The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
Educational Psychology Developing Learners 8th Edition Ormrod Test Bankkynep
Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Table of Specifications (TOS) and Test Construction Review
1. Table of Specification (TOS)
with an Overview on Test
Construction
Presented by:
Arnel O. Rivera
Faculty Member
BNHS-Villa Maria
CAS, LPU-Cavite
Presented to the teachers of
DepEd Bacoor City
June 6, 2016
http://www.slideshare.net/sirarnelPHhistory
3. For every problem
there is a solution. If
you are not part of the
solution then you are
part of the PROBLEM.
Chinkee Tan
Chink Positive
4. 13% of students who got low grades in
exams are caused by faulty test questions.
WORLDWATCH, The Philadelphia Trumpet (August 2005)
5. Common observation of students
on test questions
Hindi kasama sa lessons.
Masyadong mahaba ang question at
mga pagpipilian.
Hindi maayos ang layout ng test, putol-
putol ang mga sentence.
Nakakalito ang mga tanong. Minsan
wala sa pagpipiliaan ang sagot.
6. Possible reasons for faulty test
questions:
Questions are copied verbatim from the
book or other resources.
Not consulting the course outline.
Much consideration is given to reduce
printing cost.
No TOS or TOS was made after making
the test.
7. Factors to consider in preparing test
questions (Oriondo & Antonio, 1984)
Purpose of the test
Time available to prepare, administer
and score the test.
Number of students to be tested.
Skill of the teacher in writing the test.
Facilities available in reproducing the
test.
8. “To be able to prepare a
GOOD TEST, one has to have
a mastery of the subject
matter, knowledge of the
pupils to be tested, skill in
verbal expression and the
use of the different test
format”
Evaluating Educational Outcomes
(Oriondo & Antonio,1984)
9. Characteristics of Good Tests
Validity – the extent to which the
test measures what it intends to
measure
Reliability – the consistency with
which a test measures what it is
supposed to measure
Usability – the test can be
administered with ease, clarity
and uniformity
10. Scorability – easy to score
Interpretability – test results can
be properly interpreted and is a
major basis in making sound
educational decisions
Economical – the test can be
reused without compromising the
validity and reliability
Other Things to Consider
11. General Steps in Test Construction
DRAFT
ORDER
TEST ANALYZE
SUBMISSION
PRODUCE A
T.O.S.
12. Table of Specifications (TOS)
A two way chart that relates the
learning outcomes to the course
content
It enables the teacher to prepare a test
containing a representative sample of
student knowledge in each of the areas
tested.
14. KPU Paradox
Knowledge (Remembering) – answers
the question what, where and when?
(ano, saan at kailan)
Process (Application & Analysis) –
answers the question how? (paano)
Understanding (Analysis) – answers the
question why ?(bakit)
15. THE LEVELS OF COGNITIVE
DOMAIN
The levels are the guiding posts in
constructing test items. Regardless of
what type of teacher-made tests the
teacher will prepare, the items must follow
the pattern set for evaluation.
The following items are features of
levels with regards to the objectives of the
lessons.
16. 1. KNOWLEDGE (Remembering) –
includes those objectives that deal with
recall, recognize facts, terminology, etc.
Example: Sino ang kauna-unahang
bayani ng Pilipinas na nakipaglaban sa
mga Kastila?
17. 2. COMPREHENSION (Understanding)
– includes some level of understanding.
It requires the learners to change the
form of communication to see the
connection or relations among parts of a
communication (interpretation) or draw a
conclusion (inference).
Example: Bakit sa tabing dagat naninirahan
ang mga sinaunang Pilipino?
18. 3. APPLICATION (Applying) – it
requires the pupils to use previously
acquired information in a setting other
than the one in which it was learned.
Example:
Alin sa mga sumusunod ang uri ng
pamumuhay noong panahon ng Martial
Law?
19. 4. ANALYSIS (Analysing) – It requires
the pupils to identify the logical errors
(point out the prediction or erroneous
inference), differentiate among facts,
opinions, assumptions, hypothesis or
conclusions, draw relationships among
ideas or to compare and contrast.
Example: Alin sa mga sumusunod ang
dapat ginawa ng mga Pilipino upang
makamit ang inaasam na kalayaan laban
sa mga Kastila?
20. 5. SYNTHESIS (Creating) – objectives at
this level require the pupils to [produce
something unique or original. Test
questions at this level require the pupils to
solve unfamiliar problems or combine
parts to form a unique or novel whole.
Example: Bilang mag-aaral, paano ka
makakatulong sa pagpapanatili ng
kalinisan n gating kapaligiran?
21. 6. EVALUATION (Evaluating) – Under
this objective, the learners are required
to form judgments about the value of
methods, ideas, people or products that
have a specific purpose.
Example: Alin sa mga sumusunod ang
higit na mabisang paraan ng pagsugpo
sa ipinagbabawal na gamot?
22. Tips in Preparing the Table
of Specifications (TOS)
Don’t make it overly detailed.
It's best to identify major ideas and skills
rather than specific details.
Use a cognitive taxonomy that is most
appropriate to your discipline.
Weigh the appropriateness of the distribution
of checks against the students' level, the
importance of the test, the amount of time
available.
23. General Rules in Writing Test
Questions
Number test questions continuously.
Keep your test question in each test group
uniform.
Make your layout presentable.
Do not put too many test questions in one
test group.
T or F: 10 – 15 questions
Multiple Choice: max. of 30 questions
Matching type: 5 questions per test group
Others: 5 – 10 questions
24. Some additional guidelines to consider
when writing items are described below:
1. Avoid humorous items. Classroom testing is
very important and humorous items may
cause students to either not take the exam
seriously, become confused or anxious.
2. Items should measure one’s knowledge of the
item context not their level of interest.
3. Write items to measure what students know,
not what they do not know. (Cohen & Wallack)
25. What is the effect of releasing a ball in
positive gravity?
a) It will fall “down.” correct
b) It will retain its mass. true but unrelated
c) It will rise. false but related
d) Its shape will change. false and unrelated
Anatomy of a Perfect
Multiple Choice Tests
26. Multiple Choice Questions
1. Use negatively stated stems sparingly and
when using negatives such as NOT,
underline or bold the print.
2. Use none of the above and all of the above
sparingly, and when you do use them, don't
always make them the right answer.
3. Only one option should be correct or clearly
best.
27. Multiple Choice Questions:
4. All options should be homogenous and
nearly equal in length.
5. The stem (question) should contain only
one main idea.
6. Keep all options either singular or plural.
7. Have four or five responses per stem
(question).
28. Multiple Choice Questions:
7. When using incomplete statements place
the blank space at the end.
8. When possible organize the responses.
9. Reduce wordiness.
10. When writing distracters, think of incorrect
responses that students might make.
30. Situational Judgment Tests (SJT)
Is a type of test which presents realistic
scenarios similar to those that would be
encountered in real life.
(http://blog.careerbuilder.co.uk/2015/06/11/what-
you-need-to-know-about-situation-judgement-
tests/)
31. Situational judgment tests (SJT)
Situational judgment tests present
the test-taker with realistic, hypothetical
scenarios and ask the individual to
identify the most appropriate response or
to rank the responses in the order they
feel is most effective.
(https://en.wikipedia.org/wiki/Situational_judgeme
nt_test)
32. Why use SJTs?
Situational judgment test’s are
designed to clarify the difference
between average from superior response.
The most effective response will look at
the situation from various angles,
consider a wider range of action, and
take account the long-term consequences
of action. (Sharpley, 2010)
33. Formats in SJT questions
Ranking questions ask you to rank in
order your response to a situation.
Multiple choice questions ask you to
choose the most appropriate action or
decision to take in a given situation.
(http://www.foundationprogrammeguru.co.uk/the-
situational-judgement-test.html)
34. Things to remember in making SJT
Questions
Since SJT questions require learners to
identify the best or worst answer, the
stem should be presented in a manner in
which the test taker will choose the
correct answer by eliminating the
distractors.
35. Things to remember in making SJT
Questions
In making the choices, the correct
answer should always be the one that
actually solves the problem or answer the
question. Logically, the “correct” answers
need to be distinct from the other answer
options. Hence if two answer options
seem very similar, it would be very
difficult to identify the “distractor”.
(http://www.foundationprogrammeguru.co.uk/the-situational-
judgement-test.html)
37. Example:
Kalabisan
(Surplus)
Ang kalabisan ay dahilan upang
magkaroon ng pagbaba ng
presyo upang makamit ang
presyong ekwilibriyo.
Answer: D
Sa presyong 1,000, ang demand para
sa cellphone A ay 10,000. Ngunit ang
naprodyus na cellphone A ay 14,000.
Ano ang dapat gawin upang
magkaroon ng ekwilibriyo?
A. Bawasan ang supply
B. Bawasan ang demand
C. Taasan ang presyo
D. Ibaba ang presyo
38. Knowledge:
Alin sa mga sumusunod ang
nagpapahiwatig na may kakapusan sa
bansa?
A. Kung mabilis ang paggawa ng produkto.
B. Kung sagana ang produkto sa pamilihan.
C. Kung may kaguluhan sa pulitika.
D. Kung limatado ang suplay ng kalakal sa
bansa.
39. Process:
• Sa papaanong paraan mo maitataguyod ang karapatan sa
tamang impormasyon?
A. Pag-aralan ang nakatatak sa etiketa ukol sa sangkap,
dami, at komposisyon ng produkto.
B. Palaging pumunta sa timbangang-bayan upang matiyak
na husto ang biniling produkto.
C. Pahalagahan ang kalidad at hindi ang tatak ng produkto
o serbisyong bibilhin.
D. Palagiang gumamit ng recycled na produkto upang
mapangalagaan ang kapaligiran.
40. Understanding:
• Maituturing na kagustuhan ang isang bagay kapag higit ito sa
batayang pangangailangan. Kailan maituturing na batayang
pangangailangan ang isang produkto o serbisyo?
A. Magagamit mo ito upang maging madali ang mahirap na
gawain.
B. Nagbibigay ito ng kasiyahan at kaginhawaan.
C. Hindi mabubuhay ang tao kapag wala ang mga ito.
D. Makabibili ka ng maraming bagay sa pamamagitan nito.
41. Understanding:
Nagsimula sa maliit na puhunan ang negosyo ni Mang
Cenon, hanggang ito ay lumaki at nagkaroon ng iba’t ibang
sangay sa Bulacan. Alin ang HINDI dahilan ng kanyang pag-
unlad?
A. Maayos ang kanyang pangangasiwa.
B. Marami siyang kabarkada at kaanak
C. Malawak ang kanyang kaalaman sa negosyo.
D. Mahusay siyang makitungo sa kanyang mga tauhan.
42. Things to Remember:
Making a good test takes time
Teachers have the obligation to
provide their students with the
best evaluation
Tests play an essential role in the
life of the students, parents,
teachers and other educators
Break any of the rules when
you have a good reason for
doing so! (emphasis mine)
(Mehrens, 1973)
43.
44. POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good COMMUNITY
Jesus Ochave Ph.D.
VP Research Planning & Development
Philippine Normal University
45. For questions , comments or if you want
to download this file, log-on to:
www.slideshare.net/sirarnelPHhistory