) Consider the voltage of the battery
b) Consider the voltage and the amperes for the battery
c) Consider the brand and the appearance of the components
d) Consider the indicator of the equipment
5. What is custard cups?

a. Are containers used for cooking custards.

b. It is a compartment or cooking vessel for baking, heating or drying
foods.
c. Is a sheet similar to a tray where the mixture for cookies are arrangeed
for baking.
d. All of the above

Activity 3

Work in groups. Borrow a copy of a periodical test in the high school for any
year level for your field of specialization. Critique the multiple choice test
questions made based on the rules in constructing the test.

Activity 4
Individual Work. Construct at least 3 sample of multiple choice questions
each in the following levels of the cognitive domain:
a) remembering (knowledge)
b) understanding (comprehension)
c) applying
d) analyzing
 24

e) evaluating and creating (synthesis).

Construct at least 5 questions each for each type of test.
a) Completion Test
b) True or false test
c) Identification test
d) Labeling test
e) Matching type
f) Analogy
g) Essay test

Instructions on how to submit student output

` 1. Online. Our learning materials are posted in google classroom hence you
are going to submit your outputs there, or if not in facebook messenger. If unable,
you may submit your outputs to EVSU Ormoc Campus or you can submit it once
face to face classes resume.
2. For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you materials
for our activities.

References and Other Sources

https://www.slideshare.net/Eaicz12/development-of-classroom-assessment-
tools
https://facultyinnovate.utexas.edu/sites/default/files/writing-good-multiple-
choice-exams-fic-120116.pdf
https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf

https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-
choice-test-questions/.
Raagas, Ester Lara (2011). Assessment and Evaluation of Student Learning:
Concepts and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil
Publishing Inc. Mandaluyong City. 2011
Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar
Publishing, Inc. Quezon City
Alex Dugan. Authentic Assement. TESOL Adventist International Institute of
Advanced Studies. www.yahoo.com
Asaad, Abubakar S. and Hailaya, Wilham M (2004). Measurement and
Evaluation. Concepts and Principles.Rex Printing Company, Inc.
Calderon, Jose F and Gonzales, Expectacion C. (2006) Measurement and
Evaluation. National Bookstore
 25

Santos, Rosita de Guzman (2007). Advanced Methods in Educational

Assessment and Evaluation.Lorimar Publishing Incorporated.
Thakur, Priyansh.https://www.yourarticlelibrary.com/education/types-of-written-
tests-education/89733

Villanueva, Arlan. Assessment of Student Learning. Commonwealth National

High School. www.yahoo.com

https://www.slideshare.net/Eaicz12/development-of-classroom-assessment-tools
https://facultyinnovate.utexas.edu/sites/default/files/writing-good-multiple-
choice-exams-fic-120116.pdf
https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf
https://cft.vanerbilt.edu/guides-subpages/writing-good-multiple-choice-test-
questions/

MODULE 4. ITEM ANALYSIS

Overview
This module focuses on how to prepare quality written test by
subjecting them to validation and item analysis. There are stages to go
through the process in developing quality test namely: 1)Development
phase – making of intended test questions 2) Try-out phase –
Conducting the test to a group of students 3) Item analysis – analyzing
answered questions to decide whether it could be used, revised or
rejected. The final questions made become the standard test for a
certain grading period.

LEARNING OUTCOMES
 26

At the end of this module, you are expected to:

1. Define the index of difficulty, index of discrimination of a

particular test item and plausibility of options
2. Calculate the index of difficulty, index of discrimination
and effectiveness of options of individual test items

Lesson Summary

In order to ensure that the test prepared by the teacher is useful and
functional, it has to be subjected to item analysis. Item analysis allows each question
or item to be analyzed in terms of its level of difficulty and the ability to distinguish
those who know and whether the options are appropriate or effective. These will be
bases whether to revise, discard or retain the test question. This is the concern for
this lesson.

LEARNING TASKS/ACTIVITIES

What do I know?

1. Define the following ( 2 points each):

a. Standardized test
b. Item analysis
c. Difficulty index
d. Discrimination index
e. Effectiveness of Option

2, Answer the following questions:

2. 1A Science periodical test was given to 50 students. Below shows items or
questions numbers 1-4 with the number of students who got correct in the two
groups. Analyze each item by determining the difficulty index as well as its
discrimination index. Make the appropriate interpretation (3 points each per item)

Item UG LG Difficulty Interpretatio Discrimi Interpre

 27

index n nation tation Decisio

index n
1 8 3
2 12 10
3 5 5
4 14 4

1. Example: As shown below, option B is the correct answer. Many from the
upper group (U) chose option B than that in the lower group (L). Likewise,
many from the lower groups chose the wrong options A, C and D than that in
the upper groups. Determine whether each option is effective option. Write
answer below each option in the table

OPTIONS
Item Group A B* C D
1 Upper group 3 8 1 2
Lower group 5 3 3 3
Effectivenes
s of Options

2. Out of 40 students who took a test in Measurement and Evaluation, 10

students belonging to the upper group got correct responses and only 6
students in the lower group got correct responses for item # 5. Determine and
interpret the
a) Difficulty index
b) Discrimination index
c) Decision whether to reject, revise or retain the item
3. A 20-item multiple choice test with five (5) options was conducted to 30
students in Educational Research. Determine the effectiveness of the
distracters for item # 15. Here are the records of the responses of the upper
and the lower groups

Group A B C D* E
Upper 0 0 2 5 1
Lower 2 5 0 1 0
Effective? ___ ____ ___ ___ ___
 28

Instructions on how to submit student output

` 1. Online. Our learning materials are posted in google classroom hence you
are going to submit your outputs there, or if not in facebook messenger. If unable,
you may submit your outputs to EVSU Ormoc Campus or you can submit it once
face to face classes resume.
2. For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you materials
for our activities.

References and other Sources

Raagas, Ester Lara (2011). Assessment and Evaluation of Student Learning:

Concepts and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil
Publishing Inc. Mandaluyong City. 2011
Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar
Publishing, Inc. Quezon City
http://www.specialconnections.ku.edu/?q=assessment/
quality_test_construction/teacher_tools/item_analysis
http://www1.udel.edu/educ/gottfredson/451/unit9-guidance.htm
Alex Dugan. Authentic Assement. TESOL Adventist International Institute of
Advanced Studies. www.yahoo.com
Asaad, Abubakar S. and Hailaya, Wilham M (2004). Measurement and
Evaluation. Concepts and Principles.Rex Printing Company, Inc.
Calderon, Jose F and Gonzales, Expectacion C. (2006) Measurement and
Evaluation. National Bookstore
Santos, Rosita de Guzman (2007). Advanced Methods in Educational
Assessment and Evaluation.Lorimar Publishing Incorporated.

https://www.turnitin.com/blog/what-is-item-analysis-and-other-important-exam-
design-principles
https://www.geneseo.edu/sites/default/files/sites/education/p12resources-item-
analysis-and-instruction.pdf
 29

MODULE 5: PRESENTING, DESCRIBING AND INTERPRETING

TEST RESULTS
Overview
This module focuses on how generated scores from students’
performance could be presented, described and interpreted to improve
teaching and learning. Raw scores without processing would not yield
meaning to anyone. They need to be processed so they would convey
meaning to the ones who will use them.

Learning Outcomes
At the end of this module, you are expected to:

1. Demonstrate how to present data in varied forms

2. Calculate measures of central tendency and measures of
dispersion
3. Utilize processed data and assessment results to improve
teaching and learning

Lesson 5.0 Presenting Data

Lesson Summary
Student performance needs to be processed and presented which is essential in
making decision regarding the progress of their learning. Data which are in its raw
form do not give substantive meaning and difficult to interpret. Hence, future
teachers must be knowledgeable on how to process and present scores so it would
be easy to interpret. In this lesson, you will be able to learn how to present data or
scores in varied forms.
Learning Tasks/Activities
1. Let us check your prior understanding before we start with our lesson by
answering the matching type test below.
Match Column A with B. Write the letter on the appropriate space.
COLUMN A COLUMN B
_____1. Average score a) Mean
_____2. Score found at the midpoint scale b) Mode
_____3. Score occurs most often c) Standard deviation
_____4. Dispersion of score from the mean d) Median
_____5. Proportion of score greater than or equal to e) Percentile rank
 30

f)Skewness

Activity 5.0

Presenting Data
At the end of this activity, you are expected to present a given data in varied
forms histograms, frequency polygons, pie graphs and others.
Materials: excel, sample data
Procedure:
1. Consider the raw data below on frequency of scores of 50 students in an
exam in Science
Frequency
Score (f)
inScience (x)
30 3
28 3
26 5
25 4
22 4
20 6
18 10
16 7
15 3
8 2
 31

6 1
5 1
4 1
N 50

2. Using this data, transfer this in Excel. In Excel, click this data to highlight and
click the INSERT icon. Select charts and transform this data into pie chart,
linear graph, histogram and other available chart. Scores in science is found
in the X axis label this in the chart you made as well as the frequency
indicated at the Y-axis.
3. Post the charts you made .
Questions:
1. What is the advantage of presenting data in charts or graphs?
2. Interpret the data in the charts you made. What conclusions could you arrive
at from the given data.
3. From your answers in the above activity, what are the ways to present data

Instructions on how to submit student output

` 1. Online. Our learning materials are posted in google classroom hence you
are going to submit your outputs there, or if not in facebook messenger. If unable,
you may submit your outputs to EVSU Ormoc Campus or you can submit it once
face to face classes resume.
2. For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you materials
for our activities.

References and other Sources

Raagas, Ester Lara (2011). Assessment and Evaluation of Student Learning:

Concepts and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil
Publishing Inc. Mandaluyong City. 2011
Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar
Publishing, Inc. Quezon City
Alex Dugan. Authentic Assement. TESOL Adventist International Institute of
Advanced Studies. www.yahoo.com
Asaad, Abubakar S. and Hailaya, Wilham M (2004). Measurement and
Evaluation. Concepts and Principles.Rex Printing Company, Inc.
 32

Calderon, Jose F and Gonzales, Expectacion C. (2006) Measurement and

Evaluation. National Bookstore

Lesson 5.1 Describing and Interpreting Scores/Data

Lesson Summary
Raw scores obtained by students in assessment should be described and
interpreted whether progress in learning has taken place. The use of statistics is
important for this purpose so appropriate and accurate decisions could be made.
Among the statistics useful in the development and interpretation of scores are the
measures of central tendency and dispersion or varation. Likewise In this lesson, we
will focus on describing how scores of students behave when plotted in a graph.

LEARNING OUTCOMES:
1. Describe how scores are distributed through measures of central tendency,
dispersion and skewness
2. Calculate measures of central tendency and dispersion

Learning Tasks/Activities

Describing Score Distributions

!. Procedure:
1. Given the following scores of 30 students in an 80-item test. Examine the
data given and answer the following questions.
37 56 45 56 58
 33

42 67 56 58 76
35 45 68 78 78
78 80 65 47 45
34 67 59 49 48
29 78 70 59 59

Questions:
1. From the data presented, can you describe how the students as a whole class
perform in the given test?
2. Is it easy or difficult to describe the scores of the students? Why or why not?
II. Define the following:
1. Measure of central tendency
a) Mean
b) Median
c) Mode
2. Measures of variability
a) Range
b) Standard deviation
2. How do we determine the different measures of central tendency?
3. How do we determine the different measures of variability?
III. What is a normal distribution? Skewed distribution?
IV. How do we distinguish a negatively skewed from a positively skewed distribution?
V. Answer the ff: questions:

a) Compute the following for the given scores of students

25, 30, 40, 55, 38, 45,40, ,37,38,50
a.1 Mean
a.2 Median
 34

a.3 Mode
a.4 Standard Deviation
b) What kind of performance students show in a negatively skewed
distribution?

Instructions on how to submit student output

1. Online. Our learning materials are posted in google classroom hence you
are going to submit your outputs there, or if not in facebook messenger. If unable,
you may submit your outputs to EVSU Ormoc Campus or you can submit it once
face to face classes resume.
2. For those who cannot attend classes due to no availability of cellphone or
internet connection, please see me personally in EVSU Ormoc to give you materials
for our activities.

References and other Sources

https://www.slideshare.net/RonaldQuileste/describing-and-interpreting-test-
scores-frequency-distribution-to-measures-of-central-tendency
https://psychology.wikia.org/wiki/Skewed_distribution?file=Skew.png
Raagas, Ester Lara (2011). Assessment and Evaluation of Student Learning:
Concepts and Application. 3LR Datstat Analysis Center. Cagayan De Oro City. Anvil
Publishing Inc. Mandaluyong City. 2011
Navarro, Rosita L.et al (2017). Assessment of Learning 1. LOrimar
Publishing, Inc. Quezon City
Alex Dugan. Authentic Assement. TESOL Adventist International Institute of
Advanced Studies. www.yahoo.com
Asaad, Abubakar S. and Hailaya, Wilham M (2004). Measurement and
Evaluation. Concepts and Principles.Rex Printing Company, Inc.
Calderon, Jose F and Gonzales, Expectacion C. (2006) Measurement and
Evaluation. National Bookstore
Santos, Rosita de Guzman (2007). Advanced Methods in Educational
Assessment and Evaluation.Lorimar Publishing Incorporated.

https://www.ck12.org/statistics/frequency-polygons/lesson/Frequency-Polygons-BSC-PST/

https://www.google.com/search?
q=frequency+polygon&tbm=isch&source=iu&ictx=1&fir=EGOCXYbY1HLBlM%252CM_dtoep1SpH_sM
%252C_&vet=1&usg=AI4_-
kT7igs4eZ7NY4XFHON83Fd106w9TQ&sa=X&ved=2ahUKEwii1bWEzcTrAhVzyosBHa53D00Q_h16BAgJ
EAQ#imgrc=rd2C0W1X3AifUM
 35

Module 6: Grading and Reporting of Students’ Performance

Overview
The results of assessment and evaluation enable teachers
to determine the performance in learning of the students. This
achievement in learning needs to be communicated to students as well
to their parents. Giving them grades is a way to communicate with
them how well learning has gone far. In this module, you will be
exposed on how students are graded based on the guidelines of
DEPED. Likewise, promotion and retention policy of DEPED are
discussed.

Learning Outcomes
 36

1. Determine the uses of grading

2. Differentiate criterion-referenced from norm-referenced grading
3. Distinguish the method of grading and reporting of grades
4. Compute grades based from DEPED guidelines

Lesson Summary
Recording and reporting of assessment results is crucial in the teaching
learning process. After teaching and assessment, information about student’s
achievement must be communicated to the students, teachers, school administrators
and guidance counsellors. These are to provide students motivation to work harder
to get better grades, identify their strengths and weaknesses and help keep track of
their progress. To teachers, this will provide them feedback about their performance
in implementing instructional plans and whether the learning goals and outcomes are
met. To administrators, this will provide feedback to them on the effectiveness of the
educational program and give them ideas what areas need to be improved. Lastly, to
the parents, this will provide them information of their students’ progress in school as
well as to identify the strengths and weaknesses and other factors related to their
children.

Learning Tasks/Activities

Given the figure below, describe the contents of the

learning progress and achievement report of DEPE Figure 9.
 37

Deped Form (Source: DEPED)

1. Using the form for grading students performance above, describe in several
sentences how performance of students is graded and reported? How is the
semestral grade of each subject computed for senior high school students?
2. Define the following:
a) Criterion-referenced grading
b) Norm-referenced grading

3. Which type of grading system is appropriate to use if you want students

gain the competence/essential skills of students, normative or criterion-referenced
grading? Why?

2.Compute the quarter grade of the following student in MAPEH:

●PE - 79

●HEALTH – 85

●MUSIC -90

●ARTS -87

4.Liza obtained an 80 score in written work; 89 score in performance and 87

in quarterly assessment in Filipino in grade 10. The total score for each item is 100.
What is her final grade in Filipino?

5. Complete the table below to determine the grades of the given students in
Grade 8 in TLE.
 38

References and Other Sources

https://eturo.weebly.com/uploads/3/0/2/0/30202475/
assessment_in_the_k_to_12_basic _education_program_april_1.pdf

https://marquetteeducator.files.wordpress.com/
2012/07/5232012052424iwsmt.jpeg
http://www1.udel.edu/educ/gottfredson/451/unit11-chap15.htm

Magno, C., & Ouano, J.

(2010). Designing written
assessment for student
learning.
Manila: Phoenix
Magno, C., & Ouano, J.
(2010). Designing written
assessment for student
learning.
Manila: Phoenix
Magno, Carlo. Designing Written Assessment for Student Learning
esearchgate.net/publication/277405724_Designing_Written_Assessment_for_Stude
nt_Learning.
 39

EVSU Ormoc City Campus

Don Felipe Larrazabal, Ormoc City, Leyte

College of Education

For Inquiries, contact:

BEATRICE D. MABITAD
beatrice. Mabitad
@evsu.edu.ph
40