Activity No.

10

The Art of Preparing Examinations/Test Questions

Students’ learnings are measured using examinations. These are a form of

learning activity that enable students to see the lesson from a different perspective,
provide them a controlled environment for independent work and feedback that they
can then use to improve their understanding, and allow them to seek help. On the other
hand, teachers use examinations to address areas that may need more attention. Thus,
they can pinpoint areas where they should spend more time or change their current
approach and at the same time to evaluate their own teaching.

I. Target Competencies

At the end of this activity, the pre-service teacher will be competent in preparing
the table of specifications (TOS) and examinations/test questions to measure the
learnings of the students on the lessons he/she is teaching. He/She prepares test
questions that can be used to ease, encourage, improve, and promote teaching and
learning activities.

II. Objectives

At the end of the activity, students shall be able:

1. To prepare a table of specifications and design test questions in assessing

students’ knowledge or ability to apply material taught in class;

2. To choose appropriate item types for your objectives;

3. To test students’ reasoning skills and evaluate the process by focusing the marks
and other feedback on the process they follow to arrive at a solution; and

4. To evaluate students’ communication skills their ability to express themselves.

III. Specific Tasks

A. Preparation of Table of Specifications

1. Emphasize the same content emphasized in day-to-day instruction (Refer to

Daily Lesson Log/Lesson Plan).
2. Classify the test questions according to the domain to be assessed:
2.1 Lower Order Thinking Skills
2.1.1 Remembering
2.1.2 Understanding
2.1.3 Applying
2.2 Higher Order Thinking Skills
2.2.1 Analyzing
2.2.2 Evaluating
2.2.3 Creating
2.3 Do not overlook or underemphasize an area of content
2.4 Construct the table
2.5 Remember that the more detailed a table of specifications is, the easier it is to
construct the test.

B. Preparation of Test Questions

1. Planning for the test:

1.1 Outline subject-matter content to be considered as the basis for the test (Refer
to the Daily Lesson Log/Lesson Plan).
1.2 Identify the learning outcomes to be measured by the test (Revised Bloom’s
Taxonomy).
1.3 Prepare the table of specifications (TOS).
1.4 Choose appropriate type(s) of test items for evaluation of learning outcomes
as summarized in the table of specifications.

2. Preparing the test questions/examinations:

2.1 Write test items according to rules of construction for the type(s) chosen.
2.2 Select the items to be included in the test according to table of specifications.
2.3 Review and edit items according to guidelines.
2.4 Arrange items: decide on
a. grouping of items,
b. sequence of items within groups
c. sequence of groupings
2.5 Prepare directions for the test; if necessary, prepare directions for individual
items (e.g., matching type).
2.6 Decide on method of scoring.

3. Analyzing and revising the test:

3.1 Perform test analysis to determine difficulty, discrimination and reliability.
 3.2 Retain, edit as necessary, or discard items on basis of analysis outcomes.
3.2 Revise the test as a whole if necessary.

IV. Analysis

1. What are examinations/test questions?

These are assessment tools that are given to students as a means of measuring
how well do they understand the lesson and applying the concepts they learned
to real-life situations.

2. When do we give examination to your students?

We give examination to students before the start of a lesson to see if they have
any background or prior knowledge of the lesson. We give examinations as well
in the end of the lesson for us to see and measure if the students learned and
fully understand the topic.

3. Why do you give examinations to your students?

Examinations is a way for a teacher to check, assess, and measure how well the
students have mastered and learned the lesson.

4. How do you plan the time you will spend in preparing examinations?

As I prepare my lesson, I am also visualizing the type of examination I will give

to my students as a way to achieve my stated objectives. Often times,
examinations are given at the end of the quarter to sum up everything that was
discussed and how well the students pieced the lessons together to make a
general concept

5. What are the factors you consider in the preparation of the test
questions/examinations you used in your class?
First, the objectives, my examination should always be aligned to my learning
outcomes. Second is the content, what lessons/topics should I include in the
examination because some topic were light that a quiz can be done to it. Third is
 the time frame, for how many minutes can my students answer my examination,
not too easy so they can easily finish nor too hard for them to take time just to
accomplish every item. Fourth is the structure of my examination, I will need to
check if what mode of examination is ideal and appropriate for the examination.

6. What contribution does the conduct of examinations have on teaching and

learning of a lesson?

For teachers, examination is way to see and assess if the students learned
something from your lesson or not. It is also a way if there are parts of your
teaching strategy that needs improvement. For the students, examination is a
way for them to apply what they have learned from the lesson and to make it
meaningful as they apply it to their daily lives.

Reflections/Insights

Consider these questions in preparing test questions/examinations in your teaching:

1. Why is it necessary to write instructions that are clear, explicit, and unambiguous
in preparing test questions/examinations?

As you create an examination for your students, structure and the instructions
should always be clear, explicit, and unambiguous so that the students can easily
understand and follow the directions without any confusion.

2. In the test questions/examinations you gave to your students, do you expect

different answers from students, or do you expect all of them to provide the
same answer?

It depends on the type of test and the structure of the question, if it is an open-
ended question, then I would like a variety of answers that would represent as
 their perspectives and opinions. If it is a close-ended question, then I will need a
precise and correct answer.

3. How can you design fair, yet challenging, exams that accurately gauge student
learning?

Focus on making examination that promotes their higher-thinking skills. Making

sure that they will apply their learnings through various problem-based
situations. Also, do not go always by what the book tells you to do, go beyond,
use extensive reading so you can have different perspectives. More perspectives,
the more challenging questions you can provide your students.

4. How do you choose appropriate item types for your objectives?

As it best represents the question and for the students to get the answer correctly.
Some lessons are best presented in multiple choices, but some lessons or even
questions are best asked through identification and essay types.

5. There is no single best type of exam question: the important thing is that the
questions reflect your learning objectives. Explain.

This is true. It always goes back to your objectives. It is important that your
examination is aligned to your objectives as it focuses your attention on what
you want your students to learn.

6. Do test questions/examinations align with the stated learning objectives and

outcomes? Is there sufficient interactivity and engagement?

It should always align to your objectives. Engagement comes after the type of
examination the teacher constructed. Objectives are meant for the students to
have something after the lesson, examinations are meant to measure if they
learned anything from the discussion.
 Sample Test Questions/Examinations

Activity No. 11

Assessment Tools Preparation

Classroom assessments assist educator’s device and strategize effective

instruction and can help students learn at deeper and advanced levels. Educators can
modify instruction directly to individual student needs by assessing student learning
against the standard. Assessments also help students identify their areas of weakness
and strength. Assessments help students in preparing them for the standards-based
national achievement tests.
I. Target Competencies

At the end of this activity, the pre-service teacher will be competent in planning,
preparing, and administering assessment tools. Assessment tools will be prepared to be
used as diagnostic, formative, or summative assessment.

II. Objectives

At the end of the activity, students shall be able:

1. To identify different assessment methods, tools and assessment tasks;

2. To select appropriate assessment methods, tool to measure different domains of

learning based on the revised Bloom’s taxonomy;

3. To determine ways in which assessment can be used for teaching and learning;

4. To construct rubrics are aligned with the objectives of the lesson in order to
measure properly the competencies in the curriculum guide.

III. Specific Tasks

1. Review the different roles of assessment.

2. Identify the roles of assessment present on your prepared assessment tools.

3. List down different assessment methods used for traditional and authentic
assessment and affix sample learners’ work.

4. Research on creative formative assessment activities and techniques and add to

your usual assessment tools.
 5. Give examples of comments from your cooperating teacher and your students
regarding your assessment tools/methods.

6. Identify products/ performance tasks in your learning plan.

7. Construct rubrics that match your objectives. You may collaborate with your
students in designing your rubrics.

8. Pick one name from your class record and get the scores.

9. Ask your cooperating teacher about the grading system used in the class.

10. Compute for the grade of the student for one grading period.

IV. Analysis

1. What assessment activities where used that demonstrate the different roles of
assessment?
The activities I used that demonstrated the different roles of assessment are:
First, for diagnostic assessment, I utilized drills as my motivation, in this way, I
can get to see if my students have a background knowledge in my topic to be
discussed so I would know to what extend should I discuss or just to support
and supply additional information to their prior knowledge. Second is called
formative assessments in which I conducted question and answer from the
students so they can process the lesson in chunks and being able to digest what
they have learned rather than processing the whole lesson completely. Last is
called the summative assessment which measures how well and in-depth their
learnings and checking to see how will they apply what they have learned in real
life.

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write the activities Write the activities Write the activities

prepared which manifest prepared which manifest prepared which manifest
assessment FOR learning. assessment AS learning. assessment OF learning.

Pre-Tests Recitations Post-Test

Skills Demonstration Quizzes

 Brain Breaks Unit Tests

Drills Quarterly Test

Performance Tasks

2. What can you do to reduce students’ anxiety of assessment?

By making sure that you can able to assist and guide them as they answer your
assessments for them. Provide clear and proper instructions as the student
engages in his assignment

3. How did your assessment tools demonstrate real-world application?

As I create and construct my assessment tool, I always keep in mind that there
should be questions that focuses on application and creating of solutions to real-
world problems. Also, problem-solving questions will be present in my
assessment to see if how well my students utilize the lesson to solve real-world
problems.

4.
Traditional Assessment

Cite different traditional assessment Paste an example of student’s work.

formats used.

 Multiple Choice Test

 Identification Test

Authentic Assessment

Cite different authentic assessment Paste an example of student’s work.

methods used.

 Skills Demonstrations
 Collaborative Works

5. Give examples of assessment tasks/ method used in your class. Support with
pictures if available.

Level Competency form the K to 12 Assessment Task/Method

Curriculum Guide /
Competency from the OBTLP
or Course Syllabus

Remembering
Understanding

Applying

Analyzing

Evaluating

Creating

6. Where did you use scoring rubrics?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

7. How did the scoring rubrics help you?

 Rubrics help me in a way I can measure and evaluate my students’ work and
performances fairly, objectively, and according to a valid references.

8. What were the challenges you faced in creating your rubrics?

The challenge I faced as I was creating my rubric is what criteria should I use and
how should I divide/designate it in manner that it relates to my objectives. Also
keeping in mind the strengths and capabilities of my students – I wanted them to
be challenged and goal to achieve a best performance

V. Reflections/Insights

Consider these questions as you design and prepare assessment tools in your teaching:

1. What happens when your assessment tool/method do not match with the
domain of learning?

It will create confusion on the both the students and teacher. If your focus is to
create an assessment that will aim to target the application to creating level of the
domain of learning, then the structure of questioning should follow what it
needs to achieve. This is the reason why a Table of Specification (TOS) is needed.

2. To get most from scoring rubrics, what should be observed in the making and
use of rubrics?

One must always aligns itself to your stated objectives; everything flows
smoothly is you are focused in achieving your learning objectives. Then, check
whether the activity highly requires an analytic or holistic rubric, how complex is
the activity and does it need an in-depth look before scoring. Then, what will be
the characteristics of their work that needs to be attained for them to have the
best score, then work your way to the poorest outcome. Finally, aim to provide
constructive feedback on the works of your students for them to be better on the
next try.

3. How does giving the students the chance to rate their performance help in
improving themselves?
 Letting your students have a chance to rate their performance helps them to see
for themselves what areas they need to improve and providing them the
opportunity to be part of the scoring process so they would not feel subjected to
teacher’s personal bias.
4. What happens when grades are computed incorrectly?

It will be a ripple effect that causes chaos and disorder both on the students and
teacher. The teacher will find a hard time fixing the problem and the students
will be disappointed because they expect their scores to be computer properly.
So be careful and be meticulous in giving scores to your students.

Sample Learners’ Work

(Tests/Products)
 Students in Action
(Performance Tasks)
Sample of Rubrics Used
 Sample Computation of Grades

Activity 12

Getting to Know the School Forms

School forms are the essential documents in every school. These are the official
forms with each having its specific purpose. These contain information which help the
policy makers and school heads in improving the curriculum, the teachers in modifying
their instruction, the students in becoming better in their academic performance, and
other stakeholders. The Department of Education narrowed down the long list of
sixteen previous school forms into seven modified school forms. The use of these
modified school forms aids the teachers in focusing on real business in education – the
teaching-learning process.

I. Target Competencies

At the end of this activity, the pre-service teacher will be competent in

accomplishing the required school forms correctly. He/she will be familiarized with
the different school forms and the need to complete the forms accurately.

II. Objectives
 At the end of the activity, students shall be able:

1. To identify all the school forms prepared by teachers;

2. To comprehend all the instructions on how to accomplish each form;

3. To determine the importance of each form; and

4. To accomplish a sample copy of each school form.

III. Specific Tasks

1. Ask your cooperating teacher about the school forms that they are required to
accomplish:

2. Make a list of the school forms. Identify the following:

2.1 The school form code,
a. Name of school form
2.3 The importance of each form

3. Research or browse the internet for other information about the school forms in
addition to the information provided by your cooperating teacher.

4. Study how these forms are accomplished;

5. Print a sample copy of each school form; and

6. Create a dummy of each school form and ask your cooperating teacher if you
have accomplished it properly.

IV. Analysis

1. What are the school forms being prepared by the teachers?

School Form
Name of School Form Importance
Code
School Register Master list of Class
SF1
enrolment
Learner’s Daily Class Recording of attendance,
SF2
Attendance absence, or tardiness
 Books Issued and List of books (by title issue
SF3
Returned to/returned by learners
Summary Enrolment and Enrolment count,
SF4 Movement of Learners transferred in/out and
dropout by grade level
Report on Promotion List of promoted/retained
SF5
by class
Summary Report on Number of
SF6 Promotion promoted/retained by
grade level
Inventory of School List of school personnel
SF7 Personnel with basic profile and
teaching load/assignment
Learner Basic Health Per learner assessment of
SF8
Profile Body Mass Index
Learner Progress Report Individual academic,
Card behavioral and attendance
SF9
report by quarter (formerly
Form 138)
Learner’s Permanent Individual academic record
Academic Record by quarter and School Year
SF10 (simplified and
standardized from former
Form 137)

2. Read DepEd orders

relevant to the
different
school forms. Print
and paste here:
 3. How did you acquire and accomplish all the needed school forms?

With the help and guidance of my cooperating teacher.

4. What problems did you encounter in accomplishing the forms?

Since the forms where new to me, I found hard time understanding the meaning
of the different questionnaires and data being asked in the form. Especially each
form is different and serves a unique purpose.

5. How did you deal with the problems encountered?

He showed me how to input scores and how such forms can be completed based
on the information and data we gathered and already have.

V. Reflections/Insights

Consider these questions as you accomplish each school form:

1. Why is it important for me to accomplish the form legibly and accurately?

It is important to accomplish the forms legibly and accurately because these are
legal documents of the school regarding their students, books, who
passed/failed, and who were successfully promoted to a higher level. These
documents are requested upon on the end of a school year. Erasures and
tampering are prohibited. Grades must be input accurately, as it is being written
or type on the report card.

2. What would happen if a teacher was not able to do his/her responsibility of

accomplishing all the forms?

The teacher failed to do his/her responsibilities as a teacher which includes the

accomplishing of all the forms needed by the school. It is also a breach of contract
if you are in the private school.

3. What did you realize after accomplishing all the forms?

 Accomplishing the forms is a delicate work and requires a day for it to be done.
Grades and data were checked twice and trice. Erasures and tampering of record
is prohibited.

SF1 – School Registrar

SF2 – Daily Attendance Report of Learners

SF3 – Books Issued and Returned
SF4 – Monthly Learner’s Movement and Attendance
SF5 – Report on Promotion and Learning Progress & Achievement
SF7 – School Personnel Assignment List and Basic Profile
SF8 – Learner’s Basic Health and Nutrition Report
SF10 – Learner’s Permanent Academic Record for Junior High School