Aljon C.

Operario, LPT
 Where are we heading?
 Understand the nature and principles of assessment
 Familiarize the stages of assessment, basics in TOS
and multiple choice test items writing
 Design and draft a specific performance task using
the GRASPS model in order to complete a lesson
plan
What do we mean by assessment?
DepEd Order No.08, series 2015
 What do we mean by assessment?
DepEd Order No.08, series
2015
What are the two types of assessment?

 Formative Assessment
 Summative Assessment
Formative Assessment
 Assessment for learning so teachers can make
adjustments in their instruction.
 Students reflect in their own progress.
 FA may be given at any time during the teaching and
learning process.
 It provides immediate feedback on how well students
are learning throughout the teaching-learning process.
Summative Assessment
 Assessment of learning which occurs at the end of a
particular unit.
 Occurs toward the end of a period of learning in order to
describe the standard reached by the learner.
 Provides decisions about future learning.
 SA measures whether learners have met the content and
performance standards.
 Recorded and used to report on the learners’ achievement.
Major Questions on Instruction and
Assessment
How do we track student’s progress in the
attainment of standards?
How do we promote self-reflection and personal
accountability among learners for their own learning?
How do we provide a basis for the profiling of
student performance?
 Assessment is a process or a tool to ensure
learning, to ensure attainment of learning
outcomes. It is not punitive in purpose . It is not
used to punish misbehaving students or silence
talkative students. Neither is it used to kill time. It
is a basis for profiling and reporting student
performance through grades but grading is not
its sole purpose .
We want students to develop personal
accountability for their own learning.
So we promote self-reflection ,
metacognitive and independent learning
. These are made possible when
students are engaged in the process of
self – assessment .
BLOOM’S TAXONOMY OF OBJECTIVES
COGNITIVE PROCESS DIMENSIONS
STAGES OF TEST
CONSTRUCTION
A Table of Specification (TOS) is a tool used to ensure that a test or
assessment measures the content and thinking skills that the test
intends to measure. Thus, when used appropriately, it can provide
response content and construct validity evidence. The primary purpose
of TOS is to ensure the alignment between the items or elements of an
assessment and the content, skills or constructs that the assessment
intends to assess.
 Base the number of items to the number of days taught of a competency.
 Categorize the test item as to what dimensions of thinking. Indicate item coverage and
placement. FK and CK- easy PK- moderate and MK- difficult items.
• Write and moderate test items. Trial the items informally then reject or
modify problematic ones as necessary.
• Analyse the results of the trial.
• Calibrate scales: decisions on what is “excellent” or “poor” performance
• Validate: the more different types of validity is established, the better
• Write instructions for test takers, test users and administrators
• Train any necessary staff (examiners, markers etc.)
 In summative tests,
you only test
what you have taught.
 What is test validity?
 Test validity is the extent to which
a test accurately measures what it is supposed to
measure.

 Degree to which a test procedure accurately

measures what it was designed to measure.
What is test reliability?

Reliability is the degree to which an

assessment tool produces stable and
consistent results.
 What is content validity?
Content validity, sometimes called logical or rational validity,
is the estimate of how much a measure represents every
single element of a construct.

For example, an educational test with strong content validity

will represent the subjects actually taught to students, rather
than asking unrelated questions.
What are some ways to improve validity?
 Make sure your goals and objectives are clearly defined and
operationalized.  Expectations of students should be written down.

 Match your assessment measure to your goals and objectives.

Additionally, have the test reviewed by faculty at other schools to
obtain feedback from an outside party who is less invested in the
instrument.
What are some ways to improve validity?
 Get students involved; have the students look over the
assessment for troublesome wording, or other difficulties.

 If possible, compare your measure with other measures, or

data that may be available.
PART OF A MULTIPLE CHOICE TYPE ITEM

STEM

OPTIONS
1.When testing definitions, ask for the concept not the actual
definition.

Which part of speech is also known as adjunct?

Instead of saying

What is adjunct?
2. Balance the use of questions and statements as stem in
your test. Do away with too short or too long statements or
questions.
1. These are short sayings that contain advice or state a basic truth. Discover the different literary
genres during the precolonial period (FK)
A. riddles B. proverbs C. folk Songs D. folktales

1. Which of the following best describes the purpose or intention of using riddles? Identify the
distinguishing features of riddles and proverbs (CK)
A. used as games in social gatherings and events
B. used to express demands, or advice on behavior
C. used to express origins of objects around and places
D. used as reflection of wisdom on how to act or speak
3. When writing options, arrange your sentences from
shortest to longest, when numbers smallest to biggest when
single words, alphabetical.
 IN DESIGNING STEM IN A TEST
QUESTION
1. In writing directions, instruct learners to select the BEST
answer rather than the CORRECT answer.
2. Use familiar language and avoid verbal clues from the stem
to the options.

3. Avoid tricky questions, overlapping and negative wording

in the stem.
 IN DESIGNING OPTIONS IN A TEST
QUESTION
1. Limit the number of alternatives- A-D is okay. Make sure
there is only one best answer.
2. Make the distractors appealing and plausible. Make
choices grammatically consistent with the stem.

3. Randomly distribute the correct responses. Avoid using

NONE OF THE ABOVE or ALL OF THE ABOVE.
SAMPLE TEST QUESTIONS FOR READING
COMPREHENSION
Juan Gathers Guavas
Story from Tagalog Region

1 One day, Juan’s father sent him to get some ripe guavas, for a number of the neighbors had
come in and he wanted to give them something to eat.
2 Juan went to the guava trees and ate all the fruits he could hold, and then he decided
to play a joke on his father’s guests instead of giving them the best guavas. A nest of wasps
(putakte) hung nearby.
3 With some difficulty, he succeeded in taking it down and putting it into a tight basket
that he had brought for the fruits. He hastened home and gave the basket to his father,
and then as he left the room where the guests were seated, he closed the door and locked
it.
4 As soon as Juan’s father opened the basket the wasps flew over the room; and when
the people found the door locked they fought to get out of the windows. After a while Juan
opened the door, and when he saw the swollen faces of the people, he cried.
5 “What fine, rich guavas you must have had! They have made you all so fat!”

Source: http://tagaloglang.com/juan-gathers-guavas/
 1. What do you think will happened next in the story? Draw conclusions from a set of details (PK)
A. Juan was asked to get some more delicious guavas.
B. The guests thanked Juan and his father for the guavas.
C. The guests and his father got so angry because of the wasps.
D. The guests got angry because they wanted to go home but the door was locked.

2. What lesson can be best learned from the story? Share insights gained from the selection (PK)
A. Not all jokes are good.
B. Bring visitors the best gifts.
C. Visitors should adjust in any situations.
D. Jokes are just all right if people know how to take them.

Notice that the red-shaded sentence after the stem are learning competencies assigned and the acronyms
in the parenthesis are the dimensions of thinking which both reconciles to the table of specifications.
 1. Which feature of colloquial language is present in the following sentence? Distinguish features of
colloquial language (fillers, contractions, etc.) and slang (CK)
“I think, they’ll just be right.” Juan said
A. use of slang C. use of aphorism
B. use of fillers D. use of contraction

2. Based on the story, what does the underlined word in the third paragraph mean? Use lexical
and contextual cues (definition) in understanding unfamiliar words and expressions (PK)
A. moved quickly C. moved by rolling
B. moved slowly D. moved by crawling

Notice that the red-shaded sentence after the stem are learning competencies assigned and the acronyms
in the parenthesis are the dimensions of thinking which both reconciles to the table of specifications.
What is Performance-based Assessment?
-a performance-based assessment measures students' ability to apply the
skills and knowledge learned from a unit or units of study. Typically, the
task challenges students to use their higher-order thinking skills to create
a product or complete a process (Chun, 2010). Tasks can range from a
simple constructed response (e.g., short answer) to a complex design
proposal.
What are the essential components of a
performance-based assessment?
Although performance-based assessments vary, the majority of them share key
characteristics. First and foremost, the assessment accurately measures one or
more specific course standards. Additionally, it is:
 
 Complex
 Authentic
 Process/product-oriented
 Open-ended
How can teachers create performance-based
assessments for their students?
1.Identify goals of the performance-based assessment. Check
the performance standards and align it to learning
competencies
2.Review assessments and identify learning gaps.
3.Design the scenario. Use the GRASPS model.
4.Use appropriate assessment tool like rubric.
GRASPS
GOAL- provide a statement of the task based on standard. Establish a goal, problem, challenge or
obstacle.

ROLE- Define the role of the learner in the task. State the job which learners must do in the task.

AUDIENCE- Identify the target audience within the context of the scenario. Example audiences can
be clients or a committee.

SITUATION- Set the situation in the scenario. Explain the situation.

PRODUCT- Clarify what the learners will create and why they will create it.

STANDARDS OR CRITERIA- Provide learners with a clear picture of success . Identify specific
standard of success. Draft or adapt appropriate rubrics for grading.
   
1.What is the performance standard indicated in 2. What performance task is expected of the
the sample? What is topic? learners? What is the situation? What are the
  learner’s role and who are the audiences?
 
ROLE, SITUATION,
GOAL AUDIENCES
   
3.What product/ performance is expected of the 4. What assessment tools are to be used or how
learner? will the students’ output be graded?
 
 

  PRODUCT STANDARDS
 
 
 
 
 
 
ANALYTIC VERSUS HOLISTIC RUBRICS
ANALYTIC VERSUS HOLISTIC RUBRICS
 BASIC STEPS IN DESIGNING
RUBRICS
1.Identify a learning goal. Go over the performance and content standards or
the learning competencies.
2. Choose outcome that maybe measured by a rubric.
3. Develop or adopt/ adapt existing rubrics.
4. Communicate or share it with learners.
5. Use it to assess or grade the learner’s output or performance.
6. Improve or revise if necessary. Consider feedback.
  
SAMPLE RUBRICS FOR THE PRESENTATION OF CRITIQUE ON
LOCAL CONTEMPORARY ART WORKS
Approaching Emergent Level
Criteria Mastery Level (4) Proficient Level (3)
Proficient Level (2) (1)
Presents complete description of
Presents complete
the art and folk arts of the region Presents complete description
description of the art and No evidence of
Explanation on (1) type of art work, (2) local of the art and folk arts of the
folk arts of the region on learning.
materials used, and (3) skills and region on 2 elements.
1 element
techniques used.
Shows a detailed and creative Shows a detailed and
drawing/illustration/sample of Shows a detailed and creative creative
creation of a contemporary art drawing/illustration/sample of drawing/illustration/sampl
using the local materials, skills creation of a contemporary art e of creation of a No evidence of
Creation
and techniques on (1) using the local materials, skills contemporary art using learning.
architecture, (2) furniture, (3) and techniques on 3 to 4 the local materials, skills
house decors, (4) fashion, and elements. and techniques on 2 or
(5) jewelry. less elements.
Shows output evidenced of
collaborative work manifested Shows output evidenced
Shows output evidenced of
through (1) division of labor, (2) of collaborative work No evidence of
Team Work collaborative work manifested
quality of work, (3) completeness manifested through 2 or learning.
through 3 elements.
of work, and (4) promptness of less elements.
submission of work.
References
English Language and Communication Assessment, slide presentation prepared by
Zyrel O. Chiquito during the Division Unified Summative Test Construction for Q2-
July 2018.
Writing Good Multiple Choice Test Questions from www.vanderbilt.edu.com
Designing Multiple Choice Questions from www.uwaterloo.ca.com
Performance-based Assesment: Reviewing the basics sourced out from
www.edutopia.org.com
Rubrics: An Assesment Tool, presented by M.Srinivasan sourced out from
www.slideshare.net.com
Know your Terms: Holistic, Analytic and Single-point Rubrics, Jennifer Gonzales
accessed via www.cultofpedagogy.com
THANK YOU. CONGRATULATIONS
YOU HAVE MADE IT!