This document discusses guidelines for constructing paper-and-pencil tests to assess educational objectives based on Bloom's taxonomy. It covers identifying test objectives, preparing a Table of Specifications to guide test construction, deciding on the test type, drafting and trying out test items, and rules for constructing true-false questions. The goal is to develop valid, reliable assessments that are aligned with learning outcomes.
An Instructional Material utilized in professional Education Subject, The Teaching Profession. Prepared by;
CHRISTOPHER H. PUNZALAN
Bachelor of Technical Teacher Education
Technological University of the Philippines- Cavite
2015
Organization and structure of the philippine education systemhaighdz27
I. The Philippine education system has evolved over centuries under different regimes, with the goals of education changing to suit the priorities of each ruling power.
II. During Spanish rule from 1521-1898, education was formalized and aimed at promoting Christianity and the Spanish language. Under the Americans from 1898-1946, education became secular and focused on teaching democratic ideals and citizenship.
III. The Japanese briefly controlled the Philippines from 1941-1944 and sought to cut dependence on Western nations while promoting Asian solidarity, vocational education, and the Japanese language. Each regime left lasting impacts but the system continued developing to serve the nation's needs.
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial development. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and under Western colonial powers like Spain, the United States, and Japan. It also notes the development of education under the Philippine Commonwealth and reforms post-independence, including nationalizing elementary education, values integration, adoption of new curricula like K-12, and the roles of DepEd and CHED.
This document discusses the legal foundations of education in the Philippines. It outlines key pieces of legislation that provide the framework, including the 1987 Constitution, the Educational Act of 1982 (Batas Pambansa Bilang 232), and the Educational Act of 1994 (Public Act No. 7722). It also summarizes some of the rights and responsibilities of students, teachers, and other stakeholders as defined by these laws. Additionally, it examines common administrative penalties for student offenses as well as the requirements for imposing disciplinary sanctions, such as having clear rules and observing due process.
Center of excellence for teacher educationImelda Reyes
1) The document discusses the establishment of Centers of Excellence for Teacher Education through Republic Act No. 7784 to strengthen teacher education in the Philippines.
2) The act aims to provide quality education by strengthening teacher training nationwide through these Centers of Excellence.
3) The Centers of Excellence will serve as models for teacher education, conducting research, providing resources and professional assistance to other teacher education institutions.
The document discusses the educational system in the Philippines. It describes how the system was influenced by Spanish and American models but has developed its own identity. The key points are:
- The Department of Education (DepEd) administers the entire educational system, including curriculum, teacher hiring, and school funding.
- The typical structure is 6 years of elementary education, 4 years of high school, and 4-5 years for a college degree. Education is now compulsory.
- Schools follow an academic calendar from June to March. The DepEd mandates start and end dates each year.
- Literacy rates are high, at around 96% for both males and females. The system continues to evolve
Historical Foundation of Education and Philippine Educational System knip xin
Please don't forget to like and leave your comment. This presentation is about the historical foundation of education which includes the Spanish Contribution, Japanese Contribution and American Contribution as well as our present Educational System. All data were credits from internet especially to google and slideshare.
The curriculum in the Philippines has evolved over time through different periods of history. During the pre-Hispanic period, education was oral and practical, aiming to prepare children for adulthood. In the Spanish period, friars managed parochial schools that spread Christianity through basic education. The American period established a public school system and abolished religious instruction. Today, the K-12 program provides mother-tongue based education through junior and senior high school, allowing students to choose between academic or vocational tracks.
An Instructional Material utilized in professional Education Subject, The Teaching Profession. Prepared by;
CHRISTOPHER H. PUNZALAN
Bachelor of Technical Teacher Education
Technological University of the Philippines- Cavite
2015
Organization and structure of the philippine education systemhaighdz27
I. The Philippine education system has evolved over centuries under different regimes, with the goals of education changing to suit the priorities of each ruling power.
II. During Spanish rule from 1521-1898, education was formalized and aimed at promoting Christianity and the Spanish language. Under the Americans from 1898-1946, education became secular and focused on teaching democratic ideals and citizenship.
III. The Japanese briefly controlled the Philippines from 1941-1944 and sought to cut dependence on Western nations while promoting Asian solidarity, vocational education, and the Japanese language. Each regime left lasting impacts but the system continued developing to serve the nation's needs.
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial development. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and under Western colonial powers like Spain, the United States, and Japan. It also notes the development of education under the Philippine Commonwealth and reforms post-independence, including nationalizing elementary education, values integration, adoption of new curricula like K-12, and the roles of DepEd and CHED.
This document discusses the legal foundations of education in the Philippines. It outlines key pieces of legislation that provide the framework, including the 1987 Constitution, the Educational Act of 1982 (Batas Pambansa Bilang 232), and the Educational Act of 1994 (Public Act No. 7722). It also summarizes some of the rights and responsibilities of students, teachers, and other stakeholders as defined by these laws. Additionally, it examines common administrative penalties for student offenses as well as the requirements for imposing disciplinary sanctions, such as having clear rules and observing due process.
Center of excellence for teacher educationImelda Reyes
1) The document discusses the establishment of Centers of Excellence for Teacher Education through Republic Act No. 7784 to strengthen teacher education in the Philippines.
2) The act aims to provide quality education by strengthening teacher training nationwide through these Centers of Excellence.
3) The Centers of Excellence will serve as models for teacher education, conducting research, providing resources and professional assistance to other teacher education institutions.
The document discusses the educational system in the Philippines. It describes how the system was influenced by Spanish and American models but has developed its own identity. The key points are:
- The Department of Education (DepEd) administers the entire educational system, including curriculum, teacher hiring, and school funding.
- The typical structure is 6 years of elementary education, 4 years of high school, and 4-5 years for a college degree. Education is now compulsory.
- Schools follow an academic calendar from June to March. The DepEd mandates start and end dates each year.
- Literacy rates are high, at around 96% for both males and females. The system continues to evolve
Historical Foundation of Education and Philippine Educational System knip xin
Please don't forget to like and leave your comment. This presentation is about the historical foundation of education which includes the Spanish Contribution, Japanese Contribution and American Contribution as well as our present Educational System. All data were credits from internet especially to google and slideshare.
The curriculum in the Philippines has evolved over time through different periods of history. During the pre-Hispanic period, education was oral and practical, aiming to prepare children for adulthood. In the Spanish period, friars managed parochial schools that spread Christianity through basic education. The American period established a public school system and abolished religious instruction. Today, the K-12 program provides mother-tongue based education through junior and senior high school, allowing students to choose between academic or vocational tracks.
Philosophical underpinnings of the new societyMon Rey Duran
The document outlines the philosophical underpinnings of the New Society ideology crafted by former Philippine President Ferdinand Marcos in the 1960s-1980s. It discusses key concepts like egalitarianism, 7 pillars of moral redemption, and educational provisions in the 1973 constitution. Marcos positioned the New Society ideology as a response to growing communist ideology and a 1972 treatise advocating for a Filipino ideology by activist groups. The educational system aimed to achieve economic development through a broad general education that develops productive citizens and trains manpower.
This document discusses distance education and online education programs in the Philippines. It provides an overview of key concepts in distance education such as open learning, learner-centered approaches, and the role of technology. It also outlines specific programs offered, including the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) which allows working professionals to earn a bachelor's degree based on work experience. Guiding principles for distance education focus on learner needs, rigorous instructional design, transparency, accountability, and continuous quality improvement.
This document summarizes Republic Act No. 8545 which amends the previous Republic Act No. 6728 to expand government assistance to students and teachers in private education. Key points include establishing criteria for assistance prioritizing lower income students, expanding existing tuition fee supplements and educational service contracting, and creating new scholarship and loan programs for high school and college students in private institutions.
The document provides information about the educational systems of Cambodia and Indonesia. It discusses their demographic characteristics, goals of education, historical/cultural perspectives, government funding, structure from primary to tertiary levels, ministries of education, teacher education programs, and challenges they face preparing students for the 21st century. Key details include Cambodia's focus on quality education and gaming, while Indonesia emphasizes relevance to development and improving science/technology skills.
Primitive education aimed to ensure security, conformity, and survival by imparting cultural beliefs and practices to children through informal methods. Learners were taught practical skills by parents, elders, and religious leaders, with curriculum including fishing, farming, hunting, poems, songs, dances, and cultural transmission occurring organically through imitation and enculturation in the environment. This early education influenced later systems by emphasizing the transmission of tribal culture and practices to maintain social stability.
Alternative Learning System in the Philippinesjoems_angel2000
The document discusses the Alternative Learning System (ALS) program implemented by the Department of Education in the Philippines. ALS provides free education to those who cannot afford formal schooling and allows flexible scheduling. It aims to provide literacy and basic education to out-of-school youth and adults through community-based programs. Some key programs discussed include the Basic Literacy Program, Family Literacy Project, and Accreditation and Equivalency Program which provides certification upon completion.
The education system in the Philippines has four main levels: primary education from grades 1-6, secondary education from grades 7-10, vocational education offered at government or private technical colleges, and tertiary education at universities or colleges. Primary education is compulsory from ages 6-12, and secondary education continues the compulsory education until age 17. Vocational programs can range from a few weeks to 3 years in duration, and tertiary education is governed by the Commission on Higher Education and offers 4-year bachelor's degree programs.
The document provides a historical overview of curriculum foundations from the colonial period to the early 20th century. It discusses the evolution of curriculum from basic elementary education focusing on religion and the three R's, to the establishment of Latin grammar schools and academies, and the rise of universal public education. Key developments included Dr. Benjamin Rush advocating for free public schools, the emergence of committees to standardize high school curriculum, and early 20th century educators like Dewey, Bobbitt, and Tyler establishing principles for a modern, progressive curriculum focused on students' needs, experiences, and societal goals.
The Bureau of Alternative Learning System (BALS) is a Philippine government agency that aims to provide education access and literacy programs for out-of-school youth and adults. It oversees three main programs: the Basic Literacy Program, the Accreditation and Equivalency Program, and the Indigenous Peoples Education Program. BALS is divided into three divisions - Literacy, Continuing Education, and Staff Development - and works with various providers including mobile teachers, coordinators, and private organizations to deliver alternative learning programs throughout the country, especially in remote communities. The overall goal is to expand educational opportunities and skills training to promote employment, productivity, and competitiveness.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
Authentic assessment is presented as a holistic approach that evaluates various aspects of a student's learning abilities, skills, knowledge, and attitudes. It involves engaging students in real-world tasks to demonstrate meaningful application of skills. Traditional assessment focuses on testing isolated skills and knowledge, whereas authentic assessment measures students' ability to perform meaningful tasks like those encountered in real life. There are various tools for authentic assessment, including portfolios, rubrics, observations, and constructed responses. Authentic assessment allows for a more valid and learner-specific evaluation approach compared to traditional assessment.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
The document summarizes Article XIV of the 1987 Philippine Constitution which covers provisions around education, science and technology, arts and culture, and sports. Some key points include:
- The state shall provide access to quality education for all citizens and establish a free public education system for elementary and high school.
- Educational institutions shall promote patriotism, ethics, and develop students' moral character. Religion can be taught in public schools if parents request it.
- The national language is Filipino and the state shall promote its use and development, while English and regional languages also have official roles.
- The state prioritizes science and technology education to support national development, and shall regulate technology transfer and promote
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
Foundation of Education - Ancient CHINESE, EARLY HINDU, EARLY HEBREW EDUCATIONblueathena19
China followed a policy of isolationism and did not interact with the outside world. Confucius was an important religious leader who taught rules for right living through practice and virtue. The aims of Chinese education were ideological/moral learning focused on relationships, cultural development to maintain traditions, and preparing students for civil service exams. Instruction involved memorizing classics through direct teaching and rote memorization at home, private schools, or temples. The outstanding contribution was the civil service examination system.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
Axuedu.com is an exhaustive educational portal specially designed for the students pursuing online degrees satisfies all the requirements of the students. The top listings of the universities and International Medical Schools are made available in both country-wise and continent-wise.
This document provides an overview of the Alternative Learning System (ALS) in the Philippines. It discusses how ALS evolved from the country's commitment to provide education for all. It compares key aspects of ALS and formal education, such as learning programs, settings, teachers, learner age, curriculum, and materials. The ALS aims to provide an alternative path to basic education for out-of-school youth and adults through nonformal and informal learning programs like the Basic Literacy Program and the Accreditation and Equivalency Program.
American Devised Curriculum by: Fraulo Fer D. Marcelo, LPTFraulo Fer Marcelo
A power point presentation made for a subject Curriculum Development in the Philippine - ENG 209 under the class MAED English of Dr. August V. Tuiza, Associate Professor III of Laguna State Polytechnic University Los Baños Campus Graduate Studies and Applied Research, Los Baños, Laguna Philippines.
P.S All photos were credited to its owner
This file presents the different objective types of tests, their advantages and disadvantages, and the guidelines on how to construct these tests properly.
The document outlines the 10-step test development process:
1. Identify instructional objectives and content outline.
2. Construct a table of specifications.
3. Select item types like multiple choice, true/false, matching, and essay.
4. Write test items considering cognitive level and objectives.
5. Sequence items by difficulty and write instructions.
6. Develop answer sheets, keys, and administration procedures.
7. Administer the test and revise it based on results.
Philosophical underpinnings of the new societyMon Rey Duran
The document outlines the philosophical underpinnings of the New Society ideology crafted by former Philippine President Ferdinand Marcos in the 1960s-1980s. It discusses key concepts like egalitarianism, 7 pillars of moral redemption, and educational provisions in the 1973 constitution. Marcos positioned the New Society ideology as a response to growing communist ideology and a 1972 treatise advocating for a Filipino ideology by activist groups. The educational system aimed to achieve economic development through a broad general education that develops productive citizens and trains manpower.
This document discusses distance education and online education programs in the Philippines. It provides an overview of key concepts in distance education such as open learning, learner-centered approaches, and the role of technology. It also outlines specific programs offered, including the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) which allows working professionals to earn a bachelor's degree based on work experience. Guiding principles for distance education focus on learner needs, rigorous instructional design, transparency, accountability, and continuous quality improvement.
This document summarizes Republic Act No. 8545 which amends the previous Republic Act No. 6728 to expand government assistance to students and teachers in private education. Key points include establishing criteria for assistance prioritizing lower income students, expanding existing tuition fee supplements and educational service contracting, and creating new scholarship and loan programs for high school and college students in private institutions.
The document provides information about the educational systems of Cambodia and Indonesia. It discusses their demographic characteristics, goals of education, historical/cultural perspectives, government funding, structure from primary to tertiary levels, ministries of education, teacher education programs, and challenges they face preparing students for the 21st century. Key details include Cambodia's focus on quality education and gaming, while Indonesia emphasizes relevance to development and improving science/technology skills.
Primitive education aimed to ensure security, conformity, and survival by imparting cultural beliefs and practices to children through informal methods. Learners were taught practical skills by parents, elders, and religious leaders, with curriculum including fishing, farming, hunting, poems, songs, dances, and cultural transmission occurring organically through imitation and enculturation in the environment. This early education influenced later systems by emphasizing the transmission of tribal culture and practices to maintain social stability.
Alternative Learning System in the Philippinesjoems_angel2000
The document discusses the Alternative Learning System (ALS) program implemented by the Department of Education in the Philippines. ALS provides free education to those who cannot afford formal schooling and allows flexible scheduling. It aims to provide literacy and basic education to out-of-school youth and adults through community-based programs. Some key programs discussed include the Basic Literacy Program, Family Literacy Project, and Accreditation and Equivalency Program which provides certification upon completion.
The education system in the Philippines has four main levels: primary education from grades 1-6, secondary education from grades 7-10, vocational education offered at government or private technical colleges, and tertiary education at universities or colleges. Primary education is compulsory from ages 6-12, and secondary education continues the compulsory education until age 17. Vocational programs can range from a few weeks to 3 years in duration, and tertiary education is governed by the Commission on Higher Education and offers 4-year bachelor's degree programs.
The document provides a historical overview of curriculum foundations from the colonial period to the early 20th century. It discusses the evolution of curriculum from basic elementary education focusing on religion and the three R's, to the establishment of Latin grammar schools and academies, and the rise of universal public education. Key developments included Dr. Benjamin Rush advocating for free public schools, the emergence of committees to standardize high school curriculum, and early 20th century educators like Dewey, Bobbitt, and Tyler establishing principles for a modern, progressive curriculum focused on students' needs, experiences, and societal goals.
The Bureau of Alternative Learning System (BALS) is a Philippine government agency that aims to provide education access and literacy programs for out-of-school youth and adults. It oversees three main programs: the Basic Literacy Program, the Accreditation and Equivalency Program, and the Indigenous Peoples Education Program. BALS is divided into three divisions - Literacy, Continuing Education, and Staff Development - and works with various providers including mobile teachers, coordinators, and private organizations to deliver alternative learning programs throughout the country, especially in remote communities. The overall goal is to expand educational opportunities and skills training to promote employment, productivity, and competitiveness.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
Authentic assessment is presented as a holistic approach that evaluates various aspects of a student's learning abilities, skills, knowledge, and attitudes. It involves engaging students in real-world tasks to demonstrate meaningful application of skills. Traditional assessment focuses on testing isolated skills and knowledge, whereas authentic assessment measures students' ability to perform meaningful tasks like those encountered in real life. There are various tools for authentic assessment, including portfolios, rubrics, observations, and constructed responses. Authentic assessment allows for a more valid and learner-specific evaluation approach compared to traditional assessment.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
The document summarizes Article XIV of the 1987 Philippine Constitution which covers provisions around education, science and technology, arts and culture, and sports. Some key points include:
- The state shall provide access to quality education for all citizens and establish a free public education system for elementary and high school.
- Educational institutions shall promote patriotism, ethics, and develop students' moral character. Religion can be taught in public schools if parents request it.
- The national language is Filipino and the state shall promote its use and development, while English and regional languages also have official roles.
- The state prioritizes science and technology education to support national development, and shall regulate technology transfer and promote
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
Foundation of Education - Ancient CHINESE, EARLY HINDU, EARLY HEBREW EDUCATIONblueathena19
China followed a policy of isolationism and did not interact with the outside world. Confucius was an important religious leader who taught rules for right living through practice and virtue. The aims of Chinese education were ideological/moral learning focused on relationships, cultural development to maintain traditions, and preparing students for civil service exams. Instruction involved memorizing classics through direct teaching and rote memorization at home, private schools, or temples. The outstanding contribution was the civil service examination system.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
Axuedu.com is an exhaustive educational portal specially designed for the students pursuing online degrees satisfies all the requirements of the students. The top listings of the universities and International Medical Schools are made available in both country-wise and continent-wise.
This document provides an overview of the Alternative Learning System (ALS) in the Philippines. It discusses how ALS evolved from the country's commitment to provide education for all. It compares key aspects of ALS and formal education, such as learning programs, settings, teachers, learner age, curriculum, and materials. The ALS aims to provide an alternative path to basic education for out-of-school youth and adults through nonformal and informal learning programs like the Basic Literacy Program and the Accreditation and Equivalency Program.
American Devised Curriculum by: Fraulo Fer D. Marcelo, LPTFraulo Fer Marcelo
A power point presentation made for a subject Curriculum Development in the Philippine - ENG 209 under the class MAED English of Dr. August V. Tuiza, Associate Professor III of Laguna State Polytechnic University Los Baños Campus Graduate Studies and Applied Research, Los Baños, Laguna Philippines.
P.S All photos were credited to its owner
This file presents the different objective types of tests, their advantages and disadvantages, and the guidelines on how to construct these tests properly.
The document outlines the 10-step test development process:
1. Identify instructional objectives and content outline.
2. Construct a table of specifications.
3. Select item types like multiple choice, true/false, matching, and essay.
4. Write test items considering cognitive level and objectives.
5. Sequence items by difficulty and write instructions.
6. Develop answer sheets, keys, and administration procedures.
7. Administer the test and revise it based on results.
This document discusses various types of educational tests and assessments. It defines different types of test items such as true/false, matching, and essay questions. It also covers topics like developing test objectives, writing clear questions, scoring responses, and analyzing results. Additionally, it outlines the advantages and disadvantages of both objective and essay style exams in evaluating student learning.
The document provides guidance on writing effective multiple choice test questions. It discusses characteristics of good test questions such as being clear, concise, independent of each other, and measuring learning objectives. The document outlines best practices for constructing question stems and response options, including making sure there is only one right answer, responses are parallel in structure, and don't provide clues to the right answer. It also discusses using multiple choice questions to test higher-order thinking by focusing on application, analysis, and evaluation in the question and responses.
The document outlines 9 stages of test construction: 1) Planning, 2) Preparing items, 3) Establishing validity, 4) Reliability, 5) Arranging items, 6) Writing directions, 7) Analyzing and revising, 8) Reproducing, and 9) Administering and scoring. It discusses key considerations at each stage such as writing items according to specifications, establishing content and criterion validity, determining reliability through various methods, and ensuring the test is objective, comprehensive, simple, and practical. The final stages cover arranging items by difficulty, providing clear directions, analyzing item performance, and properly administering the test.
This document provides guidelines for constructing paper-and-pencil tests. It discusses general principles of testing such as measuring instructional objectives and ensuring validity and reliability. It also describes attributes of a good test, including validity, reliability, objectivity, scorability and administrability. The steps in constructing classroom tests are identified as identifying objectives, listing topics, preparing a table of specifications, selecting item types, writing items, sequencing items and preparing materials. Specific guidelines are provided for preparing the table of specifications, writing test items, and constructing multiple choice items.
Assessment of student learning by kyle yvonnekyleyvonne09
This document discusses different types of assessment items for measuring student learning, including interpretive test items, performance test items, and factors to consider when constructing tests. Interpretive test items measure complex learning outcomes through items like multiple choice questions based on materials like pictures or paragraphs. Performance test items aim to simulate real-life situations to assess skills. They are advantageous for measuring application of skills but are more difficult and time-consuming to develop and score reliably. When creating any test items, factors like avoiding bias, unclear directions, or clues that give away answers need to be considered.
The document discusses various approaches to student assessment, including periodic achievement tests, portfolio assessment, end-of-course tests, and external examinations. Periodic achievement tests track student progress and provide feedback in a low-stress manner. Portfolio assessment allows students to work at their own pace and receive periodic feedback. End-of-course tests should test covered material and include different question types and marking criteria. External exams provide clear targets but may not suit all purposes or prioritize the most important areas.
This document provides information about English proficiency tests and the process of constructing and standardizing such tests. It discusses two common proficiency tests, IELTS and TOEFL, outlining their testing components and procedures. Key aspects of test construction addressed include defining objectives, developing and reviewing test items, pretesting items, and ensuring questions are unbiased. The document also outlines the steps in standardizing tests, such as assembling the test, statistical analysis of items, and reliability reviews. Item analysis is described as a method to evaluate how well individual test questions are performing.
The document discusses guidelines for constructing objective tests, including true-false items and multiple choice items. It provides 18 rules for developing high-quality multiple choice questions, such as using clear and concise language, avoiding trick questions, ensuring distractors are plausible, and more. The document emphasizes designing tests to evaluate students' understanding rather than just testing reading ability.
The document discusses guidelines for developing objective paper-and-pencil tests, including true-false, multiple choice, and matching items. It describes the important steps in test planning such as identifying objectives, deciding on test type, and constructing a Table of Specifications to ensure a balance of question difficulties. Rules are provided for developing true-false items, such as avoiding trick questions and giving hints. Guidelines are also given for writing high-quality multiple choice questions, such as using clear language and making all distractors equally plausible. The document aims to help teachers create valid, reliable objective tests that accurately assess student learning.
This document outlines the key stages of test construction: statement of the problem, providing a solution, writing specifications, writing the test, pretesting, and post-administration review. It discusses writing clear specifications that define the content, format, scoring criteria, and other elements. It emphasizes the importance of sampling widely from the content domain and pretesting items. The document also summarizes techniques for testing grammar, vocabulary, writing, listening, and overall language ability, noting advantages and disadvantages of different item types and methods of scoring constructed responses.
This document discusses test construction, administration, and scoring. It covers determining what to measure, creating instruments to measure objectives, planning a test, preparing test items, and assembling the final test. When constructing a test, the document recommends determining objectives using a taxonomy, creating a table of specifications, and writing different item types like essay, true-false, matching, and multiple choice. It provides guidelines for writing high-quality items and measuring complex objectives. The document also discusses determining an appropriate test length and assembling the final test booklet.
This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
This document provides specifications for a reading test designed to assess Grade 4 ESL students in Baghdad, Iraq. It outlines the purpose of the test as measuring students' reading comprehension performance based on the curriculum from the previous semester. It describes the test takers as Grade 4 ESL students and notes the test is designed to be accessible for their level. It discusses the test design, including using multiple choice, true/false, and matching questions to assess reading comprehension. It provides details on how to construct different question types and how the test will be scored.
The document discusses various assessment methods including objective tests, essays, product rating scales, performance tests, oral questioning, and observation. Objective tests like multiple choice and true-false are best for lower-level objectives while essays test higher-level skills. Performance tests directly assess skills through demonstrations, experiments, or simulations. Oral questioning and observation can diagnose difficulties and interests but increase student anxiety. Checklists are used to measure performance on specific behaviors or skills. A variety of methods should be used to comprehensively assess students at different cognitive levels.
This document discusses assembling, administering, and appraising classroom tests and assessments. It emphasizes the importance of careful preparation, including creating an assessment plan aligned to learning outcomes and selecting appropriate question formats. When constructing test items, each item should be clearly written and recorded with relevant information. A thorough review process examines items for issues like ambiguity, bias, and technical errors. Directions should provide necessary information to students. Scoring procedures and analyzing item effectiveness are also reviewed to improve classroom assessments.
Reading test specifications assignment-01-pptBilal Yaseen
This document outlines the test specifications for a reading comprehension assessment for 4th grade ESL students in Iraq. It will include multiple choice, true/false, and matching questions to measure students' reading achievement based on the semester curriculum. The test aims to place students in appropriate classes for the next semester. It provides accommodations for adolescent ESL learners and uses clear, plain language in passages and items. Scoring will be dichotomous with 1 point for a correct answer and 0 for incorrect.
Preparation of Classroom Assessment (SLP-B @ BISCAST)Ireno Alcala
The document discusses the preparation of classroom assessments. It outlines the importance of planning stages, learning objectives, relationships between objectives and testing, and using a table of specifications to ensure valid and reliable tests. It provides details on factors to consider when planning teacher-made tests, such as objectives, teaching strategies, and evaluative procedures. Guidelines are given for constructing objective-type tests, including writing clear questions and avoiding irrelevant clues. The document also discusses Ralph Tyler's evaluation framework and the role of various scholars in the field of educational assessment.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. DEVELOPMENT OF VARIED
ASSESSMENT TOOLS
LEARNING OUTCOMES
⦁ Construct paper-and-pencil tests in accordance with the guidelines in
the test construction.
PROFED5 Chapter 5:
2. INTRODUCTION
In this chapter, we are concerned with developing paper-and-pencil test for
assessing the attainment of educational objectives based on Bloom's taxonomy.
Paper-and-pencil test can either be selected response or constructed-response
types. Selected response types includes (a) true- false items, (b) multiple-choice
type items, and (c) matching type.
Constructed-response type of test includes (a) enumeration, (b) completion, and
(c) essays.
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
The construction of valid test items begin with a Table of Specifications.
3. PLANNING A TEST AND CONSTRUCTION
OF TABLE OF SPECIFICATIONS (TOS)
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
IDENTIFYING TEST OBJECTIVES
PREPARING A TABLE OF SPECIFICATION (TOS)
CONSTRUCTING THE DRAFT TEST ITEMS / TEST ITEMS
DECIDING ON THE TYPE OF OBJECTIVE TEST TO BE PREPARED
TRY-OUT AND VALIDATION/ITEM ANALYSIS
5. IDENTIFYING TEST OBJECTIVES
An objective test, if it is to be comprehensive, must cover the various levels of Bloom's taxonomy. Each objective consists of a
statement of what is to be achieved preferably by the students.
Example: We want to construct a test on the topic: "Subject-Verb Agreement in English" for a Grade V class.
The following are typical objectives:
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
• Knowledge/Remembering.
The students must be able to identify the subject and the verb in a given sentence.
• Comprehension/Understanding.
The students must be able to determine the appropriate form of a verb to be used given the subject of a
sentence.
• Application/Applying.
The students must be able to write sentences observing rules on subject-verb agreement.
• Analysis/Analyzing.
The students must be able to break down a given sentence into its subjects and predicate.
• Evaluation/Evaluating.
The students must be able to evaluate whether or not a sentence observes rules on subject-verb agreement.
• Synthesis/Creating.
The students must be able to formulate rules to be followed regarding subject-verb agreement.
6. DECIDING ON THE TYPE
OF OBJECTIVE TEST
The test objectives guide the kind of objective test that will be designed and
constructed by the teacher. This means aligning the test with the lesson
objective/outcome. For instance, for the fist four (4) levels, we may want to
construct a multiple-choice type of test while for application and judgement,
we may opt to give an essay test or a modifies essay test. At all times, the test
to be formulated must be aligned with the learning outcome. This is the
principle of constructive alignment.
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
8. PREPARING A TABLE OF
SPECIFICATION (TOS)
A Table of Specifications or TOS is a test map that guides the teacher in
constructing a test. The TOS ensures that there is balance between items that
test lower thinking skills and those which test high-order thinking skills (or
alternatively, a balance between easy and difficult items) in the test.
The simplest TOS consist of four (4) columns; (a) level of objective to be
tested, (b) statement of objective, (c) item numbers where such an objective is
being tested, and (d) number of items and percentage out of the total for the
particular objective. A prototype table is shown below:
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
9. PREPARING A TABLE OF
SPECIFICATION (TOS)
A prototype table is shown below:
LEVEL OBJECTIVES
ITEM
NUMBERS
NO. %
1. Comprehension Identify subject verb 1,3,5,7,9 5 14.29%
2. Comprehension Form appropriate verb form 2,46,8,10 5 14.29%
3. Application Write sentences observing rules on subject-verb agreement 11,13,15,17,19 5 14.29%
4. Analysis Determine subject and predicate 12,15,18,21,23 5 14.29%
5. Evaluation
Evaluate whether or not a sentence observes rules on subject-
verb agreement
13,16,19,22,24 5 14.29%
6. Synthesis Formulate rules on subject-verb agreement Part II 10pts 28.57%
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
TOTAL: 35 100%
10. PREPARING A TABLE OF
SPECIFICATION (TOS)
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
In the Table of Specifications, we see that there are five items that deal with knowledge and
these items are 1,3,5,7,9. Similarly, from the same table, we see that five items represent analysis,
namely: 11, 15,18,21, and 23. The first five levels of Bloom's taxonomy are equally represented in the
test while synthesis (tested through essay) is weighted equivalent to ten (10) points or double the
weight given to any of the first four levels. The Table of Specifications guides the teacher in
formulating the test. As we can see, the TOS also ensures that each of the objectives in the hierarchy
of educational objectives is well represented in the test.
As such, the resulting test that will be constructed by the teacher will be more or less
comprehensive. Without the Table of Specifications, the tendency for the test maker is to focus too
much on facts and concepts at the Recall level. Constructing test items based on a TOS ensures
alignment of learning outcomes and assessment tasks.
11. CONSTRUCTING THE DRAFT
TEST ITEMS / TEST ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
• The actual construction of the test items follows the TOS. As a general rule, it is advised that the
actual number of items to be constructed in the draft should be double the desired number of
items, for instance, if there are five (5) knowledge level items to be included in the final test form,
then last ten (10) knowledge level items should be included in the draft. The subsequent test try-
out and item analysis will most likely eliminate many of the constructed items in the draft (either
they are too difficult, too easy or non-discriminatory) , hence, it will be necessary to construct
more items than will actually be included in the final test form.
• Most often, however, the try-out is not done due to lack of time.
12. TRY-OUT AND VALIDATION
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
• The test draft is tried out to a group of pupils or students. The purpose of this try out is to
determine the:
A. item characteristics through item analysis.
B. Characteristics of the test itself-validity, reliability, and practicality.
14. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Binomial-choice or alternative response tests are tests that have only two (2) options such as true
or false, right or wrong, yes or no, good or better, check (✔) or cross out (✖) and so on.
A modified true-false test can offset the effect of guessing by requiring students to explain their
answers and to disregard a correct answer if the explanation is incorrect.
Here are some rules of thumb in constructing true-false items:
15. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 1.
• Do not give a hint (inadvertently) in the body of the question.
Example: The Philippines gained its independence in 1898 and therefore celebrated its centennial
year in 2000.
16. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 2.
• Avoid using the words "always", "never", "often" and other words that tend to be either always
true or always false.
Example: Christmas always falls on a Sunday because it is a Sabbath day.
17. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 3.
• Avoid long sentences as these tend to be "true". Keep sentences short.
Example: Tests need to be valid, reliable, and useful, although, it would require a great amount of
time and effort to ensure that tests possess these test characteristics.
18. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 3.
The following example illustrates what can go wrong in long sentences:
Example: Tests need to be valid, reliable and useful since it takes very little amount of time, money
and effort to construct tests with these characteristics.
19. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 4. Avoid trick statements with some minor misleading words or spelling anomalies words,
misplaced phrases, etc. A wise student who does not know the subject matter may detect this
strategy and thus get the answer correctly.
The Raven was written by Edgar Allen Poe.
Allen is misspelled and the answer would be false!
This is an example of a tricky but utterly useless item.
Rule 5. Avoid quoting verbatim from reference materials or textbooks. This practice sends the wrong
signal to the students that it is necessary to memorize the textbook word for word and thus,
acquisition of higher level thinking skills is not given due importance.
20. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 6. Avoid specific determiners or give-away qualifiers. Students quickly learn that strongly worded
statements are more likely to be false than true.
Example: "never", "no", "all" or "always"
Moderately worded statements are more likely to be true than false.
Example: "many", "often", "sometimes", "generally" or "some"
Executives usually suffer from hyperacidity.
21. CONSTRUCTING A
TRUE - FALSE TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 7. With true or false questions, avoid a grossly disproportionate number of either true or false
statements or even patterns in the occurence of true and false statements.
1. T
2. F
3. F
4. F
5. F
6. F
7. F
8. F
9. F
10. F
1. T
2. F
3. T
4. F
5. T
6. F
7. T
8. F
9. T
10. F
OR
For ease of correction, teachers sometime create a pattern of True and
False answers. Students will sense it and may arrive at a correct answer
not because he/she really knows the answer but because he/she senses
the pattern.
23. MULTIPLE CHOICE
test
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
The multiple choice type of test offers the student with more than two (2) options per item to choose
from. Each item in a multiple choice test consist of two parts: (a) the stem and (b) the options. In the
set of options, there is a "correct" or "best" option while the others are considered "distracters". The
distracters are chosen in such a way that they are attractive to those who do not know the answer or
who are guessing but at the same time, have no appeal to those who actually know the answer. It is
this feature of multiple choice type of test that allows the teacher to test high order thinking skills even
if the options are clearly stated. As in true-false items, there are certain rule of thumbs to be followed
in constructing multiple choice tests.
25. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 1.
• Do not use unfamiliar words, terms, and phrases. The ability of the item to discriminate or its level
of difficulty should stem from the subject matter than from the wording of the question.
Example: What would be the system reliability of a computer system whose slave and peripherals are
connected in parallel circuits and each one has a known time to failure probability of 0.05?
A student completely unfamiliar with the terms "slave" and "peripherals" may not be able to answer
correctly even if he knew the subject matter of reliability.
26. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 2.
• Do not use modifiers that are vague and whose meanings can differ from one person to the next
such as much, often, usually, etc.
Example:
• Much of the process of photosynthesis takes place in the:
a. bark
b. leaf
c. stem
27. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 3.
• Avoid complex or awkward word arrangements. Also, avoid the use of negatives in the stem as
this may add unnecessary comprehension difficulties.
Example:
• (Poor) As President of the Republic of the Philippines, Corazon Cojuangco Aquino would stand
next to which President of the Philippine Republic subsequent to the 1986 EDSA Revolution?
• (Better) Who was the President of the Philippines after Corazon C. Aquino?
28. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 4.
• Do not use negatives or double negatives as such statements tend to be confusing. It is best to use
simpler sentences rather than sentences that would require expertise in grammatical construction.
Example:
• (Poor) Which of the following will not cause inflation in the Philippines' economy?
• (Better) Which of the following will not cause inflation in the Philippine economy?
Poor:
• What does the statement
"Development patterns acquired
during the formative years are NOT
unchangeable" imply?
a.
b.
c.
d.
Better:
• What does the statement
"Development patterns acquired
during the formative years are
changeable" imply?
a.
b.
c.
d.
29. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 5.
• Each item should be as short as possible; otherwise you risk testing more for reading and
comprehension skills.
30. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 6.
• Distracters should be equally plausible and attractive.
Example:
• The short story: May Day's Eve, was written by which Filipino author?
• Jose Garcia Villa
• Nick Joaquin
• Genoveva Edrosa Matute
• Robert Frost
• Edgar Allan Poe
31. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 7.
• All multiple-choice options should be grammatically consistent with the stem.
Example:
• As compared to the autos of the 1960s autos in the 1980s _______.
a. traveling slower
b. bigger interiors
c. to use less fuel
d. contain more safety measures
32. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 8.
• The length, explicitness, or degree of technicality of the alternatives should not be the
determinants of the correctness of the answer. The following is an example of this rule:
Example:
• If the three angles of two triangles are congruent, then the triangles are:
A. Congruent whenever one of the sides of the triangles is congruent.
B. Similar
C. Equiangular and/therefore, must also be congruent
D. Equilateral if they are equiangular
33. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 9.
• Avoid stems that reveal the answer to another item.
Example:
• a. Who will most strongly disagree with the progressivist who claims that the child should be
taught only that which interests him and if he is not interested, wait till the child gets interested?
A. Essentialist
B. Empiricist
C. Progressivist
D. Rationalist
34. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 9.
• Avoid stems that reveal the answer to another item.
Example:
• b. Which group will most strongly focus its teaching on the interest of the child?
A. Progressivist
B. Essentialist
C. Perrenialist
D. Reconstructionist
35. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 10.
• Avoid alternatives that are synonymous with others or those that include or overlap others.
Example:
• What causes ice to transform from solid state to liquid state?
A. Change in temperature
B. Changes in pressure
C. Change in the chemical composition
D. Change in heat levels
36. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 11.
• Avoid presenting sequenced items in the same order as in the text.
Rule 12.
• Avoid use of assumed qualifiers that many examinees may not be aware of.
37. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 13.
• Avoid use of unnecessary words or phrases which are not relevant to the problem at hand (unless
such discriminating ability is the primary intent of the evaluation). The item's values is particularly
damaged if the unnecessary material is designed to distract or mislead. Such items test the
student's reading comprehension rather than knowledge of the subject matter.
Example:
• The side opposite the thirty degree angle in aright triangle is equal to half the length of the
hypotenuse. If the sine of a 30-degree is 0.5 and its hypotenuse is 5, what is the length of the side
opposite the 30-degree angle?
A. 2.5
B. 3.5
C. 5.5
D. 1.5
38. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 14.
• Avoid use of non-relevant sources of difficulty such as requiring a complex calculation when only
knowledge of a principle is being tested.
Rule 15.
• Pack the question in the stem. Here is an example of a question which has has no question. Avoid
it by all means.
Example:
• The Roman Empire ______.
A. had no central government
B. had no definite territory
C. had no heroes
D. had no common religion
39. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 16.
• Use the "None of the above" option only when the keyed answer is totally correct. When the
choice of the "best" response is intended, "none of the above" is not appropriate, since the
implication has been already been made that the correct response may be partially inaccurate.
Rule 17.
• Note that the use of "all the above" may allow credit for partial knowledge. In a multiple-option
item, (allowing only one option choice) if a student only knew that two (2) options were correct,
he could then deduce the correctness of "all of the above". This assumes you are allowed only one
correct choice.
Rule 18.
• Better still use "none of the above" and "all of the above" sparingly but best not to use them all.
40. GUIDELINES FOR CONSTRUCTING
MULTIPLE CHOICE ITEMS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 19.
• Having compound response choices may purposefully increase the difficulty of an item. The
difficulty in a multiple-choice item may be controlled by varying the homogeneity or degree of
similarity of responses. The more homogenous, the more difficult the item because they all look
like the correct answer.
Example: (Less Homogenous)
• Thailand is located in:
A. Southeast Asia
B. Eastern Europe
C. South America
D. East Africa
E. Central America
Example: (More Homogenous)
• Thailand is located next to:
A. Laos and Kampuchea
B. India and China
C. China and Malaya
D. Laos and China
E. India and Malaya
42. MATCHING TYPE
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
The matching type items may be considered modified multiple choice items where the
choices progressively reduce as one successfully matches the items on the left with the
items on the right.
44. • MATCH HOMOGENEOUS NOT
HETEROGENEOUS
A B
1.First President of the Republic
2.National Hero
3.Discovered the Philippines
4.Brain of Katipunan
5.The great painter
6.Defended Limasawa island
A. Magelan
B. Mabini
C. Rizal
D. Lapu-Lapu
E. Aguinaldo
F. Juan Luna
G. Antonio Luna
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
45. Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
2.The stem (longer in construction than the option)must be in the second column while the
options (usually shorter)must be in the second column.
3. The options must be more in number than the stems to prevent the student from arriving
at the answer by mere process of elimination.
4. To help examine find the easier, arrange the options alphabetically or chronologically.
5. Like any other test, the direction of the test must be given.
46. TWO TYPES OF MATCHING TYPE
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Column A
1.London
2.Paris
3.Athens
4.Moscow
5.Madrid
PERFECT MATCHING TYPE IMPERFECT MATCHING TYPE
Column B
A. Spain
B. Russia
C. Greece
D. France
E. Great Britain
F. Italy
Column A
1.The Alhamba
2.The Pioneers
3.The Guardian Angel
4.Two Years Before the Mast
5.Moby Dick
6.The World in a Man of War
7.The last of the Mohicans
8.The American Scholar
9.The Autocrat of the Breakfast
10.Tom Sawyer
Column B
A. Cooper
B. Dana
C. Emerson
D. Holmes
E. Irving
F. James
G. Melville
H. Mark Twains
I. Wharton
48. CONSTRUCTING SUPPLY TYPE OR
CONSTRUCTED- RESPONSE TYPE
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
• Another useful device for testing lower order thinking skills is the supply type of tests.
Like the multiple choice of test, the items in this kind of test consist of a stem and a
blank where the students would write the correct answer.
Example:
• The study of life and living organisms is called__________.
Supply type of tests depend heavily on the way the stems are constructed. These tests
allow for one and only one answer and, hence, often test only the students' recall of
knowledge.
49. CONSTRUCTING SUPPLY TYPE OR
CONSTRUCTED- RESPONSE TYPE
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
5.6.1 Completion Type of Test
• It is however, possible to construct supply type of tests that will test higher order thinking as the following
example shows:
Example:
• Write an appropriate synonym for each of the following. Each blank corresponds to a letter:
Metamorphose:_ _ _ _ _ _
Flourish: _ _ _ _
51. COMPLETION TYPE OF TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
The following guidelines can help you formulate a completion type of test, the fill-in-the-blank type.
1.Avoid overmutilated sentences like this test item. Give enough clue to the student.
• The______ produced by the_______. is used by the green_____ to change the _____ into_______.This process
called________.
2. Avoid open-ended item. There should be only one acceptable answer. This item is open-ended, hence no good
test item.
• Ernest Hemingway wrote_______.
3. The blank should be at the end or near the end of the sentence. The question must first be asked before an
answer is expected. Like the matching type of test, the stem (where the question is packed) must be in the first
column.
52. COMPLETION TYPE OF TEST
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
4. Ask question on more significant item not on trivial matter.
• Jose Rizal was born on June____, 1861.
5. The length of the blanks must not suggest the answer. So better to make the blanks uniform in size.
• A part of speech that names persons, places or things is_________.
• A word used to connect clauses or sentences or to coordinate words in the same clause is called________.
53. 5.6.2 ESSAYS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
• Essays, classified as non-objective test, allow for the assessment of higher order thinking skills.
Such tests require students to organize their thoughts on subject matter in coherent sentences
in order to inform an audience. In essay tests, students are required to wrote one or more
paragraphs on specific topic.
• Essay questions can be used to measure attainment of a variety of objectives.
1. Comparing
• Describe the similarities and difference between...
• Compare the following methods for...
2.Relating cause-and-effect
• What are the major causes of...
• What would be the most likely effects of...
54. ESSAYS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
3.Justifying
• Which of the following alternatives would you favor and why? Explain why you agree or
disagree with the following statement.
4. Summarizing
• State the points included in...
• Briefly summarize the contents of...
5.Generalizing
• Formulate several valid generalizations from the following data.
• State a set of principles that can explain the following events.
55. ESSAYS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
6. Inferring
• In the light of the facts presented, what is most likely to happen when..
• How would Senator X be most likely to react to the bomb explosion after the bar examination
last September?
7.Classifying
• Group the following items according to...
• What do the following items have in common?
8. Applying
• Using the principles of_______ as guide, describe how you would solve the following problem
situation that illustrates the principle of________.
56. ESSAYS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
9. Analyzing
• Describe the reasoning errors in the following paragraphs.
• List and describe the main characteristics of...
10.Evaluating
• Describe the strengths and weaknesses of the following...
• Using the criteria developed in class,write an evaluation of...
11.Creating
• Make up a story describing what would happen if...
• Design a plan to prove that...
• Write a well-organized report that shows...
58. TYPES OF ESSAYS
Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
• Restricted Essay It is also referred to as a short focused response.
Example:
• How are the macaw and Blue Jay different?
• Non-restricted/Extended Essay Extended responses can be much longer and more complex
than short responses.
Example:
• Write an essay about your summer vacation.
60. Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rules 1.
• Phrase the direction in such a way that students are guided on the key concepts to be
included. Specify how the students should respond.
Rule 2.
• Inform the students on the criteria to be use for grading their essay. This rule allows the
students to focus on relevant and substantive material rather than on peripheral and
unnecessary facts and bits of information.
Rule 3.
• Put a time limit on the essay test.
Rule 4.
• Decide on your essay grading system prior getting the essays of your students.
61. Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 5.
• Evaluate all of the students' answers to one question before proceeding to the next question.
Rule 6.
• Evaluate answers to essay questions without knowing the identity of the writer. This is
another attempt to control personal bias during scoring.
Rule 7.
• Whenever possible, have two or more persons grade each answer. The best way to check on
the reliability of the Scoring of Essay answer is to obtain two or more independent iudaement.
62. Chapter 5: DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Rule 8.
• Do not provide Optional questions. It is difficult to construct question of equal difficulty and so
teacher cannot have valid comparison of students achievement.
Rule 9.
• Provide information about the value/weight of the question and how it will be scored.
Rule 10.
• Emphasize higher level thinking skills.