The document outlines the guidelines for assessing science inquiry skills, emphasizing the importance of alignment between learning objectives and assessment tasks. It provides specific criteria for evaluating content validity, checking the appropriateness of assessment formats, and ensuring clarity in item construction for tests. Additionally, the document addresses common pitfalls in item writing and offers examples for both paper-based and performance-based assessments.

1. Assessing Science Inquiry Skills
Carlo Magno, PhD
crlmgn@yahoo.com

2. Answer the question
• You are tasked to check the test paper of one
teacher. What are the specific things that you
need to look for when checking the test?

3. Objectives
• 1. Check the alignment between the scince
learning competencies and the items
contained in the assessment.
• 2. Distinguish using paper and pencil or
performance-based needed when creating
assessment tasks in science.
• 3. Follow the rules in writing types of items
and performance-based tasks.

4. What to check?ContentValidity
Check for alignment between the course
objectives and the competency covered in
the task
Check if the assessment is appropriate with
the form assessment task made (paper and
pen vs. performance-based)
Face
Validity
Minor: Rules in writing the tasks
Minor: Syntax (grammar)
Minor: Suitability for learners

5. Assessment Process
Objectives in
the syllabus
Create
Assessment
tasks
Content Validity
Review
assessment tasks
Revision
Data GatheringData Analysis
Teacher Teacher
Teacher
Teacher
Teacher
Supervisor
•Needs of students
and society
•Mission and vision
of the school
•National and
International
Standards
•Existing programs

6. Task!
• Objective: Classify soluble and insoluble
compounds
– Assessment task?
• Objective: Make a survey of plants found in
the community and their specific habitats
– Assessment task?
• Objective: describe how light, sound and heat
travel
– Assessment task?

7. Constructive Alignment
 Objective: Interpret a table showing the population density of the
world (Understanding)
Test Item: Given a bar graph, report the years where the population
increased and decreased, describe the pattern of growth each year
and provide possible explanations for the growth pattern.
 Objective: enumerate safety measures to avoid the harmful effects of
the Sun’s heat and light (remembering)
Performance task: list different safety measures to avoid heatstroke.
 Objective: Use weather instruments to measure the different
weather components (Applying)
Test item: Hang the thermometer outside of the classroom and
record the temperature afer every three hours from 8:30 to 5:00.
 Objective: infer how black and colored objects affect the ability to
absorb heat (analyzing)
Performance Assessment: Observe the child A wearing black shirt,
why is he more perspired than child B wearng white shirt? Write your
answer.

8. Matching Items with Criterion Item
• Instruction: Indicate whether the matching of the objective and
item is suitable.
• 1. Objective: Given a performance of an instrumental or vocal
melody containing a melodic or rhythmic error, and given the score
for the melody, be able to point out the error.
• Criterion item: The instructor will play the melody of the attached
musical score on the piano and will make an error either in rhythm
or melody. Raise your hand when the error occurs.
• Is the item Suitable? ___ Yes
____ No

9. Matching Items with Criterion Item
• 2. Objective: Given mathematical equations
containing one unknown, be able to solve for the
unknown.
• Criterion Item: Sam weighs 97 kilos. He weighs 3.5
kilos more than Barry. How much does Barry weigh?
• Is the item Suitable? ___ Yes
____ No

10. Matching Items with Criterion Item
• 3. Objective: Be able to demonstrate familiarity
with sexual anatomy and physiology
• Criterion Item: Draw and label a sketch of the
male and female reproductive systems.
• Is the item Suitable? ___ Yes
____ No

11. Matching Items with Criterion Item
• 4. Objective: Given any one of the computers in our
product line, in its original carton, be able to install and
adjust the machine, preparing it for use. Criteria: The
machine shows normal indication, and the area is free of
debris and cartons
• Criterion item: Select one of the cartons containing one of
our model XX computers, and install it for the secretary in
Room 45. Make sure it is ready for use and the area is left
clean.
• Is the item Suitable? ___ Yes
____ No

12. Matching Items with Criterion Item
• 5. Objective: When given a set of paragraphs (that use
words within your vocabulary), some of which are missing
topic sentences, be able to identify the paragraph without
topic sentences.
• Criterion Item: Turn to page 29 in your copy of Silas
Marner. Underline the topic sentence of each paragraph
on that page.
• Is the item Suitable? ___ Yes
____ No

13. Observe the two sets of objectives
• Identify parts of the
microscope and their
functions
• Identify beneficial and
harmful microorganisms
• Recognize different types
of compounds (ionic or
covalent) based on their
properties
• recognize the major
categories of
biomolecules
• Describe the appearance
and uses uniform and
non-uniform mixtures.
• Demonstrate how sound,
heat, light and electricity
can be transformed.
• Construct a model to
demonstrate that heat
can do work.
• Explain how the organs of
each organ system work
together.

14. Grade 8 Matter (3rd Quarter)
• 1. explain the properties of
solids, liquids, and gases
based on the particle nature
of matter (performance)
• 2. explain physical changes
in terms of the arrangement
and motion of atoms and
molecules (performance)
• 3. determine the number of
protons, neutrons, and
electrons in a particular
atom (written)
• 4. trace the development of
the periodic table from
observations based on
similarities in properties of
elements (performance)
• 5. use the periodic table to
predict the chemical
behaviour of an element
(performance)

15. Paper and pen vs. Performance-based
tasks
• Format: binary, multiple
choice, matching type,
short answer
• Measure discreet skills
(cognitive)
• Group administration
• Format: demonstrations,
performances, actual
work (authentic)
• Measure complex
integrated skills
(cognitive, psychomotor,
affect)
• Individual or several
groups

16. Determine if the objectives will require paper
and pen or performance-based task
• 1. List hazards of working with chemicals
• 2. Classify the properties of substances as to
physical or chemical and extrinsic or intrinsic
• 3. Cite evidence of chemical changes
• 4. Present ways to prevent walls from easily
cracking during earthquakes
• 5. record in a chart the weather conditions

17. Determine if the objectives will require paper and pen
or performance-based task
• 6. identify safety precautions during different
weather conditions
• 7. enumerate uses of light, sound, heat and
electricity
• 8. identify the basic needs of humans, plants
and animals such as air, food, water, and
shelter
• 9. describe ways of proper handling of animals
• 10. compare living with nonliving things

18. Paper and pencil assessment
• Binary type – remembering - understanding
• Matching type - remembering
• Multiple choice – remembering,
understanding, applying, analyzing, evaluating
• Supply type - remembering

19. Binary Type
• 1. Avoid the use of “specific determiners”
• FAULTY: No picture-no sound in a television
set may indicate a bad 5U4G.
• IMPROVED: A bad 5U4G tube in a television
set will result in no picture sound.
Why is the item faulty?

20. Binary Type
• 2. Base true-false items upon statements that
are absolutely true or false, without
qualifications or exceptions.
• FAULTY: World War II was fought in Europe
and the Far East.
• IMPROVED: The primary combat locations in
terms of military personnel during World War
II were Europe and the Far East.
Why is the item faulty?

21. Binary Type
• 3. Avoid negative stated items when possible
and eliminate all double negatives.
• FAULTY: It is not frequently observed that
copper turns green as a result of oxidation.
• IMPROVED: Copper will turn green upon
oxidizing.
Why is the item faulty?

22. Binary Type
• 4. Use quantitative and precise rather than
qualitative language where possible.
• FAULTY: Many people voted for Gloria Arroyo
in the 2003 Presidential election.
• IMPROVED: Gloria Arroyo received more than
60 percent of the popular votes cast in the
Presidential election of 2003.
Why is the item faulty?

23. Binary Type
• 5. Avoid stereotypic and textbook statements.
• FAULTY: From time to time efforts have been made to
explode the notion that there may be a cause-and-
effect relationship between arboreal life and primate
anatomy.
• IMPROVED: There is a known relationship between
primate anatomy and arboreal life.
Why is the item faulty?

24. Binary Type
• 6. Avoid making the true items consistently longer
than the false items.
• 7. Avoid the use of unfamiliar or esoteric language.
• FAULTY: According to some peripatetic politicos, the
raison d’etre for capital punishment is retribution.
• IMPROVED: According to some politicians,
justification for the existence of capital punishment
can be traced to the Biblical statement, “An eye for
an eye.”
Why is the item faulty?

25. Binary Type
• 8. Avoid complex sentences with many
dependent clauses.
• FAULTY: Jane Austen, an American novelist
born in 1790, was a prolific writer and is best
known for her novel Pride and Prejudice,
which was published in 1820.
• IMPROVED: Jane Austen is best known for her
novel Pride and prejudice.
Why is the item faulty?

26. Binary Type
• 9. It is suggested that the crucial elements of an
item be placed at the end of the statement.
• FAULTY: Oxygen reduction occurs more readily
because carbon monoxide combines with
hemoglobin faster than oxygen does.
• IMPROVED: Carbon monoxide poisoning occurs
because carbon monoxide dissolves delicate lung
tissue.
Why is the item faulty?

27. Matching Type
Match List A with List B. You will be given one point
for each correct match.
List A List B
a. cotton gin a. Eli Whitney
b. reaper b. Alexander Graham Bell
c. wheel c. David Brinkley
d. TU54G tube d. Louisa May Alcott
e. steamboat e. None of these
•Directions failed to specify the basis for matching
•List are enumerated identically
•Responses not listed logically
•Lacks homogeneity
•Equal number of elements
•Use of “None of the above”
Why is the item faulty?

28. Matching Type
IMPROVED: Famous inventions are listed in the left-hand column
and inventors in the right-hand column below. Place the letter
corresponding to the inventor in the space next to the invention
for which he s famous. Each match is worth 1 point, and “None
of these” may be the correct answer. Inventors may be used
more than once.
Inventions Inventors
__ 1. steamboat a. Alexander Graham-Bell
__ 2. cotton skin b. Robert Fulton
__ 3. sewing machine c. Elias Howe
__ 4. reaper d. Cyrus McCormick
e. Eli Whitney

29. Multiple Choice
1. Salvador Dali is
a. a famous Indian.
b. important in international law.
c. known for his surrealistic art.
d. the author of many avant-garde plays.
•It is recommended that the stem be a direct question.
•The stem should pose a clear, define, explicit, and singular
problem.
Why is the item faulty?

30. Multiple Choice
IMPROVED: With which one of the fine arts is
Salvador Dali associated?
a. surrealistic painting
b. avant-garde theatre
c. polytonal symphonic music
d. impressionistic poetry

31. Multiple Choice
2. Milk can be pasteurized at home by
a. heating it to a temperature of 130o
b. Heating it to a temperature of 145o
c. Heating it to a temperature of 160o
d. Heating it to a temperature of 175o
•Include in the stem any words that might otherwise be
repeated in each response.
Why is the item faulty?

32. Multiple Choice
IMPROVED: The minimum temperature that
can be used to pasteurize milk at home is:
a. 130oC
b. 145oC
c. 160oC
d. 175oC

33. Multiple Choice
3. Although the experimental research, particularly that by
Hansmocker must be considered equivocal and assumptions
viewed as too restrictive, most testing experts would
recommend as the easiest method of significantly improving
paper-and-pencil achievement test reliability to
a. increase the size of the group being tested.
b. increase the differential weighting of items.
c. increase the objective of scoring.
d. increase the number of items.
e. increase the amount of testing time.
Items should be stated simply and understandably, excluding
all nonfunctional words from stem and alternatives.
Why is the item faulty?

34. Multiple Choice
IMPROVED: Assume a 10-item, 10-minute paper-
and-pencil multiple choice achievement test has a
reliability of .40. The easiest way of increasing the
reliability to .80 would be to increased
a. group size
b. scoring objectivity
c. differential item scoring weights
d. the number of items
e. testing time

35. Multiple Choice
4. None of the following cities is a state
capital except
a. Bangor
b. Los Angeles
c. Denver
d. New Haven
•Avoid negatively stated items
Why is the item faulty?

36. Multiple Choice
IMPROVED: Which of the following cities is a
state capital?
a. Bangor
b. Los Angeles
c. Denver
d. New Haven

37. Multiple Choice
5. Who wrote Harry Potter and the Goblet of
Fire?
a. J. K. Rowling
b. Manny Paquiao
c. Lea Salonga
d. Mark Twain
•If possible the alternatives should be presented in some logical,
numerical, or systematic order.
•Response alternatives should be mutually exclusive.
Why is the item faulty?

38. Multiple Choice
IMPROVED: Who wrote Penrod?
a. J. K. Rowling
b. J. R. R. Tolkien
c. V. Hugo
d. L. Carrol

39. Multiple Choice
6. Which of the following statements makes
clear the meaning of the word “electron”?
a. An electronic tool
b. Neutral particles
c. Negative particles
d. A voting machine
e. The nuclei of atoms
•Make all responses plausible and attractive to the less
knowledgeable and skillful student.
Why is the item faulty?

40. Multiple Choice
IMPROVED: Which of the following phrases is
a description of an “electron”?
a. Neutral particle
b. Negative particle
c. Neutralized proton
d. Radiated particle
e. Atom nucleus

41. Multiple Choice
7. What is the area of a right triangle whose
sides adjacent to the right angle are 4 inches
long respectively?
a. 7
b. 12
c. 25
d. None of the above
•The response alternative “None of the above” should be used
with caution, if at all.
Why is the item faulty?

42. Multiple Choice
IMPROVED: What is the area of a right triangle
whose sides adjacent to the right angle are 4
inches and 3 inches respectively?
a. 6 sq. inches
b. 7 sq. inches
c. 12 sq. inches
d. 25 sq. inches

43. Multiple Choice
8. As compared with the American factory worker in
the early part of the 19th century, the American
factory worker at the close of the century
a. was working long hours
b. received greater social security benefits
c. was to receive lower money wages
d. was less likely to belong to a labor union.
e. became less likely to have personal contact with
employers
Make options grammatically parallel to each other and consistent
with the stem.
Why is the item faulty?

44. Multiple Choice
IMPROVED: As compared with the American factory
worker in the early part of the century, the American
factory worker at the close of the century
a. worked longer hours.
b. had more social security.
c. received lower money wages.
d. was less likely to belong to a labor union
e. had less personal contact with his employer

45. Multiple Choice
9. The “standard error of estimate’
refer to
a. the objectivity of scoring.
b. the percentage of reduced error
variance.
c. an absolute amount of possible
error.
d. the amount of error in estimating
criterion scores.
Avoid such irrelevant cues as “common elements” and “pat
verbal associations.”
Why is the item faulty?

46. Multiple Choice
IMPROVED: The “standard error of estimate”
is most directly related to which of the
following test characteristic?
a. Objectivity
b. Reliability
c. Validity
d. Usability
e. Specificity

47. Multiple Choice
10. What name is given to the group of
complex organic compounds that occur in
small quantities in natural foods that are
essential to normal nutrition?
a. Calorie
b. Minerals
c. Nutrients
d. Vitamins
In testing for understanding of a term or concept, it is generally
preferable to present the term in the stem and alternative
definitions in the options.
Why is the item faulty?

48. Multiple Choice
IMPROVED: Which of the following statements
is the best description of a vitamin?

49. Short Answer Type
1. Require short, definite, clear-cut, and explicit
answers
FAULTY: Earnest Hemingway wrote______
IMPROVED: The Old Man and the Sea was
written by _______.
Who wrote The Old man and the Sea?
Why is the item faulty?

50. Short Answer Type
2. Avoid multimutilated statements
FAULTY: _____ pointed out in ____ the
freedom of thought in America was seriously
hampered by ___, ____, & __.
IMPROVED: That freedom of thought in America
was seriously hampered by social pressures
toward conformity was pointed out in 1830 by
______.
Why is the item faulty?

51. Short Answer Type
• 3. If several equal answers equal credit should
be given to each one.
• 4. Specify and announce in advance whether
scoring will take spelling into account.

52. Short Answer Type
5. In testing for comprehension of terms and
knowledge of definition, it is often better to supply
the term and require a definition than to provide a
definition and require the term.
FAULTY: What is the general measurement term
describing the consistency with which items in a test
measure the same thing?
IMPROVED: Define “internal consistency reliability.”
Why is the item faulty?

53. Short Answer Type
6. It is generally recommended that in completion
items the blanks come at the end of the statement.
FAULTY: A (an) ________ is the index obtained by
dividing a mental age score by chronological age and
multiplying by 100.
IMPROVED: The index obtained by dividing a mental
age score by chronological age and multiplying by
100 is called a (an) ________
Why is the item faulty?

54. Short Answer Type
7. Minimize the use of textbook expressions
and stereotyped language.
FAULTY: The power to declare war is vested in
______
IMPROVED: Which national legislative body has
the authority to declare war?
Why is the item faulty?

55. Short Answer Type
8. Specify the terms in which the response is to be
given.
FAULTY: Where does the Security Council of the United
Nations hold its meeting?
IMPROVED: In what city of the United States does the
Security Council of the United Nations hold its
meeting?
FAULTY: If a circle has 4-inch diameter, its area is_____
IMPROVED: A circle has 4-inch diameter. Its area in
square inches correct to two decimal places, is _____
Why is the item faulty?

56. Short Answer Type
9. In general, direct questions are preferable to
incomplete declarative sentences.
FAULTY: Gold was discovered in California in the
year ___
IMPROVED: In what year was gold discovered in
California?
Why is the item faulty?

57. Short Answer Type
10. Avoid extraneous clues to the correct
answer
FAULTY: A fraction whose denominator is greater
than its numerator is a _____
IMPROVED: Fractions whose denominator are
greater than their numerators are called
_____
Why is the item faulty?

58. • Ability to Recognize the Relevance of
Information
58

59. • Ability to Recognize Warranted and
Unwarranted Generalizations
59

60. • Ability to Recognize Inferences
60

61. • Ability to Interpret Experimental Findings
61

62. • Ability to Apply Principles
62

63. • Ability to Recognize Assumptions
63

64. Reading comprehension
• Bem (1975) has argued that androgynous people are
“better off” than their sex-typed counterparts
because they are not constrained by rigid sex-role
concepts and are freer to respond to a wider variety
of situations. Seeking to test this hypothesis, Bem
exposed masculine, feminine, and androgynous men
and women to situations that called for independence
(a masculine attribute) or nurturance (a feminine
attribute). The test for masculine independence
assessed the subject’s willingness to resist social
pressure by refusing to agree with peers who gave
bogus judgments when rating cartoons for funniness
(for example, several peers might say that a very
funny cartoon was hilarious). Nurturance or feminine
expressiveness, was measured by observing the
behavior of the subject when left alone for ten
minutes with a 5-month old baby. The result
confirmed Bem’s hypothesis. Both the masculine sex-
typed and the androgynous subjects were more
independent (less conforming) on the ‘independence”
test than feminine sex-typed individuals.
Furthermore, both the feminine and the androgynous
subjects were more “nurturant” than the masculine
sex-typed individuals when interacting with the baby.
Thus, the androgynous subjects were quite flexible,
they performed as masculine subjects did on the
“feminine” task.
64
35. What is the independent variable in the
study?
a. Situations calling for independence and
nurturance
b. Situation to make the sex type react
c. Situations to make the androgynous be
flexible
d. Situations like sex type, androgynous and
sex role concepts
36. What are the levels of the IV?
a. masculine attribute and feminine attribute
b. rating cartoons and taking care of a baby
c. independence and nurturance
d. flexibility and rigidity

65. Interpreting Diagrams
Instruction. Study the following illustrations and answer the following
questions.
Figure 1
65
Pretest Posttest
101. Which group received the treatment?
a. group A b. group B
b. c. none of the above
102. Why did group B remain stable across the
experiment?
a. there is an EV
b. there is no treatment
c. there is the occurence of ceiling effect
103. What is the problem at the start of the
experiment?
a. the groups are nonequivalent
b. the groups are competing with each other
c. the treatment took place immediately

66. Characteristics of performance-based
assessment
• Students perform, create, construct, produce, or do something.
• Deep understanding and/or reasoning skills are needed and
assessed.
• Involves sustained work, [often days and weeks].
• Calls on students to explain, justify, and defend.
• Performance is directly observable.
• Involves engaging in ideas of importance and substance.
• Relies on trained assessor’s judgments for scoring
• Multiple criteria and standards are prespecified and public
• There is no single correct answer.
• If authentic, the performance is grounded in real world contexts
and constraints.

67. Learning Targets
• Skills
– Communication and presentation skills
– Ex: Speaking
1. Speaking clearly, expressively, and audibly
a. Using voice expressively
b. Speaking articulately and pronouncing words correctly
c. Using appropriate vocal volume
2. Presenting ideas with appropriate introduction,
development, and conclusion
1. Presenting ideas in an effective order
2. Providing a clear focus on the central idea
3. Providing signal words, internal summaries, and transitions

68. Learning Targets
3. Developing ideas using appropriate support materials
a) Being clear and using reasoning processes
b) Clarifying, illustrating, exemplifying, and documenting ideas
4. Using nonverbal cues
a. Using eye contact
b. Using appropriate facial expressions, gestures, and body
movement
5. Selecting language to a special purpose
a. Using language and conventions appropriate for the
audience

69. Learning Targets
• Psychomotor skills
– Fine motor: cutting papers with scissors, drawing a
line tracing, penmanship, coloring drawing,
connecting dots
– Gross motor: Walking, jumping, balancing, throwing,
skipping, kicking
– Complex: Perform a swing golf, operate a computer,
drive a car, operate a microscope
– Visual: Copying, finding letters, finding embedded
figures, identifying shapes, discrimination
– Verbal and auditory: identify and discriminate sounds,
imitate sounds, pronounce carefully, blend vowels

70. Learning Targets
• Products
– Write promotional materials
– Report on a foreign country
– Playing a new song

71. Variation of authenticity
Relatively authentic Somewhat authentic Authentic
Identify the materials
used in dressing a
wound
Give the steps in
dressing a wound
Dresses the wound of a
patient
Tell the use of a
thermometer
Records temperature in
a chart
Uses the thermometer
on a patient and records
it.
Explain the steps on
taking blood pressure
Show how to take the
blood pressure using a
sphygmomanometer
Get the blood pressure
of a patient.

72. Complexity of task
• Restricted-type task
– Narrowly defined and require brief responses
– Task is structured and specific
– Ex:
• Construct a bar graph from data provided
• Demonstrate a shorter conversation in French about what is on a
menu
• Read an article from the newspaper and answer questions
• Flip a coin ten times. Predict what the next ten flips of the coin will
be, and explain why.
• Listen to the evening news on television and explain if you believe
the stories are biased.
• Construct a circle, square, and triangle from provided materials
that have the same circumference.

73. Constructing Performance Based tasks
• Extended-type task
– Complex and elaborate
– Often include collaborative work with small group of
students.
– Requires the use of a variety of information
– Examples:
• Design a playhouse and estimate cost of materials and labor
• Plan a trip to another country: Include the budget and itinerary,
and justify why you want to visit certain places
• Conduct a historical reenactment (e. g. impeachment trial of
ERAP)
• Diagnose and repair a car problem
• Design an advertising campaign for a new or existing product

74. Identifying Performance Task
Description
• Prepare a task description
• Listing of specifications to ensure that essential if
criteria are met
• Includes the ff.:
– Content and skill targets to be assessed
– Description of student activities
• Group or individual
• Help allowed
– Resources needed
– Teacher role
– Administrative process
– Scoring procedures

75. Performance-based Task Question
Prompt
• Task prompts and questions will be based on
the task descriptions.
• Clearly identifies the outcomes, outlines what
the students are encourage dot do, explains
criteria for judgment.

76. Performance Criteria
• What you look for in student responses to
evaluate their progress toward meeting the
learning target.
• Dimensions of traits in performance that are used
to illustrate understanding, reasoning, and
proficiency.
• Start with identifying the most important
dimensions of the performance
• What distinguishes an adequate to an inadequate
demonstration of the target?

77. Example of Criteria
• Learning target:
– Students will be able to write a persuasive paper to
encourage the reader to accept a specific course of
action or point of view.
• Criteria:
– Appropriateness of language for the audience
– Plausibility and relevance of supporting arguments.
– Level of detail presented
– Evidence of creative, innovative thinking
– Clarity of expression
– Organization of ideas

78. Example of a task Prompt:

79. Example of Performance-based task
• Final Product
• Chemists are often required to determine the
concentration of unknown acidic or basic
solutions. You will be provided with an unknown
solution that is either acidic or basic. Your
problem is to design an experiment, using the
materials (and/or others) listed below, to
determine the concentration of the unknown
solution provided. Express your concentration of
the unknown material in moles of H+ (aq) per
liter or moles of OH- (aq) per liter of solution.

80. Task
• a) Under the heading PROCEDURE list in order the steps of the procedure
you will use to solve the problem. You may include a diagram to help
illustrate your plans for the experiment. Include any safety procedures you
would follow.
• b) Construct a DATA TABLE or indicate any other method that you could
use to record the observations and results that will be obtained.
• Materials
• 2 beakers, 100 ml 1 burette, 50 ml 4 Erlenmeyer flasks, 250 ml
• 1 filter funnel, small 1 graduated cylinder, 50 ml 1 burette stand
• safety goggles calculator 1 wash bottle of distilled
watre
• 1 white tile hydrochloric acid, 0.1 mol/L sodium hydroxide, 0.1
mol/L
• phenolphthalein indicator bromothymol blue indicator unknown
solution

81. Criteria
Yes NO A. Procedures for investigation
1. Detailed
procedure/experimentally
feasible
Method includes details which will clearly
result in accurate determination of
concentration of unknown, including steps
below and repeated trials.
2. Sequence to plan
Suggests method to determine molarity of
unknown solution
3. General strategy
First identifies unknown solution as an acid
or base using appropriate indicator, then
suggests titration using neutralizing solution.
4. Safety procedures
Safety goggles should be worn; care in
handling acids and bases.
5. Use of equipment/diagram
Appropriate equipment and materials are
suggested, especially use of burette and
indicator.

82. Criteria
Yes No B. Plan for recording and
organizing observations/data
1. Space for manipulation of data
or qualitative description
Could include space for averaging data;
stipulation of indicator used.
2. Matched to plan
Plan is comprehensive so that all
observations and data generated by plan
may be recorded; e.g., space for repeated
trials is included.
3. Organized sequentially
Organized so that recording follows data
as generated.
4. Labelled fully (units included)
All columns and rows are identified;
correct units of measurement are used.
5. Variables identified
Solution used to titrate unknown is
indicated as acid or base.

83. Rating Scales
• Indicate the degree to which a particular
dimension is present.
• Three kinds:
– Numerical
– Qualitative
– Combined Qualitative and Quantitative

84. Rating Scale
• Numerical Scale
– Numbers of a continuum to indicate different level
of proficiency in terms of frequency or quality
Example:
Complete Understanding 5 4 3 2 1 No understanding
Clear organization 5 4 3 2 1 No organization
Fluent reader 5 4 3 2 1 Emerging reader

85. Rating Scale
• Qualitative scale
– Uses verbal descriptions to indicate student
performance.
– Provides a way to check the whether each
dimension was evidenced.
• Type A: Indicate different gradations of the dimension
• Type B: Checklist

86. Rating Scale
• Example of Type A:
– Minimal, partial, complete
– Never, seldom, occasionally, frequently, always
– Consistent, sporadically, rarely
– None, some, complete
– Novice, intermediate, advance, superior
– Inadequate, needs improvement, good excellent
– Excellent, proficient, needs improvement
– Absent, developing, adequate, fully developed
– Limited, partial, thorough
– Emerging, developing, achieving
– Not there yet, shows growth, proficient
– Excellent, good, fair, poor

87. Rating Scale
• Example of Type A: Checklist

88. Rating Scale
• Holistic scale
– The category of the scale contains several criteria, yielding
a single score that gives an overall impression or rating
Example
level 4: Sophisticated understanding of text indicated
with constructed meaning
level 3: Solid understanding of text indicated with some
constructed meaning
level 2: Partial understanding of text indicated with
tenuous constructed meaning
level 1: superficial understanding of text with little or
no constructed meaning

89. Example holistic scale

90. Analytic scale
• Analytic Scale
– One in which each criterion receives a separate
score.
Example
Criteria Outstanding
5 4
Competent
3
Marginal
2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images

91. Rubrics
• When scoring criteria are combined with a
rating scale, a complete scoring guideline is
produced or rubric.
• A scoring guide that uses criteria to
differentiate between levels of student
proficiency.

92. Example of a rubric

93. • Rubrics should answer the following questions:
– By what criteria should performance be judged?
– Where should we look and what should we look for to
judge performance success?
– What does the range in the performance quality look
like?
– How do we determine validity, reliability, and fairly
what scores should be given and what that score
means?
– How should the different levels of quality be
described and distinguished from one another?
Rubric

94. Workshop
• Work in groups and create a performance task for
one objective.
• Ensure that the performance task is aligned with
the learning competency
• Organize the presentation in using the following:
– Learning competency
– Describe the final output
– Describe what the students will do
– List the criteria
• Group presentation and feedback will follow.

95. Learning Competencies
1. describe ways of caring and proper handling of
plants (g3)
2. identify things that can make objects move such
as people, water, wind, magnets (g3)
3. describe changes in solid materials when they
are bent, pressed, hammered, or cut (g4)
4. communicate that the major organs work
together to make the body function properly
(g4)

96. Learning Competencies
• 5. make a survey of animals found in the
community and their specific habitats (gr 4)
• 6. compare the stages in the life cycle of
organisms (gr 4)
• 7. investigate changes that happen in
materials under the following conditions (gr
5):
• 2.1 presence or lack of oxygen; and
• 2.2 application of heat

97. Learning Competencies
• 8. distinguish how spore-bearing and cone-
bearing plants reproduce (gr 6)
• 9. demonstrate how sound, heat, light and
electricity can be transformed (gr 6)
• 10. demonstrate rotation and revolution of
the Earth using a globe to explain day and
night and the sequence of seasons (gr 7)

98. • 11. discuss how energy from the Sun interacts
with the layers of the atmosphere (gr 7)
• 12. explain the regular occurrence of meteor
showers