Module 1: The Nature of Educational attitudes among others by means of appropriate

Assessment measuring instrumented

Education is the most powerful weapon which Two Types of Measurement:

you can use to change the world.” – Nelson
1. Objective – in terms of testing
Mandela
2. Subjective – in terms of perception
Lesson 1: Outcomes-Based Education

What is Education?
ASSESSMENT
 came from a Latin word “educare”
which means “to draw out” - a process of gathering and organizing
 the students and the teachers are the quantitative or qualitative data into an
two main elements of the educative interpretable form to have a basis for judgment
process or decision-making;
 because of knowledge explosion
brought about by the use of computers - it is a prerequisite to evaluation; it provides
in education the teacher ceased to be the information which enables evaluation to
the sole source of knowledge take place

What is Outcomes-Based Education? - Angelo (1995) defines assessment as ongoing

process. It involves a series of step, namely:
 OBE is the change of instruction from gathering, analyzing, and interpreting data.
content to learning outcomes.
 It focuses on classroom instruction on - The purpose of assessment is to determine
the skills and competencies that whether expectations match standards set by
students must demonstrate when they school authorities.
exit Expectations are provided by instructional
Three Characteristics of OBE objectives, that in turn, are translated into
learning outcomes.
 Student-centered
 Faculty-driven Standards are levels of performance set by
 Meaningful school officials as measures of excellence or
attainment.
Lesson 2: Basic Concepts in Assessment
Example: “After a 40-minute instruction, the
TEST student should be able to locate ten Asian
countries on a world map with 90 percent
-an instrument designed to measure any
correctness.”
characteristics, quality, ability, knowledge or
skill. Expectation: to locate ten Asian countries on a
world map
MEASUREMENT
Standard: 90 percent correctness
- a process of quantifying the degree to which
someone/something possesses a given trait;

- refers to the process of quantifying an

individual’s achievement, personality and
 1. Assessment FOR learning – done before and
during instruction (e.g. placement, diagnostic,
Teachers can set any of the following kinds of
formative)
standards (Zais, 1976):
2. Assessment OF learning – done after
1. Absolute maximum standard is a level of
instruction (e.g. summative assessment)
performance that can be reached by only a few
students, e.g. 95% performance. 3. Assessment AS learning – this is done for
teachers to understand and perform well their
2. Absolute minimum standard can be attained
role of assessing FOR and OF learning
by majority of students enough to guarantee
promotion to the next higher grade/year level,
e.g. 75% performance
ASSESSMENT FOR LEARNING
3. Relative standard refers to the level of
Placement – done before instruction
competency compared with the performance of
other students in a class or group, e.g. ranking.  its purpose is to assess the needs of the
learners to have basis in planning for a
4. Multiple standard is a level of performance or
relevant instruction
competency that utilizes a combination of the
 teachers use this assessment to know
first three standards. This kind of standards is
what their students are bringing into
employed to document and determine the
the learning situation and use this as a
learning growth pattern of students.
starting point for instruction
 the results of this assessment place
students in specific learning groups to
Modes of Assessment
facilitate teaching and learning
1. Traditional assessment – uses paper-and
Diagnostic – done before instruction
pencil test in assessing knowledge and thinking
skills  this is used to determine students’
recurring or persistent difficulties
2. Performance-based assessment – it requires
 it searches for the underlying causes of
actual demonstration of skills or creation of
student’s learning problems that do not
products of learning
respond to the first aid treatment
3. Portfolio assessment – a process of gathering  it helps formulate a plan for detailed
multiple indicators of student progress to remedial instruction
support course goals in dynamic, ongoing and
Formative – done during instruction
collaborative process.
 it is this assessment where teachers
EVALUATION
continuously monitor the students’ level
- a process of systematic interpretation, analysis, of attainment of the learning objectives
appraisal or judgment of the worth of organized  the results of this assessment are
data as basis for decision-making. communicated clearly and promptly to
the students for them to know their
strengths and weaknesses and the
Lesson 3: Purpose of Classroom Assessment progress of their learning
ASSESSMENT OF LEARNING 4. Ensure that assessment is valid, reliable, and
fair.
Summative – done after instruction
5. Keep record of assessment.
 it is used to certify what students know 6. Interpret/communicate results of assessment
and can do and the level of their meaningfully.
proficiency and competency
 its results reveal whether or not
The Goal-Oriented Instructional Mode
instructions have successfully achieved
the learning outcomes

ASSESSMENT AS LEARNING

Teachers should be skilled in:

1. choosing and developing assessment

methods appropriated for instructional
decisions

2. administering, scoring and interpreting the

results of both externally-produced and teacher-
produced assessment methods

3. developing valid pupil grading procedures

l (GOIM)
4. using assessment results when making
decisions about individual students, planning
teaching, developing curriculum, and school
improvement

5. communicating assessment results to

students, parents, other lay audiences, and
other educators

6. recognizing unethical, illegal, and otherwise

inappropriate assessment methods and uses of
assessment information

Lesson 4: Assessment Principles

Assessment is most effective when guided by

certain principles. Principles give direction to
assessment and serve as criteria for judging
sound procedures and practices.

The following principles of assessment are

worth considering:

1. Address learning targets/curricular goals.

2. Provide efficient feedback on instructions.
3. Use a variety of assessment procedures.
Module 2 : Instructional Objectives and Objectives
Learning Outcomes
 More specific than goals
“A goal is not always meant to be reached; it  They describe learning outcomes.
often serves simply as something to aim at.” –  Behaviors that must be achieved in
Bruce Lee various levels of the curriculum. These
levels include lesson, subject, unit, and
LESSON 1; AIMS, GOALS AND OBJECTIVES
program.
Aims

According to Ornstein and Hunkins (1988), aims LESSON 2: INSTRUCTIONAL OBJECTIVES

are orientations that suggest endpoints. They
 Instructional objectives should be stated
are intention or aspiration; what you hope to
in behavioral terms. They must be S-M-
achieve.
A-R-T (specific, measurable, attainable,
They are not specific quantifiable outcomes and result-oriented and time-bounded).
written in broad terms. Educational aims must  It consists of two essential components:
address the cognitive, psychomotor, and behavior and content. Behavior
affective domain. component tells what a learner is
expected to perform (expressed in verb
The 1987 Philippine Constitution, Article XIV, form). Content component specifies the
Sec. 3 (2) spells out the aims of education: topic or subject matter a student is
1) include patriotism and nationalism expected to learn (expressed as noun
2) foster love of humanity phrase)
3) respect for human rights Examples:
4) appreciation of the role of national heroes in
the historical development of the country
5) teach the rights and duties of citizenship
6) strengthen ethical and spiritual values
7) develop moral character and personal
discipline
*The underlined action words are behavior
8) encourage critical and creative thinking
components while the boxed noun phrases
9) broaden scientific and technological
are content components.
knowledge
10) promote vocational efficiency It should be noted that behavioral
objectives are observable and measurable.
The use of the five senses – sight, hearing,
Goals
smell, taste, and touch – makes the
 Derived from the aims of education objectives observable. Measurable means
 Broad statements that provide that objectives can be translated into
guidelines what to accomplish as a objective test items.
result of prescribe educational program
(see Goals of CTE in your course design
as an example)
An instructional objective also contains two  Cognitive Domain (Knowledge)
optional components: condition and criterion
It is consisted of objectives that relate to mental
level. Condition is he situation which learning
or thinking processes. These objectives are
will take place. It may be materials, tools,
arranged hierarchically from the lowest and the
places, or other resources which can facilitate
simplest to0 the highest and the most complex
the learning process.
forms.
Criterion level refers not the acceptable level of
performance (standard). It tells how well a
particular behavior is to be done. It could be
stated in terms of percentage, number of items
answered correctly, completion of a task within
a prescribed time limit, and a completion of a
task to a certain extent or degree of frequency.

Example:

LESSON 3: LEARNING OUTCOMES

Learning outcomes are the end results of

instructional objectives. NOT all action verbs
specify learning oucv0omes, sometimes they
specify learning activities (means to an end).

Figure 1. The Categories/Levels of Cognitive Domain

Learning Objectives Arranged Hierarchically

LESSON 4: TAXONOMY OF INSTRUCTIONAL

OBJECTIVES

`Benjamin S. Bloom (1956), a well-known

American psychologists and educator, and his
associates prepared taxonomy of instructional
objectives categorized into three domains:
cognitive; psychomotor; and affective.

1. Cognitive Domain (HEAD) called for outcomes

of mental activity such as memorizing, reading,
problem solving, analyzing, synthesizing and
drawing conclusions.
 Figure 2. The Categories/Levels of Psychomotor Domain Learning
Objectives Arranged Hierarchically

3. Affective Domain (HEART) describes the

learning objectives that emphasize a feeling
tone, an emotion, or a degree of acceptance or
rejection.

Affective Domain (Attitude)

The affective domain refers to the way in which

we deal with situations emotionally such as
feelings, appreciation, enthusiasm, motivation,
values, and attitude. The taxonomy is ordered
2. Psychomotor Domain (HAND) is into 5 levels as the person progresses towards
characterized by the progressive levels of internalization in which the attitude or feeling
behaviors from observation to mastery of consistently guides a person’s behavior.
physical skills.

Psychomotor Domain (Skills)

In the early seventies, E. Simpson, Dave and A.S.

Harrow recommended categories for the
Psychomotor Domain which included physical
coordination, movement and use of the motor
skills body parts
Module 3 : Approaches and Trends in Educational skills are enhanced. When students learn as a group
Assessment cooperation and team building are fostered. These
values are strengthened when a small group does
Two basic Approches to Educational Assessment
project cooperatively.
1. Criterion-referenced measurement determines
5. Use of portfolio A portfolio is a collection of
student’s status in a clearly defined set of related
student’s learning experiences assembled together
tasks (called a domain). It describes what learning
over time. Its content may show only the best work,
tasks an individual can and cannot do. For example, a
evidences of individual work, or evidences of group
student can assemble the parts of a microscope. This
work.interview guides, diaries, journals, and
tells what an individual can perform without
simulation games.
reference to the performance of other students.
Types
2. Norm-referenced measurement determines
student’s status compared with that of others on a 5.1. Working portfolio is a collection of day-to-day
given task. It provides student’s relative standing work of student
among other students. For example, Mitch is the
5.2. Documentary portfolio is a collection of the best
highest in a mathematics test in a class of 50.
work of students assembled for assessment
Recent Trends in Educational Assessment purposes. They showcase the final products of
student work.
1. Congruence of assessment and instructional
objectives it occurs when both the behaviour and 5.3. Show portfolio is a purposeful collection of
content in the objective and in the test item are limited amount of student’s work usually finished
similar. When any of the behaviour and content does products to display the best he/she accomplished in
not match either the objective or the test item, the a given period.
test item and instructional objective are NOT
Portfolio Process:
congruent.
a. Set goals
2. Shift from discrete-point test to integrative
assessment Modern assessment does not focus on b. Collect evidences
the specific point of the cognitive domain only but
also on the other two domains. In this respect, c. Select evidences
paper-and-pencil test is not sufficient to measure
d. Reflect on each evidence
these domains; hence, the use of alternative
assessment procedures should be utilized. e. Exhibit one’s work

3. Shift from paper-pencil to authentic assessment f. Confer students’ work

This shift takes place into account complex skills,
contextualized problems, and divergent thinking g. Reflect based on what has been conferred
where there are many possible answers to a Assessment of Learning Outcomes in K to 12
problem, relevance, and meaningfulness of tools. Program
The use of authentic skills assessment considers
individual pacing and growth of each student. Assessment of learning outcomes in K to 12 Program
Authentic skills assessment requires utilization of is stated in DepEd Order No. 31, s. 2012. The
different types of measuring instruments such as assessment process is holistic, with emphasis on the
checklists, 4. formative or developmental purpose of quality
assurance in student learning. It is also standard-
4. Focus on group assessment rather than on based as it seeks to ensure that teachers will teach
individual assessment When students work in small according to the standards and students will aim to
groups, opportunities to develop communication meet or even exceed the standards. The students’
skills, leadership, fellowship, and decision-making attainment of standards in terms of content and
performance is, therefore, a critical evidence of teaching and learning. Teachers provide appropriate
learning. assessment when they aim to holistically measure
learners’ current and developing abilities while
The assessment shall be done at four levels (KPUP)
enabling them to take responsibility in the process.
which are an adaptation of the cognitive levels of
This recognizes the diversity of learners inside the
learning. Weights are assigned to the levels.
classroom, the need for multiple ways of measuring
their varying abilities and learning potentials, and the
role of learners as co-participants in the learning
process.

At the heart of this assessment framework is the

recognition and deliberate consideration of the
The levels are defined as follows: learners’ zone of proximal development (Vygotsky,
1. Knowledge refers to the substantive content of the 1978). Appropriate assessment is committed to
curriculum, the facts and information that the ensure learners’ success in moving from guided to
content acquires. independent display of knowledge, understanding,
and skills, and to enable them to transfer this
2. Process or Skill refers to cognitive operations that successfully in future situations. From this point of
the student performs on facts and information for view, assessment facilitates the development of
the purpose of constructing meanings and learners’ higher-order thinking and 21st century sklls.
understanding. This level is assessed through
activities or tests of analytical ability. This view of assessment, therefore, acknowledges
the unity of instruction and assessment. Assessment
3. Understanding refers to enduring big ideas, is part of day-to-day lessons and extends the day-to-
principles and generalizations inherent to the day classroom activities that are already in place in
discipline, which may be assessed using the facets of the K to 12 curriculum.
understanding. Assessment at this level should
require ability to synthesize, generalize, and judge What is classroom assessment?
accordingly. Assessment is a process that is used to keep track of
4. Product or Performance refers to real-life learners’ progress in relation to learning standards
application of understanding as evidenced by the and in the development of 21st century skills; to
student’s performance of authentic tasks. At this promote self-reflection and personal accountability
level, students are expected to be able to apply what among students about their own learning; and, to
has been learned in contrived or real situations. provide bases for profiling of student performance
on the learning competencies and standards of the
curriculum. Various kinds of assessments should be
used appropriately for different learners who come
Lesson 4 policy guidelines on classroom assessment
from diverse contexts, such as cultural background
for the K to 12 basic education program
and life experiences.
In line with the implementation of the enhanced
Classroom assessment is an on-going process of
Basic Education Act of 2013 (Republic Act No.
identifying, gathering, organizing, and interpreting
10533), the Department of Education is adopting the
quantitative and qualitative information about what
Policy Guidelines on Classroom Assessment for the K
learners know and can do.
to 12 Basic Education Program (enclosed in DepEd
Order No.8, s. 2015). Teachers should employ classroom assessment
methods that are consistent with curriculum
Theoretical Basis
standards. It is important for teachers to always
Classroom assessment is a joint process that involves inform learners about the objectives of the lesson so
both teachers and learners. It is an integral part of that the latter will aim to meet or even exceed the
standards. The teacher provides immediate feedback Process Dimensions adapted from Anderson and
to students about their learning progress. Classroom Krathwohl (2001) may be a good way to
assessment also measures the achievement of operationalize these progressions. It provides a
competencies by the learners. scheme for classifying educational goals, objectives,
and standards. It also defines a broad range of
There are two types of classroom assessment,
cognitive processes from basic to complex, as
namely formative and summative (already discussed
follows: remembering, understanding, applying,
in Chapter 1).
analyzing, evaluating, and creating.
What is assessed in the classroom?

Assessment in the classroom is aimed at helping How are learners assessed in the classroom?
students perform well in relation in the learning
Learners are assessed in the classroom through
standards. Learning standards comprise content
various processes and measures appropriate to and
standards, performance standards, and learning
congruent with learning competencies defined in the
competencies that are outlined in the curriculum.
K to 12 curriculum. Some of these processes and
A. Content standards identify and set the essential measures may be used for both formative and
knowledge and understanding that should be summative assessment, which have different goals.
learned. They cover a specific scope of sequential Learners may be assessed individually or
topics within each learning strand, domain, theme, collaboratively.
or component. Content standards answer the
Formative assessment can be given before the
question, “What should the learners know?”
lesson, during the lesson proper, and after the
B. Performance standards identify the abilities and lesson.
skills the learners are expected to demonstrate in
 Individual formative assessment includes
relation to the content standards and integration of
check-up quizzes, written exercises,
21st century skills. The integration of knowledge,
performances, models, and even electronic
understanding, and skills is expressed through
presentations.
creation, innovation, and adding value to
 Collaborative formative assessment (peer
products/performance during independent work or
assessment) includes discussions, role
in collaboration with others. Performance standards
playing, games, and other group activities.
answer the following questions:
Summative assessment is usually conducted after a
1. “What can learners do with what they know?”
unit of work and/or at the end of an entire quarter.
2. “How well must learners do their work?”
3. “How well do learners use their learning or  Individual summative assessment includes
understanding in different situations?” unit tests and quarterly tests.
4. “How do learners apply their learning or  Collaborative summative assessment
understanding in real-life contexts?” includes learners’ participation in group
5. “What tools and measures should learners use to activities in which they cooperate to
demonstrate what they know?” produce evidence of their learning. The
process of creating a learning project is
C. Learning competencies refer to the knowledge, given more weight than the product itself.
understanding, skills, and attitudes that students
Components of summative assessment (bases for
need to demonstrate in every lesson and/or learning
grading)
activity.
1. Written Work (WW) component ensures that
D. Concept development students are able to express their skills and concepts
The learning standards in the curriculum reflect in written form. It includes long quizzes, unit or long
progression of concept development. The Cognitive tests, essays, written reports and, other written
outputs. It will be given at the end of the topic or Module 4 : Preparing for Assessment
unit.
Lesson 1 General Principles of Testing
2. Performance Task (PT) component allows learners
1. Measure all instructional objectives.
to show what they know and are able to do in
diverse ways. They may create products or do When a teacher constructs test items to measure the
performance-based tasks which may include skills learning progress of the students, they should match
demonstration, group presentation, oral work, all the learning objectives posed during instruction.
multimedia presentations, and research projects. It That is why the first step in constructing a test is for
will be given at the end of the lesson focusing on a the teacher to go back to the instructional objectives.
topic/skill lesson and may be given several times
during the quarter. 2. Cover all the learning tasks.

3. Quarterly Assessment (QA) component measures The teacher should construct a test that contains a
students’ learning at the end of the quarter. These wide range of sampling of items. In this case, the
may be in the form of objective tests, performance- teacher can determine the educational outcomes or
based assessment, or a combination thereof. It will abilities that the resulting scores are representative
of the total performance in the areas measured.

3. Use appropriate test items.

The test items constructed must be appropriate to

measure intended learning outcomes.
be given only once at the end of the quarter.
4. Make test valid and reliable.

The teacher must construct a test that is valid so that

it can measure what is supposed to measure from
the students. The test is reliable when the scores of
the students remain the same or consistent when
the teacher gives the same test for the second time.

5. Use test to improve learning.

The test scores should be utilized by the teacher

properly to improve learning by discussing the skills
or competencies on the items that have not been
learned or mastered by the learners.

Lesson 2 Quality of Assessment Tools

1. Clarity of the learning target

The learning target should be clearly stated and must

be focused on student learning objectives. The
learning outcomes must be SMART. The performance
task of the students should also be clearly presented
so that they can accurately demonstrate what they
are supposed to do and how the final product should
be done. The teacher should also discuss clearly with
the students the evaluation procedures, the criteria
2. Appropriateness of Assessment Tools A fair assessment provides all students with an equal
opportunity to demonstrate achievement. The key to
The type of test should always match the
fairness are as follows:
instructional objectives or learning outcomes.
 Students have knowledge of learning targets and
Table 1. Different Assessment Tools
assessment;
 Students are given equal opportunity to learn;
 Students possess the prerequisite knowledge
and skills;
 Students are free from teacher stereotypes; and,
 Students are free from biased assessment tasks
and procedures.

7. Practicality and Efficiency

When assessing learning, the information obtained

should be worth the resources and time required to
obtain it. The factors to consider are as follows:

 Teacher Familiarity with the Method. The

teacher should know the strengths and
weaknesses of the method and how to use
them.
Note: Higher numbers indicate better matches (e.g. 5=high,  Time Required. Time includes construction
1=low) and use of the instrument and the
interpretation of results. Other things being
3. Balanced
equal, it is desirable to use the shortest
A balanced assessment sets targets in all domains of assessment time possible that provides valid
learning (cognitive, affective, psychomotor) or and reliable results.
domains of intelligence (verbal-linguistic, logical-  Complexity of the Administration. Directions
mathematical, bodily- kinesthetic, visual-spatial, and procedures for administrations and
musical-rhythmic, interpersonal-social, procedures are clear and that little time and
intrapersonal-introspection, physical world-natural, effort is needed.
existential-spiritual). Further, a balanced assessment  Ease of Scoring. Use scoring procedures
makes use of both traditional and alternative appropriate to your method and purpose. The
assessment. easier the procedure, the most reliable the
assessment is.
4. Validity  Ease of Interpretation. Interpretation is easier
if there was a plan on how to use the results
It is the degree to which the assessment instrument
prior to assessment.
measures what it intends to measure.
 Cost. Other things being equal, the less
5. Reliability expense used to gather information, the
better.
It refers to the consistency of scores obtained by the
same person when retested using the same 8. Morality and Assessment
instrument.
It is the degree of secrecy of grades of the learners.
Note: Types and ways of establishing reliability as In morality or ethics in assessment, test results or
well as the factors affecting these two qualities will grades must be confidential to avoid slow learners
be discussed in details on Chapter 7. from embarrassment. Learners who passed the test
with flying colors or the honor student/s, for
6. Fairness
instance, the top ten, must be published at the or objective. It can be determined by looking at the
Dean’s office Bulletin Board as incentive. Only the lesson plan/syllabus of the teacher in a particular
learners concerned and the teacher should be aware grading period, semester, or academic year. The
of the test results or grades. Parents whose children teacher merely counts thenumber of days or hours a
are low achievers must be informed so that they can particular objective is covered.
advise their children to study hard or hire a tutor to
3. The number of items for each objective is
assist their children in their studies.
determined by using the formula given below:

Lesson 3 Steps in Developing Assessment Tools

1. Examine the instructional objectives of the topics

previously discussed. 4. The percentage of items tells what proportion of
the entire test is given to each type of
2. Make a table of specifications (TOS).
competency/learning outcome/objective. It is
3. Construct the test items. determined by using the formula given below:

4. Assemble the items.

5. Check the assembled items.

6. Write directions. 5. The item placement component specifies the

location of a particular number of items in the entire
7. Make the answer key. test. It is used for easy reference if the teacher wants
to determine which of the skill/competency is
8. Analyze and improve the items.
mastered or not mastered by the students.
Lesson 4 Table of Specifications

Table of Specifications (TOS) is a test blueprint that

guides the teacher in constructing a test. The
purpose of this table is to assure the teacher that a
particular test will measure a representative sample
of learning outcomes and the content to be covered.
It has two types: a. One-Way Grid and b. Two-Way
Grid (Gutierrez, 2007).

A. One-Way Grid Table of Specifications

This type of TOS presents the following components:

1. the learning outcomes to be tested; 2. number of
recitation days; 3. number of items for each learning
outcome to be tested; 4. Percentage of items; and, 5.
item placement.

1. The learning outcomes to be tested are expressed

as specific instructional objectives. The instructional
objectives are written in behavioural terms. They
contain both behavior and content (topic/subject
matter). B. Two-Way Grid Table of Specifications

2. The number of recitation days specifies the The two-way table indicates the objectives to be
number of days a teacher developed a particular skill measured and their classification according to the
Bloom’s Taxonomy of Educational Objectives in the assessment of student learning (KPUP) is
(Cognitive Domain). The percentage of items per indicated instead of Bloom’s Taxonomy of Learning
classification/level is also presented in the last row of Objectives.
the table.

The number of items assigned in each cell reflects

the emphasis given during instruction. The
knowledge outcomes are given about 10% of
emphasis during instruction. Using the same
formula, we can get comprehension outcomes—
15%, application outcomes—10%, analysis outcomes
—27.5%, synthesis outcomes—17.5%, and
Module 5 : Development of Classroom Assessment
evaluation outcomes—20%.
Tools
The two-way classification table reveals that the test
Lesson 1 Different Formats of Classroom
measures more Higher Order Thinking Skills (HOTS)
Assessment Tools
that include 26 items covering analysis, synthesis,
and evaluation classification. Knowledge, The two general types of teacher-made tests are
comprehension, and application—Lower Order objective test and subjective test.
Thinking Skills (LOTS) cover about 14 items. The
HOTS receive 65% emphasis during instruction while A. Objective test requires one and only one correct
LOTS gets 35% focus. answer and no other possible answer. There are two
main types of objective tests. These are recall type
Below is an example of Table of Specification under K and recognition type. The supply/recall type is
to 12 Program. It can be noted that the four criteria
categorized into simple recall and completion. The 2. Setting-and-option variety consists of optional
selection/recognition type is categorized into responses that are dependent upon a setting or
alternative response, multiple-choice, matching type, foundation of some sort. A setting can be a form of
arrangement, analogy, and identification. sentence, paragraph, graph, equation, picture, or
some forms of representation.
(1) Supply/recall type
3. Group-term variety consists of group of words or
 Simple recall type is the easiest to construct terms in which one does not belong to the group.
among the objective type of tests because
the items appear as a direct question, 4. Structured-response variety makes use of
sentence, word, or phrase or even specific structured response that is commonly used in
direction. The response requires the natural science classroom testing.
examinee to recall previously learned
5. Contained-options variety is designed to identify
lessons, and the answers are usually short
errors in a word, phrase, or sentence in a paragraph.
consisting of either word or phrase.
 Completion test consists of series of items  Matching type consists of two columns in
that requires the examinee to fill the blank which proper pairing relationship of two
with the missing word or phrase to things is directly observed.
complete a statement. A test item usually  Rearrangement type consists of multiple-
contain blank, hence it is also called fill in option item where it requires a
the blank. chronological, logical, or rank order.
 Analogy is made up of items consisting of a
(2) Selection/recognition type
pair of words related to each other. It is
 Alternative response consists of a series of designed to measure the ability of the
items where it admits only one correct response examinee to observe the relationship of the
for each item from two or three constant first word to the second word. There are 15
options to be chosen. This type is commonly kinds of analogy: 1. purpose; 2. cause and
used in classroom testing, particularly, the two- effect; 3. part-whole; 4. part-part; 5. action
constant alternative type, namely true or false to object; 6. object to action; 7. synonym; 8.
type or yes or no type. Other types of constant antonym; 9. place; 10. degree; 11.
alternative response tests are: three-constant characteristics; 12. sequence; 13.
alternative type, i.e., true or false, doubtful; and grammatical; 14. numerical; and, 15.
constant alternative with correction, i.e., association.
modified true or false type.  Identification type requires the examinees
 Multiple-choice test is made up of items which to identify what is being defined in the
consist of three or more plausible options for statement or sentence and there are no
each item. The choices are multiple so that the options to choose from.
examinees may choose only one correct or best
B. Subjective test is commonly known as essay test.
option for each item.
It is an assessment tool which consists of specific
It is regarded as one of the best forms in testing questions or problem wherein the examinees
outcome. This test form is most valuable and widely respond in one or more sentences. It is appropriate
used in standardized test due to its flexibility and when assessing students’ ability to organize and
objectivity in terms of scoring. present their original ideas in logical and critical
manner. The two types of essay test are restricted-
Kinds of multiple-choice test: response and and extended-response. The
1. Stem-and-options variety is most commonly used restricted-response presents some limitations like
in classroom testing, board examinations, civil the required number of words/sentences, the cue
service examinations, and many others. words to be found in students’ answer and the like,
while the extended-response allows the students to
write freely for it does not limit them to express their 4. Use tables, figures, or charts when asking a
thoughts and opinions. question to interpret.
5. Use pictures, if possible, when students are
Lesson 2 Advantages and Disadvantages of Different
required to apply concepts and principles.
Test Formats
6. List the choices/options veritically NOT
horizontally.
7. Avoid trivial/unimportant question.
8. Use only one correct answer or best answer
format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and
attractive.

Writing good stems:

1. Present one clearly stated problem in the stem.
2. State the stem in simple, clear language.
3. Make the stem longer than the option.
4. Stress the negative word used in the stem.
5. Avoid grammatical clues in the correct answer.

Writing plausible options:

1. Make sure there is only one correct answer.
2. Make the options homogeneous.
3. Make the options grammatically consistent and
parallel in form with the stem of the item.
4. Vary the length of the key to avoid giving a clue.
Lesson 3 Guidelines in Constructing Different 5. Place the position of the correct answer in random
Formats order.
6. Avoid using “all of the above” or “none of the
Multiple Choice above” as an alternative.
It has three parts: stem, keyed option, and incorrect 7. Avoid using two options that have similar
option (or alternatives). The stem represents the meaning.
problem or question usually expressed in completion
form or question form. The keyed option is the Matching Type
correct answer. The incorrect option or alternatives The matching item consists of a series of stimuli
are also called distracters or foil. (questions or stems) called premises and a series of
options called responses arranged in columns.
Guidelines in Constructing Multiple-choice Test
Items Guidelines in Constructing Matching Items
1. Include only materials that belong to the same
General Guidelines
category.
1. Make a test item that is practical or with real- 2. Keep the premises short and place them on the
world applications to the students. left and designate them by numbers. Put the
2. Use a diagram or drawing when asking a question responses on the right and assign letters to them.
about application, analysis, or evaluation. The numbers should be arranged consecutively while
3. When asking to interpret or evaluate about the letters in alphabetical order.
quotations, present actual quotations from 3. Use more responses than premises and allow the
secondary sources. responses to be used more than once.
4. Place the matching items on one page.
5. State basis for matching in the directions. B. clarity of expression used; and,
C. organization of ideas evident
True or False
It requires students to identify statements which are 6. Evaluate all of the students’ responses to one
correct or incorrect. Only two responses are possible question before going to the next question.
in this item format. 7. Evaluate answers to essay questions without
identifying the student.
Guidelines in Constructing True or False Items 8. If possible, two or more correctors must check the
essay to ensure reliable results.
1. Each statement should include only one idea.
2. Each statement should be short and simple.
3. Qualifiers such as “few,” “many,” “seldom,” and so
on should be avoided. Module 6 : Administering, Analysing and Improving
4. Negative statements should be used sparingly. Tests
5. Double negatives should be avoided.
6. Statements of opinions or facts should be Lesson 1 Packaging and Reproducing Test Items
attributed to some important person or organization.
7. The number of true and false statements should Before administering the test, the following points
be equal if possible. must be ensured first:
1. Put the items with the same format together.
Completion Type/Fill in the Blank 2. Arrange the test items from easy to difficult.
3. Give proper spacing for each item for easy reading.
Guidelines for Writing Completion Items 4. Keep options and questions in the same page.
1. State the item clearly and precisely so that only 5. Place the illustrations near the options.
one correct answer is acceptable. 6. Check the answer key.
2. Use an incomplete statement to achieve 7. Check the directions of the test.
preciseness and conciseness. 8. Provide space for name, date, and score.
3. Leave the blank at the end of the statement. 9. Proofread the test.
4. Focus on one important idea instead of trivial 10. Reproduce the test.
detail and leave only one blank.
5. Avoid giving clues to the correct answer. Lesson 2 Administering the Examination
After constructing the test items and putting them in
Essay Test order, the next step is to administer the test to the
students. The administration procedures greatly
Guidelines for Constructing/Administering Essay affect the performance of the students in the test.
Questions The test administration does not simply mean giving
1. State questions that require clear, specific, and the test questions to the students and collecting the
narrow task to be performed. test papers after the given time. Below are the
2. Give enough time limit for answering each essay guidelines in administering the test before, during,
question. and after the test
3. Require students to answer all questions.
4. Make it clear to students if spelling, punctuation, Guidelines before Administering Examination
content, clarity, and style are to be considered in 1. Try to induce positive test-taking attitude.
scoring the essay questions to make the item valid. 2. Inform the students about the purpose of the test.
5. Grade each essay question by the point method, 3. Give oral directions as early as possible before
using well-defined criteria. distributing the tests.
4. Do not give any hints about the test.
Examples of criteria: 5. Inform the students about the length of time
A. completeness of ideas presented; allowed for the test.
6. Tell the students how to signal or call your 3. Item analysis data provide a basis for general
attention if they have a question. improvement of classroom instruction.
7. Tell the students how the papers are to be 4. Item analysis data provide a basis for increased
collected. skills in test construction.
8. Make sure the room is well-lighted and has a 5. Item analysis procedures provide a basis for
comfortable temperature. constructing test bank.
9. Remind the students to put their names on their
papers. Two Types of Item Analysis
10. If the test has more than one page, have each 1. Quantitative item analysis provides the following:
student checked to see all pages are there. a. the difficulty of the item;
b. the discriminating power of the item;
Guidelines during the Examination and,
1. Do not give instructions or avoid talking while c. the effectiveness of each alternative (for
examination is going on to minimize interruptions multiple-choice type of test)
and distractions. 2. Qualitative item analysis is a process in which the
2. Avoid giving hints. teacher or expert carefully proofreads the test
3. Monitor to check student progress and discourage before it is administered, to check if there are
cheating. typographical errors, to avoid grammatical clues that
4. Give time warnings if students are not pacing their may lead to giving away the correct answer, and to
work appropriately. ensure that the level of reading materials is
5. Make a note of any questions students ask during appropriate.
the test so that the items can be revised for future
use. Difficulty index (DF) refers to the ease or difficulty of
6. Test papers must be collected uniformly to save a test item. It is defined as the proportion of the
time and to avoid test papers to be misplaced. number of students in the upper and lower groups
who answered an item correctly. It uses the formula:
Guidelines after the Examination
1. Grade the papers (and add comments if you can);
do test analysis.
2. If you are recording grades or scores, record them
in pencil in your class record before returning the
papers.
3. Return the papers in a timely manner.
4. Discuss test items with the students. Level of Difficulty of an Item
The computed difficulty index can be interpreted
using the scale below:

Lesson 3 Analyzing the Test

Item analysis is a process which examines student
responses to individual test items (questions) in
order assess the quality of those items and of the
test as a whole. The higher the value of the difficulty index, the easier
the item is. The acceptable difficulty index ranges
Uses of Item Analysis from 0.41–0.60 (moderate) only.
1. Item analysis data provide a basis for efficient class
discussion of the test results. Discrimination Index (DI) is the power of the item to
2. Item analysis data provide a basis for remedial discriminate the students between those who
work.
scored high and those who scored low in the overall A poor or rejected/discarded item must possess
test. In other words, it is the item’s ability to both unacceptable indices.
distinguish between those who know the lesson and
those who do not know the lesson. It uses the
formula:

Steps in Item Analysis (U-L Method)

Types of Discrimination Index
1. Arrange the scores from highest to lowest.
1. Positive discrimination happens when the
2. Separate the scores into upper and lower group. If
number of students in the upper group who
a class consists of 30 students (or below) who took
answered the item correctly is GREATER THAN the
the exam, divide them into two groups. The first half
number of students in the lower group who
comprises the Upper Group (UG) while the other half
answered the item correctly (CUG > CLG).
is the Lower Group (LG). If the students are more
2. Negative discrimination happens when the
than 30, get the top 27% and the lowest 27% and
number of students in the upper group who
name them as Upper Group (UG) and Lower Group
answered the item correctly is LESS THAN the
(LG) respectively.
number of students in the lower group who
3. Compute the index of difficulty for each item then
answered the item correctly (CUG < CLG).
describe the level of difficulty as very easy, easy,
3. Zero discrimination happens when the number of
average, difficult, or very difficult. Then indicate
students in the upper group who answered the item
whether it is acceptable or not.
correctly is EQUAL TO the number of students in the
4. Compute the index of discrimination for each item
lower group who answered the item correctly (CUG =
then describe its power to discriminate. Then
CLG).
indicate whether it is acceptable or not.
5. Interpret the results whether the item is good, fair,
or poor.
6. Indicate the necessary action if it is to be retained,
revised, or rejected.
Example: Suppose a 40-item test was given to 40
students in History class. Compute the difficulty
index and index of discrimination of the following
test results. Interpret your answers and determine
what actions you should take. Show your answers in
a table. The first item is done for you.

Interpretation of Difficulty and Discrimination

Indices
A good or retained item must have both acceptable
indices.
A fair or revised item contains either unacceptable
index.
Solution:
1. Since there are more than 30 students in the class,
get the 27% of the total number of students to
determine the number of students who are included
in the item analysis. Round off your answer to
nearest whole number. In the above example, .27 x
40 = 10.8 = 11. It means that 11 students from the
Upper Group and another 11 from the Lower Group
for a total of 22 students will be involved in the item
analysis.

Example 2. A class is composed of 50 students. Use

27% to get the upper and the lower groups. Analyze
the item given the following results. Option D is the
correct answer. What will you do with the test item?

3. Make an analysis about the level of difficulty,

discrimination index, and distracters.
a) 43% of the examinees got the answer
correctly, hence, the item is
average/moderately difficult.
b) More students from the upper group got
the answer correctly; hence, it has a
positive discrimination.
c) Retain options A and C because most of the
students who did not perform well in the
overall examination selected it. Hence,
options A and C are effective distracters.
d) Modify options B and E because more
students from the upper group chose them
compare with the lower group, hence, they
are not effective distracters because most of
the students who performed well in the
overall examination selected them as the
correct answers.
4. Conclusion: Revise the item by modifying options
B and E.

Example 3. A class is composed of 50 students. Use

27% to get the upper and the lower groups. Analyze
the item given the following results. Option E is the
correct answer. What will you do with the test item?