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Republic of the Philippines

PANGASINAN STATE UNIVERSITY


Bayambang Campus
Bayambang, Pangasinan
1st Semester, AY 2024 - 2025

Discussant/s: Seguin, Limuel C., and Olivo, Jhan Nicole A.


Group No.: Group 6
Course, Year & Section: BPED II-1

I. Topic: Grading System and Communicating Assessment Results


a. Sub-topics: Constructive Feedbacking

II. Learning Outcomes:

At the end of the discussion, the students will be able to:


a. identify the factors and principles of constructive feedbacking and how it
will help their learning progress;
b. recognize the importance of the characteristics of constructive feedback;
and
c. apply these strategies of feedbacking during teaching and learning.

III. References:

 Module Assessment 3 - 3 Designing and Developing Assessments


Overview Instructional objectives must. (n.d.). StuDocu.
https://www.studocu.com/ph/document/university-of-eastern-philippines/
bachelor-of-secondary-education/module-assessment-3/28233705
 Weimer, M. (2018, October 5). Advantages, Disadvantages of Different
Types of Test Questions. Faculty Focus | Higher Ed Teaching & Learning.
https://www.facultyfocus.com/articles/educational-assessment/advantages
-and-disadvantages-of-different-types-of-test-questions/
 Essay Test: The Ultimate Guide with The Best Strategies. (n.d.).

IV. BODY

A. MOTIVATION

The name of the activity is called “What are you thinking out loud by Ed
Sheeran?" In this game, the student will answer a situational question that
has three choices, and for each question, he or she will think of the possible
answer or response. But there’s a twist before answering the question, and
that is singing the certain lyrics of “Thinking out loud” by Ed Sheeran. If the
student manages to sing the lyrics of the song, then he or she will now
answer. Remember that if they want to answer, just raise their hands.

If the student answers correctly, he or she will pick a prize.

Below are the questions to be used in the quiz:

 A BPED student performs a one act play “Anak”

B. INTRODUCTION

In education, assessments are essential tools that help educators


understand students’ knowledge and progress. Different types of
assessments serve various purposes, each with its own strengths and
challenges. This report we will focus on constructing supply-type or
constructed response type of tests. Unlike selected response tests, these
assessments require students to actively create their answers, encouraging
critical thinking and deeper comprehension. By exploring formats like short
answer, problem-solving, and essay types, we aim to understand how to
construct effective assessments that measure students' knowledge and
application skills.

C. LESSON PROPER

Supply Type or Constructed Response Type Test

Constructed response tests, also known as supply type items, require


students to create and supply their own answers rather than selecting from
multiple choices.

a. Short Answer Test

It consists of open- ended questions or incomplete sentences that


require learners to supply brief answers to questions, typically one or two
words or a few sentences. This includes the following sub- types:

 Completion- it consists of incomplete statements that require the


learners to fill in the blanks with the correct words or phrases.
 Identification- it consists of statements that summon the learners to
identify or recall the terms/ concepts, people, places or events being
described. They’re often used in subjects like science, history, or social
studies to highlight essential names, places, or ideas.

 Enumeration- it directs the learners to list down all possible answers


to the question.

Guidelines in Constructing Completion type or Short Answer Test

1. The item should require a single word answer or brief and definite
statement. Do not use indefinite statement that allows several answers.
2. Be sure that the 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; do not eliminate so many words so that
the meaning of the item statement will not change.
4. Do not leave the blank at the beginning or within the statement. It should
be at the end of the statement.
5. Use direct question rather than incomplete statement. The statement
should pose the problem to the examinee.
6. Be sure to indicate the units in which to be expresses 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 a Completion or Short Answer Test

1. It covers a broad range of topic in a short span of time.


2. It is easier to prepare and less time consuming compared to multiple
choice and matching type of test.
3. It can assess effectively the lower level of Bloom’s Taxonomy. It can
assess recall of information, rather than recognition.
4. It reduces the possibility of guessing the correct answer because it
requires recall compared to true or false items and multiple-choice items.
5. It covers greater number of contents than matching type test.

Disadvantages of a Completion or Short Answer Test

1. It is only appropriate for questions that can be answered with short


responses.
2. There is a difficulty in scoring when the questions are not prepared
properly and clearly. The question should be clearly stated so that the
answer of the student is clear.
3. It can assess only knowledge, comprehension and application levels in
Bloom’s taxonomy of cognitive domain.
4. It is not adaptable in measuring complex learning outcomes.
5. Scoring is tedious and time consuming.

b. Problem-Solving Test

Problem-solving test or computational test is a type of subjective test


that presents a problem situation or task and required demonstration of work
procedures and correct solution, or just a correct solution. Teacher can assign
full of partial credit to either correct or incorrect solutions depending on the
quality and kind of work procedures presented.

Guidelines for Writing Problem-solving Test Items

1. Clearly identify and explain the problem.


2. Provide directions which clearly inform the student of the type of response
called for.
3. State the directions whether or not the student must show his/her work
procedures for full or partial credit.
4. Clearly separate item parts and indicate their point values.
5. Use figures, conditions, situations which create a realistic problem.
6. Ask questions that elicit response on which experts could agree that one
solution and one or more work procedures are better than others.
7. Work through each problem before classroom administration to double-
check accuracy.

Advantages of Problem-solving Test Items

1. It minimizes guessing by requiring the students to provide an original


response rather than to select from several alternatives.
2. It is easier to construct.
3. It can most appropriately measure learning objectives which focus on the
ability to apply skills and knowledge in the solution of problems.
4. It can measure an extensive amount of content objectives.

Disadvantages of Problem-solving Test Items

1. It generally provides low test and test scorer reliability.


2. It required an extensive amount of teacher time to read and grade the
paper.
3. It does not provide an objective measure of student achievement or ability
subject to bias on the part of the grader when partial credit is given.

c. Essay Type

An essay test is a type of assessment in which a student is prompted


to respond to a question or a series of questions by writing an essay.
This form of test isn’t merely about checking a student’s recall or
memorisation skills, but more about gauging their ability to comprehend a
subject, synthesise information, and articulate their understanding effectively

Types of Essay Tests

Essay tests can be broadly classified into two categories: Restricted


Response and Extended Response.

Restricted Response tests -focus on limited aspects, requiring students to


provide short, concise answers.
Extended Response tests -demand more comprehensive answers, allowing
students to showcase their creativity and analytical skills.

Advantages of an Essay Test

1. They allow teachers to evaluate students’ abilities to organise, synthesise,


and interpret information.
2. They help in developing critical thinking and writing skills among students.
3. They provide an opportunity for students to exhibit their knowledge and
understanding of a subject in a broader context.

Limitations of an Essay Test

1. They are time-consuming to both take and grade.


2. They are subject to scoring inconsistencies due to potential subjective
bias.
3. They may cause the students who struggle with written expression may
face difficulties, and these tests may not accurately reflect the full
spectrum of a student’s knowledge or understanding.

V. Insights
 Supply type assessments, like short answers, problem-solving, and essays,
encourage students to think critically and give their own answers.
 These assessments help teachers understand what students truly know,
beyond just choosing the correct option.
 Clear and well-structured questions make it easier for students to focus and
provide accurate answers.
 By using supply type assessments, teachers can identify both the strengths
and areas that students need to improve.
 Properly designed assessments create a fairer and more meaningful learning
experience for everyone.
Name of Reporter:
Course, Year & Section:

Scoring Rubric for Written Report (40%):

1. Content - 50% -
2. Organization of Ideas - 30% -
3. Grammar, Usage, Mechanics, Spelling - 10% -
4. Neatness, Clarity, Presentation (Format) - 10% -
TOTAL - 100%

Scoring Rubric for Oral Presentation (60%):

1. Content and Mastery of the Topic - 40% -


2. Delivery and Presentation (Use of IMs) - 30% -
3. Readiness and Confidence - 20% -
4. Teamwork - 10% -
TOTAL - 100%
Name of Reporter:
Course, Year & Section:

Scoring Rubric for Written Report (40%):

5. Content - 50% -
6. Organization of Ideas - 30% -
7. Grammar, Usage, Mechanics, Spelling - 10% -
8. Neatness, Clarity, Presentation (Format) - 10% -
TOTAL - 100%

Scoring Rubric for Oral Presentation (60%):

5. Content and Mastery of the Topic - 40% -


6. Delivery and Presentation (Use of IMs) - 30% -
7. Readiness and Confidence - 20% -
8. Teamwork - 10% -
TOTAL - 100%

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