JACKILYN P.

AWA-AO
BSEDP-FILIPINO 2A
EDUC 107: ASSESSMENT LEARNING 1
TTh/ 2:30-4:00 PM

Module No. and Title MODULE 3: DEVELOPMENT OF CLASSROOM

ASSESSMENT TOOL

Lesson No. and Title Lesson 1: General Principles of Testing

ACTIVITY
A. Surf the Net
Instructions: Search for different proponents who gave updated definitions of
the following terms in relation to assessment in learning:
1. validity- according to Melissa Hurst, Validity is a term that describes how closely
a hypothesis, calculation, or definition matches what is being evaluated. The
degree to which an assessment correctly tests what it is supposed to test is
referred to as validity. For example in this principle with a real-life illustration, if
you use a scale to weigh yourself, the scale should give you an accurate reading
of your weight. The scale is not accurate if it says you weigh 150 pounds but you
only weigh 135 pounds.

2. reliability- according to Yale University, the term "reliability" refers to how well a
score reflects an individual's ability, and it ensures that tests accurately test student
knowledge in education. Since reliability only refers to a ranking, a test or rubric as a
whole cannot be characterized as reliable or unreliable. Rather, accurate scores
assist students in understanding their developmental stage and te achers in
improving their teaching effectiveness. Instructors should make reliability methods
clear to inspire student effort and ensure them of accuracy by using a variety of
methods to estimate score reliability.
3. practicality and efficiency- refers to the teacher's familiarity with the methods
used, the amount of time needed for the testing, the difficulty of the administration,
the ease with which the test results can be scored, and the materials used must be
inexpensive.
4. ethics- involves making decisions in ways that are suitable for a specific
educational background or circumstance. The identification and articulation of
 learning outcomes, the ways in which students will provide proof of their
achievement of the learning goals, the basis for evaluation judgments, and the ways
in which students will participate in the assessment process are all part of these
decisions.
5. administrability- according to Athar Khan, it means that a test can be provided with
precision, ease, and consistency. In addition, the direction is straightforward, succinct,
and logical. A time limit, sample questions, and oral instructions are also included.
There is a specific provision for the test content.
6. scorability- according to Athar Khan, It has to do with the test score. A successful
test is also simple to score. There is a scoring direction, a scoring key, and an answer
available. Most importantly, the test score will be used to evaluate students.
7. objectivity- according to Mary Jane Eisenhauer, objectivity is the ability to see
things without being influenced by personal feelings, emotions, or judgments. An
objective assessment is based on evidence or facts. Assessments that are considered
objective have a right and wrong answer that will be evaluated in the same way for
every person assessed.
8. practicality- according to Michael J. Miller, practicality refers to the action of the
assessment method and its relevance to the overall learning goals in the course. It also
addresses whether or not the workload for the instructor is reasonable.
 ANALYSIS

A. Surf and annotate. Search for different articles and journals that present updated
information on the general principles of testing. Browse and read at least 3
articles. Annotate each article.

Topic: Principles of Assessment

Author: Caroline Clapham

Date of Publication: 2016

Journal name/website: Centre for Languages Linguistics and Area Studies

Annotation:

The advances in statistical analysis have benefited assessment over the last century, and it is now considered
necessary for assessors to verify their tests empirically as well as rationally. Furthermore, the boom in
government, parent, and applicant interest in test and evaluation outcomes has resulted in a multi-billion-
pound testing industry, as well as a massive increase in the number of scholars studying various aspects of
testing and assessment. While research patterns, like those in other fields, shift over time, certain evaluation
standards remain constant and are unaffected by current fashions. Assessors must keep them in mind when
creating a test, whether it's a class quiz, a class essay, or an end-of-year review. (The words 'test' and
'assessment' are interchangeable in this context.) Validity, durability, and washback are the three most critical
of these concepts. While the following topic focuses on language evaluation, the principles of testing are
applicable to all types of testing. In addition, there are 7 principles of assessment according to Clapham,
validity, reliability, washback, pre-testing, concluding remarks, and Glossary of testing terms (with special
Topic: General Principles of Assessment
Author: Christopher Denman & Rahma Al-Mahrooqi

 Date of Publication: February 2018

Journal name/website: ResearchGate

Annotation:

The structural, social, and political purposes to which assessment is frequently directed cannot be separated
from the sociohistorical sense in which assessment as a practice arose; for example, McNamara (2000)
highlights the institutional, social, and political purposes to which assessment is frequently directed. In his
exploration of the past of assessment, Peter Ewell (2002) identifies four major traditions that have greatly
influenced the assessment movement that emerged at the forefront of educational provision in the 1970s and
1980s. Undergraduate learning and the college experience, retention and student behaviour, curriculum
assessment and scientific management, and mastery learning are the topics covered. Researchers in the field
wanted to learn more about college students' cognitive and psychological growth. The tools and language used
to measure learner gains, as well as the conceptual models advocated by researchers, provided the tools and
language upon which much assessment scholarship was to be founded.
 Topic: General Principles of Testing
Author: Rome Cherry S. Cala-or

 Date of Publication: March 14, 2020

Journal name/website: SCRIBD

Annotation:

According to Ebel and Frisbie (1999), as cited by Garcia(2008), five basic principles should direct teachers in
evaluating students' learning progress and creating their own evaluation methods.The first principles of testing
is measure all instructional objectives it means that when an instructor creates test items to assess students'
academic progress, they should align with all of the learning goals presented during teaching. That is why the
instructor should return to the instructional objectives as the first step in creating a test. The second is cover all
the learning tasks it means that the teacher should create a test that includes a diverse range of objects. In this
scenario, the teacher will evaluate the educational results or skills, and the resulting scores reflect overall
success in the areas assessed. Third, use appropriate test item it means the test items generated must be
suitable for assessing the learning outcomes. Fourth, make test valid and reliable it means that the teacher
must create a valid test that measures what the teacher intends to assess from the students. If students' scores
remain the same or consistent when the instructor administers the same test a second time, the test is
considered accurate. And the last one is use test to improve leaning it means that the instructor should
correctly use the test scores to enhance learning by discussing the skills or competencies on the things that the
APPLICATION

A. Summary Report

Report your learning by highlighting the criterion of quality assessment and

testing that you considered the top most important among the criteria enlisted and
discussed. Explain why you considered it the most important consideration in crafting an
assessment tool.

Based on the learning I gained from this lesson which is the criterion of quality
assessment and testing, I can say that the most important consideration in crafting an
assessment tool is validity. Validity because in assessment it is the degree to which it
accurately calculates what it was created to measure, without being contaminated by
other factors. There should always be a definite purpose in mind when assessing
students. Assessment is useless unless it is accurate for its intended purpose. It should
go without stating that a valid assessment should cover all of the necessary
requirements (concepts, skills, and knowledge) for the examination's intent. A test must
be valid in order for the results to be applied and interpreted correctly. It is more
important than reliability because validity  refers to the accuracy of an assessment --
whether or not it measures what it is supposed to measure. Even if a test is reliable, it
may not provide a valid measure, for example given in the article I read “ Let’s imagine
a bathroom scale that consistently tells you that you weigh 130 pounds. The reliability
(consistency) of this scale is very good, but it is not accurate (valid) because you
actually weigh 145 pounds, so it is important as a teacher that your assessment is valid
in order for it to be reliable and accurate to assess.
Module No. and Title MODULE 3: DEVELOPMENT OF CLASSROOM
ASSESSMENT TOOL

Lesson No. and Title Lesson 2: Principles of Test Creation

ACTIVITY

A. Supposed you are already teaching. What do you think should be considered
and done first thing before making an assessment tool? What are the necessary
preparations that you may do in order for you to craft an appropriate and
successful classroom assessment tool?

Every teacher understands that each student is unique, and that each
group of students has its own set of strengths and personalities. Individual
students vary in terms of the type of previous instruction they've received, as well
as their comprehension and enthusiasm for a new topic. So, as a teacher the
thing that we must considered before in making an assessment tool is have a
clear purpose on the thing you want to achieve from your students. It is important
to set clear and attainable learning goals for your students so that you know what
you want to do along the way as your students learn in your lesson. As a teacher,
to get the results you want from your students, you must explain why they are
doing something, as well as the skills and knowledge you want them to master. It
is important that they are aware of what they are doing. What are the purpose
why they are studying so that they do know how to achieve their learning skills
and knowledge. Assessments, as we all know, offer input to teachers, letting us
know which material students have mastered and which material they also need
to focus on. They also show us how well we provide important knowledge and
facilitate learning in our classrooms. However, don't forget that tests can and
should provide valuable input to your students.
It is important to have a preparations in order to have an appropriate and
successful classroom assessment tool. It is necessary that you practice your
assessment so that you know how to handle your students, for example, you will
know what to expect, your speed will improve, and you will know what to pay
attention to if you practice the assessments and assignments that are commonly
used in an online evaluation and also in the classroom. It is important to provide
a clear view of the learning outcomes. It is important to build learning
experiences and content that enable students to develop the required skills and
knowledge, and to develop an evaluation process that best addresses those
outcomes. And also, actionable and understandable feedback is a win-win
situation. To put it another way, use easy-to-understand vocabulary and make
critiques that are feasible to enforce.
ANALYSIS

A. Study the blueprint for an assessment test below. Dissect each part. Share your
opinion on how should this be used in the assessment procedure.

In this table, you multiply the percentage of each by the total number of
items to be constructed and divide by 100 to get the number of items per subject.
This will be written in the column next to each subject in the blueprint's extreme
right corner. In the table above, soil obtained 25% of the test. The total number of
items is 50 hence 12 items for the topic (25% of 50 items = 12 items).
We also multiply the percentage of each by the total number of test items and
divide by 100 to get the number of items per process objective. These will be
listed under each process objective in the bottom row of the blueprint.
The percentage of the total number of items allocated to comprehension is 30%
of the total number of items, which is 50. As a result, 15 items (30% of 50) will be
needed for this objective. ) To determine the number of items in each blue print
cell, multiply the total number of items in a topic by the percentage assigned to
each row's process objective, then divide by 100. This procedure is repeated  for
all of the blue print's cells For example, to calculate the number of items on water
under knowledge, multiply 30% by 10 and divide by 100, resulting in 3. The
process is the same to all content areas just follow the first step.
This table is important because it is used to ensure that a test or
evaluation tests the material and skills that the test is supposed to measure. It
can provide response content and create (i.e., response process) validity proof
when used correctly. It is very useful because as a teacher it will give us a guide
to tell whether the objectives have been met or not by checking at the c
 APPLICATION

A. Construct a table of specifications for a 50-item test. Follow the format and guidelines
discussed in the lesson.
Topic No. REMEMBERI UNDERSTANDI APPLYIN ANALYZIN CREATIN EVALUATI
of NG NG G G G NG
Point Item Test Item Test Ite Tes Ite Test Ite Tes Item Test
s No. Type No. Type m t m Typ m t No. Type
No. Typ No. e No. Typ
e e
A. Elemento 10 11-15 FB 1-5 MC
ng
Maikling
Kuwento
B. Tula 20 16-20 FB 6- MC 41- E 31- MA
10 45 35
C. Pabula 10 21- TF 26- I
25 30
D. Sanaysay 10 36- MA 46- E
40 50
Total Number

Summary TEST TYPE LEGEND:

TEST
NUMBER E- Essay
I 1-10 =MC FB- Fill in the Blanks
II 11-20 =FB IE- Identifying Errors
III 21-25 =TF MA- Matching Type
IV 26-30 =I MC- Multiple Choice
V 31-40 =MA TF- True or False
VI 41-50 =E

B. Construct three multiple-choice, short answers and essay-tests each. Use

each test
constructed to analyze the basic principles of testing.

I. Multiple Choice

Panuto: Bilugan ang titik ng tamang sagot.

 
1. Ito ay katutubong panitikang nagsimula bago dumating ang Espanyol na
lumaganap at nagpasalin-salin sa iba't ibang henerasyon sa paraang pasalindila
o pasalita.
 A. Tula
B. Kuwentong-bayan
C. Maikling Kuwento
D. Parabula

2.  Ito ay isang akda na kung saan may mga pangyayaring di kapani-paniwala o

puno ng kababalaghan.
A. Epiko
B. Nobela
C. Parabula
D. Korido

3. Ito ay elemento ng maikling kuwento kung saan nakapaloob ang maayos at

wastong pagkakasunod-sunod ng mga pangyayari.
A. Tauhan
B. Tagpuan
C. Tunggalian
D. Banghay

II. Identipikasyon

Panuto: Basahin ang bawat katanungat at isulat ang hiningi sagot sa bawat patlang.

 ___________1. Ito ay akdang pampanitikan na ang layunin ay itanghal sa tanghalan.

____________2. Ito ang pinakamataas na pangyayari sa kuwento kaya ito ang
pinakamaaksiyon. Dito malalaman kung magtatagumpay ba ang pangunahing tauhan o
hindi.
____________3.  Ito ang anyo ng panitikan na naglalayong mabigyang-kasagutan ang
pinagmulang ng mg bagay, pangala, pook, pangyayari, o katawaganna bagamat
mahiwaga at hindi lkapani-paniwala ang nilalaman ay kasasalaminan  ng kultura ng
rehiyong pinagmulan nito.

III. Sanaysay

Panuto: Ipaliwanag ang mga sumusunod na tanong at ang bawat sagot ay hindi bababa
sa limang pangungusap.
1. Ano ang isinasaalang-alang sa pagsulat ng isang maikling kuwento?
2. Ano ang kahalagahan ng maikling kuwento?
3. May koneksyon ba ang maikling kuwento sa pinagmulan kung saan ito isinulat?
 Topic No. REMEMBERIN UNDERSTANDIN APPLYIN ANALYZIN CREATIN EVALUATIN
of G G G G G G
Point Item Test Item Test Ite Test Ite Test Ite Test Item Test
s No. Type No. Type m Typ m Typ m Typ No. Type
No. e No. e No. e
A. Elemento 10 11-15 FB 1-5 MC
ng Maikling
Kuwento
B. Tula 20 16-20 FB 6- MC 41- E 31- MA
10 45 35
C. Pabula 10 21- TF 26- I
25 30
D. Sanaysay 10 36- MA 46- E
40 50
Total Number

Summary TEST TYPE LEGEND:

TEST
NUMBER E- Essay
I 1-10 =MC FB- Fill in the Blanks
II 11-20 =FB IE- Identifying Errors
III 21-25 =TF MA- Matching Type
IV 26-30 =I MC- Multiple Choice
V 31-40 =MA TF- True or False
VI 41-50 =E
Module No. and Title MODULE 4: ADMINISTERING, ANALYZING AND
IMPROVING TESTS

Lesson No. and Title Lesson 1: Administering, analyzing, and improving

teacher-made tests

ACTIVITY
Revisit and revise the table of specifications you created in the last module. Improve
the table of specifications with emphasis on the assessment of higher-order thinking
skills. Consider one unit of lesson in line with your specialization as the content area.
Follow Bloom’s Revised taxonomy as process objectives.
GRADE&AYEAR: 7/ FILIPINO: MGA AKDANG PAMPANITIKAN: SALAMIN NG
MINDANAO

ANALYSIS

A. Highlight the revisions you made in your table of specifications. What are the
considerations you have when you made the revisions?

A table of specifications (TOS) will assist teachers in framing the test

construction decision-making process and improving the validity of teachers'
assessments based on tests created for classroom use. It is very important as an
 educator someday that we revised correctly or check the table of specification
properly because it will help us to align objectives, instruction, and assessment.
The considerations I have when I made the revisions was that I check the overall
structure of my table of specifications if I miss something or I forgot to put the
important details of it and if the details I put there are all connected to each other.
Also, I consider how important the table of specification for students if they can
benefit from it. If they can learn and improve their learning skills as well and most
importantly students can recognize the main ideas, key skills, and the
relationships among concepts more easily. I consider also the questions like this
“what are the main ideas and topics, what emphasis should be placed on each
topic, and what should be on the test?” From that questions I put in mind how I’m
going to revised my table of specification that it will be successful If I assist my
students.

APPLICATION

A. Create, Conduct, Recreate

Create a 50-item test questionnaire using your revised table of specifications.

Follow the steps in preparing and administering tests. Administer the test to your target
students. Analyze the test results and revise your test based on the result.

Make a checklist of the things and steps you have done.

I. Multiple Choice

Panuto: Bilugan ang tamang sagot.

1. Ito ang pinakamadulang bahagi ng maikling kwento kung saan makakamtan ng

pangunahing tauhan ang katuparan o kasawian ng kanyang ipinaglalaban.
a. kakalasan
b. kasukdulan
c. tunggalian
d. wakas

2. Ito ang pagkakasunud-sunod ng mga pangyayari sa loob ng kuwento.

a. tauhan
b. banghay
c. tagpuan
d. wakas

3. Ang mga nagbibigay buhay sa maikling kuwento ay mabait na gusto ng lahat at

maaaring kinaiinisan nang mambabasa.
a. tagpuan
b. suliranin
c. tauhan
d. kalutasan

4. May problemang mababasa sa maikling kuwento at kadalasan ay tungkol sa tao

laban sa kanyang kapwa.
a. suliranin
b. problema
c. tunggalian
d. paksa

5. Ito ang pinaka-kaluluwa ng maikling kuwento.

a. Tauhan
b. Paksang-diwa
c. Tagpuan
d. Banghay

6. Ito ay tumutukoy sa bilang ng pantig ng bawat taludtod na binubuo sa isang

saknong.
a. Tugma
b. Sukat
c. Kariktan
d. Talinghaga
7. Ito ay isang grupo sa loob ng isang tula na may dalawa o maraming linya
(taludtod).
a. Sukat
b. Tugma
c. Talinghaga
d. Saknong

8. Ito ay isa sa elemento ng tula na tumutukoy sa pagkakatulad ng mga tunog sa

huling pantig sa dalawa o higit pang taludtod.
a. Kariktan
b. Tugma
c. Talinghaga
d. Saknong

 
9. Ito ay isa sa elemento ng tula na tumutukoy sa mga salitang angkop ayt
nagbibigay ganda sa tula na nagbibigay impresyon sa mga mambabasa.
a. Kariktan
b. Tugma
c. Talinghaga
d. Sukat

10. Ito ay isa sa elemento ng tula na tumutukoy sa pagkakabuo ng mga malalalim na

mga salita at may natatagong kahulugan.
a. Kariktan
b. Saknong
c. Talinghaga
d. Sukat

II. Fill in the blank

11. Likha ng mga manunulat ang kanyang mga ____________. Ito ay tumutukoy sa
panauhin sa kuwento.

12. Tinatawag na trahedya ang __________ kapag ang tunggalian ay humantong

sa pagkabigo ng layunin o pagkamatay ng pangunahing tauhan. Tinatawag na
melodrama kapag may malungkot na sangkap subalit nagtatapos naman nang
kasiya-siya para sa mabubuting tauhan.
 13. Ang kakalasan ay ang kinalabasan ng paglalaban, sumusunod agad ito sa
____________.

14. Tumutukoy ito sa paglalabanan ng pangunahing tauhan at sumasalungat sa

kanya. Ang _____________ ay maaaring Tao laban sa kalikasan, Tao laban sa
sarili, Tao laban sa Tao/lipunan. 

15. Ang ______________ay isang anyo ng panitikan na may layuning magsalaysay

ng mga pangyayari sa buhay ng pangunahing tauhan.

16. Ang _________ ay isang anyong panitikan at ito ay binubuo ng taludtod.

17. Ang tulang __________ ay isinusulat para sa isang taong namatay na.

18. Ang _____________ ay isang uri ng tula na nagpapahayag ng damdamin ng

makata.

19. Ang __________ ay isang uri ng tulang liriko na binubuo ng 14 na taludtod.

20. Ang tulang __________ ay tungkol sa pagpapala ng Diyos, sa pag-awit na

pamamaraan.

III. Tama o Mali

Panuto: Isulat sa patlang ang TAMA kung tama ang pahayag at MALI kung hindi.

______21. Ang pabula ay isang uri ng kuwento kung saan ang mga nagsisiganap ay
mga hayop na kumikilos at nagsasalita na tulad ng tao.
______22. Si Aesop ang Ama ng Sinaunang Pabula.
______23. Ang pabula ay nagsimula kay Esopo, isang aliping Romano sa taong 400
B.C.
______24. Ang pabula ay nagmula sa salitang griyegong “Muzos” na ang ibig sabihin
ay “myth” o mito.
______25. May paniniwala rin na ang pabula ay nanggaling sa Pakistan at hinango sa
Panchantara at Jatakas.

IV. Identification
Panuto: Isulat ang tamang sagot sa patlang.
___________26. Siya ang naglathala ng pabulang patula sa Pranses noong 1668.

____________27.Taong 1919, inilathala niya ang pabulang “The Aesop for Children.”

___________28. Sa bansang ito nagmula ang pabula.

___________29. Ang pabulang ito na isinakomiks ni Dr. Jose P. Rizal na unang

nailathala noong 1885 sa Trubner’s Record, isang magasing panliteratura sa Europa.

___________30. Mahigit ilang pabula ang nagawa ni Aesop bago siya namatay?

V. Matching Type

Panuto: Piliin sa hanay B ang tinutukoy sa hanay A. Isulat ang tamang sagot sa
patlang.

Hanay A Hanay B

____31. Nakatuon sa pagbibigay ng papuri o a. Sanaysay

dedikasyon sa isang tao, bagay, o
anumang elemento. b.Epiko

____32. Tumutukoy ito sa isang uri ng tulang c.Balagtasan

damdamin na nagpapakita ng luwalhati,
kaligayahan, o pagpapasalamat. d.Oda

_____33. Ito ay isang napakahabang tula, e.Pormal

isang uri ng kuwento tulad ng mga
nobela, na nakasulat nang patula. f.Dalit

_____34. Ito ay ipinangalan kay Franciso ‘Balagtas’ g. Di-Pormal

Baltazar. Ito ay isang uri ng pagtatalo ng
dalawa o tatlong manunula sa iisang paksa. h. Duplo
_____35. Ito ay isa namang paligsahan sa i. Wakas
pangangatwiran sa anyong patula.
Hango ito sa Bibliya na binubuo ng j. Gitna
mga mahahalagang salita at kasabihan.
k. Karagatan
_____36. Ito ay isang komposisyon na kadalasan
ay naglalaman ng pananaw o kuro-kuro l. Simula
ng may akda.
m. Awit
_____37. Ang bahaging ito ang pinakamahalaga
dahil dito nakasalalay kung ipagpapatuloy n. Soneta
ng mambabasa ang kanyang binabasa.
_____38. Tumatalakay ito sa mga seryosong paksa
na nagtataglay ng masusing pananaliksik ng
sumulat.

_____39. Dito naman mababasa ang mahahalagang

puntos tungkol sa paksang isinulat ng may-akda.

_____40. Ito naman ay tumatalakay sa mga paksang

karaniwan, personal at pang araw-araw na
nagbibigay-lugod o mapang-aliw sa mga
mambabasa.

VI. Sanaysay
Panuto: Ipaliwanag ang mga sumusunod na tanong at ang bawat sagot ay hindi
bababa sa limang pangungusap.

41-45. Ano ang dapat na isaalang-alang sa pagsulat ng isang malikhaing tula?

46-50. Ano-anong pamamaraan ang maaaring gamitin sa pagsulat isang sanaysay?

Table 1