DEPARTMENT OF TEACHER EDUCATION

Mabini Street, Tagum City

Davao del Norte

Course Outline: EDUC 105 – Assessment of Learning 1

Course Coordinator: ANTONIO L. TOLENTINO III, MAEE

Email: [email protected]
Student Consultation: By appointment
Mobile: +639052450024
Phone:
Effectivity Date: August 2020
Mode of Delivery: Blended (On-Line with face to face or
virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is
required at all scheduled Virtual or face
to face sessions.

Course Outline Policy

Areas of Concern Details

This 3-unit course self-instructional manual is
designed for blended learning mode of instructional
delivery with scheduled face to face or virtual
sessions. The expected number of hours will be 54
Contact and Non-contact Hours
including the face to face or virtual sessions. The
face to face sessions shall include the summative
assessment tasks (exams) since this course is
crucial in the licensure examination for teachers.
Submission of assessment tasks shall be on 3rd,
5th, 7th and 9th week of the term. The assessment
paper shall be attached with a cover page indicating
the title of the assessment task (if the task is
performance), the name of the course coordinator,
date of submission and name of the student. The
document should be emailed to the course
coordinator. It is also expected that you already paid
your tuition and other fees before the submission of
the assessment task.
Assessment Task Submission If the assessment task is done in real time through
the features in the Learning Management System
(Schoology, Edmodo, Quipper and the likes), the
schedule shall be arranged ahead of time by the
course coordinator.
Since this course is included in the licensure
examination for teachers, you will be required to
take the Multiple-Choice Question exam inside the
campus. This should be scheduled ahead of time by
your course coordinator. This is non-negotiable for
all licensure-based programs.
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

To ensure honesty and authenticity, all assessment

tasks are required to be submitted through
Turnitin with a maximum similarity index of 30%
allowed. This means that if your paper goes beyond
30%, the students will either opt to redo her/his
paper or explain in writing addressed to the course
coordinator the reasons for the similarity. In
Turnitin Submission addition, if the paper has reached more than 30%
(if necessary) similarity index, the student may be called for a
disciplinary action in accordance with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as
cheating and commissioning other students or
people to complete the task for you have severe
punishments (reprimand, warning, expulsion).
The score for an assessment item submitted after
the designated time on the due date, without an
approved extension of time, will be reduced by 5% of
the possible maximum score for that assessment
item for each day or part day that the assessment
Penalties for Late
item is late.
Assignments/Assessments
However, if the late submission of assessment paper
has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator.
If necessary, you will also be required to
present/attach evidences.
Assessment tasks will be returned to you two (2)
weeks after the submission. This will be returned by
email or via LMS portal.
For group assessment tasks, the course coordinator
Return of Assignments/
will require some or few of the students for online or
Assessments
virtual sessions to ask clarificatory questions to
validate the originality of the assessment task
submitted and to ensure that all the group members
are involved.
You should request in writing addressed to the
course coordinator his/her intention to resubmit an
assessment task. The resubmission is premised on
the student’s failure to comply with the similarity
Assignment Resubmission
index and other reasonable grounds such as
academic literacy standards or other reasonable
circumstances e.g. illness, accidents financial
constraints
You should request in writing addressed to the
program coordinator your intention to appeal or
contest the score given to an assessment task. The
letter should explicitly explain the reasons/points to
contest the grade. The program coordinator shall
Re-marking of Assessment
communicate with the students on the approval and
Papers and Appeal
disapproval of the request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean
with the original letter of request. The final decision
will come from the dean of the college.
Grading System All culled from virtual sessions and traditional
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):
Final exam – 40%
Submission of the final grades shall follow the
usual University system and procedures.
Depends on the discipline; if uncertain or
Preferred Referencing Style inadequate, use the general practice of the APA 6th
Edition.
You are required to create an email account which
is a requirement to access any Learning
Management System (Schoology, Edmodo and the
likes) portal. Then, the course coordinator shall
enroll the students to have access to the materials
and resources of the course. All communication
Student Communication
formats: chat, submission of assessment tasks,
requests etc. shall be through the chosen LMS
portal by the course coordinator.
You can also meet the course coordinator in person
through the scheduled face to face sessions to raise
your issues and concerns.
GINA FE G. ISRAEL, EdD
Contact Details of the Dean Email:
Phone:
RUSSEL J. APORBO, MEAL
Contact Details of the Program
Email:
Head
Phone:
Students with special needs shall communicate
with the course coordinator about the nature of his
or her special needs. Depending on the nature of the
need, the course coordinator with the approval of
the program coordinator may provide alternative
Students with Special Needs
assessment tasks or extension of the deadline of
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Online Tutorial Registration
Help Desk Contact
Library Contact

Course Information – see/download course syllabus in the LMS

CC’s Voice: Good Day education students! Welcome to this course EDUC 105-
Assessment of Learning 1. This subject is one of the 10
professional education subjects that you will encounter through
your four years as an education student.

CO This is a course that focuses on the principle, development, and

utilization of conventional assessment tools to improve the
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

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.

Let us begin!

INTRODUCTORY TOPICS

Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:
a. differentiate assessment of, as, and for learning;
b. identify the different kinds of test;
c. recognize the basic concepts and terms in assessment;
d. familiarize with the principles of high quality assessment.

ULO a, b, c & d: Basic Concepts in Assessment

Metalanguage
Assessment is a professional education subject that focuses on developing
and utilizing different tools to improve the teaching- learning process. There
are many ways to assess as student performance but the best way is to always
focus on your objectives for it will reveal what are the expected lesson that
needs to be assess. Assessment plays a crucial role in education and it is
important that teachers should be familiar with the different term associated
with the subject.
This unit will focus on the definitions of the different terms that surrounds
assessment and how it plays an important role in the classroom.
Please proceed immediately to the “Essential Knowledge” part since the
first lesson is also definition of essential terms.

Essential Knowledge
The first lesson in this course focuses on definitions of basic terms that
surrounds this subject. Please note that you are not limited to exclusively
refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the library e.g.
ebrary, search.proquest.com etc.

1. Different Terminologies: Assessment, Testing, Measuement and

Evaluation

Assessment –refers to the process of gathering, describing or quantifying

information about the student performance. It includes paper and pencil test,
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

extended responses (example essays) and performance assessment are

usually referred to as” authentic assessment” task (example presentation of
research work)

Measurement-is a process of obtaining a numerical description of the degree

to which an individual possesses a particular characteristic. Measurements
answers the questions how much?

Evaluation- it refers to the process of examining the performance of student.

It also determines whether or not the student has met the lesson instructional
objectives.

Test –is an instrument or systematic procedures designed to measure the

quality, ability, skill or knowledge of students by giving a set of question in a
uniform manner. Since test is a form of assessment, tests also answer the
question how does individual student perform?

Testing-is a method used to measure the level of achievement or performance

of the learners. It also refers to the administration, scoring and interpretation
of an instrument (procedure) designed to elicit information about performance
in a simple of a particular area of behavior.

Types of Measurement

There are two ways of interpreting the student performance in relation to

classroom instruction. These are the Norm-reference tests and Criterion-
referenced tests.

Norm-reference test is a test designed to measure the performance of a

student compared with other students. Each individual is compared with
other examinees and assigned a score-usually expressed as percentile, a
grade equivalent score or a stanine. The achievement of student is reported
for broad skill areas, although some norm referenced tests do report student
achievement for individual.

The purpose is to rank each student with respect to the achievement of others
in broad areas of knowledge and to discriminate high and low achievers.

Criterion- referenced test is a test designed to measure the performance of

students with respect to some particular criterion or standard. Each
individual is compared with a pre-determined set of standard for acceptable
achievement. The performance of the other examinees are irrelevant. A
student’s score is usually expressed as a percentage and student achievement
is reported for individual skills,

The purpose is to determine whether each student has achieved specific skills
or concepts. And to find out how mush students know before instruction
begins and after it has finished.
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

Other terms less often used for criterion-referenced are objective referenced,
domain referenced, content referenced and universe referenced.

According to Robert L. Linn and Norma E. gronlund (1995) pointed out the
common characteristics and differences of Norm-Referenced Tests and
Criterion-Referenced Tests

Common Characteristics of Norm-Referenced Test and Criterion-Referenced

Tests

1. Both require specification of the achievement domain to be measured

2. Both require a relevant and representative sample of test items
3. Both use the same types of test items
4. Both used the same rules for item writing (except for item difficulty)
5. Both are judge with the same qualities of goodness (validity and
reliability)
6. Both are useful in educational assessment
Differences between Norm-Referenced Tests and Criterion Referenced Tests

Norm –Referenced Tests Criterion-Referenced Tests

1. Typically covers a large domain 1.Typically focuses on a delimited
of learning tasks, with just few domain of learning tasks, with a
items measuring each specific relative large number of items
task. measuring each specific task.
2. Emphasizes discrimination 2.Emphasizes among individuals
among individuals in terms of can and cannot perform.
relative of level of learning.
3. Favors items of large difficulty 3.Matches item difficulty to
and typically omits very easy learning tasks, without altering
and very hard items item difficulty or omitting easy or
hard times
4. Interpretation requires clearly 4.Interpretation requires a clearly
defined group defined and delimited achievement
domain

2. Types of Assessment
Assessment for improved student learning and deep understanding
requires a range of assessment practices to be used with three overarching
purposes:

Assessment for Learning occurs when assessment procedure is done before

or during instruction. Teachers uses this to inform them about the student
progress and what are the possible ways to help them.
A. Placement Assessment is concerned with the entry performance of
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

student, the purpose of placement evaluation is to determine the

prerequisite skills, degree of mastery of the course objectives and the
best mode of learning.
B. Diagnostic Assessment is a type of assessment given before instruction.
It aims to identify the strengths and weaknesses of the students
regarding the topics to be discussed. The purpose of diagnostic
assessment:
1. To determine the level of competence of the students
2. To identify the students who have already knowledge about the
lesson;
3. To determine the causes of learning problems and formulate a plane
for remedial action.
C. Formative Assessment is a type of assessment used to monitor the
learning progress of the students during or after instruction. Purpose
of formative assessment:
1. To provide feedback immediately to both student and teacher
regarding the success and failure of learning.
2. To identify the learning errors that is need of correction
3. To provide information to the teacher for modifying instruction and
used for improving learning and instruction

Assessment of Learning occurs when assessment procedure is done after

instruction. Teachers uses tis form of assessment to identify whether the
students have really achieved the goals and standards of a chapter or unit.
A. Summative Assessment is a type of assessment usually given at the end
of a course or unit. Purpose of summative assessment:
1. To determine the extent to which the instructional objectives have
been met;
2. To certify student mastery of the intended outcome and used for
assigning grades;
3. To provide information for judging appropriateness of the
instructional objectives
4. To determine the effectiveness of instruction

Assessment of Learning occurs when students use self-assessment to check

on their progress. This assessment relies on students’ reflection so that
student can monitor their improvement and realign their goals for future
learning.

3.Mode of Assessment

A. Traditional Assessment
1. Assessment in which students typically select an answer or recall
information to complete the assessment. Test may be standardized
or teacher made test, these tests may be multiple-choice, fill-in-the-
blanks, true-false, matching type.
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

2. Indirect measures of assessment since the test items are designed

to represent competence by extracting knowledge and skills from
their real life context.
3. Items on standardized instrument tends to test only the domain of
knowledge and skill to avoid ambiguity to the test takers.
4. One-time measures to rely on a single correct answer to each item.
There is a limited potential for traditional test to measure higher
order thinking skills.
B. Performance assessment
1. Assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and
skills
2. Direct measures of student’s performance because task are design
to incorporate contexts, problems, and solutions strategies that
students would use in real life.
3. Designed ill-structured challenges since the goal is to help students
prepare for the complex ambiguities in life.
4. Focus on processes and rationales. There is no single correct
answer, instead students are led to craft polished, thorough and
justifiable responses, performances and products.
5. Involve long-range projects, exhibits, and performances are linked to
the curriculum
6. Teacher is an important collaborator in creating tasks, as well as in
developing guidelines for scoring and interpretation
C. Portfolio Assessment
1. Portfolio is a collection of student’s work specifically to tell a
particular story about the student.
2. A portfolio is not a pie of student work that accumulates over a
semester or year
3. A portfolio contains a purposefully selected subset of student work
4. It measures the growth and development of students.

4.Different Types of Test

Test serves its purpose as an instrument that can me use to measure a
skill but test is created for a specific purpose that is align to what skill will its
measure. Below are the different kinds of test used by teacher and
professional in testing.

1. Speed Test- items have same difficulty taken with time limit
2. Power Test- items in increasing difficulty with no time limit
3.Diagnostic Test- created to identify the weaknesses and strengths of
students.
4. Achievement Test- describes what a person has learned.
5. Aptitude Test- used to predict the likelihood of a student’s success in a
course.
6. Standardized Test- made by experts and has a high validity.
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

7. Teacher-Made Test- made by teachers with low validity and sometimes

prone to errors.
8. Norm- Reference Test- one versus the whole class or takers
9. Criterion- Referenced Test- one versus a criterion or set criteria.
10. Objective Tests- yields with consistent results/answers.
11. Subjective Test- yields with different results/answers.

5. Principles of High Quality Assessment

1. Clear and Appropriate Learning Targets - Learning targets should be
clearly stated, specific and centers on what is truly important.
Learning Targets
(McMillan, 2007; Stiggins, 2007)

Knowledge
Reasoning
Skills
Products
Affective/Disposition
2. Appropriate Assessment Methods
MODES of ASSESSMENT:
• Traditional Assessment
• The pen-and-paper test used in assessing knowledge and
thinking skills.
• Performance Assessment
• It requires actual demonstration of skills or creation of
products of learning.
• Portfolio Assessment
• A process of gathering multiple indicators of student
progress to support course goals in dynamic, ongoing and
collaborative process.

3. Balanced
• Sets targets in all domains of learning
• Cognitive
• Affective
• Psychomotor
• Takes into consideration the multiple intelligences
Example:
• Verbal-linguistic
• Logical-mathematical
• Interpersonal
• Bodily-kinesthetic
• Makes use of both traditional and alternative assessment
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

4. Validity
• The degree to which the assessment instrument measures what
it intends to measure.
WAYS OF ESTABLISHING VALIDITY:
1. Face Validity- is done by examining the physical appearance of
the test
2. Content Validity- is done through a careful and critical
examination of the objectives of the test so that it reflects the
curricular objectives.
3. Criterion-Related Validity- is established statistically such that
a set of scores revealed by a test is correlated with the scores
obtained in another external predictor or measure. Has two
purposes.
a) Concurrent Validity- describes the present status of the
individual by correlating the sets of scores obtained from
two measures given concurrently.
b) Predictive Validity- describes the future performance of an
individual by correlating the sets of scores obtained from
two measures given at a longer time interval.
4. Construct Validity- is established statistically by comparing
psychological traits or factors that theoretically influence scores
in a test.
a) Convergent Validity- is established if the instrument
defines a similar trait e.g. Critical Thinking Test that is
being developed may be correlated with a Standardized
Critical Thinking Test.
b) Divergent Validity- is established if an instrument can
describe only the intended trait and not the other traits.
e.g. Critical Thinking Test may not be correlated with
Reading Comprehension Test

5. Reliability
• It refers to the consistency of scores.
METHODS IN GETTING RELIABILITY
1. Test Retest- Give a test twice to the same group with any time
interval between tests from several minutes to several years
2. Equivalent Forms- Give parallel forms of tests with close time
intervals between forms.
3. Split Half- Give a test once. Score equivalent halves of the test e.g.
odd- and even-numbered items.
4. Kuder Richardson- Give the test once then correlate the
proportion/percentage of the students passing and not passing a
given item.
6. Fairness
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

• It provides all students with an equal opportunity to demonstrate

achievement.
Students:
• Have knowledge of learning targets and assessment
• Are given equal opportunity to learn
• Possess the pre-requisite knowledge and skills
• Are free from teacher stereotypes
• Are free from biased assessment tasks and procedures

7. Practicality and Efficiency

FACTORS TO CONSIDER:
• Teacher Familiarity of the Method
• Time Required
• Complexity of the Administration
• Ease of Scoring
• Ease of Interpretation
• Cost

8. Assessment should be a continuous process

• It takes place in all phases of instruction

9. Authenticity
• Meaningful performance task
• Clear standards and public criteria
• Quality products and performance
• Positive interaction between the assessee and assessor.
• Emphasis on meta-cognition and self-evaluation
• Learning that transfers

10. Communication
• Assessment targets and standards
• Assessment results

11. Positive Consequences

• It should motivate students to learn
• It should help teachers improve the effectiveness of their
instruction
12. Ethics
• Teachers should free the students from harmful consequences of
misuse or overuse of various assessment procedures.
• Teachers should be guided by laws and policies that affect their
classroom assessment.
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

• Administrators and teachers should understand that it is

inappropriate to use standardized student achievement to
measure teaching effectiveness.

Self-Help: You can also refer to the sources below to help you
further.
understand the lesson:
Gabuyo, Y., (2007). Assessment of Learning I. REX Book Store. Pp.
1 - 13

Let’s Check
Activity 1. Do as indicated
1. Define and differentiate the terms: assessment, test,
measurement and evaluation.
2. Compare the different types of assessment.
3. Differentiate norm-referenced form criterion referenced.
4. Why is assessment important?
5. What are the current issues associated to assessment of
student learning?

DEVELOPING CLASSROOM ASSESSMENT TOOLS

Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:
a. discuss the different steps in developing a table of specification;
b. identify the different traditional assessment tools;
c. construct a table of specification;
d. identify different format of assessment tools;
e. enumerate the advantages and disadvantages of the different
format of assessment tools;
f. construct multiple choice, matching type, completion, essay and
true or false test.
ULO a, b & c: TABLE OF SPECIFICATION

Metalanguage
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

In the first few lessons, we discussed about the different types of

assessment and test. We the concept of different types of test id also included
in those lecture. This time we will tackle a new concept and that is creation
of different assessment tools.
Essential Knowledge
Below are the different steps in developing a good assessment material in
the classroom. These steps will be the guide of every teacher in creating
assessment material.

Steps in Developing a Classroom Assessment Test

1. Examine the instructional objectives of the topics previously discussed.
2. Make a table of specifications (TOS)
3. Construct the test items.
4. Assemble the test items
5. Check the assembled test items
6. Write directions
7. Make the answer key.
8. 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)
A TOS can come in different format but the essential parts will always
be present like the specific learning outcomes, topic, cognitive level, type of
test, item number and the total points.

Steps in Construction of a TOS

1. Selecting the learning outcomes to be measured.
2. Make an outline of the subject matter to be covered in the test.
3. Decide on the number of items per subtopic.
4. Make the TOS.
5. Construct the test items.

Guidelines for Construction of Test Items

After creating the TOS construction of test item will follow, below are the
steps that a teacher may follow in creating a test item

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.
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

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.

Self-Help: You can also refer to the sources below to help you
further
understand
Gabuyo, Y., (2007). Assessment the lesson:I. REX Book Store. Pp.
of Learning
1 - 13

Let’s Check
Activity 2. Perform the different task asked below.

1. Create as Table of Specification out from the following topics below,

the TOS should contain at least 4 specific learning outcomes, 4 to 5
cognitive process and a multiple choice, true or false, matching type,
completion and essay :
Math: Fractions
Science: Photosynthesis
Social Science: Pilipinas sa panahon ng Espanyol
English: Verbals
Filipino: Pagbabagong Morpoponemiko
P.E: Common Sports Injuries
(Note: Choose a topic associated to your major, if you’re a BEED
student choose any of the subjects above.)

ULO d, e & f: Different Formats of Classroom

Assessment Tools

Metalanguage
Classroom assessment comes in different forms and each of this form
has their strengths and weaknesses. In this lesson we will discuss the
different form of traditional assessment and the rules of when it will be used
and how to create it.

Essential Knowledge
1. Multiple Choice
A multiple choice is the most commonly used format in assessment
especially in standardized test because of its larger span of coverage
with regards to topic and cognitive process. It is composed of three
parts: the stem (the question), the keyed item and the distracters.

Guidelines for Construction of Multiple-choice

 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

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.
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

• 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.

2. Matching Type
Matching Type questions is composed of two columns. Column A (left
side) contains the description while Column B (right side) has the
options or answers.

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
 DEPARTMENT OF TEACHER EDUCATION
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• It assesses only low level of cognitive domain such as knowledge and

comprehension

3. True or False
True or False format of assessment is an objective format. It lets the
student to choose only one of the two options which is whether the
statement is true of false.

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.

4. Completion/Short Answer
A format in assessment that requires the student to supply the answer
to the question.

Guidelines for Construction of Completion/Short Answer Test

1. The item should require a single answer or brief and definite
statement.
 DEPARTMENT OF TEACHER EDUCATION
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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.

5. 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
 DEPARTMENT OF TEACHER EDUCATION
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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.
 DEPARTMENT OF TEACHER EDUCATION
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• 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 Check
Activity 3. Perform the different task asked below.

1. Out from the created TOS in activity 2:

• Create 5 multiple choice question, true or false, matching type
and completion
• Create an essay worth 5 points.

ITEM ANALYSIS AND MEASURE OF CENTRAL TENDENCY

Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:
a. Create an item analysis;
b. solve for the central tendency of the ungrouped data;
c. solve for the central tendency of grouped data.

ULO a: ITEM ANALYSIS

Metalanguage
After the conduct of a test and recording of result. It will be useless if
these data will not be used for interpretation. This week we will use the data
we gathered from the test we created to produce an analysis.
Essential Knowledge
Item analysis

It provides a basis for...

1. efficient class discussion of the test results
2. remedial work
3. general improvement of classroom instruction
4. increased skills in test construction
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5. constructing test bank

Difficulty Index

• It refers to the proportion of the number of students in the upper and

lower groups who answered the item correctly.

n
DF =
N

𝐷𝑓 = difficulty index
n = number of the students selecting item correctly in the UG and LG
N= total number of students who answered the test

Level of Difficulty

Index Range Difficulty Level

0.00 – 0.20 Very Difficult

0.21 – 0.40 Difficult

0.41 – 0.60 Average/Moderate Difficulty

0.61 – 0.80 Easy

0.81 – 1.00 Very Easy

Discrimination Index

• The power to discriminate the students between those who scored high
and those who scored low in the overall test.

CUG − C LG
DI =
D
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𝐷𝐼 = discrimination index value

𝐶𝑈𝐺 = no. of students selecting correct answer in upper group.

C LG = no. of students selecting correct answer in lower group.

D = no. of students in either the lower group or upper group

Types of Discrimination

1. Positive Discrimination

2. Negative Discrimination

3. Zero Discrimination

Index Range Discrimination Level

0.19 and below Poor item

0.20 – 0.29 Marginal item

0.30 – 0.39 Reasonably good item

0.40 and above Very good item

Steps in Solving Difficulty Index and Discrimination Index

1. Arrange the scores from highest to lowest.

2. Separate the scores into upper group and lower group.

3. Count the number of those who chose the alternatives in the upper and
lower group for each item and record information using the template
below: Note: Put asterisk for the correct answer.

4. Compute the value of the difficulty index and the discrimination index
and also the analysis of each response in the distracters.
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5. Make an analysis each item.

Checklist for Discrimination Index

Description YES NO

1. Does the key item discriminate positively?

2. Do the incorrect options discriminate negatively?

Interpretation:

BOTH YES – Retain the item

either YES or NO – Revise the item

BOTH NO – Reject the item

Distracter Analysis

1. Miskeyed Item

– There are more students from the upper group who choose the
incorrect options than the key

2. Guessing Item

– Students from the upper group have equal spread of choices among
the given alternatives. Why?

3. Ambiguous Item

– More students from the upper group choose equally an incorrect

option and the keyed answer

Example:

A class is composed of 40 students. Divide the group into two. Option B is the correct
answer. Based on the given data on the table, as a teacher, what would you do with
the test item?

Options A B* C D E

Upper Group 3 10 4 0 3
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Lower Group 4 4 8 0 4

1. Compute the item difficulty.

n
DF =
N

2. Compute the discrimination index.

C − C LG
DI = UG
D
3. Make an analysis about the level of difficulty, discrimination and
distracters.
• Only 35% of the examinees got the answer correctly hence, the item
is difficult.
• More students from the upper group got the answer correctly
hence, it has positive discrimination.
• Retain options A, C, and E because students who did not perform
well in the overall examination selected them.
4. Conclusion: Retain the test item but change option D.

Let’s Check
Activity 4. Analyze the item below

Options A B C D E*

Upper Group (27%) 2 3 2 2 5

Lower Group (27%) 2 2 1 1 8

ULO b & c: MEASURES OF CENTRAL TENDENCY

Metalanguage
This lesson will focus on the utilization of assessment data that will
help in analyzing student performance in the class or in a specific test.
Essential Knowledge
FREQUENCY TABLE – is tabular arrangement of data into appropriate
categories showing the number of observation in each category or group.

Parts of Frequency Table

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1. Class limit- is the categories of data defined either upper or lower limit.
Example:
LL – UL
10 - 15
16 - 21
22 - 27
Lower class limit- smallest number in each group
Upper class limit- highest number in each group

2. Class Size (c.i.) is the width of each interval

Example:
LL – UL
10 - 15
16 – 21
22 – 27
The class size in this distribution is 6.

3. Class Boundaries- are numbers used to separate each category in the

distribution. Add 0.5 to the upper limits to get the upper boundary and
subtract 0.5 to the lower limit to get upper boundary.

Example:
LB LL – UL UB
9.5 10 – 15 15.5
15.5 16 – 21 21.5
21.5 22 – 27 27.5

4. Class Mark- are the midpoint of the upper and lower class limit.

𝑳𝑳+𝑼𝑳
Formula for midpoint = 𝑿𝑴 =
𝟐
Example:
LL – UL 𝑿𝑴
10 – 15 12.5
16 – 21 18.5
22 – 27 24.5

Steps in Constructing Frequency Table

1. Compute the value of range (R). Range is defined as the difference between
the highest score and the lowest score.
R= HS – LS
2. Determine the class size. The class size is the quotient when you divide the
range by desired number of classes or categories. The desired number of
classes are usually 5, 10 or 15. If the desired number of classes is not
identified. Find the value of k, where k= 1+3.3 log n
𝑅
Class size 𝑐𝑖 =
𝑘

3. Set up the class limits of each class or category. Use the lowest score as the
lower limit of the first class.
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4. Set up the class boundaries.

5. Tally the score in the appropriate class.
6. Find the other important parts like class mark etc.
Example:
17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 46 36 29 15-LS 21
50- HS 47 34 34 37 25 33 49
22 33 44 44 46 41 37 32
R= HS-LS Find the class size
𝑅
= 50-15 𝑐𝑖 =
𝑘
35
R = 35 𝑐𝑖 = 6
n = 40 ci= 5.833
Solve the value of k ci= 6
k= 1+3.3 log n
k= 1+3.3 log (40)
k = 1 + 5. 286797971
k= 6
Start constructing the class limit with the lowest score as the lower
limit of the first category. The last category should contain the highest score
in the distribution. Each category should contain the number of class width
which is 6. Count the number of scores that falls to each category.
X f Class Boundaries Xm
15-20 4 14.5 – 20.5 17.5
21-26 9 20.5 – 26.5 23.5
27-32 3 26.5 – 32.5 29.5
33-38 10 32.5 – 38.5 35.5
39-44 4 38.5 – 44.5 41.5
45-50 10 44.5 – 50.5 47.5
n=40

MEASURES OF CENTRAL TENDENCY

UNGROUPED DATA

1. Mean- most common measure of central tendency also known at the

“arithmetic mean”.

∑𝑋
𝑋= 𝑛
Example: Find the mean of the scores of 10 students in a math quiz. Here
are the scores: 21, 20, 20, 18, 16, 17, 15, 13, 11, 9

21+20+20+18+16+17+15+13+11+9 = 160
160
𝑋 = 10 = 16

2. Median- median is the center value of the distribution

Example: Find the median in the score of the students
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22, 21,21, 19, 17, 16 ,16 15, 14, 11, 8

Median = 16

3. Mode- is the most frequent number in the distribution. A distribution can

be unimodal (one mode), bimodal (two modes), trimodal/multimodal (three
or more mode).

Example: Find the mode of the following distribution.

21+20+20+18+16+17+15+13+11+9
Mode: 20

GROUPED DATA

1.Mean for Grouped Data

For grouped data, mean is solved by the following formula:
∑ 𝑓𝑋𝑚
𝑋= 𝑛
Where X = mean value
f = frequency of each class category
𝑋𝑚 = midpoint
∑ 𝑓𝑋𝑚 = summation of the product of 𝑓𝑋𝑚 .

Steps in solving mean for Grouped data

1. Find the midpoint/class mark

2. Multiply frequency and the corresponding class mark.
3. Find the sum of the result in step 2.
4. Solve the mean using the formula for grouped data.

Example
X f Xm fXm
10-14 5 12 60
15-19 2 17 34
20-24 3 22 66
25-29 5 27 135
30-34 2 32 64
35-39 9 37 333
40-44 6 42 252
45-49 3 47 141
50-54 5 52 260
n=40 ∑ 𝑓𝑋𝑚= 1 345
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∑ 𝑓𝑋𝑚
𝑋=
𝑛

1345
𝑋= 40

X = 33.63

Properties of Mean
1. Easy to compute
2. It may be an actual observation in the data set
3. It can be subjected to numerous mathematical computation
4. Most widely used
5. Each data affected by the extremes values
6. It is easily affected by the extremes values
7. Applied to interval level data

2. Median of Grouped Data

Formula
𝑛
−𝑐𝑓𝑝
𝑋̃ = 𝐿𝐵 + [ 2 𝑓𝑚 ] 𝑐. 𝑖

𝑋̃ = median value
𝑛
MC= median class / 2
LB = lower boundary of the median class
cfp= cumulative frequency before the median class if the scores are
arranged from lowest to highest value.
fm = frequency of the median class
c.i = class size

Steps in solving for the Median in Grouped Data

1. Complete the table for cumulative frequency (cf)
𝑛
2. Get of the score distribution to get the median class (MC)
2
3. Determine the LB, cfp, fm and c.i.
4. Solve the median using the formula.

Example
X f cf
10-14 5 5
15-19 2 7
20-24 3 10
25-29 5 15
30-34 2 17 cfp
35-39 9 fm 26
40-44 6 32
45-49 3 35
50-54 5 40
n=40
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Solution
𝑛 40
= = 20
2 2
𝑛
The category containing is 35- 39.
2
MC = 35-39
LL of MC= 35
LB = 34.5
cfp= 17
fm = 9
c.i. = 5

𝑛
−𝑐𝑓𝑝
𝑋̃ = 𝐿𝐵 + [ 2
] 𝑐. 𝑖
𝑓𝑚

20−17
𝑋̃ = 34.5 + [ 9 ] 5

3
𝑋̃ = 34.5 + [ ] 5
9

𝑋̃ = 36.17
Properties of Median

1. It is not affected by extremes values

2. It is applied to ordinal level of data
3. The middle most score in the distribution
4. Most appropriate when there are extremes scores

3. Mode of Grouped Data

Formula
𝑑
𝑋̂ = 𝐿𝐵 + [𝑑 1 ] 𝑐. 𝑖.
1+𝑑2
LB = lower boundary of the modal class
𝑑1 = difference between the frequency of the modal class and the frequency
above it, when the scores are arranged from lowest to highest.
𝑑2 = difference between the frequency of the modal class and the
frequency below it, when the scores are arranged from lowest to highest.
c.i = size of the class
MC = the modal class

Example
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X f
10-14 5
15-19 2
20-24 3
25-29 5
30-34 2
35-39 9
40-44 6
45-49 3
50-54 5
n=40

Modal Class = 35-39

LL of MC = 35
LB = 34.5
𝑑1 = 9-2 = 7
𝑑2 = 9-6 = 3
𝑐. 𝑖 = 5

𝑑
𝑋̂ = 𝐿𝐵 + [𝑑 1 ] 𝑐. 𝑖.
1+𝑑2
7
𝑋̂ = 34.5 + [7+3] 5

35
𝑋̂ = 34.5 + [10]
𝑋̂ = 38
Properties of Mode

1. It is the score/s occurred most frequently

2. Nominal average
3. It can be used for qualitative and quantitative data
4. Not affected by extreme values
5. It may not exist

Let’s Check
Activity 5. Solve for the Mean, Median and Mode

X f
23- 30 3
31-38 7
39-46 10
47-54 8
55-62 11
63-70 4
71-78 4
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79-86 3

Self-Help: You can also refer to the sources below to help you
further
understand the lesson:
Gabuyo, Y., (2007). Assessment of Learning I. REX Book Store. Pp.
89-102

STANDARD DEVIATION/STANDARD SCORES, GRADING & REPORTING

Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:
a. Solve for the standard deviation;
b. Identify the different standard scores
c. Determine the ways in grading and reporting.

ULO a: STANDARD DEVIATION

Metalanguage
This lesson will focus on the utilization of assessment data that will
help in analyzing student performance in the class or in a specific test.
Essential Knowledge
The standard deviation is the most important and useful measures of
variation; it is the square root of the variance. It is an average of the degree to
which each set of scores in the distribution deviates from the mean value. It
is more stable measures of variation because it involves all the scores in a
distribution rather than range and quartile deviation.

Formula
Population Variance Population Standard Deviation

𝛴𝑓 (𝑋𝑚 − 𝑥̅ )2 𝛴𝑓(𝑋𝑚 −𝑥̅ )2

𝜎2 = 𝜎= √
𝑁 𝑁

Sample Variance Sample Standard Deviation

𝛴𝑓 (𝑋𝑚 − 𝑥̅ )2 𝛴𝑓(𝑋𝑚−𝑥̅ )2
𝑆2 = 𝑠= √
𝑛−1 𝑛−1

Example
X f Xm 𝒇𝑿𝒎 ̅
𝒙 ̅
𝑿𝒎 − 𝒙 ̅)𝟐
(𝑿𝒎 − 𝒙 𝐟(𝐗 𝐦 − 𝐱̅)𝟐
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15-20 3 17.5 52.5 33.7 -16.2 262.44 787.32

21-26 6 23.5 141 33.7 -10.2 104.04 624.24
27-32 5 29.5 147.5 33.7 -4.2 17.64 88.2
33-38 15 35.5 532.5 33.7 1.8 3.24 48.6
39-44 8 41.5 332 33.7 7.8 60.84 486.72
45-50 3 47.5 142.5 33.7 13.8 190.44 571.32
n=40 2 606.4

Population Variance

2
𝛴𝑓 (𝑋𝑚 − 𝑥̅ )2
𝜎 =
𝑁
2 606.4
𝜎2 =
40
𝜎 2 = 65.16

Sample Variance

2
𝛴𝑓 (𝑋𝑚 − 𝑥̅ )2
𝑆 =
𝑛−1
2 606.4
𝑆2 =
39
𝑆 2 = 66.83

Population Standard Deviation

2 606.4
𝜎= √
40

𝜎 = √65.15
𝜎 = 8.07
Sample Standard Deviation

2 606.4
𝑠= √
39
 DEPARTMENT OF TEACHER EDUCATION
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𝑠 = √66.8308
𝑠 = 8.18

Let’s Check
Activity 5. Complete the table and solve for variance and standard
deviation
X f
23- 30 3
31-38 7
39-46 10
47-54 8
55-62 11
63-70 4
71-78 4
79-86 3

ULO b & c: STANDARD SCORE, GRADING & REPORTING

Metalanguage
This lesson will focus on the utilization of assessment data that will
help in analyzing student performance in the class or in a specific test.
Essential Knowledge
STANDARD SCORES

• Indicate the pupil’s relative position by showing how far his raw score
is above or below average
• Express the pupil’s performance in terms of standard unit from the
mean.
• Represented by the normal probability curve or what is commonly
called the normal curve
• Used to have a common unit to compare raw scores from different
tests
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PERCENTILE

• tells the percentage of examinees that lies below one’s score.

Example: P85 = 70 This means the person who scored 70 is higher than 85%
of the examinees.

Z-SCORES
• tells the number of standard deviations equivalent to a given raw
score
T – SCORES
• it refers to any set of normally distributed standard deviation score that
has a mean of 50 and a standard deviation of 10.

Guide for the Interpretation of Standard Scores

The equivalence of z-scores, t-scores and their relation to percentiles and to
the normal curve is shown below.

Areas Under the Normal Curve

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Positively skewed when the curve is skewed to the right, it has a long tail
extending off to the right but a short tail to the left. It increases the presence
of a small proportion of relatively large extreme value SK˃0

When the computed value of SK is positive most of the scores of students are
very low, meaning to say that they performed poor in the said examination

Negatively skewed when a distribution is skewed to the left. It has a long tail
extending off to the left but a short tail to the right. It indicates the presence
of a high proportion of relatively large extreme values SK˂0.

Grading and Reporting

A. Marking/Grading is the process of assigning value to a performance
B. Marks/Grades/Ratings could be in percent, letters, numbers, or in
descriptive expressions. Any symbol can be used provided that it has a
uniform meaning to all concerned.
It could represent –
• how a student is performing in relation to other students (NormReferenced
Grading)
• the extent to which a student has mastered a particular body of knowledge
(Criterion-Referenced Grading)
• how a student is performing in relation to a teacher's judgment of his or her
potential. (Grading in Relation to Teacher's Judgment)
Purposes of Grades
Purpose Description
Certification gives assurance that a student has mastered a
specific content or achieved a certain level of
accomplishment
Selection provides basis in identifying or grouping
students for certain educational paths or
programs
Direction provides information for diagnosis and planning
Motivation emphasizes specific material or skills to be
learned and helping students to understand and
improve their performance.

Different Grading Systems

System Description
Criterion - referenced grading based on fixed or absolute standards
grading where grade is assigned based on how a student
has met the criteria or the well-defined objectives
of a course that were spelled out in advance. It is
then up to the student to earn the grade he or
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she wants to receive regardless of how other

students in the class have performed. This is
done by transmuting test scores into marks or
ratings.
Norm referenced grading based on relative standards where a
grading student's grade reflects his or her level of
achievement relative to the performance of other
students in the class. In this system the grade is
assigned based on the average of test scores.
Averaging Grading done when the teacher computes the final grade
System of the students by getting the mean or the
arithmetic average of all the partial grades.
Cumulative Grading done when the final grade is based on the
System previous grade and the computed grade for the
present performance of the students. Most
schools that practice this grading get 30% of the
grade of the student in the previous quarter or
level and adds this to 70% percent of the
computed grade of the student for the present
quarter or level to report the final grade of the
student.
Point or Percentage whereby the teacher identifies points or
Grading System percentages for various tests and class activities
depending on their importance. The total of these
points will be the bases for the grade assigned to
the student.
Contract Grading Grading where each student agrees to work for a
System particular grade according to agreed-upon
standards.

Guidelines in Grading Students

1. Explain your grading system to the students early in the course and remind
them of the grading policies regularly.
2. Base grades on a predetermined and reasonable set of standards.
3. Base your grades on as much objective evidence as possible
4. Base grades on the student's attitude as well as achievement, especially at
the elementary and high school level.
5. Base grades on the student's relative standing compared to classmates
6. Base grades on a variety of sources.
7. Become familiar with the grading policy of your school and with your
colleagues' standards. 8. When failing a student, closely follow school
procedures
9. Guard against bias in grading
10. Keep pupils informed of their standing in the class.

Self-Help: You can also refer to the sources below to help you
further
understand the lesson:
 DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City
Davao del Norte

Gabuyo, Y., (2007). Assessment of Learning I. REX Book Store. Pp.

89-102