Assessment of

Learning____________________________________________________
Chapter I-Shift of Educational Focus from Content to Learning Outcomes

1.Explain the Characteristics OBE- p.2

The change in educational perspective is called Outcome-Based Education (OBE) which

has three (3) characteristics:
1. It is student centered; that is, it places the students at the center of the process by
focusing on Student Learning Outcomes (SLO).
2. It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful; that is, it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.

2.Do the exercises 1.5, Letter C and D, p.8-9

C. The following are educational objectives for the subject Elementary Science (K to 12).
For every educational objective, formulate two learning outcomes:

Educational Objectives Learning Outcomes

1. To provide instruction that will enable the 1.1. The pupils can explain the answer by
pupils to understand their immediate using remembering, understanding,
physical environment by using their senses, applying, analyzing, evaluating and
questioning, sharing ideas and identifying creating.
simple cause-and-effect relationships. 1.2 The pupils can absorb the instruction
(cognitive Objective) that teacher given to them that` why the
pupils/students will know what the answer
to the problem or questions that teacher
given.
2. To equip the pupils with the skill to 2.1. The pupils can arranges, builds,
conduct guided investigation by following a combines, compose, construct, creates,
series of steps that includes making and designs, initiate, makes and originates a
testing predictions, collecting and recording new theory or an investigation.
data, discovering patterns and suggesting 2.2 The pupils can chooses, describes,
possible explanations. detects, differentiates, distinguishes,
(Psycho-motor Objective) identifies, isolates, relates and selects
possible explanations and by gathering data
to others.
3. To encourage among the pupils a deep 3.1. The pupils can deep understanding the
understanding and appreciation of the people in the surrounding by using
differences of the plant and animal groups receiving, responding, valuing, organizing,
found in the locality. internalizing and characterization.
3.2 The pupils can operate quickly and
accurately; display competence while
performing, performance is moving towards
becoming automatic and smooth.

D. Differentiate each of the following pairs by explaining the meaning of each and giving
examples for further clarification.

1. Educational Objective and Learning Outcome

Educational Objective are the broad goals that the subject/course expects to achieve, and
defining general terms the knowledge, skills and attitude that the teacher will help the
student to attain.
Learning Outcomes are stated as concrete active verb such as: to demonstrate, to
explain, to differentiate, to illustrate, etc.

2. Immediate Outcome and Deferred Outcome

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
Immediate Outcomes are competencies/skills acquired upon completion of a subject, a
grade level, a segment of a program, or a program itself.
Deferred Outcomes refer to the ability to apply cognitive, psychomotor and effective
skills/competencies in various situations many years after completion of a subject; grade
level or degree program.

3. Content and Learning Outcome

Content and the Outcome are the two main elements of the educative process.
Learning Outcomes are stated as concrete active verb such as: to demonstrate, to
explain, to differentiate, to illustrate, etc.

4. Institutional and Program Outcomes

Institutional Outcomes are statement of what the graduates of an educational institutions

are supposed to be able to do beyond graduation.
Program Outcomes specific to degrees are programs spelled out in the specific Policies,
Standards and Guidelines (PSGSs) per program or degree issued by the same
Commission. Program Outcomes are what graduates of particular educational programs
or degrees are able to do at the completion of the degree.

5. Program Outcomes and Course Outcomes

Program Outcomes are what graduates of particular educational programs or degrees are
able to do at the completion of the degree.
Course or Subject Outcomes are what students should be able to demonstrate at the end
of course or subject.

6. Student-Centered Instruction and Content-Centered Instruction

Student-Centered Instruction it is the instruction center to the students/pupils to

understand, to apply, and to analyze the instructions/directions.
Content-Centered Instruction it is the instruction center to the content which the learning
outcomes applying to the content.

7. “to develop communication skills” and “can communicate orally and in writing”

“to develop communication skills”; are the broad goals that the subject/course expects to
achieve, and defining in general terms the knowledge, skills and attitude that the teacher
will help the students to attain.
“can communicate orally and in writing”; is the ability to communicate to others by
means of speaking and writing. It is the competencies/skills acquired upon completion of
a subject, a grade level, a segment of the program, or of the program itself.

Chapter II-Measurement, Assessment and Evaluation In Outcomes-Based

Education

1.Explain the meaning of assessment for OF and AS learning

Assessment OF Learning is usually given at the end of a unit, grading period or a term like
a semester. It is meant to assess learning for grading purposes, thus the term Assessment
OF Learning.

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
2.Answer Exercises 2.5 (A,B and C)

2.5 Exercises
A. Each of the following statements refers either to (a) measurement, (b) assessment, or
(c) evaluation. On the blank before each number write the letter corresponding to your
answer.
______B_______1. Over-all goal is to provide information regarding the extent of attainment
of student learning outcomes.
______C_______2. Can help educators determine the success factors of academic programs
and projects.
______A_______3. Uses such instruments as ruler, scale or thermometer.
______A_______4. Used to determine the distance of a location.
______C_______5. Process designs to aid educators makes judgement and indicate
solutions to academic situations.
______B_______6. Can determine skill attainment easier than attainment of understanding.
______B_______7. Process of gathering evidence of student competencies/skills over a
period of time.
______B_______8. Results show the more permanent learning and clear of student`s ability.
______C_______9. Objects of study may be instructional programs, school projects,
teachers, students or tests results.
______A_______10. Usually expressed in quantities.

B. List down three (3) activities or processes involved in each of the following:
1. Measurement
(a) Measurement is the process of determining or describing the attributes or
characteristics of physical objects generally in terms of quantity.
(b) When we measure, we use some standard instrument to find out how long, how
heavy, hot, voluminous, cold, fast or straight some things are. Such instruments may be
ruler, scale, thermometer or pressure gauge. When we measure, we are actually
collecting quantitative information relative to some established standards.
(c) To measure is to apply a standard measuring device to an object, group of objects,
events or situations according to procedure determine by one who is skilled in use of such
device.

2. Assessment
(a) Assessment is the process of gathering evidence of students` performance over a
period of time to determine learning and mastery of skills.
(b) Assessment requires review of journal entries, written work, presentation, research
papers, essays, story written, test results, etc.

(c) Assessments uses, as basis, the levels of achievement and standards required for
the curricular goals appropriate for the grade or year level. Assessment results show the
more permanent learning and clearer picture of the student`s ability.

3. Evaluation
(a) Evaluation is the process designed to provide information that will help us to make a
judgement about a particular situation. The end result of evaluation is to adopt, reject or
revise what has been evaluated.
(b) Evaluation includes instructional programs, school projects, teachers, students, and
educational goals.
(c) Evaluation involves data collection and analysis and quantitative and qualitative
methods. Evaluation can help educators determine the success of their academic
programs and signal efforts to improve student achievement. It can also help identify
the success factors of programs and projects.

C. Differentiate each of the following pairs; examples may be cited to further clarify the
meaning.
1. Assessment and Evaluation

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
Assessment is the process of gathering evidence of students` performance over a
period of time to determine learning and mastery of skills.
Evaluation is the process designed to provide information that will help us to make a
judgement about a particular situation. The end result of evaluation is to adopt, reject or
revise what has been evaluated.

2. Formative evaluation and Summative evaluation

Formative Evaluation is a method of judging the worth of a program while the program
activities are in progress.
Summative Evaluation is a method of judging the worth of a program at the end of the
program activities.

3. Mental skill and Manual skill

Mental skill identified three domains of educational activities; the cognitive

Manual skill affective referring to growth in feeling or emotion; and psychomotor

4. Measurement and Evaluation

Measurement is the process of determining or describing the attributes or

characteristics of physical objects generally in terms of quantity.
Evaluation is the process designed to provide information that will help us to make a
judgment about a particular situation. The end result of evaluation is to adopt, reject or
revise what has been evaluated.

Chapter III-Program Outcomes and Learning Outcomes

1.Answer exercises 3.8, pp.33-34

3.8. Exercises
A. The following are examples of learning outcomes; on the second column, write the
domain in which each outcome is classified and on the third column the level/category to
which the learning outcome belongs.

Domain Level/Category
1. Formulate a procedure to Cognitive Evaluating: judging the
follow in preparing for class value of an idea, object or
demonstration material
2. Formulate new program Cognitive Applying: using what was
learned in the classroom
into similar situation
3. Perform repeatedly with Psychomotor Precision: Refining,
speed and accuracy becoming more exact.
Performing a skill within a
high degree of precision
4. Listen to others with Affective Receiving: being aware or
respect. sensitive to something and
being willing to listen or pay
attention
5. Select the most effective Cognitive Evaluating: judging the
among a number of value of an idea, object or
solutions material
6. Watch a more Psychomotor Imitation: Observing and
experienced performer pertaining behaviour after

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
someone else. Performance
may be low quality
7. Know the rule and Affective Responding: showing
practice them commitment to respond in
some measure to the idea or
phenomenon
8. Show ability to resolve Organizing: arranging values
problems/conflicts Affective into priorities, creating a
unique value system by
comparing, relating and
synthesizing values
9. Apply learning principles Organizing: arranging values
in studying pupil behaviour Affective into priorities, creating a
unique value system by
comparing, relating and
synthesizing values
10. Recite prices of Remembering: recall of
commodities from memory Cognitive previously learned
information

B. Using the indicated topic or subject matter, write the learning outcomes for each of the
3 domains arranged from the simplest to the most complex level of category.

1. Cognitive: Topic – Investigative Project in Biological Science

1.1. Remembering – recall the previously learned information about Biological
Science
1.2. Understanding – summarize the different parts or chapter of the Investigative
Project in Biological Science
1.3. Applying – apply what was learned in the subject Biological Science into small
situations to big situations.
1.4. Analyzing – Observe the lesson and list down the things to be improved
1.5. Evaluating – conclude a research proposal; select the most effective solution
1.6. Creating – compile the gathered data from different researcher or in books

2. Psychomotor: Topic – Table Setting

2.1. Observing – observe the place for the table setting
2.2. Imitating – copying a work of art to set the table artful and colourful.
2.3. Practicing – practice to make different styles to be used in table setting
2.4. Adapting – skills are well developed in doing table set-up to modify individually
the art and skills used in table setting

3. Affective: Topic – Developing and Nurturing Honesty

3.1. Receiving - listen to others with respect; try to remember profile and facts
3.2. Responding – participate the discussion, gives expectation; know the rules and
practice them
3.3. Valuing – demonstrate belief in the concept or process; show ability to resolve
3.4. Organizing – accept responsibility, recognize the need for balance between
freedom and responsible behaviour
3.5. Internalizing – show self-reliance when asking; cooperate in group activities; value
people foe what they are and not for how they look.

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
C. Based on Kendall`s and Marzano`s new taxonomy, select learning competencies from
the K to12 Curriculum Guide to illustrate levels of difficulty found in the new taxonomy of
Kendall and Marzano. Refer to Kendall`s and Marzano`s new taxonomy in Figure 5.

Level 6:
Self-system
Level 5:
Metacognitive System
Level 4: Mental Psychom
Knowledge Utilization (Cognitive System) Informa Procedu otor
Level 3: tion res Procedur
Analysis (Cognitive System) es
Level 2:
Comprehension (Cognitive System)
Level 1:
Retrieval (Cognitive System)

Chapter IV-Assessing Student Learning Outcomes

1. Explain the principles in assessing learning outcomes

The Principles in Assessing Learning Outcomes

1. The assessment of student learning starts with the institution’s mission and core
values. There should be a clear statement on the kinds of learning that the institution
values most for its students.
2. Assessment works best when the program has clear statement of objectives aligned
with the institutional mission and core values. Such alignment ensures clear, shared and
implementable objectives.
3. Outcomes - based assessment focuses on the students activities that will still be
relevant after formal schooling concludes. The approach is to design assessment activities
which are observable and less abstract such as “to determine the student`s ability to
write a paragraph” which is more observable than “to determine the student`s verbal
ability”.
4. Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes. These are
supporting student activities.
5. Assessment work best when it is continuous, ongoing and not episodic. Assessment
should be cumulative because improvement is best achieved through a linked series of
activities done over time in an instructional cycle.
6. Begin by specifying clearly and exactly what you want to assess. What you want to
assess is / are stated in your learning outcomes/lesson objectives.
7. The intended learning outcome / lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task but
it is the attainment of your learning outcome NOT content that you want to assess. This is
Outcomes-Based Teaching and Learning.
8. Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered
success?
9. Make use of varied tools for assessment data-gathering and multiple sources of
assessment data. It is not pedagogically sound to rely on just one source of data gathered
by only one assessment tool. Consider multiple intelligences and learning styles. DepED
Order No. 73, s. 2012 cites the use of multiple measures as one assessment guideline.
10. Learners must be given feedback about their performance. Feedback must be specific.
“Good work!” is positive feedback and is welcome but actually is not a very good
feedback since it is not specific. A more specific better feedback is “You observed on

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
subject-verb agreement and variety of sentences. Three of your commas were
misplaced.”
11. Assessment should be on real-world application and not on out-of-context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment.

2. Answer exercises 4.6 (A, B, C,E, F)

4.6. Exercises
A. List down three (3) supporting student to attain each of the identified Student Learning
Outcomes.

1. Student Learning Outcome: Students can solve, mathematical problems involving

two-dimensional figures.
1.1 practise solving different figures and formulas
1.2 reading some mathematical books
1.3 analyzing how the problems solved

2. Student Learning Outcome: Students can write a paragraph about an outing to a

resort using verbs in the past tense.
2.1 analyzing and evaluating texts
2.2 writing about a variety of perspectives on single topic
2.3 reviewing grammar and essay format in readings

3. Student Learning Outcome: Students can demonstrate how to prepare a Power

Point Presentation
3.1 practicing making Power Point Presentation
3.2 review the grammar and the correct format of writing letters
3.3 holding group discussion about how to prepare Power Point Presentation

4. Student Learning Outcome: Students can write reflection essay on lessons learned
in a community outreach activity.
4.1 forming opinion about the topic
4.2 researching and writing about a variety of perspectives
4.3 employing clear argument in writing

B. Design assessment task aligned to each of the 4 students learning outcomes.

Learning Outcome Assessment Task

Students can solve, mathematical problems Identify how to solve the problems and what
involving two-dimensional figures. methods used

Students can write a paragraph about an Encircle the words with a past tense
outing to a resort using verbs in the past
tense.

Students can demonstrate how to prepare a Demonstrate how to do a Power Point

Power Point Presentation Presentation

Students can write reflection essay on Interpret the reflections that you`ve learned
lessons learned in a community outreach in a community outreach activity in your
activity. essay

C. There are 13 principles of assessment on pages 35-36 of the following. At the blank
before each number indicate the number corresponding to the principle illustrated in the
item.

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
______2_____ 1. The faculty, students, parents and staff understand and commit to
implement the program/department objectives.
______3_____ 2. Assessment activities should be observable and measurable.
______5_____ 3. Assessment should be ongoing and continuous.
______4_____ 4. Outcomes are attained through supporting activities.
______5_____ 5. The outcome assessment phrases are organized in an instructional cycle.
______7_____ 6. Rubrics assessment is used for non-objective type of test.
______3_____ 7. To solve a problem is more observable than “analytical ability”.
______1_____ 8. Every school must publicize its mission, and core values.
______9_____ 9. Competencies or skills may be assessed from the simple to the more
complex level.
______10____ 10. Essay, examinations allow for student individual expression but difficult
to construct.
______2____ 11. The program or department should have mission and objectives aligned
with the institution`s mission and core values.
______11____ 12. Portfolios are of two types: longitudinal and “best case/thematic”.
______4_____ 13. Supporting student activities are provided as part of instruction
______9_____ 14. The institution must decide on its mission of education and values it will
develop.
______7_____ 15. Supporting activities are as important as outcome.

E. Differentiate each of the following examples that may be given to clarify the meanings.
1. Holistic rubric and analytic rubric
Holistic rubric all criteria (dimensions, trait) are evaluated simultaneously.
Analytic rubric each criterion (dimensions, trait) is evaluated separately.

2. Student Learning outcomes and Student Assessment Task

3. Development portfolios showcase evaluation portfolio

Portfolio falls under non-paper –and pencil test. A portfolio is a purposeful collection of
student work or documented performance (e.g. video of dance) that tells the story of
student achievement or growth.
Showcase Portfolio demonstrates the highest level of achievement attained by the
student.
Assessment or Evaluation Portfolio is the main function of an assessment portfolio is to
document what a student has learned based on standards and competencies expected
of students at each grade level.

F. With a particular learning outcome in mind, construct a scoring rubric – holistic and
analytic

An Analytic Rubric for Creativity

Very Creative Creative Ordinary/Routi Imitative

ne
Depth and Ideas represent Ideas represent Ideas represent Ideas do not
Quality of Ideas a starting important important represent
variety of concepts from concepts from important
important different the same or concepts.
concepts from contexts or similar contexts
different disciplines. or disciplines.
contexts or
disciplines.
Variety of Created product Created product Created product Created product
Sources draws on a draws on a draws on a draws on only

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
wide-ranging variety of limited set of one source,
variety of sources, sources and and/or sources
sources, including media. are not
including different tests trustworthy or
different texts media, resource appropriate.
media, resource persons, and/or
persons, and/or personal
personal experiences.
experiences.
Organization Ideas are Ideas are Ideas are Ideas are copied
and combined in combined in combined in or restated from
Combination Of original and original easy to ways that are the source(s)
Ideas surprising ways solve a problem, derived from consulted.
to solve a address an the thinking of
problem, issue, or make others (for
address an something new. example, of the
issue, or make authors in
something new. sources
consulted).
Originality of Created product Created product Created product Created product
Contribution is interesting, is interesting, serves its does not serve
new, and/or new, and/or intended its intended
helpful, making helpful, making purpose (e.g., purpose (e.g.,
an original an original solving a solving a
contribution contribution for problem or problem or
that includes its intended addressing an addressing an
identifying a purpose (e.g., issue. issue).
previously solving a
unknown problem or
problem, issue, addressing an
or purpose. issue).

A Holistic Rubric for Creativity

Ideas represent a startling variety of important concepts from different

contexts or disciplines. Created product draws on a wide-ranging
Very Creative variety of sources including different texts, media resource persons,
and/or personal experiences. Ideas are combined in original and
surprising ways to solve a problem address an issue, or make
something new Created product is interesting new, and; or helpful
making an original contribution that includes identifying a previously
unknown problem, issue, or purpose.
Ideas represent important concepts from different contexts or
disciplines. Created products draws on a variety of sources including
Creative different texts media resource persons, and or personal experience.
Ideas are combined in original ways to solve a problem, address an
issue, or make something new. Created products in interesting, new,
and or helpful making an original contribution for its intended purpose
(e.g., solving a problem or addressing an issue).
Ordinary/Routin Ideas represent important concepts from the same or similar contexts
e or disciplines. Created product draws on intended purpose (e.g., solving
a problem or addressing an issue).
Imitative Ideas do not represent important concepts. Created product draws on

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
only one source, and/or sources are not trustworthy or appropriate.
Ideas are copied or restated from the source(s) consulted. Created
product does not serve its intended purpose (e.g., solving a problem or
addressing an issue).

Chapter V-Development of varied Assessment Tools

1.Answer exercises 11 on p. 83-84 (A to J)

EXERCISE II
A. Construct a 10-item matching type test to assess this competency:
Identify the computer system – i.e. parts, other components.

B. Construct a 10-item supply type test to assess this competency: Identify farm tools
according to use (Grade 7-8 Curriculum Guide; Agriculture Fishery.)

C. Justify each rule used in constructing an essay type of test.

Rule 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 used for grading their essays. This rule
allows the students to focus on relevant and substantive materials rather than on
peripheral and unnecessary facts and bits of information.
Rule 3: Put a time on the essay test.
Rule 4: Decide on your essay grading system prior to getting the essays of your
students.
Rule 5: Evaluate all of the student`s answer to one question before proceeding to the
next question.
Rule 6: Evaluate answer to essay without knowing the identity of the writer.
Rule 7: Whenever possible, has two or more person grade each answer.
Rule 8: Do not provide optional questions.
Rule 9: Provide information about the value/weight of the questions and how it will be
scored.
Rule 10: Emphasize higher level thinking skills.

D. Construct a 10-item data sufficiency test.

E. In a 100-item test, what types of objective tests will you include? Justify your
answer.

I conclude the following types of objective tests such as: (a) true-false items, (b)
multiple-choice type items, (c) matching items, (d) enumeration, (e) completion and
(f) essays.

F. In the sample essay “Plant Photosynthesis” given in this section, why would you
give a zero (0) score to the student writing this essay? Justify your answer.

I give zero (0) score to the student writing this essay because it is incomplete and not
conclude the rules of constructing an essay.

G. Give an example of a supply type of test that will measure higher order thinking
skills (beyond more recall of facts and information.)

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
H. In what sense is a matching type test a variant of a multiple choice type of test?
Justify your answer.

In the sense of Mental Exercise which analyze the test lower order thinking skills
(knowledge level) and are unable to test higher order thinking skills such as
application and judging skills like the variant of a multiple type of test.

In what sense is a supply type of a test considered a variant of multiple choice type of
test? (Hint: In supply type, the choices are not explicitly given). Does this make the
supply type of test more difficult than closed multiple choice type of test? How?

In supply type of a test is a useful device for testing lower order thinking skills. Like the
multiple choice test, the items in this kind of test consist of stem and a blank where
the students would write the correct answer.
Yes, it is more difficult to answering supply type of a test than multiple type of a test.
Because in multiple type there is a choices to choose the answer than supply type
there is no choices and the student will thinking the correct answer to answer the
supply type.

J. Choose learning competencies from the K to 12 Curriculum Guide. Construct aligned

paper-and-pencil tests observing guidelines in test construction.

Chapter VI-Item Analysis and Validation

1.Explain the meaning of item analysis, item validity, reliability, item difficulty,
discrimination index.

Item Analysis will provide information that will allow the teacher to decide whether to
revise or replace an item.
Item Validity is the extent to which a test measures what it purports to measure or as
referring to the appropriateness, correctness, meaningfulness and usefulness of the
specific decisions a teacher makes based on the test results.
Reliability refers to the consistency of the scores obtained – how consistent they are for
each individual from one administration of an instrument to another and from one set of
items to another.
Item Difficulty is defined as the number of students who are able to answer the item
correctly divided by the total numbers of students.
Discrimination Index is the difference between the proportion of the upper group who
got an item right and the proportion of the lower group who got the item right.

2.Answer exercises 6.4 (A, B, C, D-#1, 2 and 4)

6.4. Exercises
A. Find the index of difficulty in each of the following situations:
1. N = 60, number of wrong answers: upper 25% = 2 lower 25% = 6

Ru+ RL
P= x 100
T

2+6
P= x 100
60

8
P= x 100
60

P=0.13333333 x 100

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
P=13 . 33

2. N = 80, number of wrong answers; upper 25% = 2 lower 25% = 9

Ru+ RL
P= x 100
T

2+9
P= x 100
80

11
P= x 100
80

P=0.1375 x 100
P=13 . 75

3. N = 30, number of wrong answers; upper 25% = 1 lower 25% = 6

Ru+ RL
P= x 100
T

1+6
P= x 100
30

7
P= x 100
30

P=0.23333333 x 100
P=23 . 33

4. N = 50, number of wrong answers; upper 25% = 3 lower 25% = 8

Ru+ RL
P= x 100
T

3+8
P= x 100
50

11
P= x 100
50

P=0.22 x 100
P=22

5. N = 70, number of wrong answers; upper 25% = 4 lower 25% = 10

Ru+ RL
P= x 100
T

4 +10
P= x 100
70

14
P= x 100
70

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
P=0.2 x 100
P=20

B. Which of the items in Exercise A are found to be most difficulty?

Exercise A #1 and 2

C. Compute the discrimination index for each of the items in Exercise A.

1. N = 60, number of wrong answers: upper 25% = 2 lower 25% = 6

Ru+ RL
D=
1
T
2

8
P= x 100=13.33 %
60

Ru−RL 6−2
D= = =0.13
1 30
T
2

2. N = 80, number of wrong answers; upper 25% = 2 lower 25% = 9

Ru+ RL
D=
1
T
2

11
P= x 100=13.75 %
80

Ru−RL 2−9
D= = =−0.175
1 40
T
2

3. N = 30, number of wrong answers; upper 25% = 1 lower 25% = 6

Ru+ RL
D=
1
T
2

7
P= x 100=23.33 %
30

Ru−RL 1−6
D= = =−0.33
1 15
T
2

4. N = 50, number of wrong answers; upper 25% = 3 lower 25% = 8

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
Ru+ RL
D=
1
T
2

11
P= x 100=22 %
50

Ru−RL 3−8
D= = =−0.20
1 25
T
2

5. N = 70, number of wrong answers; upper 25% = 4 lower 25% = 10

Ru+ RL
D=
1
T
2

14
P= x 100=20 %
70

Ru−RL 4−10
D= = =−0.17
1 35
T
2

D. Answer the following questions:

1. A teacher constructed a test which would measure the student`s ability to apply
previous knowledge to certain situations. In particular, evidence that a student is
able to apply previous knowledge are:
 Draw correct conclusions that are based on the information given;
 Indentify one or more logical implications that follow from a given point of
view;
 State whether two ideas are identical, just similar, unrelated or contradictory
 Write test items using the multiple choice type of test that would cover
these concerns of the teacher.
Show your test to an expert and ask him to judge whether the items indeed
cover these concerns.

2. What is an expectancy table? Describe the process of constructing an expectancy

table. When do we use an expectancy table?

3. Enumerate the three types of validity evidence. Which of these types of validity is
the most difficult to measure? Why?

Content- Related Evidence of Validity refers to the content and format of the
instrument. How appropriate is the content? How comprehensive? Does it logically get
at the intended variable? How adequately does the sample of items or questions
represent the content to be assessed?

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
Criterion-related Evidence of Validity refers to the relationships between scores obtain
using the instrument and scores obtain using one or more other tests (often called
criterion). How strong is this relationship? How well do such scores estimate present or
predict future performance of a certain type?
Construct-related Evidence of Validity refers to the nature of the psychological
construct or characteristic being measured by the test. How well does a measure of the
construct explain differences in the behaviour of the individuals or their performance on
a certain task?

The most difficult to measure is Content-related Evidence of Validity, because it talks

about content and format of the instrument.

4. What is the relationship between validity and reliability? Can a test be reliable and
yet not valid? Illustrate.
Reliability and Validity are related concepts. If an instrument is unreliable, it cannot yet
valid outcomes. As reliability improves, validity may improve (or it may not). However,
if an instrument is shown scientifically to be valid then it is almost certain that is also
reliable.

5. Discuss the different measures of reliability. Justify the use of each measure in the
context of measuring reliability?

Reliability Interpretation
Excellent reliability; at the level of the best
.90 and above standardized tests
Very good for a classroom test
80 – 90
Good for a classroom test; in the range of
.70 – 80 most.
There are probably a few items which
could be improved.
Somewhat low. This test needs to be
.60 – 70 supplemented by other measures (e.g.,
more tests) to determine grades. There are
probably some items which could be
improved.
Suggests need for revision of test, unless it
is quite short (ten or fewer items). The test
.50 – 60 definitely needs to be supplemented by
other measures (e.g., more tests) for
grading.
Questionable reliability. This test should
.50 or below not contribute heavily to the course grade,
and it needs revision.

Chapter 7-Performance-Based Tests

 Answer exercises 7.8 (A, B, -1,2,5 and 9 and C)

A. Construct a checklist for a performance test which tests the student`s ability to
perform the following:
1. using an inclined plane to illustrate the concept of a diluted free fall
2. using the low power objective and high power objective of a microscope
3. opening and using the MS WORD for word processing

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
4. using MS EXCEL to prepare a class record for a teacher
5. playing the major keys on a guitar

B. Construct a rubric scoring guide for the following:

1. an essay on the “History of the Philippines Republic: 1898-1998”

2. poem reading: “The Raven” by Edgar Allan Poe

POEM READING FLUENCY RUBRIC

Name _____________________________________________ Date ___________________
1 2 3 4
Expression No A little Same Lots of
Expression Expression Expression Expression
1 2 3 4
Phrasing No A little Same Very Good
Expression Expression Phrasing Phrasing
1 2 3 4
Way too slow A little Almost Just
Speed or way too bit too slow or perfect but Right!
fast! A little bit too still needs
fast. practice ...

5. solving an algebraic verbal problem involving two linear equations in two

unknowns

9. research report

Rubric for an Research Report

Criteria Quality
(3) (2) (1) (0)
Most Acceptable Less Not acceptable
acceptable acceptable
Purposes The research The research The research The research
explains the explains all of explains some does not refer
key purposes of the key of the purposes to the purposes
the report and purposes of the on the report of the report.
points out less report. but misses key
obvious ones purposes.
as well.
Features The research The research The research The research
details both details the key neglects some does not detail
key and hidden features of the features of the the feature of
features of the report and report or the the report or
report and explains the purposes they the purposes

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
explains how purposes they serve. they serve.
they serve serve.
several
purposes.
Critique The research The research The research The research
discusses the discusses the discusses does not
strengths and strengths and either the mention the
weaknesses of weaknesses of strengths or strengths or
the report, and the report. weaknesses of the
suggests ways the report but weaknesses of
in which it can not both. the report.
be improved.
Connections The research The research The research
The research makes makes unclear makes no
makes appropriate or connections
appropriate connections inappropriate between the
connections between the connections report and
between the purposes and between the other things
purposes and features of the report and
features of the report and one other
report and or two phenomena.
many different phenomena
kinds of
phenomena.
SUB-TOTALS
Average: ____________

C. Differentiate between a performance test and the traditional assessment method of

cognitive testing.

Performance Test are assessment procedures that require students to perform a

certain task or activity or perhaps, solve complex problems.
Traditional Assessment Method

Chapter VIII-Grading System and the Grading System of the Department of

Education

 Answer exercises 8.13 pp.129-130

1. Define a norm-referenced grading. What are some of the issues that confront a
teacher using a norm-referenced grading system? Discuss.

Norm-Referenced Grading refers to a grading system wherein a student`s grade is

placed in relation to the performance of a group.
A more subtle problem with norm-referenced grading is that a strict correspondence
between the evaluation methods used and the course instructional goals is not
necessary to yield the required grade distribution.

2. The following final grades are obtained in a class of Grade VI pupils:

80,81,82,83,84,82,80,81,79,77,88,83,89,90,91,90,78,79,82,91,92,90
88,85,88,87,85,88,83,82,80,79,77,76,77,78,83,89,91,90,83,88,86,83,80

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________
a. Using a norm-referenced grading with a seven-point scale, determine the
scores that would get a failing mark. What is your general impression on
this?
b. Using a norm-referenced grading with an 8-point grading scale, determine
the scores that would get a failing mark. Compare this with the previous
grading system above.

3. Define a criterion-referenced grading. What are some of the issues that confront
a teacher using a norm-referenced grading system. Discuss.

Criterion-Referenced Grading are based on a fixed criterion measure.

4. Using the data in Problem B, set a passing criterion of 78 and set equal intervals
for all other grades above the passing criterion. How does your result compare with
those of norm-referenced grading? In which grading system do you feel more
comfortable?

5. In a class of 100 pupils, the mean score in a test was determine to be 82 with a
standard deviation of 7. Construct an 8-point grading scale using the standard
normal curve in norm-referenced grading.

6. Discuss, in your words, the four essentials questions in grading provided by

Svinicki. Do you agree or disagree with her own points of view? Justify.

7. Would you use the norm-referenced grading system in your own class? Why or
why not?

8 when would a norm-referenced grading system be most appropriate to use?

Similarly, when would a criterion-referenced grading system be most appropriate to
use?

9. Compute the grade of student in:

a) Grade 9 English with the following raw scores
Written work - 80 out of 100
Performance task – 60 out of 100
Score in Quarterly Test – 50 out of 100
b) Grade 11 students in Introductions to Philosophy of the Human Person, a
core subject in SHS with the following raw scores:
Written work - 30 out of 50
Performance task – 42 out of 60
Quarterly Test – 28 out of 40
c) Grade 3 student in the Mother Tongue subject: with the following raw
scores:
Written work - 20 out of 30
Performance task – 25 out of 40
Score in Quarterly Test – 22 out of 30

By: Almazan, Angelina T.

 Assessment of
Learning____________________________________________________

By: Almazan, Angelina T.