This document outlines the requirements and evaluation criteria for Field Study 5, which involves examining the content validity of tests given by three resource teachers. The student is evaluated on interviewing resource teachers about how they ensure test validity, analyzing tests and lesson plans for alignment, answering analysis questions about content validity and test types, writing a reflective statement, and compiling a portfolio of materials. Scores are translated to a rating scale of 1 to 5.

1. F i e l d S t u d y 5
ON CONTENT VALIDITY OF TEST
Name of FS Student
Course Year & Section
Resource Teacher 1 ___________________________ Signature _____________ Date_______
Resource Teacher 2 ___________________________ Signature _____________ Date_______
Resource Teacher 3 ___________________________ Signature _____________ Date_______
Cooperating School
My Target
In episode 3, I must be able to examine the content validity of a test/quiz given by at
least 3 resource teachers, see the connection between table of Specifications and test validity
and construct test with content validity.
My Performance (How Will I Be Rated)
Field Study 3 – Technology in the Learning Environment
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
All or nearly all
Tasks were done
with high quality
Nearly all tasks
were done with
acceptable
quality
Fewer than half of
tasks were done; or
most objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis
Question were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
exemplary
Analysis
questions were
answered
completely
Clear connection
with theories
Grammar and
Analysis
Questions were
Not answered
completely.
Vaguely related
To the theories
Grammar and
`Analysis questions
were not answered.
Grammar and
spelling
unsatisfactory.
Episode 3

2. F i e l d S t u d y 5
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
grammar and
spelling
spelling are
superior.
spelling
acceptable.
4 3 2 1
My Reflection Reflection
statements are
profound and
clear, supported
by experiences
from the
episode.
Reflection
statements are
clear, but not
clearly supported
by experiences
from the
episode.
Reflection
statements are
shallow;
supported by the
experiences from
the episode
Reflection
statements are
unclear shallow and
are not supported
by experiences
from the episode.
4 3 2 1
My Portfolio Portfolio is
complete, clear,
well organized
and all
supporting
documentation
are located in
sections clearly
designated.
Portfolio is
complete, clear,
well organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked
locations.
Portfolio is
incomplete
supporting
documentation is
organized but is
lacking.
Portfolio has many
lacking
component’s;
unorganized and
unclear’
4 3 2 1
Submission
Before deadline On the deadline A day after the
deadline
Two days or more
after the deadline
4 3 2 1
Over-all Score
Rating:
(Based on
Transmutation)
_______________________________ _____________________
Signature of FS Teacher Date
above Printed Name

3. F i e l d S t u d y 5
My Map
My Tools
A. Interview
1. I will ask my Resource Teachers this question: “What do you do/ what does your school to
ensure the content validity of your periodic tests?”
Summary of Information Gathered from the Interview:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
1. I will review “Development of
Assessment Tools” in Assessment of
Learning 1, 2007 by Santos, Rosita, pp.
36-53 and Assessment of Learning 2,
pp.14-22 and refer to other references on
Assessment of Learning.
3. Secure copies of a written quiz/test and a lesson plan
from my resource teacher upon which the quiz/tests is
based and a copy of a table of Specifications.
4. Answer given questions for analysis.
5. Reflect on my observations.
2. Interview my resource Teachers on steps
they take to ensure content validity of their
tests.

4. F i e l d S t u d y 5
B. Documentary Analysis (Lesson plans with the accompanying quiz/test)
My documentary analysis will be guided by this question: “Does the quiz/tests measure
what it is supposed to measure?”
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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. F i e l d S t u d y 5
My Analysis
1. What has a table of specification (TOS) to do with the content validity of tests?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. If validity as a characteristic of test means that a test must measure what is supposed to
measure, is a multiple choice type of Test valid to determine learning of manipulative skill like
focusing a microscope? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Do we have other types of validity of a test other than content validity? Research for an
answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

6. F i e l d S t u d y 5
My Reflections
Write down what you learned on what to do to ensure validity of tests. Did you ever
experience taking a test which was very difficult because the Items were not at all in class? How
did it affect you? How will you prevent your future pupils / students from experiencing the same?

7. F i e l d S t u d y 5
My Portfolio
1. Research on at least two forms at TOS. Paste them at the next blank page. Between the two,
which do you prefer?

8. F i e l d S t u d y 5
2. Copy one lesson objective from my resource teacher (or use same lesson objective that I
used in the My Tools portion, letter B Documentary Analysis of this Episode). I will develop an
appropriate and valid quiz/test to measure attainment of that lesson objective.
Lesson Objective:
Test/Quiz

9. F i e l d S t u d y 5
3. Following the new version of Bloom’s taxonomy of Objectives, formulate a lesson objective for
each level and a corresponding valid test item. (Don’t worry if in writing the sample question,
beyond the triangle.)
Sample Question:
Applying
Analysing
Remembering
Understanding
Evaluating
Creating
Sample Question:
Sample Question:
Sample Question:
Sample Question:
Sample Question: