[I’M]POSSIBLE

TO…

Presented by: Anabella Gomez

 ACTIVITY 01:
Complete the statement below:

Being an educator/ future educator,

I am ____________
(1 quality of an educator)

and I am capable of ____________

(1 role/ function)

e.g. I am patient and I can change lives.

 ~
What do you think are the
differences among: Test,
Measurement, Assessment &
Evaluation?
(in the classroom)
~
 EVALUATION
(Measure the teaching- learning process)

ASSESSMENT
(Documentation)

MEASUREMENT
(Data in numerical value)
TEST
(Measure the skill or knowledge)

TEST
(Measure the
skill or
knowledge)
 ~
Test is used to gather
information. Information
is presented in the form of
measurement.
~
 INSTRUMENT

PROTOCOL

WHAT IS A TECHNIQUE

TEST? … that measures attribute of interest,

and is/are designed to measure
quality, skill, or knowledge

PURPOSE: Motivation, Improvement, Achievement, Diagnosis,

Grading, Prescription, Classification, Prediction
 MEASUREMENT TAKES PLACE

WHEN A TEST IS GIVEN AND

MEASUREMENT
SCORES ARE OBTAINED

PURPOSE: PROGNOSIS: (Tell the difference among the

performances), DIAGNOSIS (Identifies the weaknesses of the
students/ cause and effect), RESEARCH (provides objective and
dependable basis for comparison)
 ~
Measurement of Quantity
or Quality of Interest =
True Value + Random
Error
~
 KNOWLEDGE
SKILLS
WHAT DO YOU ATTITUDE
MEASURE?

OBJECTIVELY SUBJECTIVELY
 Nature:

HOW TO FORMATIVE
REFLECTIVE, &
ASSESS? SUMMATIVE
 ~
The measurement and
assessment is then used
to make an evaluation
~
EVALUATION

PROCESS OF MAKING VALUE JUDGMENTS OVER A

LEVEL OF PERFORMANCE OR ACHIEVEMENT.
 EVALUATION IS THE
COLLECTION, ANALYSIS &
INTERPRETATION OF
INFORMATION ABOUT
WHY DO WE ANY ASPECT OF
EDUCATION, AS PART OF
A RECOGNIZED PROCESS
EVALUATE? OF JUDGING ITS
EFFECTIVENESS, ITS
EFFICIENCY AND
OUTCOMES IT MAY
HAVE.
 MEASURES THE EFFECTIVENESS OF
THE INSTRUCTOR
WHY DO WE MEASURES THE EFFECTIVENESS OF
IMPACT IN MEETING OBJECTIVES

EVALUATE? PROVIDES FEEDBACK TO STUDENTS

PROVIDES GRATIFICATION &

MOTIVATION
 EVALUATION
::: formative
::: summative
::: diagnostic
::: placement
Measurement, assessment, and
evaluation is very vital for the
following:
 ~
Principles of
HIGH QUALITY
Assessment
~
UP NEXT!!!
 Clear and
appropriate learning
targets.
Appropriate
methods.
Balance.
Validity.
Reliability.
Fairness.
Practicality and
efficiency.
 Assessment is a
continuous process.
Authenticity.
Communication
 Positive
consequences.
Ethics
THANK YOU!!!
 GROUP 1 - BECED 2A
EDUC 75 Assesment in Learning I

Student Learning
Outcomes
Cognitive Domain
Affective Domain
Psychomotor Domain
 Group Leader: Salvacion, Joanha Camille

Andaleon, Rico
REPORTERS Celebre, Lalaine Anne
Escobilla, Jyrosh
Esquilona, Jamaica
Jardines, Christine Joy
Palma, Christine Grace
 ECTIVES
OBJ
After the completion of this module, students
will be able to:
1. determine the different types of learning
outcomes
2. formulate and assess taxonomy of learning
objectives based on Bloom’s taxonomy
3. work on their own learning objectives
 STUDENT LEARNING OUTCOMES
focuses on the skills that students are expected to
master in a course or subject.
it is what learners should know, be able to do, and
value as they are being taught and trained.
it must be measurable, observable and
demonstrated.

Discussant: Christine Joy B. Jardines

 To maximize program-level assessment, SLOs should be done with
appropriateness by the following:

Accreditation and Meaningful in

Discipline- other external Program goals helping the
related skill set and objectives program to
accountability accomplish its

expectations
mission.

Should be stated Should reflect Should be

the aggregate by
in measurable focusing on the manageable
terms. program as a
whole.

 Writing Measurable SLOs

In writing measurable SLOs ( Student Learning
Outcomes) using ACTIVE VERBS facilitates
clear presentation of SLOs. BLOOM'S
TAXONOMY can be used as a GUIDING
FRAMEWORK in the development of student
learning outcomes.

Discussant: Christine Grace L. Palma

 Three Domains of Learning
based on BLOOM'S TAXONOMY
COGNITIVE AFFECTIVE PSYCHO
MOTOR
- the domain that - the domain that - targets the improvement
focuses on the mental considers the attitude, and learning in physical
skills and knowledge character and behavioral skills and promotes active
learning and development. learning through
development. movements.
 Student Learning Outcome (SLOs)
Statements should include the following:

LEARNING
OUTCOME
STATEMENT
BROAD
VERB STATEMENT
ACTION VERBS ALIGNED WITH BLOOM'S TAXONOMY
COGNITIVE
DOMAIN
proponent: Benjamin Bloom
REVISED BY: LORIN ANDERSON
The cognitive learning domain focuses on creating
mental skills to enable a learner to acquire
knowledge.
The cognitive domain entails information
processing, comprehension, applying knowledge,
problem-solving, and undertaking research.
Benjamin Bloom developed six distinct categories
in the cognitive domain
 SIX DISTINCT CATEGORIES OF COGNITIVE DOMAIN

KNOWLEDGE ANALYSIS SYNTHESIS

COMPREHENSION APPLICATION EVALUATION

COGNITIVE Bloom's Hierarchy of
DOMAIN Cognitive Skills:
- Dr. Bloom developed a GUIDE that helps the teachers as they
move students into more critical ideas and rigorous thinking.
First Level - REMEMBERING
Second Level - UNDERSTANDING
Third Level - ANALYZING
Fourth Level - APPLYING
Fifth Level - EVALUATING
Sixth Level - CREATING
BLOOM'S HIERARCHY OF COGNITIVE SKILLS
ACTIVITIES TO PROMOTE COGNITIVE DEVELOPMENT
Affective
Domain
Proponent:
David Krathwohl's
 David
Krathwohl
Affective Domain
was addressed in
(1965) in Taxonomy
of Educational
Objectives
Discussant: Lalaine Anne J. Celebre
Learning is not only focused
on students cognitive and
psychomotor skills, but also
on a persons feelings and
emotions
 The affective domain involves our feelings,
emotions, and attitudes, and includes the
manner in which we deal with things emotionally
(feelings, values, appreciation, enthusiasm,
motivations, and attitudes).
 "Feelings or emotions of the
learner are usually attached with
whatever is being taught to them"
(emotional state of learners)
 Positive emotional states can enable
students to broaden their perspective,
see alternatives, persist through
challenges and respond effectively to
criticism and failure.
Five levels of
Affective
Domain
David Krathwohl's
 Receiving
Means becoming aware of
something.
• to ask • Describe
• Listen • Identify

Discussant: Joanha Camille A. Salvacion

 Responding
To actively participate in
a certain task
• Participate • Contribute
• Cooperate • Communication
 Valuing
Learners find worth and learn to value in
one's learning.
• Follow • Demonstrate
• Accept • Explain
 Organizing
- Integrating a new value into his or her general set of values
- Giving priority to the new value creating a unique value system
- Comparing & classifying values; resolves system
Examples:
* recognizing the need for balance between freedom &
responsible behavior * accepting professional ethical standards
* prioritizing time effectively to meet the needs of the
organization family & self.
Discussant: Jamaica Esquilona
 Characterization
- internalizing the values & behave consistently
- controlling of individuals behavior by his or her value system
- behaving consistently and predictably with the new value
Examples:
* being able to demonstrate self reliance & work independently
* collaborating in a group activities - practicing
professional ethics
* valuing people beyond physical characteristics.
 5 Levels of
Psychomotor
Domain (IMPAN)
proponent: RH DAVE
 Major Contributors in
Psychomotor Domain
RH Dave (1967)
EJ Simpson (1972)
AJ Harrow (1972)
A Romiszowski
 PSYCHOMOTOR DOMAIN
1.) IMITATION
- Seeing and modeling behavior after
someone else. Performance may be of low
quality.
Example: Copying a work of art and performing a skill while

Discussant: Rico Andaleon

observing a demonstrator.
 PSYCHOMOTOR DOMAIN

2.) MANIPULATION
- Being able to take specific actions by
recall or following instructions.

Discussant: Rico Andaleon

 PSYCHOMOTOR DOMAIN
3.) PRECISION
- Refining, becoming more accurate. Acting
a skill within a high degree of exactness.
Example: Working and reworking something so that it will be

just perfect. Perform a skill or task without assistance.

Demonstrate a job as a beginner.

Discussant: Rico Andaleon
 PSYCHOMOTOR DOMAIN
4.) ARTICULATION
- Organizing and familiarizing a series of
actions to achieve harmony and internal
uniformity.

Discussant: Jyrosh Escobilla

 PSYCHOMOTOR DOMAIN
5.) NATURALIZATION
- Learning a high-level performance until it
becomes natural, without needing to
reflect much about it.

Discussant: Jyrosh Escobilla

 Examples of
Learning Objectives
COGNITIVE DOMAIN
TOPIC: STUDENT LEARNING OUTCOMES AND ITS 3 DOMAINS
At the end of this lesson, the students are expected to:
1. REMEMBER
...define what are the three domains to
consider in creating Student Learning
Outcomes
2. UNDERSTAND
...classify what are the functions of each
domain (Cognitive, Affective,
Discussant: Christine Grace Palma
Psychomotor)
 3. APPLY
...construct their own student
learning outcome per domain

Discussant: Christine Grace Palma

 4. ANALYZE
...compare different domain and how it
affects one's learning outcomes to
another
5. EVALUATE
... assess learning
outcomes and be able to
think of intervention
when needed
Discussant: Christine Joy Jardines
 6. CREATE
...formulate own study habits/methods
to ensure that the learning objective
are aligned with their expected
outcomes

Discussant: Christine Joy Jardines

 Examples of
Learning Objectives
Affective Domain
1. RECEIVING ( AWARENESS)
Here are the action words to be used when we are
making learning objectives under the receiving
phenomena;
acknowledge, attend, follow, listen
Discussant: Lalaine Anne J. Celebre
 Values Education subject (For Grade 6 Level)
Topic: "The Importance of showing good manners to
the school community"
Example:
At the end of the lesson, the students will be able to;
listen attentively on the importance of showing good
manners to the school community
 2. RESPONDING (REACTION)
Here are the action words to be used when we are
making learning objectives under the responding
level;
ask, examine, respond, show
Discussant: Joanha Camille A. Salvacion
Example:
At the end of the lesson, the students will be able
to: examine how people show good manners in the
school community.

3. VALUING ( APPRECIATION )
Here are the action words to be used when
we are making learning objectives under the
valuing level;
accept, appreciate, cherish, shares
 Example:
The students will cherish showing good behaviors
to their classmates and teachers.

 4. ORGANIZING ( ARRANGES)
Here are the action words to be used when we are
making learning objectives under the organizing
level;
adheres, combines, compares, generalizes, identifie&
formulate
Discussant: Jamaica B. Esquilona
 Example:
The students will be able to: formulate that showing
good manners to teachers and classmates should not
only be given priority.
 5. CHARACTERIZATION
(INTERNALIZING)
Here are the action words to be used when we are
making learning objectives under the
Characterization level;
act, discriminate, influence,listen,modifies &
maintain
 Example:
The student will be able to maintain showing good
manners not only to the school community, but also on
their own community as well like to some learners,
families and citizen of the country.

 Examples of
Learning Objectives
PSYCHOMOTOR DOMAIN
 1. IMITATION
Here are the action words to be used when we are making learning

objectives under the articulation level;

Duplicate, Follow, Imitate, Repeat, Replicate,
Reproduce, Trace, Mimic.

Example: The learner will be able to DIRECTLY copy the action seen.

Discussant: Rico Andaleon

 2. MANIPULATION
Here are the action words to be used when we are making learning

objectives under the articulation level;

Act, Build, Execute, Perform.

Example: The learner will be able to; ACT after following a certain
instruction.

Discussant: Rico Andaleon

 3. PRECISION
Here are the action words to be used when we are making learning

objectives under the articulation level;

Adjust, Control, Demonstrate, Execute, Master, Perfect, Perform

Example: The learner will be able to; PERFORM an action without

assistance from someone.

Discussant: Rico Andaleon

 4. ARTICULATION
Here are the action words to be used when we are making learning
objectives under the articulation level;
Adapt, Construct, Combine, Create, Customize, Modify, Formulate,
Alter, Originate.

Example: The learner will be able to; COMBINE a series of skills to

produce a video that involves music, drama, color, sound, etc. Combine
a series of skills or activities to meet a novel requirement.
Discussant: Jyrosh Escobilla
 5. NATURALIZATION
Here are the action words to be used when we are making learning
objectives under the naturalization level;
Create, Design, Develop, Invent, Manage naturally or perfectly.

Example: The learner will be able to; MANAGE a

computer quickly and accurately.
Discussant: Jyrosh Escobilla
Hello classmates!
We are Group 2!

Emiah Jimena
 Emiah Jimena

Meet the Group

Emiah Jimena

Aiko Allyssa Jess Paula Shelley

Arboleda Diaceno Labuela Lucero Yan
 Group
2
Topics: Assessing Student Learning
Outcomes
a) Principles of Assessing Learning
Outcomes
b) Variety of Assessment Tools

Emiah Jimena
 LET US TEST YOUR EYES AND HOW FAST CAN YOU
FORM A WORD!

P R I N C I P L E S

A A F P G J Q I R V

O S B H W G Z R U A

U O S J C L F H B L

T B E E I E K L I I

C A N F S M S P C D

O E C K D S N S S I

M D Y S X M U W O T

E T S K I L L S V Y

Joana Paula Lucero

Objectives the students will be able to:
1. explain the meaning of assessing
student learning outcomes;

2. clarify the principles in

assessing learning outcomes;

3. adopt how many and how

diverse tools they can use in
assessing;
4. illustrate assessing outcomes by
using principles and variety of learning
outcomes.
Emiah Jimena
Assessing Student
Learning Outcomes

Joana Paula Lucero

WHAT IS

OUTCOME ASSESSMENT
is the process of gathering and
discussing information from multiple and
diverse sources in order to develop a
deep understanding of what students
know, understand and can do with their
knowledge.

Joana Paula Lucero

 What is
Student
Learning
Outcomes?

Joana Paula Lucero

The SKILLS, COMPETENCES,
and VALUES that students
are expected to
demonstrate at the
conclusion of each course or
subject are known as the
Student Learning Outcomes Learning outcomes aids
in the Teacher Education
Program. faculty and students in
reaching an understanding of
the purpose and goals of a
course or academic program.

Joana Paula Lucero

A. Principles
of Assessing
Learning
Outcomes
Principle 1
The assessment of student learning starts with the
institution's mission and core values.

Principle 2
Assessment works best when the program has clear
statement of objectives aligned with the institutional
mission and core values.

Allyssa Diaceno
Principle 3
Outcomes-based assessment focus on the student
activities that will still be relevant after formal schooling
concludes.

Principle 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.

Joana Paula Lucero

Principle 5
Assessment works best when it is continuous,
ongoing, and not episodic.

Principle 6
Begin by specifying clearly and exactly what you
want to assess.

Emiah Jimena
Principle 7
The intended learning outcome/lesson objectives NOT
content is the basis of the assessment task.

Principle 8
Set your criterion of success or acceptable
standard of success.

Emiah Jimena
Principle 9
Make use of varied tools for assessment data-
gathering and multiple sources of assessment data.

Principle 10
Learners must be given feedback about their
performance

Jessica Labuela
Principle 11
Assessment should be on real-world
application and not on out-of-context drills.
Principle 12
Emphasize on the assessment of higher-order
thinking.
Principle 13
Provide opportunities for self assessment.
Jessica Labuela
B. VARIETY OF
ASSESSMENT
TOOLS
OBJECTIVE
EXAMINATIONS The advantage in using
(e.g. multiple this type is that
choice, true/false, teachers are familiar
matching, simple with it, although
recall). constructing high-
quality test questions
may be difficult.

Aiko ARBOLEDA
ESSAY EXAMINATIONS

allow student WRITTEN WORK (E.G. REPORTS,

individuality and PAPERS, RESEARCH PROJECTS,
expression although REVIEWS, ETC.)
it may not cover an Allows learning in the process
entire range of as well as in the completion of
knowledge. the process. The disadvantage,
is that plagiarism may occur
and written work is difficult
to quantify.

Aiko ARBOLEDA
 Portfolio Assessment

Portfolios may either be a

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.

Aiko ARBOLEDA
 Assessment Rubrics

Authentic assessment
tool like rubric allows Rubrics are used
A rubric is an students to perform to assess non-
authentic real-world tasks which objective test
are either replicas or performance like
assessment tool simulations of the kind psychomotor tests
which measures of situation and written
a students work. encountered by adult reports.

citizens, consumers or

professionals.

Aiko ARBOLEDA
 Three common characteristics
of rubics:

Include specific
Emphasis is performance
on a stated characteristics
Performance arranged in levels
objective. is rated in a or degrees in which

range. a standard has


been met.

Shelley Yan
TYPES OF RUBRICS
HOLISTIC
Covers the instrument as a whole.

Uses criterion-based standards by

providing descriptions of the
different levels of performance like:
Most Acceptable, Very Acceptable,
Acceptable, Barely Acceptable and
Unacceptable.
An example of Holistic Rubric

SCORING PROTOCOL:
Most Acceptable: 20 and above
Very Acceptable: 15-19
Acceptable: 10-14
Barely Acceptable: 5-9
Unacceptable: Below 5
 Dimensional/Analytic
Rubric

Utilizes multiple indicators of

quality for academic tasks
that involve more than one
level of skill or ability.

Allyssa Diaceno
Example of a Dimensional/Analytical
Rubric

SCORING PROTOCOL:
Most Acceptable: 7 and above
Partially Acceptable: 4-6
Unacceptable: Below 4
 Competency/Skills
Assessment
Skills acquisition undergoes phases from
beginner to proficiency level. This may be
illustrated in assessing cognitive and psycho-
motor skills as demonstrated in the combination
of “An adaptation of the Motor Skills Acquisition”
by Patricia Benner applied to the “Assesment of
Critical Thinking and of Technological Skills” by
Herron and Dugan.

Allyssa Diaceno
 Thank You!
DO YOU HAVE ANY QUESTIONS FOR US?
GOOD MORNING
EVERYONE!
OPENING
PRAYER
 Let's Play
Guess the Word
With teacher Bia
1.T_S_
1.TEST
2.O_J_C_I_E_
2.OBJECTIVES
3.IT_M_
3.ITEMS
4.GU_DE_INES
4.GUIDELINES
5.R_L_S
5.RULES
 EDUC 75: ASSESSMENT LEARNING 1

DEVELOPMENT OF VARIED ASSESSMENT TOOLS:

COGNITIVE
KNOWLEDGE AND REASONING
 Welcome!
THE MEMBERS OF GROUP 3:

ANDRES, KEIN REINEIR R.

RODIL, GABRIELLE ASHLEY

FERNANDEZ, BIA BETH THAYYIL, FARZANA

RAGAY, BEL RYAN NICOLE

DEVELOPMENT OF VARIED
ASSESSMENT TOOLS:

PART 1: TEST PLANNING AND

CONSTRUCTION OF TABLE OF
SPECIFICATION
Lesson for Today
The Important Steps in Planning for
test are:
1. IDENTIFYING TEST OBJECTIVES
2. DECIDING ON THE TYPE OF OBJECTIVE TEST TO BE PREPARED
3. PREPARING A TBALE OF SPECIFICATIONS
4. CONSTRUCTING THE DRAFT TEST ITEMS
5. TRY OUT AND VALIDITATION
 1. IDENTIFYING TEST OBJECTIVES

EXAMPLE:

Each objective consist of a We want to construct a test on

statement of what is to be the topic: "Subject-Verb
achieved and, preferably, by how Agreement in English" for a Grade

many percent of the students 7 Class.

 APPLICATION
O LLO WIN G A RE
THE F The students must be able to

L OBJ EC TIV ES write sentences observing rules

TYPIC A on subject-verb agreement

KNOWLEDGE COMPREHENSION
The students must be able to
The students must able to identify
determine the appropriate form
the subject and the verb in agiven
sentence. of a verb to be used given the
subject of a sentence
 SYNTHESIS OR
A RE EVALUATION
HE FO LLO WIN G
T S
The students must be able to

AL OBJ EC TIV E formulate rules to be followed

TYPIC regarding the subject-verb
agreement

ANALYSIS

The students must be able to

break down a given sentence
into its subject and predicate
 2. DECIDING ON THE 3. PREPARING A TABLE OF
TYPE OF OBJECTIVE SPECIFICATIONS
The simplest TOS consist of (4) columns
TEST
1. LEVEL OF OBJECTIVE TO BE TESTED
The test objectives guide the kind of objective 2. STATEMENT OF OBJECTIVE
test that will be designed and constructed by 3. ITEM NUMBERS WHERE SUCH AN OBJECTIVE IS
the teacher BEING TESTED
4. NUMBER OF ITEMS AND PERCENTAGE OUT OF THE
TOTAL FOR THAT PARTICULAR OBJECTIVE
A prototype table is shown below:

TABLE OF SPECIFICATIONS
PROTOTYPE
 4. CONSTRUCTING THE 5. ITEM ANALYSIS AND
TEST ITEM TRY OUT
The test draft is tried out to a group of pupils or
The actual construction of the test items follows students. The purpose of this try out is to
the TOS. As a general rule, it is advised that the determine the:
actual number of items to be constructed in the item characteristics through item analysis
draft should be double the desired number of characteristics of the test itself-validity,
items. realiability, and practically
 DEVELOPMENT OF VARIED
ASSESSMENT TOOLS:

PART 2: GUIDLINES IN TEST

CONSTRUCTION (TYPES OF
OBJECTIVE TEST)
Lesson for Today

TYPES OF OBJECTIVE TESTS

1. CONSTRUCTING A TRUE-FALSE TEST

2. CONSTRUCTING MATCHING TYPES
3. CONSTRUCTING MULTIPLE CHOICES
4. SUPPLY TYPE ITEMS OR FILL IN THE BLANKS
5. CONSTRUCTING ESSAY TEST
 CONSTRUCTING A
TRUE - FALSE TEST

A modified true - false test can offset the effect of guessing

by requiring students to explain their answer and to
disregard a correct answer if the explanation is correct
 HERE ARE SOME RULES OF THUMB IN
CONSTRUCTING TRUE-FALSE TEST:
RULE NUMBER 1

EXAMPLE:
DO NOT GIVE A HINT (INADVERTENTLY) IN
The Philippines gained its independence
THE BODY OF THE QUESTION
in 1898 and therefore celebrated its
centennial year 2000.
 RULE NUMBER 2

EXAMPLE:
Avoid using the words "ALWAYS", "NEVER,
Christmas always falls on a
"OFTEN" and other adverbs that tend to be
sunday because it is a Sabbath
either always true or always false.
day.
 RULE NUMBER 3

EXAMPLE:
Test need to be valid, reliable and
Avoid long sentences as these tend
useful, although, it would require a
to be "TRUE". Keep sentences short.
great amount of time and effort to
ensure that tesst possess these test
characteristics.
 RULE NUMBER 3

EXAMPLE:
The following example illustrates
Test need to be valid, reliable and
what can go wrong in long
useful since it takes very little amount
sentences:
of time, money and effort to
construct tests with these
characteristics.
 RULE NUMBER 4

Avoid trick statements with some

minor misleading words or spelling EXAMPLE:
anomaly, misplaced phrases, etc. A True or False. The Principle of
wise student who does not know our school is Mr. Albert P.
the subject matter may detect this
Panadero.
strategy and thus get the answer
correctly
 RULE NUMBER 5

AVOID QUOTING VERBATIM

FROM REFERENCE MATERIALS OR
TEXTBOOKS

EXAMPLE:
(BETTER) True or False
(POOR) True or False A constalletion is a group of stars
A constellation is an area on the celestial
that looks like a particular shape
sphere in which a group of stars forms a
in the sky and were named after
perceived pattern or outline, and were
named after animal, mythological subject
objetcs, animals, and people long
or inanimate objetcs. ago.
 RULE NUMBER 6

Avoid specific determiners or give-

away qualifiers. Statements with
"many" "often" "sometimes"
"generally" "frequently" or
"some" should be avoided

EXAMPLE: (BETTER) True or False

(POOR) True or False
Christmas always falls on
This year, Christmas
a Sunday because it is falls on a Sunday
Sabbath day.
 RULE NUMBER 7

With true or false questions,

avoid a grossly disproportiate
number of either true or false
statements or even patterns in
the occurence of true and false
statements

EXAMPLE:
(POOR) True or False (BETTER) True or False
1. T
1. T
2. F
2. F
3. T
3. F
4. F
4. F
5. T
5. F
2. CONSTRUCTING MATCHING TYPES

EXAMPLE:
B
The matchmaking type items may be A. First President of the
considered as modified multiple- A Republic
choice type items where the choices B. National Hero
______1. Magellan
progressively reduce as one C. Discovered the
______2. Mabini
succesfully matches the items on Philippines
______3. Rizal
D. Brain of Katipunan
the left with items on the right. ______4. Lapu-Lapu
E. The Great painter
______5. Aguinaldo
F. Defended Limawasa
Island
A VARIANT OF THE MATCHING TYPE ITEMS IS
THE DATA SUFFICIENCY AND COMPARISON
TYPE OF TEST ILLUSTRATED BELOW:

Example:

Write G if the item on the left is greater than the item on the right; L if the
item on the left is less than the item on the right; E if the item on the left
equals the item on the right and D if the relationship cannot be determined.
A B
Square root of 9______ a. - 3
Square root of 25______ b. 615
36 inches______ c. 3 meters
4 feet______ d. 48 inches
1 kilogram______ e. 1 pound
3. CONSTRUCTING MULTIPLE
CHOICES TEST

EXAMPLE:
Each item in a multiple-
choice test consist of In the set of options, there
two parts: THE STEM, is a "correct" or "best"
and THE OPTIONS option while all the others
are considered "distracters
 Here are the rules:
RULE NUMBER 1

EXAMPLE:
Do not use unfamiliar What would be the system reliability
words, terms, and of a computer system whose slave and
peripherals are connected in parallel
phrases circuits and each one has a known time
to failure probability of 0.05?
 RULE NUMBER 2

EXAMPLE:
Do not use modifiers that are Much of the process of
vague and whose meanings photosysnthesis takes place in
can differ from one person the:
a. bark
to next such as: MUCH,
b. leaf
OFTEN, USUALLY, etc. c. stem
 RULE NUMBER 3
Avoid complex or
awkward word
arrangement.

EXAMPLE:
(POOR) (BETTER)
As President ofthe Republic of
the Philippines, Corazon Who was the President
Conjuangco Aquino would of the Philippines after
stand next to which President
Republic subsequent to the Corazon C. Aquino?
1986 EDSA Revolution?
 RULE NUMBER 4
Do not use negatives or
double negatives as such
statements tend to be
confusing

EXAMPLE:
(POOR) (BETTER)
Which of the following Which of the following
will not cause inflation
will cause inflation in
in the Philippine
the Philippine economy?
economy?
 RULE NUMBER 5
Each item stem should be as
short as possible; otherwise
you risk testing more for
reading and comprehension
skills.

EXAMPLE:
(POOR) (BETTER)
Suppose you are a mathematics professor who wants to determine whether or
not your teaching of a unit on probability has had a significant effect on your When analyzing your students' pretest and posttest scores to
students.
determine if your teaching has had a significant effect, an
You decide to analyze their scores from a test they took before the instruction
appropriate statistic to use is the t-test for:
and their scores from another exam taken after the instruction. Which of the
following t-tests is appropriate to use in this situation?
*a. Dependent samples.

b. Heterogenous samples.
*a. Dependent samples.
b. Heterogenous samples.
c. Homogenous samples.
c. Homogenous samples. d. Independent samples.
d. Independent samples.
 RULE NUMBER 6

EXAMPLE:
The short story: May Day's Eve, was
Distracter should be written by which Filipino author
a. Jose Garcia Villa
equally plausible and b. Nick Joaquin

attractive c. Genoveva Edrosa Matute

d. Robert Frost
*e. Edgar Allan Poe
 RULE NUMBER 7
All multiple choice
options should be
grammatically
consistent with the stem

EXAMPLE: (POOR) (BETTER)

Penicillin is obtained from a: Penicillin is obtained from:
a. bacteria a. bacteria
b. coal-tars b. coal-tars
*c. mold *c. mold
d. tropical tree d. tropical tree

 RULE NUMBER 8

EXAMPLE:
The length, explicitness, or If the three angles of two triangles are
congruent, then the triangles are"
degree of technicality of a. Congruent whenever one of the sides of the
alternatives should not be triangles are congruent
*b. Similar
the determinants of the c. Equiangular and therefore, must also be
correctness of the answer congruent
d. Equalateral if they are equiangular
 RULE NUMBER 9
Avoid stems that reveal
the answer to another
item.

EXAMPLE: (POOR) (BETTER)

The stem contains a clue to the correct answer Cues avoided

Which type of validity study involves a substantial time

Which type of validity study examines the ability of test
interval between when the test is administered and when the
scores to predict a criterion? criterion is measured?

a. interval study a. interval study

b. content study b. content study
c. factorial study c. factorial study
*d. predictive study
*d. predictive study
 RULE NUMBER 10

EXAMPLE:
Avoid alternatives that
are synonymous with What causes ice to transform from solid state
to liquid state?
others or those that, a. CHANGE IN TEMPERATURE
b. Changes in pressure
include or overlap others. c. Change in the chemical composition
d. CHANGE IN HEAT LEVELS
 RULE NUMBER 11 RULE NUMBER 12

Avoid use of assumed qualifiers

Avoid presenting sequenced
that many examinees may not
items in the same order as in
be aware of.
the next text
 Example:
Which statement is correct
a. it often rains in Tarlac
b. it never rains in Tarlac
c. it always rains in Tarlac
d. Most rain in Region 3
happen in Tarlac
 RULE NUMBER 13

EXAMPLE:
Avoid use of The side opposite the thirty-degree angle in a right
triangle is equal to half length of the hypotenuse.
unnecessary words or if the SINE OF A 30-DEGREE is 0.5 and its hypotenuse
is 5, what is the length of the side opposite the 30-
phrases, which are not degree angle
a. 2.5
relevant to the problem b. 3.5
c. 5.5
d. 1.5
 RULE NUMBER 14

EXAMPLE:
Avoid use of non-relevant Note in the previous example,
sources of difficulty such as knowledge of the sine of the 30-
requiring a complex degree angle would have led some
calculation when only knowled studnets to use the sine formula for
of a principle is being tested calculation even if a simpler approach
would have sufficed

 RULE NUMBER 15 RULE NUMBER 16

Use Three (3) to Five (5)

INCLUDE AS MUCH OF THE ITEM
options to discourage AS POSSIPLE IN THE STEM. This
guessing allows for less repetition and
shorter choice option
 Example:
(POOR) (GOOD)
In the national elections in the In national elections in the United states the
United States the president is president is officially chosen by:
a. The people
officialy
*b. The Electoral College
a. Chosen by the people c. Thr house of representatives
*b. Chosen by the Electoral college d. The members of the congress
 RULE NUMBER 17
Use the "None of the
above" option only when
the keyed answer is
totally correct

EXAMPLE:
(POOR) (BETTER)
Obsidian is an example of which of
Obsidian is an example of which of the
the follwoing types of rocks?
follwoing types of rocks?
*a. igneous *a. igneous
b. metamorphic b. metamorphic
c.sedimentary c.sedimentary
d. None of the above

 RULE NUMBER 18
Note that use of "all of
the above" may allow
credit for partial
knowledge

EXAMPLE: (POOR) (BETTER)

Which of the ff are measures
Which of the ff are measures of
of central tendency?
central tendency?
a. mean
a. mean
b. range
b. range (wrong)
c. mode
c. mode
*d. all of the above
d. all of the above

RULE NUMBER 19 RULE NUMBER 20

The diffculty of a multiple
Having compound
choice item may be controlled by
response choices may varying the homogenity or
purposefully increase degree of similarity of response.
difficulty of an item. The more homogenous, the more
difficult the item
 Example:
(LESS HOMOGENOUS) (MORE HOMOGENOUS)
Thailand is located in: Thailand is next to:
a. Southeast Asia a. Southeast Asia
b. Eastern Europe b. Eastern Europe
c. South America
c. South America
d. East Africa
d. East Africa
e. Central America
e. Central America

4. SUPPLY TYPE ITEMS OR FILL IN

THE BLANKS

EXAMPLE:
This kind of test
consist of a stem and a
blank where the The study of live and living
students would write organism is called
the correct answer _______.
4. SUPPLY TYPE ITEMS OR FILL IN
THE BLANKS

Supply type tests These tests allow for one

depend heavily on the and only one answer and,
way that the stems are hence, often test only the
constructed student's knowledge
4. SUPPLY TYPE ITEMS OR FILL IN
THE BLANKS

It is, however, possible EXAMPLE:

to construct supply Write an appropriate
type of tests that will synonym for each of the
test higher order ff. Ech blank corresponds
thinking as the ff. to a letter:
example show Meramorphose: __________
Flourish: _____________
5. CONSTRUCTING ESSAY
TEST

Essay tests requires

students to organize their
thoughts on a subject
matter in coherent
sentences in order to
inform an audience
Lesson for Today
14 TYPES OF ABILITIES THAT CAN BE
MEASURED BY ESSAY ITEMS:
1. Comparisons between two or more things
2. The development and defense of an opinon
3. Questions of cause and effect
4. Explanations of meanings
5. Summarizing of information in a designated area
Lesson for Today
14 TYPES OF ABILITIES THAT CAN BE
MEASURED BY ESSAY ITEMS:
6. Analyis
7. Knowledge of relationships
8. Illustrations of rules, principles, procedures, and applications
9. Applications of rules, laws, and principles to new situaitons

Lesson for Today

14 TYPES OF ABILITIES THAT CAN BE
MEASURED BY ESSAY ITEMS:
10. Formulation of new questions and problems
11. Reorganizations of facts
12. Discriminations between objects, concepts, or events
13. Inferential thinking
14. Criticisms of the adequancy, relevance, or correctness of a
concept, idea, or information

 RULE #1
Phrase the direction in such a way that
students are guided on the key
concepts to be included.
 Sample Essay:
Write an essay on the topic: “Plant Photosynthesis” using the following
keywords and phrases: chlorophyll, sunlight, water, carbon dioxide,
oxygen, by-product, stomata.

Plant Photosynthesis
Nature has its own way of ensuring the balance between
food producers and consumers. Plants are considered producers
of food for animals. Plants produce food for animals through a
process called photosynthesis. It is a complex process that
combines various natural elements on earth into the final product
which animals can consume in order to survive. Naturally, we all
need to protect plants so that we will continue to have food on
our table. We should discourage the burning of grasses, cutting
trees, and illegal logging. If the leaves of plants are destroyed,
they cannot perform photosynthesis and animals will also perish.
 RULE #2
Inform the students on the criteria to
be used for grading their essays.
 Example:

Write an essay on the topic: “Plant

Photosynthesis” using the keywords indicated. You
will be graded according to the following criteria:
(a) coherence, (b) accuracy of statements, (c) use
of keywords, (d) clarity and (e) extra points for
innovative presentation of ideas.
 RULE #3
Put a time limit on the essay test.

Example scenario:
This essay test must finish at exactly
45 minutes.

 RULE #4
Decide on your essay grading system
prior to getting the essays of your
students.
 RULE #5
Evaluate all of the students’ answers
to one question before proceeding to
the next question.
 Example scenario:

Scoring or grading essay tests question by

question, rather than student by student, makes
it possible to maintain a more uniform standard
for judging the answers to each question.

 RULE #6
Evaluate answers to essay questions
without knowing the identity of the
writer.
 Example scenario:

This can be done by having the students write

their names on the back of the paper or by using
code numbers in place of names.

 RULE #7
Whenever possible, have two or more
persons grade each answer.
 Example scenario:

It might be done periodically with a fellow teacher

(one who is equally competent in the area).

Importance of Essay
The essay type tests provide a clue to nature
and quality of the pupil's thought process.
That is, we can assess how the pupil presents
his/her ideas (whether his/her manner of
presentation is coherent, logical and
systematic) and how he/she concludes.
Thank you!