Assessment of Learning Outcomes I: Project Write - Xi

2020
ASSESSMENT OF
LEARNING
OUTCOMES I Writers:
MHARFE M. MICAROZ, MA
GUILLERMO DIMALIGALIG, EdD
PEDRO RAYMUNDE JR., MA
JOEY OLIVEROS, PhD
MERVIN OSIC, PhD
CHRISTIAN CAMANAN, MA
PRESCY BAQUERFO, PhD
PROJECT WRITE - XI
THE COURSE OVERVIEW
COURSE TITLE : Assessment of Student Learning 1
TIME FRAME : 54 hours

COURSE OUTCOMES :
At the end of course, the students will be able to:
1. point out the role of good assessment and its relevance to learners,
teachers, parents and other stakeholders;
2. apply assessment in planning learning goals;
3. indicate ways of making assessment to strategize your own learning;
4. demonstrate their skill in using assessment to determine effective ways to
teach and learn;
5. develop valid conventional assessment tools;
6. describe the meaning and implication of the data gathered from the
respondents; and
7. outline issues and concerns in conventional assessment.
COURSE DESCRIPTION :
This is a course that focuses on the principle, development, and utilization of
conventional assessment tools to improve the teaching-learning process. It
emphasizes the use of assessment of, as, and for learning in measuring
knowledge, comprehension, and other thinking skills in the cognitive, psychomotor
or affective domains. It allows students to go through the standard steps in test
construction and development and the application in grading system.
Team Leader: MHARFE M. MICAROZ (KNP)
Members: CHRISTIAN CAMANAN (CJC)

PEDRO REYMUNDO JR. (CVSC)
JOEY C. OLIVEROS (UM)
MERVIN OSIC (UM)
GUILLERMO DIMALIGALIG (RMC)
PRESCY BAQUERFO (KNP)
The Course Map
Assessment of Student Learning

1
Module 1 Module 2
Language of
Module 3
Assessment of Assessment as
Educational Learning Learning
Assessment
Module 4 Module 5 Module 6 Module 7

Assessment for Developing & Using Analyzing, Issues & Concern In
Learning Tests & Related Interpreting & Conventional
Topics Evaluating Test ASSESSMENT
Results
Lesson 1 Educational Lesson 1 Using assessment Lesson 1 Assessment as

Measurement, Evaluation, to plan future learning Learning and
Testing and Assessment goals Metacognition
Lesson 2 Outcomes, Lesson 2 Providing Lesson 2 The Role of
Indicators, Benchmark, evidence of achievement Teachers and Students in
Norms, Criteria and of outcomes and standards Assessment As Learning
Standards Lesson 3 Examples of
Lesson 3 Relationship of assessment of learning
Assessment to Learning and Lesson 4 Conditions of
Teaching Validity, Reliability, and
quality of feedbacks
Lesson 1 Using Lesson 1 Principles of Lesson 1 Test results Lesson 1

assessment to classify test development and educational Issues and concern in
learning and Lesson 2 Fundamental decision making conventional
understanding types of test and their Lesson 2 Fundamental assessment.
Lesson 2 Providing purpose analytical technique
evidence of improved Lesson 3 Qualities of Lesson 3 Fundamental
learning performance good tests and related techniques in
Lesson 3 Examples of tools interpreting test
assessment for Lesson 4 results
learning Consideration in test Lesson 4. Using
Lesson 4 Conditions of item development technology in test
validity, reliability, and Lesson 5 Using analysis,
quality of feedbacks technology in test interpretation and
development evaluation
Outcome:
The Language of Educational
Module
1 Assessment
This part of the module familiarizes you in the Language of

Educational Assessment and further re-orient you about the
relationship of assessment to learning and teaching. This will
contain lessons concerning the basic concept of measurement,
evaluation, testing and assessment.
In this module you are expected to be able to:
• Explain by providing examples the following concepts in

educational measurement, such as: measurement, assessment,
testing, and evaluation.
• Compare and contrast measurement, assessment, testing, and
evaluation.
• Differentiate the following concepts: outcomes, indicators,
benchmarks, norms, criteria, and standards.
• Gather information on the relationship of assessment to learning
and teaching.
• Point out the various roles of assessment to teaching and learning.
• Summarize the relationship of assessment of learning and
teaching.
This module is organized in three lessons as follows:
• Educational measurement, evaluation, testing, and assessment

• Outcomes, indicators, benchmarks, norms, criteria, and standards
• The relationship of assessment to learning and teaching
Module 1 The Language of Educational Assessment
Lesson 1 Educational measurement, evaluation, testing, and assessment
Project WRITE XI: Assessment of Learning 1 – Coursepack 1

Learning • Explain by providing examples the following concepts in
Outcomes educational measurement, such as: measurement,
assessment, testing, and evaluation.
• Compare and contrast measurement, assessment, testing,
and evaluation.
• Illustrate the application of these concepts in teaching-
learning process and instructional decision making.
Introduction Every time you come to school; your teacher would often
remind you the importance of knowing the objectives of being inside
the classroom. Why do you think you have to take a test, do
assignments, attend to a class activity or a class recitation and likes?
What is the importance of the scores on a test? Or the grades in your
report card? Do you think this has something to do with the
objectives that we have set out to achieve and were achieved or not?
This is often called evaluation. This lesson introduces you to some
important concepts associated with ascertaining whether objectives
have been achieved or not. Basically, the lesson will bring you
through the meanings of test, measurement assessment and
evaluation in education. Their functions will also be discussed. You
should understand the fine distinctions between these concepts and
the purpose of each as you will have recourse to them later in this
course and as a professional teacher.
Let’s get Activity 1. KWL Chart

Started!
Direction: Based on your knowledge and understanding, write brief
(Activity) statements in the second column about what you know in the topics
listed in the first column.
Topics What I know What I What I

want to learn
know
measurement
evaluation
testing
assessment

Group Sharing: If you have an online
connection you may call a friend or call
friends; if not on line you can consider the
households of friends in the neighborhood or
nearby. .
Directions:
1. Form a group where you can share and
discuss with the group what you have written in the “K”
column (second column).
2. Try to initiate a healthy discussion and record your output
sharing this to the group.
3. Fill out the third column “W” part of the TKWL chart.
Let’s Think
About it! Activity 2
Examine your assessment practices with the guide questions
(Analysis) provided. Write your answers in the space provided in your template.
Questions Answer
1. How do you give the
difference between
Measurement, Assessment,
testing and evaluation?
2. How will you define the
relationship between
Measurement, Assessment,
testing, evaluation and the
teaching-learning process?
3. What procedure do we
usually use to measure
students’ learning?
4. Why do you think
students’ learning must be
assessed?
5. What are the scope of
assessment and who does the
assessment? Why?
5. How do we use assessment
to determine the value of
student Learning?

Let’s Explore!
The concept of test, measurement,
(Abstraction) assessment, and evaluation are often
used interchangeably by practitioners
and if they have the same meaning.
This is not so. As a teacher, you
should be able to distinguish one
from the other and use any one at the
appropriate time to discuss issues in
the classroom.
In your discussion perhaps you would say: we measure distance, we
assess learning, and we evaluate results in terms of some set of
standards. Measurement, assessment, evaluation and even testing
certainly share some common attributes, but it is useful to think of
them as separate but connected ideas and processes. These terms
mean very different things, and yet most of my students were unable
to adequately explain the differences.
The process of measurement as it implies involves carrying out
actual measurement in order to assign a quantitative meaning to a
quality i.e. what is the length of the chalkboard? Determining this
must be physically done. Measurement is therefore a process of
assigning numerals to objects, quantities or events in other to give
quantitative meaning to such qualities. In the classroom, to determine
a child’s performance, you need to obtain quantitative measures on
the individual scores of the child. If the child scores 80 in
Mathematics, there is no other interpretation you should give it. You
cannot say he has passed or failed. Measurement refers to the process
by which the attributes or dimensions of some physical objects are
determined. One exception seems to be in the use of the word
measure in determining the IQ of a person. The turn of phrase, "this
test measures IQ" is commonly used. Measuring such things as
attitudes or preferences also applies. However, when we measure, we
generally use some standard instrument to determine how big, tall,
heavy, large, hot, cold, fast, or straight something is.
Assessment is a fact-finding activity that describes conditions that

exists at a particular time. Assessment often involves measurement to
gather data. However, it is the domain of assessment to organize the
measurement data into interpretable forms on a number of variables.
Assessment in educational setting may describe the progress students
have made towards a given educational goal at a point in time. It is a
process by which information is obtained relative to some known
objective or goal. Assessment is a broad term that includes testing. A
test is a special form of assessment. Tests are assessments made
under contrived circumstances especially so that they may be

administered. In other words, all tests are assessments, but not all
assessments are tests. We test at the end of a lesson or unit. Several
instruments are often used to get measurement data from various
sources. These include Tests, aptitude tests, inventories,
questionnaires, observation schedules etc. All these sources give data
which are organized to show evidence of change and the direction of
that change. A test is thus one of the assessment instruments. It is
used in getting quantitative data.
The overall purpose of assessment Is to improve student learning
and provide students, parents, and teachers with reliable information
regarding student progress and extent of attainment of the expected
learning outcomes. More specifically, its functions are: measuring
students’ achievement, evaluate instructions and teaching strategies,
assesses lessons to be re-taught, evaluates school programs,
motivates learning, predicts success or failure and also evaluates
teacher’s performance, school’s facilities and resources, and school
manager’s performance. We must take note also about the
following characteristics: validity, reliability, practicability, justness
and morality in assessment.
Evaluation is perhaps the most complex and least understood of
the terms. Inherent in the idea of evaluation is "value." When we
evaluate, what we are doing is engaging in some process that is
designed to provide information that will help us make a judgment
about a given situation.
Generally, any evaluation process requires information about the
situation in question. Teachers constantly evaluate students, and such
evaluations are usually done in the context of comparisons between
what was intended (learning, progress, behaviour) and what was
obtained. Evaluation adds the ingredient of value judgement to
assessment. It is concerned with the application of its findings and
implies some judgement of the effectiveness, social utility or
desirability of a product, process or progress in terms of carefully
defined and agreed upon objectives or values. Evaluation often
includes recommendations for constructive action. Thus, evaluation
is a qualitative measure of the prevailing situation. It calls for
evidence of effectiveness, suitability, or goodness of the programme.
Let’s Do It! Activity 3.
(Application) 1. Review the output that you have in your group sharing.
2. Review your answers in activity 2 then consider pre-
discussion ad on and instructions maybe taken from the

following site: www.bchmsg.yolasite.com/assessment-and-
evaluation.php
3. Compare and contrast your work after considering the pre-
discussion ad on and instructions.
4. Feedback follows based on the following guide questions.
a. Are our assessment practices aligned with the purpose of
student assessment?
b. How will you improve your assessment practices?
Activity 4. Narrative Report
Directions: Do a narrative report that would tell us why your
assessment practice is/or is not aligned with
the purpose of student assessment and how
you will be able to improve your assessment
practice?
Key Take We have talked about assessment, measurement, and evaluation.

Away And why did we have to talk about these? We have tried identifying
(Closure) the criteria of assessment simply because we want to know if the
student has achieved the learning outcomes - and how well? Hence,
let us all be prepared for our next lesson which would be about
outcomes, indicators, benchmarks, norms, criteria, and standards.
You are therefore expected to do some research and readings about
these topics. Thank you.

Lesson 2 Outcomes, indicators, benchmarks, norms, criteria, and standards
Learning ▪ Differentiate the following concepts:

Outcomes outcomes, indicators, benchmarks, norms, criteria, and
standards.
▪ Cite specific examples of outcomes, indicators, benchmarks,
norms, criteria, and standards.
▪ Demonstrate how outcomes, indicators, benchmarks, norms,
criteria, and standards are set for quality evaluation.
▪ Construct their own examples from previously learned
concepts.
Introduction
You have to be ready with lesson 2 of this module and as expected,
you must have advance research and readings about our topic in
this lesson. In this lesson you have to be able to distinguish
outcomes indicators, benchmarks, norms, criteria and standards.
Let’s get
Started! Activity 1. Collaborative Q and A
(Activity) Direction: Call/Message a friend or two or more. Ask your friend/s

to play a question and answer
game with you. Introduce the
topic covered and set a date and
time when you can do the game.
You can consider household
members or neighbors.
Procedure:
1. Anyone from the group could start the ball rolling by asking
a question based on the assigned concepts for this lesson.
2. Anybody from the group could answer the given question.
Except the one who asked the question. Another one could
also give an additional answer.
3. Another member from the group could make a follow-up
question related to the first.
Let’s Think Activity 2. KWL Chart
About It! Directions:
(Analysis)
1. Answer the second column in the table as provided.

2. Choose a partner and discuss what you have written in the
first column.
3. Share your output to the class
4. Fill out the third column.
Topic What I know What I want What I learn
to Know
(1) (2) (3) (4)
Outcomes
indicators
norms
benchmarks
criteria
standards
Let’s Explore!
In educational measurement, we have been concerned with
(Abstraction) outcomes, indicators, benchmarks, norms, criteria, and standards.
We have considered outcome base education to come in different
levels; institutional, Program, course, and learning,
instructional/lesson outcomes.
Institutional outcomes are statements of what the graduates of

an educational institution are supposed to be able to do beyond
graduation. Program outcomes are what graduates of educational
program or degree can do at the completion of the degree or
program. Course or subject outcomes are what students should be
able to demonstrate at the end of the course or the subject. Learning
or instructional outcomes are what students should be able to do
after a lesson or instruction. Educational objective is formulated
from the point of view of the teacher. Learning outcomes are what
students are supposed to demonstrate after instruction. The
outcome statements must be developed carefully so that they
clearly identify
the type of change that will be measured and ensure that
proposed outcomes are achievable.
The focus on outcomes creates a clear expectation of what

needs to be accomplished by the end of the course. Students will
understand what is expected of them and teachers will know what
they need to teach during the course. Clarity is important over years
of schooling and when team teaching is involved. Each team
member, or year in school, will have a clear understanding of what
needs to be accomplished in each class, or at each level, allowing
students to progress. Those designing and planning the curriculum
are expected to work backwards once an outcome has been decided

upon; they must determine what knowledge and skills will be
required to reach the outcome.
For each outcome we must ask ourselves for the indicators
that we will use to monitor our progress. An indicator should
be realistic - something you are able to track and gather evidence
on. Outcome indicators can be quantitative or qualitative.
Quantitative indicators count numbers of things that happen.
Qualitative indicators assess people’s
perceptions and experiences.
Indicators are measurable

information used to determine if a
program is implementing their
program as expected and achieving
their outcomes. Not only can
indicators help understand what
happened or changed but can also
help you to ask further questions about how these changes
happened. In the process of considering the term “indicator” we
cannot also do away with something that is usual, typical, or
standard, a standard or pattern, especially of social behavior, that is
typical or expected of a group we call “norms”.
Strong indicators are simple, precise, and measurable. In

addition, some programs aspire to indicators that are ‘SMART’:
Specific, measurable, attainable, relevant, and timely.
Speaking of benchmark, here we mean, a standard or point of

reference against which things may be compared or assessed. When
we benchmark, we evaluate or check (something) by comparison
with a standard. Also referred to as "best practice benchmarking" or
"process benchmarking", this process is used in management in
which organizations do evaluation or assessment of something.
‘Standard’ can refer to an aspect of performance, or to the

level of performance, or to a combination of both. The level of
performance can be specified tightly or described in terms that will
vary according to the context. These standards can be considered
minimum levels required, or levels required to be considered ‘best
practice’.

Let’s Do It!
Activity 3. Gallery Presentation
(Application) Procedure:
1. Discuss and construct examples and fill up the following
table:
levels outcome indicators

Institutional
Program
Course
Learning,
instructional/lesson
Key Take Away Congratulations, you have just finished lesson of this module.
Perhaps you will be able to tell your friends planned results of any
(Closure) of your work and what would success look like! You will be able to
keep it simple and focus on one change or achievement per
outcome.
The next lesson would be about the relationship of assessment
to learning and teaching. You are expected to go through some
research works about this topic and prepare for a group
presentation. Thank you.

Lesson 3 The relationship of assessment to learning and teaching
Learning ▪ Gather information on the relationship of assessment to learning
Outcomes and teaching.
▪ Point out the various roles of assessment to teaching and

learning.
▪ Critique the information on the topics as presented to the class.
▪ Summarize the relationship of assessment of learning and

teaching.
Introduction With the change of focus in instruction from content to learning

outcomes we have come into redefining and clarifying some
concepts in educational measurement in lesson 1 and 2. To
determine the progress of students towards attainment of the
desired learning outcome, our experience here in lesson 3 will now
examine closely the relationship of assessment of learning and
teaching. Perhaps, you have gone through some further research
works about this topic. So let us move on!
Let’s get Activity 1: Reflective thinking
Started! Directions:
1. Do a recall-back of the knowledge
(Activity) that you have gained/ learned in
lesson 1 mand 2. Step back and think
of how you understood the different
terminologies in focus in the past lessons and how they are
related to each other.
2. Write a reflection paper. Write about something that had
been covered in lesson 1 and 2 and come up with the
relationship of assessment to learning and teaching.
3. Share and discuss the paper with a close friend or a family
member who would be willing to listen and share with you.
Record his/her comments and suggestions. You may
consider or may not consider his/her suggestions and
comments.
4. Review your paper and do some revisions if necessary.
5. Construct a Web map translation of your reflection paper.
Let’s Think Activity 2:
About It! Examine your web map translation of your reflection paper.
Answer the following questions. Write your answers in the space
(Analysis) provided in your template.

Questions Answer
1.What distinction did you
observe between 'testing
‘&’assessment'?
2. Why is it important that
assessment be considered by
teachers before they begin
planning lessons or projects?
3.How will a teacher know the
students’ knowledge and
performance base?
4.How will a teacher know
what is to be taught to the
students?
5.Was the mode of presentation
effective?
6.What performance
demonstrate understanding?
7. What performance
demonstrate knowledge?
8. What performance
demonstrate mastery?
9.What mode of performance
or approach is most effective?
10. Can you talk about the
relationship of assessment to
teaching and learning?
Let’s Explore! You have just learned that Assessment is a
critical aspect of teaching and learning process
(Abstraction) which aim at collecting, interpreting, and
analysing the regarding students’ performance.
The quality of learning is determined by the
quality of assessment practices in the
classroom. There are many purposes of
assessment that focus on the different dimensions of educational
development; however, the most dominant purposes of assessment
are improving students’ learning and develop accountability
measures for learning at classroom and school levels. Assessment is
meant to contribute to students learning and thus need to be

integrated in daily teaching and learning process in the classroom. It
provides the evidence needed to document and validate that
meaningful learning has occurred in the classroom. Teachers and
curriculum planners must first ‘think like an assessor’ before
designing specific units and lessons, and thus to consider up front
how they will determine if students will have attained the desired
understandings.”
Let’s Do It! Activity 3: Self-Reflection
Directions: Complete the reflective journal below:
(Application)
My assessment practice is/is not aligned with the purpose of student
assessment because_______________________________
_____________________________________________________
I will improve my assessment practice by_____________________
______________________________________________________
Key Take Away Congratulations! You have done module 1 with the three
lessons. Again, aassessments are only useful if they provide
(Closure) information that is used to improve teaching and student learning.
And here, I hope that assessment, now, inspires you to ask these
hard questions:
"Are we teaching what we think we are teaching?"
"Are students learning what they are supposed to be
learning?"
"Is there a way to teach the subject better, thereby
promoting better learning?"
Good luck and Hope you would be ready to talk about
ASSESSMENT OF LEARNING in Module 2

Module No. & Title Module 2: Assessment of Learning
Module Overview Hi, student. Welcome to Module 2. In this module, you will
acquaint yourself in the concepts of Assessment of Learning.
This module helps you to utilize assessment in planning the
learning goals. This will introduce you the three levels of
learning domains. In addition, this will contain a lesson
regarding the importance of reliability, validity, and feedback.
Module At the end of this module, you should be able to:

Objectives/Outcomes
a. explain what assessment is and why it is important in
planning learning goals;
b. demonstrate their ability to describe the different

principles of effective assessment;
c. categorize learning outcomes as to cognitive, affective

and psychomotor behavior;
d. classify the three domains of learning;
e. apply assessment strategies in planning future learning

goals;
f. classify the three domains of learning; and
g. describe elements that constitute high quality

assessment.
Lessons in the module This module contains the following lessons:
Lesson 1: Using assessment to plan future learning goals

Lesson 2: Providing evidence of achievement of outcomes and
standards
Lesson 3: Examples of Assessment of Learning
Lesson 4: Conditions of Validity, Reliability and quality of
Feedback

Module No. and Module 2: Assessment of Learning
Title
Lesson No. and Lesson 1: Using assessment to plan future learning goals
Title
Learning At the end of this lesson, you should be able to:
Outcomes
a. explain what assessment is and why it is important in planning
learning goals;
b. demonstrate their ability to describe the different principles of

effective assessment;
c. select appropriate type of assessment to use in measuring

intended learning outcome; and
d. apply assessment strategies in planning future learning goals.
Time Frame This lesson is equivalent to 2 sessions (2 hours).

Introduction
Hi, student! Welcome to Module 2 - Lesson 1: Using assessment to
plan future learning goals. Today's students need to know not only the
basic reading and arithmetic skills, but also skills that will allow them
to face a world that is continually changing. They must be able to think
critically, to analyze, and to make inferences. Changes in the skills
base and knowledge our students need require new learning goals;
these new learning goals change the relationship between assessment
and instruction. Teachers need to take an active role in making
decisions about the purpose of assessment and the content that is being
assessed.
Activity Activity 1 Interview
In this activity, you are tasked to interview one teacher of your

institution or from other institutions. Use the following as your guide.
1. What is your definition of assessment?

2. What common assessment techniques are you utilizing in the
classroom setting?
Analysis Let us now examine the answers from your interview.
QUESTIONS ANSWERS
1. From the interview, what
have you learned about

assessment?
2. How did the teacher

conduct assessment in his/her
class? Do you think it is
effective or not?
3. In the future, what are the

assessment techniques that
you will use based on the
interview? Why?
4. What can you conclude

from the activity?

Abstraction Now, let us have the discussion about the use of assessment in learning
goals.
Assessment is the process of gathering evidences of student’s

performance over a period of time to determine learning and mastery
of skills. Such evidences of learning can take the form of dialogue
record, journals, written work, portfolios, test and other learning tasks.
Assessment requires review of journal entries, written work,
presentation, research papers, essays, story written, test results, etc.
The overall goals of assessment is to improve student learning and

provide students, parents, and teachers with reliable information
regarding student progress and extent of attainment of the expected
learning outcomes. Assessments use, 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.
Assessment of skill attainment is relatively easier than assessment of

understanding and other mental ability. Skills can be practices and are
readily demonstrable. Either the skill exists at a certain level or it does
not. Assessment of understanding is much more complex. We can
assess a person’s knowledge in a number of ways but we need to infer
from certain indicators of understanding through written descriptions.
Principles of Good Practice in Assessing Leaning Outcomes

1. The assessment of student learning starts with the institution’s
missions 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 student 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.
5. Assessment works 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.
Principles of Assessment
• Principle 1 - Assessment should be valid

- Validity ensures that assessment tasks and associated criteria
effectively measure student attainment of the intended learning
outcomes at the appropriate level.
• Principle 2 - Assessment should be reliable and consistent

- There is a need for assessment to be reliable and this requires
clear and consistent processes for the setting, marking, grading
and moderation of assignments.
• Principle 3 - Information about assessment should be explicit,

accessible and transparent.
- Clear, accurate, consistent and timely information on
assessment tasks and procedures should be made available to
students, staff and other external assessors or examiners.
• Principle 4 - Assessment should be inclusive and equitable
- As far as is possible without compromising academic
standards, inclusive and equitable assessment should ensure
that tasks and procedures do not disadvantage any group or
individual.
• Principle 5 - Assessment should be an integral part of

programme design and should relate directly to the programme
aims and learning outcomes.
- Assessment tasks should primarily reflect the nature of the
discipline or subject but should also ensure that students have
the opportunity to develop a range of generic skills and
capabilities.
• Principle 6 - The amount of assessed work should be

manageable.
- The scheduling of assignments and the amount of assessed
work required should provide a reliable and valid profile of
achievement without overloading staff or students.

• Principle 7 - Formative and summative assessment should be
included in each programme.
- Formative and summative assessment should be incorporated
into programmes to ensure that the purposes of assessment are
adequately addressed. Many programmes may also wish to
include diagnostic assessment.
• Principle 8 - Timely feedback that promotes learning and

facilitates improvement should be an integral part of the
assessment process.
- Students are entitled to feedback on submitted formative
assessment tasks, and on summative tasks, where appropriate.
The nature, extent and timing of feedback for each assessment
task should be made clear to students in advance.
• Principle 9 - Staff development policy and strategy should

include assessment.
- All those involved in the assessment of students must be
competent to undertake their roles and responsibilities.
Variety of Assessment Instruments

• Objective examinations
- The advantage of using this type is that teachers are familiar
with it, although constructing high quality test questions may
be difficult.
• Essay examinations
- Allow for student individuality and expression although it
may not cover an entire range of knowledge.
• Written work
- This type allows learning in the process as well as in the
completion of the process. The disadvanatage is that plagiarism
may occur and written work is difficult to quantify.
• Portfolio assessment
- May either be longitudinal portfolio which contains reports,
documents, and professional activities compiled over a period
of time, or best-case/thematic portfolio which is specific to a
certain topic or theme.
• Assessment rubrics
- An authentic assessment tool which measures student’s work.
It is a scoring guide that seeks to evaluate student’s
performance based on a full range of criteria rather than a
single numerical score.

Application Activity 2 Exercises
Now that you have recognized and understood the use of assessment,
you are tasked to list down supporting student activities to attain each
of the identified Student Learning Outcomes.
1. Students can solve, mathematical problems involving two-

dimensional figures.
a. __________________________________________
__________________________________________
2. Students can write a paragraph about an outing to a resort using

verbs in the past tense.
a. _________________________________________
__________________________________________
3. Students can demonstrate how to prepare a PowerPoint

Presentation.
a. __________________________________________
__________________________________________
4. Students can write a reflection essay on lessons learned in a

community outreach activity.
a. __________________________________________
__________________________________________
Closure Congratulations! You have successfully completed the first lesson of

the Module 2. Always remember that assessment is a key component
of learning because it helps students learn. When students are able to
see how they are doing in a class, they are able to determine whether
or not they understand course material. Assessment can also help
motivate students.
You are now ready for Lesson 2: Providing evidence of achievement

of outcomes and standards. Good luck!

Module No. and Title Module 2: Assessment of Learning
Lesson No. and Title Lesson 2: Providing evidence of achievement of outcomes and
standards
Learning Outcomes At the end of this lesson, you should be able to:
a. categorize learning outcomes as to cognitive, affective

and psychomotor behavior;
b. classify the three domains of learning; and
c. provide examples in each domain in writing learning

outcomes.
Time Frame This lesson is intended for 2 sessions (2 hours).
Introduction Hi, student! Welcome to Module 2 - Lesson 2: Providing

evidence of achievement of outcomes and standards. Learning
goals give students a way to think and talk about what they have
learned. They make it easier for students to know what they know
and give students a language to communicate what they know to
others.
Activity Activity 1 Situational Analysis
In this activity, you are tasked to think of a solution that will help
you as a teacher to understand your students and how will you
improve the situation if not totally solve the problem.
1. Teacher Ana aims that her students in Mathematics will

have mastery of the four fundamental operations.
2. Teacher John, handling Science class, wants his students

to have mastery of their lesson about conversion of units
of measure before he advances to the next lessons. He
does not simply aim for concepts but he wants to have his
students acquire the skill in converting unit of measures.
Analysis Let us now check how you examined the situations presented
above.
QUESTIONS ANSWERS
1. What are the factors you

have considered in the
solutions you have come up?
2. Why is it important to
consider the factors you have
mentioned above?
3. What do you think are the

assessment that will be done
to ensure that the student
learning outcomes will be
met?
Abstraction Now, let us have the discussion about the three domains of
learning.
Believing that there were more than one type of learning,

Benjamin Bloom and a committee of colleagues in 1956,
identified three domains of educational activities; the cognitive,
referring to mental skills; affective, referring to growth in feeling
or emotion; and psychomotor, referring to manual or physical
skills.
These domains are organized into catefories or levels and

arranged in hierearchical order form the simplest behavior to the
most complex behavior. To ensure that the learning outcomes are
measurable, demonstrable, and verifiable, the outcomes should be
stated as concrete and active verbs.
Cognitive Domain
• The cognitive domain involves knowledge and the
development of intellectual skills. This includes the recall
or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual
abilities and skills.
Categories/Levels Outcomes Verbs Learning

Outcomes
Statements
1.1 Remembering: define, describe, Recite the
recall of previously identify, label, multiplication
learned match, list, name, tables; Match the
information outline, recall, word with the parts
recognize, of the picture of a
reproduce, select, sewing machine
state
1.2 Understanding: distinguish, Explain in one’s
comprehending the estimate, explain own words the
meaning, give example, stages in the life
translation and interpret, cycle of a butterfly;
interpretation of paraphrase, Distinguish the
instructions, state a summarize different geometric
problem in one’s figures
own word.
1.3 Applying: using apply, change, Use a mathematical
what was learned compute, construct, formula to solve an
in the classroom demonstrate, algebra problem;
into similar new discover, modify, Prepare daily
situations. prepare, produce, menus for one
show, solve, use week for a family
of six
1.4 Analyzing: analyze, compare, Observe a
separating contrast, diagram, classroom and list

materials or differentiate, down the things to
concept into distinguish, be improved;
component parts to illustrate, outline, Differentiate a
understand the select parts of a tree
whole.
1.5 Evaluating: compare, conclude, Defend a research
Judging a value of criticize, critique, proposal; Select the
an idea, object, or defend, evaluate, most effective
material. relate, support, solution; Critique a
justify classroom
demonstration
1.6 Creating: Categorize, Compile personal
building a structure combine, compile, record and
or pattern, putting compose, devise, documents into a
parts together. design, plan, portfolio; Write a
organize, revise, syllabus for a
rearrange, school subject
generate, modify
Psychomotor Domain
• In the early seventies, E Simpson, Dave and A.S. Harrow
recommended categories for the Psychomotor Domain
which included physical coordination, movement, and use
of the motor skills body parts.

Outcomes
Statements
2.1 Observing: watch, detect, Detect non-verbal
active mental distinguish, communication
attention to a differentiate, cues; Watch a
physical activity describe, relate, more experienced
select person; Observe
and read directions
2.2 Imitating: begin, explain, Show
attempt to copy a move, display, understanding and
physical behavior proceed, react, do sequence of
show, state, steps with
volunteer assistance;
Recognize one’s
limitations
2.3 Practicing: practicing, bend, Operate quickly
performing a calibrate, construct, and accurately;
specific activity differentiate, Display
repeatedly dismantle, display, competence while
fasten, fix, grasp, performing

grind, handle, (performance is
measure, mix, moving towards
operate, becoming
manipulate, mend automatic and
smooth)
2.4 Adapting: fine organize, relax, Perform
tuning the skill and sharpen, sketch, automatically;
making minor write, rearrange, Construct a new
adjustments to compose, create, scheme/sequence;
attain perfection design, originate Apply skill in new
situation; Create a
new routine;
Develop a new
program
Affective Domain
• The affective domain refers to the way in which we deal
with situations emotionally such as feeling, appreciation,
enthusiasm, motivation, values, and attitudes.

Outcomes
Statements
3.1 Receiving: select, point to, sit, Listen to other with
being aware or choose, describe, respect; Try to
sensitive to follow, hold, remember profile
something and identify, name, and facts
being willing to reply
listen or pay
attention.
3.2 Responding: answer, assist, Participate in
showing comply, conform, discussions, gives
commitment to discuss, greet, help, expectations;
respond in some perform, practice, Know the rules and
measure to the idea read, recite, report, practice them;
or phenomenon. tell, write Question concepts
in order to
understand them
well
3.3 Valuing: complete, Demonstrate belief
showing demonstrate, in the concept or
willingness to be differentiate, process; Show
perceived as explain, follow, ability to resolve
valuing or favoring invite, join, justify,
certain ideas. propose, report,
share, study,

perform
3.4 Organizing: arrange, combine, Accept
arranging values complete, adhere, responsibility,
into priorities, alter, defend, recognize the need
creating a unique explain, formulate, for balance
value system by integrate, organize, between freedom
comparing, relating relate, synthesize and responsible
and synthesizing behavior; Explain
values. how to plan to
solve problem;
Prioritize time
effectively for
family, work and
personal life
problems/conflicts;
Propose plan for
improvement;
Inform
management/
supervisor on
matters that need
attention
3.5 Internalizing: act, display, Show self-reliance
practicing value influence, listen, when asking;
system that control discriminate, Cooperate in group
one’s behavior, modify, perform, activities;
exhibiting behavior revise, solve, verify Demonstrate
that is consisted objectivity in
pervasive, problem solving;
predicatble and Revise judgment in
characteristics of a light of new
person evidences; Value
people for what
they are and not for
how they look
Application Activity 2 Learning Outcome Construction
Now that you have recognized and understood the three domains
of learning, you are tasked to apply the concepts in the given
situation by crafting learning outcomes for each of the three
domains from the simplest to the most complex level or category.
1. Cognitive: Topic – Investigative Project in Biological

Science

1.1 Remembering
___________________________________________
1.2 Understanding
___________________________________________
1.3 Applying
___________________________________________
1.4 Analyzing
___________________________________________
1.5 Evaluating
___________________________________________
1.6 Creating
___________________________________________
2. Psychomotor: Topic – Table Setting
2.1 Observing
___________________________________________
2.2 Imitating
___________________________________________
2.3 Practicing
___________________________________________
2.4 Adapting
___________________________________________
3. Affective: Topic – Developing and Nurturing Honesty
3.1 Receiving
___________________________________________
3.2 Responding
___________________________________________
3.3 Valuing
___________________________________________
3.4 Organizing
___________________________________________

3.5 Internalizing
___________________________________________
Closure Congratulations! You have successfully completed the second

lesson of the Module 2. Always remember that developing and
delivering lessons by teacher are integral in the teaching process.
It is hence important for teachers to ensure that the three domains
of learning (cognitive, psychomotor, and affective) are achieved.
This is to cater the variation of needs inside the classroom and for
the holistic development of an individual (learner).
You are now ready for Lesson 3, the Examples of Assessment of

Learning. Good luck!

Lesson No. and Title Lesson 3: Examples of Assessment of Learning
a. write examples of written assessment according to the

three domains.
Time Frame This lesson is intended for 1 session (1 hour).

Introduction
Hi, student! Welcome to Module 2 - Lesson 3: Examples of
Assessment of Learning. Assessment of learning is the snapshot
in time that lets the teacher, students and their parents know how
well each student has completed the learning tasks and activities.
It provides information about student achievement.
Activity Activity 1 Concept Mapping
In this activity, you are tasked to construct a concept map

showing your ideas about summative assessment.
SUMMATIVE
ASSESSMENT
Analysis Let us now check how you constructed your ideas relating to
summative assessment.

QUESTIONS ANSWERS
1. If you have to combine
your ideas into one, how
would you describe a
summative assessment?
2. Why is summative
assessment important?
3. Do you think that

summative assessment is the
sole basis of knowing if the
child has learned or not?
Abstraction The predominant kind of assessment in schools is Assessment of

Learning or also known as the Summative Assessment. Its
purpose is summative, intended to certify learning and report to

parents and students about students’ progress in school, usually
by signalling students’ relative position compared to other
students. Assessment of Learning in classrooms is typically done
at the end of something (e.g., a unit, course, a grade, a Key Stage,
a program) and takes the form of tests or exams that
include questions drawn from the material studied during that
time. In Assessment of Learning, the results are expressed
symbolically, generally as marks across several content areas to
report to parents.
This is the kind of assessment that still dominates most classroom

assessment activities, especially in secondary schools, with
teachers firmly in charge of both creating and marking the test.
Teachers use the tests to assess the quantity and accuracy of
student work, and the bulk of teacher effort in assessment is taken
up in marking and grading. A strong emphasis is placed on
comparing students, and feedback to students comes in the form
of marks or grades with little direction or advice for
improvement. These kinds of testing events indicate which
students are doing well and which ones are doing poorly.
Typically, they don’t give much indication of mastery of
particular ideas or concepts because the test content is generally
too limited and the scoring is too simplistic to represent the broad
range of skills and knowledge that has been covered. But this lack
of specificity hasn’t presented a problem because the teachers’
perceived purpose of the assessment is to produce a rank order of
the students and assign a symbol to designate the students’
position within the group, whatever group it might be. Teachers
maintain voluminous records of student achievement that are
used only for justifying the grades that are assigned.
Summative assessment, or assessment of learning, can take many

forms. Here are some possible types of summative assessment
that can be used in the language classroom:
• Performance Task: students are asked to complete a task

that will test a specific set of skills and/or abilities and
determine what the students knows and are capable of
doing. A rubric, checklist, or other form of scoring guide
should accompany this type of assessment.
• Written Product: students are asked to write an original

selection. There are many written forms that teachers can
use to get students to write. In addition, students may be
asked to write about a previous activity such as a field trip
or guest speaker. Students may also be asked to create a

piece of persuasive writing or a reflection about their
learning experience. A rubric, checklist, or other form of
scoring guide should accompany this type of assessment.
• Oral Product: students are asked to prepare an oral piece

of work; this can take the shape of any of the oral forms.
A rubric, checklist, or other form of scoring guide should
accompany this type of assessment.
• Test: the students are asked to write a test at the end of a

section, chapter, unit, theme, etc. to demonstrate what
they know.
• Standardized Test: students are asked to write a test that

is standardized in terms of content of the test and
conditions under which the test is written.
Application Activity 2 Learning Outcome Construction
Now that you have recognized and understood the concept of

assessment of learning, you are tasked to write examples of
assessment in the three learning domains. You will choose a topic
in your field of specialization, then, construct a learning objective
according to the labeled domain. Afterwards, you will decide
what summative assessment you will give to meet the learning
objective. Use the template for your answers.
COGNITIVE DOMAIN
Topic Learning Assessment of

Objectives Learning
(Summative
Assessment)
1.
AFFECTIVE DOMAIN

Objectives Learning

(Summative
Assessment)
1.
PSYCHOMOTOR DOMAIN

Objectives Learning
(Summative
Assessment)
1.
Closure Congratulations! You have successfully completed the third

lesson of the Module 2. Always remember that assessment of
learning uses summative evaluation which provides evidences of
students’ level of achievement in relation to curricular learning
outcomes.
You are now ready for Lesson 4, the Conditions of Validity,

Reliability and quality of Feedback. Good luck!
Lesson No. and Title Lesson 4: Conditions of Validity, Reliability and quality of
Feedback
a. describe elements that constitute high quality assessment;

and
b. decide when constructs of validity, reliability, and quality

feedback are appropriate.

Time Frame This lesson is intended for 1 session (1 hour).
Introduction
Hi, student! Welcome to Module 2 - Lesson 4: Conditions of
Validity, Reliability and quality of Feedback. In this module, we
will journey on knowing how to provide quality assessments to
our students, how validity and reliability are interrelated, and how
important is feedback to the learning experience of the learners.
Activity Activity 1 Ladder Web
In this activity, you are tasked to construct a ladder web that

shows your ideas of what is a quality assessment. Provide at least
3.
Analysis Let us now reflect on the following questions:
QUESTIONS ANSWERS
1. How would you describe an
assessment that develops the
child holistically?
2. When can you say that an

assessment is valid and
reliable?

3. Is feedback important in
assessment? Why or why not?
Abstraction Principles of High Quality Assessment

1. Clarity of learning targets
(knowledge, reasoning, skills, products, affects)
- Assessment can be made precise, accurate and

dependable only if what are to be achieved are
clearly stated and feasible. The learning
targets, involving knowledge, reasoning, skills,
products and effects, need to be stated in
behavioral terms which denote something
which can be observed through the behavior of
the students.
Cognitive Targets
Benjamin Bloom (1954) proposed a hierarchy of

educational objectives at the cognitive level. These are:
• Knowledge – acquisition of facts, concepts and theories
• Comprehension - understanding, involves cognition or
awareness of the interrelationships
• Application – transfer of knowledge from one field of
study to another of from one concept to another concept in
the same discipline
• Analysis – breaking down of a concept or idea into its
components and explaining the concept as a composition
of these concepts
• Synthesis – opposite of analysis, entails putting together
the components in order to summarize the concept
• Evaluation and Reasoning – valuing and judgment or
putting the “worth” of a concept or principle.

Skills, Competencies and Abilities Targets
• Skills – specific activities or tasks that a student

can
• proficiently do
• Competencies – cluster of skills
• Abilities – made up of relate competencies
categorized as:
• Cognitive
• Affective
• Psychomotor
Products, Outputs and Project Targets

- tangible and concrete evidence of a student’s ability
- need to clearly specify the level of workmanship of
projects
i. expert
ii. skilled
iii. novice
2. Appropriateness of Assessment Methods
a. Written-Response Instruments
Objective tests – appropriate for assessing the various
levels of hierarchy of educational objectives
Essays – can test the students’ grasp of the higher level
cognitive skills
Checklists – list of several characteristics or activities
presented to the subjects of a study, where they will
analyze and place a mark opposite to the characteristics.
b. Product Rating Scales

Used to rate products like book reports, maps, charts,
diagrams, notebooks, creative endeavors
Need to be developed to assess various products over
the years
c. Performance Tests - Performance checklist

Consists of a list of behaviors that make up a certain
typeof performance
Used to determine whether or not an individual behaves
in a certain way when asked to complete a particular task.
d. Oral Questioning – appropriate assessment method

when the objectives are to:
Assess the students’ stock knowledge and/or

Determine the students’ ability to communicate ideas in
coherent verbal sentences.
e. Observation and Self Reports

Useful supplementary methods when used in
conjunction with oral questioning and performance tests.
3. Validity
Educational assessment should always have a clear

purpose. Nothing will be gained from assessment unless
the assessment has some validity for the purpose. For that
reason, validity is the most important single attribute of a
good test.
The validity of an assessment tool is the extent to which it

measures what it was designed to measure, without
contamination from other characteristics. For example, a
test of reading comprehension should not require
mathematical ability.
There are several different types of validity:
• Face validity: do the assessment items appear to be

appropriate?
• Content validity: does the assessment content
cover what you want to assess?
• Criterion-related validity: how well does the test
measure what you want it to?
• Construct validity: are you measuring what you
think you're measuring?
It is fairly obvious that a valid assessment should have a

good coverage of the criteria (concepts, skills and
knowledge) relevant to the purpose of the examination.
The important notion here is the purpose. For example:
• The PROBE test is a form of reading running

record which measures reading behaviours and
includes some comprehension questions. It allows
teachers to see the reading strategies that students
are using, and potential problems with decoding.
The test would not, however, provide in-depth
information about a student’s comprehension
strategies across a range of texts.
• STAR (Supplementary Test of Achievement in

Reading) is not designed as a comprehensive test
of reading ability. It focuses on assessing students’
vocabulary understanding, basic sentence
comprehension and paragraph comprehension. It is
most appropriately used for students who don’t
score well on more general testing (such as PAT or
e-asTTle) as it provides a more fine grained
analysis of basic comprehension strategies.
4. Reliability
The reliability of an assessment tool is the extent to which

it consistently and accurately measures learning.
When the results of an assessment are reliable, we can be

conﬁdent that repeated or equivalent assessments will
provide consistent results. This puts us in a better position
to make generalized statements about a student’s level of
achievement, which is especially important when we are
using the results of an assessment to make decisions about
teaching and learning, or when we are reporting back to
students and their parents or caregivers. No results,
however, can be completely reliable. There is always
some random variation that may affect the assessment, so
educators should always be prepared to question results.
Factors which can affect reliability:
• The length of the assessment – a longer

assessment generally produces more reliable
results.
• The suitability of the questions or tasks for the
students being assessed.
• The phrasing and terminology of the questions.
• The consistency in test administration – for
example, the length of time given for the
assessment, instructions given to students before
the test.
• The design of the marking schedule and
moderation of marking procedures.
• The readiness of students for the assessment – for
example, a hot afternoon or straight after physical
activity might not be the best time for students to
be assessed.

5. Fairness
The concept that assessment should be 'fair' covers a
number of aspects.
• Student Knowledge and learning targets of
assessment
• Opportunity to learn
• Prerequisite knowledge and skills
• Avoiding teacher stereotype
• Avoiding bias in assessment tasks and procedures
6. Positive Consequences
Learning assessments provide students with effective
feedback and potentially improve their motivation and/or
self-esteem. Moreover, assessments of learning gives
students the tools to assess themselves and understand
how to improve.
7. Practicality and Efficiency

• Something practical is something effective in real
situations.
• A practical test is one which can be practically
administered.
Questions:
• Will the test take longer to design than apply?
• Will the test be easy to mark?
Tests can be made more practical by making

it more objective (more controlled items)
8. Ethics
• Conforming to the standards of conduct of a given
profession or group
Ethical issues that may be raised

• Possible harm to the participants.
• Confidentiality.
• Presence of concealment or deception.
• Temptation to assist students.
Reliability and Validity
There is an important relationship between reliability and

validity. An assessment that has very low reliability will also
have low validity; clearly a measurement with very poor accuracy
or consistency is unlikely to be fit for its purpose. But, by the

same token, the things required to achieve a very high degree of
reliability can impact negatively on validity. For example,
consistency in assessment conditions leads to greater reliability
because it reduces 'noise' (variability) in the results. On the other
hand, one of the things that can improve validity is flexibility in
assessment tasks and conditions. Such flexibility allows
assessment to be set appropriate to the learning context and to be
made relevant to particular groups of students. Insisting on highly
consistent assessment conditions to attain high reliability will
result in little flexibility, and might therefore limit validity.
Quality Feedback
Feedback is an important part of the assessment process. It has a

significant effect on student learning and has been described as
“the most powerful single moderator that enhances achievement”
(Hattie, 1999).
The main objectives of feedback are to:
• justify to students how their mark or grade was derived

• identify and reward specific qualities in student work
• guide students on what steps to take to improve
• motivate them to act on their assessment
• develop their capability to monitor, evaluate and regulate
their own learning (Nicol, 2010).
To benefit student learning, feedback needs to be:
Constructive: As well as highlighting the strengths and

weaknesses of a given piece of work, it should set out ways in
which the student can improve the work. For the student, it:
• encourages them to think critically about their work and to

reflect on what they need to do to improve it
• helps them see their learning in new ways and gain
increased satisfaction from it
• helps promote dialogue between staff and students.
Timely: Give feedback while the assessed work is still fresh in a

student’s mind, before the student moves on to subsequent tasks.
Meaningful: It should target individual needs, be linked to

specific assessment criteria, and be received by a student in time
to benefit subsequent work. Effective feedback:

• guides students to adapt and adjust their learning
strategies
• guides teachers to adapt and adjust teaching to
accommodate students’ learning needs
• guides students to become independent and self-reflective
learners, and better critics of their own work
• stimulates reflection, interaction and dialogue about
learning improvement
• is constructive, so that students feel encouraged and
motivated to improve
• has consequences, so that it engages students by requiring
them to attend to the feedback as part of the assessment
• is efficient, so that staff can manage it effectively.
Feedback is valuable when it is received, understood and acted

on. How students analyse, discuss and act on feedback is as
important as the quality of the feedback itself (Nicol, 2010).
Through the interaction students have with feedback, they come
to understand how to develop their learning.
Application Activity 2 Situational Analysis
In this activity, you are tasked to think of a plan based on the

situation below. Also, you are tasked to answer the questions
below.
Scenario
Before the school year starts, Mr. Cruz, the principal, called the
teachers to a meeting and discussed the plans for the coming
school year. One of the agenda of the meeting is the improvement
of the tools and methods that the teachers utilized to assess
students’ learning. As per record, the school utilizes traditional
assessment practices. He challenged the teachers to present an
updated assessment practices that is aligned with required skills
of the 21st century.
ASSESSMENT PURPOSE/GOAL
ACTIVITY

Questions:
QUESTIONS ANSWERS
1. What makes the activity
you have proposed effective?
2. How will it develop the 21st

century skills of the students?

3. Why is planning an
assessment activity important?
How will it serve the purpose
of the learning process?
4. How will you ensure the

validity and reliability of the
assessment activity that you
will propose?
5. How will you provide

feedback?
Closure Congratulations! You have successfully completed the fourth

lesson of the Module 2. Always remember that Summative
assessment plays a critical role in this information gathering
process. By conducting a variety of forms of quality summative

assessment (also known as assessment of learning) and providing
feedback to the students, both the teacher and the students will
have a good grasp of where their students are in the learning
process.
Hats-off! You have just finished the Module 2. You are now
ready for Module 3. Good luck!
MODULE SUMMARY
MODULE 2 LEARNING KEY POINTS
❖ Assessment is a key component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able to determine
whether or not they understand course material. Assessment can also help
motivate students.
❖ It is hence important for teachers to ensure that the three domains of learning
(cognitive, psychomotor, and affective) are achieved.
❖ Assessment of learning uses summative evaluation which provides evidences of
students’ level of achievement in relation to curricular learning outcomes.
❖ Assessment is crucial part of any second language program; the teacher and the
students need to have up to date information about the students’ abilities, progress
and overall development in the language.
REFERENCES
Garcia, C. (2013). Measuring and Evaluating Learning Outcomes. Mandaluyong City:
Books Atbp. Publishing Corp.
Earl, L. (2003) Assessment as Learning: Using Classroom Assessment to
MaximiseStudent Learning. Thousand Oaks, CA, Corwin Press.
Navarro, R. and Santos, R. (2012). Assessment of Learning Outcomes (Assessment 1).
Quezon City: Lorimar Publishing Inc.
INTERNET RESOURCES
Assessment Online (2005). Reliability and Validity. Retrieved from
https://assessment.tki.org.nz/Using-evidence-for-learning/Working-with-
data/Concepts/Reliability-and-validity
Bilash (2011). Summative Asessment. Retrieved from
https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/summative
assess.html

Module No. & Title Module 3: Assessment as Learning
Module Overview Hi, student. Welcome to Module 3. In this module, you will
acquaint yourself in the concepts of Assessment as Learning.
This will introduce you the importance of metacognition in
assessment of learning.
Module At the end of this module, you should be able to:

Objectives/Outcomes
a. explain assessment as learning
b. compare assessment for, of and as learning
c. cite the importance of metacognition in assessment
d. define the roles of the teacher and the student in
assessment as learning
e. cite examples of assessment as learning
Lessons in the module This module contains the following lessons:
Lesson 1: Assessment as Learning and Metacognition

Lesson 2: The Role of Teachers and Students in Assessment As
Learning
Project WRITE XI: Assessment of Learning 1 - Coursepack 45

Module No. and Module 3: Assessment as Learning
Title
Lesson No. and Lesson 1: Assessment as Learning and Metacognition
Title
a. explain assessment as learning

b. compare assessment for, of and as learning
c. cite the importance of metacognition in assessment
Time Frame This lesson is equivalent to 2 sessions (2 hours).
Introduction Hi, student! Welcome to Module 3 - Lesson 1: Assessment as

Learning and Metacognition. When teachers have rich information
about what their students know, can do and need to do next, they are
able to involve students as active participants in their learning and
assessment of their own learning. They are also in a position to
consult parents and the school’s communities about students’
progress.
Activity Activity 1 Interview
In this activity, you are tasked to interview one teacher of your

institution or from other institutions. Use the following as your
guide.
1. What is your definition of assessment as learning?

2. What common techniques are you utilizing in the classroom
setting incorporating assessment as learning?
3. How important is self-monitoring in assessment?
Analysis Let us now examine the answers from your interview.
QUESTIONS ANSWERS
1. From the interview, what
have you learned about
assessment as learning?
2. How did the teacher

conduct assessment as

learning in his/her class? Do
you think it is effective or
not?
3. In the future, what are the

techniques that you will use
based on the interview? Why?
4. What can you conclude

from the activity?
Abstraction Now let us talk about assessment as learning…
Assessment as Learning is the use of ongoing self-assessment by

students in order to monitor their own learning, which is
“characterized by students reflecting on their own learning and
making adjustments so that they achieve deeper understanding.”
(Western and Northern Canadian Protocol for Collaboration in
Education [WNCP], 2006, p.41)
Recall that Self-assessment is the process of looking at oneself in

order to assess aspects that are important to one's identity. It is one
of the motives that drive self-evaluation, along with self-verification
and self-enhancement. Sedikides (1993) suggests that the self-
assessment motive will prompt people to seek information to
confirm their uncertain self-concept rather than their certain self-
concept and at the same time people use self-assessment to enhance
their certainty of their own self-knowledge.

Figure 1. An early example of the process of Self-assessment
The table below provides a summary of Assessment as Learning as a

part of a three-part assessment pyramid (taken from WNCP, 2006,
85).
Metacognition according to Schraw (1998) is the, "thinking about

one's own mental processes" or the "regulation of cognition." Thus,
if cognition is defined as the knowledge or act of knowing then
metacognition is understanding one's own knowledge. For students,
this means that they understand what they do and do not know. With
teacher guidance, they can learn to monitor this; they also learn to
seek out the knowledge or develop their skills with this new sense of
self-awareness.

Assessment as Learning is a part of a three-part assessment model
recommended for use in classrooms by the Western and Northern
Canadian Protocol for Collaboration in Education (2006). Earl
(2003) argues that the traditional assessment model utilizing
predominantly Assessment of Learning to report progress and
compare students should be replaced by a balanced model including
all three of the types of assessments. Figures 3.1 and 3.2 above
demonstrate Earl's suggested balance for the three types of
assessment: Assessment as Learning, Assessment of Learning and
Assessment for Learning.
Application Activity 2 KWL Chart
Directions:
2. Choose a partner and discuss through zoom
meeting/messenger chat or any way you can connect on what
you have written in the first and second column.

Topics What I know What I want What I learn
(1) to Know
(2) (3) (4)
Assessment as
Learning
Self-assessment
Metacognition
Closure Congratulations! You have successfully completed the first lesson of

the Module 3. Always remember that assessment is a key
component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able
to determine whether or not they understand course material.
Assessment can also help motivate students.
You are now ready for Lesson 2: The Role of Teachers and Students
in Assessment As Learning. God bless!

Module No. and Title Module 2: Assessment as Learning
Lesson No. and Title Lesson 2: The Role of Teachers and Students in Assessment
As Learning
a. define the roles of the teacher and the student in

assessment as learning
b. cite examples of assessment as learning
Time Frame This lesson is intended for 2 sessions (2 hours).
Introduction Hi, student! Welcome to Module 2 - Lesson 2: The Role of

Teachers and Students in Assessment As Learning. This
assessment model supports the view of today’s learners as
actively involved in the learning process. Students are educated
on the purpose of assignments and the outcomes they are trying to
achieve. Black and William argue that student self-assessment is
often accurate and honest; however, it is problematic when
students do not have a "sufficiently clear picture of the targets
that their learning is meant to attain." (Black and William, 2001,
p. 6-7). Hence the teacher and the student both have critical roles
in understanding learning outcomes and modifying learning in
Assessment as Learning.
Activity Activity 1 Situational Analysis
In this activity, you are tasked to think of a solution that will help
you as a teacher to understand your students and how will you
improve the situation if not totally solve the problem.
1. Teacher John presented his learning outcomes to the

student in Algebra. Most of his students dit not understand
it. Thus, most of them failed in first assessment.
2. Paul a student of teacher John, compiled all quizzes and

tasks of their class as a requirement. He submitted the
compilation project to his teacher without even have a
time to look for it. On the final exam, he failed because he
was not able to monitor that all his quizzes are failing.
Analysis Let us now check how you examined the situations presented
above.

QUESTIONS ANSWERS
1. What are the factors you
have considered in the
solutions you have come up?
2. Why is it important to
consider the factors you have
mentioned above?
3. What do you think are the

assessment that will be done
to ensure that the student
learning outcomes will be
met?
Abstraction Now let us discuss the roles of the teacher and student in
assessment as learning…

Teacher
Ensuring assessment methods are appropriate and the purpose is
clear to students ensures quality and fair assessment practices as
per the Principles for Fair Student Assessment in Canada (1993).
Beyond choosing the learning outcomes to be covered, the
activities to follow and the assessment methods, in
Assessment as Learning, the teacher engages the students in this
process.
In Assessment as Learning, the teacher is a guide, “Giving them

[students] the tools to undertake their own learning wisely and
well.” (WNCP, p. 42) Students learn to monitor their own
learning and make adaptations as required. In addition to
monitoring learning and guiding instruction through
assessment for learning, the teacher is assessing the students’
ability to assess themselves as they learn how to assess their own
learning.
Teachers can follow the following model in order to practice

Assessment as Learning in their classroom: (adapted from
WNCP, p. 42-43)
1. Discuss the learning outcomes with the students

2. Create criteria with the students for the various tasks that
need to be completed and/or skills that need to be learned
or mastered
3. Provide feedback to students as they learn and ask them
guiding questions to help them monitor their own
learning
4. Help them set goals to extend or support their learning as
needed in order to meet or fully meet the expectations
5. Provide reference points and examples for the learning
outcomes
Teachers are also responsible for ensuring that students have a
learning environment in which they feel comfortable and safe to
learn as well as have ample time to practice what is being taught.

Student
Beyond completing the tasks assigned to them by their teacher,
students move from the passive learner to an active owner of their
own learning. Initially, with teacher guidance and tools, students
learn to monitor if they have understood the learning outcome
being explored and the metacognitive process. Once
the metacognitive skills have been acquired, students can
independently adjust their learning accordingly and demonstrate
the “self-reflection, self-monitoring and self-adjustment.”
(WNCP, 2006, p.85) Extensive and relevant modeling in the
questions below can help students reach this point:
Monitoring Metacognition (Protocol adaptation of Shraw,

“Promoting General Metacognitive Awareness” in WNCP)
1. What is the purpose of learning these concepts and skills?

2. What do I know about this topic?
3. What strategies do I know that will help me learn this?
4. Am I understanding these concepts?
5. What are the criteria for improving my work?
6. Have I accomplished the goals I set for myself?
Classroom Examples
✓ Literacy Mentoring Among Students

Teacher Mike and her fellow teachers at Pag-asa Elementary
School used Assessment as Learning as a tool to review reading
strategies and metacognitive skills in reading for grade 4/5
students and to have them in turn, mentor grade 1 students.
Through the process, "Both sets of students learned to clarify
their thinking, and were using similar language to describe their
learning processes." The grade 4/5 students became adept at
using both teacher-created criteria and their own criteria and
were able to mentor grade 1 students through the process. Koehn
observed that, "They [grade 4/5 students] naturally began each
lesson with a stated learning intention."

✓ Attendance Procedures
The Bagum-Buhay National High School suggests having
students record their own attendance as late or absent on a class
posted list. The teacher would have continued discussions around
class expectations for attendance and the impact of tardiness or
being absent on learning. Students will then have continual
opportunities to reflect upon and make changes to their
attendance and punctuality.
✓ Physical Education Work Habits

Teacher Kyle’s rubrics in Physical Education concerning work
habits in Physical Education can help clarify teacher
expectations and increase students' abilities to self-monitor thus
developing their metacognitive skills. This also serves the dual
purpose of making a class that is sometimes stressful and
unmanageable more ordered and manageable.
✓ E-Portfolios
An Electric Portfolio encourages "self-guided learning"
according to Tuttle (2007). Students start with an understanding
of the outcomes to be met throughout the year or term and then
gather evidence of learning throughout the term to complete a
finalized digital project. This ability to select the assignments that
best demonstrate their abilities in a given area demonstrate the

metacognition necessary for Assessment as Learning. Tuttle
reinforces this argument by stating, "Self-assessment becomes a
regular part of learning as students frequently select or re-
evaluate which of their work is the best evidence of their skills
and strive to create even better evidence in future assignments."
Application Activity 2 Assessment Tasks
1. Create a Venn-Diagram that compares and contrast the

role of the teacher and student in assessment as learning.
2. Make a concept map on how can you as a student monitor

your own learning progress.
Closure Congratulations! You have successfully completed the last lesson

of the Module 3. Good luck and Hope you would be ready to talk
about ASSESSMENT FOR LEARNING in Module 4

References
1. Black, P., & Wiliam, D. (2001). Inside the black box: Raising standards through
classroom assessment. Retrieved March 1, 2012 from
Website: http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
2. British Columbia Ministry of Education. (2004). Principles for Fair Student
Assessment Practices. Retrieved March 1, 2012 from
Website: http://www.bced.gov.bc.ca/classroom_assessment/fairstudent.pdf
3. Britzman, D. (2003). "Practice Makes Practice: A Critical Study of Learning to
Teach. Albany, N.Y.: State University of New York.
4. Cognition. (n.d.). The American Heritage® Science Dictionary. Retrieved March
04, 2012, from Dictionary.com
website: http://dictionary.reference.com/browse/cognition
5. Earl, Lorna Maxine. (2003). Assessment as Learning: using classroom assessment
to maximize student learning. Thousand Oaks, Ca: Corwin Press.
6. ESL Literacy Network. (2011). Assessment As Learning Samples. Retrieved
March 1, 2012 from Website: http://www.esl-
literacy.com/sites/default/files/Assessment%20as%20Learning%20Samples.pdf
7. Koehn. (2008). Together is better. BCTF Teacher Inquirer. Retrieved March 1,
2012 from
Website: http://bctf.ca/uploadedFiles/Public/Publications/TeacherInquirer/archive
/2008-10/Koehn.pdf
8. Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional
Science. 26. 113-125.
9. Tuttle, H.G. (2007) E-portfolios are the wave of the future. Digital-Age
Assessment. Retrieved March 3, 2012
from http://www.techlearning.com/article/44127
10. Uhl, A. (2009, March). Assessment in Physical Education. Lecture conducted
from Simon Fraser University, Burnaby, B.C.
11. Western and Northern Canadian Protocol (WNCP). (2006). Rethinking Classroom
Assessment: Assessment for Learning, Assessment as Learning, Assessment of
Learning. Retrieved # March 1, 2012
from: http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf

Module No. & Title Module 4: Assessment for Learning
Module Overview Hello! Welcome to Module 4. In this module, you are to

examine the use of assessment to bring about learning. You
shall realize how powerful assessment as tool by teachers in
instructional delivery and management is. As a future
educator, your rigorous understanding of assessment for
learning will become the driving force in the accomplishment
of the very reason why you teach which is to make your
students learn.
Module Upon the completion of this module, you should be able to:
Objectives/Outcomes 1. gather information on the relationship of assessment to
learning and teaching;
2. point out the various roles of assessment to teaching
and learning; and
3. summarize the relationship of assessment of learning
and teaching.
Lessons in the For students to have an idea, just simply enumerate lessons
module contained in a module.
Lesson 1: Using assessment to classify learning and

understanding
Lesson 2: Providing evidence of improved learning
performance
Lesson 3: Examples of assessment for learning
Lesson 4: Conditions of validity, reliability, and quality of
feedbacks

Module Module 4: Assessment for Learning
No. and
Title
Lesson Lesson 1: Using Assessment to Classify Learning and Understanding
No. and
Title
Learning Upon the completion of this lesson, you should be able to:
Outcomes 1. distinguish assessment for learning from assessment of learning
and assessment as learning;
2. state the purpose of assessment to classify learning and
understanding; and
3. discuss the features of assessment and their implications to
planning, implementing, and improving learning.
Time 1 hour
Frame
Introducti Ready to begin a new lesson? Good! Anyway, Lesson 1 prepares you to
on your future role as a classroom assessor. Through this lesson, you will be
able to identify the implications of assessment in instructional planning,
delivery and upgrading.
Activity 1
Activity Identify the salient features of the three types of assessment by putting a
 under the appropriate column.
Assessment
Features of as for
learning learning learning
1. continuous process
2. increase learner’s
motivation
3.certify student’s
competence
4. assess student’s cognition
about their learning
5. reveal student’s level of
understanding
6.assess student’s progress
and learning needs
7. students are not directly
involved in the assessment
process
8.teachers guide students in
setting learning goals
9.assess what students have
learned
10. emphasizes
accountability to meet
standards.

Reflect on the following processing questions.
Analysis 1. What is assessment? Assessment of learning? Assessment as learning?
Assessment for learning?
2. What is the main intent of assessment of learning? Assessment as
learning? Assessment for learning?
3. How can a teacher use assessment in checking for understanding?
What might happen if a teacher just presumes that students understood
the lesson without doing an assessment?
4. When and how often should a teacher conduct assessment in class?
Assessment is a process that is used to keep track of learners’ progress in
Abstraction relation to particular learning standards set by the department of
education (DepEd, 2015). Moreover, assessment activities done in
schools may be categorized into three forms: assessment of learning,
assessment as learning and assessment for learning.
Assessment for learning is an approach to teaching and learning where

feedback is utilized to improve students’ performance. This refers to
assessment that is given while the teacher is in the process of student
formation. Generally, it is commonly referred to as formative
assessment – that is, assessment designed to inform instruction.
Formative assessment also includes the pretest and posttest that a teacher
gives to ensure learning (Corpuz, 2015). The assessment before
instruction (diagnostic assessment or pretest) describes the entry
knowledge or skills pushing teachers to revise planned instruction
accordingly. Though posttests are generally treated as tools for
assessment of learning, they may also become means for assessment for
learning if the results were used as basis in accurately planning future
learning episodes. Thus, assessment for learning is a way to see what the
teachers should do in response to the assessment data. The salient
features of assessment for learning is summarized below:

assesses
student's
progress &
learning
needs
provides clear
involves
learning
students
targets
Assessment
for Learning
enhances requires
learner's descriptive
motivation feedback
entails
is a
teacher-
continuous
student
process
collaboration
Assessment for learning is reflective in nature. Results and findings

when used by the teacher in giving constructive feedbacks would let
students recognize their achievement and difficulties. This realization
will motivate learners to become more productive students and to work
with the teacher to resolve the learning discrepancies. For teachers,
assessment for learning results may encourage them to modify the
learning plan, regulate their teaching pace and replace their instructional
materials.
Assessment for learning intends to close the gap between a learner’s

current situation and where they want to be in their learning and
achievement. As teachers, we ought to make this happen.
Activity 2
Application Written in the boxes are salient features of forms of assessment. Cross
out the ones that are not true about assessment for learning.

is used in summarizes
checks learning to
responding to information into
decide what to do
student work and marks, scores or
next
in conversation grades
is designed to assist checks what has

needs to involve
teachers and been learned to
the student
students date
offers extensive low

focuses on
is presented in a stakes confidence
improvement and
formal report building
progress
opportunities
Activity 3. Reflective Writing
As a student, did you like assessment? Why or why not? Cite specific
personal experiences as justification.
Congratulations for completing Lesson 1! Assessment for learning is the

Closure process of looking for and interpreting evidence for use by learners and
their teachers to describe the current standing of learners in their
learning in comparison to the expected competency level. If the learner’s
standing is deemed below the set standard, then instructional
adjustments must be put in place. What evidences do we need to prove
evidence of improved learning performance? This will be the focus of
the next lesson.

Module No. Module 4: Assessment for Learning
and Title
Lesson No. Lesson 2: Providing Evidence of Improved Learning Performance
and Title
Outcomes 1. categorize assessment tools used in the instructional process; and
2. provide forms of examples of test for each category.
Time Frame 2 hours

Introductio Ready to begin a new lesson? Good! Anyway, Lesson 2 prepares you
n for your future role as a classroom assessor. Through this lesson, you
will be able to identify the implications of assessment in instructional
planning, delivery and upgrading.
Activity 1. Misconception Check

Activity Read each statement carefully and put a tick mark under the
appropriate column.
Statements Agree Disagree

1. Assessment and testing are the
same thing.
2. Teachers using assessment for
learning will lose control of their
class.
3. Peer feedback means students
chatting to each other rather than
working on a task.
4. Examinations are the only type of
assessment that matter.
5. Assessment is a one-way process:
teacher give students feedback about
their work.
6. Work should always be given a
grade or feedback.
Analysis 1. What is assessment for learning? How do teachers use assessment
for learning results?
2. How can students benefit from assessment of learning results?
3. Is assessment the same with testing? Why or why not?
4. How can students participate actively in assessment?
5. Are all outputs included in the computation of grades? Justify.
Assessment for learning pertains to diagnostic and formative
Abstraction assessment tasks which are used to determine learning needs, monitor
academic progress of students during a unit of instruction and guide
instruction. Students are given on-going and immediate feedback
concerning their performance (de Guzman, E. & Adamos, J., 2015).
Teachers utilize the results of these assessments in reaching various
instruction decisions such as selecting a teaching strategy, designing
appropriate tasks that consider individual differences, and improving

assessment strategies.
Assessment for learning envisions the creation of a learner-centered

classroom with a supportive environment, where students regard
mistakes as opportunities to learn. Effective formative assessment
mechanisms integrate and embed the following practices shown below:
Adjusting learning
Clarifying learning
strategies, goals or
goals and success
next instructiional
criteria
steps
Eliciting and
Proviiding
analyzing
actionable
evidence of
feedback
student thinking
Engaging in self-
assessment and peer
feedback
Assessment methods can be categorized according to the nature and

characteristic of each method. McMillan (2007) identified four major
categories: selected-response, constructed-response, teacher
observation and student self-assessment.
Selected-response: This pen-and-paper test format requires students to

choose from a given set of options to answer a question or a problem.
Teachers assess students using multiple-choice, alternate response
(true/false), and matching type items. This method is deemed ideal for
measuring knowledge and simple understanding.
Constructed-response: This subjective format demands that students

supply their answer to a question, problem or task. Included in this
category are brief-constructed response items, performance
assessments, essay items, or oral questioning. Examples of brief-
constructed response include sentence completion, short-answer to
questions, labeling a diagram, or a simple solution to a problem.
Performance assessment expects students to complete a task with

emphasis on authenticity. Performance tasks are mostly preferred in
assessing skills and products. Essay assessment requires students to
respond to a question or proposition in a logically written form and
very appropriate for measuring deep understanding and reasoning.
Oral questioning is commonly done during the instruction to check on
understanding and probe deeper.

Teacher Observation: This is a form of on-going assessment where
teachers are required to be watchful of the students’ behavior, strengths
and weaknesses. Teachers may use a checklist while an activity is on-
going or while a student performs a task. Observation is ideal for
measuring mastery of skills.
Student Self-Assessment: This is a process where students are given

the opportunity to reflect and rate their own work based an agreed set
of criteria. This may be done through an activity checklist, journals and
self-report inventories.
Without regard to the category of assessment instruments prepared by

teachers, each instrument has its own unique significance in
determining the learning of students (Buenaflor, 2012). The choice of
instrument must be decided based on its appropriateness to measure the
learning targets. In other words, there must be constructive alignment
between the instrument and the outcomes.
Activity 2
Application Rate the appropriateness of each assessment instrument in assessing the
specified learning targets in a scale of 1-5. Set 5 as excellent and 1 as
poor.
Target Selected- Essay Oral Observation Self-

response Questioning Assessment
Remembering
Simple
Understanding
Deep
Understanding
Reasoning
Applying
Analyzing
Evaluating
Creating
Activity 3.
Assessment methods may be categorized differently. Research about
these categories. Contrast these different pairs of categories.
1. Conventional assessment vs Authentic assessment
2. Standardized assessment vs Non-standardized assessment
3. Norm-referenced assessment vs Criterion-referenced assessment

Congratulations for completing Lesson 2! Assessments need not take
Closure time away from learning. It can be the learning experiences themselves.
Assessment when utilized properly and efficiently promotes learning.
In the next lesson, you shall further explore exemplars of assessment
tools.

Module Module 4: Assessment for Learning
No. and
Title
Lesson Lesson 3: Examples of Assessment for Learning
No. and
Title
Outcomes 1. enumerate examples of assessment for learning methods; and
2. construct sample assessment tasks.
Time 1 hour
Frame
Introductio Ready to begin a new lesson? Good! Anyway, Lesson 3 enhances your
n understanding of how active assessment in the classroom develop
students’ content understanding and promote lifelong learning skills.
You shall further explore the rationale behind the use of certain
assessment for learning instruments.
Activity 1. Background Knowledge Probe

Activity Formative assessment may be integrated in all parts of the lesson.
Describe the implication of conducting assessment for learning to
teachers and learners in each phase of instructional delivery.
Phase Teacher Learner
Before the
lesson
During
the lesson
After the
lesson

Analysis 1. What is assessed in the classroom?
2. How often should a teacher conduct formative assessment?
3. Is a diagnostic test a tool for assessment of learning or assessment for
learning? Elaborate.
4. How can we use the data we gathered if formative assessment is given
before the lesson? During the lesson? After the lesson?
5. Is it possible to use the quarterly examination results in assessment for
learning? If yes, explain how.
Abstractio The aim of assessment in the classroom is to help students perform well
n in relation to the learning standards – content standards, performance
standards and learning competencies (DepEd, 2015). Content
standards refer to the essential knowledge and understanding that every

student should learn. Performance standards describe the expected
abilities and skills that learners must demonstrate. Learning
competencies refer to the knowledge, skills and attitudes that students
need to display in every learning episode.
Learners are assessed in the classroom through various processes and

measures appropriate to and congruent with learning competencies
defined in the curriculum guide. Assessment for learning or formative
assessment may be conducted in the different parts of the lesson – before
the lesson, during the lesson, and after the lesson. The purposes of
formative assessment in each phase and some sample assessment
methods are enumerated in the table below (DepEd, 2015).
Parts of Purpose for the Examples of

the Assessment
lesson Learner Teacher Methods
1. Know what 1. Get 1. Misconception
s/he knows about the information about what Check
topic the learner already 2. KWL Chart
Before 2. Understand knows and can do 3. Direct
the the purpose of the 2. Share learning questioning
lesson lesson intentions and success 4. Skills Checklist
3. Identify s/he criteria to the learners 5. Pretest
misunderstands 3. Determine exercises
4. Identify misconceptions
barriers to learning 4. Identify what
hinders learning
1. Identify 1. Give 1. Observations
one’s strengths and immediate feedback to 2. Simple
weaknesses learners formative
2. Identify 2. Identify what performance tasks
barriers to learning hinders learning 3. Quizzes
During 3. Identify 3. Identify what (recorded but not
the factors that help facilitates learning graded
lesson him/her learn 4. Identify 4. Recitations
4. Know what learning gaps 5. Simulation
s/he knows and does 5. Track learner activities
not know progress against 6. Multimedia and
5. Monitor assessment results oral presentations
his/her own progress prior to the lesson
proper
6. Make decision
to proceed with the
next topic, re-teach, or
provide corrective
measures or
reinforcements
1. Tell whether 1. Assess 1. Checklists
s/he met the learning whether learning 2. Performance
objectives and objectives have been tasks that emanate
success criteria met for a specified from the lesson
After 2. Seek support duration objectives
the through remediation, 2. Provide 3. Drills and
lesson enrichment, or other remediation or exercises
strategies enrichment as needed 4. Short quizzes
3. Evaluate 5. Written work
whether learning 6. Concept

intentions and success mapping
criteria have been met 7. Self-report
4. Adjust
delivery, pace and
strategies in response
to assessment data
Giving of feedback is imperative after conducting the formative

assessment. These activities should not be treated as mere strategies to
kill the time. Specific and informative feedbacks increase the chance of
students to attain the target competencies and aid them in being
accountable of their own learning. These also prepares them for the
summative assessment. Formative assessments make a teacher be aware
of the patterns of learning of the students. However, using them for
grading purposes is highly discouraged.
Activity 2
Applicatio Identify the possible instructional decision the teacher may have to make
n in each of the testing event.
Testing Event Instructional Decision

1. A vocabulary test is given prior
the reading of an epic
2. An oral recitation was

conducted after reading a
president’s autobiography
3. Pupils recorded their quiz
scores using a bar graph
4. A pretest on fractions was given

before discussing rational
expressions
5. Pupils were asked to solve
division problems on the board
6. Pupils were asked the muddiest

point in the day’s lesson through
an exit slip
Activity 3.
Describe an assessment for learning method appropriate to each learning
competency.
1. Classify rocks into igneous, sedimentary and metamorphic.
a. Before the lesson:
b. During the lesson:
c. After the lesson:

2. Explain how the products of weathering are carried away by
erosion and deposited elsewhere.
a. Before the lesson:

b. During the lesson:
c. After the lesson:
Congratulations for completing Lesson 3! Assessment’s primary intent

Closure is to ensure that learning occurs in the classroom, thus teachers are
expected to give assessment in all the three phase of instruction – before
the lesson, during the lesson, and after the lesson. In the next lesson, you
shall explore how to ensure that the feedback is valid, reliable and
acceptable.

Module No. Module 4: Assessment for Learning
and Title
Lesson No. Lesson 4: Conditions of Validity, Reliability, and Quality of
and Title Feedbacks
Outcomes 1. explain the guidelines in constructing valid, reliable and quality
feedbacks.
Time Frame 1 hour

Introduction Ready to begin a new lesson? Good! Anyway, Lesson 4 will make you
realize how to be extra careful in giving feedbacks. You shall explore
the guidelines in constructing valid, reliable and quality feedbacks.
Activity 1. Alternative Response Test

Activity Categorize each statement as true or false.
Statements True False

1. Validity tells how good a test is for a particular
situation.
2. Reliability tells how trustworthy a score on that
test will be.
3. A reliable test is a valid test.
4. A valid test is a reliable test.
5. An alternative response test is more reliable than
a multiple-choice item with four options.
6. A long test will be more valid and a short test
will be more reliable.
Activity 2. Scenario Analysis

One of the following tests is reliable but not valid and the other is valid
but not reliable. Can you figure out which is which?
1. You want to measure student intelligence so you ask students to
do as many sit-ups as they can every day for a week.
2. You want to measure athletes’ perception of their coach using a
survey but the coach hands out the evaluations right after
reprimanding the athletes in the meeting.
Analysis 1. How would you give feedback to your students regarding their
performance? When will you give feedback?
2. When was the last time you give feedback to a learner? What
strategies did you use and how did it make you feel?
3. How do you think the learner benefited from the feedback? Would
you do anything differently next time?
4. Recall a formative assessment task you had as a student. Was the
task valid? What do you think can affect the validity of an assessment?
5. Recall a formative assessment experience as a student. How reliable
do you think was the given assessment task? What do you think can
affect the reliability of an assessment?

A culture of data has become prevalent in schools all over the country.
Abstraction This implies the integration of data into the day-to-day operations of a
school in order to achieve instructional goals. However, one big
challenge is determining what data will accurately reflect those goals
and how can schools generate such information. A wrong assessment
tool may yield meaningless or uninterpretable data blurring the quality
of decisions reached.
When conducting assessment, the validity and reliability of the

instruments is of utmost importance. Validity describes how well did
the test measure what it purports to measure. It pertains to the
correspondence between the purpose of assessment and which data the
assessor chooses to quantify that purpose.
In the classroom assessment perspective, content validity is of prime

value. This means the questions asked in the assessment should really
be about what was actually discussed in class. To ensure validity of
assessment tasks, consider these guidelines:
Make sure your goals

Match your assessment
and objectives are well- Ask a co-teacher to
measure to your goals
defined and review the test.
and objectives.
operationalized.
Have the students look

Avoid overly negative More is not always
over the test or task for
or overly positive better. Emphasize the
troublesome wording
feedbacks. key areas only.
or other difficulties.
Reliability, on the other hand, asks whether the test used to collect data
produces consistent results. It is concern whether the results could be
replicated or not. Since it is not at all concerned with the intent of
assessment, it is possible to have an instrument which is simultaneously
reliable and invalid. Hence for schools, validity will generally take
precedence over reliability. To ensure reliability of assessment tasks,
consider these guidelines:
• Instruction for each task must be clearly written
• Questions and tasks must capture the material taught
• Seek feedback regarding thoroughness of the assessment from
students and colleagues
• When checking essays grade item by item and grade
anonymously
• When assessing performance task, prepare a well-defined
rubric
Feedback and assessment go hand-in-hand as a successful strategy for

learning and improvement. Effective feedback provides learners with
insight into their performance. The four stages of feedback according to

Duffy (2013) are:
• Gauge the student’s expectation of feedback.
• Gather information on student practice.
• Act immediately.
• Be specific.
A quality feedback allows the student time to express their views and
to ask clarification from the points you have raised and any difference
of opinion. As the teacher giving the feedback, be tactful in justifying
your assessment of the situation and feedback given. Be
accommodating toward feedbacks on your own feedback practices and
mechanisms.
Activity 3: Agree-Disagree
Application Read each statement carefully. Write A if you agree with the
statement. Otherwise, you write DA.
___ 1. Feedback is most useful at the earliest opportunity after the
given behavior has occurred.
___ 2. Receiving feedback is never frustrating for the receiver.
___ 3. Humor is always inappropriate when giving feedback.
___ 4. Useful content is important to effective feedback.
___ 5. You should give students constructive feedback even if they are
performing to an adequate standard.
Activity 4. Case Analysis

Jordan is very playful in class. He keeps on sharpening his pencil or
asks permission to go to the comfort room. However, when you ask
him to answer the arithmetic problems on the board, he is able to solve
them well. How would you deal with this kind of learner? State how
would you explain to him the effect of his behavior to his performance.
Congratulations for completing Lesson 4! When delivering feedback,

Closure make the effort to ensure that your feedback is not misleading, that it
focuses on the major points and that it is suitably complete without
being excessively large. A range of method should be utilized to give
an overall picture of how the student is learning and progressing in
practice. Doing so increases the validity and reliability of assessment.
MODULE ASSESSMENT
Choose the option that contains the correct response to each item.
1. Ms. Roxas is reviewing the science quiz she gave to her class. She learned that
many of her students missed the essay item. What should she do?
a. Reprimand the class to pay attention.
b. Administer another test.
c. Refrain from giving essays.
d. Reconsider her teaching method.

2. Through observation techniques, a math teacher learned that students are non-
participative during interactive lecturing or lecture demonstrations. Consequently, the
teacher adopted collaborative learning like syndicate approach and jigsaw learning
method. What form of assessment prompted him to do so?
a. Diagnostic b. Formative c. Placement d. Summative
3. Mr. Garcia, a Social Studies teacher, is about to discuss the Spanish
colonization in the Philippines (Pamunuang Kolonyal ng Espanya) to his Grade 5
students. He asks open-ended questions and records the responses of his students.
What was the purpose of his assessment?
a. Assessment as an instruction and providing feedback.
b. Assessment as diagnosing learner difficulties or misconceptions.
c. Assessment as determining progress along a development continuum.
d. Assessment as program evaluation or accountability.
4. Which of the following is NOT true about information gathered in formative
assessments?
a. Immediacy of results is important
b. Interpreted in terms of instructional decisions
c. Frequency of data collection is low
d. Information shelf-life is short
5.In what way are students involved in the formative process? Students
_________.
a. monitor their own ongoing progress
b. set their own learning goals
c. show proof of learning
d. evaluate instruction
6.If Teacher Mark wants to determine what is considered acceptable evidence of
mastery of the specific learning targets, it is best for him to
a. plan a schedule when assessments will be administered
b. plan how to give students’ feedback based on evidence
c. announce to students what the grading system will be
d. determine what assessment methods will yield the evidence
7. Formative assessments help teachers monitor progress of student learning and
at the same time guide them in making instructional alterations. Choose the
testing practice which is NOT formative in use.
a. Pretest is given to form initial impression of what learners know about
the new unit of work.
b. Diagnosing the group’s learning needs to determine how they can be
better assisted and guided.
c. Planning instruction based on what needs to be emphasized and
managed.
d. Assigning grades for report cards based on results of periodical
examinations.
8. Checking on how the students have followed the steps in doing experimental
research illustrates an assessment of
a. terminologies and definitions c. applying a procedure
b. association of concepts d. comprehending a process
9. Performance assessment tasks are utilized for assessing complex
understanding. Select the learning outcome appropriate to this kind of
assessment.

a. Making weather prediction based on available data
b. Choosing the best paraphrase of a proverb
c. Associating significant inventions with their inventors
d. Composing an original design based on a theme
10. Assessment is important to teachers because decisions they will make about
their students when teaching them. For teachers, which of the following is NOT
among the functions of assessment?
a. Identify learner’s needs and abilities.
b. Monitor and improve the teaching-learning process.
c. Make decisions about how to implement learning activities.
d. Make policy decisions regarding what is and is not appropriate for
learners.
MODULE SUMMARY
Assessment for learning may be best described as any task or activity given to
students in order to help them attain the set learning standards. This task or activity
may be given before the lesson, during the lesson and after the lesson.
For the students, assessment results will tell them what they have learned so
far, how far are they from the target, and how can they best reach the target. For the
teachers, assessment results will allow them to diagnose the understanding and skills
of students, reflect on how can they possibly help their students, and decide on how to
go about the next lesson.
There are a variety of methods that can be used in formative assessment. You
may use a conventional test, a performance task, an essay, an oral recitation,
observation checklists, self-report and etc. Moreover, there is no single assessment
instrument that will provide you all the information you need.
Validity and reliability are meaningful measurements that should be taken into
account when attempting to evaluate the status of or progress toward any learning
objective. An understanding of these big concepts allows teachers to give feedbacks
that are beneficial to the lives of their students.
REFERENCES
Buenaflor, R. (2012). Assessment of learning: The conventional approach. Quezon

City: Great Books Publishing.
Corpuz, B. (2015). Field study 5: Learning assessment strategies. Manila: Lorimar

Publishing Inc.
De Guzman,E. & Adamos, J. (2015). Assessment of learning 1. Manila: Adriana

Publishing Co. Inc.
DepEd Order No. 8 s. 2015
McMillan. J. (2007). Classroom assessment: Principle and practice for effective

standards-based instruction, 4th ed. USA: Pearson Education, Inc.

Module No. & Title Module 5 – Developing and Using Test and Related
Topics
Module Overview Hello future educators, welcome to module 5 - Developing
and Using Test and Related Topics. This module focuses
on the principle and development of varied assessment
tools. It will also allow students to go through the standard
steps in test construction and development.
Module At the end of the module, you are expected to:

Objectives/Outcomes 1. Discuss the principles of test development.
2. Apply appropriate taxonomy of objectives in
relation to learning targets.
3. Construct Table of Specification
4. Formulate test items that match constructed TOS.
5. Explain factors affecting validity and reliability of
classroom-based assessment tool.
6. Establish validity and reliability using guided case-
based problem solving.
7. Construct valid and reliable assessment test with a
Table of Specification.
8. Determine whether tests items met identified
standards.
9. Integrate all knowledge and information on the
principles of test development.
10. Identify the different teacher made test, their
advantage and disadvantages
11. Formulate their own sample questions
12. Discuss the qualities of good test and related tools
13. Establish the difficulty and discrimination index of
test item using formula of discrimination and
difficulty index.
14. Construct 30-item validated objective test through
item analysis.
15. Construct a 30-item validated assessment test using
Classical Item and Test Analysis Spreadsheets
(CITAS) and iSPRING QUIZMAKER.
Lessons in the This module is divided into 4 lessons

module Lesson 1 Principles of Test Development
Lesson 2 Fundamental types, Purpose and Qualities of
good tests and related tools
Lesson 3 Considerations in test item development
Lesson 4 Using Technology in test development

Module 5 Developing and Using Test and Related Topics
Lesson 1 Principles of Test Development
Learning At the end of the lesson, you are expected to:
Outcomes
a) Discuss the principles of test development.
b) Apply appropriate taxonomy of objectives in relation to
learning targets.
c) Construct Table of Specification
d) Explain factors affecting validity and reliability of
classroom-based assessment tool.
e) Establish validity and reliability using guided case-based
problem solving.
f) Determine whether tests items met identified standards.
g) Integrate all knowledge and information on the principles
of test development.
Introduction Test development requires a systematic and organized

approach if positive results are to be expected. In this lesson, we
will articulate the principles of test development, integrate all
knowledge and information on the principles of test development
and construct table of specification by applying appropriate
taxonomy of objectives in relation to learning targets. You are also
required to have a copy of the K to 12 curriculum guides of your
specialization.
Let’s get Started!
Activity 1. In this activity, you are required to identify and
(Activity) describe the principles of test development and create a spider map
organizer.
(Spider Map’s purpose is to define a main topic with

specific descriptive connections.)

Let’s Think Let’s Analyze
About It! Activity 2 KWL Chart
Directions:
(Analysis)
2. Choose a partner and discuss through zoom
meeting/messenger chat or any way you can connect on
what you have written in the first and second column.
Topics What I know What I want What I learn

(1) to Know
(2) (3) (4)
Principles of Test
Development
Factors affecting
validity and
reliability of
classroom-based
assessment tool.
Formulation of
Test Items
Table of
Specification
(TOS)
Let’s Explore! For the assessment process to accomplish its purpose, we must be
guided by basic assessment principles. This lesson is focused on
(Abstraction) the principles of test development and the construction of table of
specification.
Principles of Test Development
• VALIDITY - refers to the evidence base that can be

provided about appropriateness of the inferences, uses, and
consequences that come from assessment (McMillan,
2001a). Appropriateness has to do with the soundness,
trustworthiness, or legitimacy of the claims or inferences
that testers would like to make on the basis of obtained

scores. Validity also refers to whether the test is actually
measuring what it claims to measure (Arshad, 2004).
• RELIABILITY - means the degree to which an assessment
tool produces stable and consistent results. Reliability
essentially denotes ‘consistency, stability, dependability,
and accuracy of assessment results’ (McMillan, 2001a,
p.65 in Brown, G. et al, 2008).
Factors that affect the reliability of a test:
A) Test Factor
 In general, longer tests produce higher reliabilities.
 Due to the dependency on coincidence and guessing, the
scores will be more accurate if the duration of the test is
longer.
 An objective test has higher consistency because it is not
exposed to a variety of interpretations.
 A valid test is said to be reliable but a reliable test need not
be valid.
 A consistent score does not necessary measure what is
intended to measure.
 In addition, the test items that are the samples of the subject
being tested and variation in the samples may be found in
two equivalent tests and there can be one of the causes test
outcomes are unreliable.
B) Teacher and Student Factor
 In most tests, it is normally for teachers to construct and
administer tests for students.
 Thus, any good teacher-student relationship would help
increase the consistency of the results.
 Other factors that contribute to positive effects to the
reliability of a test include teacher’s encouragement,
positive mental and physical condition, familiarity to the
test formats, and perseverance and motivation.
C) Environment Factor
 An examination environment certainly influences test-
takers and their scores.
 Any favourable environment with comfortable chairs and
desks, good ventilation, sufficient light and space will
improve the reliability of the test.

 On the contrary, a non-conducive environment will affect
test-takers’ performance and test reliability.
D) Test Administration Factor
 Because students' grades are dependent on the way tests are
being administered, test administrators should strive to
provide clear and accurate instructions, sufficient time and
careful monitoring of tests to improve the reliability of their
tests.
 A test-retest technique can be used to determine test
reliability.
E) Marking Factor
 Human judges have many opportunities to introduce error
in scoring essays (Linn & Gronlund, 2000; Weigle, 2002).
 It is also common that different markers award different
marks for the same answer even with a prepared mark
scheme.
 A marker’s assessment may vary from time to time and
with different situations.
 Conversely, it does not happen to the objective type of tests
since the responses are fixed. Thus, objectivity is a
condition for reliability.
3. OBJECTIVITY - refers to the degree to which equally

competent scorers obtain the same results.
To ensure high objectivity:
• Select assessment procedures most appropriate for
the learning goals being assessed.
• Make the assessment procedure as objective as
possible
4. DISCRIMINATION - does the test discriminate the skills of

the students?
5. COMPREHENSIVENESS - does the test measure all of the

content studied in class?
6. EASE OF ADMINISTRATION - are there any difficulties

in administrating the test?
7. PRACTICALITY AND SCORING - is the test easy to

mark? Does the marking take a lot of time?

8. USABILITY - does the test provide clear instructions? Is it
unambiguous?
Steps in Developing a Classroom Assessment Test

• Examine the instructional objectives of the topics
previously discussed.
• Make a table of specifications (TOS)
• Construct the test items.
• Assemble the test items
• Check the assembled test items
• Write directions
• Make the answer key.
• Analyze and improve the test items.
Table of Specifications
It is chart or table that details the content and level of cognitive

domain assessed on a test as well as the types and emphases of
test items. (Gareis and Grant, 2008)
Construction of TOS
• Selecting the learning outcomes to be measured.
• Make an outline of the subject matter to be covered in the
test.
• Decide on the number of items per subtopic.
• Make the TOS.
• Construct the test items.
Let’s Do It! Let’s Check

(Application) Activity 3. Illustrate:
a. Kendall’s and Marzano’s taxonomy and
b. Bloom’s revised taxonomy – by giving examples of
assessment task for competency lifted from K to 12
Curriculum Guide.
(Note: Use the format below.)
Kendall’s and Marzano’s Taxonomy

Level of Competency Assessment
Processing from K to 12 task (test
Curriculum item, etc)
Guide.
1.Retrieval

2.Comprehension
3.Analysis
4.Knowledge
Utilization
5.Metacognitive
System
6.Self-system
Bloom’s Revised Taxonomy

Level of Processing Competency Assessment
from K to 12 task (test
Curriculum item, etc)
Guide.
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
(Source: Corpuz, B. (2015. Field Study 5 Learning Assessment Strategies.

Quezon City, Philippines. Lorimar Publishing

Activity 4. TOS construction. In this activity, you are expected to
construct a table of specifications (TOS) for a first quarter
coverage. Do the following steps:
a) Have a copy of the K to 12 curriculum guide of your
specialization. For BEED-Generalist students, you can
choose any subject.
b) First quarter coverage will serve as a basis in the
construction of your TOS. For BEED-Generalist students,
select from Grades 1 to 6. For BPE and BSED students,
select from Grades 7 to 12.
c) Construct a TOS using the format provided by your course
facilitator.
d) Ask your course facilitator regarding the submission of
your output.
Key Take Away Congratulations, you have just finished lesson 1 of this
module. You are now acquainted with the principles of test
(Closure) development and table of specification.
The next lesson would be about fundamental types of test and
its purpose. Thank you.

Lesson 2 Fundamental types, Purpose and Qualities of good tests and
related tools
Outcomes
1. identify the different teacher made test, their advantages,
and disadvantages
2. formulate their own sample questions
3. discuss the qualities of good test and related tools
Introduction Getting acquainted with the principles of test development and the
basic concept of table of specification, you are now ready to
formulate your own sample test questions. In this lesson we are
going to identify the different teacher made test- their advantages,
and disadvantages. So, let’s get started.
Let’s get Started! Activity 1 Identify different teacher-made test used in the
classroom. Follow the instruction below.
(Activity)
 Make a list of teacher-made test used by your
former/present teachers.
 Describe how each task was implemented inside
the classroom including your personal observation
Teacher- Description Personal

Made Test Observation

 Share your answers in a big group during class
discussion.
Let’s Think Activity 2. Scan/recall teacher-made test administered to you by

About It! your teachers and answer each question below.
(Analysis) 1. Which among the teacher-made test was/were used most

often?
2. What did you discover about the teacher-made test
administered to you and the learning outcome? Are they
aligned?
3. Do you agree that most of the assessment that takes place
in school are in low level of recalling, knowledge,
retrieval? What can be some reasons behind this?
Let’s Explore! Teacher-made tests are normally prepared and administered for
testing classroom achievement of students, evaluating the method
(Abstraction) of teaching adopted by the teacher and other curricular programs
of the school. Teacher-made test is one of the most valuable
instruments in the hands of the teacher to solve his purpose. It is
designed to solve the problem or requirements of the class.
Guidelines for Construction of Test Items

1. Begin writing items far enough in advance so that you
will have time to revise them.
2. Match items to the intended outcomes at appropriate level
of difficulty
3. Be sure each item deals with important aspect of the
content area.
4. Be sure the problem posed is clear and unambiguous.
5. Be sure that the item is independent with all other items.
6. Be sure the item has one or best answer on which experts
would agree.
7. Prevent unintended clues to an answer in the statement or
question.
8. Avoid replication of the textbook in writing test items
9. Avoid trick or catch questions in an achievement test
10. Try to write items that require higher-order thinking
skills.
Guidelines for Construction of Multiple-choice

1. Make a test that is practical

2. Use diagram or drawing when asking question about
application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations,
present actual quotations from secondary sources.
4. Use tables, figures or charts when asking to interpret and
pictures when students are required to apply concepts and
principles.
5. List the choices/options vertically NOT horizontally
6. Avoid trivial questions
7. Use only one correct answer or best answer format
8. Use three to five options to discourage guessing.
9. Be sure that distracters are plausible and effective.
10. Increase similarity of the options.
11. Do not use “none of the above” when asking for the best
answer
12. Avoid using “all of the above” options
Guidelines for Construction of Stem

1. The stem should be written in question form or
completion form.
2. Do not leave blank at the beginning or middle of the stem
(for completion form)
3. The stem should pose the problem completely
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words.
6. State the stem in positive form. Avoid using negative
phrase like “not” and “except”.
7. Avoid grammatical clues.
Guidelines for Construction of Options

1. There should be one correct answer or best answer in
each item.
2. List options in vertical order not horizontal order
beneath the stem.
3. Arrange the options in logical order and use capital
letters.
4. No overlapping options; keep it independent.
5. All options must be homogeneous in content.
6. As much as possible the length of the options must be
the same or equal.
7. Avoid using the phrase “all of the above”, “none of
the above” and “ I don’t know ”.
Guidelines for Construction of Distracters

1. The distracters should be plausible and equally popular to
all examinees.
2. Avoid using ineffective distracters.
3. Each distracter should be chosen by at least 5% of the
examinees but not more than the key answer.
4. Revise distracters that are over-attractive.
Advantages of Multiple-Choice Test

• Measures learning outcomes from remembering to
creating.
• Scoring is highly objective, easy and reliable.
• Scores are more reliable than subjective type of test.
• Measures broad sample of content within a short span of
time.
• Item analysis can reveal the difficulty of an item and can
discriminate the good and poor performing students.
Disadvantages of Multiple-Choice Test

• Time consuming to construct a good item
• Difficult to find effective and plausible distracters.
• Scores can be influenced by the reading ability of the
examinees.
• In some cases, there is more than one justifiable correct
answer.
• Ineffective in assessing the problem solving skills of the
students.
• Not applicable when assessing the student’s ability to
organize and express ideas.
Guidelines for Construction of Matching Type
1. The options and descriptions must be short and
homogeneous.
2. The descriptions must be written at the left side and
marked with Column A and the options must be written at
the right side and marked with Column B.
3. There should be more options than descriptions or
indicate in the directions that each option may be used
more than once.
4. Matching directions should specify the basis for matching
5. Avoid too many correct answers
6. When using name, always include the complete name.
7. Use numbers for the descriptions and capital letters for
the options
8. Arrange the options in a chronological or alphabetical
order.

9. The descriptions and options must be written in one page
10. A minimum of three and a maximum of seven items for
elementary and a maximum of seventeen items for
secondary and tertiary levels.
Advantages of Matching Type

• It is simpler to construct than multiple-choice type of test.
• It reduces the effect of guessing compared to multiple-
choice or true-or-false type of tests.
• It is appropriate to assess the association between facts
• Provides easy, accurate, efficient, objective and reliable
scores
• More content can be covered in the given set of test.
Disadvantages of Matching Type

• It measures only simple recall or memorization of
information
• It is difficult to construct due to problems in selecting
descriptions and options
• It assesses only low level of cognitive domain such as
knowledge and comprehension
Guidelines for Construction of True-or-False Test

1. Avoid writing very long statement
2. Avoid trivial questions
3. It should contain only one idea in each item except for
statement showing cause and effect.
4. Avoid opinion-based statement
5. Avoid using negative or double negative.
6. Avoid specific determiner such as never, always, all and
none for they tend to appear in the statements that are
false.
7. Avoid specific determiner such as some, sometimes and
may for they tend to appear in the statements that are
true.
8. Avoid grammatical clues.
9. Avoid statement directly taken from the book.
10. Avoid arranging the statements in patterned order
(TTTTTT, FFFFFF, TFTFTF)
11. Directions should indicate where and how the students
should mark their answers.
Advantages of True-or-False Test

• It covers a lot of content in a short span of time

• It is easier to prepare compared to multiple-choice and
matching type of test
• It is easier to score because it can be scored objectively
compared to test that depends on the judgment of the
rater/s.
• It is useful when there are two alternatives only
• The score is more reliable than essay test.
Disadvantages of True-or-False Test

• Limited to only to level of thinking skills such as
knowledge and comprehension or recognition or recall
information
• High probability of guessing the correct answer.
Guidelines for Construction of Completion/Short Answer

Test
1. The item should require a single answer or brief and
definite statement.
2. Be sure that language used in the statement is precise and
accurate in relation to the subject matter being tested.
3. Be sure to omit only key words.
4. Do not leave blank at the beginning or within the
statement.
5. Use direct question rather than incomplete statement.
6. Be sure to indicate units in which to be expressed when
the statement requires numerical answer.
7. Be sure that the answer the student is required to produce
is factually correct.
8. Avoid grammatical clues
9. Do not select textbook sentences.
Advantages of Completion/Short Answer Test

• It covers a broad range of topics in a short span of time
• It is easier to prepare and less time consuming compared
to multiple choice and matching type of test.
• It can assess effectively the lower level of Bloom’s
taxonomy
• It reduces the possibility of guessing the correct answer
Disadvantages of Completion/Short Answer Test

• It is only appropriate for questions that can be answered
with short responses
• There is difficulty in scoring when questions are not
prepared properly and clearly.

• It can assess only knowledge, comprehension and
application in Bloom’s taxonomy of cognitive domain
• It is not adaptable in measuring complex learning
outcomes
• Scoring is tedious and time consuming.
Essay
It consists of few number of questions wherein the examinee is
expected to demonstrate ability to recall factual knowledge,
organize knowledge and present knowledge in logical and
integrated answer.
Advantages of Extended Response Essay:

• Demonstrate learning outcomes at synthesis and
evaluation levels
• Provides more freedom to give responses to the question
and provide creative integration of ideas
Disadvantages of Extended Response Essay:

• More difficult to construct
• Scoring is time consuming
Advantages of Restricted Response Essay:

• It is easier to prepare questions
• It is easier to score
• It is more directly related to specific learning outcomes
Disadvantages of Restricted Response Essay:

• It provides little opportunity for students to organize
ideas, to integrate materials and to develop new patterns
• It measures learning outcomes at comprehension,
application and analysis levels
Guidelines for Construction of Essay Test

1. Construct essay question to measure complex learning
outcomes and relate to the outcomes to be measured.
2. Formulate essay questions that present a clear task to be
performed.
3. An item should be stated precisely and it must clearly
focus on the desired answer.
4. All students should be required to answer the same
question

5. Number of points and time spent in answering the
question must be indicated in each item
6. Specify the number of words, paragraphs or the number
of sentences for the answer.
7. The scoring system must be discussed or presented to the
students.
Advantages of Essay Test

• It is easier to prepare and less time consuming.
• It measures HOTS
• It allows students’ freedom to express individuality in
answering the question
• The students have a chance to express their own ideas.
• It reduces guessing answer
• It presents more realistic task
• It emphasizes on integration and application of ideas
Disadvantages of Essay Test

• It cannot provide an objective measure of the
achievement of the students
• It needs so much time to grade and prepare scoring
criteria
• The scores are usually not reliable
• It measures limited amount of objectives and contents
• Low variation in scores
• It encourages bluffing
Suggestions for Grading Essay Test

• Decide on the policy for dealing with incorrect, irrelevant
or illegal responses.
• Keep the scores of previously read items out of sight
• The student’s identity should remain anonymous while
his/her paper is being graded
• Read and evaluate each student’s answer to the same
question before grading the next question.
• Provide students with general grading criteria
• Use analytic or holistic scoring
• Answer the test question yourself by writing the ideal
answer.
• Write your comments on their papers.
Let’s Do It! Activity 3. In this activity, you are expected to formulate sample
test questions for a learning competency/ies of your choice. Do the
(Application) following steps:

e) Have a copy of the K to 12 curriculum guide of your
specialization. For BEED-Generalist students, you can
choose any subject.
f) Select a learning competency/ies that will serve as a basis
in the formulation of your test questions. For BEED-
Generalist students, select competencies from Grades 1 to
6. For BPE and BSED students, select competencies from
Grades 7 to 12.
g) Formulate the following:
1. 5-item multiples choice questions
2. 5-item matching type test
3. 5-item short answer type
4. 5-item True or False type
5. 1-item Essay
a. Restricted
b. Non-restricted
h) Ask your course facilitator regarding the submission of
your task design.
Key Take Away Congratulations! You successfully formulated a sample test
(Closure) questions based on your chosen topic.

Lesson 3 Considerations in Test Item Development
Outcomes
1. establish the difficulty and discrimination index of test item
using formula of discrimination and difficulty index.
Introduction After you create your objective assessment items and give your test,
how can you be sure that the items are appropriate -- not too difficult
and not too easy? How will you know if the test effectively
differentiates between students who do well on the overall test and
those who do not? An item analysis is a valuable, yet relatively easy,
procedure that teachers can use to answer both questions. In this
lesson, we will establish the difficulty and discrimination index of
test item using formula of discrimination and difficulty index.
Let’s get Started! Activity 1. Using the template below, provide the characteristics of
Item Analysis Index and Item Discrimination Index. And on the box
(Activity) below, write a brief but meaningful explanation of the diagram.
ITEM ANALYSIS INDEX ITEM DISCRIMINATION INDEX
BOTH
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______
Let’s Think About Activity 2. In this activity, you are required to elaborate your answer
It! on the questions below.
(Analysis) 1. What is item difficulty and item discrimination?

2. What does high discrimination index mean?
3. What does a negative discrimination index mean?
4. Is a test that nobody failed too easy?
5. Is a test on which nobody got 100% too difficult?
6. Should items that are “too easy” or “too difficult” be thrown
out?
Let’s Explore! When teachers are developing tests to give to students, they cannot
just write a test and assume it will measure the standards they wish
(Abstraction) to assess. You might be surprised to learn that teachers must test the
validity of their assessments. They do this by running statistical
analyses of individual test questions. This process is also called item
analysis. Two statistical methods used in item analysis are the item
difficulty index and the item discrimination index. The item
difficulty index measures how easy a question is by determining the
proportion of students who got it right. The item discrimination
index measures how well a test question can help examiners
differentiate between test takers who have attained mastery of the
material and those who have not.
What Is the Item Difficulty Index?
The item difficulty index is a common and very useful analytical

tool for statistical analysis, especially when it comes to determining
the validity of test questions in an educational setting. The item
difficulty index is often called the p-value because it is a measure of
proportion – for example, the proportion of students who answer a
particular question correctly on a test.
How does it work

1. Score the exam and sort the results by score.
2. Select an equal number of students from each end, e.g. top 27%
(upper ) and bottom 27% (lower).
3. For each item, tally the number of students in each group who
selected each option. Record these counts on a copy of the test
item next to each response option.
4. Compare the performance of these two groups on each of the
test items.
5. Apply the following equation to calculate the difficulty
index for each item: P = (Rh + Rl)/ T. An item is
easy, moderately difficult (acceptable), or difficult if
its p value is ≥ .80, between .21 and .79, and ≤ .20,
respectively.

Rh is the number of students in the top 27% who selected the
correct option, Rl is the number of students in the lower 27%
who selected the correct option, and T is the total number of
students. For the example on the previous slide, the P-value is
(13 + 13)/ 30 = .87.
• a greater portion of students in the upper group should have

selected the correct answer.
• a greater portion of students in the lower group should have
selected each of the distracter (incorrect) answers.
What is Item Discrimination?

• Generally, students who did well on the exam should select
the correct answer to any given item on the exam.
• The Discrimination Index distinguishes for each item
between the performance of students who did well on the
exam and students who did poorly.
How does it work?
1. Calculate the discrimination index (D) for each item.

This is done by dividing the Rh by the total number of
students in the top 27%. This will yield Ph. Repeat the
process to calculate Pl from Rl. Subtract Pl from Ph to obtain
D. For the example on the previous slide, Ph = 13/15 = .87;
Pl = 13/15 = .87. The D = .87- .87 = 0, indicating that the
item’s discriminatory power is nonexistent. However, A
discrimination index of .20 or higher is appropriate
2. Check each item for implausible distractors,
ambiguity and miskeying. Look at the table on next slide to
find out how plausible was each distracter for item 1.
3. The Discrimination Index is listed in decimal format
and ranges between -1 and 1.
What is a “good” value?

Number of Students achieving each Score
30
20
10
0
0 10 20 30 40 50 60 70 80 90 100
Hard Exam Normal Exam Easy Exam
• For exams with a normal distribution, a discrimination of 0.3

and above is good; 0.6 and above is very good.
• Values close to 0 mean that most students performed the
same on an item.
• The index should never be negative.
Let’s Do It! Activity 3. Ten students have taken an objective assessment. The
quiz contained 10 questions. In the table below, the students’ scores
(Application) have been listed from high to low (Mark, Dave, John, Darrell, and
Eliza are in the upper half). There are five students in the upper half
and five students in the lower half. The number “1” indicates a
correct answer on the question; a “0” indicates an incorrect answer.
Student Total Questions

Name Score 1 2 3 4 5 6 7 8 9 10
(%)

Mark 100 1 1 1 1 1 1 1 1 1 1
Dave 90 1 1 1 1 1 1 1 1 0 1
John 80 1 1 0 1 1 1 1 1 0 0
Darrell 70 0 1 1 1 1 1 0 1 0 1
Eliza 70 1 1 1 0 1 1 1 0 0 1
Harry 60 1 1 1 0 1 1 0 1 0 0
Grace 60 0 1 1 0 1 1 0 1 0 1
Hannah 50 0 1 1 1 0 0 1 0 1 0
Ricky 40 1 1 1 0 1 0 0 0 0 1
Anita 30 0 1 0 0 0 1 0 0 1 0
Calculate the Difficulty Index (p) and the Discrimination Index (D)
for each question.
Item # # Difficulty Discrimination

Correct Correct (p) (D)
(Upper (Lower
group) group)
Question
1
Question
2
Question
3
Question
4
Question
5
Question
6
Question
7
Question
8
Question
9
Question
10
Answer the following questions:
1.Which question was the easiest?

2. Which question was the most difficult?
3. Which item has the poorest discrimination?

4. Which questions would you eliminate first (if
any) – why?
Key Take Away Congratulations! You are done with lesson 3 of this module.
(Closure)

Lesson 4 Using Technology in Test development
Outcomes
1. construct a 30-item validated assessment test using
Classical Item and Test Analysis Spreadsheets (CITAS)
and iSPRING QUIZMAKER.
Introduction After you learned the principles of test development and formulated
sample test questions, its now time to create valid test using
technology. In this lesson, we’ll look at how to write effective
educational quizzes and build them with Classical Item and Test
Analysis Spreadsheets (CITAS) and iSpring QuizMaker.
Let’s get Started! Activity 1. Download the following software:
(Activity) 1. Classical Item and Test Analysis Spreadsheets (CITAS),

and
2. iSPRING QUIZMAKER.
Let’s Think About Activity 2. In this activity, you are required to elaborate your answer
It! on the questions below.
(Analysis) 1. How is technology used in assessment?

2. What are the opportunities in using technologies?
3. What is technology-based assessment?
4. What is the purpose of technology assessment?
5. How beneficial is technology in classroom assessment?
Let’s Explore! Understanding what students know, and what they don’t know, is
central to effective learning. If students attempt tasks that are too
(Abstraction) difficult, they are likely to get frustrated and fail. Likewise, if they
are assigned tasks that are too easy, they are unlikely to progress as
they should. Accurate information about a student’s current level of
understanding, is, therefore, crucial to ensuring that all pupils
achieve their full potential.
Technology and assessment
• Technology can be used to support assessment in many

different ways; such as to track student progress over time.
However, perhaps even more compelling, educational
technology can also be used to aid formative assessment;

helping to boost engagement, identify knowledge gaps, and
support further/deeper learning.
What is CITAS (Classical Item and Test Analysis Spreadsheet)?
• CITAS is an easy-to-use tool for implementing classical test

theory on small data sets, designed to provide a
straightforward and no-cost way for non-psychometricians
to evaluate the quality of assessments. If you are using
assessments but not evaluating their statistics, you have no
way of knowing whether your test is reliable.
• CITAS is intended for anyone that is new to psychometrics
and wants a simple tool to help learn the analytics. It’s
limited to 100 examinees and 100 items.
What can CITAS do?
Simply type or paste your data into an Excel spreadsheet and the
statistics populate in real time – no coding or “running” needed. But
while simple to use, it still provides essential output, including:
• Mean: The average score
• Standard deviation: An index of the variation in scores
• Reliability: An index of test quality, using coefficient alpha
(aka KR20)
• Standard Error of Measurement (SEM): An index of score
error that can be used to create confidence intervals
• Item P values: An item difficulty statistic, calculated as the
proportion of examinees that responded correctly
• Item point-biserials: An item discrimination statistic,
calculated as the correlation between item score and
total score
• Distractor analysis: Frequencies of each item response.
What is iSPRING QUIZMAKER.
• Desktop tool for creating online quizzes.
iSPRING QUIZMAKER is suited for:

• Teachers and eLearning developers who need to conduct
comprehensive knowledge assessments and don’t want to
spend gobs of time learning how to use the tool
• Those who need to quickly launch mobile assessment
• Those who want to create well-designed interactive quizzes
What can you do with iSpring QuizMaker?
• In iSpring QuizMaker, you can choose the way the scores

will be given: as a result of answering the question
(correct/incorrect) or for every answer option (scores are
given depending on the option chosen). To tighten the quiz
rules, you can apply penalties – deduct points for false
replies.
• It’s up to you as to how you will score your educational quiz:
in percentage or points, and what passing score you will set.
By choosing a “None” scoring type, you can make non-
graded knowledge checks and surveys. In this case, learners
won’t see any point info or the final score on the result slide.
Let’s Do It! Activity 3. Using your output in lesson 2 – activity 3, Construct a

30-item assessment test using Classical Item and Test Analysis
(Application) Spreadsheets (CITAS) and iSPRING QUIZMAKER.
.
Key Take Away Congratulations! You are done with module 5. The module
consists of 4 lessons. In this module you were able to construct a
(Closure) table of specifications and you were able to formulate a sample test
questions.
References
Corpuz, B. (2015. Field Study 5 Learning Assessment Strategies.
Quezon City, Philippines. Lorimar Publishing.
Oosterhof, A. (1990). Classroom Applications of Educational
Measurements. Merrill, Columbus, OH.
Navarro, R., Santos, R., and Corpuz, B. (2017). Assessment of
Learning 1. Quezon City, Philippines. Lorimar Publishing

Module No. & Title Module 6 – ANALYZING, INTERPRETING AND
EVALUATING TEST RESULTS
Module Overview This part of the module will orient the students on how to
analyze, interpret, and evaluate test results. It will cover the
lessons about test results and educational decision making,
fundamental analytical techniques, fundamental techniques in
interpreting test results, fundamental techniques in evaluating
test results and using technologies used in test analysis,
interpretation and evaluation.
Module In this module, students are expected to be able to:
Objectives/Outcomes ▪ discuss the importance and influence of data-driven
educational decision-making on the classroom practices.
▪ differentiate old tools from new tools as bases for
educational decision making.
▪ apply systematic approach as basis in making decisions
regarding school or classroom practices.
▪ compute the different measures of central tendencies.
▪ interpret tabulated results of computed data.
▪ perform the computation of test of relationship between two
measures using appropriate statistical tool; and provide
implications of the computed data
▪ recognize opportunities, trends, and advantages of making
use of data analysis technology.
use technology as an aide in the computations, analysis and
interpretation of data.
Lessons in the This module is divided into 4 lessons

module
Lesson 1 Test Results and Educational Decision Making
Lesson 2 Fundamental Analytical Techniques
Lesson 3 Considerations in test item development
Lesson 4 Using Technology in test development

Module 6 Analyzing, Interpreting, and Evaluating Test Results
Lesson 1 Test Results and Educational Decision Making
Learning ▪ Discuss the importance and influence of data-driven educational
Outcomes decision-making on the classroom practices.
▪ Differentiate old tools from new tools as bases for educational

decision making.
▪ Apply systematic approach as basis in making decisions

regarding school or classroom practices.
Introduction Welcome students! This is the first lesson for module 6. In this
lesson, we have to remind that all teachers must acquire data from
their respective students just to inform what type of decision making
should be done for classroom instruction. Whatever form of data it
is, gather it. In the long run, it might help for the betterment of
classroom instruction.
Let’s get Tasks to do:
Started!
(Activity) Teacher! Teacher! Assess Me!
Teacher Forms of Things done after having the

Assessment used in result of the assessment
Class (give short
details)
Directions:
• Name at least four teachers that you have met in your
minor or major subjects. For confidentiality purposes, use a
name code. Write it on the first column of the given table
above.
• From the first day to last of your class session, it is obvious
that your teacher has used different forms of assessment
just to monitor your academic progress. To specify those,
write your answer on the second column.
• After giving different forms of assessment, enumerate the
things that have been done by your teacher after having the
result of the said assessment. Write your answer on the
third column of the table.
Let’s Think • Are these assessments really important? Why?

About It!

• Are the assessment data needed in educational decision
(Analysis) making? Why?
• Aside from the assessment data, are there other things to
consider in educational decision making?
• What kind of approach should be used in order to arrive a
productive decision that will benefit the students, teacher
and others?
Let’s
Explore! Data-driven educational decision making refers to the process by
which educators examine assessment data to identify student
(Abstraction) strengths and deficiencies and apply those findings to their practice.
This process of critically examining curriculum and instructional
practices relative to students' actual performance on standardized
tests and other assessments yields data that help teachers make more
accurately informed instructional decisions (Mertler, 2007; Mertler
& Zachel, 2006). Local assessments—including summative
assessments (classroom tests and quizzes, performance-based
assessments, portfolios) and formative assessments (homework,
teacher observations, student responses and reflections)—are also
legitimate and viable sources of student data for this process.
The "Old Tools" Versus the "New Tools"
The concept of using assessment information to make decisions

about instructional practices and intervention strategies is nothing
new; educators have been doing it forever. It is an integral part of
being an effective educational professional. In the past, however,
the sources of that assessment information were different;
instructional decisions were more often based on what I refer to as
the "old tools" of the professional educator: intuition, teaching
philosophy, and personal experience. The problem with relying
solely on the old tools as the basis for instructional decision making
is that they do not add up to a systematic process (Mertler, 2009).
For example, as educators, we often like to try out different
instructional approaches and see what works. Sounds simple
enough, but the trial-and-error process of choosing a strategy,
applying it in the classroom, and judging how well it worked is
different for every teacher.
The use of old tools is an important and integral part of the

educational process. However, this must not be solely used. Rather,
it must be integrated on some additional ideas and strategies that
build on this notion of good classroom teaching. The old tools do
not seem to be enough anymore (LaFee, 2002); it must be balanced
with the "new tools". These new tools, which consist mainly of

standardized test and other assessment results, provide an
additional source of information upon which teachers can base
curricular and instructional decisions. This data-driven component
facilitates a more scientific and systematic approach to the decision-
making process.
A Systematic Approach
Taking the data-driven approach to instructional decision making

requires us to consider alternative instructional and assessment
strategies in a systematic way. When we teach our students the
scientific method, they learn to generate ideas, develop hypotheses,
design a scientific investigation, collect data, analyze those data,
draw conclusions, and then start the cycle all over again by
developing new hypotheses. Likewise, educational practitioners can
use the scientific method to explore and weigh our own options
related to teaching and learning. This process is still trial and error,
but the "trial" piece becomes a lot more systematic and incorporates
a good deal of professional reflection (Mertler, 2009). And, like the
scientific method, the decision-making process is described in the
following sections is cyclical: the data teachers gather through the
process are continually used to inform subsequent instruction. The
process doesn't just end with the teacher either deciding the strategy
is a winner or shrugging and moving on to a new strategy that he or
she hopes will work better.
Let’s Do It! Situation: First grading period is over. It was found out that 40%
of the classroom population got an average grade between 75-77.
(Application) As a subject teacher or adviser, the result is somehow alarming.
What to do:
Make a systematic plan on how to improve the performance of the

students who have academic problems and which you think may
help you arriving a good educational decision making in the future.
Key Take Congratulations, you have just finished lesson 1 of this module.
Away Perhaps, you have now realized the importance of data in
educational decision-making.
(Closure) The next lesson would be about the fundamental analytical
techniques which talks about the statistical tools that are
commonly used in interpreting students’ test result. You are
expected to have some research works about this topic and prepare
for individual presentation. Thank you.

Lesson 2 Fundamental Analytical Techniques
Learning ▪ Compute the different measures of central tendencies.
Outcomes
▪ Interpret tabulated results of computed data.
▪ Perform the computation of test of relationship between two

measures using appropriate statistical tool; and provide
implications of the computed data.
Introduction Welcome students! This is the second lesson for module 6. In this
lesson, you have to recall the measures of central tendency and
variability that was introduced to you in your senior high school days.
However, there so much more about these measures that will
probably help the teachers in interpreting student’s test result. This
lesson is not plainly all about how you solve the measures of central
tendency and variability. Most importantly, the knowledge on how to
interpret the statistical result.
Let’s get
Started! 1. Consider the score distribution of a quiz with 30 as the
highest possible score below:
(Activity) 15, 11, 9, 20, 18, 10, 5, 17, 18, 12, 16, 13, 19, 20, 6, 23, 28, 19, 18,
30, 23, 25, 17, 19, 20, 16, 15, 22, 20, 24.
Compute:
a. Mean
b. Median
c. Mode
d. Range
e. Variance
f. Standard deviation
2. Tell what kind of relationship does the given variables trying

to convey. Write P if positive and N if negative.
a. Study habits and exam performance
b. Attitude towards English and English performance
c. Laid off and employee’s satisfaction
d. Employee’s satisfaction and turnover intentions
e. Motivation and success
Let’s Think • What can you say about the score distribution?
About It! • Are the distribution of the results alarming? Why? Why not?
• Among the measures of central tendency, which is not
(Analysis) affected by extremely high or extremely low scores?
• What can you infer about the value of your standard
deviation?

• What type of distribution does the given scores show? Is it
normal? Or not (skewed)?
Let’s
Explore! MEASURES OF CENTRAL TENDENCY
(Abstraction
) A measure of central tendency is a single value that attempts to
describe a set of data by identifying the central position within that
set of data. As such, measures of central tendency are sometimes
called measures of central location. They are also classed as summary
statistics. The mean (often called the average) is most likely the
measure of central tendency that you are most familiar with, but there
are others, such as the median and the mode.
Mean (Arithmetic)
The mean (or average) is the most popular and well known measure
of central tendency. It can be used with both discrete and continuous
data, although its use is most often with continuous data (see our
Types of Variable guide for data types). The mean is equal to the sum
of all the values in the data set divided by the number of values in the
data set. So, if we have n values in a data set and they have values x1,
x2, x3…,xn the sample mean, usually denoted by (pronounced "x
bar"), is:
Example: Ten students in Post graduate school class got the following
scores in a 100—item test: 72, 75, 77, 79, 80, 83, 89, 92, 94, 97. The
mean is equal to 83.3. There are 6 scores below the average score
(mean) (72, 75, 77, 79, 80, 83) and there are 4 scores above the
average score (mean) of the group (89, 92, 94, 97).
When not to use the mean
The mean has one main disadvantage: it is particularly susceptible to

the influence of outliers. These are values that are unusual compared
to the rest of the data set by being especially small or large in
numerical value. For example, consider the wages of staff at a factory
below:
Staff 1 2 3 4 5 6 7 8 9 10

Salary 15k 18k 16k 14k 15k 15k 12k 17k 90k 95k
The mean salary for these ten staff is $30.7k. However, inspecting the
raw data suggests that this mean value might not be the best way to
accurately reflect the typical salary of a worker, as most workers have
salaries in the $12k to 18k range. The mean is being skewed by the
two large salaries. Therefore, in this situation, we would like to have
a better measure of central tendency. As we will find out later, taking
the median would be a better measure of central tendency in this
situation.
Median
The median is the middle score for a set of data that has been arranged
in order of magnitude. The median is less affected by outliers and
skewed data. In order to calculate the median, suppose we have the
data below:
65 55 89 56 35 14 56 55 87 45 92
We first need to rearrange that data into order of magnitude (smallest

first):
14 35 45 55 55 56 56 65 87 89 92
Our median mark is the middle mark - in this case, 56 (highlighted in

bold). It is the middle mark because there are 5 scores before it and 5
scores after it. This works fine when you have an odd number of
scores, but what happens when you have an even number of scores?
What if you had only 10 scores? Well, you simply have to take the
middle two scores and average the result. So, if we look at the
example below:
65 55 89 56 35 14 56 55 87 45
We again rearrange that data into order of magnitude (smallest first):
14 35 45 55 55 56 56 65 87 89

Only now we have to take the 5th and 6th score in our data set and
average them to get a median of 55.5.
Mode
The mode is the most frequent score in our data set. On a histogram
or bar chart it represents the highest bar. If is a score of the number
of times an option is chosen in a multiple choice test, you can,
therefore, sometimes consider the mode as being the most popular
option. Study the score distribution given below:
14, 35, 19, 35, 25, 67, 89, 25, 80, 20, 42
There are two most frequent scores 35 and 25. So we have a score
distribution with two modes, hence a binomial distribution
Normal and Skewed Distribution
Normal Distribution
The score distribution is said to be normal distribution when most of

the scores or values are clustered around the mean, and the number of
values decrease as you move below or above the mean. In graph form,
normal distribution will appear as a bell curve.
• If mean is equal to the median and median is equal to the

mode, the score distribution shows perfectly normal
distribution as shown in the figure above.
• If mean is less than the median and the mode, the score
distribution is a negatively skewed distribution. In a
negatively skewed distribution the scores tend to cluster at the
upper end of the score distribution.

https://towardsdatascience.com/skewed-data-a-problem-to-your-
statistical-model-9a6b5bb74e37
• If mean is greater than the median and the mode, the score
distribution is positively skewed distribution. In a positively
skewed distribution the scores tend to cluster at the lower end
of the score distribution.
https://towardsdatascience.com/skewed-data-a-problem-to-your-
statistical-model-9a6b5bb74e3
Important Reminder:
If scores tend to be high because teacher taught very well and students
are highly motivated to learn, the score distribution tends to be
negatively skewed, i.e., the scores will tend to be high. On the other
hand, when teacher does not teach well and students are poorly
motivated, the score distribution tend to below.
Measure of Dispersion or Variability

A measure of variability is a summary statistic that represents the
amount of dispersion in a dataset. How spread out are the values?
While a measure of central tendency describes the typical value,
measures of variability define how far away the data points tend to
fall from the center. We talk about variability in the context of a
distribution of values. A low dispersion indicates that the data points
tend to be clustered tightly around the center. High dispersion
signifies that they tend to fall further away.
Example: there are two sets of scores

A- 5, 5, 5, 5, 6, 6, 6, 6, 6, 6, --Mean is 5.6
B- 1, 3, 4, 5, 5, 6, 7, 8, 8, 9 -- Mean is 5.6
The two score distribution have equal mean and yet the scores are
varied. Clearly, the scores in A are less varied compared to
distribution B. See, by considering the central tendency alone, you
can somehow infer that the groups have the same performance but
actually not. It will help you determine which score distribution is
scattered of clustered.
Range
The range is the mist simple measure of variability. The range is
simply the highest score minus the lowest score. Example, 4, 6, 9, 14,
7, 9, 16, 20. The highest score is 20, and the lowest score is 4, so 20
– 4 = 16. The range is 16.
Variance
Variance is the average squared difference of the values from the
mean. Unlike the previous measures of variability, the variance
includes all values in the calculation by comparing each value to the
mean. To calculate this statistic, you calculate a set of squared
differences between the data points and the mean, sum them, and then
divide by the number of observations. Hence, it’s the average squared
difference.
Example:

The numbers in parentheses represent the corresponding table column
number. The procedure involves taking each observation (1),
subtracting the sample mean (2) to calculate the difference (3), and
squaring that difference (4). Then, I sum the squared differences at
the bottom of the table. Finally, I take the sum and divide by 16
because I’m using the sample variance equation with 17 observations
(17 – 1 = 16). The variance for this dataset is 201.
Standard Deviation
The standard deviation is the standard or typical difference between
each data point and the mean. When the values in a dataset are
grouped closer together, you have a smaller standard deviation. On
the other hand, when the values are spread out more, the standard
deviation is larger because the standard distance is greater. To solve
the standard deviation just take the square root of the variance.
In the variance section, we calculated a variance of 201 in the table.
√201 = 14.177

Therefore, the standard deviation for that dataset is 14.177.
The Empirical Rule for the Standard Deviation of a Normal

Distribution
When you have normally distributed data, or approximately so, the

standard deviation becomes particularly valuable. You can use it to
determine the proportion of the values that fall within a specified
number of standard deviations from the mean. For example, in a
normal distribution, 68% of the values will fall within +/- 1 standard
deviation from the mean. This property is part of the Empirical Rule.
This rule describes the percentage of the data that fall within specific
numbers of standard deviations from the mean for bell-shaped curves.
Mean +/- standard Percentage of data

deviations contained
1 68%
2 95%
3 99.7%
For example, you have a mean of 74 and standard deviation of 8.

Using the normal curve model, 68% of the distribution would be
between 74 – 8 = 66 and 74 + 8 = 82. Similarly, about 95% of the
distribution would be between 66 – 8 = 58 and 82 + 8 = 90.

Interpretation of Standard Deviation
By looking at the value of your standard, you can actually infer what
type learner you have in your classroom. Remember the rule of
thumb: the smaller the value of your standard deviation, the more
clustered the scores around the mean. Meaning, the class performance
is homogeneous. On the other hand, the bigger the value of your
standard deviation, the more scattered the scores are. This means that
the performance is heterogeneous. In this case, there is a presence of
high and low scores.
Describing Relationships
Correlation
This is the tool that we are going to use if we want to determine the
relationship or association between the scores of two variables (e.g.
Math score and Science score). Is there a significant relationship
between the Mathematics scores and Science scores? What type of
linear relationship exists between the two sets of scores? Such
questions can be answered using the concept of correlation.
Correlation refers to the extent to which the distributions are linearly

related or associated between the two variables. The extent of
correlation is indicated numerically by the coefficient of correlation
(rxy).
Kinds of Correlation
1. Positive correlation
High scores in distribution x are associated with high scores
in distribution y. Low scores in distribution x are associated
with low scores in distribution y. This means that as the value
of x increases the value of y increases too or as the value of x
decreases, the y values will also decrease.
2. Negative correlation
High scores in distribution x are associated with low scores in
distribution y. Low scores in distribution x are associated with
high scores in distribution y. This means that as the value of x
increases the value of y decreases too or as the value of x
decreases, the y values will also increase.
3. Zero correlation
No association between the scores in distribution x and scores
in distribution y.

Formula:
(n)( xy) − ( x)( y )

rxy =
[(n)( x 2 ) − ( x) 2 ][(n)( y 2 ) − ( y) 2 ]
Let’s Do It! 1. Scores of 24 students in a 40-item science quiz.
(Application 26 33 13
) 23 25 10
37 35 24
22 33 13
17 23 37
28 14 29
31 19 40
35 38 35
a. Arrange the scores from highest to lowest to determine the
highest score and lowest score.
b. Compute the mean, median, mode. Make an analysis of each
item.
c. How many students got score above the mean value and how
many students got scores below the mean value?
d. Compute the range, variance and standard deviation. Make an
analysis on the standard deviation.
e. What specific range of scores falls under the 1 units and 2
units.
2. Find the correlation coefficient of the scores of 10 students in

mathematics quiz and science quiz as given below.
Students Scores in Math (x) Scores in Science

(y)
1 35 41
2 15 25
3 11 19
4 35 39

5 45 40
6 28 30
7 30 26
8 15 23
9 39 45
10 34 40
Key Take Congratulations, you have just finished the lesson 2 of this module.
Away You have now widen your understanding about the importance of
statistics and its correct interpretation in the field of education.
(Closure) The next lesson would be about fundamental techniques in
interpreting the results. You are expected to have some research
works about this topic and prepare for individual presentation.
Thank you.

Lesson 3 Fundamental Techniques in Interpreting test Results
Learning ▪ Expound the fundamental techniques in interpreting test results.
Outcomes
▪ Provide criterion-referenced or norm-referenced interpretations
based the given set of data.
▪ Demonstrate understanding on the techniques of interpreting test

results.
Introduction
Let’s get Teacher, How are my Grades!
Started!
Consider the following situations below:
(Activity)
• Ryan can spell three difficult words in one minute.
• Michelle can type faster than 60% of the students in a
typing class.
• Harry can perform twelve chin-ups.
• Peter is the worst shooter in the basketball team.
• Drake obtained the worst score in the Chemistry test.
• Genieve can convert temperatures from Fahrenheit to
celcius.
• Christian got a grade of 94 in his Advanced Calculus.
• Rhodel is in the 75th percentile for his NCAE.
• Harold must spell 25 words correctly out of 30 words.
• Tom’s raw score in the Filipino class is 23 which is equal
to the 70th percentile.
• Vince set up his laboratory equipment in 2 minutes.
• Mark solve 5 problems correctly in 30 minutes.
Classify the following situations based on similar characteristics

they possessed. If you think the given situations have the same
characteristics or features, write it on the first column. But if you
think it is different from the other one, write it on the second
column.
A B

Let’s Think • What have you observed about the situations given? What
About It! was all about?
• What specific criteria prompted you to put those situations
(Analysis) in column A? How about B?
• Is it important to have this kind of practice in a classroom
setting? Why? Why not?
Let’s Test Interpretation
Explore!
Test interpretation is the process of analyzing scores in a test and
(Abstraction) translating qualitative data into quantitative and grading into
numerical. Score interpretation is same as test interpretation.
Scores
“A summary of the evidence contained in an examinee's responses
to the items of a test that are related to the construct or constructs
being measured.
Types of Scores
1. Raw Scores: The number of points received on a test when
the test has been scored according to direction.
Example: Ali got 10 out of a 20 scores in item quiz.
Raw scores reflect an immediate interpretation as a response to the
scores. It does not yield a meaningful interpretation because it is just
raw scores. Thus, we have to interpret Ali’s score in a more
descriptive and meaningful way.
2. Scaled Scores: Scaled scores are the results of
transformation (usually transformed through a consistent
scale)
Example: Scores in an essay drawn against a rubric
Methods of Interpreting Test Scores
Referencing Framework—is a structure you can use to compare a

student’s performance to something external to the assessment
itself.
Norm referencing network criterion referencing

network
1. CRITERION-REFENCING NETWORK

Criterion Referenced Interpretation permits us to describe an
individual’s test performance without referring to the performance
of others.
• It infers the kind of performance a student can do in a
domain, rather than the student’s relative standing in a norm
group.
• Most widely used interpretation because of its case of
computation and there is a ready transmutation table printed
at the inside back cover of the teacher’s class record.
• A criterion referenced interpretation of scores requires the
comparison of a particular student’s score with subjective
and pre-determined performance standards (criteria).
• Criterion-referenced and standard-based interpretations of
test result are most meaningful when the test has been
specifically designed for this purpose.
• Describes student performance according to a specified
domain or clearly defined learning tasks.
• Concerned with national examination and other assessment
bodies.
• Used in the assessment of vocational and academic
qualifications.
• Results are given on a pass/fail, competent/not competent
basis.
• Results are conclusive and usually open to review.
2. Norm-referenced Framework
Norm-reference interpretation—tells us how an individual

compare with other students who have taken the same test.
• How much the student knows is determined by his standing
or rank within the referenced group. This means the
student’s score is not treated individually but as a part of the
group where students belong.
• Basically, ranking the scores of students from highest score

to the lowest one provides an immediate sample for norm-
referenced interpretation. However, barely ranking “raw
scores” to interpret students’ performance formally is not
proper and valid.
• The raw scores are converted to a derived score. A derive

score is a numerical report of test performance on a sore
scale that has well-defined characteristics and yields
normative meaning.

COMMON TYPES OF NORM REFERENCING
FRAMEWORK
1. Grade score norm—the grade equivalent that corresponds

to a particular raw sore identifies the grade level at which the
typical student obtains that raw score.
2. Percentile norms—percentile of students in the reference

group who fall below student’s raw score. Example: Tom’s
raw score in the Filipino class is 23 which is equal to the
70th percentile. This means that seventy percent (70%) of
Tom’s classmates got a low score than 23.
3. Standard score norms—distance of student’s raw score

above or below the mean of the reference group in terms of
standard units. Example of standard score norms is a z-score.
Given the formula,
Rule of thumb: The larger the value of the z-score the better
the performance is. The smaller the z score, the poorer the
performance is.
4. Stanines—is a method of scaling test scores on a nine-point

standard scale with a mean of five and a standard deviation
of two.
Norm-Referenced Interpretation
ADVANTAGES DISADVANTAGES
It is very easy to use. The performance of a student
is not only determined by his
achievement, but also the
achievement of the other
students
It is appropriate to a large It promotes intense
group of students that is, competition among the
more than 40 students rather than
cooperation
It increases the healthy It cannot be used when the
competition among the class size is smaller than 40.
students.
The teacher easily identifies Not all the student can pass the
learning criteria – the given subject or course
percentage of students who

receive highest grade or
lowest grade
CRITERION-REFERENCED INTERPRETATION
ADVANTAGES DISADVANTAGES
The performance of the It is difficult to set a reasonable
students will not be affected by standard if it is not stated in the
the performance of the whole grading policies of the
class. institution
It promotes cooperation among All students may not pass the
the students. subject or course when they do
not meet the standard set by the
teacher or the institution.
All students may pass the
subject or course when they
meet the standard set by the
teacher
Let’s Do It! Write 10 examples of criterion referenced interpretation and 10

examples for norm referenced interpretation.
(Application)
Norm-Referenced Criterion-Referenced
Interpretation Interpretation
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
10 10
Key Take Congratulations, you have just finished lesson 3 of this module.
Away You can now differentiate norm referenced interpretation from
criterion referenced interpretation and have now an idea what type
(Closure) interpretation should be used depending its purpose.
The next lesson would be about Fundamental Techniques in
Evaluating Test Results. You are expected to have some research
works about this topic and prepare for individual presentation.
Thank you.

Lesson 4 Using technologies used in test analysis, interpretation and
evaluation
Learning ▪ Recognize opportunities, trends, and advantages of making use of
Outcomes data analysis technology.
▪ Use technology as an aide in the computations, analysis and

interpretation of data.
Introduction Welcome students! This is the last lesson for module 6. In this
lesson, you have to appreciate that things can be done in an easier
way. Like in the field of statistics, you don’t need to take longer time
just to determine the degree of relationship between the variables by
using long formula. Through the help of technology, we can conduct
different data analysis at ease.
Let’s get Name of activity: Are We Related?
Started!
Given the situation and data below:
(Activity)
Students Scores in Scores in English
Mathematics
Janet 86 89
Miguel 90 87
Rose 86 97
Daniel 93 85
Mary 98 93
Christine 83 95
Heart 98 85
Kent 83 95
Michael 87 85
Harry 85 89
Jayvee 78 87
Marck 80 77
Jc 90 96
Rex 85 97
Antoine 93 87
• Give the mean and standard deviation of the scores in

mathematics and in English.
• Determine the degree of its relationship by using the
Pearson r correlation and interpret the result.
Let’s Think
About It! • What have you realized after solving the degree of
relationship between two variables?
(Analysis)

• Is it most convenient way on how to perform such statistical
tool? Why? Why not?
• What is the alternative way how to solve this statistical tool
conveniently?
Let’s Existence of technology is found to be beneficial to all especially in
Explore! data analysis. Manual method of solving certain statistical tool is
now out of the stream because in the first place, this take longer time
(Abstraction) to arrive with the final result. Today, through the aid of technology,
statistical software has been introduced. This kind of technology
gives convenience to students and other individuals especially to
researchers in interpreting statistical result. Statistical Software (SS)
is a vital tool for research analysis, data validation and findings. The
emergence of statistical software in the twenty-first century has
helped different researchers in the physical and social science to
improve in the quality of research. Most renowned researchers in
adopting this software in their data analysis have been able to
identify the immense contribution to research findings (Adetola,
2013). Moreover, it enables expert group research data for easy
presentation. It helps professionals to interact with data thereby
paving way for creativity and innovation. One of the statistical
softwares commonly used today is SPSS (Statistical Package for the
Social Sciences)
Test Procedure in SPSS Statistics (Pearson Product)
1. Click Analyze > Correlate > Bivariate... on the main menu,

as shown below:
You will be presented with the Bivariate Correlations dialogue

box:

2. Transfer the variables Height and Jump_Dist into the
Variables: box by dragging-and-dropping them or by
clicking on them and then clicking on the button. You

will end up with a screen similar to the one below:
3. Make sure that the Pearson checkbox is selected under the

–Correlation Coefficients– area (although it is selected by
default in SPSS Statistics).
4. Click on the button and you will be presented
with the Bivariate Correlations: Options dialogue box. If
you wish to generate some descriptives, you can do it here
by clicking on the relevant checkbox in the –Statistics–
area.

5. Click on the button. You will be returned to the
Bivariate Correlations dialogue box.
6. Click on the button. This will generate the results of
Pearson's correlation.
Output for Pearson's correlation
The results are presented in a matrix such that, as can be seen above,
the correlations are replicated. Nevertheless, the table presents the
Pearson correlation coefficient, its significance value and the sample
size that the calculation is based on.
In this example, we can see that the Pearson correlation coefficient,

r, is 0.706, and that it is statistically significant (p = 0.005).
Interpretation: A Pearson product-moment correlation was run to

determine the relationship between height and distance jumped in a
long jump. There was a strong, positive correlation between height
and distance jumped, which was statistically significant (r = .706, n
= 14, p = .005).

Source: https://statistics.laerd.com/spss-tutorials/pearsons-
product-moment-correlation-using-spss-statistics.php
Let’s Do It! Problem: Twenty students are given a test of general ability and an
English achievement test with the resulting scores:
(Application)
Mental Ability English
55 205
54 198
52 203
50 201
50 186
48 203
47 195
46 188
46 192
45 195
43 190
40 188
40 194
38 165
38 170
37 185
36 188
36 194
34 180
32 185
Compute r for these data using the SPSS and interpret the result.
Key Take Congratulations! You have completed the entire module 6. Always
Away remember the key points on how to analyze, interpret, and evaluate
test results. I think you are now ready to proceed in the next module.
(Closure)

Module Issues and Concern in Conventional Assessment
7
This module is designed to bring students to the final phase of Assessment of
Student Learning 1. It deals with issues and concern in conventional assessment. More
specifically, this module discusses on the meaning of conventional assessment, differentiates
traditional and authentic assessments, and the advantages and disadvantages of traditional
assessment.
In this module, the students are expected to:
1. describe conventional assessment;
2. differentiate between traditional and authentic assessment.;
3. identify related issues and problems on conventional assessment; and
4. Organize the issues and match with their own recommendations.
This module is organized in one lesson alone.
Lesson1 Meaning of Conventional Assessment

The difference between Traditional and Authentic Assessment
Issue and Concern in Conventional Assessment
Introduction:
Hello! How are you today. Are you ready for module 7? This module is the final
phase of Assessment of Student Learning 1. Okay, In this module, you are challenged to:
• Describe conventional assessment
• Differentiate between traditional and authentic assessment
• Enumerate the advantages and disadvantages of traditional assessment.
• identify some related problems and relevant issues and concerns about
conventional assessment, and
• outline issues and concern in conventional assessment and organize those
issues and match with your recommendations.

Learning Outcomes
• identify some problems and relevant issues and concerns about conventional
assessment, and
• outline issues and concern in conventional assessment and organize those issues
and match with recommendations,
Lesson 1
Issue and Concern in Conventional Assessment
In this lesson we’ll be dealing with some related issues and concern
regarding assessment. The purpose of assessment is to gather relevant information
about student performance or progress or to determine student interest to make
judgment about his/her learning process (www. theedadvocate.org Retrieved:
july15, 2020). However, are the assessments given to our students addressed their
individual capabilities and interests?
• This lesson brings you to describe conventional assessment,
differentiate the two methods used in conventional assessment, then
identify related issues and concern in conventional assessment.
Objectives:
• Describe conventional assessment
• Differentiate between traditional and authentic assessment
• identify some related problems and relevant issues and
concerns about conventional assessment, and
• outline issues and concern in conventional assessment and
organize those issues and match with your recommendations

Activity
Activity1
Class, our activity today, is based on what you
learned from the previous topics about
assessments, kindly give your own description
of conventional assessment by filling the bubbles
below.
Conventional
assessment

Activity 2
Now, what is the difference between

traditional and authentic assessment? Fill the
bubbles below
Traditional assessment
Authentic Assessment
,.
Analysis
Activity 3
Now class, answer the following
questions: Write your answer on
the space provided..

1. Based on your experience as a student, do you think you are assessed by your teachers
according to your interest and capabilities? Why? Why not?
2. In general, how do you describe the assessment given to you by your teachers?
Activity3
Based on the questions in activity
3, kindly, identify the current
issues and concern in
conventional (current )
assessment. Write your answer
on the spaces below. Go!
1. _____________________
2.______________________
3. _____________________

Abstraction
Meaning of Conventional Assessment

Conventional Assessment refers to traditional assessments of testing, usually
standardized and use pen and paper with multiple-choice, true or false or matching type test
items
Difference between authentic and alternative assessments
De Guzman- Santos ( 2007) says that alternative assessment or portfolio assessment is in
direct contrast to what is known as performance evaluation, traditional assessment, standardized
assessment or summative assessment. She added that alternative assessment includes authentic
assessment, integrative assessment, holistic assessment, assessment for learning and formative
assessment.
However, she postulates that to evaluate exactly what the student has learned, the
teacher must develop authentic assessment method that examines the student’s collective
abilities. She added that authentic assessment gives students situations that occur in the real-
world which require them to apply their relevant skills and knowledge.
Issues and concern in assessment
Singh (2014) has enumerated current issues in assessment:
• a weaker relationship between learning outcomes and assessment
• No right of the student to know how he/she has been assessed and graded.
• Lack of transparency in assessment system.
• Regular and prompt feedback on assessed work is missing.
• New philosophy with old systems.
• Little use of authentic assessment
• Classroom Assessment Technique (CATs) are rare.
• No involvement of students in the assessment process
• Most systems are still based on marks
• Grading system is generally criterion based
• Lesser stress on formative assessment (i.e. assessment for learning)
• As a result, there is a less focus on improvement in learning on a continuous basis.
• Students hardly received feed back to improve their learning
• Very less use of informal and alternative assessment

Application
Activity 4
Based on the current issues enumerated by Singh
(2014), choose at least two of those issues you are most
affected and experienced in your study and come up
with your own recommendations.
Write your answer on the spaces given below. Make
your recommendations doable.
Issues Recommendations
1.______________________ ________________________________
2._______________________ ________________________________
3. ______________________ _______________________________
Closure:
Thank you very much class for your cooperation, and patience in answering the
activities. God bless you all…
References
https:// resilienteducator.comclassroomresources
Montana State University: Traditional Assessment
SEDL: Comparing Traditional and Performance-based
Assessment
Singh, Anup K. (2014). Assessment: Current Status and Challenges. NIRMA University

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2020

COURSE TITLE : Assessment of Student Learning 1

TIME FRAME : 54 hours

Team Leader: MHARFE M. MICAROZ (KNP)

Members: CHRISTIAN CAMANAN (CJC)

Assessment of Student Learning

Module 4 Module 5 Module 6 Module 7

Lesson 1 Educational Lesson 1 Using assessment Lesson 1 Assessment as

Lesson 1 Using Lesson 1 Principles of Lesson 1 Test results Lesson 1

This part of the module familiarizes you in the Language of

In this module you are expected to be able to:

• Explain by providing examples the following concepts in

• Educational measurement, evaluation, testing, and assessment

Module 1 The Language of Educational Assessment

Lesson 1 Educational measurement, evaluation, testing, and assessment

Project WRITE XI: Assessment of Learning 1 – Coursepack 1

Let’s get Activity 1. KWL Chart

Topics What I know What I What I

Project WRITE XI: Assessment of Learning 1 – Coursepack 2

Project WRITE XI: Assessment of Learning 1 – Coursepack 3

Assessment is a fact-finding activity that describes conditions that

Project WRITE XI: Assessment of Learning 1 – Coursepack 4

Let’s Do It! Activity 3.

Project WRITE XI: Assessment of Learning 1 – Coursepack 5

Key Take We have talked about assessment, measurement, and evaluation.

Project WRITE XI: Assessment of Learning 1 – Coursepack 6

Learning ▪ Differentiate the following concepts:

(Activity) Direction: Call/Message a friend or two or more. Ask your friend/s

Project WRITE XI: Assessment of Learning 1 – Coursepack 7

Institutional outcomes are statements of what the graduates of

The focus on outcomes creates a clear expectation of what

Project WRITE XI: Assessment of Learning 1 – Coursepack 8

Indicators are measurable

Strong indicators are simple, precise, and measurable. In

Speaking of benchmark, here we mean, a standard or point of

‘Standard’ can refer to an aspect of performance, or to the

Project WRITE XI: Assessment of Learning 1 – Coursepack 9

levels outcome indicators

Project WRITE XI: Assessment of Learning 1 – Coursepack 10

▪ Point out the various roles of assessment to teaching and

▪ Critique the information on the topics as presented to the class.

▪ Summarize the relationship of assessment of learning and

Introduction With the change of focus in instruction from content to learning

Project WRITE XI: Assessment of Learning 1 – Coursepack 11

Project WRITE XI: Assessment of Learning 1 – Coursepack 12

Project WRITE XI: Assessment of Learning 1 – Coursepack 13

Module At the end of this module, you should be able to:

b. demonstrate their ability to describe the different

c. categorize learning outcomes as to cognitive, affective

d. classify the three domains of learning;

e. apply assessment strategies in planning future learning

f. classify the three domains of learning; and

g. describe elements that constitute high quality

Lessons in the module This module contains the following lessons:

Lesson 1: Using assessment to plan future learning goals

Project WRITE XI: Assessment of Learning 1 – Coursepack 14

b. demonstrate their ability to describe the different principles of

c. select appropriate type of assessment to use in measuring

d. apply assessment strategies in planning future learning goals.