Assessment of Learning Placement Evaluation Summative

Study Guide Evaluation

Mastery of Mastery of intended
Test – Written instrument prerequisite skills learning outcomes
Measurement – scores, numerical description Formative Evaluation Diagnostic Evaluation
Assessment – Gathering information Continuous feedback Determine recurring
 increase quality about learning difficulties
Evaluation – overall judgment success & failures
To formulate remedial
Types & Approaches to Assessment instruction

Formative Summative Instructional Objectives

During or after End of course
instruction Cognitive – Bloom (1956)
Provide feedback Decision for grading Knowledge Recalling
Identify strengths & Readiness for Comprehension Understanding
weaknesses progression Application Use
Analysis Break down
Informal Formal Synthesis Put parts together
Integrated with other Aware of the task Evaluation judge
tasks Cognitive revised
Give feedback on a Written examination Anderson et.al. (2000)
student’s answer Remembering defines, describes,
identifies, knows
Continuous Final Understanding distinguishes,
Intermittent/Irregular Terminal estimates, explains,
Throughout a learning extends
Applying operates, predicts,
experience
prepares, produces,
relates
Process Product Analyzing infers, outlines, relates,
Focus on the steps Focus on the results selects, separates
Evaluating appraises, compares,
Divergent Convergent concludes
Range of answers Only 1 correct answer Creating composes, creates,
devises, designs,
Open-ended
Affective – Bloom, Krathwohl, Masia (1973)
Receiving Awareness
Assessment Assessment Assessment
Responding Active participation
for Learning as Learning of Learning
Valuing See worth
Diagnostic & Develop Evidence of
Organization Priorities
Formative students’ achievement
active Characterization Internalized
participation
For planning Self & Peer Summative Psychomotor – Simpson (1972)
Assessment Perception Use sensory cues
(Awareness)
Modes of Assessment Set Readiness to act
Guided response Imitation
Traditional Performance Portfolio Trial & Error
Description Paper & Actual Purposeful Mechanism Habitual
Pen Test demonstration collection (Basic Proficiency) With proficiency
Creation of Previously Complex Overt Skillful performance
LOTS products completed Response
assessment
(Expert)
Examples Essay,
speech,
Adaptation Modify movement
project, patterns
Standardized Documentary
exhibit portfolio Organization Creating with
Teacher- Show creativity
made portfolio Psychomotor – Dave (1975)
Advantage Objective High degree Promote Imitation Practice
scoring of critical Follow
authenticity thinking Manipulation Habitual
Greater Precision Proficiency
average
Efficiency
Prone to subjective Issue of
Disadvantage guessing privacy Articulation Modify, Revise, Adapt
Time Inter-rater Naturalization Create, Design
consuming reliability Psychomotor – Harrow (1972)
Reflex movements Involuntary reaction
 Fundamental Basic movements 1. Construction
movements 2. Validation
Perceptual abilities Response to stimuli Test Administration
Physical abilities Develop stamina 1. Item analysis
(fitness) 2. Revise
Skilled movements Advance movements 3. Final form
No discursive Use body language Evaluation
communication 1. Administration
2. Test validity
Types of Tests 3. Test reliability

 Psychological – measure intelligence Rubrics

Educational – measure result of instruction  Scoring guide
 Survey – broad range  For performance assessments
Mastery – specific objective 2 Essential Parts:
 Verbal – words are used 1. Criteria for the task
Non-verbal – do not use words 2. Level of performance for each criterion
 Standardized – norm-referenced
Informal – criterion-referenced Two Types Holistic Analytic
 Individual – oral, demonstration Rubric Rubric
Group – paper & pen score the score
 Objective – not affected by biases Definition overall individual
Subjective – affected by biases process or components
product of the
 Power – difficult items product
Speed – rate & accuracy Quick More
 Selective – prone to guessing scoring detailed
Supply – prone to bluffing feedback
 Maximum – perform at their best Advantages Provide
Typical performance – natural conditions overview of Scoring more
students consistent
Norm-referenced Criterion-referenced achievement across
Some will really All or none may students and
pass pass graders
Competition for a No competition Does not Time
limited percentage provide consuming to
Covers a large Delimited domain detailed score
domain information
Discrimination Emphasizes Disadvantages
among individuals description May be
Items of average Match item difficulty difficult to
difficulty to learning tasks provide one
overall score

Types of Tests According to Format Steps in Developing Rubrics:

1. Identify your standards, goals, and
Selective type – provides choices objectives (statement on what
 Multiple choice students should be able to perform).
 True – False/Alternative response 2. Identify the criteria (characteristics of a
 Matching type good performance).
Supply Test 3. Identify the levels of performance (for
 Short answer – direct answer each criterion).
 Completion test – incomplete Advantages of Using Rubrics
statement 1. Objective and consistent assessment
Essay test 2. Clarify criteria
3. Show how work will be evaluated
 Restricted response
4. Show what is expected
 Extended response (performance
5. Promote student awareness for
assessment)
assessing peer performance
TOS – for content validity purposes
6. Provide feedback regarding the
instruction
Development of Assessment Instrument
7. Provide benchmarks against which to
measure
Planning stage
1. Objectives
Affective/Personality Assessment Tools
2. TOS
3. Format
Closed-item/Forced-choice instruments – ask
Test Construction
for one specific answer
 a. Checklist – marking a set of possible Fairness – not bias
responses Objectivity – agreement of two or more raters
b. Scales – indicate extent or degree
i. Rating scale – 3 or 5 point Table of Specifications - device for describing
scale test items of the content and the process
ii. Semantic Differential Scale – dimensions.
point scale of semantic Number of Items = # of sessions x # of items
adjectives Total # of sessions
iii. Likert scale – degree of One-way TOS
agreement or disagreement  Content
c. Alternate Response – choosing  Number of Class Sessions
between two possible responses. Ex:  Number of Items
true or false  Test Item Distribution
d. Ranking – measure Two-way TOS
preferences/priorities by ranking  Content
 Class hours
Open-ended Instrument – open to more than
 Taxonomy (cognitive domain)
one answer
 Total
a. Sentence Completion – answer by
completing an unfinished statement.
VALIDITY
b. Surveys – one or many responses to a
Measures what it intends to measure.
given question
c. Essays – writing opinions/reactions to
Factors to Consider:
a question
 Appropriateness of test
 Interview – oldest method for studying
personality  Directions
 Biographical data/Autobiographical sketches  Reading vocabulary & Sentence
structure
 Anecdotal Record – is an informal record of
unusual events inside the classroom.  Difficulty of items
 Checklist  Construction of items
 Conference – involves teacher, student  Length of test – sufficient length
and/or family to discuss student’s progress.  Arrangement of items – ascending
 Parent conference – to inform parents of level of difficulty
their child’s progress & school performance.  Pattern of answers
 Journal – writing spontaneous response Establishing Validity:
 Observation – informal assessment  Face validity
technique  Content validity – objectives of the test
 Peer Assessment  Criterion-related validity
 a. Concurrent validity – compare
Types of Tests Based on Psychometric teacher-made with standardized
Principles test
b. Predictive validity – describe
 Psychological Tests
future performance (aptitude test)
 Achievement Tests – to identify what
 Construct validity – comparing
learning has taken place.
psychological factors to scores.
 Ability Tests – to investigate underlying
a. Convergent validity – correlate
abilities and skills. Ex. Cognitive Abilities
disciplines
Test
b. Divergent validity – no correlation
 Aptitude Tests – to estimate future
performance. Ex. Suitability for a job RELIABILITY – consistency
 Personality test – to reveal character or
psychological make-up Factors Affecting Reliability:
a. Projective tests – to respond to  Length of the test – the longer the test,
ambiguous stimuli. Ex. Rorschach the higher the reliability
Inkblot test, Thematic Apperception Test
 Difficulty of the test – coefficient of
b. Self-report test/inventory – paper & pen
correlation must not be less than .85
test. Ex. MMPI-2, 16PF, NEO
 Objectivity – eliminating the bias of the
personality inventory
checker
 Intelligence Test – a standardized test. Ex.
 Administrability – ease, clear, and
Stanford-Binet Intelligence test
uniformity (set time limit & oral
Good Test Items
instructions).
Validity – measure what it intends to measure  Scorability – easy to score
Reliability - consistency  Economy – cheap
Administrability – administered uniformly  Adequacy – wide sampling of items
Scorability – easy to score
Appropriateness – learning objectives Methods of Estimating Reliability
Adequacy – wide sampling of items Type of Statistical
Reliability Measure
 Method Measure Effective Distracter – more students from the
Test-retest stability Pearson r LG chose the incorrect option.
Equivalent Equivalence Person r
forms Scoring Errors and Biases
Test-retest Stability &
wd equivalent equivalence Pearson r Leniency error – very lenient in giving errors
forms Generosity errors – giving very high scores
Pearson r & Severity errors – use low end of scale only
Split half Internal Spearman Central Tendency error – avoids both
consistency Brown extremes of the scale
Formula Bias – other factors influence score. Ex.
Kuder- Handwriting, typos
Richardson Halo effect – impression of student influence
Kuder- Internal
Formula 20 & rating
Richardson Consistency
21 Contamination effect – influenced by irrelevant
Cronbach Internal Kuder- knowledge about the student. Ex.
Coefficient Consistency Richardson Appearance
Alpha Formula 20 Similar-to-me effect – more favor to students
like them (teacher).
First-impression effect – based on early
Item Analysis
opinions
 Statistical techniques
Contrast effect – comparing students
 Identify effectives of items Rater drift – ex. Getting tired in scoring
3 Criteria in determining desirability & SHAPE
undesirability of an item: 1. Symmetry – mirror image
1. Difficulty of an item 2. Number of Peaks
2. Discriminating power of an item 3. Skewness
3. Measure of attractiveness 4. Uniform - has no clear peaks
Distributions and Shapes:
I. Difficulty Index – proportion of students who 1. Normal/Bell-shaped/Symmetrical
answered the item correctly. 2. Positively skewed – below the mean
3. Negatively Skewed – above the mean
DF = UG + LG (selected the correct answer 4. Leptokurtic – highly peaked
only) 5. Mesokurtic – moderately peaked
N (students attempting the item) 6. Platykurtic – flattened peak
7. Bimodal curve – with 2 peaks or mode
Index of Discrimination 8. Polymodal curve – 3 or more modes
9. Rectangular distribution – no mode
1.0 - .81 = very easy (reject) Skewness– Coefficient of skewness measures
.80 - .61 = easy (revise) degree of symmetry
.60 - .41 = moderately difficult (retain) Kurtosis – coefficient of kurtosis measures
.40 - .21 = difficult (revise) degree of peakness/flatness
.20 - .00 = very difficult (reject)
Types of Measurement Scales:
0 = no one got the correct answer 1. Nominal – name, gender
1 = everyone got it right 2. Ordinal – rank data, order; ex. Income
3. Interval – equal distance between
II. Discrimination Index – measure the extent points, no absolute zero
to which a test item discriminates between 4. Ratio – interval scale w/ additional
groups of students. property
Descriptive Statistics – collecting a set of data
Positive Discrimination – more from the UG without drawing conclusions. Ex.
got an item correct. Average score of a class
Negative Discrimination – more from the LG Inferential Statistics – analysis of data leading
got an item correct. to inferences about the entire data.
Zero Discrimination – equal number of
students from the UG and LG got an Measure of Central Tendency
item correctly.
 Used to identify the center of a
DI = UG - LG
data
N
2
Discrimination Index
.40 and up = very good item (retain)
Advantages Disadvantages
.30 - .39 = reasonably good (revise)
.20 - .29 = marginal item (revise) Inappropriate
Below .19 = poor item (reject) Sampling for discrete
stability data (counting
III. Measure of Attractiveness number)
 Affected by 1. Coefficient of variation – used to
Mean Related to skewed compare the variability of two or more
variance distribution or sets of data.
extreme 2. Percentile Rank – used to clarify the
scores interpretation of scores on
Not affected Poor sampling standardized tests.
by extreme stability 3. Z-score – or z value, normal score,
Median scores standard score
Arrange date a. Measures how many standard
in order deviation an observation is
Quick & easy Poor sampling above or below the mean.
Mode to compute stability b. An ordinary score transformed
Useful for c. Mean = 0 ; SD = 1
nominal data d. Positive z-score - # of SD a
score is above the mean
Properties: e. Negative z-score - # of SD a
Mean score is below the mean
 easy to compute 4. T-score – how far their score is from
 most widely used the mean
a. To eliminate negative
 easily affected by extreme scores
numbers
Median
b. Easy to explain to parents
 not affected by extreme scores
Formula: T = 10z + 50
 ordinal level of data 5. Stanine – or standard nine
 middle most score in the
distribution Skewness
 most appropriate for extreme  Degree of departures of the
scores distribution of the data from the
Mode symmetry.
 score/s occurred most frequently Formula: SK = 3(mean-median)
 qualitative and quantitative data SD
 not affected by extreme scores 1. Normal Curve – symmetrical bell-
 may not exist in a given data shaped curve
a. End tails are continuous and
Measures of Variability asymptotic.
 single value used to describe the b. Scores are normally
spread out of scores in a distributed
distribution. c. SK = 0
Definition Properties 2. Positively skewed – skewed to the
Difference Simplest and right
between crudest a. Small proportion of relatively
highest and measure large extreme values
lowest score b. SK > 0
Range
Values 3. Negatively skewed – skewed to the
easily left
fluctuates a. High proportion of relatively
Half of the large extreme values.
Quartile difference Counterpart b. SK < 0
Deviation between of median
quartile 3 and Measure of Relationship/Correlation
Semi-quartile quartile 1  Quantify statistically how closely
Range Used when related variable are.
distribution  Compare set of scores
is skewed  represented by r
Shows how  using Pearson Product-Moment
much Identify if Correlation Coefficient
dispersion group is
exists from homogenous Pearson r – or Brivariate Correlation
the average or not Coefficient or Zero-Order Correlation
Standard
(mean) Coefficient.
Deviation
Determine  Measure linear relationship
number of between two variables.
students that
fell below Spearman rho – or Spearman’s Rank-Order
and above Correlation
the mean.  Measures strength of association
between two ranked variables.
Interpretation of Standard Deviation 3 Types:
 1. Perfect correlation  Developing – The student at this level
2. Some degree of correlation possesses the minimum knowledge
3. No correlation and skills and core understandings,
but needs help throughout the
Assigning Grades performance of authentic tasks.
1. Criterion-referenced grading – based  Approaching Proficiency – The
on fixed standards student at this level has developed the
2. Norm-referenced grading – grade is fundamental knowledge and skills and
assigned based on the average of test core understandings and with little
scores. guidance from the teacher and/or with
3. Point or Percentage grading system some assistance from peers, can
4. Contract grading system – student transfer these understandings through
agrees to work for a particular grade. authentic performance tasks.
 Proficient – The student at this level
Grading System of K to 12 Program has developed the fundamental
 Holistic - emphasis on the formative or knowledge and skills and core
developmental purpose of quality understandings, and can transfer them
assuring student learning. independently through authentic
 Standards-based - it seeks to ensure performance tasks.
that teachers will teach to the  Advanced – The student at this level
standards and students will aim to exceeds the core requirements in
meet or even to exceed the standards. terms of knowledge, skills and
 The students’ attainment of standards understandings, and can transfer them
in terms of content and performances automatically and flexibly through
therefore, a critical evidence of authentic performance tasks.
learning.
The level of proficiency at which the student if
The assessment shall be done at four levels performing shall be based on a numerical
and shall be weighted as follows: value. The numerical values are as follows:
 Level of Assessment Percentage Weight  Level of Proficiency Equivalent
Numerical Value
Knowledge 15%
Beginning 74% and below
Process or Skills 25%
Developing 75 – 79%
Understanding(s) 30%
Approaching 80 – 84%
Products/ 30% Proficiency
Perfromances
Proficient 85 – 89%
Total 100%
Advanced 90% and above
 The levels are defined as follows:
1. Knowledge - the facts and information  What shall appear in the report card is not the
that the students acquire. numerical value, but the equivalent level of
2. Process - refers to cognitive proficiency, abbreviated as follows:
operations that the student performs  B for Beginning;
on facts and information for the  D for Developing;
purpose of constructing meanings and  AP for Approaching Proficiency;
understandings.  P for Proficient; and
3. Understandings - refers to enduring  A for Advanced
big ideas, principles and
generalizations inherent to the At the end of the four quarters, the Final
discipline, which may be assessed Grade for each learning area shall be reported
using facets of understanding. as the average of the four quarterly ratings,
4. Products/Performances - refers to expressed in terms of the levels of proficiency.
real-life application of understanding The general average shall be the
as evidenced by the student’s average of the final grades of the different
performance of authentic tasks. learning areas, also expressed in terms of
levels of proficiency with the numerical
Levels of Proficiency equivalent in parenthesis.
At the end of the quarter, the performance of Promotion and retention of students
students shall be described in the report card, shall be by subject. Students whose
based on the following levels of proficiency: proficiency level is Beginning (B) at the end of
 Beginning – prerequisite and the quarter or grading period shall be required
fundamental knowledge and or skills to undergo remediation after class hours so
have not been acquired or developed that they can immediately catch up as they
adequately to aid understanding. move to the next grading period. If by the end
of the school year, the students are still at the 8. Sociometry
Beginning level, then they shall be required to
take summer classes. Ethical Considerations of the Counselor:
As a matter of policy every learning 1. Responsibility to the client and family.
deficiency should be bridged even for those 2. Recognize boundaries
students whose level of proficiency is above 3. Confidentiality
the beginning level. 4. Imposition of one’s values
Honor students shall be drawn among
those performed at the Advanced Level. Four Important Functions:
Subsequent guidelines shall be issued as 1. Counseling
basis for ranking of honors. 2. Assessment
The total time daily does not include
off-school learning experiences that teachers
may require outside of school hours for the
production of products and performances as
evidence of transfer of learning.

Guidance & Counseling

Guidance Counseling
client’s problems are client will gain insight
listed carefully and of the problem and
readymade solutions become empowered
are provided by the to take his own
experts. decision.
dynamic interpersonal Utilizes appropriate
relationship designed tools and procedures
to influence the which contribute to
attitude and experience.
subsequent behavior
of the person.
Characterized by
trust, confidence, and
intimacy in which the
student gains
intellectual and
emotional stability.

Guidance Counselor – assist each student to

benefit from the school experience.
5 Roles:
1. As counselor
2. As coordinator
3. As consultant
4. As conductor of activities
5. As change agent

Types of Guidance Services:

6. Individual Inventory/Analysis
7. Information
8. Counseling
9. Research
10. Placement
11. Referral
12. Follow-up
13. Evaluation
14. Consultation
15. Program Development
16. Public Relations

Techniques & Methodologies:

1. Autobiography
2. Anecdotal records
3. Case study
4. Interview
5. Observation
6. Projective techniques
7. Rating scales