Kalinga Colleges of Science and Technology
P-5, Bulanao, Tabuk City, Kalinga
Name: JERRALYN S SALIDA Course: EDUC 6
A. Classify the following either as objective or Subjective measurement.
1. age of the pupil in years. Objective
2. test score in grade 7 mathematics . Subjective
3. attitude score based on observation. Subjective
4. class participation Objective
5. length of a piece of paper in inches __________ Objective
6. classroom behavior scale. Subjective
7. grade of a project submitted ___________________ Objective
8. showmanship in a school play ______________ Subjective
9. height of a building in meters ______________. Objective
10. perceptions on the effectiveness of a teacher _. Subjective
B. Identify the assessment function illustrated by the following:
1. entrance examination PLACEMENT
2. daily quiz FORMATIVE
3. unit test SUMMATIVE
4. periodical test SUMMATIVE
5. district wide test PLACEMENT
6. national scholastic aptitude test PLACEMENT
7. Licensure Examination for teacher SUMMATIVE
8. IQ test DIAGNOSTIC
B. Discuss the system model for evaluation. How does one explain the outcomes of an educational process in term
of context, inputs and processes?
The systems model for evaluation is a systematic method for determining the efficacy and efficiency of a
training session, course, or educational program is the systems model for evaluation. Regarding the outcome of
an educational process that is informed by context, inputs, and processes, this makes it easier to carry out the
outcomes in any program that involves the collection of data, the setting of targets based on that data, and the
subsequent development of processes for improved execution.
E. Differentiate assessment from evaluation. How do they differ and how are they similar?
Assessment is diagnostic in nature as it tends to identify areas of improvement. On the other hand, evaluation is
judgmental, because it aims at providing an overall grade. The assessment provides feedback on performance
and ways to enhance performance in the future. As against this, evaluation ascertains whether the standards are
met or not. Despite having different reasons, they do have some similar steps. Both involve specifying criteria to
observe in a performance or outcome. Both requires collection of data and other evidence by observing the
performance or by looking at the outcome or product.
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Name: JERRALYN S SALIDA Course: EDUC 6
A. Discuss the appropriateness of the following assessment methods:
1. Objectives test - is appropriate in testing all the hierarchy of educational objectives and in spite of that, the
students could be engaged in developing (HOTS) Higher Order of Thinking Skills.
2. Essay test - appropriate to use when the teacher wants to reveal how well students can recall, organize, and
clearly communicate previously learned information. When well written, essays tests
3. Performance test - It is appropriate to use when the teacher aims to assess how well students use foundational
knowledge to perform complex tasks under more or less realistic conditions.
4. Oral questioning - it is appropriate to use when the teacher aims to assess the student's stock knowledge and to
determine the student's ability to communicate ideas in coherent verbal sentences.
5. Self-reports - it is appropriate to use when the teacher aims objective is to diagnose or to appraise the
performance of students from the point of view of the student themselves. (Self-report approach to
measurement of communication competence is examined. It is concluded that self-reports have little validity as
indicants of competent communicative performances but may serve as useful measures of self-perceptions
which may function as precursors of communicative choices.)
6. Observational reports It is appropriate to use when the teacher aims is to supplement an assessment method
when used in conjunction with oral questioning and performance tests.
7. Product reports - It is the assessment which is talk about the end result of the students learning. Hence, it is
appropriate to use when the teacher's objective is to assess the projects and work of the students. Then here
they have a particular level or procedures that we need to followed 1st the beginner, 2nd skilled and 3rd is the
expert this procedure helps you to better know the statues or expectation for your students.
C. Define the following terms:
1. Content validity - It is how well the sample of test items represents the content the test is designed to
measure. This type of validity is achieved through systematically defining in precise terms the following:
• The specific content universe
Objectives
• How the content universe will be sampled
2. Criterion-related validity - It discuss how a test is judged against a specific criterion. It can be measured by
correlating the test with a known valid test (as a criterion). It also used to predict future or current performance
- it correlates test results with another criterion of interest.
3. Construct validity - How well a particular test can be shown to measure a particular construct (a theoretical
construction about the nature of human behavior, such as intelligence, anxiety, or creativity). Constructs are
difficult to measure because they are not directly observable but they are inferred from their effect on behavior.
Construct validity is determined by seeing how well the test distinguishes between two groups of subjects, one
that exhibits a high degree of the construct and
one that doesn't.
4. Reliability - It is the level of internal consistency or stability of the test over time, or the ability of the test to
obtain the same score from the same student at different administrations (given the same conditions).
5. Stability - it explains the idea of test- retest reliability wherein the scores from Time 1 and Time 2 can then be
correlated. It also refers to internal consistency as reliability measures, which can be estimated in several ways.
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C. answer the following questions:
1. A test may be reliable but not necessary valid. Is it possible for a test to be valid but not reliable? Discuss?
No, because a test can be reliable and not valid. A test cannot be valid and not reliable.
We can say that a test is reliable when it consistently produces the same results. A person may take a reliable tes several
different times, but would receive essentially the same results each time. And a person may take an unreliable test
several times and receive different results each time.
Use of a test is considered valid when the interpretation of the results is meaningfully applied and only if the tes is
reliable. For example, a reliable spelling test is valid for use in assessing spelling skills, but is not valid for use im
assessing keyboarding skills.
So, a test may be reliable and valid or reliable and not valid, but a test that is not reliable will never be valid.
2. Cite another example of a behavior considered not ethical in testing and assessment. Explain why you think such a
behavior is not ethical.
A teacher is taking a graduate course in research and intends to use his students in English 1 as subjects of his study. His
research deals with the effect of classical music on the learning of grammar. One class is taught English grammar with
subtle background music while the other class is taught the same lesson without any background music.
Because it should be pursuant to policy 7810, Evaluation of Licensed Employees, assessment results may be used in
conjunction with all other available information to judge the adequacy of any educator's performance. A pattern of
performance over multiple assessment cycles may be one indicator of the adequacy of an educator's performance.
Although the teacher is also the researcher it is not ethical to use your class for personal evaluation or for personal
concerns.
3. Enumerate the three (3) main concern of ethics in testing and assessment. Discuss each major ethical concern.
(a) Possible harm to the participants it only discussed that in assessing a teacher should consider if the test used can
caused any physical or psychological harm to anyone, because it the teachers responsibility to make sure that all
of the participants are protected to any physical or psychological harm.
(b) Confidentiality of assessment data - it only entails that the students' test result should be confident between the
student and the teacher, nevertheless it should not be communicated to any specific member of the class.
(c) Presence of concealment or deception it explains that the teacher may conceal the objective of the assessment
but then, the teacher should provide the sufficient explanation as possible, because it the teacher's
responsibilities and also as part of the teacher's ethics.
