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The document outlines policy guidelines for classroom assessment in the Philippines' K to 12 Basic Education Program. It states that classroom assessment is an integral part of curriculum implementation that allows teachers to track student progress and adjust instruction. Effective in the 2015-2016 school year, the policy guidelines will be implemented in public elementary and secondary schools nationwide and non-DepEd schools are encouraged to follow the guidelines as well. The theoretical basis for classroom assessment recognizes student diversity, the need for multiple assessment methods, and students' role in the assessment process.

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Assessment of learning 1 @ 2 FACILITATOR:MOAMARB.LANIELPT(RANK10) Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM To: Undersecretaries Assistant Secretaries Bureau Directors Directors Of Services, Centers And Heads Of Units Regional Directors Schools Division Superintendents Heads, Public Elementary And Secondary Schools All Others Concerned Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. 5. special programs may further issue supplementary guidelines in relation to the program's specific assessment concerns. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. 5. special programs may further issue supplementary guidelines in relation to the program's specific assessment concerns. 6. these guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. all existing orders and memoranda that are inconsistent with this order are rescinded. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
1. in line with the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. 5. special programs may further issue supplementary guidelines in relation to the program's specific assessment concerns. 6. these guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. all existing orders and memoranda that are inconsistent with this order are rescinded. 7. immediate dissemination of and strict compliance with this order is directed. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
THEORETICAL BASIS Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
THEORETICAL BASIS classroom assessment is a joint process that involves both teachers and learners. it is an integral part of teaching and learning. teachers provide appropriate assessment when they aim to holistically measure learners' current and developing abilities while enabling them to take responsibility in the process. this view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
THEORETICAL BASIS classroom assessment is a joint process that involves both teachers and learners. it is an integral part of teaching and learning. teachers provide appropriate assessment when they aim to holistically measure learners' current and developing abilities while enabling them to take responsibility in the process. this view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process. at the heart of this assessment framework is the recognition and deliberate consideration of the learners' zone of proximal development (vygotsky 1978). appropriate assessment is committed to ensure learners' success in moving from guided to independent display of knowledge, understanding, and skills, and to enable them to transfer this successfully in future situations. from this point of view, assessment facilitates the development of learners' higher-order thinking and 21st-century skills. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
THEORETICAL BASIS classroom assessment is a joint process that involves both teachers and learners. it is an integral part of teaching and learning. teachers provide appropriate assessment when they aim to holistically measure learners' current and developing abilities while enabling them to take responsibility in the process. this view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process. at the heart of this assessment framework is the recognition and deliberate consideration of the learners' zone of proximal development (vygotsky 1978). appropriate assessment is committed to ensure learners' success in moving from guided to independent display of knowledge, understanding, and skills, and to enable them to transfer this successfully in future situations. from this point of view, assessment facilitates the development of learners' higher-order thinking and 21st-century skills. this view of assessment, therefore, acknowledges the unity of instruction and assessment. assessment is part of day-to-day lessons and extends the day-to-day classroom activities that are already in place in the k to 12 curriculum. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
learning objectives/targets:
learning objectives/targets: at the end of the session, the participants will be able to:
learning objectives/targets: at the end of the session, the participants will be able to: a) explain the general principles of classroom assessment in the k to 12 basic education program b) discuss the different types of assessment and their uses c) explain how learners are graded and how their progress is reported and used for decisions on instruction, promotion and retention d) propose a mechanism for evaluating his/her own knowledge and skills in constructing a wide variety of assessment instruments that s/he uses in day to day classroom teaching
PRINCIPLES OF ASSESSMENT
PRINCIPLES OF ASSESSMENT 1. assessment should be aligned with objectives, learning standards, and competencies.
PRINCIPLES OF ASSESSMENT 1. assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction.
PRINCIPLES OF ASSESSMENT 1. assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized.
PRINCIPLES OF ASSESSMENT 1. assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized. 4. the formative assessment should scaffold the learners in summative assessment.
PRINCIPLES OF ASSESSMENT 1. assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized. 4. the formative assessment should scaffold the learners in summative assessment. 5. assessment results should be used by teachers to help students learn better.
PRINCIPLES OF ASSESSMENT 1. assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized. 4. the formative assessment should scaffold the learners in summative assessment. 5. assessment results should be used by teachers to help students learn better. 6. assessment involves both teachers and learners.
BASIC CONCEPTS NAGOVERTIMESITEACHERMAE OBJECTIVES TEST ASSESSMENTS EVALUATION
BASIC CONCEPTS NAGOVERTIMESITEACHERMAE OBJECTIVES TEST ASSESSMENTS EVALUATION
3 LEARNING OUTCOMES ITAPPEARSTHATSIRDOODSPLAYSTHEPIANOINANEXUISITIVEYET EFFORTLESSMANNER. HISPIANOSKILLFALLSUNDERWHATLEVEL? A.MANIPULATION B.PRECISION C.ARTICULATION D.NATURALIZATION
LEARNING TARGETS/OBJECTIVES BEGINWITHANDENDINMIND SMART 3DOMAINSOFLEARNING MATCHINGTHEINSTRUCTION,TEST,EVALUATIONWITH THELEARNINGTARGETS.
Learning Standards
Learning Standards -Teachers of any educational setting should ensure that the learning standards are in place and adequately identified. To make up a more comprehensive and feasible learning standard, then it should be composed of the content and performance standards.
Learning Standards -Teachers of any educational setting should ensure that the learning standards are in place and adequately identified. To make up a more comprehensive and feasible learning standard, then it should be composed of the content and performance standards. -Assessment in the classroom is aimed at helping students perform well in relation to the learning standards(DepEd Order No. 8, S. 2015)
CONTENT STANDARDS
CONTENT STANDARDS -Standards for content selection are actions related to educational processes and practices for instruction and assessment.
CONTENT STANDARDS -Standards for content selection are actions related to educational processes and practices for instruction and assessment. -The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim.
CONTENT STANDARDS -Standards for content selection are actions related to educational processes and practices for instruction and assessment. -The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim. -The selection of contents or lessons is very vital to the attainment of learning outcomes. content standards were constructed to increase students' success by recognizing the knowledge, ideas, and skills that students should get at each grade level. content standardization leads to assessment standardization.
CONTENT STANDARDS -Standards for content selection are actions related to educational processes and practices for instruction and assessment. -The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim. -The selection of contents or lessons is very vital to the attainment of learning outcomes. content standards were constructed to increase students' success by recognizing the knowledge, ideas, and skills that students should get at each grade level. content standardization leads to assessment standardization. -Content standards identify and set the essential knowledge and understanding that should be learned. they cover a specified scope of sequential topics within each learning strand, domain, theme, or component. content standards answer the question, "What should the learners know?"(DepEd Order No. 8, S. 2015)
PERFORMANCE STANDARDS
PERFORMANCE STANDARDS -The standards are written to support and promote specific desirable learners' behaviors in a particular task. in teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes.
PERFORMANCE STANDARDS -The standards are written to support and promote specific desirable learners' behaviors in a particular task. in teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes. -performance standards are the teacher's definitive guide and the learner regarding what has to be acted and carried out required by the competencies in the target learning outcomes. teachers should see to it that any assessment instrument's creation should agree with the targeted standards of the performance.
PERFORMANCE STANDARDS -The standards are written to support and promote specific desirable learners' behaviors in a particular task. in teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes. -performance standards are the teacher's definitive guide and the learner regarding what has to be acted and carried out required by the competencies in the target learning outcomes. teachers should see to it that any assessment instrument's creation should agree with the targeted standards of the performance. -performance standards describe the that learners are expected to demonstrate in relation to the content standards and in abilities and skills integration of 21st-century skills. the integration of knowledge, understanding, and skills is expressed through creation, innovation, and adding value to products/ performance during independent work or in collaboration with others. ?"(DepEd Order No. 8, S. 2015)
PERFORMANCE STANDARDS PERFORMANCE STANDARDS ANSWER THE FOLLOWING QUESTIONS: "What can learners do with what they know?" "How well must learners do their work?" "How well do learners use their learning or understanding in different situations?" "How do learners apply their learning or understanding in real-life contexts?" "What tools and measures should learners use to demonstrate what they. (DepEd Order No. 8, S. 2015)
In summary -the content standard adds to the teaching technique that students should know and do. it provides the most meaningful and stable learning, topics, principles, skills, and ways of thinking. -performance standards give the teacher a hint of how well the students have to do their job. it also offers product or performance as proof of learning or achievement of the standard of content.
In summary
Characteristics of Objectives (SMARTER) SMART OBJECTIVES ARE DEFINED AS ESTABLISHED GOALS AND OBJECTIVES WITHIN BY PARAMETERS THAT COMBINE STRUCTURE AND FLEXIBILITY. THE SMART SETTING OF TARGETS PROVIDES A DEMONSTRABLE SETUP TOWARD A SPECIFIC TARGET WITH DEPENDABLE OBJECTIVES AND AN ESTIMATED TIMETABLE TO ATTAIN THE GOALS. SMART IS AN ACRONYM FOR THE: S – SPECIFIC M – MEASURABLE A – ACHIEVABLE R – RELEVANT T- TIME-BASED
Alternative to Bloom: Structure of Observed Learning Outcome (SOLO) Taxonomy THE MODEL CONSISTS OF FIVE LEVELS IN THE ORDER OF UNDERSTANDING, ACCORDING TO CLARK (2012): 1. PRE-STRUCTURAL 2. UNI-STRUCTURAL 3. MULTI-STRUCTURAL 4. RELATIONAL 5. EXTENDED ABSTRACT
Chappuis, Stiggins, Chappuis, & Arter (2012) classify learning targets into five categories: knowledge, reasoning, skill, product and disposition. Types of Learning Targets Description Examples Knowledge targets Refers to factual information, procedural knowledge and conceptual understanding that strengthen each discipline. You can identify and describe the elements of design in a work of art. Reasoning targets Specify the thought processes students are to learn to do well within a range of subjects. You can evaluate the quality of your work in order to improve it. Skill targets Use of a variety knowledge and/or reasoning to perform or demonstrate physical skills You can use an air brush to create different effects. Product targets Use of knowledge, reasoning and skills in creating a fixed or tangible product You can create a still life oil painting. Disposition Targets Refer to attitudes, motivations, and interests that affect students’ You question the validity of various positions including your own.
Appropriate Methods of Assessment Types of Learning Targets Selected-response and Brief constructed response Essay Performance Tasks Oral questioning Observation Student Self- assessment Knowledge targets 5 4 3 4 3 3 Reasoning targets 2 5 4 4 2 3 Skill targets 1 3 5 2 5 3 Product 1 1 5 2 4 4 Disposition Targets 1 2 4 4 4 5
Test  IS AN INSTRUMENT DESIGNED TO MEASURE ANY CHARACTERISTIC, QUALITY, ABILITY, KNOWLEDGE OR SKILL. IT COMPRISED OF ITEMS IN THE AREA IT IS DESIGNED TO MEASURE.
Measurement • APROCESSOFQUANTIFYINGTHEDEGREETOWHICH SOMEONE/SOMETHING POSSESSSUCHASQUALITY, CHARACTERISTICSORFEATURES. • ASSIGNINGOFNUMBERS TOAPERFORMANCE, PRODUCT,SKILL, BEHAVIOUROFASTUDENTBASEDONPRE-DETERMINED ORSETOF CRETIRIA.
Assessment  A PROCESS OF GATHERING AND ORGANIZING QUANTITATIVE OR QUALITATIVE DATA INTO AN INTERPRETABLE FORM TO HAVE A BASIS FOR JUDGMENT OR DECISION-MAKING, IT IS A PREREQUISITE TO EVALUATION. IT PROVIDES THE INFORMATION WHICH ENABLES EVALUATION TO TAKE PLACE.  PREREQUISITES FOR EVALUATION
Evaluation  A PROCESS OF SYSTEMATIC INTERPRETATION ANALYSIS, APPRAISAL OR JUDGMENT OF DIE WORTH OF ORGANIZED DATA AS BASIS FOR DECISION-MAKING. IT INVOLVES JUDGMENT ABOUT THE DESIRABILITY OF CHANGES IN STUDENTS.  IT REFERS TO THE PROCESS OF EXAMINING THE PERFORMANCE OF STUDENT. IT ALSO DETERMINES WHETHER OR NOT THE STUDENT HAS MET THE LESSON INSTRUCTIONAL OBJECTIVES.
One day may nag txt. Boy: girl: boy: Girl: Boy: Girl: boy: girl : boy : Girl :
TYPES OF ASSESSMENT OR ASSESSMENT IN LEARNING A. ASSESSMENT FOR LEARNING B. ASESSMENT OF LEARNING C. ASSESSMENT AS LEARNING
ASSESSMENT FOR LEARNING 1. PLACEMENT ASSESSMENT  PRIOR TO INSTRUCTION, ENTRY PERFORMANCE, TO HAVE BASIS IN PLANNING FOR RELEVANT INSTRUCTIONS, USE AS A STARTING POINTS, PLACE STUDENTS IN SPECIFIC LEARNING GROUPS. 2. FORMATIVE ASSESSMENT  DURING INSTRUCTION, PROVIDE FEEDBACK, LEARNING ERRORS THAT IS NEED OF CORRECTION, MODIFYING INSTRUCTION TO IMPROVE LEARNING, TO MONITOR THE PROGRESS OF THEIR LEARNING. 3. DIAGNOSTIC ASSESSMENT  DURING INSTRUCTION, STUDENT’ RECURRING OR PERSISTENT DIFFICULTIES, STUDENT’S LEARNING PROBLEM, LEARNING PROBLEMS TO FORMULATE A PLAN FOR REMEDIAL ACTION, STRENGTH AND WEAKNESS
ASESSMENT OF LEARNING SUMMATIVE ASSESSMENT DONE AFTER INSTRUCTIONS, GIVEN AT THE END, USED TO CERTIFY, GIVE MARKS OR GRADE, COMMUNICATED TO THE STUDENTS, PARENTS, AND OTHER STAKEHOLDER FOR DECISION MAKING, EDUCATIONAL REFORM, JUDGING.
ASSESSMENT AS LEARNING DONE FOR TEACHER-STUDENT, SELF- ASSESSMENT, TO UNDERSTAND AND PERFORM WELL THEIR ROLE ASSESSING FOR AND OF LEARNING
Types of Measurement A. NORM -REFERENCED TESTS STUDENT COMPARED WITH OTHER STUDENTS, USUALLY EXPRESSED AS A PERCENTILE, A STANINE, DECILE, TO DISCRIMINATE HIGH AND LOW ACHIEVERS, GRADING ON THE CURVE, B. CRITERION –REFERENCED TESTS TO MEASURE THE PERFORMANCE OF STUDENTS WITH RESPECT TO SOME PARTICULAR CRITERION OR STANDARD, COMPARED WITH A PRE-DETERMINED SET OF STANDARDS FOR ACCEPTABLE ACHIEVEMENT, THE PERFORMANCE OF THE OTHER EXAMINEES IS IRRELEVANT.
MODES OF ASSESSMENT A. TRADITIONAL ASSESSMENT SELECT AN ANSWER OR RECALL INFORMATION, INDIRECT MEASURES OF ASSESSMENT, THE DOMAIN OF KNOWLEDGE, RELY ON A SINGLE CORRECT ANSWER TO EACH ITEM, PAPER AND PENCIL/PEN TEST, USUALLY ASSESS LOW LEVEL OF THINKING SKILLS, STANDARDIZED/TEACHER-MADE TEST. B.AUTHENTICITY/ALTERNATIVE/DIRECT/PERFOREMANCE-BASED ASSESSMENT IT REQUIRES THE ACTUAL DEMONSTRATION OF SKILLS, CREATIVITY OF PRODUCT, MEANINGFUL PERFORMANCE TASK, QUALITY PRODUCTS, AND PERFORMANCE, POSITIVE INTERACTION BETWEEN THE ASSESSMENT AND ASSESSOR, EMPHASIS ON META-COGNITION AND SELF-EVALUATION OR HOTS, LEARNING THAT TRANSFERS.
Comparing traditional to Authentic assessment TRADITIONAL--------------------------------------AUTHENTIC SELECTING A RESPONSE-----------------------PERFORMANCE TASK CONTRIVED----------------------------------------REAL LIFE TASKS RECALL AND RECOGNITION-----------------CONSTRUCTION/APPLICATION TEACHER STRUCTURED--------------------------LEARNER STRUCTURE INDIRECT EVIDENCE------------------------------DIRECT EVIDENCE
Types of Authentic Assessment A. PERFORMANCE ASSESSMENT DEMONSTRATION-TYPE CREATION-TYPE METHODS OF PERFORMANCE-BASED ASSESSMENT 1. WRITTEN-OPEN ENDED 2. BEHAVIOR-BASED 3. INTERVIEW-BASED 4. PRODUCT-BASED B. PORTFOLIO ASSESSMENT ALTERNATIVE FOR PAPER AND PENCIL TEST, A COLLECTION OF STUDENT’S WORKS, PILE OF STUDENT WORK, GROWTH AND DEVELOPMENT OF STUDENTS.
Types of Portfolio 1. DOCUMENTATION OR WORKING PORTFOLIO DEVELOPMENT AND PROGRESS OVERTIME, PROGRESSION OF PROJECT DEVELOPMENT 2. PROCESS PORTFOLIO TO DOCUMENTS ALL STAGES OF LEARNING, INTEGRATING REFLECTIONS AND CRITICAL, CREATIVE AND HIGHER ORDER THINKING SKILLS. 3. PRODUCT OR SHOWCASE PORTFOLIO BEST STUDENT’S WORK BY SHOWCASING, USED FOR SUMMATIVE ASSESSMENT.
The key to Effective Testing 1. OBJECTIVE BEGIN WITH AND END IN MIND 2. INSTRUCTION DESIGNED TO TEACH THE SUBJECT 3. ASSESSMENT RECORDING AND COMPUTING 4. EVALUATION JUDGING
ASSESSMENTS METHOD 1. OBJECTIVE SUPPLY 2. OBJECTIVE SELECTION 3. ESSAY 4. PERFORMANCE BASED 5. OBSERVATION 6. SELF-REPORT
TABLE OF SPECIFICATIONS DEVICE FOR DESCRIBING TEST ITEMS IN TERMS OF THE OBJECTIVES, CONTENT AND THE PROCESS DIMENSIONS.
TABLE OF SPECIFICATIONS LEVEL OBJECTIVE ITEM NUMBERS NO. % KNOWLEDGE identify subject-verb 1,3,5,7,9 5 14.29 COMPREHENSION form appropriate verbs forms 2,4,6,8,10 5 14.29 APPLICATION write sentences observing rules on subject-verb agreement 11,13,15,17,19 5 14.29 ANALYSIS determine subject and predicate 12,15,18,21,23 5 14.29 EVALUATION evaluate whether or not a sentence observes rules on subject-verb agreement 16,19,22,24 5 14.29 SYNTHESIS formulate rules on subject-verb agreement PART II 10pts 28.57% 35 100%
General Guidelines in Choosing Appropriate Test Format 1. WHAT ARE THE OBJECTIVES OR DESIRED LEARNING OUTCOMES LESSON/UNIT? 2. WHAT LEVEL OF THINKING IS TO BE ASSESSED (I.E., REMEMBERING, UNDERSTANDING, APPLYING, ANALYZING, EVALUATING OR CREATING)? 3. IS THE TEST MATCHED OR ALIGNED WITH THE COURSE’S DESIRED LEARNING OUTCOMES AND THE COURSE CONTENTS OR LEARNING ACTIVITIES? 4. ARE THE TESTS REALISTIC TO THE STUDENTS?
Test Item Formulation TRUE-FALSE TEST A LEARNER WHO KNOWS NOTHING OF THE CONTENT OF THE TEST WOULD HAVE 50% CHANCE OF GETTING THE CORRECT ANSWER BY SHEER GUESS WORK.
Here are some rules of thumb in constructing true-false items 1. INCLUDE ITEMS THAT ARE COMPLETELY TRUE OR COMPLETELY FALSE. FAULTY: THE PRESIDENTIAL SYSTEM OF GOVERNMENT, WHERE THE PRESIDENT IS ONLY THE HEAD OF STATE OR GOVERNMENT, IS ADOPTED BY THE UNITED STATES, CHILE, PANAMA AND SOUTH KOREA. GOOD: THE PRESIDENTIAL SYSTEM, WHERE THE PRESIDENT IS ONLY THE HEAD OF STATE OR GOVERNMENT, IS CHILE.
Here are some rules of thumb in constructing true-false items 2. AVOID LIFTING STATEMENTS FROM THE TEXTBOOK AND OTHER LEARNING MATERIALS. 3. USE SINGLE IDEA IN EACH TEST ITEM. FAULTY: THE TRUE-FALSE ITEM, WHICH IS FAVORED BY LEARNERS, IS OFTEN REFERRED TO AS AN ALTERNATIVE-RESPONSE ITEM. IMPROVED: THE TRUE-FALSE ITEM IS ALSO CALLED AN ALTERNATIVE-RESPONSE ITEM.
Here are some rules of thumb in constructing true-false items 4. REFRAIN FROM USING NEGATIVES, ESPECIALLY DOUBLE NEGATIVES. FAULTY: THERE IS NOTHING ILLEGAL ABOUT BUYING GOODS THROUGH THE INTERNET. GOOD: IT IS LEGAL TO BUY THINGS OR GOODS THROUGH THE INTERNET.
Here are some rules of thumb in constructing true-false items 4. REFRAIN FROM USING NEGATIVES, ESPECIALLY DOUBLE NEGATIVES. FAULTY: THERE IS NOTHING ILLEGAL ABOUT BUYING GOODS THROUGH THE INTERNET. GOOD: IT IS LEGAL TO BUY THINGS OR GOODS THROUGH THE INTERNET.
Here are some rules of thumb in constructing true-false items 5. AVOID USING ABSOLUTES SUCH AS “ALWAYS” AND “NEVER.” FAULTY: THE NEWS AND INFORMATION POSTED ON THE CNN WEBSITE IS ALWAYS ACCURATE. GOOD: THE NEWS AND INFORMATION POSTED ON THE CNN WEBSITE IS USUALLY ACCURATE. 6. AVOID THE USE OF UNFAMILIAR WORDS OR VOCABULARY.
Multiple Choice Items WRITING MULTIPLE CHOICE ITEMS REQUIRES CONTENT MASTERY, WRITING SKILLS, AND TIME. ONLY GOOD AND EFFECTIVE ITEMS SHOULD BE INCLUDED IN THE TEST. POORLY-WRITTEN TEST- ITEMS COULD BE CONFUSING AND FRUSTRATING TO LEARNERS. EACH ITEM IN A MULTIPLE CHOICE TEST CONSISTS OF 2 PARTS: A) THE STEM, AND B) THE OPTIONS. IN THE SET OF OPTIONS OR ALTERNATIVES, THERE IS A “CORRECT” OR “BEST” OPTION WHILE THE OTHERS ARE CONSIDERED “DISTRACTERS”.
Multiple Choice Items WRITING MULTIPLE CHOICE ITEMS REQUIRES CONTENT MASTERY, WRITING SKILLS, AND TIME. ONLY GOOD AND EFFECTIVE ITEMS SHOULD BE INCLUDED IN THE TEST. POORLY-WRITTEN TEST- ITEMS COULD BE CONFUSING AND FRUSTRATING TO LEARNERS. EACH ITEM IN A MULTIPLE CHOICE TEST CONSISTS OF 2 PARTS: A) THE STEM, AND B) THE OPTIONS. IN THE SET OF OPTIONS OR ALTERNATIVES, THERE IS A “CORRECT” OR “BEST” OPTION WHILE THE OTHERS ARE CONSIDERED “DISTRACTERS”.
The following are the general guidelines in writing good multiple choice items. 1. DO NOT LIFT AND USE STATEMENTS FROM THE TEXTBOOKS OR OTHER LEARNING MATERIALS. 2. KEEP THE VOCABULARY SIMPLE AND UNDERSTANDABLE BASED ON THE LEVEL OF LEARNERS/EXAMINEES. 3. A DIRECT QUESTION IS PREFERRED OVER AN INCOMPLETE SENTENCE. FAULTY: CEMENT IS ORDINARILY PRODUCED BY _____________. GOOD: HOW IS CEMENT ORDINARILY PRODUCED?
The following are the general guidelines in writing good multiple choice items. 4. WORD THE STEM POSITIVELY AND AVOID DOUBLE NEGATIVES, SUCH AS NOT AND EXCEPT IN A STEM. IF A NEGATIVE WORD IS NECESSARY, UNDERLINE OR CAPITALIZE THE WORDS FOR EMPHASIS. FAULTY: WHICH OF THE FOLLOWING IS NOT A MEASURE OF VARIABILITY? GOOD: WHICH OF THE FOLLOWING IS NOT A MEASURE OF VARIABILITY?
The following are the general guidelines in writing good multiple choice items. 5. WRITE THE STEM AS CLEARLY DESCRIBED QUESTION OR TASK. FAULTY: VALIDITY REFERS TO a. the consistency of test scores b. the inference made on the basis of the test scores c. measurement error as determined by standard deviation d. the stability of test scores GOOD: THE INFERENCE MADE ON THE BASIS OF THE TEST SCORES REFERS TO a. reliability b. validity c. stability d. measurement error
The following are the general guidelines in writing good multiple choice items. 7. WRITE THE DISTRACTERS TO BE PLAUSIBLE YET CLEARLY WRONG. FAULTY : WHICH OF THE FOLLOWING IS THE LARGEST CITY IN THE UNITED STATES? a. MICHIGAN b. LONDON c. NEW YORK d. BERLIN GOOD : WHICH OF THE FOLLOWING IS THE LARGEST CITY IN THE UNITED STATES? a. LOS ANGELES b. CHICAGO c. NEW YORK d. MIAMI
The following are the general guidelines in writing good multiple choice items. 8. Write Options That Are Parallel Or Similar In Form And Length To Avoid Giving Clues About The Correct Answer. 9. Place Options In Logical Order (E.G. Alphabetical, Shortest To Longest) 10. Place Correct Response Randomly To Avoid A Discernible Pattern Of Correct Answers. 11. Use None Of The Above Carefully And Only When There One Absolutely Correct Answer. 12. Avoid All Of The Above Option, Especially If It Is Intended To Be The Correct Answer.
Short Answer Test Items A Short Answer Test Item Requires The Learner To Answer A Question Or To Finish An Incomplete Statement By Filling In The Blank With The Correct Word Or Phrase.
The following are some guidelines in writing good fill in the blank or completion test items. 1. omit just the appropriate word from the sentence faulty: every atom has a central _____________called a nucleus. good: every atom has a central core called a(n)______________. 2. avoid having too many blanks in a statement. faulty: the __________ is the answer in _____. better: the product is the answer in _________. 3. be sure that there is only one correct response. faulty: a four-sided polygon is called _______________. good: a quadrilateral with four equal sided is called ______________. 4. avoid grammatical clues to the response. faulty: a group of islands surrounded by waters is called an _______________ good: a group of islands surrounded by waters is called a(n) _______________ 5. put the blank at the end of a statement rather than at the beginning. faulty: __________________is support system that helps a learner accomplish tasks good: a support system that helps a learner accomplish tasks is called __________.
Matching Type Items the matching test item format requires learners to match a word, sentence or phrase in one column to a corresponding word, sentence or phrase in second. column. it is most appropriate when you need to measure the learner’s ability to identify the relationship or association between similar items. however, it is not suited for gauging the learners’ higher understanding (analysis and synthesis levels). it can only be used to assess homogeneous knowledge.
The following are some guidelines in writing good and effective matching type tests: 1. include homogenous premises and responses in a single matching exercise 2. clearly indicate in the directions the basis for matching where answers should be written, and if responses or answer choices can be used more than once. 48 3. keep the list relatively short. the ideal number of items is 5 to 10, and a maximum of 15. 4. arrange premises and responses with maximum clarity. it is desirable to use longer statements as premises and numbered at the left of the page. the shorter responses are placed at the right and each identified with letters. 5. have more responses or answer choices than premises. this will reduce guessing and using the process of elimination in choosing the correct answer. 6. place all the premises and responses on a single page
The following are some guidelines in writing good and effective matching type tests: Faulty: Good: Directions: Match the following. Directions: Match the theories in Column I with their advocates in Column II. Write the letter of the correct answer. Food A. Primary reinforcer Column I Column II Psychoanalysis B. Sigmund Freud ___ 1. Psychodynamic Theory A. Albert Bandura B.F. Skinner C. Operant conditioning ___ 2. Trait Theory B. B.F. Skinner Standard deviation D. Measure of variability ____3. Behaviorism C. Carl Rogers Schizophrenia E. Hallucinations ___ 4. Humanism D. Gordon Allport. Karn Horney ___ 5. Social Learning Theory F. Sigmund Freud
Factors to Consider when Constructing Good Test Items A. VALIDITY B. REALIBILITY C. ADMINISTRABILITY D. SCORABILITY E. APPROPRIATENESS F. ADEQUACY G. OBJECTIVITY
TYPES OF VALIDITY 1. CONTENT VALIDITY REFLECT THE CURRICULAR OBJECTIVES, MR. KOPIDO MADE A TEST IN READING FOR THE GRADE 3 PUPILS, HE FINALIZED THE TEST, SHE ASKED AN EXPERT TO DETERMINE IF THE TEST ITEMS WERE CREATED BASED ON THE TOPICS THAT NEEDS TO BE COVERED. WHAT TYPE OF VALIDITY WAS ESTABLISHED? a. PREDICTIVE VALIDITY b. FACE VALIDITY c. CONTENT VALIDITY d. CONSTRUCT VALIDITY 2. CRITERION-RELATED VALIDITY A. CONSTRUCT VALIDITY MR. KOPIDO MADE A TEST IN READING FOR THE GRADE 3 PUPILS, HE FINALIZED THE TEST, SHE ASKED AN EXPERT TO DETERMINE IF THE TEST ITEMS WERE CREATED BASED ON THE LATENT BEHAVIOR TO BE MEASURED. WHAT TYPE OF VALIDITY WAS ESTABLISHED? A. PREDICTIVE VALIDITY B. FACE VALIDITY C. CONTENT VALIDITY D. CONSTRUCT VALIDITY B. PREDICTIVE VALIDITY USED TO ESTIMATE WHAT THAT PERSONS’ PERFORMANCE OR OTHER CRITERION THAT WILL BE AT A LATER TIME TIME 3. CONCURRENT VALIDITY
PREDICTIVE VALITY OF THE TYPES VALIDITY FOR TESTS, WHAT IS CONCERENED WITH THE RELATION OF TEST SCORES TO THE PERFORMNCE AT SOME FUTURE TIME. A. CURRICULAR VALIDITY B. CRITERION VALIDITY C. CONTENT VALIDITY D. PREDICTIVE VALIDITY
Factors Affecting the Validity of a Test Item 1. THE TEST ITSELF, 2. THE ADMINISTRATION AND SCORING OF A TEST 3. PERSONAL FACTORS INFLUENCING HOW STUDENTS RESPONSE TO THE TEST 4. VALIDITY IS ALWAYS SPECIFIC TO A PARTICULAR GROUP.
Factors that Reduce the Validity of the Test Item POORLY CONSTRUCTED TEST ITEMS UNCLEAR DIRECTIONS AMBIGUOUS ITEMS VERY DIFFICULT VOCABULARY COMPLICATED SYNTAX / SENTENCE CONSTRUCTION INADEQUATE TIME LIMIT INAPPROPRIATE LEVEL OF DIFFICULTY UNINTENDED CLUES IMPROPER ARRANGEMENT OF ITEMS
RELIABILITY OF A TEST  CONSISTENCY OF MEASUREMENT  USED TO PREDICT PRACTICALLY THE SAME SCORES WHEN TEST ADMINISTERED TWICE TO THE SAME GROUP OF STUDENTS AND WITH A RELIABILITY INDEX OF 0.50 OR ABOVE.
Factors Affecting the Reliability of a Test  LENGTH OF THE TEST  ITEM DIFFICULTY  ITEM DISCRIMINATION  OBJECTIVE SCORING  SPREAD OF THE SCORE  TIME LIMIT
Four Methods of Establishing Reliability TEST-RETEST METHOD EQUIVALENT-FORM METHOD SPLIT-HALF METHOD
ITEM ANALYSIS process of examining the student’s responses to each item in the test desirable and undesirable item analysis after drafting objective test items and administering it, how do you determine if the test items are properly constructed as to degree of difficulty? how do you set apart students who excel well on the overall test, and those who do not? an item analysis, as a valuable procedure, can easily provide the teachers with answers to both questions.
Criteria in determining the desirability and undesirability of an item. A. DIFFICULTY OF AN ITEM. B. DISCRIMINATING POWER OF AN ITEM. C. MEASURE OF ATTRACTIVENESS
Difficulty index  REFERS TO THE PROPORTION OF THE NUMBER OF STUDENTS IN THE UPPER AND LOWER GROUPS WHO ANSWERED AN ITEM CORRECTLY.  THE NUMBER OF PEOPLE WHO ANSWER A PARTICULAR TEST ITEM CORRECTLY.
Difficulty index Level of Difficulty of an Item Index Range Difficulty Level 0.00-0.20 Very difficult /reject 0.21-0.40 Difficult/revise 0.41-0.60 Moderately Difficult/retain 0.61-0.80 Easy/revise 0.81-1.00 Very Easy/reject
Index of Discrimination DISCRIMINATION INDEX IS THE DIFFERENCES BETWEEN THE PROPORTION OF HIGH PERFORMING STUDENTS WHO GOT THE ITEM AND THE PROPORTION OF LOW PERFORMING STUDENTS WHO GOT AN ITEM RIGHT. Discrimination Index Item Evaluation 0.40 and up Very good item 0.30-0.39 Reasonably good item but possibly subject to improvement 0.20-0.29 Marginal, usually needing and being subject to improvement Below 0.19 Poor Item, to be rejected
Index of Discrimination DISCRIMINATION INDEX IS THE DIFFERENCES BETWEEN THE PROPORTION OF HIGH PERFORMING STUDENTS WHO GOT THE ITEM AND THE PROPORTION OF LOW PERFORMING STUDENTS WHO GOT AN ITEM RIGHT. Discrimination Index Item Evaluation 0.40 and up Very good item/retain 0.30-0.39 Reasonably good item but possibly subject to improvement 0.20-0.29 Marginal, usually needing and being subject to improvement Below 0.19 Poor Item, to be rejected
Index of Discrimination INTERPRETATION:  POSITIVE DISCRIMINATION – MORE FROM THE UPPER GROUP ANSWER THE ITEM CORRECTLY.  NEGATIVE DISCRIMINATION – MORE FROM THE LOWER GROUP ANSWER THE ITEM CORRECTLY.  ZERO DISCRIMINATION – UPPER GROUP AND LOWER GROUP HAVE ANSWER EQUALLY THE ITEM CORRECTLY.
Measures of Attractiveness -TO MEASURE THE ATTRACTIVENESS OF THE INCORRECT OPTION (DISTRACTERS) IN MULTIPLE-CHOICE TESTS, WE COUNT THE NUMBER IF STUDENTS WHO SELECTED THE INCORRECT OPTION IN BOTH UPPER AND LOWER GROUPS. -THE INCORRECT OPTION IS SAID TO BE EFFECTIVE DISTRACTER IF THERE ARE MORE STUDENTS IN THE LOWER GROUP CHOSE THAT INCORRECT OPTION THAN THOSE STUDENTS IN THE UPPER GROUP.
Measure of skewness DESCRIBE THE DEGREE OF THE DEPARTURE OF THE SCORE FROM A SYMMETRY. A. POSITIVELY SKEWED B. NEGATIVELY SKEWED C. NORMAL DISTRIBUTION
Measure of skewness A. POSITIVELY SKEWED
Measure of skewness A.POSITIVELY SKEWED - BELOW THE MEAN/AVERAGE - POOR PERFORMANCE - MOST GOT FAILED - SLOW STUDENTS/LEARNERS - CONCENTRATED TO THE LEFT
Measure of skewness B. NEGATIVELY SKEWED
Measure of skewness B. NEGATIVELY SKEWED - ABOVE THE MEAN/AVERAGE - FAST LEARNER - GOOD PERFORMANCE - MOST GOT THE PASSING SCORE - CONCENTRATED TO THE RIGHT
Measure of skewness
Measure of skewness
Measure of the relative position • INDICATES WHERE A SCORE IS IN RELATION TO ALL OTHER SCORES IN THE DISTRIBUTION • THEY MAKE IT POSSIBLE TO COMPARE THE PERFORMANCE OF AN INDIVIDUAL ON TWO OR MORE DIFFERENT TEST A. PERCENTILE RANK B. Z SCORE C. T-SCORE D. STANINE
Measure of the relative position • INDICATES WHERE A SCORE IS IN RELATION TO ALL OTHER SCORES IN THE DISTRIBUTION • THEY MAKE IT POSSIBLE TO COMPARE THE PERFORMANCE OF AN INDIVIDUAL ON TWO OR MORE DIFFERENT TEST A. PERCENTILE RANK B. Z SCORE C. T-SCORE D. STANINE
SYSTEMATIC RATING ERRORS AND THEIR CONTROL A. THE HALO EFFECT GENERALIZES ONE OF THE EMPLOYEE’S TRAITS IMPRESSION B. LENIENCY ERRORR/GENEROUSITY ERROR ABOVE AVERAGE RATINGS. GIVING PASSING GRADE EVEN UNDESERVED C. ERROR OF CENTRAL TENDENCY NO-ONE IS ACTUALLY GOOD OR BAD. GIIVING AVARAGE SCORE D. LOGICAL ERROR THAT SEEM LOGICALLY RELATED IN THEIR OWN MINDS BUT MAY NOT BE RELATED IN ANY GIVEN TARGET PERSON. E. SEVERITY BELOW AVERAGE RATINGS GIVING FAILED GRADE EVEN UNDESERVED

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Assessment_of_learning_1_@_2.pptx

  • 1.
    Assessment of learning 1@ 2 FACILITATOR:MOAMARB.LANIELPT(RANK10) Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 2.
    POLICY GUIDELINES ONCLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM To: Undersecretaries Assistant Secretaries Bureau Directors Directors Of Services, Centers And Heads Of Units Regional Directors Schools Division Superintendents Heads, Public Elementary And Secondary Schools All Others Concerned Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 3.
    1. in linewith the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 4.
    1. in linewith the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 5.
    1. in linewith the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 6.
    1. in linewith the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 7.
    1. in linewith the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. 5. special programs may further issue supplementary guidelines in relation to the program's specific assessment concerns. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 8.
    1. in linewith the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. 5. special programs may further issue supplementary guidelines in relation to the program's specific assessment concerns. 6. these guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. all existing orders and memoranda that are inconsistent with this order are rescinded. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 9.
    1. in linewith the implementation of the enhanced basic education act of 2013 (republic act no. 10533), the department of education is adopting the enclosed policy guidelines on classroom assessment for the k to 12 basic education program. 2. classroom assessment is an integral part of curriculum implementation. it allows the teachers to track and measure learners' progress and to adjust instruction accordingly. classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. effective school year (sy) 2015-2016, the policy guidelines on classroom assessment for the k to 12 basic education program shall be implemented in public elementary and secondary schools nationwide. 4. non-deped schools are urged to implement these policy guidelines as well. non-deped schools are permitted to modify these policy guidelines according to their school's philosophy, vision, and mission with the approval of the appropriate deped regional office. 5. special programs may further issue supplementary guidelines in relation to the program's specific assessment concerns. 6. these guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended, or rescinded. all existing orders and memoranda that are inconsistent with this order are rescinded. 7. immediate dissemination of and strict compliance with this order is directed. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 10.
    THEORETICAL BASIS Classroom Assessmentfor the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 11.
    THEORETICAL BASIS classroom assessmentis a joint process that involves both teachers and learners. it is an integral part of teaching and learning. teachers provide appropriate assessment when they aim to holistically measure learners' current and developing abilities while enabling them to take responsibility in the process. this view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 12.
    THEORETICAL BASIS classroom assessmentis a joint process that involves both teachers and learners. it is an integral part of teaching and learning. teachers provide appropriate assessment when they aim to holistically measure learners' current and developing abilities while enabling them to take responsibility in the process. this view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process. at the heart of this assessment framework is the recognition and deliberate consideration of the learners' zone of proximal development (vygotsky 1978). appropriate assessment is committed to ensure learners' success in moving from guided to independent display of knowledge, understanding, and skills, and to enable them to transfer this successfully in future situations. from this point of view, assessment facilitates the development of learners' higher-order thinking and 21st-century skills. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 13.
    THEORETICAL BASIS classroom assessmentis a joint process that involves both teachers and learners. it is an integral part of teaching and learning. teachers provide appropriate assessment when they aim to holistically measure learners' current and developing abilities while enabling them to take responsibility in the process. this view recognizes the diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process. at the heart of this assessment framework is the recognition and deliberate consideration of the learners' zone of proximal development (vygotsky 1978). appropriate assessment is committed to ensure learners' success in moving from guided to independent display of knowledge, understanding, and skills, and to enable them to transfer this successfully in future situations. from this point of view, assessment facilitates the development of learners' higher-order thinking and 21st-century skills. this view of assessment, therefore, acknowledges the unity of instruction and assessment. assessment is part of day-to-day lessons and extends the day-to-day classroom activities that are already in place in the k to 12 curriculum. Classroom Assessment for the K to 12 Basic Education Program (D.O. # 8, s. 2015)
  • 14.
  • 15.
    learning objectives/targets: at theend of the session, the participants will be able to:
  • 16.
    learning objectives/targets: at theend of the session, the participants will be able to: a) explain the general principles of classroom assessment in the k to 12 basic education program b) discuss the different types of assessment and their uses c) explain how learners are graded and how their progress is reported and used for decisions on instruction, promotion and retention d) propose a mechanism for evaluating his/her own knowledge and skills in constructing a wide variety of assessment instruments that s/he uses in day to day classroom teaching
  • 17.
  • 18.
    PRINCIPLES OF ASSESSMENT 1.assessment should be aligned with objectives, learning standards, and competencies.
  • 19.
    PRINCIPLES OF ASSESSMENT 1.assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction.
  • 20.
    PRINCIPLES OF ASSESSMENT 1.assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized.
  • 21.
    PRINCIPLES OF ASSESSMENT 1.assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized. 4. the formative assessment should scaffold the learners in summative assessment.
  • 22.
    PRINCIPLES OF ASSESSMENT 1.assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized. 4. the formative assessment should scaffold the learners in summative assessment. 5. assessment results should be used by teachers to help students learn better.
  • 23.
    PRINCIPLES OF ASSESSMENT 1.assessment should be aligned with objectives, learning standards, and competencies. 2. assessment should be more like instruction. 3. assessment should recognize the diversity of learners, hence, varied methods appropriate to the type of learners are utilized. 4. the formative assessment should scaffold the learners in summative assessment. 5. assessment results should be used by teachers to help students learn better. 6. assessment involves both teachers and learners.
  • 25.
  • 26.
  • 27.
    3 LEARNING OUTCOMES ITAPPEARSTHATSIRDOODSPLAYSTHEPIANOINANEXUISITIVEYET EFFORTLESSMANNER.HISPIANOSKILLFALLSUNDERWHATLEVEL? A.MANIPULATION B.PRECISION C.ARTICULATION D.NATURALIZATION
  • 28.
  • 29.
  • 30.
    Learning Standards -Teachers ofany educational setting should ensure that the learning standards are in place and adequately identified. To make up a more comprehensive and feasible learning standard, then it should be composed of the content and performance standards.
  • 31.
    Learning Standards -Teachers ofany educational setting should ensure that the learning standards are in place and adequately identified. To make up a more comprehensive and feasible learning standard, then it should be composed of the content and performance standards. -Assessment in the classroom is aimed at helping students perform well in relation to the learning standards(DepEd Order No. 8, S. 2015)
  • 32.
  • 33.
    CONTENT STANDARDS -Standards forcontent selection are actions related to educational processes and practices for instruction and assessment.
  • 34.
    CONTENT STANDARDS -Standards forcontent selection are actions related to educational processes and practices for instruction and assessment. -The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim.
  • 35.
    CONTENT STANDARDS -Standards forcontent selection are actions related to educational processes and practices for instruction and assessment. -The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim. -The selection of contents or lessons is very vital to the attainment of learning outcomes. content standards were constructed to increase students' success by recognizing the knowledge, ideas, and skills that students should get at each grade level. content standardization leads to assessment standardization.
  • 36.
    CONTENT STANDARDS -Standards forcontent selection are actions related to educational processes and practices for instruction and assessment. -The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim. -The selection of contents or lessons is very vital to the attainment of learning outcomes. content standards were constructed to increase students' success by recognizing the knowledge, ideas, and skills that students should get at each grade level. content standardization leads to assessment standardization. -Content standards identify and set the essential knowledge and understanding that should be learned. they cover a specified scope of sequential topics within each learning strand, domain, theme, or component. content standards answer the question, "What should the learners know?"(DepEd Order No. 8, S. 2015)
  • 37.
  • 38.
    PERFORMANCE STANDARDS -The standardsare written to support and promote specific desirable learners' behaviors in a particular task. in teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes.
  • 39.
    PERFORMANCE STANDARDS -The standardsare written to support and promote specific desirable learners' behaviors in a particular task. in teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes. -performance standards are the teacher's definitive guide and the learner regarding what has to be acted and carried out required by the competencies in the target learning outcomes. teachers should see to it that any assessment instrument's creation should agree with the targeted standards of the performance.
  • 40.
    PERFORMANCE STANDARDS -The standardsare written to support and promote specific desirable learners' behaviors in a particular task. in teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes. -performance standards are the teacher's definitive guide and the learner regarding what has to be acted and carried out required by the competencies in the target learning outcomes. teachers should see to it that any assessment instrument's creation should agree with the targeted standards of the performance. -performance standards describe the that learners are expected to demonstrate in relation to the content standards and in abilities and skills integration of 21st-century skills. the integration of knowledge, understanding, and skills is expressed through creation, innovation, and adding value to products/ performance during independent work or in collaboration with others. ?"(DepEd Order No. 8, S. 2015)
  • 41.
    PERFORMANCE STANDARDS PERFORMANCE STANDARDSANSWER THE FOLLOWING QUESTIONS: "What can learners do with what they know?" "How well must learners do their work?" "How well do learners use their learning or understanding in different situations?" "How do learners apply their learning or understanding in real-life contexts?" "What tools and measures should learners use to demonstrate what they. (DepEd Order No. 8, S. 2015)
  • 42.
    In summary -the contentstandard adds to the teaching technique that students should know and do. it provides the most meaningful and stable learning, topics, principles, skills, and ways of thinking. -performance standards give the teacher a hint of how well the students have to do their job. it also offers product or performance as proof of learning or achievement of the standard of content.
  • 43.
  • 44.
    Characteristics of Objectives(SMARTER) SMART OBJECTIVES ARE DEFINED AS ESTABLISHED GOALS AND OBJECTIVES WITHIN BY PARAMETERS THAT COMBINE STRUCTURE AND FLEXIBILITY. THE SMART SETTING OF TARGETS PROVIDES A DEMONSTRABLE SETUP TOWARD A SPECIFIC TARGET WITH DEPENDABLE OBJECTIVES AND AN ESTIMATED TIMETABLE TO ATTAIN THE GOALS. SMART IS AN ACRONYM FOR THE: S – SPECIFIC M – MEASURABLE A – ACHIEVABLE R – RELEVANT T- TIME-BASED
  • 45.
    Alternative to Bloom:Structure of Observed Learning Outcome (SOLO) Taxonomy THE MODEL CONSISTS OF FIVE LEVELS IN THE ORDER OF UNDERSTANDING, ACCORDING TO CLARK (2012): 1. PRE-STRUCTURAL 2. UNI-STRUCTURAL 3. MULTI-STRUCTURAL 4. RELATIONAL 5. EXTENDED ABSTRACT
  • 46.
    Chappuis, Stiggins, Chappuis,& Arter (2012) classify learning targets into five categories: knowledge, reasoning, skill, product and disposition. Types of Learning Targets Description Examples Knowledge targets Refers to factual information, procedural knowledge and conceptual understanding that strengthen each discipline. You can identify and describe the elements of design in a work of art. Reasoning targets Specify the thought processes students are to learn to do well within a range of subjects. You can evaluate the quality of your work in order to improve it. Skill targets Use of a variety knowledge and/or reasoning to perform or demonstrate physical skills You can use an air brush to create different effects. Product targets Use of knowledge, reasoning and skills in creating a fixed or tangible product You can create a still life oil painting. Disposition Targets Refer to attitudes, motivations, and interests that affect students’ You question the validity of various positions including your own.
  • 47.
    Appropriate Methods ofAssessment Types of Learning Targets Selected-response and Brief constructed response Essay Performance Tasks Oral questioning Observation Student Self- assessment Knowledge targets 5 4 3 4 3 3 Reasoning targets 2 5 4 4 2 3 Skill targets 1 3 5 2 5 3 Product 1 1 5 2 4 4 Disposition Targets 1 2 4 4 4 5
  • 49.
    Test  IS ANINSTRUMENT DESIGNED TO MEASURE ANY CHARACTERISTIC, QUALITY, ABILITY, KNOWLEDGE OR SKILL. IT COMPRISED OF ITEMS IN THE AREA IT IS DESIGNED TO MEASURE.
  • 50.
    Measurement • APROCESSOFQUANTIFYINGTHEDEGREETOWHICH SOMEONE/SOMETHING POSSESSSUCHASQUALITY, CHARACTERISTICSORFEATURES. •ASSIGNINGOFNUMBERS TOAPERFORMANCE, PRODUCT,SKILL, BEHAVIOUROFASTUDENTBASEDONPRE-DETERMINED ORSETOF CRETIRIA.
  • 51.
    Assessment  A PROCESSOF GATHERING AND ORGANIZING QUANTITATIVE OR QUALITATIVE DATA INTO AN INTERPRETABLE FORM TO HAVE A BASIS FOR JUDGMENT OR DECISION-MAKING, IT IS A PREREQUISITE TO EVALUATION. IT PROVIDES THE INFORMATION WHICH ENABLES EVALUATION TO TAKE PLACE.  PREREQUISITES FOR EVALUATION
  • 52.
    Evaluation  A PROCESSOF SYSTEMATIC INTERPRETATION ANALYSIS, APPRAISAL OR JUDGMENT OF DIE WORTH OF ORGANIZED DATA AS BASIS FOR DECISION-MAKING. IT INVOLVES JUDGMENT ABOUT THE DESIRABILITY OF CHANGES IN STUDENTS.  IT REFERS TO THE PROCESS OF EXAMINING THE PERFORMANCE OF STUDENT. IT ALSO DETERMINES WHETHER OR NOT THE STUDENT HAS MET THE LESSON INSTRUCTIONAL OBJECTIVES.
  • 53.
    One day maynag txt. Boy: girl: boy: Girl: Boy: Girl: boy: girl : boy : Girl :
  • 54.
    TYPES OF ASSESSMENTOR ASSESSMENT IN LEARNING A. ASSESSMENT FOR LEARNING B. ASESSMENT OF LEARNING C. ASSESSMENT AS LEARNING
  • 55.
    ASSESSMENT FOR LEARNING 1.PLACEMENT ASSESSMENT  PRIOR TO INSTRUCTION, ENTRY PERFORMANCE, TO HAVE BASIS IN PLANNING FOR RELEVANT INSTRUCTIONS, USE AS A STARTING POINTS, PLACE STUDENTS IN SPECIFIC LEARNING GROUPS. 2. FORMATIVE ASSESSMENT  DURING INSTRUCTION, PROVIDE FEEDBACK, LEARNING ERRORS THAT IS NEED OF CORRECTION, MODIFYING INSTRUCTION TO IMPROVE LEARNING, TO MONITOR THE PROGRESS OF THEIR LEARNING. 3. DIAGNOSTIC ASSESSMENT  DURING INSTRUCTION, STUDENT’ RECURRING OR PERSISTENT DIFFICULTIES, STUDENT’S LEARNING PROBLEM, LEARNING PROBLEMS TO FORMULATE A PLAN FOR REMEDIAL ACTION, STRENGTH AND WEAKNESS
  • 56.
    ASESSMENT OF LEARNING SUMMATIVE ASSESSMENT DONEAFTER INSTRUCTIONS, GIVEN AT THE END, USED TO CERTIFY, GIVE MARKS OR GRADE, COMMUNICATED TO THE STUDENTS, PARENTS, AND OTHER STAKEHOLDER FOR DECISION MAKING, EDUCATIONAL REFORM, JUDGING.
  • 57.
    ASSESSMENT AS LEARNING DONE FORTEACHER-STUDENT, SELF- ASSESSMENT, TO UNDERSTAND AND PERFORM WELL THEIR ROLE ASSESSING FOR AND OF LEARNING
  • 58.
    Types of Measurement A.NORM -REFERENCED TESTS STUDENT COMPARED WITH OTHER STUDENTS, USUALLY EXPRESSED AS A PERCENTILE, A STANINE, DECILE, TO DISCRIMINATE HIGH AND LOW ACHIEVERS, GRADING ON THE CURVE, B. CRITERION –REFERENCED TESTS TO MEASURE THE PERFORMANCE OF STUDENTS WITH RESPECT TO SOME PARTICULAR CRITERION OR STANDARD, COMPARED WITH A PRE-DETERMINED SET OF STANDARDS FOR ACCEPTABLE ACHIEVEMENT, THE PERFORMANCE OF THE OTHER EXAMINEES IS IRRELEVANT.
  • 59.
    MODES OF ASSESSMENT A.TRADITIONAL ASSESSMENT SELECT AN ANSWER OR RECALL INFORMATION, INDIRECT MEASURES OF ASSESSMENT, THE DOMAIN OF KNOWLEDGE, RELY ON A SINGLE CORRECT ANSWER TO EACH ITEM, PAPER AND PENCIL/PEN TEST, USUALLY ASSESS LOW LEVEL OF THINKING SKILLS, STANDARDIZED/TEACHER-MADE TEST. B.AUTHENTICITY/ALTERNATIVE/DIRECT/PERFOREMANCE-BASED ASSESSMENT IT REQUIRES THE ACTUAL DEMONSTRATION OF SKILLS, CREATIVITY OF PRODUCT, MEANINGFUL PERFORMANCE TASK, QUALITY PRODUCTS, AND PERFORMANCE, POSITIVE INTERACTION BETWEEN THE ASSESSMENT AND ASSESSOR, EMPHASIS ON META-COGNITION AND SELF-EVALUATION OR HOTS, LEARNING THAT TRANSFERS.
  • 60.
    Comparing traditional toAuthentic assessment TRADITIONAL--------------------------------------AUTHENTIC SELECTING A RESPONSE-----------------------PERFORMANCE TASK CONTRIVED----------------------------------------REAL LIFE TASKS RECALL AND RECOGNITION-----------------CONSTRUCTION/APPLICATION TEACHER STRUCTURED--------------------------LEARNER STRUCTURE INDIRECT EVIDENCE------------------------------DIRECT EVIDENCE
  • 61.
    Types of AuthenticAssessment A. PERFORMANCE ASSESSMENT DEMONSTRATION-TYPE CREATION-TYPE METHODS OF PERFORMANCE-BASED ASSESSMENT 1. WRITTEN-OPEN ENDED 2. BEHAVIOR-BASED 3. INTERVIEW-BASED 4. PRODUCT-BASED B. PORTFOLIO ASSESSMENT ALTERNATIVE FOR PAPER AND PENCIL TEST, A COLLECTION OF STUDENT’S WORKS, PILE OF STUDENT WORK, GROWTH AND DEVELOPMENT OF STUDENTS.
  • 62.
    Types of Portfolio 1.DOCUMENTATION OR WORKING PORTFOLIO DEVELOPMENT AND PROGRESS OVERTIME, PROGRESSION OF PROJECT DEVELOPMENT 2. PROCESS PORTFOLIO TO DOCUMENTS ALL STAGES OF LEARNING, INTEGRATING REFLECTIONS AND CRITICAL, CREATIVE AND HIGHER ORDER THINKING SKILLS. 3. PRODUCT OR SHOWCASE PORTFOLIO BEST STUDENT’S WORK BY SHOWCASING, USED FOR SUMMATIVE ASSESSMENT.
  • 63.
    The key toEffective Testing 1. OBJECTIVE BEGIN WITH AND END IN MIND 2. INSTRUCTION DESIGNED TO TEACH THE SUBJECT 3. ASSESSMENT RECORDING AND COMPUTING 4. EVALUATION JUDGING
  • 64.
    ASSESSMENTS METHOD 1. OBJECTIVESUPPLY 2. OBJECTIVE SELECTION 3. ESSAY 4. PERFORMANCE BASED 5. OBSERVATION 6. SELF-REPORT
  • 65.
    TABLE OF SPECIFICATIONS DEVICEFOR DESCRIBING TEST ITEMS IN TERMS OF THE OBJECTIVES, CONTENT AND THE PROCESS DIMENSIONS.
  • 66.
    TABLE OF SPECIFICATIONS LEVELOBJECTIVE ITEM NUMBERS NO. % KNOWLEDGE identify subject-verb 1,3,5,7,9 5 14.29 COMPREHENSION form appropriate verbs forms 2,4,6,8,10 5 14.29 APPLICATION write sentences observing rules on subject-verb agreement 11,13,15,17,19 5 14.29 ANALYSIS determine subject and predicate 12,15,18,21,23 5 14.29 EVALUATION evaluate whether or not a sentence observes rules on subject-verb agreement 16,19,22,24 5 14.29 SYNTHESIS formulate rules on subject-verb agreement PART II 10pts 28.57% 35 100%
  • 67.
    General Guidelines inChoosing Appropriate Test Format 1. WHAT ARE THE OBJECTIVES OR DESIRED LEARNING OUTCOMES LESSON/UNIT? 2. WHAT LEVEL OF THINKING IS TO BE ASSESSED (I.E., REMEMBERING, UNDERSTANDING, APPLYING, ANALYZING, EVALUATING OR CREATING)? 3. IS THE TEST MATCHED OR ALIGNED WITH THE COURSE’S DESIRED LEARNING OUTCOMES AND THE COURSE CONTENTS OR LEARNING ACTIVITIES? 4. ARE THE TESTS REALISTIC TO THE STUDENTS?
  • 68.
    Test Item Formulation TRUE-FALSETEST A LEARNER WHO KNOWS NOTHING OF THE CONTENT OF THE TEST WOULD HAVE 50% CHANCE OF GETTING THE CORRECT ANSWER BY SHEER GUESS WORK.
  • 69.
    Here are somerules of thumb in constructing true-false items 1. INCLUDE ITEMS THAT ARE COMPLETELY TRUE OR COMPLETELY FALSE. FAULTY: THE PRESIDENTIAL SYSTEM OF GOVERNMENT, WHERE THE PRESIDENT IS ONLY THE HEAD OF STATE OR GOVERNMENT, IS ADOPTED BY THE UNITED STATES, CHILE, PANAMA AND SOUTH KOREA. GOOD: THE PRESIDENTIAL SYSTEM, WHERE THE PRESIDENT IS ONLY THE HEAD OF STATE OR GOVERNMENT, IS CHILE.
  • 70.
    Here are somerules of thumb in constructing true-false items 2. AVOID LIFTING STATEMENTS FROM THE TEXTBOOK AND OTHER LEARNING MATERIALS. 3. USE SINGLE IDEA IN EACH TEST ITEM. FAULTY: THE TRUE-FALSE ITEM, WHICH IS FAVORED BY LEARNERS, IS OFTEN REFERRED TO AS AN ALTERNATIVE-RESPONSE ITEM. IMPROVED: THE TRUE-FALSE ITEM IS ALSO CALLED AN ALTERNATIVE-RESPONSE ITEM.
  • 71.
    Here are somerules of thumb in constructing true-false items 4. REFRAIN FROM USING NEGATIVES, ESPECIALLY DOUBLE NEGATIVES. FAULTY: THERE IS NOTHING ILLEGAL ABOUT BUYING GOODS THROUGH THE INTERNET. GOOD: IT IS LEGAL TO BUY THINGS OR GOODS THROUGH THE INTERNET.
  • 72.
    Here are somerules of thumb in constructing true-false items 4. REFRAIN FROM USING NEGATIVES, ESPECIALLY DOUBLE NEGATIVES. FAULTY: THERE IS NOTHING ILLEGAL ABOUT BUYING GOODS THROUGH THE INTERNET. GOOD: IT IS LEGAL TO BUY THINGS OR GOODS THROUGH THE INTERNET.
  • 73.
    Here are somerules of thumb in constructing true-false items 5. AVOID USING ABSOLUTES SUCH AS “ALWAYS” AND “NEVER.” FAULTY: THE NEWS AND INFORMATION POSTED ON THE CNN WEBSITE IS ALWAYS ACCURATE. GOOD: THE NEWS AND INFORMATION POSTED ON THE CNN WEBSITE IS USUALLY ACCURATE. 6. AVOID THE USE OF UNFAMILIAR WORDS OR VOCABULARY.
  • 74.
    Multiple Choice Items WRITINGMULTIPLE CHOICE ITEMS REQUIRES CONTENT MASTERY, WRITING SKILLS, AND TIME. ONLY GOOD AND EFFECTIVE ITEMS SHOULD BE INCLUDED IN THE TEST. POORLY-WRITTEN TEST- ITEMS COULD BE CONFUSING AND FRUSTRATING TO LEARNERS. EACH ITEM IN A MULTIPLE CHOICE TEST CONSISTS OF 2 PARTS: A) THE STEM, AND B) THE OPTIONS. IN THE SET OF OPTIONS OR ALTERNATIVES, THERE IS A “CORRECT” OR “BEST” OPTION WHILE THE OTHERS ARE CONSIDERED “DISTRACTERS”.
  • 75.
    Multiple Choice Items WRITINGMULTIPLE CHOICE ITEMS REQUIRES CONTENT MASTERY, WRITING SKILLS, AND TIME. ONLY GOOD AND EFFECTIVE ITEMS SHOULD BE INCLUDED IN THE TEST. POORLY-WRITTEN TEST- ITEMS COULD BE CONFUSING AND FRUSTRATING TO LEARNERS. EACH ITEM IN A MULTIPLE CHOICE TEST CONSISTS OF 2 PARTS: A) THE STEM, AND B) THE OPTIONS. IN THE SET OF OPTIONS OR ALTERNATIVES, THERE IS A “CORRECT” OR “BEST” OPTION WHILE THE OTHERS ARE CONSIDERED “DISTRACTERS”.
  • 76.
    The following arethe general guidelines in writing good multiple choice items. 1. DO NOT LIFT AND USE STATEMENTS FROM THE TEXTBOOKS OR OTHER LEARNING MATERIALS. 2. KEEP THE VOCABULARY SIMPLE AND UNDERSTANDABLE BASED ON THE LEVEL OF LEARNERS/EXAMINEES. 3. A DIRECT QUESTION IS PREFERRED OVER AN INCOMPLETE SENTENCE. FAULTY: CEMENT IS ORDINARILY PRODUCED BY _____________. GOOD: HOW IS CEMENT ORDINARILY PRODUCED?
  • 77.
    The following arethe general guidelines in writing good multiple choice items. 4. WORD THE STEM POSITIVELY AND AVOID DOUBLE NEGATIVES, SUCH AS NOT AND EXCEPT IN A STEM. IF A NEGATIVE WORD IS NECESSARY, UNDERLINE OR CAPITALIZE THE WORDS FOR EMPHASIS. FAULTY: WHICH OF THE FOLLOWING IS NOT A MEASURE OF VARIABILITY? GOOD: WHICH OF THE FOLLOWING IS NOT A MEASURE OF VARIABILITY?
  • 78.
    The following arethe general guidelines in writing good multiple choice items. 5. WRITE THE STEM AS CLEARLY DESCRIBED QUESTION OR TASK. FAULTY: VALIDITY REFERS TO a. the consistency of test scores b. the inference made on the basis of the test scores c. measurement error as determined by standard deviation d. the stability of test scores GOOD: THE INFERENCE MADE ON THE BASIS OF THE TEST SCORES REFERS TO a. reliability b. validity c. stability d. measurement error
  • 79.
    The following arethe general guidelines in writing good multiple choice items. 7. WRITE THE DISTRACTERS TO BE PLAUSIBLE YET CLEARLY WRONG. FAULTY : WHICH OF THE FOLLOWING IS THE LARGEST CITY IN THE UNITED STATES? a. MICHIGAN b. LONDON c. NEW YORK d. BERLIN GOOD : WHICH OF THE FOLLOWING IS THE LARGEST CITY IN THE UNITED STATES? a. LOS ANGELES b. CHICAGO c. NEW YORK d. MIAMI
  • 80.
    The following arethe general guidelines in writing good multiple choice items. 8. Write Options That Are Parallel Or Similar In Form And Length To Avoid Giving Clues About The Correct Answer. 9. Place Options In Logical Order (E.G. Alphabetical, Shortest To Longest) 10. Place Correct Response Randomly To Avoid A Discernible Pattern Of Correct Answers. 11. Use None Of The Above Carefully And Only When There One Absolutely Correct Answer. 12. Avoid All Of The Above Option, Especially If It Is Intended To Be The Correct Answer.
  • 81.
    Short Answer TestItems A Short Answer Test Item Requires The Learner To Answer A Question Or To Finish An Incomplete Statement By Filling In The Blank With The Correct Word Or Phrase.
  • 82.
    The following aresome guidelines in writing good fill in the blank or completion test items. 1. omit just the appropriate word from the sentence faulty: every atom has a central _____________called a nucleus. good: every atom has a central core called a(n)______________. 2. avoid having too many blanks in a statement. faulty: the __________ is the answer in _____. better: the product is the answer in _________. 3. be sure that there is only one correct response. faulty: a four-sided polygon is called _______________. good: a quadrilateral with four equal sided is called ______________. 4. avoid grammatical clues to the response. faulty: a group of islands surrounded by waters is called an _______________ good: a group of islands surrounded by waters is called a(n) _______________ 5. put the blank at the end of a statement rather than at the beginning. faulty: __________________is support system that helps a learner accomplish tasks good: a support system that helps a learner accomplish tasks is called __________.
  • 83.
    Matching Type Items thematching test item format requires learners to match a word, sentence or phrase in one column to a corresponding word, sentence or phrase in second. column. it is most appropriate when you need to measure the learner’s ability to identify the relationship or association between similar items. however, it is not suited for gauging the learners’ higher understanding (analysis and synthesis levels). it can only be used to assess homogeneous knowledge.
  • 84.
    The following aresome guidelines in writing good and effective matching type tests: 1. include homogenous premises and responses in a single matching exercise 2. clearly indicate in the directions the basis for matching where answers should be written, and if responses or answer choices can be used more than once. 48 3. keep the list relatively short. the ideal number of items is 5 to 10, and a maximum of 15. 4. arrange premises and responses with maximum clarity. it is desirable to use longer statements as premises and numbered at the left of the page. the shorter responses are placed at the right and each identified with letters. 5. have more responses or answer choices than premises. this will reduce guessing and using the process of elimination in choosing the correct answer. 6. place all the premises and responses on a single page
  • 85.
    The following aresome guidelines in writing good and effective matching type tests: Faulty: Good: Directions: Match the following. Directions: Match the theories in Column I with their advocates in Column II. Write the letter of the correct answer. Food A. Primary reinforcer Column I Column II Psychoanalysis B. Sigmund Freud ___ 1. Psychodynamic Theory A. Albert Bandura B.F. Skinner C. Operant conditioning ___ 2. Trait Theory B. B.F. Skinner Standard deviation D. Measure of variability ____3. Behaviorism C. Carl Rogers Schizophrenia E. Hallucinations ___ 4. Humanism D. Gordon Allport. Karn Horney ___ 5. Social Learning Theory F. Sigmund Freud
  • 86.
    Factors to Considerwhen Constructing Good Test Items A. VALIDITY B. REALIBILITY C. ADMINISTRABILITY D. SCORABILITY E. APPROPRIATENESS F. ADEQUACY G. OBJECTIVITY
  • 87.
    TYPES OF VALIDITY 1.CONTENT VALIDITY REFLECT THE CURRICULAR OBJECTIVES, MR. KOPIDO MADE A TEST IN READING FOR THE GRADE 3 PUPILS, HE FINALIZED THE TEST, SHE ASKED AN EXPERT TO DETERMINE IF THE TEST ITEMS WERE CREATED BASED ON THE TOPICS THAT NEEDS TO BE COVERED. WHAT TYPE OF VALIDITY WAS ESTABLISHED? a. PREDICTIVE VALIDITY b. FACE VALIDITY c. CONTENT VALIDITY d. CONSTRUCT VALIDITY 2. CRITERION-RELATED VALIDITY A. CONSTRUCT VALIDITY MR. KOPIDO MADE A TEST IN READING FOR THE GRADE 3 PUPILS, HE FINALIZED THE TEST, SHE ASKED AN EXPERT TO DETERMINE IF THE TEST ITEMS WERE CREATED BASED ON THE LATENT BEHAVIOR TO BE MEASURED. WHAT TYPE OF VALIDITY WAS ESTABLISHED? A. PREDICTIVE VALIDITY B. FACE VALIDITY C. CONTENT VALIDITY D. CONSTRUCT VALIDITY B. PREDICTIVE VALIDITY USED TO ESTIMATE WHAT THAT PERSONS’ PERFORMANCE OR OTHER CRITERION THAT WILL BE AT A LATER TIME TIME 3. CONCURRENT VALIDITY
  • 88.
    PREDICTIVE VALITY OF THETYPES VALIDITY FOR TESTS, WHAT IS CONCERENED WITH THE RELATION OF TEST SCORES TO THE PERFORMNCE AT SOME FUTURE TIME. A. CURRICULAR VALIDITY B. CRITERION VALIDITY C. CONTENT VALIDITY D. PREDICTIVE VALIDITY
  • 89.
    Factors Affecting theValidity of a Test Item 1. THE TEST ITSELF, 2. THE ADMINISTRATION AND SCORING OF A TEST 3. PERSONAL FACTORS INFLUENCING HOW STUDENTS RESPONSE TO THE TEST 4. VALIDITY IS ALWAYS SPECIFIC TO A PARTICULAR GROUP.
  • 90.
    Factors that Reducethe Validity of the Test Item POORLY CONSTRUCTED TEST ITEMS UNCLEAR DIRECTIONS AMBIGUOUS ITEMS VERY DIFFICULT VOCABULARY COMPLICATED SYNTAX / SENTENCE CONSTRUCTION INADEQUATE TIME LIMIT INAPPROPRIATE LEVEL OF DIFFICULTY UNINTENDED CLUES IMPROPER ARRANGEMENT OF ITEMS
  • 91.
    RELIABILITY OF ATEST  CONSISTENCY OF MEASUREMENT  USED TO PREDICT PRACTICALLY THE SAME SCORES WHEN TEST ADMINISTERED TWICE TO THE SAME GROUP OF STUDENTS AND WITH A RELIABILITY INDEX OF 0.50 OR ABOVE.
  • 92.
    Factors Affecting theReliability of a Test  LENGTH OF THE TEST  ITEM DIFFICULTY  ITEM DISCRIMINATION  OBJECTIVE SCORING  SPREAD OF THE SCORE  TIME LIMIT
  • 93.
    Four Methods ofEstablishing Reliability TEST-RETEST METHOD EQUIVALENT-FORM METHOD SPLIT-HALF METHOD
  • 94.
    ITEM ANALYSIS process ofexamining the student’s responses to each item in the test desirable and undesirable item analysis after drafting objective test items and administering it, how do you determine if the test items are properly constructed as to degree of difficulty? how do you set apart students who excel well on the overall test, and those who do not? an item analysis, as a valuable procedure, can easily provide the teachers with answers to both questions.
  • 95.
    Criteria in determiningthe desirability and undesirability of an item. A. DIFFICULTY OF AN ITEM. B. DISCRIMINATING POWER OF AN ITEM. C. MEASURE OF ATTRACTIVENESS
  • 96.
    Difficulty index  REFERSTO THE PROPORTION OF THE NUMBER OF STUDENTS IN THE UPPER AND LOWER GROUPS WHO ANSWERED AN ITEM CORRECTLY.  THE NUMBER OF PEOPLE WHO ANSWER A PARTICULAR TEST ITEM CORRECTLY.
  • 97.
    Difficulty index Level ofDifficulty of an Item Index Range Difficulty Level 0.00-0.20 Very difficult /reject 0.21-0.40 Difficult/revise 0.41-0.60 Moderately Difficult/retain 0.61-0.80 Easy/revise 0.81-1.00 Very Easy/reject
  • 98.
    Index of Discrimination DISCRIMINATIONINDEX IS THE DIFFERENCES BETWEEN THE PROPORTION OF HIGH PERFORMING STUDENTS WHO GOT THE ITEM AND THE PROPORTION OF LOW PERFORMING STUDENTS WHO GOT AN ITEM RIGHT. Discrimination Index Item Evaluation 0.40 and up Very good item 0.30-0.39 Reasonably good item but possibly subject to improvement 0.20-0.29 Marginal, usually needing and being subject to improvement Below 0.19 Poor Item, to be rejected
  • 99.
    Index of Discrimination DISCRIMINATIONINDEX IS THE DIFFERENCES BETWEEN THE PROPORTION OF HIGH PERFORMING STUDENTS WHO GOT THE ITEM AND THE PROPORTION OF LOW PERFORMING STUDENTS WHO GOT AN ITEM RIGHT. Discrimination Index Item Evaluation 0.40 and up Very good item/retain 0.30-0.39 Reasonably good item but possibly subject to improvement 0.20-0.29 Marginal, usually needing and being subject to improvement Below 0.19 Poor Item, to be rejected
  • 100.
    Index of Discrimination INTERPRETATION: POSITIVE DISCRIMINATION – MORE FROM THE UPPER GROUP ANSWER THE ITEM CORRECTLY.  NEGATIVE DISCRIMINATION – MORE FROM THE LOWER GROUP ANSWER THE ITEM CORRECTLY.  ZERO DISCRIMINATION – UPPER GROUP AND LOWER GROUP HAVE ANSWER EQUALLY THE ITEM CORRECTLY.
  • 101.
    Measures of Attractiveness -TOMEASURE THE ATTRACTIVENESS OF THE INCORRECT OPTION (DISTRACTERS) IN MULTIPLE-CHOICE TESTS, WE COUNT THE NUMBER IF STUDENTS WHO SELECTED THE INCORRECT OPTION IN BOTH UPPER AND LOWER GROUPS. -THE INCORRECT OPTION IS SAID TO BE EFFECTIVE DISTRACTER IF THERE ARE MORE STUDENTS IN THE LOWER GROUP CHOSE THAT INCORRECT OPTION THAN THOSE STUDENTS IN THE UPPER GROUP.
  • 102.
    Measure of skewness DESCRIBETHE DEGREE OF THE DEPARTURE OF THE SCORE FROM A SYMMETRY. A. POSITIVELY SKEWED B. NEGATIVELY SKEWED C. NORMAL DISTRIBUTION
  • 103.
    Measure of skewness A.POSITIVELY SKEWED
  • 104.
    Measure of skewness A.POSITIVELYSKEWED - BELOW THE MEAN/AVERAGE - POOR PERFORMANCE - MOST GOT FAILED - SLOW STUDENTS/LEARNERS - CONCENTRATED TO THE LEFT
  • 105.
    Measure of skewness B.NEGATIVELY SKEWED
  • 106.
    Measure of skewness B.NEGATIVELY SKEWED - ABOVE THE MEAN/AVERAGE - FAST LEARNER - GOOD PERFORMANCE - MOST GOT THE PASSING SCORE - CONCENTRATED TO THE RIGHT
  • 107.
  • 108.
  • 109.
    Measure of therelative position • INDICATES WHERE A SCORE IS IN RELATION TO ALL OTHER SCORES IN THE DISTRIBUTION • THEY MAKE IT POSSIBLE TO COMPARE THE PERFORMANCE OF AN INDIVIDUAL ON TWO OR MORE DIFFERENT TEST A. PERCENTILE RANK B. Z SCORE C. T-SCORE D. STANINE
  • 110.
    Measure of therelative position • INDICATES WHERE A SCORE IS IN RELATION TO ALL OTHER SCORES IN THE DISTRIBUTION • THEY MAKE IT POSSIBLE TO COMPARE THE PERFORMANCE OF AN INDIVIDUAL ON TWO OR MORE DIFFERENT TEST A. PERCENTILE RANK B. Z SCORE C. T-SCORE D. STANINE
  • 111.
    SYSTEMATIC RATING ERRORSAND THEIR CONTROL A. THE HALO EFFECT GENERALIZES ONE OF THE EMPLOYEE’S TRAITS IMPRESSION B. LENIENCY ERRORR/GENEROUSITY ERROR ABOVE AVERAGE RATINGS. GIVING PASSING GRADE EVEN UNDESERVED C. ERROR OF CENTRAL TENDENCY NO-ONE IS ACTUALLY GOOD OR BAD. GIIVING AVARAGE SCORE D. LOGICAL ERROR THAT SEEM LOGICALLY RELATED IN THEIR OWN MINDS BUT MAY NOT BE RELATED IN ANY GIVEN TARGET PERSON. E. SEVERITY BELOW AVERAGE RATINGS GIVING FAILED GRADE EVEN UNDESERVED