Assessment_of_learning_1_@_2.pptx

Assessment of learning
1 @ 2
FACILITATOR:MOAMARB.LANIELPT(RANK10)
Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC
EDUCATION PROGRAM
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors Of Services, Centers And Heads Of Units Regional Directors
Schools Division Superintendents
Heads, Public Elementary And Secondary Schools All Others Concerned

1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the
department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12
basic education program.

2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and
measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as
well as their parents and guardians, of their progress.

3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic
education program shall be implemented in public elementary and secondary schools nationwide.

4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to
modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of
the appropriate deped regional office.

5. special programs may further issue supplementary guidelines in relation to the program's specific assessment
concerns.

concerns.
6. these guidelines will remain in force and in effect for the duration of the program, unless sooner repealed,
amended, or rescinded. all existing orders and memoranda that are inconsistent with this order are rescinded.

concerns.
6. these guidelines will remain in force and in effect for the duration of the program, unless sooner repealed,
amended, or rescinded. all existing orders and memoranda that are inconsistent with this order are rescinded.
7. immediate dissemination of and strict compliance with this order is directed.

THEORETICAL BASIS

THEORETICAL BASIS
classroom assessment is a joint process that involves both teachers and learners. it is an
integral part of teaching and learning. teachers provide appropriate assessment when they aim to
holistically measure learners' current and developing abilities while enabling them to take
responsibility in the process. this view recognizes the diversity of learners inside the classroom,
the need for multiple ways of measuring their varying abilities and learning potentials, and the
role of learners as co-participants in the assessment process.

THEORETICAL BASIS
at the heart of this assessment framework is the recognition and deliberate consideration of the
learners' zone of proximal development (vygotsky 1978). appropriate assessment is committed to
ensure learners' success in moving from guided to independent display of knowledge,
understanding, and skills, and to enable them to transfer this successfully in future situations. from
this point of view, assessment facilitates the development of learners' higher-order thinking and
21st-century skills.

THEORETICAL BASIS
at the heart of this assessment framework is the recognition and deliberate consideration of the
learners' zone of proximal development (vygotsky 1978). appropriate assessment is committed to
ensure learners' success in moving from guided to independent display of knowledge,
understanding, and skills, and to enable them to transfer this successfully in future situations. from
this point of view, assessment facilitates the development of learners' higher-order thinking and
21st-century skills.
this view of assessment, therefore, acknowledges the unity of instruction and assessment.
assessment is part of day-to-day lessons and extends the day-to-day classroom activities that are
already in place in the k to 12 curriculum.

learning objectives/targets:
at the end of the session, the participants will be able to:

learning objectives/targets:
at the end of the session, the participants will be able to:
a) explain the general principles of classroom assessment in the k to 12 basic
education program
b) discuss the different types of assessment and their uses
c) explain how learners are graded and how their progress is reported and used for
decisions on instruction, promotion and retention
d) propose a mechanism for evaluating his/her own knowledge and skills in
constructing a wide variety of assessment instruments that s/he uses in day to
day classroom teaching

PRINCIPLES OF ASSESSMENT
1. assessment should be aligned with objectives, learning
standards, and competencies.

2. assessment should be more like instruction.

3. assessment should recognize the diversity of learners,
hence, varied methods appropriate to the type of learners
are utilized.

3. assessment should recognize the diversity of learners,
hence, varied methods appropriate to the type of learners
are utilized.
4. the formative assessment should scaffold the learners in
summative assessment.

3. assessment should recognize the diversity of learners, hence,
varied methods appropriate to the type of learners are utilized.
5. assessment results should be used by teachers to help
students learn better.

3. assessment should recognize the diversity of learners, hence,
varied methods appropriate to the type of learners are utilized.
5. assessment results should be used by teachers to help
students learn better.
6. assessment involves both teachers and learners.

BASIC CONCEPTS
NAGOVERTIMESITEACHERMAE
OBJECTIVES
TEST
ASSESSMENTS
EVALUATION

3 LEARNING OUTCOMES
ITAPPEARSTHATSIRDOODSPLAYSTHEPIANOINANEXUISITIVEYET
EFFORTLESSMANNER. HISPIANOSKILLFALLSUNDERWHATLEVEL?
A.MANIPULATION
B.PRECISION
C.ARTICULATION
D.NATURALIZATION

LEARNING TARGETS/OBJECTIVES
BEGINWITHANDENDINMIND
SMART
3DOMAINSOFLEARNING
MATCHINGTHEINSTRUCTION,TEST,EVALUATIONWITH
THELEARNINGTARGETS.

Learning Standards
-Teachers of any educational setting should ensure that the
learning standards are in place and adequately identified.
To make up a more comprehensive and feasible learning
standard, then it should be composed of the content and
performance standards.

Learning Standards
-Teachers of any educational setting should ensure that the
learning standards are in place and adequately identified.
To make up a more comprehensive and feasible learning
standard, then it should be composed of the content and
performance standards.
-Assessment in the classroom is aimed at helping students
perform well in relation to the learning standards(DepEd
Order No. 8, S. 2015)

CONTENT STANDARDS
-Standards for content selection are actions related to educational processes and practices for
instruction and assessment.

CONTENT STANDARDS
-The effort aims to deliver contents or topics in such a way that topics are generally the same
across all parts of the locality but can be modified into a local context without changing the
curriculum's aim.

CONTENT STANDARDS
curriculum's aim.
-The selection of contents or lessons is very vital to the attainment of learning outcomes. content
standards were constructed to increase students' success by recognizing the knowledge, ideas, and
skills that students should get at each grade level. content standardization leads to assessment
standardization.

CONTENT STANDARDS
curriculum's aim.
-The selection of contents or lessons is very vital to the attainment of learning outcomes. content
standards were constructed to increase students' success by recognizing the knowledge, ideas, and
skills that students should get at each grade level. content standardization leads to assessment
standardization.
-Content standards identify and set the essential knowledge and understanding that should be
learned. they cover a specified scope of sequential topics within each learning strand, domain,
theme, or component. content standards answer the question,
"What should the learners know?"(DepEd Order No. 8, S. 2015)

PERFORMANCE STANDARDS
-The standards are written to support and promote specific desirable learners'
behaviors in a particular task. in teaching and learning, the basis for standards is
the attainment of minimum competencies required by the course learning
outcomes.

outcomes.
-performance standards are the teacher's definitive guide and the learner regarding
what has to be acted and carried out required by the competencies in the target
learning outcomes. teachers should see to it that any assessment instrument's
creation should agree with the targeted standards of the performance.

outcomes.
-performance standards are the teacher's definitive guide and the learner regarding
what has to be acted and carried out required by the competencies in the target
learning outcomes. teachers should see to it that any assessment instrument's
creation should agree with the targeted standards of the performance.
-performance standards describe the that learners are expected to demonstrate in relation to the
content standards and in abilities and skills integration of 21st-century skills. the integration of
knowledge, understanding, and skills is expressed through creation, innovation, and adding value
to products/ performance during independent work or in collaboration with others. ?"(DepEd Order
No. 8, S. 2015)

PERFORMANCE STANDARDS ANSWER THE
FOLLOWING QUESTIONS:
"What can learners do with what they know?"
"How well must learners do their work?"
"How well do learners use their learning or understanding in different
situations?"
"How do learners apply their learning or understanding in real-life
contexts?"
"What tools and measures should learners use to demonstrate what
they. (DepEd Order No. 8, S. 2015)

In summary
-the content standard adds to the teaching technique that students
should know and do. it provides the most meaningful and stable
learning, topics, principles, skills, and ways of thinking.
-performance standards give the teacher a hint of how well the
students have to do their job. it also offers product or
performance as proof of learning or achievement of the standard
of content.

Characteristics of Objectives (SMARTER)
SMART OBJECTIVES ARE DEFINED AS ESTABLISHED GOALS AND OBJECTIVES WITHIN BY
PARAMETERS THAT COMBINE STRUCTURE AND FLEXIBILITY. THE SMART SETTING OF
TARGETS PROVIDES A DEMONSTRABLE SETUP TOWARD A SPECIFIC TARGET WITH
DEPENDABLE OBJECTIVES AND AN ESTIMATED TIMETABLE TO ATTAIN THE GOALS.
SMART IS AN ACRONYM FOR THE:
S – SPECIFIC
M – MEASURABLE
A – ACHIEVABLE
R – RELEVANT
T- TIME-BASED

Alternative to Bloom: Structure of Observed
Learning Outcome (SOLO) Taxonomy
THE MODEL CONSISTS OF FIVE LEVELS IN THE ORDER OF
UNDERSTANDING, ACCORDING TO CLARK (2012):
1. PRE-STRUCTURAL
2. UNI-STRUCTURAL
3. MULTI-STRUCTURAL
4. RELATIONAL
5. EXTENDED ABSTRACT

Chappuis, Stiggins, Chappuis, & Arter (2012) classify learning targets into
five categories: knowledge, reasoning, skill, product and disposition.
Types of Learning
Targets
Description Examples
Knowledge targets Refers to factual information,
procedural knowledge and conceptual
understanding that strengthen each
discipline.
You can identify and describe the
elements of design in a work of art.
Reasoning targets Specify the thought processes
students are to learn to do well within
a range of subjects.
You can evaluate the quality of your
work in order to improve it.
Skill targets Use of a variety knowledge and/or
reasoning to perform or demonstrate
physical skills
You can use an air brush to create
different effects.
Product targets Use of knowledge, reasoning and
skills in creating a fixed or tangible
product
You can create a still life oil painting.
Disposition Targets Refer to attitudes, motivations, and
interests that affect students’
You question the validity of various
positions including your own.

Appropriate Methods of Assessment
Types of
Learning
Targets
Selected-response
and Brief
constructed
response
Essay Performance
Tasks
Oral
questioning
Observation Student Self-
assessment
Knowledge
targets 5 4 3 4 3 3
Reasoning
targets
2 5 4 4 2 3
Skill targets
1 3 5 2 5 3
Product
1 1 5 2 4 4
Disposition
Targets 1 2 4 4 4 5

Test
 IS AN INSTRUMENT DESIGNED TO
MEASURE ANY CHARACTERISTIC,
QUALITY, ABILITY, KNOWLEDGE OR
SKILL. IT COMPRISED OF ITEMS IN
THE AREA IT IS DESIGNED TO
MEASURE.

Measurement
• APROCESSOFQUANTIFYINGTHEDEGREETOWHICH
SOMEONE/SOMETHING POSSESSSUCHASQUALITY,
CHARACTERISTICSORFEATURES.
• ASSIGNINGOFNUMBERS TOAPERFORMANCE, PRODUCT,SKILL,
BEHAVIOUROFASTUDENTBASEDONPRE-DETERMINED ORSETOF
CRETIRIA.

Assessment
 A PROCESS OF GATHERING AND ORGANIZING
QUANTITATIVE OR QUALITATIVE DATA INTO AN
INTERPRETABLE FORM TO HAVE A BASIS FOR JUDGMENT
OR DECISION-MAKING, IT IS A PREREQUISITE TO
EVALUATION. IT PROVIDES THE INFORMATION WHICH
ENABLES EVALUATION TO TAKE PLACE.
 PREREQUISITES FOR EVALUATION

Evaluation
 A PROCESS OF SYSTEMATIC INTERPRETATION ANALYSIS,
APPRAISAL OR JUDGMENT OF DIE WORTH OF
ORGANIZED DATA AS BASIS FOR DECISION-MAKING. IT
INVOLVES JUDGMENT ABOUT THE DESIRABILITY OF
CHANGES IN STUDENTS.
 IT REFERS TO THE PROCESS OF EXAMINING THE
PERFORMANCE OF STUDENT. IT ALSO DETERMINES
WHETHER OR NOT THE STUDENT HAS MET THE LESSON
INSTRUCTIONAL OBJECTIVES.

One day may nag txt.
Boy:
girl:
boy:
Girl:
Boy:
Girl:
boy:
girl :
boy :
Girl :

TYPES OF ASSESSMENT OR
ASSESSMENT IN LEARNING
A. ASSESSMENT FOR LEARNING
B. ASESSMENT OF LEARNING
C. ASSESSMENT AS LEARNING

ASSESSMENT FOR LEARNING
1. PLACEMENT ASSESSMENT
 PRIOR TO INSTRUCTION, ENTRY PERFORMANCE, TO HAVE BASIS IN PLANNING
FOR RELEVANT INSTRUCTIONS, USE AS A STARTING POINTS, PLACE
STUDENTS IN SPECIFIC LEARNING GROUPS.
2. FORMATIVE ASSESSMENT
 DURING INSTRUCTION, PROVIDE FEEDBACK, LEARNING ERRORS THAT IS NEED
OF CORRECTION, MODIFYING INSTRUCTION TO IMPROVE LEARNING, TO
MONITOR THE PROGRESS OF THEIR LEARNING.
3. DIAGNOSTIC ASSESSMENT
 DURING INSTRUCTION, STUDENT’ RECURRING OR PERSISTENT DIFFICULTIES,
STUDENT’S LEARNING PROBLEM, LEARNING PROBLEMS TO FORMULATE A
PLAN FOR REMEDIAL ACTION, STRENGTH AND WEAKNESS

ASESSMENT OF
LEARNING
SUMMATIVE ASSESSMENT
DONE AFTER INSTRUCTIONS, GIVEN AT THE END, USED TO
CERTIFY, GIVE MARKS OR GRADE, COMMUNICATED TO THE
STUDENTS, PARENTS, AND OTHER STAKEHOLDER FOR DECISION
MAKING, EDUCATIONAL REFORM, JUDGING.

ASSESSMENT AS
LEARNING
DONE FOR TEACHER-STUDENT, SELF-
ASSESSMENT, TO UNDERSTAND AND
PERFORM WELL THEIR ROLE ASSESSING
FOR AND OF LEARNING

Types of Measurement
A. NORM -REFERENCED TESTS
STUDENT COMPARED WITH OTHER STUDENTS, USUALLY
EXPRESSED AS A PERCENTILE, A STANINE, DECILE, TO
DISCRIMINATE HIGH AND LOW ACHIEVERS, GRADING ON THE
CURVE,
B. CRITERION –REFERENCED TESTS
TO MEASURE THE PERFORMANCE OF STUDENTS WITH RESPECT
TO SOME PARTICULAR CRITERION OR STANDARD, COMPARED
WITH A PRE-DETERMINED SET OF STANDARDS FOR ACCEPTABLE
ACHIEVEMENT, THE PERFORMANCE OF THE OTHER EXAMINEES
IS IRRELEVANT.

MODES OF ASSESSMENT
A. TRADITIONAL ASSESSMENT
SELECT AN ANSWER OR RECALL INFORMATION, INDIRECT MEASURES OF
ASSESSMENT, THE DOMAIN OF KNOWLEDGE, RELY ON A SINGLE CORRECT
ANSWER TO EACH ITEM, PAPER AND PENCIL/PEN TEST, USUALLY ASSESS LOW
LEVEL OF THINKING SKILLS, STANDARDIZED/TEACHER-MADE TEST.
B.AUTHENTICITY/ALTERNATIVE/DIRECT/PERFOREMANCE-BASED
ASSESSMENT
IT REQUIRES THE ACTUAL DEMONSTRATION OF SKILLS, CREATIVITY OF PRODUCT,
MEANINGFUL PERFORMANCE TASK, QUALITY PRODUCTS, AND PERFORMANCE,
POSITIVE INTERACTION BETWEEN THE ASSESSMENT AND ASSESSOR, EMPHASIS
ON META-COGNITION AND SELF-EVALUATION OR HOTS, LEARNING THAT
TRANSFERS.

Comparing traditional to Authentic assessment
TRADITIONAL--------------------------------------AUTHENTIC
SELECTING A RESPONSE-----------------------PERFORMANCE TASK
CONTRIVED----------------------------------------REAL LIFE TASKS
RECALL AND RECOGNITION-----------------CONSTRUCTION/APPLICATION
TEACHER STRUCTURED--------------------------LEARNER STRUCTURE
INDIRECT EVIDENCE------------------------------DIRECT EVIDENCE

Types of Authentic Assessment
A. PERFORMANCE ASSESSMENT
DEMONSTRATION-TYPE
CREATION-TYPE
METHODS OF PERFORMANCE-BASED ASSESSMENT
1. WRITTEN-OPEN ENDED
2. BEHAVIOR-BASED
3. INTERVIEW-BASED
4. PRODUCT-BASED
B. PORTFOLIO ASSESSMENT
ALTERNATIVE FOR PAPER AND PENCIL TEST, A COLLECTION OF STUDENT’S WORKS, PILE
OF STUDENT WORK, GROWTH AND DEVELOPMENT OF STUDENTS.

Types of Portfolio
1. DOCUMENTATION OR WORKING PORTFOLIO
DEVELOPMENT AND PROGRESS OVERTIME, PROGRESSION OF PROJECT
DEVELOPMENT
2. PROCESS PORTFOLIO
TO DOCUMENTS ALL STAGES OF LEARNING, INTEGRATING REFLECTIONS
AND CRITICAL, CREATIVE AND HIGHER ORDER THINKING SKILLS.
3. PRODUCT OR SHOWCASE PORTFOLIO
BEST STUDENT’S WORK BY SHOWCASING, USED FOR SUMMATIVE
ASSESSMENT.

The key to Effective Testing
1. OBJECTIVE
BEGIN WITH AND END IN MIND
2. INSTRUCTION
DESIGNED TO TEACH THE SUBJECT
3. ASSESSMENT
RECORDING AND COMPUTING
4. EVALUATION
JUDGING

ASSESSMENTS METHOD
1. OBJECTIVE SUPPLY
2. OBJECTIVE SELECTION
3. ESSAY
4. PERFORMANCE BASED
5. OBSERVATION
6. SELF-REPORT

TABLE OF SPECIFICATIONS
DEVICE FOR DESCRIBING TEST ITEMS IN
TERMS OF THE OBJECTIVES, CONTENT
AND THE PROCESS DIMENSIONS.

TABLE OF SPECIFICATIONS
LEVEL OBJECTIVE ITEM NUMBERS NO. %
KNOWLEDGE identify subject-verb 1,3,5,7,9 5 14.29
COMPREHENSION form appropriate verbs
forms
2,4,6,8,10 5 14.29
APPLICATION write sentences
observing rules on
subject-verb
agreement
11,13,15,17,19 5 14.29
ANALYSIS determine subject and
predicate
12,15,18,21,23 5 14.29
EVALUATION evaluate whether or
not a sentence
observes rules on
subject-verb
agreement
16,19,22,24 5 14.29
SYNTHESIS formulate rules on
subject-verb
agreement
PART II 10pts 28.57%
35 100%

General Guidelines in Choosing Appropriate Test
Format
1. WHAT ARE THE OBJECTIVES OR DESIRED LEARNING
OUTCOMES LESSON/UNIT?
2. WHAT LEVEL OF THINKING IS TO BE ASSESSED (I.E.,
REMEMBERING, UNDERSTANDING, APPLYING, ANALYZING,
EVALUATING OR CREATING)?
3. IS THE TEST MATCHED OR ALIGNED WITH THE COURSE’S
DESIRED LEARNING OUTCOMES AND THE COURSE CONTENTS
OR LEARNING ACTIVITIES?
4. ARE THE TESTS REALISTIC TO THE STUDENTS?

Test Item Formulation
TRUE-FALSE TEST
A LEARNER WHO KNOWS NOTHING OF THE CONTENT OF THE
TEST WOULD HAVE 50% CHANCE OF GETTING THE CORRECT
ANSWER BY SHEER GUESS WORK.

Here are some rules of thumb in constructing
true-false items
1. INCLUDE ITEMS THAT ARE COMPLETELY TRUE OR COMPLETELY
FALSE.
FAULTY: THE PRESIDENTIAL SYSTEM OF GOVERNMENT, WHERE
THE PRESIDENT IS ONLY THE HEAD OF STATE OR GOVERNMENT,
IS ADOPTED BY THE UNITED STATES, CHILE, PANAMA AND SOUTH
KOREA.
GOOD: THE PRESIDENTIAL SYSTEM, WHERE THE PRESIDENT IS
ONLY THE HEAD OF STATE OR GOVERNMENT, IS CHILE.

true-false items
2. AVOID LIFTING STATEMENTS FROM THE TEXTBOOK AND OTHER
LEARNING MATERIALS.
3. USE SINGLE IDEA IN EACH TEST ITEM.
FAULTY: THE TRUE-FALSE ITEM, WHICH IS FAVORED BY LEARNERS,
IS OFTEN REFERRED TO AS AN ALTERNATIVE-RESPONSE ITEM.
IMPROVED: THE TRUE-FALSE ITEM IS ALSO CALLED AN
ALTERNATIVE-RESPONSE ITEM.

true-false items
4. REFRAIN FROM USING NEGATIVES, ESPECIALLY DOUBLE
NEGATIVES.
FAULTY: THERE IS NOTHING ILLEGAL ABOUT BUYING GOODS
THROUGH THE INTERNET.
GOOD: IT IS LEGAL TO BUY THINGS OR GOODS THROUGH THE
INTERNET.

true-false items
5. AVOID USING ABSOLUTES SUCH AS “ALWAYS” AND “NEVER.”
FAULTY: THE NEWS AND INFORMATION POSTED ON THE CNN
WEBSITE IS ALWAYS ACCURATE.
GOOD: THE NEWS AND INFORMATION POSTED ON THE CNN
WEBSITE IS USUALLY ACCURATE.
6. AVOID THE USE OF UNFAMILIAR WORDS OR VOCABULARY.

Multiple Choice Items
WRITING MULTIPLE CHOICE ITEMS REQUIRES CONTENT MASTERY,
WRITING SKILLS, AND TIME. ONLY GOOD AND EFFECTIVE ITEMS
SHOULD BE INCLUDED IN THE TEST. POORLY-WRITTEN TEST-
ITEMS COULD BE CONFUSING AND FRUSTRATING TO LEARNERS.
EACH ITEM IN A MULTIPLE CHOICE TEST CONSISTS OF 2 PARTS: A)
THE STEM, AND B) THE OPTIONS. IN THE SET OF OPTIONS OR
ALTERNATIVES, THERE IS A “CORRECT” OR “BEST” OPTION WHILE
THE OTHERS ARE CONSIDERED “DISTRACTERS”.

The following are the general guidelines in
writing good multiple choice items.
1. DO NOT LIFT AND USE STATEMENTS FROM THE TEXTBOOKS
OR OTHER LEARNING MATERIALS.
2. KEEP THE VOCABULARY SIMPLE AND UNDERSTANDABLE
BASED ON THE LEVEL OF LEARNERS/EXAMINEES.
3. A DIRECT QUESTION IS PREFERRED OVER AN INCOMPLETE
SENTENCE.
FAULTY: CEMENT IS ORDINARILY PRODUCED BY _____________.
GOOD: HOW IS CEMENT ORDINARILY PRODUCED?

The following are the general guidelines in
writing good multiple choice items.
4. WORD THE STEM POSITIVELY AND AVOID DOUBLE NEGATIVES,
SUCH AS NOT AND EXCEPT IN A STEM. IF A NEGATIVE WORD IS
NECESSARY, UNDERLINE OR CAPITALIZE THE WORDS FOR
EMPHASIS.
FAULTY: WHICH OF THE FOLLOWING IS NOT A MEASURE OF
VARIABILITY?
GOOD: WHICH OF THE FOLLOWING IS NOT A MEASURE OF
VARIABILITY?

The following are the general guidelines in writing good multiple
choice items.
5. WRITE THE STEM AS CLEARLY DESCRIBED QUESTION OR TASK.
FAULTY: VALIDITY REFERS TO
a. the consistency of test scores
b. the inference made on the basis of the test scores
c. measurement error as determined by standard deviation
d. the stability of test scores
GOOD: THE INFERENCE MADE ON THE BASIS OF THE TEST SCORES REFERS
TO
a. reliability
b. validity
c. stability
d. measurement error

choice items.
7. WRITE THE DISTRACTERS TO BE PLAUSIBLE YET CLEARLY WRONG.
FAULTY : WHICH OF THE FOLLOWING IS THE LARGEST CITY IN THE UNITED STATES?
a. MICHIGAN
b. LONDON
c. NEW YORK
d. BERLIN
GOOD : WHICH OF THE FOLLOWING IS THE LARGEST CITY IN THE UNITED STATES?
a. LOS ANGELES
b. CHICAGO
c. NEW YORK
d. MIAMI

choice items.
8. Write Options That Are Parallel Or Similar In Form And Length To
Avoid Giving Clues About The Correct Answer.
9. Place Options In Logical Order (E.G. Alphabetical, Shortest To
Longest)
10. Place Correct Response Randomly To Avoid A Discernible Pattern Of
Correct Answers.
11. Use None Of The Above Carefully And Only When There One
Absolutely Correct Answer.
12. Avoid All Of The Above Option, Especially If It Is Intended To Be
The Correct Answer.

Short Answer Test Items
A Short Answer Test Item Requires The
Learner To Answer A Question Or To
Finish An Incomplete Statement By Filling
In The Blank With The Correct Word Or
Phrase.

The following are some guidelines in writing good fill in the blank or
completion test items.
1. omit just the appropriate word from the
sentence
faulty: every atom has a central _____________called a
nucleus.
good: every atom has a central core called
a(n)______________.
2. avoid having too many blanks in a
statement.
faulty: the __________ is the answer in _____.
better: the product is the answer in _________.
3. be sure that there is only one correct
response.
faulty: a four-sided polygon is called _______________.
good: a quadrilateral with four equal sided is called
______________.
4. avoid grammatical clues to the response.
faulty: a group of islands surrounded by waters is called an
_______________
good: a group of islands surrounded by waters is called
a(n) _______________
5. put the blank at the end of a statement
rather than at the beginning.
faulty: __________________is support system that helps a
learner accomplish tasks
good: a support system that helps a learner accomplish
tasks is called __________.

Matching Type Items
the matching test item format requires learners to match a
word, sentence or phrase in one column to a corresponding
word, sentence or phrase in second. column. it is most
appropriate when you need to measure the learner’s ability
to identify the relationship or association between similar
items. however, it is not suited for gauging the learners’
higher understanding (analysis and synthesis levels). it can
only be used to assess homogeneous knowledge.

The following are some guidelines in writing good and effective
matching type tests:
1. include homogenous premises and responses in a single matching exercise
2. clearly indicate in the directions the basis for matching where answers should be
written, and if responses or answer choices can be used more than once. 48
3. keep the list relatively short. the ideal number of items is 5 to 10, and a
maximum of 15.
4. arrange premises and responses with maximum clarity. it is desirable to use
longer statements as premises and numbered at the left of the page. the shorter
responses are placed at the right and each identified with letters.
5. have more responses or answer choices than premises. this will reduce guessing
and using the process of elimination in choosing the correct answer.
6. place all the premises and responses on a single page

The following are some guidelines in writing good and
effective matching type tests:
Faulty: Good:
Directions: Match the following. Directions: Match the theories in Column I with their
advocates in Column II. Write the letter of the correct
answer.
Food A. Primary reinforcer Column I Column II
Psychoanalysis B. Sigmund Freud ___ 1. Psychodynamic
Theory
A. Albert Bandura
B.F. Skinner C. Operant conditioning ___ 2. Trait Theory B. B.F. Skinner
Standard deviation D. Measure of variability ____3. Behaviorism C. Carl Rogers
Schizophrenia E. Hallucinations ___ 4. Humanism D. Gordon Allport. Karn
Horney
___ 5. Social Learning
Theory
F. Sigmund Freud

Factors to Consider when Constructing
Good Test Items
A. VALIDITY
B. REALIBILITY
C. ADMINISTRABILITY
D. SCORABILITY
E. APPROPRIATENESS
F. ADEQUACY
G. OBJECTIVITY

TYPES OF VALIDITY
1. CONTENT VALIDITY REFLECT THE CURRICULAR OBJECTIVES,
MR. KOPIDO MADE A TEST IN READING FOR THE GRADE 3 PUPILS, HE FINALIZED THE TEST, SHE ASKED AN EXPERT TO DETERMINE IF
THE TEST ITEMS WERE CREATED BASED ON THE TOPICS THAT NEEDS TO BE COVERED. WHAT TYPE OF VALIDITY WAS ESTABLISHED?
a. PREDICTIVE VALIDITY
b. FACE VALIDITY
c. CONTENT VALIDITY
d. CONSTRUCT VALIDITY
2. CRITERION-RELATED VALIDITY
A. CONSTRUCT VALIDITY
MR. KOPIDO MADE A TEST IN READING FOR THE GRADE 3 PUPILS, HE FINALIZED THE TEST, SHE ASKED AN EXPERT TO
DETERMINE IF THE TEST ITEMS WERE CREATED BASED ON THE LATENT BEHAVIOR TO BE MEASURED. WHAT TYPE OF
VALIDITY WAS ESTABLISHED?
A. PREDICTIVE VALIDITY
B. FACE VALIDITY
C. CONTENT VALIDITY
D. CONSTRUCT VALIDITY
B. PREDICTIVE VALIDITY
USED TO ESTIMATE WHAT THAT PERSONS’ PERFORMANCE OR OTHER CRITERION THAT WILL BE AT A LATER TIME TIME
3. CONCURRENT VALIDITY

PREDICTIVE VALITY
OF THE TYPES VALIDITY FOR TESTS, WHAT IS
CONCERENED WITH THE RELATION OF TEST SCORES TO
THE PERFORMNCE AT SOME FUTURE TIME.
A. CURRICULAR VALIDITY
B. CRITERION VALIDITY
C. CONTENT VALIDITY
D. PREDICTIVE VALIDITY

Factors Affecting the Validity of a Test Item
1. THE TEST ITSELF,
2. THE ADMINISTRATION AND SCORING OF A TEST
3. PERSONAL FACTORS INFLUENCING HOW STUDENTS
RESPONSE TO THE TEST
4. VALIDITY IS ALWAYS SPECIFIC TO A PARTICULAR
GROUP.

Factors that Reduce the Validity of the Test Item
POORLY CONSTRUCTED TEST ITEMS
UNCLEAR DIRECTIONS
AMBIGUOUS ITEMS
VERY DIFFICULT VOCABULARY
COMPLICATED SYNTAX / SENTENCE CONSTRUCTION
INADEQUATE TIME LIMIT
INAPPROPRIATE LEVEL OF DIFFICULTY
UNINTENDED CLUES
IMPROPER ARRANGEMENT OF ITEMS

RELIABILITY OF A TEST
 CONSISTENCY OF MEASUREMENT
 USED TO PREDICT PRACTICALLY THE SAME SCORES
WHEN TEST ADMINISTERED TWICE TO THE SAME
GROUP OF STUDENTS AND WITH A RELIABILITY INDEX
OF 0.50 OR ABOVE.

Factors Affecting the Reliability of a Test
 LENGTH OF THE TEST
 ITEM DIFFICULTY
 ITEM DISCRIMINATION
 OBJECTIVE SCORING
 SPREAD OF THE SCORE
 TIME LIMIT

Four Methods of Establishing Reliability
TEST-RETEST METHOD
EQUIVALENT-FORM METHOD
SPLIT-HALF METHOD

ITEM ANALYSIS
process of examining the student’s responses to each item in
the test
desirable and undesirable
item analysis after drafting objective test items and
administering it, how do you determine if the test items are
properly constructed as to degree of difficulty? how do you
set apart students who excel well on the overall test, and those
who do not? an item analysis, as a valuable procedure, can
easily provide the teachers with answers to both questions.

Criteria in determining the desirability and
undesirability of an item.
A. DIFFICULTY OF AN ITEM.
B. DISCRIMINATING POWER OF AN
ITEM.
C. MEASURE OF ATTRACTIVENESS

Difficulty index
 REFERS TO THE PROPORTION OF THE NUMBER OF
STUDENTS IN THE UPPER AND LOWER GROUPS WHO
ANSWERED AN ITEM CORRECTLY.
 THE NUMBER OF PEOPLE WHO ANSWER A PARTICULAR
TEST ITEM CORRECTLY.

Difficulty index
Level of Difficulty of an Item
Index Range Difficulty Level
0.00-0.20 Very difficult /reject
0.21-0.40 Difficult/revise
0.41-0.60 Moderately Difficult/retain
0.61-0.80 Easy/revise
0.81-1.00 Very Easy/reject

Index of Discrimination
DISCRIMINATION INDEX IS THE DIFFERENCES BETWEEN
THE PROPORTION OF HIGH PERFORMING STUDENTS WHO
GOT THE ITEM AND THE PROPORTION OF LOW PERFORMING
STUDENTS WHO GOT AN ITEM RIGHT.
Discrimination Index Item Evaluation
0.40 and up Very good item
0.30-0.39 Reasonably good item but possibly subject
to improvement
0.20-0.29 Marginal, usually needing and being
subject to improvement
Below 0.19 Poor Item, to be rejected

DISCRIMINATION INDEX IS THE DIFFERENCES BETWEEN
THE PROPORTION OF HIGH PERFORMING STUDENTS WHO
GOT THE ITEM AND THE PROPORTION OF LOW PERFORMING
STUDENTS WHO GOT AN ITEM RIGHT.
Discrimination Index Item Evaluation
0.40 and up Very good item/retain
0.30-0.39 Reasonably good item but possibly subject to
improvement
0.20-0.29 Marginal, usually needing and being subject to
improvement
Below 0.19 Poor Item, to be rejected

INTERPRETATION:
 POSITIVE DISCRIMINATION – MORE FROM THE UPPER
GROUP ANSWER THE ITEM CORRECTLY.
 NEGATIVE DISCRIMINATION – MORE FROM THE LOWER
GROUP ANSWER THE ITEM CORRECTLY.
 ZERO DISCRIMINATION – UPPER GROUP AND LOWER
GROUP HAVE ANSWER EQUALLY THE ITEM CORRECTLY.

Measures of Attractiveness
-TO MEASURE THE ATTRACTIVENESS OF THE INCORRECT OPTION
(DISTRACTERS) IN MULTIPLE-CHOICE TESTS, WE COUNT THE
NUMBER IF STUDENTS WHO SELECTED THE INCORRECT OPTION IN
BOTH UPPER AND LOWER GROUPS.
-THE INCORRECT OPTION IS SAID TO BE EFFECTIVE DISTRACTER IF
THERE ARE MORE STUDENTS IN THE LOWER GROUP CHOSE THAT
INCORRECT OPTION THAN THOSE STUDENTS IN THE UPPER GROUP.

Measure of skewness
DESCRIBE THE DEGREE OF THE DEPARTURE OF THE SCORE
FROM A SYMMETRY.
A. POSITIVELY SKEWED
B. NEGATIVELY SKEWED
C. NORMAL DISTRIBUTION

Measure of skewness
A. POSITIVELY SKEWED

Measure of skewness
A.POSITIVELY SKEWED
- BELOW THE MEAN/AVERAGE
- POOR PERFORMANCE
- MOST GOT FAILED
- SLOW STUDENTS/LEARNERS
- CONCENTRATED TO THE LEFT

Measure of skewness

Measure of skewness
- ABOVE THE MEAN/AVERAGE
- FAST LEARNER
- GOOD PERFORMANCE
- MOST GOT THE PASSING SCORE
- CONCENTRATED TO THE RIGHT

Measure of the relative position
• INDICATES WHERE A SCORE IS IN RELATION TO ALL
OTHER SCORES IN THE DISTRIBUTION
• THEY MAKE IT POSSIBLE TO COMPARE THE
PERFORMANCE OF AN INDIVIDUAL ON TWO OR MORE
DIFFERENT TEST
A. PERCENTILE RANK
B. Z SCORE
C. T-SCORE
D. STANINE

SYSTEMATIC RATING ERRORS AND
THEIR CONTROL
A. THE HALO EFFECT
GENERALIZES ONE OF THE EMPLOYEE’S TRAITS
IMPRESSION
B. LENIENCY ERRORR/GENEROUSITY ERROR
ABOVE AVERAGE RATINGS.
GIVING PASSING GRADE EVEN UNDESERVED
C. ERROR OF CENTRAL TENDENCY
NO-ONE IS ACTUALLY GOOD OR BAD.
GIIVING AVARAGE SCORE
D. LOGICAL ERROR
THAT SEEM LOGICALLY RELATED IN THEIR OWN MINDS BUT MAY NOT BE RELATED IN ANY GIVEN
TARGET PERSON.
E. SEVERITY
BELOW AVERAGE RATINGS
GIVING FAILED GRADE EVEN UNDESERVED

Assessment_of_learning_1_@_2.pptx

Recommended

Recommended

More Related Content

Similar to Assessment_of_learning_1_@_2.pptx

Similar to Assessment_of_learning_1_@_2.pptx (20)

Recently uploaded

Recently uploaded (20)

Assessment_of_learning_1_@_2.pptx