DESCRIPTION, ACTIVITY MECHANICS, AND ASSESSMENT INSTRUMENT FOR THE

PROJECT: QUARTERLY EXAM QUESTIONNAIRE DEVELOPMENT

SECTION 1: DESCRIPTION OF THE PROJECT

Course Outcome 4 of this subject EDUC 105 states, “Construct a classroom assessment tool
observing the knowledge & thinking skills.” This project, called quarterly exam questionnaire
development, is intended to achieve this course outcome.

To achieve this course outcome, you are expected to develop a quarterly exam questionnaire by
following the recommended steps below:

A. Choose a particular grade level, learning area, and quarter (e.g., English 7, Quarter 3) from
MELCs.

B. Within the chosen quarter, identify the learning competencies that are measurable by
multiple-choice test items. (In DepEd’s terminology, learning competency can be regarded
as a learning outcome at topic level. In some literature, this term is synonymous to learning
objective, instructional objective, learning target, or specific learning outcome.)

C. Develop a table of specifications (TOS) (also known as test blueprint) for the multiple-choice
quarterly exam. You may design your own TOS or adapt a TOS from a school.

D. Write/adapt/revise test items that appropriately measure certain learning competencies

declared in the TOS.

E. Assemble test items into quarterly exam questionnaire and improve it when necessary. The
questionnaire should match the TOS.

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DESCRIPTION, ACTIVITY MECHANICS, AND ASSESSMENT INSTRUMENT FOR THE
PROJECT: QUARTERLY EXAM QUESTIONNAIRE DEVELOPMENT

SECTION 2: ACTIVITY MECHANICS

While the guidelines and quality checklists found in SIM/handout/other source may be
helpful to ensure quality multiple-choice questions (MCQs), it is important to recognize that
there may be assessment expectations and features that are unique to certain grade levels
and/or subject areas (e.g., SPED and Kindergarten, each has its own unique test formats or
ways of assessing learning competencies). Also, assessment expectations may vary from one
subject or learning area to another. For instance, assessment in Math may differ from
assessment in Music and Arts in certain aspects.

Put it another way, there are assessment guidelines/criteria that are regarded as universal or
all-embracing and thus are applicable to all grade levels and subject areas; but there are also
guidelines/criteria that are applicable only to certain grade levels or subject areas. If this is
applicable to your chosen learning area, then do some library research and study these
unique expectations and features and then be able to integrate them during the
questionnaire development process. If needed, you may consult assessment books that put
emphasis on certain grade levels and/or subject areas. Where necessary, please visit the
library online to look for these books.

A. Submit soft copy of your outputs under Research/Project section in the LMS. The deadline
for submission is on September 20, 2021 (MON) at 11:59 PM (midnight). In the interest of
time, a 1% deduction from the raw score will be incurred by the group for every one-day
delay.

B. Submit two pieces of written outputs, namely quarterly exam questionnaire and TOS, each
in pdf format. Choose one of your co-members (perhaps a group leader) who will upload the
outputs. Follow the filename formats, as exemplified below:
For questionnaire: Example is questionnaire_group_4.pdf
For TOS: Example is TOS_group_4.pdf

C. In Section 3 below, read the assessment instrument that will be used to measure the quality
of your outputs.

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DESCRIPTION, ACTIVITY MECHANICS, AND ASSESSMENT INSTRUMENT FOR THE
PROJECT: QUARTERLY EXAM QUESTIONNAIRE DEVELOPMENT

SECTION 3: ASSESSMENT INSTRUMENT TO BE USED TO

MEASURE THE QUALITY OF YOUR OUTPUTS

Semantic differential for “TOS + quarterly exam questionnaire”

Criterion Scale

1. Basic information in TOS Insufficient 1 2 3 4 5 6 7 8 9 10 Sufficient

2. Measurability of learning
Not measurable 1 2 3 4 5 6 7 8 9 10 Measurable
competencies by MCQs

3. Alignment between learning

competency and cognitive Misaligned 1 2 3 4 5 6 7 8 9 10 Aligned
process category in the TOS
4. Accuracy of detail (e.g., % of
items, item placement, etc.) Inaccurate 1 2 3 4 5 6 7 8 9 10 Accurate
in the TOS

5. Overall quality of TOS Poor 1 2 3 4 5 6 7 8 9 10 Excellent

6. Alignment between TOS

Misaligned 1 2 3 4 5 6 7 8 9 10 Aligned
and questionnaire

7. Overall quality of the MCQs Poor 1 2 3 4 5 6 7 8 9 10 Excellent

8. Accuracy of detail (e.g.,

grammar, spelling, Inaccurate 1 2 3 4 5 6 7 8 9 10 Accurate
punctuations)
9. Grade-level appropriateness
of font style and size;
Inappropriate 1 2 3 4 5 6 7 8 9 10 Appropriate
spacing and overall
appearance of the pages

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