Janina Grace Ignacio December 3, 2019

TTh 9:00 – 10:00 am

ACTIVITY SHEET 16:
Conceptualization of Assigned Instructional Objective
Learning Objective:
1. Illustrate a random variable (discrete and continuous).
Concept:A random variable is a variable whose values are determined by chance. A random variable is
typically represented by an uppercase letter, usually X, while its corresponding lowercase letter in this
case (x) is used to represent one of its value.

Illustrative example: A coin is tossed thrice. Let the variable X represent the number of heads that result
from this experiment
Number of
1st toss 2nd toss 3rd toss Final Outcome Head (X)
H HHH 3
H
T HHT 2
H
H HTH 2
T T HTT 1

H THH 2
H THT 1
T
T TTH 1
H
T TTT 0
T

In the illustration above, random variable is represented by the upper case X. The lowercase x
represents the specific values. Hence, x=3, x=2, x=1, x=2, x=1, x=1, and x=0.
The sample space for the possible outcomes is
S= {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}
The value of the variable X can be 0, 1, 2, 3. Then, in this example X is a random variable.(Mercado,
2016).

Learning Objective:
2. Distinguishes between a discrete and continuous random variable.
Concept:

A discrete random variable can only take a finite (countable) number of distinct
values. Distinct values mean values that are exact and can be represented by
nonnegative whole numbers.
Discrete Random Variable

 Let X = numbers of students randomly selected to be interviewed by a researcher. This is a

discrete random variable because their possible values are 0, 1, 2, and so on.

A continuous random variable can assume an infinite number of values in an

interval between two specific values. This means they can assume values that can be
represented not only by nonnegative whole numbers but also by fraction and decimal.
These values are often results to measurements.

Continuous Random Variable

 Let Y = the weights of randomly selected students in pounds. This is a continuous random
variable because its values can be between any two given weights. Also, weights are measured
using a weighing scale. The weight of a student for example can be 150.5 lb but due to limits of
measuring devices, the measurement is always an approximate. The weights of student can
range from 100 to 180 lb including all decimal places that come between these two values.

Learning Objective:
3. Find the possible values of random variable.
Concept:
Steps in finding possible values of random variable;
1. Determine the sample space of an experiment.
2. Count the number of experiment in each outcome in the sample space and assign this number
to these outcomes.
3. Make table for possible outcomes and values of a random variable. (Belecina et al, 2016)

Learning Objective:
4. Illustrates a probability distribution for discrete random variable and its properties.
Concept:
A discrete probability distribution is a list of probabilities for each of the possible values of an
experiment. It gives the probability for each of the possible value of a discrete random variable.
Organizing the given data in a discrete probability distribution will be helpful in determining probabilities
for a given experiment.

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

Recall that P(E) =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
 This is known as the theoretical probability of an event. In conducting an experiment, favorable
outcomes are counted manually, and this number is divided by the total number of trials. (Melosantos,
2016)

Properties of a Probability Distribution

A discrete probability distribution has the following properties:

1. The probability p(x) for each possible value of x is 0≤p(x)≤1.

2. The sum of all probabilities in the distribution is equal to 1. That is, ∑p(x)=1.
(Melosantos et al, 2016).

Learning Objective:
5. Constructs the probability mass function of a discrete random variable and its corresponding
histogram.
Concept:
Steps (Belecina et al, 2016)
1. Make a table to construct a probability mass function
2. First row for the number of values of an experiment and second row is for the probabilities.
3. In constructing histogram, plot the values of the random variable along the horizontal axis
4. Plot the probabilities along the vertical axis.

Learning Objective:
6. Computes the probabilities corresponding to a given random variable.
Concept:
Suppose three cellphones are tested at random. Let D represent the defective cellphone and let
N represent the non-defective cellphones. If we let X be the random variable for the number of
defective cellphones, compute each probability distribution of the random variable X.
Steps Solutions
1. Determine the sample space. The sample space for this experiment is:
Let D represent the defective S= {NNN, NND, NDN, DNN, NDD, DND, DDN,
cell phone and N represent the DDD}
non-defective cell phone.
2. Count the number of defective Possible outcomes Value of the random
cell phones in each outcome in variable X (number of
the sample space and assign defective cell phone)
this number to this outcome. NNN 0
NND 1
NDN 1
DNN 1
NDD 2
DND 2
DDN 2
DDD 3
3. There are three possible values
of random variable X
representing the number of Number of Defective Probability P(X)
defective cell phones. These are cell phone X
0, 1, 2, and 3. Assign probability
value P(X) to each value of the
random variable.
 There are 8 possible outcomes
0 1
and no defective cell phone 8
occurs once, so the probability
values that we shall assign to
1
the random variable is 0 is 8.

 There are 8 possible outcomes

1 3
and 1 defective cell phone
8
occurs three times, so the
probability values that we shall
assign to the random variable is
3
1 is 8.

 There are 8 possible outcomes

and 2 defective cell phones
2 3
occurs three times, so the
8
probability values that we shall
assign to the random variable is
 3
2 is 8.

 There are 8 possible outcomes

and 3 defective cell phone
3 1
occurs once, so the probability
8
values that we shall assign to
1
the random variable is 3 is 8.

Learning Objective:
7. Illustrates the mean and variance of a discrete random variable.
7.1: Illustrates the mean of a discrete random variable. (Belecina et al, 2016).
7.2: Illustrates the variance of a discrete random variable. (Belecina et al, 2016).
Concept:
7.1: Illustrates the mean of a discrete random variable. (Belecina et al, 2016).
Mean of a Discrete Random Variable
The mean of a probability distribution is given by 𝑥̅ =∑ 𝑥 × 𝑝(𝑥), where x is a possible outcome
and p(x) is its probability.
We can use the same line of reasoning to derive a formula for the variance of a probability
distribution. The only difference is that the variance takes in account the square of the distance of each
data point from the mean. So instead of looking at each x, we consider the expression (x-𝑥̅ )2, and thus
we have the following formula.

7.2: Illustrates the variance of a discrete random variable. (Belecina et al, 2016).
Variance of a Discrete Random Variable
Variance is a measure of how spreads the data are, so instead of multiplying each probability
with a single data point, it is multiplied by the sequence of the distance of each data point from the
mean. The variance of the probability distribution is given by σ2 = ∑(𝑥 − 𝑥̅ )2 . 𝑝(𝑥).

Learning Objective:
8. Calculates the mean and variance of a discrete random variable.
8.1: Calculates the mean of a discrete random variable. (Belecina et al, 2016).
8.2: Calculates the variance of a discrete random variable. (Belecina et al, 2016).
Concept:
8.1: Calculates the mean of a discrete random variable. (Belecina et al, 2016).
Steps in calculating the mean:
 1. Construct the probability distribution for the random variable X representing the number of spots
that would appear.
2. Multiply the value of the random variable X by the corresponding probability.
3. Add the result obtained in step 2.

8.2: Calculates the variance of a discrete random variable. (Belecina et al, 2016).
Steps in calculating the variance:
1. Find the mean of the probability distribution using the formula 𝑥̅ =∑ 𝑥 × 𝑝(𝑥)
2. Subtract the mean from each value of the random variable X.
3. Square the result obtained in step 2.
4. Multiply the results obtained in step 3 by the corresponding probability.
5. Get the sum of the results in step 4

Learning Objective:
9. Interprets the mean and variance of discrete random variable.
Concept:
The mean, or expected value, is the probability that one “expects to get” in an experiment. In
tossing a coin 20 times, we expect to get a head 10 times. The variance tells us how much we can
expect the results to deviate from the expected values. It tells us how likely it is to get 8, 12, or 15
heads instead of 10. Thus the higher the variance, the further away the result can be from its expected
value.(Melosantos, 2016).

Learning Objective:
10. Solves the problems involving mean and variance of probability distributions.
10.1: Solves the problems involving mean of probability distributions. (Belecina et al, 2016).
10.2:Solves the problems involving variance of probability distributions. (Belecina et al, 2016).
Concept:
10.1: Solves the problems involving mean of probability distributions. (Belecina et al, 2016).
Example: Consider rolling a die. What is the average number of spots that would appear?

Steps Solution
1. Construct the probability distribution for the No. of Spot X Probability P(X)
random variable X representing the number 1 1
of spots that would appear. 6
2 1
6
 3 1
6
4 1
6
5 1
6
6 1
6
2. Multiply the value of the random variable X No. of Spot X Probability P(X) X·P(X)
by the corresponding probability. 1 1 1
6 6
2 1 2
6 6
3 1 3
6 6
4 1 4
6 6
5 1 5
6 6
6 1 6
6 6
3. Add the result obtained in step 2. No. of Spot X Probability P(X) X·P(X)
1 1 1
6 6
2 1 2
6 6
3 1 3
6 6
4 1 4
6 6
5 1 5
6 6
6 1 6
6 6
21
∑ 𝑥 · 𝑃(𝑋) = = 3.5
6

10.2:Solves the problems involving variance of probability distributions. (Belecina et al, 2016).
Example: When three coins are tossed, the probability distribution for the random variable X
representing the number of heads that occurs is given below.
 Numbers of head X Probability P(X)
0 1
8
1 3
8
2 6
8
3 1
8

Steps Solution
1. Find the mean of the probability distribution No. of head X Probability P(X) X·P(X)
using the formula 𝑥̅ =∑ 𝑥 × 𝑝(𝑥) 0 1 0
8
1 3 3
8 8
2 3 6
8 8
3 1 3
8 8
12
∑ 𝑥 · 𝑃(𝑋) = = 1.5
8

2. Multiply the square of the value of the No. of head Probability X·P(X) X2·P(X)
random variable by its corresponding X P(X)
probability. 0 1 0 1
02 - 8=0
8
1 3 3 3 3
12 - 8=8
8 8
2 3 6 3 12
22 - 8= 8
8 8
3 1 3 1 9
32 - 8=8
8 8
3. Get the sum of the results of obtained in No. of head Probability X·P(X) X2·P(X)
step 2. X P(X)
0 1 0 1
02 - 8=0
8
1 3 3 3 3
12 - 8=8
8 8
2 3 6 3 12
22 - 8= 8
8 8
 3 1 3 1 9
32 - =
8 8
8 8
24
∑ 𝑥 · 𝑃(𝑋) = =3
8

4. Subtract the square of the mean from the The variance is given by;
result obtained in step 3 to get the variance 𝜎 2 = ∑ 𝑥 2 · 𝑃(𝑋) − µ2
of a probability distribution is given by 𝜎 2 = 3 − (1.5)2
𝜎 2 = ∑ 𝑥 2 · 𝑃(𝑋) − µ2 𝜎 2 = 0.75
The standard deviation is the square root of The standard deviation is;
the variance. σ= √0.75
σ= √∑ 𝑥 2 · 𝑃(𝑋) − µ2 σ= 0.87

Learning Objective:
11. Illustrate a normal curve distribution and its characteristics.
Concept:
A normal distribution is a very important statistical data distribution pattern occurring in many
natural phenomena, such as height, blood pressure, lengths of objects produced by machines, etc.
certain data, when graphed as histogram (data on the horizontal axis, amount of data on the vertical
axis), creates a bell-shaped curve known as a normal curve, or normal distribution.

Properties of the Normal Probability Distribution

1. The distribution curve is bell-shaped.
2. The curve is symmetrical about its center.
3. The mean, median and the mode coincide at the center.
4. The width of the curve is determined by the standard deviation of distribution.
5. The tails of the curve flatten out indefinitely along the horizontal axis, always approaching the
axis but never touching it. That is, the curve is asymptotic to the base line.
6. The area under the curve is 1. Thus, it represents the probability or proportion or the percentage
associated with specific sets of measurements values. (Belecina et al, 2016).
Learning Objective:
12. Constructs a normal curve.
Concept:
NORMAL CURVE
0.9974

0.6826

0.9544
-3 -2 -1 µ=0 1 2 3

Learning Objective:
13. Identifies regions under the normal curve corresponding to different standard normal
values.
Concept:
The table of Areas under the Normal Curve is also known as the z-table.
Z .00 .01 .02 .03 .04 .05 .06 .07 .08 .09
0.0 .0000 .0040 .0080 .0120 .0160 .0199 .0239 .0279 .0319 .0359
0.1 .0398 .0438 .0478 .0517 .0557 .0596 .0636 .0675 .0714 .0753
0.2 .0793 .0832 .0871 .0910 .0948 .0987 .1026 .1064 .1103 .1141
0.3 .1179 .1217 .1255 .1293 .1331 .1368 .1406 .1443 .1480 .1517
0.4 .1554 .1591 .1628 .1664 .1700 .1736 .1772 .1808 .1844 .1879
0.5 .1915 .1950 .1985 .2019 .2054 .2088 .2123 .2157 .2190 .2224
0.6 .2257 .2291 .2324 .2357 .2389 .2422 .2454 .2486 .2517 .2549
0.7 .2580 .2611 .2642 .2673 .2704 .2734 .2764 .2794 .2823 .2852
0.8 .2881 .2910 .2939 .2967 .2995 .3023 .3051 .3078 .3106 .3133
0.9 .3159 .3186 .3212 .3238 .3264 .3289 .3315 .3340 .3365 .3389
1.0 .3431 .3438 .3461 .3485 .3508 .3531 .3554 .3577 .3599 .3621
1.1 .3643 .3665 .3686 .3708 .3729 .3749 .3770 .3790 .3810 .3830
1.2 .3849 .3869 .3888 .3907 .3925 .3944 .3962 .3980 .3997 .4015
1.3 .4032 .4049 .4066 .4082 .4099 .4115 .4131 .4147 .4162 .4177
1.4 .4192 .4207 .4222 .4236 .4251 .4265 .4279 .4292 .4306 .4319
1.5 .4332 .4345 .4357 .4370 .4382 .4394 .4406 .4418 .4429 .4441
1.6 .4452 .4463 .4474 .4484 .4495 .4505 .4515 .4525 .4535 .4545
1.7 .4554 .4564 .4573 .4582 .4591 .4599 .4608 .4616 .4625 .4633
1.8 .4641 .4649 .4656 .4664 .4671 .4678 .4686 .4693 .4699 .4706
1.9 .4713 .4719 .4726 .4732 .4738 .4744 .4750 .4756 .4761 .4767
2.0 .4772 .4778 .4783 .4788 .4793 .4798 .4803 .4808 .4812 .4817
2.1 .4821 .4826 .4830 .4834 .4838 .4842 .4846 .4850 .4854 .4857
2.2 .4861 .4864 .4868 .4871 .4875 .4878 .4881 .4884 .4887 .4890
2.3 .4893 .4896 .4898 .4901 .4904 .4906 .4909 .4911 .4913 .4916
2.4 .4918 .4920 .4922 .4925 .4927 .4929 .4931 .4932 .4934 .4936
2.5 .4938 .4940 .4941 .4943 .4945 .4946 .4948 .4949 .4951 .4952
2.6 .4953 .4955 .4956 .4957 .4959 .4960 .4961 .4962 .4963 .4964
2.7 .4965 .4966 .4967 .4968 .4969 .4970 .4971 .4972 .4973 .4974
2.8 .4974 .4975 .4976 .4977 .4977 .4978 .4979 .4979 .4980 .4981
2.9 .4891 .4982 .4982 .4983 .4984 .4984 .4985 .4985 .4986 .4986
3.0 .4987 .4987 .4987 .4988 .4988 .4989 .4989 .4989 .4990 .4990
For values of z above 3.09, use 0.4999 for area.
Adopted from Mario F. Triola.(1995). Elementary Statistics. 6thed. New York: Addison-Wesley.

Learning Objective:
14. Converts a normal random variable to a standard normal variable and vice versa.
Concept:
(𝑥−𝑥̅ )
Any normal distribution can be transformed to standard normal distribution by the formulaZ= 𝜎
.

Where;
X = score
μ = mean
σ = standard deviation.
To convert standard scores to normal random variable we use the formula x=μ+zσ.
Where;
z = z-score
μ = mean
σ = deviation

Learning Objective:
15. Computes probabilities and percentile using the standard normal table.
Concept:
Steps to compute probabilities and percentile:
 1. Draw a normal curve.
2. Locate the given z-values
3. Draw a line through the z-values.
4. Shade the required region.
5. Consult the z-table and find the area that correspond to z-score
6. Examine the graph and use the probability notation to form an equation showing the operation
to get the required area.
Illustrative example: Find the 95th percentile of a normal curve.
1. Draw the appropriate normal curve.
2. Express the given percentage as probability.
3. Split 0.9500 into 0.5000 and 0.4500.
4. Shade 0.5000 of the sketch of the normal curve in step 1.
5. Refer to the table of areas under the normal curve. Locate the area 0.4500 in the body of the
table.
6. Find the z-score that correspond to 0.4500 on the leftmost column.
7. Find the z – value that corresponds to 0.4505.
8. Find the z – value that corresponds to 0.4495.
9. Find the average of the two z–values.
10. Locate z = 1.645 under the curve in step 1 and make a statement.
11. Draw a line through under the curve in step 1.
12. Shade the region to the left of z=1.645
13. Describe the shaded region.

Reference:
 Belecina., R., Baccay. E., andMateo., E. (2016). Statistics and Probability (First edition).
865 Nicanor Reyes Sr. St., Sampaloc, Manila: Rex Book Store Inc.
 Bonghanoy., G., Manayon., M., and Montero., J. (2016). Statistics and Probablity for
Senior High School. Malabon City: Mutya Publishing House Inc.
 Melosantos., L. A., Antonio., J. Robles., S., and Bruce., R. (2016). Math Connections in
the Digital Age: Statistics and Probability. Quezon City: Sibs Publishing House, Inc.
 Mercado, J. (2016). Next Century Mathematics: Statistics and Probability. 927 Quezon
Ave., Quezon City: Phoenix Publishing House Inc.
Janina Grace Ignacio
Educ 107 TTH 9:00-10:30
Activity Sheet #17: Budget Hour
STATISTICS AND PROBABILITY
Learning Objectives No. of Hours
1. Illustrate a random variable (discrete and continuous). 2
2. Distinguishes between a discrete and continuous random variable. 1
3. Find the possible values of random variable. 1
4. Illustrates a probability distribution for discrete random variable and its properties. 1
5. Constructs the probability mass function of a discrete random variable and its 1
corresponding histogram. 2

6. computes the probabilities corresponding to a given random variable 1

12
7. Illustrates the mean and variance of a discrete random variable. 1
7.1. Illustrates the mean of a discrete random variable.
7.2. Illustrates the variance of a discrete random variable.
8. Calculates the mean and variance of a discrete random variable. 1
8.1. Calculates the mean of a discrete random variable.
8.2. Calculates the variance of a discrete random variable.
9. Interprets the mean and variance of discrete random variable. 1
2
9.1. Interprets the mean of discrete random variable.
9.2. Interprets the variance of discrete random variable.
10. Solves the problems involving mean and variance of probability distributions. 1
10.1. Solves the problems involving mean of probability distributions.
10.2. Solves the problems involving and variance of probability distributions.
11. Illustrates normal random variables and its characteristics. 1
1
2

12. Constructs a normal curve. 1

2
13. Identifies regions under the normal curve corresponding to different standard 2
normal values.
14. Converts a normal random variable to a standard normal variable and vice versa. 1
1
2
15. Computes probabilities and percentile using the standard normal table 1
TOTAL 17
Prepared by:

JANINA GRACE IGNACIO

BSEDMATH-2
Janina Grace Ignacio
TTh 9:00-10:30 am
ACTIVITY 18:
Appropriateness of Assessment Method
Assessment Instrument
1. Written-Response Instrument
Examples:
2. Product-Rating Scales
3. Performance Test
November 5, 2019
Appropriateness
 This includes objectives test (multiple choice, true or
false or short answer tests), essays, examination
and checklist. (Santos, 2007)
1. Objective Tests - appropriate for assessing the
various levels of hierarchy of educational objectives.
2. Multiple Choice Tests – can be constructed in such
a way as to test higher order thinking skills.
3. Essays – when properly planned, can test the
student’s grasp of the higher level cognitive skills
particularly in areas of application, analysis,
synthesis, and judgment.
 These scales measure products that are frequently
rated in education such as book reports, maps,
charts, diagrams, notebooks, essay and creative
endeavor of all sorts. (Santos, 2007)
Example:
1. Classic “Handwriting” scale
2. – this is used in the California Achievement Test,
Trom W. prototype handwriting specimens of pupils
are moved along the scales until the quality of the
handwriting sample is most similar to the prototype
handwriting. (Santos, 2007).
 One of this is the performance checklist, which
consist of a list of behavior that makes up a certain
type of performance. It is used to determine whether
or not an individual behaves in a certain way when
asked to complete a particular task. If a particular
 behavior is present when an individual is observed,
the teacher places a check opposite it on the list.
(Santos, 2007).
Example:
 Behavior Checklist In solving a Mathematical
Problem.
Behavior:
1. Identifies the given information _____
2. Identifies what is being asked ______
3. Uses variable to replace the unknown _____
4. Formulates the equation _______
5. Performs algebraic operation______
6. Obtains an answer______
7. Check of the answer makes sense ______
4. Oral Questioning  An appropriate assessment method.
When the objective are:
a. To assess the students stock knowledge and/or
b. To determine the students ability to
communicate ideas in coherent verbal
sentences.
5. Observing and Self-Reports  Are useful supplementary assessment methods
when used in conjunction with oral questioning and
performance test.

REFERENCE:
 Santos, R.D Guzman. (2007). Assessment of learning 1. Quezon City: Lorimar Publishing Inc.
Janina Grace Ignacio November 5, 2019
TTh 9:00-10:30

ACTIVITY 19:
Definition of Validity

Definition Classroom Illustration Applying Validity

Validity means the degree of a test Mathematics test is administered twice a

measures what it intends to measure or group of first year high school students. The
the truthfulness of the response. answer of student A to item 7 “how many
(Calmorin, 2011) meters are there in 9 kilometers? Is 9000
meters and in the second administration, his
answer is still the same, 9000 meters to item
7. (Calmorin, 2014)

REFERENCE:
 Calmorin, L. (2011). Characteristics of Assessment Method. In Assessment of Student Learning
1 (1st Ed., pq). Sampaloc, Manila: Rex Book Store.
 Calmorin, L. (2014). Qualities of a Good Measurement Instrument. In Measurement and
Evaluate (3rd Ed. P. 30). Mandaluyong City. National Book Store.
Janina Grace Ignacio November 5, 2019
TTh 9:00-10:30
ACTIVITY 20:
Factors Affecting Validity
FACTORS How Factor Affect Validity
1. Inappropriate  Measuring the understanding, thinking skills and other complex types of
of the test Item achievement with test forms that are appropriate only for measuring
factual knowledge will invalidate the results. (Asaad & Hailaya, 2004)
2. Direction of the  Directions that are not clearly stated as to how the students respond to
test items. the items and record their answers will tend to lesser the validity of the
test items. (Asaad & Hailaya, 2004)
3. Reading  Vocabulary and Sentence structure that do not match the level of the
Vocabulary students will result in the test of measuring reading comprehension or
and Sentence intelligence rather that what is intends to measure. (Asaad & Hailaya,
Structure 2004)
4. Level of  When the test items are too easy and too difficult they cannot
Difficulty of the discriminate between the bright and the poor students. Thus, it will
Test Item lower the validity of the test. (Asaad & Hailaya, 2004)
5. Poorly  Test items which unintentionally provide clues to the answer will tend to
Constructed measure the students alertness in detecting clues. (Asaad & Hailaya,
Test Item 2004)
6. Length of the  A test should be of sufficient number of items to measure what it is
test items supposed to measure. (Asaad & Hailaya, 2004)
7. Arrangement  Test items should be arranged in an increasing difficulty. Placing
of the test difficulty item clearly in the test may cause mental blocks and it may
take up too much time for the students. (Asaad & Hailaya, 2004)
8. Patterns of the  A systematic pattern of correct answers will enable students to guess
answer answer, and this will lower again the validity of the test.
9. Ambiguity  Ambiguous statement in test item contributes to misinterpretation and
confusion. Ambiguity sometimes confuses the bright students more
than the poor students, causing the items to discriminate in a negative
direction. (Asaad & Hailaya, 2004)
REFERENCE:
 Asaad, A. & Hailaya, W. (2004). Measurement and Evaluation: concepts & Principles.
Sampaloc, Manila: Rex Book Store
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am
ACTIVITY 21:
Types of Validity
Type of Validity Definition Classroom Illustration
1. Content  Valuators’ have to ensure The teacher wishes to validate test in English.
Validity that the content taught, as He request experts in English to validate if the
stated in the objective by test items measure the knowledge, skills and
the assessment values it supposed to measure as stated in
instrument. course content/syllabus. (Rico, 2011)
2. Construc  This is the extent to which A teacher wishes to establish the validity of an
t Validity the test measures a IQ-test to Grade V students by using SCRIT
theoretical trait such as (Sofran Culture Reduced Intelligence Test). He
understanding, therefore administers both SCRIT and
appreciation, and achievement test to group of Grade V student
interpretation of data. with high IQ and low IQ to hypothesis whether
they have high or low achievement
respectively. (Rico, 2011)
3. Predictiv  Refers to how well the test The teacher wishes to estimate how well a
e predicts some future student may do in the graduate courses on the
Validity behavior of the examinee. basis of how well he has done on the test he
has undertaken in his undergraduate courses.
the criterion measures against which the test
score are validated and obtained are available
after a long period of interval. (Calmorin, 2011)
4. Concurr  Refers to whether the test The teacher wants to validate the mathematics
ent is closely related to other achievement test he has constructed. He
Validity measures such as scored administers students. The result is correlated
or another test with known with an acceptable mathematics test which has
validity. been previously proven as valid. (Calmorin,
2011)

REFERNCE:
 Calmorin, L. (2011). Assessment of Students Learning 1. Sampaloc, Manila: Rex Book Store
 Rico, A. (2011). Assessment of Student Learning 1: A Practical Approach. Mandaluyong City:
Anvil Publishing Inc.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am
ACTIVITY 22:
Sample Computation of Predictive Validity
Ms. Charol wants to know the predictive validity of her test administered in the previous
semester by correlating the score with the grades of same students obtained in later data. Grades and
scores are presented below.

Grade (x) Test (y) xy X2 Y2

87 46 4,002 7,569 2,116
93 35 3,255 8,649 1,225
90 41 3,690 8,100 1,681
88 32 2,816 7,744 1,024
89 30 2,670 7,921 900
90 43 3,870 8,100 1,849
92 42 3,864 8,464 1,764
95 43 4,085 9,025 1,849
82 32 2,624 6,724 1,024
93 42 3,906 8,649 1,764

899 386 34,782 80,945 15,264

𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
r=
√[𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 −(∑ 𝑦)2

10(34,782)−(899)(386)
r=
√[10(80,945)−(899)2 ][10(15,264)−(386)2
347,820−347,014
r=
√[809,450−808,201][152,640−148,996]
806
r=
√(1249)(3644)
806
r=
√4,551,356
806
r = 2133.39

r = 0.38
Interpretation:
Since it is positive, there is a predictive validity.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am
ACTIVITY 23:
Sample Computation of Concurrent Validity
Mrs. Luisita develops a test and she wants to know if her test is valid. She takes another test of
already known validity and uses this as a criterion. She gives two sets of test: her test and the criterion
test to the same group of 10 students. Their scores are shown below. Determine the validity of her test.
(Asaad, 2004).
Her Test (x) Criterion (y) xy X2 Y2
48 42 2,016 2,304 1,764
40 39 1,560 1,600 1,521
49 36 1, 764 2,401 1,296
41 43 1,886 1,681 1,849
45 45 2,025 2,025 2025
42 43 1,806 1,764 1,849
46 37 1,702 2,116 1,369
49 35 1,715 2,401 1,225
39 38 1,482 1,521 1,444
44 40 1,760 1,936 1,600

443 398 17,716 19,749 15,942

𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
r= √[𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 −(∑ 𝑦)2

10(17,716)−(443)(398)
r=
√[10(19,749)−(443)2 ][10(15,942)−(398)2
177,160−176,314
r=
√(197,490−196,249)(159,420−158,404)
846
r=
√(1,241)(1,016)
846
r=
√1,260,856
846
r = 1122.88

r = 0.75
Interpretation: Since it is positive, there is a concurrent validity.
REFERENCE:
 Asaad, A. & Hailaya, W. (2004). Measurement and Evaluation: concepts & Principles.
Sampaloc, Manila: Rex Book Store
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 24:
Definition of Reliability

Definition Sample Illustration

 The second important of a good  We are measuring the height of

measuring instrument. This refers to
the consisting an accuracy of test
results (Asaad & Hailaya, 2004).
 Define as the consisting of a test
result. This means that the test
should gather consistent data. This
can be established through finding
out the degree of consisting which
can be expressed in terms of the
coefficient of correlation (Asaad &
Hailaya, 2004).
piece of furniture in a classroom but
the tape measure we use is made of
elastic. Because the measurement
of a piece of furniture, we get
different values. We do not have
consisting in our measurement
therefore the measurement lack
reliability. (Raagas, 2010).
 Student C took chemistry test twice.
His answer in item 5 “What is the
natural PH? Is 6.0. In the second
administration of the same test
question, his answer is still 6.0, thus
his respond is reliable but not valid.

REFERENCE:
 Asaad, A. & Hailaya, W. (2004). Measurement and Evaluation: concepts & Principles.
Sampaloc, Manila: Rex Book Store
 Ragas, E. (2010). Assessment and Evaluation of Student Learning: Concept and Application
(3rd Edition). Cagayan de Oro ELT Nat: Analysis Center.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 25:
Factors Affecting Reliability

Factors How does it affect?

1. Length of the Test  Reliability is higher when there are more number
of items in the given test, because the test involve
a large sample of the materials involved (Asaad
and Hailaya, 2004).

2. Difficulty of Items  Reliability increased when the test items are of

moderate difficulty because this spreads the score
over a greater range than when a test is
composed of difficult or easy items (Asaad and
Hailaya, 2004).

3. Objectivity  Reliability is greater when test can be scored

objectivity. That is a student who tasks the test
should obtain the same score regardless of who
happens to be examiner or corrector of the test
(Asaad and Hailaya, 2004).

4. Heterogeneity of the  Reliability is higher when test scored are spread

Students group over a range abilities. (Asaad and Hailaya, 2004)

5. Limited time  A test in which speed is a factor is more reliable

than a test that is conducted at a longer time.

REFERENCE:
 Asaad, A. & Hailaya, W. (2004). Measurement and Evaluation: concepts & Principles.
Sampaloc, Manila: Rex Book Store
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 26:
Methods of Establishing the Reliability of a Good Measuring Instrument

Method Definition Statistical Estimate of Reliability Formula

Treatment
Used
Test-retest A type of reliability Spearman rho To measure the 6∑ 𝐷 2
rs=1-𝑁3 −𝑁
determined by the stability relationship between
where;
same test twice to the paired ranks
r = spearman rho
same group of student assigned to individual
∑D2 = sum of the
with any time internal scores x, y.
squared difference
between the tests. (Calmorin, 2004).
between
(Gabuyo, 2012)
N = total number of
cases.

Parallel A type of reliability In estimating To measure the rxy=

form or determined by reliability by equivalent of the 𝑁 ∑ 𝑥𝑦+(∑ 𝑥)+(∑ 𝑦)
√{𝑁 ∑ 𝑥 2 −(∑ 𝑥)2 −[𝑁(∑ 𝑦 2 )−(∑ 𝑦)2 ]
equivalent administering two administered tests. To determine
where;
form different but equivalent of parallel or the correlation of
N = total number of
form of the test to the equivalent parallel forms.
cases/students
same group of students form of a (Calmorin, 2004).
X = score form A
in close succession. required.
Y = score form B
(Gabuyo, 2012)
Split-half Administer test once Spearman rho To measure the 2 (𝑟𝑛𝑡)
rwt = 1+𝑟𝑛𝑡
and score two stability internal consistency,
where;
equivalent halves of it indicates the
rwt = relationship of
the test. To split the degree to which
whole test
test into halves that are consistent results are
rnt = reliability of the
equivalent, the used obtained from two
half-test.
procedure is the score halves of the test.
the even-numbered ((Calmorin, 2004).)
test item separately.
(Gabuyo, 2012).

Internal- This method is used Kuler- To measure internal 𝑛 𝑆𝐷 2 −𝑝𝑖𝑞𝑖

rxy= [𝑛−1][ 𝑆𝐷 2
]
consistency with psychological test Richardom consisting
where;
which consist of Formula homogeneity of the
N = is the number of
dichotomously scored measuring
items
item. (Calmorin, 2004) instrument.
SD2 = the variance
of the score on test
defined as
∑(𝑥 − 𝑥̅ )2
𝑛−1
Pi = passing item
Qi = failing item.

REFERENCE:
 Calmorin, L.P. (2004). Measurement and Evaluation (3 rd Edition). Quad Alpha Centrum Bldg. 125 Pioneer
St. Mandaluyong City 1550: National Book Store, Inc.
 Gabuyo, Y.A. (2012). Assessment of Learning 1 (Text and Reviewer). Florentino St. Sta. Mesa Heights,
Quezon City: Rex Company Inc.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 27:
Types of Consistency of Test
Types Definition Classroom Illustration
1. Consistency  The reliability of an assessment tool
Over Time can be established by calculating the
degree of consistency of its result
over time. This means that one test is
conducted to one group of students,
twice test as the first administration
and then retest as the second
administration. (Rico, 2011).
2. Consistency  The Pearson product moment of If number 1 in form A is stated in
Over Test correlation can be utilized for this manner, “what is the sum of
establishing consistency over test. 436 and 394?”, then for form 13.
This is done by developing a parallel The item number 1 can be “What
form of the test. The two forms of the is the result if 436 and 394 are
test can be similar but not identical. added?” If the answers to the
(Rico, 2011). items are the same, there is
consisting of results. (Rico,
2011).
3. Internal  For the split-half, the consisting of the If in item no. 1, there are 45
Consistency response for odd and even number students who got correct and 5
items are compared for Kudler- got wrong, then the ratio is .90
Richard-don, the consistency of the and .10 respectively the ratio for
percentage of correct and wrong all items is the test should be
response, then there is internal closed to each so that say there
consistency. (Rico, 2011). is internal consistency.

REFERENCE:
 Rico, A.A. (2011). Assessment of Student Learning. Hermanos Bldg. Rand Corner Union St.
Mandaluyong City Philippines 1550: Anvil Publishing Inc.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 28:
Sample Computation of Test-Retest Method
Mr. James conducted a test to his 10 students in mathematics class twice one-day interval. The test
given after one week is exactly the same test during the first time it was concluded. Scores below were
gathered in the First (FT) and Second Test (ST).

Students X y Rx Ry D D2
1 49 40 2.0 1.0 1 1
2 48 39 3.0 2.0 1 1
3 50 38 1.0 3.0 -2 4
4 34 31 10.0 9.0 1 1
5 35 30 9.0 10.0 -1 1
6 38 33 8.0 8.0 0 0
7 40 36 6.0 5.5 .5 .25
8 42 34 5.0 6.0 -1 1
9 44 36 4.0 7.0 3 9
10 39 37 7.0 4.0 3 9
∑ 𝐷 2 = 27.25

Given:
N=10
∑ 𝐷 2 = 27.25
Solution:
6 ∑ 𝐷2
rs = 1-
𝑁 3 −𝑁
6(27.25)
rs = 1- 103 −10
163.5
rs = 1-
1000−10
163.5
rs = 1- 990

rs = 1- 0.17
rs = 0.83

Interpretation:
The spearman rho values obtained is 0.84 which denotes a very good classroom test.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 29:
Sample Computation of Parallel-Form Method

Students X y Xy x2 y2
1 49 40 1,960 2,401 1,600
2 48 39 1,872 2,304 1,521
3 50 38 1900 2,500 1,444
4 34 31 1,054 1,156 961
5 35 30 1,050 1,225 900
6 38 33 1,254 1,444 1,089
7 40 36 1,440 1,600 1,296
8 42 34 1,428 1,764 1,156
9 44 36 1,584 2,209 1,296
10 39 37 1,443 1,521 1,369

∑ 𝑥 = 419 ∑ 𝑥 = 354 ∑ 𝑥𝑦 = 14,985 ∑ 𝑥 2 = 18,124 ∑ 𝑦 2 = 12,631

𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
r=
√[𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 −(∑ 𝑦)2

10(14,985)−(419)(354)
r=
√[10(18,124)−(419)2 ][10(12,631)−(354)2 ]
149,850−148,326
r=
√(181,240−175,561)(126,310−125,316)
1,524
r=
√(5679)(994)
1,524
r=
√5,644,926
1,524
r=
2375.90

r = 0.64

Interpretation:
The reliability coefficient using spearman rho obtained 0.64 which denotes somewhat low.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 30:
Sample Computation of Split-half Method

Students X(odd) Y(even) Rx Ry D D2

1 49 40 2.0 1.0 1 1
2 48 39 3.0 2.0 1 1
3 50 38 1.0 3.0 -2 4
4 34 31 10.0 9.0 1 1
5 35 30 9.0 10.0 -1 1
6 38 33 8.0 8.0 0 0
7 40 36 6.0 5.5 .5 .25
8 42 34 5.0 6.0 -1 1
9 44 36 4.0 7.0 3 9
10 39 37 7.0 4.0 3 9
∑ 𝐷 2 = 27.25

Given:
N=10
∑ 𝐷 2 = 27.25

Solution: Solution:
6 ∑ 𝐷2 2(rnt )
rnt = 1- rwt =
𝑁 3 −𝑁 1+𝑟𝑛𝑡
6(27.25) 2(0.83 )
rnt = 1- rwt =
103 −10 1+0.83
163.5 1.66
rnt = 1- rwt =
1000−10 1.83

rnt = 1-
163.5 rwt = 0.91
990

rnt = 1- 0.17 Interpretation: The foregoing reliability of

half test is 0.89 and reliability of the whole test
rnt = 0.83
obtained 0.91 which denotes very high

correlation. This means that the reliability of the

whole test odd and even item is reliable.

JANINA GRACE IGNACIO November 5, 2019

EDUC TTH 9:00-10:30 AM

ACTIVITY SHEET # 31:

Sample computation of Internal Consistency Method (KR21)

Using the scores in the First Test (FT) in number 9, solve the value of KR21. Interpret the result.
(Gabuyo, 2012).

9. Prof. Gene James conducted a test to his 15 students in Physics class twice with one-day
interval. The test given after one week is exactly the same test during the first time it was concluded.
Scores below were gathered in the First (FT) and Second Test (ST). (Gabuyo, 2012)

Students FT(x) x²
1 25 625
2 33 1089
3 35 1225
4 40 1600
5 19 361
6 18 324
7 35 1225
8 33 1089
9 16 256
10 25 625
11 32 1024
12 24 576
13 19 361
14 26 676
15 38 1444
N=15 418 12500

𝑛(∑𝑥 2) −(∑𝑥)²
s² = 𝑛(𝑛−1)
15(12500)−(174724)
= 15(15−1)
187500−174724
= 15(14)
12776
= 210

= 60.838095238095238
 s² = 60.84

∑𝑥
Mean = 𝑛
418
= 15

= 27.866666666666667
= 27.87

𝑘 𝑥(𝑘−𝑥)
KR21 = 𝑘−1 [1 − 𝑘𝑠²
]
40 27.87(40−27.87)
KR21 = [1 − ]
40−1 40 (60.89)
40 27.87(12.13)
KR21 = [1 − ]
39 2433.6
338.0631
KR21 = 1.0256410256410256[1 − 2433.6
]

KR21 = 1.256410256410256 [1 - 0.138914817554241]

KR21 = 1.0256410256410256 (0.861085182445759)
KR21 = 0.883164289687958

KR21 = 0.88

The reliability coefficient using KR21 is 0.88 which means that the test is very good for a
classroom test.

Reference:
 Gabuyo, Y.A. (2012). Assessment of Learning 1 (Text and Reviewer). Florentino St. Sta. Mesa Heights,
Quezon City: Rex Company Inc.
JANINA GRACE IGNACIO November 5, 2019

EDUC TTH 9:00 – 10:30 AM

ACTIVITY SHEET # 32

Sample computation of Internal Consistency Method (KR20)

Solve the value of KR20 of ST result in no. 9 (Gabuyo, 2012)

9. Prof. Gene James conducted a test to his 15 students in Physics class twice with one-day
interval. The test given after one week is exactly the same test during the first time it was concluded.
Scores below were gathered in the First (FT) and Second Test (ST). (Gabuyo, 2012)

Item no. ST (x) p q pq x²

1 39 0.85 0.15 0.1275 1156
2 25 0.625 0.375 0.234375 625
3 29 0.725 0.275 0.199375 841
4 38 0.95 0.95 0.0475 1444
5 25 0.0625 0.9375 0.5859375 625
6 23 0.575 0.425 0.244375 529
7 32 0.8 0.2 0.16 1024
8 36 0.9 0.1 0.09 1296
9 25 0.625 0.375 0.234375 625
10 30 0.75 0.25 0.1875 900
11 30 0.75 0.25 0.1875 900
12 22 0.55 0.45 0.2475 484
13 35 0.875 0.125 0.109375 1225
14 20 0.5 0.5 0.25 400
15 29 0.725 0.275 0.199375 841
433 2.57734375 12915

𝑛
p=𝑁

n – Number of students got the correct answer in each item

N – Number of students who answered each item

q=1–p

𝑛(∑𝑥 2) −(∑𝑥)²
s² =
𝑛(𝑛−1)

15(12915)−(187489)
s² = 15(15−1)

193725−187489
s² = 15(14)

6236
s² = 210

s² = 29.695238095238095
 s² = 29.70
𝑘 ∑𝑝𝑎
KR20 = [1 − ]
𝑘−1 𝑠²

15 2.57734375
KR20 = [1 − ]
15−1 29.70

15
KR20 = 14 [1 − 0.0867792508417508]

KR20 = 1.0714285714285714

(0.913220749158249)

KR20 = 0.978450802669552

KR20 = 0.98

The reliability coefficient using KR20 = 0.98 means that it has a very high reliability or excellent
reliabity.

Coefficient Determination

= (0.98)²

= (0.6054)

= 96.04%

96.04% of the variance in the students performance can be attributed to the test.

Reference:
 Gabuyo, Y.A. (2012). Assessment of Learning 1 (Text and Reviewer). Florentino St. Sta. Mesa Heights,
Quezon City: Rex Company Inc.
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am
ACTIVITY 33
First Quiz
Direction: Encircle the letter of the correct answer.

1. Which of the following is an experiment in which results are observed?

a. Head, Tail

b. 1, 2, 3, 4, 5, 6

c. Rolling an odd number

d. guessing the number of marbles in a jar.

2. It is a function that associates a real number to each element in the sample space.

a. Chance

b. Random variable

c. Probabilities

d. Distribution

3. _________ is the set of possible outcomes which is countable.

a. Continuous random variable

b. Distribution

c. Probabilities

d. Discrete random variable

4. Which of the following is not an example of discrete random variable?

a. The number of heads in 3 tosses of coin.

b. The number of chicken in the farm.

c. The temperature outdoor.

d. The number of pews in church.

5. It is a type of random variable that can take on a value at any point along an interval.

a. Continuous random variable

b. Distribution

c. Probabilities

d. Discrete random variable

JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 34
Second Quiz
Direction:
1. All the possible outcomes that can occur when a coin is tossed are listed in the box. What is the
probability distribution of having a head?
a. 1/3
HH TH
b. 1/2 TT HT
c. 3/4
d. 1
2. It refers to a formula which tells what values the random variable can take associated with its
corresponding probability.
a. Random variable
b. Probability distribution
c. Certainty
d. Discrete Random Variable
3. It is a table or formula listing all possible values that a discrete random variable can take on
along with the associated probabilities.
a. Random variable
b. Probability distribution
c. Certainty
d. Discrete Probability Distribution
4. In a family of 3 children, what is the probability that the middle child is a boy?
a. 1/8
b. 1/4
c. 1/3
d. 1/2
5. Janina rolls two dice. The first die shows a 5. The second die rolls under his desk and she
cannot see it. What is the probability that both dice show ?
a. 3
b. 1/6
c. 9/36
d. 1/3
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 35
Third Quiz
Direction: Encircle the letter of the correct answer.

1. The local weather forecaster said there is 20% chance of the rain tomorrow. What is the
probability that it will not rain tomorrow?
a. 0.2
b. b. 0.8
c. 20
d. 80
2. Suppose you toss two fair coins once, how many possible outcomes are there?
a. 1
b. 2
c. 4
d. 8
3. _________ is the list of probabilities for each of the possible outcomes in an experiment.
a. Discrete probability distribution
b. Normal distribution
c. Frequency
d. Percentile
4. Which of the following is FALSE?
a. The probability of rolling 3 in a die is 1/6
b. Flipping a coin thrice has 3 possible outcomes.
c. Answering a true/false question has two possible outcomes.
d. The probability of getting a head when a coin is tossed can be expressed as ½, 0.5
or 50%.
5. What is the probability in getting the 7 diamonds from an ordinary deck of cards?
a. 4/52
b. 2/52
c. 52
d. 1/52
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 36
Fourth Quiz
Direction: Encircle the letter of the correct answer.
.
1. The probabilities that a costumer will buy 1, 2, 3, 4 or 5 item in a grocery store are 3/10, 1/10,
1/10, 2/10, and 3/10 respectively. What is the average number of items that a customer will
buy?
a. 3.1
b. b. 4.0
c. 3.0
d. d. 2.5
2. Which is true in be statement below?
a. Mean is the square root of the variance
b. Variance is the average of the mean
c. The variance takes into account the square of the distance of each data from the mean
d. None of the above
3. When three coins are tossed, the probability distributions for the random variable X representing
the number of heads that occurs in given below. Compute for the variance.
Numbers of Heads X Probability P(X)
0 1/8
1 3/8
2 6/8
3 3/8
a. 1.5 b. 3
c. 0.75 d. 0.87
4. It is a square root of variance.
a. Mean
b. Standard deviation
c. Mode
d. Variance
5. Find the mean and variance of the given random variable that involves drawing ball 1oo times.
a. 0.6 b. 0.3
c. 4 d. 0.5
JANINA GRACE IGNACIO November 5, 2019
TTh 9:00-10:30 am

ACTIVITY 37
Fifth Quiz
Direction: Encircle the letter of the correct answer.

6. It refers to a bell shaped.

a. Normal distribution
b. Probability
c. Variables
d. Distribution
7. Where does the mean, the median, and the mode coincide?
a. Left
b. Right
c. Top
d. Center
8. The area under a normal curve is _________.
a. 0
b. 1
c. 2
d. 3
9. The normal curve is used in ___________.
a. Model for probability
b. Model for z-score
c. Model for variance
d. Model for inferential statistics.
10. Find the 95th percentile of normal curve.
a. 1.645
b. 4.115
c. -1.645
d. -4.115
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 38
Sample Test Question using Simple Recall Item Format

Objective: Illustrate a random variable (discrete and continuous).

Direction: Supply the correct answer on the space provided
Questions:
1. It refers to a function whose values are determined 1. Random Variable
by chance.

2. A coin is tossed. Let X be the random variable 2. 0, 1, 2, 3

representing the number of tails. What are the
possible values of random variable X?
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 39
Sample Test Question using Completion Type of Item Format

Objective: Illustrates normal random variables and its characteristics.

Direction: Read and analyze each item carefully. Write the correct answer in the space provided.

Questions:
1. A normal distribution is sometimes called as. 1.bell shape

2. If the three measures of average are equal, then the 2.symmetric

distribution is________.
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 40
Sample Test Question using Restricted Essay Type of Item Format with Rubrics

Objective: Constructs a normal curve.

Direction: Explain your answer in 1 paragraph, before you begin writing, read the passage carefully and
plan what you will say.
Questions:
1. Draw and explain a normal curve.

2. Explain the difference between standard normal distribution and normal distribution.

RUBRICS

Scale Description

5 Firm command of basic concepts

Uses terminology correctly

identifies important principles

4 Shows nearly complete understanding of basics
Most terms used correctly

Has identified most important principles

3 Has only tentative grasp of concepts
Some terms used incorrectly

Some inference evidences

2 Lacks command of most of the important concepts
Uses little relevant terminology

Little evidence of ability to abstract principles

1 Shows no understanding of basic concepts
No attempt to use relevant terminology
No evidence of abstraction or inference.
REFERENCE:
Kubiszyn, T. &Borich G. (2007). Educational Testing and Measurement: Classroom Application and
Practice. John Wiley & Sons, Inc.,
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 41
Sample Test Question using Extended Essay Type of Item Format with Rubric
Objective:Constructs the probability mass function of a discrete random variable and its corresponding
histogram.
Direction: Explain each question, before you begin writing, read the passage carefully and plan what
you will say.
Questions:
1. Construct probability mass function for the number of when two coins are tossed.

2. Construct and explain probability histogram when two coins are tossed.

RUBRICS

Scale Description

5 Firm command of basic concepts

Uses terminology correctly

identifies important principles

4 Shows nearly complete understanding of basics
Most terms used correctly

Has identified most important principles

3 Has only tentative grasp of concepts
Some terms used incorrectly

Some inference evidences

2 Lacks command of most of the important concepts
Uses little relevant terminology

Little evidence of ability to abstract principles

1 Shows no understanding of basic concepts
No attempt to use relevant terminology
No evidence of abstraction or inference.
REFERENCE:
Kubiszyn, T. &Borich G. (2007). Educational Testing and Measurement: Classroom Application and
Practice. John Wiley & Sons, Inc.,
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 42

Sample Test Question using True or False Type of Item Format

Objective: Illustrate a probability distribution for random variable and its properties.
Direction: Write T if the statement is correct and F if the statement is wrong. Write your answer before
the number
Questions:
F 1. When Janina flip a coin, the possible outcomes are 1, 2, 3, 4, 5.

T 2. The sum of possible value of a random variable must be equal to one.

JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 43
Sample Test Question using Matching Type of Item Format

Objective:Identifies regions under the normal curve corresponding to different standard normal values.
Direction: Match the z-score with the corresponding shaded regions. Write the letter of the correct
answer on the space provided.
Questions:

Column A Column B

.2224
_B_1.z = 0.43 A.

__A__ 2. z = 0.59 B. .1664

C. .4918
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 44
Sample Test Question using Multiple Choice Item Format

Objective: Compute the Probabilities corresponding to a given random variable.

Direction: Read and analyze the questions carefully. Encircle the letter of the correct answer.
Questions:
1. A spinner with three equal divisions was spun 1000 times. The following information was recorded.
What is the probability of the spinner to landing on Red?
Outcome Blue Red Yellow
Spins 448 267 285

a. 27%
b. 29%
c. 45%
d. 73%

2. All the possible outcomes that occur when a coin is tossed twice are listed in the box. What is the
probability of having a head?
HH TH
HT TT

a. ¼
b. ½
c. ¾
d. 1
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 45
Sample Test Question using Analogy Item Format

Objective: Distinguishes between discrete and continuous random variable.

Direction: Supply the correct answer on the space provided.
Questions:

A 1. Discrete: Finite: Continuous:________.

a. Infinite
b. Distribution
c. Chance
d. Probability

C 2. Counting: Discrete: ________: Continuous.

a. Interpreting
b. Discussing
c. Measuring
d. Defending
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 46
Sample Test Question using Re-arrangement Item Format

Objective: Calculate the mean and variance of discrete random variable.

Direction: Re-arrange the steps involving the computation of the mean and variance of a discrete
random variable.
Questions:
1. Consider rolling a die. What is the average numbers of spots that would appear?
a. Multiply the values of a random variable X by corresponding probability
b. Construct the probability distribution for random variable X, representing the number of
spots that would appear.
c. Add the result of X*p(x).
2. The probabilities that a surgeon operates on 3, , 5, 6, or 7 patients in any day are 0.15, 0.10,
0.20, 0.25 and 0.30, respectively.
a. Add the result of X*p(x).
b. Multiply the value of the random variable X by corresponding probability
c. Construct the probability distribution for the random variable X representing the number
of patients that a surgeon operates on a day.
JANINA GRACE IGNACIO December 3, 2019
TTh 9:00-10:30 am

ACTIVITY 47
Sample Test Question using Identification Item Format

Objective: Find the possible of random variable.

Direction: Identify the possible value of each question. Write your answer before the number.
Question:
0, 1, 2,3____1. The possible values of the random variable for the number of heads when three coins
are tossed.
1,2 ,3,4,5,6 __2.The possible outcomes when Janina roll a die.
Janina Grace Ignacio
December 3, 2019
TTh 9:00 AM – 10:30 AM
Activity Sheet # 48
INVENTORY OF GUIDELINES IN MAKING SIMPLE RECALL FORMAT
1. The test item should be so worded that the responses is brief as possible preferably a simple word,
number, symbols, or a very brief phrase. This objectifies and facilitates scoring (Calmorin, 2004).
2. The direct question form is usually preferable to the statement form. It is easier to phrase and more
natural to the student (Calmorin, 2004).
3. The blank for their responses should be in a column preferably at the right column of the items. This
arrangement facilitates scoring and is more convenient for the students (Calmorin, 2004).
4. The question should be so worded that there is only one correct response. Whenever this is
impossible, all acceptable answers should be included in the scoring keys (Calmorin, 2004).
5. Make a minimum use of textbook language in wording the questions. Unfamiliar phrasing will
reduce the possibility of correct responses that represent more meaningless verbal associations
(Calmorin, 2004).
6. The questions usually begin with usually begin with who, what, where or when or the question is in
the form of a command or a direction or a stimulus word (Calderon,1993).
7. The question should be used only for an important aspect of a fact (Calderon, 1993).

References
 Calderon, J. F & Gonzalez, E. C. (1993). Measurement and evaluation. Tendido St., Brgy. San
Jose, Q.C. National book store.
 Calmorin, L.P. (2003). Measurement and Evaluation(Third Edition).125 Pioneer Street
Mandaluyong City 1550: Quad Alpha Centrum Bldg.
Janina Grace Ignacio
December 3, 2019
Educ 107 TTh 9:00 AM – 10:30 AM
Activity Sheet #49
INVENTORY OF GUIDELINES IN COMPLETION TYPE FORMAT
1. If at all possible, items should require a single-word answer or a brief and definite statement. Avoid
statement that are indefinite that they maybe logically answered by several items (Kubiszyn, 2003).

2. Be sure the question or statement poses a problem to the examinee. A direct question is often more
desirable than an incomplete statement because it provides more structure (Kubiszyn, 2003).

3. Be sure the answer that the students is required to produce is factually correct. Be sure the language used in
the question is precise and accurate in relation to the subject matter area being tested (Kubiszyn, 2003).

4. Omit only key words; don’t eliminate so many elements that the sense of the content is impaired (Kubiszyn,
2003) (Kubiszyn, 2003).

5. Word the statement such that the blank is near the end of the sentence rather than near the beginning. This
will prevent awkward sentences (Kubiszyn, 2003).

6. If the problem requires the numerical answer, indicate the units in which it is to be expressed (Kubiszyn,
2003).

7. Avoid grammatical clues (Gabuyo, 2012).

8. Do not select textbook sentences (Gabuyo, 2012).

9. Avoid giving students unwarranted clues to the desired response (Calmorin, 2004).

9.1 Whenever possible avoid “a” or “an” immediately before a blank. This word may give a clue of whether
a response starts with a consonant or vowel (Calmorin, 2004).

9.2 Do not indicate the expected answer by varying the length of blanks or by using a dot for each letter in
the correct word (Calmorin, 2004).

9.3 Guard against the possibility that one item or part of the test may suggest the correct response to
another item (Calmorin, 2004).

10. arrange the test so as to facilitate scoring (Calmorin, 2004).

10.1 allow one-point for each blank correctly filled. Avoid fractional credits or unequal weighing of items in
a test (Calmorin, 2004).

10.2 select the item to which only one correct response is possible (Calmorin, 2004).
 10.3 arrange the items as far as possible so that the student’s responses are in a column at the right of the
sentences (Calmorin, 2004).

10.4 scoring is more rapid if the blanks are numbered and the students is directed to write his response in
the appropriate numbered blanks (Calmorin, 2004).

10.5 prepare a key for scoring by writing on a copy of the test all acceptable answer (Calmorin, 2004).

11. Be sure that there is only one correct response (Buendicho, 2016).

12. Make the blanks of equal length (Buendicho, 2016).

13. For numerical answer, indicate the degree of precision expected (Assaad, 2004).

14. Allot one point for each correctly filled blank (Assaad, 2004).

15. Prepare a key that contains all acceptable answers (Assaad, 2004).

Reference:
 Calmorin, L.P. (2003). Measurement and Evaluation(Third Edition).125 Pioneer Street
Mandaluyong City 1550: Quad Alpha Centrum Bldg.
 Asaad, A. S. &Hailaya, W. M. (2004). Measurement and Evaluation: Concepts and Principles
(1sted). 856 NicanorReyees, Sr. St., Sampaloc Manila. Rex Book Store. Inc.
 Kubiszyn, T. &Borich G. (2007). Educational Testing and Measurement: Classroom Application
and Practice. John Wiley & Sons, Inc.,
 Gabuyo Y. A (2012). Assessment of Learning 1: Text book and Review. Sampaloc, Manila:Rex
Book Store Inc.
Janina Grace Ignacio
December 3, 2019
TTh 9:00 AM – 10:30 AM
Activity Sheet # 50
INVENTORY OF GUIDELINES IN MAKING TRUE OR FALSE FORMAT
1. The desired method of marking true or false should be clearly explained before students begin the
test (Kubiszyn, 2003).
2. Constructs statements that are definitely true or definitely false, without additional qualifications. If
opinion is used attribute it to some source (Kubiszyn, 2003).
3. Use relatively short statements and eliminate extraneous material (Kubiszyn, 2003).
4. Keep true and false statements at approximately the same length and be sure that there are
approximately equal numbers of true and false items (Kubiszyn, 2003).
5. Avoid using double negative statements. They take extra time to decipher and are difficult to
interpret (Kubiszyn, 2003).
6. Avoid the following: (Kubiszyn, 2003)
a. Verbal clues, absolutes and complex sentences;
b. Broad general statements that are usually not true or false without further qualifications;
c. Terms denoting indefinite degree (e.g., large, long time, or regularly) or absolutes (e.g., never,
only, or always);
d. Placing items in a systematic order (e.g., TTFF, TFTF, and so on);
e. Taking statements directly form the text and presenting them out of context.
7. Avoid trivial questions (Gabuyo, 2012).
8. It should contain only one idea in each item except for statement showing the relationship between
cause and effect (Gabuyo, 2012).
9. Avoid specific determiner such as “some”, “sometimes”, and “may” they tend to appear in the
statement that are true (Gabuyo, 2012).
10. The items must be arranged in groups of five to facilitate scoring. The groups must be separated by
two single spaces and the items within a group by a single space (Calmorin, 2004).
11. Include enough background information and qualifications so that the ability to respond correctly to
the item does not depend on some special, uncommon knowledge (Buendicho, 2016).
12. False items tend to discriminate more highly than true items. Therefore, use more false items than
true items (but no more than 15 % additional false items) (Buendicho, 2016).
13. Prepare a key that contains all correct answer (Assaad, 2004).
References
 Asaad, A. S. &Hailaya, W. M. (2004). Measurement and Evaluation: Concepts and Principles
(1st ed). 856 Nicanor Reyes, Sr. St., Sampaloc Manila. Rex Book Store. Inc.
 Buendicho, F.C. (2016) Assessment of student learning I. Nicanor Reyes Sr. St., Sampaloc
Manila. Rex Book Store, Inc.
 Calmorin, L.P. (2003). Measurement and Evaluation (Third Edition).125 Pioneer Street
Mandaluyong City 1550: Quad Alpha Centrum Bldg.
 Gabuyo Y. A (2012). Assessment of Learning 1: Text book and Review. Sampaloc, Manila: Rex
Book Store Inc.
 Kubiszyn, T. &Borich G. (2007). Educational Testing and Measurement: Classroom Application
and Practice. John Wiley & Sons, Inc.,
Janina Grace Ignacio
December 3, 2019
TTh 9:00 AM – 10:30 AM
Activity Sheet # 51
INVENTORY OF GUIDELINES IN MAKING MATCHING TYPE FORMAT

1. Keep both the list of descriptions and the list of options fairly short and homogeneous- they should
both fit on the same page. Title the lists to ensure homogeneity and arrange the descriptions and
options in some logical order. If this is impossible, you’re probably including too wide a variety in the
exercise. Try constructing two or more exercises (Kubiszyn, 2003).
2. Make sure that all the options are plausible distractors for each for each description to ensure
homogeneity of lists (Kubiszyn, 2003).
3. The list of descriptions on the left side should contain the longer phrases or statements, whereas
the options on the right side should consist of short phrases, words or symbols (Kubiszyn, 2003).
4. Each description in the list should be numbered (each is an item), and the list of options should be
identified by letter (Kubiszyn, 2003).
5. Include more options than descriptions. If the option list is longer than the description list, it is
harder for students to eliminate options. If the option list is shorter, some options maybe used more
than once. Always include some options that do not match any of the descriptions, or some that
match more than one, or both (Kubiszyn, 2003).
6. When using names, always include the complete name (first name and surname) to avoid
ambiguities (Gabuyo, 2012).
7. Arrange the options into chronological order or alphabetical order (Gabuyo, 2012).
8. Each category must be grammatically consistent (Calmorin, 2004).
9. There should be only one correct response in each item (Calmorin, 2004).
10. Be sure each item has a pair in the option column (Calmorin, 2004).
11. The ideal number of items is 5 to 10 and maximum of 15 (Calmorin, 2004).
12. All items must appear on one page to avoid waste of time and energy in turning the pages
(Calmorin, 2004).
13. Set up a key that includes all acceptable answers (Assad, 2004).
14. Include directions which clearly state the basis for matching the stimuli with the responses. Explain
whether or not a response can be used more than once and indicate where to write the answer
(Buendicho, 2016).
15. Avoid grammatical or other clues to the correct response (Buendicho, 2016).
References
 Asaad, A. S. &Hailaya, W. M. (2004). Measurement and Evaluation: Concepts and Principles
(1st ed). 856 Nicanor Reyes, Sr. St., Sampaloc Manila. Rex Book Store. Inc.
 Buendicho, F.C. (2016) Assessment of student learning I. Nicanor Reyes Sr. St., Sampaloc
Manila. Rex Book Store, Inc.
 Calmorin, L.P. (2003). Measurement and Evaluation (Third Edition).125 Pioneer Street
Mandaluyong City 1550: Quad Alpha Centrum Bldg.
 Gabuyo Y. A (2012). Assessment of Learning 1: Text book and Review. Sampaloc, Manila: Rex
Book Store Inc.
 Kubiszyn, T. &Borich G. (2007). Educational Testing and Measurement: Classroom Application
and Practice. John Wiley & Sons, Inc.,
Janina Grace Ignacio
December 3, 2019
Educ 107 TTh 9:00 AM – 10:30 AM
Activity Sheet #52
INVENTORY OF GUIDELINES IN MAKING MULTIPLE CHOICE TYPE FORMAT

1. The stem of the item should clearly formulate problem. Include as much of the item as possible,
keeping the response options as short as possible, however, include only the material needed to
make the problem clear and specific. Be concise - don’t add extraneous information (Kubiszyn,
2003).
2. Be sure that there is one and only one correct or clearly best answer (Kubiszyn, 2003).
3. Be sure wrong answer choices (distractors) are plausible. Eliminate unintentional grammatical clues
and keep the length and form of all the answer choices equal. Rotate the position of the correct
answer form item to item randomly (Kubiszyn, 2003).
4. Use negative questions or statements only if the knowledge being tested requires it. In most cases
it is more important for the student to know what a specific item of information is rather than what it
is not (Kubiszyn, 2003).
5. Include from three to five options (two to four distractors plus one correct answer) to optimize
testing for knowledge rather than encouraging guessing. It is not necessary to provide additional
distractors for each item. This usually leads to poor constructed distractors that add nothing to test
validity and reliability (Kubiszyn, 2003).
6. To increase the difficulty of a multiple-choice item, increase the similarity of content among the
options (Kubiszyn, 2003).
7. Use the options “none of the above” sparingly and only when the keyed item maybe classified
unequivocally as right or wrong (Kubiszyn, 2003).
8. Avoid using “all of the above” it is usually the correct answer and makes the item to easy to
students with partial information (Kubiszyn, 2003).
9. The choices should be numbered or lettered so that only the number or letter can be encircled,
shaded, or written in the blank provide (Asaad, 2004).
10. Prepare answer key that includes all acceptable answer (Asaad, 2004).
11. Make a test item that is practical or with real world application to the students (Gabuyo, 2012).
12. Use diagram or drawings when asking questions about application, analysis or evaluation (Gabuyo,
2012).
13. Use tables, pictures or charts when asking questions to interpret (Gabuyo, 2012).
14. Use pictures if possible when students are required to apply concepts and principles (Gabuyo,
2012).
15. Avoid trivial questions (Gabuyo, 2012).

STEM
16. The stem should be written in question form or completion form. Research showed that it is more
advisable to use question form (Gabuyo, 2012).
17. Do not leave the blank at the beginning or at the middle of the stem when using completion form of
multiple -choice type test (Gabuyo, 2012).
18. The stem should be clear and concise (Gabuyo, 2012).
19. State the stem in positive form. Avoid using the negative phrase like “not” or “except”. underline or
capitalize the negative words if it cannot be avoided (Gabuyo, 2012).
20. Include in the stem any word(s) that might otherwise be repeated in each alternative (Buendicho,
2016).
Options
21. List the choices/ options vertically not horizontally (Gabuyo, 2012).
22. Arrange the options in logical order and use capital letters to indicate each option such as A, B, C,
D, E (Gabuyo, 2012).
Distracters
23. The distracters should be equally popular to all examines (Gabuyo, 2012).
24. Avoid using ineffective distracters. Replace distracters that are not effective to the examinees
(Gabuyo, 2012).
25. Each distracter should be chosen by at least 5% of the examines but not more than the key answer
(Gabuyo, 2012).
26. Revise distracters that are over attractive to the teachers. They might be ambiguous to the
examinees (Gabuyo, 2012).
27. Statement borrowed from textbooks or other reference material must be avoided. Use unfamiliar
phrasing to test the comprehension of students (Calmorin, 2004).
28. All options must be grammatically consistent. for instance, if the stem is singular the options are all
singular (Calmorin, 2004).
29. Articles “an” and “a” are avoided as last word in an incomplete sentence. These words give clues to
probable answer of students as to whether the best option starts with a vowel or consonant
(Calmorin, 2004).
30. The order of correct answer in all items are randomly arranged rather than following a regular
pattern (Calmorin, 2004).
31. A uniform number of options in each item must be used. For instance, if there are twenty-five items
for this type and if item 1 starts with four options, the rest of the items will have also four options
(Calmorin, 2004)
References
Asaad, A. S. & Hailaya, W. M. (2004). Measurement and Evaluation: Concepts and Principles (1st ed).
856 Nicanor Reyes, Sr. St., Sampaloc Manila. Rex Book Store. Inc.
Buendicho, F.C. (2016) Assessment of student learning I. Nicanor Reyes Sr. St., Sampaloc Manila.
Rex Book Store, Inc.
Calmorin, L.P. (2003). Measurement and Evaluation (Third Edition).125 Pioneer Street Mandaluyong
City 1550: Quad Alpha Centrum Bldg.
Gabuyo Y. A (2012). Assessment of Learning 1: Text book and Review. Sampaloc, Manila: Rex Book
Store Inc.
Kubiszyn, T. & Borich G. (2007). Educational Testing and Measurement: Classroom Application and
Practice. John Wiley & Sons, Inc.,
Janina Grace Ignacio December 3, 2019
TTh 9:00 AM – 10:30 AM
Activity Sheet #53
INVENTORY OF GUIDELINES IN MAKING ANALOGY FORMAT

1. The relationship of the first pair of words must be equal to the relationship of the second (Calmorin,
2012).
2. Distractors or wrong responses must be plausible or closely related with the correct option to attract
the students and the process of obtaining a correct answer is by logical elimination (Calmorin,
2012).
3. All options must be constructed in a parallel language (Calmorin, 2012).
4. All items must be grammatically consistent (Calmorin, 2012).
5. Four or more options must be included in each item to minimize the chance of guessing. If using
less than four options a correction formula must be applied (Calmorin, 2012).
6. Only homogeneous relationship must be included in each item. For instance, if purpose relationship
is used in the first pair of words, the second pair is also purpose relationship (Calmorin, 2012).

Reference
 Calmorin, L.P. (2003). Measurement and Evaluation (Third Edition).125 Pioneer Street
Mandaluyong City 1550: Quad Alpha Centrum Bldg.
Janina Grace Ignacio December 3, 2019
TTh 9:00 AM – 10:30 AM
Activity Sheet #54
INVENTORY OF GUIDELINES IN MAKING REARRANGEMENT FORMAT

1. Chronological order. This is arranging items in the order in which they occur (Calderon 1993).
2. Geographical arrangement. This is arranging things according to their geographical location
(Calderon 1993).
3. Arrangement according to magnitude. The basis of this arrangement is size which may be height,
width, distance, things included (Calderon 1993).
4. Alphabetical order. This is arranging words according to the alphabet or according to their
appearance in the dictionary (Calderon 1993).

References
 Calderon, J. F & Gonzalez, E. C. (1993). Measurement and evaluation. Tendido St., Brgy. San
Jose, Q.C. National book store.
Janina Grace Ignacio
December 3, 2019
Educ 107 TTh 9:00 AM – 10:30 AM
Activity Sheet # 55
INVENTORY OF GUIDELINES IN MAKING IDENTIFICATION FORMAT

1. The definition, description, or explanation of the term maybe given by means of a phrase or
incomplete statement if it is not indicated by a picture, diagram or complete object (Calderon, 1993).
2. The statement should be so phrased that there is only one response (Calderon, 1993).
3. Give the student a reasonable basis for the responses desired. Avoid indefinite statements
(Dessandrea, 2015).
4. Omit only words or phrases rather than trivial details (Dessandrea, 2015)
5. Avoid giving grammatical clues to the answer expected (Dessandrea, 2015).
6. Arrange the test so as to facilitate scoring (Dessandrea, 2015).
7. Allow one point for each blank correctly filled (Dessandrea, 2015).
8. Minimize questions that call for sheer memory work unless the answer has important analytical
significance(Dessandrea, 2015).
9. Fill-in-the-blank items requiring calculations and solving mathematical type problems should include
in the statement the type of answer and degree of specificity desired (Dessandrea, 2015).
10. Write questions that are specific and can be answered in a few words, phrases, or short sentences.
When there is a need to write a longer answer, provide sufficient space or use a separate answer
sheet. Use one blank, or certainly no more than two, in any item, since more than two blanks lead
to confusion and ambiguity. Other guidelines/suggestions Before writing the item, think of the
correct answer first and then write a question or statement for the answer (Dessandrea, 2015).

References
 Calderon, J. F & Gonzalez, E. C. (1993). Measurement and evaluation. Tendido St., Brgy. San
Jose, Q.C. National book store.
 Dessandrea. (2015). Writing Identification Test. Retrieved from
https://www.slideshare.net/dessandrea/writing-identification-tests