ASSESSMENT IN LEARNING 1-LESSONS 1-4 (1).ppt

ASSESSMENT IN
LEARNING 1
OSCAR O. ANCHETA JR.
Instructor

Choose a word from the Word Cloud
and explain its relevance/relationship to
assessment!

LESSON 1:
Basic Concepts and
Principles in
Assessing Learning

LEARNING OUTCOMES:
In this lesson, you are expected to:
describe assessment in learning
and related concepts and,
demonstrate understanding of
the different principles in
assessing learning.

What is assessment?
 Rooted in the Latin word assidere, which
means “to sit beside another.”
 Generally defined as the process of gathering
quantitative and/or qualitative data for the
purpose of making decisions.

What is Assessment in
Learning?
 A systematic and purpose-oriented collection,
analysis, and interpretation of evidence of
student learning in order to make informed
decisions relevant to the learners.
 It aims to use evidence on student learning to
further promote and manage learning.
 Assessment in learning can be characterized
as (a) a process, (b) based on specific
objectives, and (c) from multiple sources.

What is measurement?
 The process of quantifying the attributes of
an object
What is evaluation?
 Refers to the process of making value
judgements on the information collected from
measurement based on specified criteria.

What is Testing?
 Testing is the most common form of
assessment.
 Refers to the use of a test or battery of tests
to collect information on student learning over
a specific period of time.
 Can be categorized as either a selected
response (objective format) or constructed
response (subjective format).

What is the significance of
TOS to the test?
 The Table of Specification (TOS) maps out
the essential aspects of a test (test objective,
contents, topics, item distribution).
 Is used in the design and development of
tests.

When is a test considered to
be good and effective?
 If it has acceptable psychometric properties.
 This means that a test should be
valid, reliable, has acceptable
level of difficulty, and can
discriminate between learners
with higher and lower ability.

What is grading?
 The process of assigning value to the
performance or achievement of a learner
based on specified criteria or standards.
 Grades can be based from, recitation,
seatwork, homework, projects, and tests.
 Grading is a form of evaluation which
provides information whether a learners
passed or failed a subject or a particular
assessment task.

What are the different measurement
framework used in assessment?
1. Classical Test Theory (CTT)
2. Item Response Theory (IRT)

What is Classical Test Theory?
 Known as true score theory, this explains that
variations in the performance of examinees on a
given measure is due to the variations in their
abilities.
 Assumes that all measures are imperfect
(affected by internal and external conditions.
 Provides an estimation of the item difficulty
based on the frequency or number of examinees
who correctly answer a particular item.
 Provides an estimation of item discrimination
based on the number of examinees with a higher
or lower ability to answer a particular item.

What is Item Response Theory?
 Analyzes test items by estimating the
probability that an examinee answers an
item correctly or incorrectly.
 Assumes that the characteristics of an item
can be estimated independently of the
characteristics or ability of the examinee
and vice versa.
 Aside from item difficulty and
discrimination, ITR analysis can provide fit
statistics and item characteristics curve.

What are the different types of
assessment in learning?
1. Formative Assessment
2. Summative Assessment
3. Diagnostic Assessment
4. Placement Assessment
5. Traditional Assessment
6. Authentic Assessment

1. Formative Assessments
 Provides information to both teachers and
learners on how they can improve the
teaching-learning process.
 Used at the beginning and during instruction
for teachers to assess learner’s
understanding.
 Can be used to inform learners about their
strengths and weaknesses to enable them to
take steps to learn better and improve their
performances as the class progresses.

2. Summative Assessments
 Aims to determine learners’ mastery of content or
attainment of learning outcomes.
 Typically used for evaluating learners’ performance in
class and providing teachers with information about
the teaching effectiveness of their teaching strategies
and how they can improve their instruction in the
future.
 Can inform learners about what they have done well
and what they need to improve on in their future
classes or subjects.

3. Diagnostic Assessment
 Aims to detect the learning problems or
difficulties of the learners so that corrective
measures or interventions are done to ensure
learning.
 Done right after seeing signs of learning
problems in the course of teaching.
 Can also be done at the beginning of the
school year for a spirally-designed
curriculum.

4. Placement Assessment
 Done at the beginning of the school year to
determine what the learners already know or
what are their needs that could inform the
design of instruction.
 Grouping of learners based on the results of
the placement is done before instruction.
 Example: Entrance Examination

5. Traditional Assessment
 Refers to the use of conventional
strategies/tools.
 Typically used as the basis for evaluating and
grading learners.
 Viewed as an inauthentic type of
assessment.

7. Authentic Assessment
 Refers to the use of assessment strategies or
tools that allow learners to perform or create
a product that is meaningful to the learners.
 The most Authentic Assessments are those
that allow performance that most closely
resemble real-world tasks or applications in
real world settings or environments.

What are the different principles in
assessing learning?
1. Assessment should have a clear
purpose.
2. Assessment is not an end in itself.
3. Assessment is an ongoing,
continuous, and a formative process.
4. Assessment is learner-centered.

What are the different principles in
assessing learning?
5. Assessment is both process and product-
oriented.
6. Assessment must be comprehensive and
holistic.
7. Assessment requires the use of appropriate
measures.
8. Assessment should be as authentic as
possible.

ACTIVITY 1: CONCEPT
MAPPING
DIRECTION:
1. Create a graphic organizer to summarize
and encapsulate the fundamental concepts and
principles involved in assessing learning.
2. Following the illustration, elucidate/explain
the relationships among the concepts.

LESSON 2:
Assessment Purposes,
Learning Targets, and
Appropriate Methods

LEARNING OUTCOMES:
explain the purpose of classroom
assessment and,
formulate learning targets that
match appropriate assessment
methods.

What is the purpose of
classroom assessment?
 Purpose of assessment may be classified in
terms of the following:
1. Assessment of Learning
2. Assessment for Learning
3. Assessment as Learning

1. What is Assessment of
Learning?
 Refers to the use of assessment to determine
learners’ acquired knowledge and skills from
instruction and whether they were able to
achieve the curriculum outcomes.
 It’s generally summative in nature.

2. What is Assessment for
Learning?
 Refers to the use of assessment to identify
the needs of learners in order to modify
instruction or learning activities in the
classroom.
 It is formative in nature and it is meant to
identify gaps in learning experiences of
learners so they can be assisted in achieving
the curriculum outcomes.

3. What is Assessment as
Learning?
 Refers to the use of assessment to help
learners become self-regulated.
 It is formative in nature and meant to use
assessment tasks, results, and feedback to
help learners practice self-regulation and
make adjustments to achieve the curriculum
outcomes.

What are the roles of classroom
assessment in the teaching-learning
process?
1. Formative
2. Diagnostic
3. Evaluative
4. Facilitative
5. Motivational
Focuses on acquiring information on the current
status and level of learner’s knowledge and skills or
competencies.
Focuses on identifying specific learner’s weaknesses
or difficulties that may affect their achievement.
Focuses on measuring learners’ performance or
achievement for the purpose of making judgement or
grading in particular.
Focuses on improving the teaching-learning process.
Focuses on providing mechanisms for learners to be
motivated and engaged in learning and achievement
in the classroom. mechanisms

What are Learning Targets?
 Are statements on what learners are
supposed to learn, and what they can do
because of instruction.
 Learning targets specify both the content and
criteria of learning.

How are Learning targets different and
related to Goals, Standards, and
Objectives?
 Goals are general statements about desired
learner outcomes in a given year or during
the duration of a program.
 Standards are specific statements about what
learners should know and are capable of
doing at a particular grade level, subject, or
course. Types: (1) Content, (2) Performance,
(3) Development, and (4) Grade Level.
 Objectives are specific statements of
learners’ performance at the end of an
instructional unit.

What are the 3 domains of
Bloom’s Taxonomy?
1. Cognitive
2. Affective
3. Psychomotor
Knowledge-based goals
Skills-based goals
Feelings/Emotions-
based goals

Bloom’s Taxonomy of Educational
Objectives in the Cognitive Domain

Revised Bloom’s Taxonomy of
Educational Objectives in the Cognitive
Domain (Anderson & Krathwohl, 2001)

Dimensions of Cognitive
Process
Cognitive
Level
Description Illustrative Verbs
1.
Knowledge
Recall or recognition
of learned materials
like concepts, events,
facts, ideas, and
procedures.
Define, recall, name,
enumerate, and label
1.
Remember
Recognizing and
recalling facts.
Identify, list, name,
underline, recall,
retrieve, locate

Process
Cognitive
Level
2.
Comprehen
sion
Understand the
meaning of learned
material, including
interpretation,
explanation, and
literal translation.
Explain, describe,
summarize, discusses,
and translates
2.
Understand
Understanding what
the information
means.
Describe, determine,
interpret, explain,
translate, and
paraphrase

Process
Cognitive
Level
3.
Application
Use of abstract ideas,
principles, or methods
to specific concrete
situations.
Apply, demonstrate,
produce, illustrate, and
use.
3. Apply Applying the facts,
rules, concepts, and
ideas in another
context.
Apply, employ,
practice, relate, use,
implement, carry out,
and solve.

Process
Cognitive
Level
4. Analysis Separation of a concept
or idea into constituent
parts or elements and
an understanding of the
nature and association
among the elements.
Compare, contrast,
categorize, classifies,
and calculates.
4. Analyze Breaking down
information into parts.
Analyze, calculate,
examine, test,
compare, differentiate,
organize, and classify.

Process
Cognitive
Level
5. Synthesis Construction of
elements or parts from
different sources to form
a more complex or
novel structure.
Compose, construct,
create, design, and
integrate.
6. Create Combining parts to
make a whole.
Compose, produce,
develop, formulate,
devise, prepare,
design, construct,
propose, and re-
organize.

Process
Cognitive
Level
6.
Evaluation
Making judgment of
ideas or methods based
on sound and
established criteria.
Appraise, evaluate,
judge, conclude, and
criticize.
5. Evaluate Judging the value of
information or data.
Assess, measure,
estimate, evaluate,
critique, and judge.

Knowledge Dimensions
KNOWLEDGE DESCRIPTION SAMPLE
QUESTION
1. Factual This is basic in discipline. It tells the facts or bits
of information. This type of knowledge usually
answers questions that begin with who, where,
what, and when.
What is the
capital city of the
Philippines?
2. Conceptual It tells the concepts, generalizations, principles,
theories, and models that one needs to know in a
discipline. Usually, answers questions that begin
with what?
What makes the
Philippines the
“Peal of the
orient sea”?
3. Procedural It tells the processes, steps, techniques,
methodologies, or specific skills needed in
performing a specific task. Usually answers
questions that begin with how.
How do we
develop items
for an
achievement
test?
4.
Metacognitive
It makes one understand the value of learning in
one’s life. It requires reflective knowledge and
strategies on how to solve problems or perform a
task through understanding oneself or context.
Why is teaching
the most
suitable course
for you?

Types of Learning Targets
1. Knowledge
targets
Refers to the factual, conceptual, and
procedural information that learners must
learn in a subject or content area.
Knowledge-based thought processes that
learners must learn. It involves application
of knowledge in problem-solving,
decision-making, and other tasks that
require mental skills.
Use of knowledge and/or reason to
perform or demonstrate physical skills.
Use of knowledge, reasoning, and skills in
creating a concrete or tangible product.
2. Reasoning
targets
3. Skills
targets
4. Product
targets

Sample Learning Targets
Objective Learning Targets
At the end of the lesson, the
students should be able to
demonstrate their ability to
write the literature review
section of a thesis proposal.
K- “I can explain the
principles in writing the
literature review of a thesis
proposal.”
R-”I can argue the
significance of my thesis
through literature review.”
S-I can search and organize
related literature from various
sources.”
P-I can write effective
literature review section of a
thesis proposal.”

What is the relationship of Learning
Targets to assessment?
1. Clarity of Expectations: Learning targets provide clear statements
of what students are expected to know, understand, and be able to
do by the end of a lesson, unit, or course. Assessment measures
whether students have achieved these targets.
2. Alignment: Learning targets should be aligned with curriculum
standards, instructional objectives, and assessment criteria.
Assessments should directly reflect the learning targets to ensure
that they effectively measure student attainment of the intended
knowledge and skills.
3. Assessment Design: Learning targets guide the design of
assessments. Educators develop assessment tasks, questions,
and rubrics based on the specific learning targets to be assessed.
This alignment ensures that assessments are meaningful and
relevant to the learning objectives.

4. Feedback and Progress Monitoring: Assessments provide
valuable feedback to both students and teachers regarding student
understanding and progress toward achieving the learning targets.
Through assessment results, teachers can identify areas of strength
and areas needing improvement, while students can gauge their own
learning and identify areas for growth.
5. Differentiation and Personalization: Learning targets help
teachers differentiate instruction to meet the diverse needs of students.
Similarly, assessments can be designed to provide opportunities for
students to demonstrate their understanding in various ways,
accommodating different learning styles and preferences.
6. Goal Setting and Reflection: Learning targets provide a basis for
setting learning goals and objectives. Assessment results inform
students and teachers about progress toward these goals, prompting
reflection on learning strategies and areas for further development.

7. Instructional Planning: Learning targets guide instructional
planning by informing the selection of teaching strategies, resources,
and activities that best support student attainment of the desired
learning outcomes. Assessment data also inform instructional decision-
making, allowing teachers to adjust their approaches based on student
needs.
IN SHORT, learning targets GUIDE
teachers in selecting appropriate
assessment methods in learning.

Matching Learning Targets with Paper-
and Pencil Types of Assessment
Learning
Targets
Selected
Response
Constructed
Response
MC T/F MT SA PS Essay
Knowledge AAA AAA AAA AAA AAA AAA
Reasoning AA A A A AAA AAA
Skills A A A A AA AA
Product A A A A A A
NOTE: MC-Matching Type, T/F-True or False, MT-
Matching Type, SA-Short Answer, PS-Problem Solving,
MORE “A” MEAN BETTER MATCHES.

Matching Learning Targets with Other
Types of Assessment
Learning Targets PB TP R O
Knowledge A AAA AAA AA
Reasoning AA AA AAA AA
Skills AA AAA A AA
Product AAA AAA A A
NOTE: PB-Project-Based, P-Portfolio, R-Recitation,
O-Observation, MORE “A” MEAN BETTER
MATCHES.

Activity 2: Case Study Analysis:
“Assessing Learning in a Third-Grade
Mathematics Class”
Background:
Mrs. Thompson teaches third-grade mathematics at Oakridge
Elementary School. She is in the midst of a unit on multiplication and
division, and she wants to assess her student’s understanding of these
foundational concepts. Mrs. Thompson has a diverse group of 25
students in her class, each with varying levels of mathematical
proficiency.
Scenario:
Mrs. Thompson is planning her unit assessment and wants to ensure
that it accurately measures her students' mastery of multiplication and
division skills. She decides to design a variety of assessment tasks to
accommodate different learning styles and abilities.

The assessment includes the following components:
Written Assessment: A written test consisting of a combination of
multiple-choice questions, short-answer questions, and word
problems related to multiplication and division.
Hands-On Activities: Hands-on activities such as manipulative-
based tasks and group problem-solving exercises to assess
students' ability to apply multiplication and division concepts in
real-world contexts.
Performance Tasks: Performance tasks where students
demonstrate their understanding through activities like creating
arrays, solving word problems independently, and explaining their
problem-solving strategies.
As Mrs. Thompson reviews her assessment plan, she considers
how to provide constructive feedback to her students. She wants
to ensure that her feedback is supportive and encourages students
to reflect on their learning progress.

How to Write Your Case
Analysis

ANSWER:
PROBLEM STATEMENT:
Mrs. Thompson, a third-grade mathematics
teacher at Oakridge Elementary School, needs
to design an effective assessment to measure
her students' understanding of multiplication
and division concepts. She faces the challenge
of accommodating diverse learners while
ensuring that the assessment aligns with
learning objectives and provides meaningful
feedback to support student learning.

ANSWER:
Recommendation:
To address these challenges, Mrs. Thompson
should continue with her multifaceted
assessment approach, including written
assessments, hands-on activities, and
performance tasks. She should also implement
strategies for providing personalized and
constructive feedback tailored to each student's
needs and performance.

ANSWER:
Evidence and Supporting Arguments:
Multifaceted Assessment Approach: Incorporating various assessment
components allows Mrs. Thompson to capture a holistic view of her students'
understanding of multiplication and division. Written assessments provide
insight into students' conceptual understanding and procedural fluency, while
hands-on activities and performance tasks assess their ability to apply these
concepts in real-world contexts.
Accommodating Diverse Learners: The inclusion of hands-on activities and
performance tasks enables Mrs. Thompson to cater to students with diverse
learning styles and abilities. Manipulative-based tasks and group problem-
solving exercises offer opportunities for active engagement and promote
deeper understanding among students with varying levels of mathematical
proficiency.
Personalized Feedback: By providing personalized feedback based on
individual student performance, Mrs. Thompson can address specific strengths
and areas for improvement. Constructive feedback encourages students to
reflect on their learning progress and fosters a growth mindset. Additionally,
offering guidance on problem-solving strategies helps students develop critical
thinking skills and enhances their overall mathematical proficiency.

ANSWER:
Conclusion:
In conclusion, Mrs. Thompson's multifaceted assessment
approach, coupled with personalized feedback
strategies, allows her to effectively assess her students'
understanding of multiplication and division concepts in
the third-grade mathematics class at Oakridge
Elementary School. By accommodating diverse learners
and fostering reflection and growth through constructive
feedback, Mrs. Thompson promotes student
engagement, learning, and development in mathematics.

Activity 3: Assessment Plan
SUBJECT
SPECIFIC LESSON
LEARNING OBJECTIVES
LEARNING TARGETS
ASSESSMENT ACTIVITY/TASK
Why use of this assessment?
How does this assessment task/
activity improve your
instruction?
How does this assessment
task/activity help your learners
achieve the intended learning
objectives?

LESSON 3:
Different
Classifications of
Assessment

LEARNING OUTCOMES:
illustrate scenarios in the use of
different classifications of
assessment,
Rationalize the purposes of different
forms of assessment, and
Decide on the kind of assessment to
be used.

What are the different
classifications of assessment?
CLASSIFICATION TYPE
1. PURPOSE EDUCATIONAL
PSYCHOLOGICAL
2. FORM PAPER-AND-PENCIL
PERFORMANCE-BASED
3. FUNCTION TEACHER-MADE
STANDARDIZED
4. KIND OF LEARNING ACHIEVEMENT
APTITUDE
5. ABILITY SPEED
POWER
6. INTERPRETATION OF
LEARNING
NORM-REFERENCED
CRITERION-REFERENCED

1. PURPOSE
a. Educational
 Used in a school setting for
the purpose of tracking the
growth of the learners and
grading their performance.
 Comes from formative and
summative assessments to
provide information about
student learning.
 Parallelism between tasks
provided must be observed.
to track the growth of the
learners and grade.
b. Psychological
 These are tests and scales that
measures and determine the
learner’s cognitive and non-
cognitive characteristics.
 Examples: Ability, aptitude,
intelligence, and critical thinking.
 Affective measures for
personality, motivation, attitude,
interest, and disposition.
 Used by GC for learners’
academic, career, and social
and emotional development.

2. FORM
a. Paper-&-Pencil
 Are cognitive tasks that
require a single correct
answer.
 Usually come in test types
(T or F, Identification, MT,
MC).
 Pertain to a specific
cognitive skill
(Remembering,
Understanding, Applying,
Analyzing, Evaluating, and
Creating).
b. Performance-based
 Requires students to
perform tasks
(demonstrations, arrive at
product, show strategies,
present information).
 Focuses on skills
development that are
complex.
 Usually open-ended, and
each learner arrives with
various possible responses.

Check your understanding!
1. Color the shapes according to the instructions.
2. Connect the dots to reveal the hidden picture.
3. Circle the word that rhymes with 'cat'.
4. Draw a line to match each number to its corresponding
quantity.
5. Write the missing letter to complete the word.
6. Recite a short poem about friendship in front of the class.
7. Build a model of a simple machine using classroom
materials.
8. Demonstrate how to properly wash your hands to keep
germs away.
9. Role-play a scenario where you're showing kindness to a
friend.
10. Present a short story you wrote about your favorite animal
to the class.

3. FUNCTION
a. Teacher-made
 Also called non-
standardized, usually
intended for classroom
assessment.
 Are used for classroom
purposes, such as
determining whether
learners have reached the
learning target.
 Examples: Formative and
summative assessments
b. Standardized
 Have fixed directions for
administering, scoring, and
interpreting results.
 Can be purchased with test
manuals, booklets, and
answer sheets.
 Sampled on a large number of
target groups called the norm.

4. Kind of Learning
a. Achievement
 Measure what learners
have learned after
instruction or after going
through a specific curricular
program.
 Measure of what a person
has learned within or up to
a given time.
 Measure the accomplished
skills and indicate what a
person can do at present.
b. Aptitude
 Aptitudes are characteristics that
influence a person’s behavior that
aid goal attainment in a particular
situation.
 Refers to the degree of readiness
to learn and perform well in a
particular situation or domain.
 Examples; Ability to comprehend
instructions, manage one’s time,
use acquired knowledge, manage
emotions, make good
inferences/generalizations, etc.

5. Ability
a. Speed Tests
 A speed test measures how quickly
an individual can complete a given
task or set of tasks within a specific
time frame.
 The emphasis is on completing tasks
with accuracy and efficiency,
focusing on the speed of
performance.
 Examples of speed tests include
timed math drills, reading
comprehension tests with time limits,
and timed typing exercises.
 Speed tests are often used to assess
processing speed, reaction time, and
the ability to work efficiently under
time pressure
b. Power Tests
 A power test assesses an individual's
ability to solve complex problems or
perform tasks that may not necessarily
be constrained by time limits.
 The focus of a power test is on the
depth of understanding, problem-
solving ability, and cognitive skills
required to tackle challenging tasks.
 Examples of power tests include
standardized tests like the SAT or
GRE, which include questions of
varying difficulty levels and allow test-
takers to spend more time on each
question.
 Power tests aim to measure intellectual
capacity, reasoning ability, and the
application of knowledge in more open-
ended contexts.

6. Interpretation of Learning
a. Norm-referenced
 Purpose: Norm-referenced tests are
designed to compare an individual's
performance against a group of peers
or a "norming group."
 Interpretation: Scores are reported in
percentiles, which indicate where an
individual's performance ranks relative
to others in the norming group.
 Focus: The focus is on relative standing
and ranking among test takers rather
than mastery of specific content.
 Examples of norm-referenced tests
include standardized achievement tests
like the Scholastic Aptitude Test (SAT),
American College Testing (ACT), and
intelligence quotient (IQ) tests.
b. Criterion-referenced
 Purpose: Criterion-referenced tests
aim to evaluate an individual's level of
mastery or proficiency in specific
content areas or skills.
 Interpretation: Scores indicate the
degree to which the individual has met
predetermined criteria or standards.
 Focus: The focus is on whether the
individual has achieved a certain level
of proficiency or mastery in the content
area being assessed.
 Examples: State standardized tests,
licensure exams, proficiency exams,
mastery tests.

ACTIVITY 4: (TRUE OR
FALSE)
1. True or False: The SAT is an example of a
psychological assessment.
2. True or False: Performance-based assessments are
always paper-and-pencil tests.
3. True or False: Teacher-made assessments are
standardized tests.
4. True or False: An achievement test measures
inherent abilities.
5. True or False: Aptitude tests assess specific skills or
knowledge.

FALSE)
6. True or False: Speed is a measure of how quickly
tasks can be completed.
7. True or False: Power tests focus on the depth or
complexity of problem-solving abilities.
8. True or False: Norm-referenced tests compare
individuals' performance against predetermined
standards.
9. True or False: Criterion-referenced tests determine if
individuals have met specific criteria or standards.
10. True or False: IQ tests are examples of educational
assessments.

FALSE)
11. True or False: A spelling test is a performance-based
assessment.
12. True or False: Standardized tests are always
teacher-made.
13. True or False: Aptitude tests measure achievement
in a specific subject area.
14. True or False: Criterion-referenced tests focus on
ranking test takers relative to each other.
15. True or False: The GRE (Graduate Record
Examination) is an example of a speed test.

FALSE)
16. True or False: Power tests assess the rate or
efficiency of completing tasks.
17. True or False: Psychological assessments measure
cognitive abilities and emotional intelligence.
designed to compare individuals' performance against
each other.
19. True or False: Criterion-referenced tests are used to
determine if individuals have achieved specific
standards.
20. True or False: The ACT (American College Testing)
is a norm-referenced test.

LET’S CHECK!
1. True or False: The SAT is an example of a
psychological assessment.
2. True or False: Performance-based
assessments are always paper-and-pencil tests.
standardized tests.
4. True or False: An achievement test measures
inherent abilities.
5. True or False: Aptitude tests assess specific
skills or knowledge.
F
F
F
F
F

LET’S CHECK!
6. True or False: Speed is a measure of how
quickly tasks can be completed.
7. True or False: Power tests focus on the depth
or complexity of problem-solving abilities.
8. True or False: Norm-referenced tests compare
individuals' performance against predetermined
standards.
9. True or False: Criterion-referenced tests
determine if individuals have met specific criteria
or standards.
10. True or False: IQ tests are examples of
educational assessments.
T
T
T
T
F

LET’S CHECK!
11. True or False: A spelling test is a performance-
based assessment.
12. True or False: Standardized tests are always
teacher-made.
13. True or False: Aptitude tests measure
achievement in a specific subject area.
14. True or False: Criterion-referenced tests focus
on ranking test takers relative to each other.
15. True or False: The GRE (Graduate Record
Examination) is an example of a speed test.
T
F
F
F
F

LET’S CHECK!
16. True or False: Power tests assess the rate or
efficiency of completing tasks.
17. True or False: Psychological assessments
measure cognitive abilities and emotional
intelligence.
designed to compare individuals' performance
against each other.
19. True or False: Criterion-referenced tests are
used to determine if individuals have achieved
specific standards.
20. True or False: The ACT (American College
Testing) is a norm-referenced test.
F
T
F
T
T

LESSON 4 :
Planning a Written
Test (2 Weeks)

LEARNING OUTCOMES:
set appropriate instructional
objectives for a written test and
prepare a table of specifications
for a written test.

Why do you need to define the test
objectives or learning outcomes
targeted for assessment?
 Clear articulation of learning outcomes are
primary consideration in lesson planning
because it serves as the basis for evaluating the
effectiveness of the teaching and learning
process determined through testing or
assessment.
 Learning objectives/outcomes are measurable
statements that articulate, at the beginning
course, what students should know and be able
to do or value as a result of taking the course.

Why do you need to define the test
objectives or learning outcomes
targeted for assessment?
 These learning goals provide the rationale for
the curriculum and instruction.
They provide teachers with the focus and
direction on how the course is to be handled,
particularly in terms of course content,
instruction, and assessment, and provide
students with the reasons and motivation to
study and persevere.
 Setting objectives for assessment is the process
of establishing direction to guide both the
teacher in teaching and the student in learning.

What are the objectives for testing?
 In developing a written test, the cognitive
behaviors of learning outcomes are usually
targeted.
 For the cognitive domain, it is important to
identify the levels of behavior expected from
students.

What is a table of specifications?
 Sometimes called a test blueprint.
 A tool used by teachers to design a test.
 It is a table that maps out the test
objectives, contents, or topics covered by
the test, the levels of cognitive behavior to
be measured, the distribution of items, the
number, placement, and weights of test
items, and the test format.
 Generally, TOS is prepared before a test is
created.

Why is TOS important?
 Ensures that the instructional objectives and what
the test captures match.
 Ensures that the test developer will not overlook
details that are considered essential to a good
test.
 Makes developing a test easier and more
efficient.
 Ensures that the test will sample all-important
content areas and processes.
 Is useful in planning and organizing.
 Offers an opportunity for teachers and students to
clarify achievement expectations.

What are the general steps in
developing a TOS?
1. Determine the objectives of a test. For
a written test, you can consider cognitive
objectives, ranging from remembering to
creating ideas, that could be measured
using common formats for testing.
2. Determine the coverage of the test.
Only topics or contents that have been
discussed in class and are relevant should
be included in the test.

developing a TOS?
3. Calculate the weight for each topic.
Topics/Learning Content Time Spent (No. of
Hours)
Percentage of Time
Theories and Concepts 30 MINUTES 10 %
Psychoanalytic Theories 90 MINUTES 30%
Trait Theories 60 MINUTES 20%
Humanistic Theories 30 MINUTES 10%
Cognitive Theories 30 MINUTES 10%
Behavioral Theories 30 MINUTES 10%
Social Learning Theories 30 MINUTES 10%
TOTAL 300 MINUTES (5 hrs) 100%

developing a TOS?
4. Determine the number of items for the
whole test.
 To determine the number of items to be included in
the test, the amount of time needed to answer the
items is considered.
 General rule: Students are given 30-60 seconds for
each item in test formats with choices, hence, for a
1-hour class, the test should not exceed 60 items.
 However, because you need also to give time for
distribution etc., the number of items should be less
or maybe just 50 items.

developing a TOS?
5. Determine the number of items per
topic.
Topics/Learning Content Percentage of Time No. of Items
Theories and Concepts 10 % 5
Psychoanalytic Theories 30% 15
Trait Theories 20% 10
Humanistic Theories 10% 5
Cognitive Theories 10% 5
Behavioral Theories 10% 5
Social Learning Theories 10% 5
TOTAL 100% 50 items

What are the different formats
of a TOS?
1. One-Way TOS
 Maps out the content or topic, test objectives,
number of hours spent, and format, number, and
placement of items.
 This type of TOS is easy to develop and use
because it just works around the objectives without
considering the different levels of cognitive
behaviors.

of a TOS?
Sample of One-Way TOS

of a TOS?
2. Two-Way TOS
 Reflects not only content, time spent, test content,
and number of items but also the levels of cognitive
behavior targeted per test content based on the
theory behind cognitive testing.
 One advantage is that it allows one to see the
levels of cognitive skills and dimensions of
knowledge that are emphasized by the test.
 Also shows the framework of assessment used in
the development of the test.

of a TOS?
Sample of Two-Way TOS

of a TOS?
3. Three-Way TOS
 Reflects the features of one-way and two-way TOS.
 One advantage is that it challenges the test writer to
classify objectives based on the theory behind the
assessment.
 It also shows the variability of thinking skills
targeted by the test.
 However, it takes much longer to develop this type
of TOS.

of a TOS?
Sample of Three-Way TOS

ACTIVITY 5: Experiential
Learning (TOS Makin)
1. Identify a subject in Elementary from Grades 1-6.
2. Ask for the Syllabus of the chosen subject to the
subject teacher.
3. Using the TOS format of DMMMSU, create a TOS for
the third or fourth quarter depending on the subject
teacher’s choice.
4. Submit the created TOS to the subject teacher for
corrections and scoring!
5. Submit the created TOS and the result of the
evaluation to me.

Rubrics for the TOS!
1 Point 2 Points 3 Points 4 Points 5 Points
1. Clarity of
Objectives
Objectives are
unclear and
misaligned.
Some objectives are
unclear or
misaligned.
Most objectives are
clear and aligned.
Objectives are clearly
defined and well-
aligned.
Objectives are
exceptionally clear
and perfectly
aligned.
2. Coverage of
Content
Major content areas
are missing or
incomplete.
Some major content
areas are missing.
Most major content
areas are covered.
All major content
areas are covered.
All major content
areas are
comprehensively
covered.
3. Depth of Content
Content depth is
lacking and
superficial.
Content depth is
inconsistent.
Content depth is
adequate.
Content depth is
substantial.
Content depth is
profound and
comprehensive.
4. Balance of
Cognitive Levels
Imbalance in
cognitive levels.
Some imbalance in
cognitive levels.
Adequate balance of
cognitive levels.
Good balance of
cognitive levels.
Excellent balance of
cognitive levels.
5. Weightage of
Objectives
Objectives are poorly
weighted.
Some objectives are
inaccurately
weighted.
Objectives are
adequately
weighted.
Objectives are well-
weighted.
Objectives are
perfectly weighted.
6. Clarity of
Assessment
Methods
Assessment
methods are unclear.
Some assessment
methods are unclear.
Assessment
methods are mostly
clear.
Assessment
methods are clear
and concise.
Assessment
methods are
exceptionally clear.
7. Format and
Organization
Poorly organized
and difficult to
follow.
Somewhat
disorganized and
challenging to
follow.
Mostly well-
organized and easy
to follow.
Well-organized and
easy to follow.
Exceptionally well-
organized and easy
to follow.
8. Adaptability and
Flexibility
Table is not
adaptable or flexible.
Table has limited
adaptability or
flexibility.
Table is somewhat
adaptable and
flexible.
Table is adaptable
and flexible.
Table is highly
adaptable and
flexible.

LESSON 5:
Construction of
Written Tests (2
Weeks)

LEARNING OUTCOMES:
1. Identify the appropriate test
format to measure learning
outcomes, and
2. Apply the general guidelines
in constructing test items for
different test formats.

What are the general guidelines for
choosing the appropriate test format?
1. What are the objectives or desired learning outcomes
of the subject/unit/lesson being assessed?
2. What level of thinking is to be assessed
(remembering, understanding, applying, analyzing,
evaluating, and creating?) Does the cognitive level of the
test question match your instructional objectives?
Note: R and U-use selected-response formats
HOS-use constructed response formats
3. Is the test matched or aligned with the course’s DLOs
and the course contents or learning activities?
4. Are the test items realistic to the students?

What are the major categories and
formats of traditional tests?
1. Selected-
Response Tests
2. Constructed-
Response Tests
 Require learners to choose
the correct answers or best
alternative from several
choices.
 While they cover a wide
range of learning materials
very efficiently and measure
a variety of learning
outcomes, they are limited
when assessing learning
outcomes that involve more
complex and higher thinking
skills.
 Require learners to supply
answers to a given question
or problem.

What are examples of
selected-responses tests?
Test Description
1. Multiple
Choice Test
Is the most commonly used format in formal
testing and typically consists of a stem
(problem) one correct or best alternative
(correct answer), and 3 or more incorrect or
inferior alternatives (distractors).
2. True or False
or Alternative
Response Test
It generally consists of a statement and
deciding if the statement is true
(accurate/correct) or false
(inaccurate/incorrect).
3. Matching
Types
It consists of two sets of items to be
matched with each other based on a
specified attribute.

What are examples of
constructed-response tests?
Test Description
1. Short Answer
Test
It consist of open-ended questions or incomplete
sentences that require learners to create an
answer for each item, which is typically a single
word or short phrase (completion, identification,
enumeration).
2. Essay Test It consists of problems/questions that require
learners to compose or construct written
responses, usually long ones with several
paragraphs.
3. Problem-
Solving Test
It consists of problems/questions that require
learners to solve problems in quantitative or non-
quantitative settings using knowledge and skills in
mathematical concepts and procedures, and/or
other HOT skills (reasoning, analysis, critical
thinking).

General Guidelines for Writing
Multiple Choice Test Items
Content
1. Write items that reflect only one specific content and
cognitive processing skills.
2. Do not lift and use statements from the textbook or
other learning materials as test questions.
3. Keep the vocabulary simple and understandable
based on the level of learners/examinees.
4. Edit and proofread the items for grammatical and
spelling before administering them to the learners.

STEM (Problem)
1. Write the directions in the stem clearly and
understandably.
2. Write stems that are consistent in form and structure,
that is present all items either in question form or in
descriptive or declarative form.
Faulty:
1. Who was the Philippine president during Martial Law?
2. The first president of the Commonwealth of the
Philippines was?

STEM (Problem)
3. 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 word emphasis.
Faulty: Which of the following is not a measure
of variability?
Good: Which of the following is NOT a measure
of variability?

STEM (Problem)
4. Refrain from making the stem too wordy or containing
too much information unless the problem/question requires
the facts presented to solve the problem.
FAULTY: What does DNA stand for, and what is the
organic chemical of complex molecular structure found in
all cells and viruses and codes genetic information for the
transmission of inherited traits?
GOOD: As a chemical compound, what does DNA stand
for?

OPTIONS
1. Provide three (3) to five (5) options per item, with only
one being the correct or best answer/alternative.
2. Write options that are parallel or similar in form and
length to avoid giving clues about the correct answer.
3. Place options in a logical order (e.g., alphabetical, from
shortest to longest).
4. Place correct responses randomly to avoid a discernable
pattern of correct answers.
5. Use None-of-the-above carefully and only when there is
one correct answer.

OPTIONS
6. Avoid All of the Above as an option, especially if it is
intended to be the correct answer.
7. Make all options realistic and reasonable.

writing matching-type items?
Note: Matching type is most appropriate when you need to
measure the learners’ ability to identify the relationship or
association between similar items (parallel concepts).
1. Clearly state in the directions the basis for matching the
stimuli with the responses.
FAULTY: Match the following.
GOOD: Column I is a list of countries while Column II
presents the continent where these countries are located.
Write the letter of the continent corresponding to the
country on the line provided in Column I.

writing matching-type items?
2. Ensure that the stimuli are longer and the response is
shorter. (A-longer, B-shorter).
3. For each item, include only topics that are related to one
another and share the same foundation of information.
4. Make the response options short, homogeneous, and
arranged in logical order.
5. Include response options that are reasonable and
realistic and similar in length and grammatical form.
6. Provide more response options than the number of
stimuli.

writing True or False items?
1. Include statements that are completely true or
completely false.
2. Use simple and easy-to-understand statements.
3. 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.
4. Avoid using absolutes such as “always” and
“never”.

writing True or False items?
5. Express a single idea in each test item.
6. Avoid the use of unfamiliar words or vocabulary.
7. Avoid lifting statements from the textbook and other
learning materials.

What are the different variations of
True or False items.
1. T-F Correction or
Modified True-or-
False Question
2. Yes-No Variation
3. A-B Variation
 The statement is presented with a
keyword or phrase that is underlined, and
the learner has to supply the correct word
or phrase. Example: MC test is authentic.
 The learner has to choose yes or no,
rather than true or false.
Example: The following are kinds of test.
Circle YES if it is an authentic test and NO if
not. tests
 The learner has to choose A or B, rather than
True or False.
Example: Indicate which of the following are
traditional or authentic tests by circling A if it is a
traditional test and B if it is authentic.

writing short-answer test items?
Note: fill-in-the-blank or completion test items
1. Omit only the significant words from the statement.
FAULTY: Every atom has a central ___ called a nucleus.
GOOD: Every atom has a central core called a _____.
2. Do not omit too many words from the statement such as
that the intended meaning is lost.
3. Avoid obvious clues to the correct response.
4. Be sure that there is only one correct response.
FAULTY: The government should start using renewable
energy sources for generating electricity, such as ____.
GOOD: The government should start using renewable
sources of energy by using turbines called _____.

writing short-answer test items?
5. Avoid grammatical clues to the correct response.
Use: a(n)
6. If possible, put the blank at the end of a statement
rather than at the beginning.
FAULTY: ____ is the basic building block of matter.
GOOD: The basic building block of matter is ____.

writing essay tests?
Note:
 Essay tests are the preferred form of assessment
when teachers want to measure learners’ higher-
order thinking skills, particularly their ability to
reason, analyze, synthesize, and evaluate.
 They are most appropriate for assessing learners’ :
1. Understanding of subject-matter content,
2. Ability to reason with their knowledge of the
subject,
3. Problem-solving and decision skills because items
or situations presented in the test are authentic or
close to real life experiences.

writing essay tests?
1. Clearly define the intended learning outcome to be
assessed by the essay test. Use verbs such as compose,
analyze, interpret, explain, and justify, among others.
2. Refrain from using essay tests for intended learning
outcomes that are better assessed by other kinds of
assessment.
3. Clearly define and situate the task within a problem
situation as well as the type of thinking required to answer
the test.
4. Present tasks that are fair, reasonable, and realistic to the
students.
5. Be specific in the prompts about the time allotment and
criteria for grading the response.

What are two types of essay tests?
EXTENDED-RESPONSE
Requires much longer
and more complex
responses
Imagine you are a superhero helping the
environment. Describe three things you
would do to save nature in your
neighborhood. Explain why each action is
important and how it helps plants, animals,
and people. Give specific examples.
RESTRICTED-RESPONSE
Is much more focused
and restrained
Think about a time you helped a
friend or a friend helped you.
Describe the situation and how
you felt. What did you learn about
friendship and kindness? Give
examples.

writing problem-solving tests?
1. Identify and explain the problem
clearly.
2. Be specific and clear about the type
of response required from the
students.
3. Specify in the directions the basis for
grading students’
answers/procedures.

What are the different variations of
quantitative problem-solving items?
1. One answer
choice
2. All possible
answer choices
3. Type-in answer
 This type of question contains 4/5 options,
and students are required to choose the
best answer. EXAMPLE: What is the
mean of the following score distribution:
32, 44, 56, 69?
 This type of question has 4/5 options and
students are required to choose all of the
correct options. EXAMPLE: Which of the
is/are the correct measure/s of central
tendency? Indicate all possible answers.
 This type of question does not provide options to
choose from. Instead, the learners are asked to
supply the correct answer. EXAMPLE: Compute the
mean of the following score distribution: 32, 44, and
56. Indicate your answer in the blank provided.

Learning (Writing a Test)
1. Review the Table of Specifications (TOS):
 Carefully review the TOS provided by your instructor for the subject
and grading period.
 Understand the objectives, content areas, cognitive levels, and
assessment methods outlined in the TOS.
2. Identify Key Objectives and Content Areas:
 Identify the key objectives and content areas specified in the TOS.
 Understand the depth and breadth of knowledge expected for each
objective.
3. Determine Assessment Methods:
 Pay attention to the assessment methods specified in the TOS for
each objective or content area.
 Understand the types of questions or tasks that will be used to
assess your understanding.

4. Craft Test Questions or Tasks:
 Based on the objectives and content areas outlined in the TOS, craft
test questions or tasks that align with each objective.
 Ensure that the questions or tasks address the cognitive levels
specified in the TOS.
5. Distribute Questions or Tasks Evenly:
 Distribute the questions or tasks evenly across the content areas
and cognitive levels specified in the TOS.
 Ensure a balanced representation of different types of questions or
tasks (e.g., multiple choice, short answer, essay) if applicable.
6. Consider Time and Resources:
 Consider the time allocated for the test and the resources available
for assessment.
 Ensure that the test can be completed within the allotted time frame
and with the available resources.

7. Ensure Clarity and Fairness:
 Ensure that test questions or tasks are clear, concise, and free of
ambiguity.
 Avoid biased language or content that may disadvantage certain groups
of students.
8. Review, Seek Feedback and Revise:
 Review the test questions or tasks to ensure alignment with the TOS
and clarity of assessment.
 Use feedback to refine and improve the test before finalizing it for
administration.
 Revise as needed to address any gaps or inconsistencies identified
during the review process.
9. Finalize the Test:
 Make any final adjustments or revisions based on feedback received.
 Ensure that the test is formatted and organized in a clear and
accessible manner for students.

RUBRIC IN GRADING THE TEST
Criteria 1 Point 2 Points 3 Points 4 Points 5 Points
1. Alignment with TOS
Test objectives and content
poorly align with TOS.
Some alignment with TOS
objectives and content.
Adequate alignment with TOS
Good alignment with TOS
Excellent alignment with TOS
2. Clarity and
Understandability
Test questions/tasks are
confusing and unclear.
Some questions/tasks are
unclear.
Most questions/tasks are clear
and understandable.
Questions/tasks are clear and
understandable.
Questions/tasks are
exceptionally clear and
understandable.
3. Coverage of Content
Key content areas are poorly
covered or omitted.
Some key content areas are
inadequately covered.
Most key content areas are
adequately covered.
All key content areas are well-
covered.
All key content areas are
comprehensively covered.
4. Cognitive Level
Representation
Few questions/tasks align with
specified cognitive levels.
Some questions/tasks align with
Most questions/tasks align with
Questions/tasks align well with
Questions/tasks align perfectly
with specified cognitive levels.
5. Variety of Question Types
Limited variety of question
types. Some variety of question types.
Adequate variety of question
types. Good variety of question types.
Excellent variety of question
types.
6. Clarity of Instructions
Instructions are unclear and
confusing. Some instructions are unclear.
Most instructions are clear and
understandable.
Instructions are clear and
understandable.
Instructions are exceptionally
clear and understandable.
7. Organization and Format
Test lacks organization and
proper formatting.
Some organization and
formatting issues present.
Test is mostly well-organized
and formatted.
Test is well-organized and
formatted.
Test is exceptionally well-
organized and formatted.
8. Accuracy of Content
Content is inaccurate or
misleading.
Some inaccuracies or
inconsistencies in content.
Content is mostly accurate and
consistent.
Content is accurate and
consistent.
Content is exceptionally
accurate and consistent.
9. Revision and Improvement
Test lacks opportunities for
revision and improvement.
Limited opportunities for
Some opportunities for revision
and improvement.
Adequate opportunities for
Comprehensive opportunities
for revision and improvement.
10. Adherence to Assessment
Policies
Test does not adhere to
assessment policies.
Limited adherence to
assessment policies.
Mostly adheres to assessment
policies.
Adheres to assessment
policies.
Fully adheres to assessment
policies.

LESSON 6:
Establishing Test
Validity and Reliability

What is test validity?
 A measure is valid when it measure what it is
supposed to measure.
 If a quarterly exam is valid, then the contents
should directly measure the objectives of the
curriculum.

What are the different ways to
establish test validity?
TYPE OF
VALIDITY
DEFINITION PROCEDURE
1. CONTENT
VALIDITY
When the items
represent the domain
being measured.
The items are compared with
the objectives of the program.
The items need to measure
directly the objectives or
definition. A reviewer
conducts the checking.
2. FACE
VALIDITY
When the test is
presented well, free of
errors, and administered
well.
The test items and layout are
reviewed and tried out on a
small group of respondents. A
manual for administration can
be made as a guide for the
test administrator.

TYPE OF
VALIDITY
3.
PREDICTIVE
VALIDITY
A measure should
predict a future criterion.
Example is an entrance
exam predicting the
grades of the students
after the first semester.
A correlation coefficient is
obtained where the X-variable
is used as the predictor and
the Y-variable as the criterion.
4.
CONSTRUC
T VALIDITY
The components or
factors of the test should
contain items that are
strongly correlated.
The Pearson r can be used to
correlate the items for each
factors. However, there is a
technique called factor
analysis to determine which
items are highly correlated to
form a factor.

TYPE OF
VALIDITY
5.
CONCURREN
T VALIDITY
When two or more
measures are present for
each examinee that
measure the same
characteristic.
The scores on the measures
should be correlated.
6.
CONVERGEN
T VALIDITY
When the components of
factors of a test are
hypothesized to have a
positive correlation.
Correlation is done for the factors
of the test.
7. DIVERGENT
VALIDITY
When the components or
factors of a test are
hypothesized to have a
negative correlation. An
example to correlate are the
scores in a test on intrinsic
Correlation is done for the factors of
the test.

What is test reliability?
 Reliability is the consistency of the responses
to measure under three conditions: (1) when
retested on the same person; (2) when
retested on the same measure; and (3)
similarity of responses across items that
measure the same characteristics.

What are the different factors that
affect the reliability measure?
1. The number of items in a test- The more items a test has,
the likelihood of reliability is high. The probability of obtaining
consistent scores is high because of the large pool of items.
2. Individual differences of participants- Every participant
possesses characteristics that affect their performance in a test,
such as fatigue, concentration, innate ability, perseverance, and
motivation. These individual factors change over time and affect
the consistency of the answers in a test.
3. External environment- The external environment may
include room temperature, noise level, depth of instruction,
exposure to materials, and quality of instruction, which could
affect changes in the responses of examinees in a test.

establish test reliability?
METHOD OF
TESTING
PROCEDURE STATISTICAL TOOL TO BE
USED
1. Test-
Retest
 Using Pre-Test and
Post-test.
 Time interval of a
minimum of 30
minutes and
maximum of 6
months.
 Applicable for tests
that measure stable
variables, such as
aptitude and
psychomotor
measures.
 Correlate the scores
using Pearson Product
Moment Correlation of
Pearson r.
 Significant and positive
correlation indicates that
the test has temporal
stability overtime.

METHOD OF
TESTING
USED
2. Parallel
Forms
 There are two
versions of the test.
 Administer one form
at one time and the
other form to
another time to the
same group.
 Done when test is
repeatedly used for
different groups
such as entrance
and licensure
exams.
 Correlate the scores from
the forms (test versions)
using Pearson r.

METHOD OF
TESTING
USED
3. Split-Half  Administer a test to
a group of
examinees.
 Items need to be
split into halves, od-
even technique.
 Correlate the sum
scores of the odd
and even from the
examinees.
 Applicable when test
has a large number
of items.
 Correlate the scores
using Pearson r.
 After correlation, use
another formula called
Spearman-Brown
Coefficient.
 The correlation obtained
using Pearson r and
Spearman Brown should
be positive to mean that
the test has internal
consistency.

METHOD OF
TESTING
USED
4. Test of
Internal
Consistency
Using Kuder-
Richardson
and
Cronbach’s
Alpha
Method
 Use to determine if
the scores for each
item are consistently
answered by the
examinees.
 After test
administration,
determine and
record the scores.
 Mostly applicable for
scales and
inventories.
 Use statistical analysis
called Cronbach’s alpha
or Kuder Richardson.
 A Cronbach’s alpha value
of 0.60 and above
indicates that the test
have internal consistency.

METHOD OF
TESTING
USED
5. Inter-rater
Reliability
 Use to determine
the consistency of
multiple raters when
using rating scales
and rubrics to judge
performance.
 The reliability here
refers to the similar
or consistent ratings
provided by more
than 1 rater.
 Kendall’s rau coefficient
of concordance is used to
determine if the ratings
provided by multiple
raters agree with each
other.
 Significant Kendall’s tau
value indicates that raters
concur or agree with each
other in their ratings.

How to determine the strength
of correlation?
 The strength of correlation is determined
trough the correlation coefficient value.
0.80-1.00= Very strong relationship
0.60-0.79=Strong Relationship
0.40-0.59=Moderate/Substantial Relationship
0.20-0.39=Weak Relationship
0.00-0.19=Negligible relationship

How to determine if an item is
easy or difficult?
 An item is difficult if majority of students are
unable to provide the correct answer.
 An item is easy if majority of the students are
able to answer correctly.
 An item can discriminate if the examinees
who score high in the test can answer more
the items correctly that examinees who got
low scores.

easy or difficult?
1. Get the total score of each students and
arrange scores from highest to lowest.
Item 1 Item 2 Item 3 Item 4 Item 5
S1 X X C C C
S2 C C C X C
S3 X X X C C
S4 X X X X C
S5 X C C C C
S6 C X C C 0
S7 X X C C X
S8 X C C X X
S9 C X C C C
S10 C X C C X

easy or difficult?
1. Get the total score of each students and
arrange scores from highest to lowest.
I1 I2 I3 I4 I5 TOTAL
SCORE
S2 C C C X C 4
S5 X C C C C 4
S9 C X C C C 4
S1 X X C C C 3
S6 C X C C X 3
S10 C X C C X 3
S3 X X X C C 2
S7 X X C C X 2
S8 X C C X X 2
S4 X X X X C 1

easy or difficult?
2. Obtain the upper and lower 27% of the
group.
 Multiply 0.27 by the total number of
students. 2.7
 The round the number value. 3
 Get the top 3 students and the bottom 3
students based on the total scores.
TOP 3: S2, S5, S9
BOTTOM 3: S7, S8, S4

easy or difficult?
3. Obtain the proportion correct for
each item.
 This is computed for the upper 27%
group and the lower 27% group.
 This is done by summating the
correct answer per item and dividing
it by the total number of students,

easy or difficult?
I1 I2 I3 I4 I5 TOTAL
SCORE
S2 C C C X C 4
S5 X C C C C 4
S9 C X C C C 4
TOTAL 2 2 3 2 3
P OF HG 0.67 0.67 1 0.67 1 Divide
by 3
S7 X X C C X 2
S8 X C C X X 2
S4 X X X X C 1
TOTAL 0 1 2 1 1
P OF LG 0 0.33 0.67 0.33 0.33 Divide
by 3

easy or difficult?
4. The item difficulty is obtained using
the following formula:
pH + pL
Item difficulty = 2
Difficulty Index Remark
0.76 or higher Easy Item
0.25 to 0.75 Average Item
0.24 or lower Difficult Item

easy or difficult?
4. The item difficulty is obtained using
the following formula:
I1 I2 I3 I4 I5
Index of
difficult
y
0.33 0.50 0.83 0.50 0.67
Remark Difficult Average Easy Average Average

easy or difficult?
5. The index of discrimination is
obtained using the formula:
Item discrimination = pH-pL
Index discrimination Remark
0.40 and above Very good item
0.30-0.39 Good item
0.20-0.29 Reasonably Good Item
0.10-0.19 Marginal Item
Below 0.10 Poor Item

easy or difficult?
5. The index of discrimination is
obtained using the formula:
Item discrimination = pH-pL
I1 I2 I3 I4 I5
0.67-0 0.67-0.33 1.00-0.67 0.67-0.33 1.00-0.33
Index of
difficulty
0.67 0.34 0.33 0.34 0.67
Remark Very
Good
Item
Good
Item
Good
Item
Good
Item
Very
Good
Item

ACTIVITY 1: Determine the difficulty
and discrimination index of the
following items:
S1 C C C C C
S2 C C C X C
S3 X X X X X
S4 X X X X C
S5 X C C C C
S6 C X C C 0
S7 X X C C X
S8 X C C X X
S9 C X X X X
S10 C X C C X

ACTIVITY 1: ANSWER
S1 C C C C C
S2 C C C X C
S5 X C C C C
.67 1 1 .67 1
S7 X X C C X
S4 X X X X C
S9 C X X X X
.33 0 .33 .33 .33
Difficulty .50 (Ave) .50 (Ave) .67 (Ave) .50 (Ave) .67 (Ave)
Discrimina
tion
.34 (Good) 1 (Very
Good)
.67 (Very
Good)
.34 (Good) .67 (Very
Good)

LESSON 7:
Organization of Test
Data Using Tables and
Graphs

How do we present test data
graphically?
1. Histogram
 Histogram is a type of graph appropriate for
quantitative data such as test scores.
 This graph consists of columns-each has a
base that represents one class interval, and
its height represents the number of frequency
in the class interval.

graphically?
2. Frequency Polygon
 Also used for quantitative data, and it is one
of the most commonly used methods in
presenting test scores.
 It is very similar to histogram, but instead of
bars, it uses lines to compare sets of test
data in the same axes.

graphically?
3. Cumulative Frequency Polygon

ASSESSMENT IN LEARNING 1-LESSONS 1-4 (1).ppt

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