ACTIVITY 1:

Give your understanding about the role of high quality assessment in enhancing curriculum and
instruction?

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EXCERCISES 1:

In the cognitive domain, discuss the following hierarchy of educational targets:

Knowledge____________________________________________________________________________
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Comprehension________________________________________________________________________
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Application____________________________________________________________________________
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Analysis______________________________________________________________________________
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Synthesis_____________________________________________________________________________
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Evaluation____________________________________________________________________________
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EXERCISES 2:

Suppose that you wish to teach the concept of “Additional of Similar Fractions” in elementary
mathematics. Write an objective for each of the following:

1. Knowledge

2. Comprehension

3. Application
 4. Analysis

5. Synthesis

EXERCISE 4: Answer the following questions:

1. A test may be reliable but not necessarily valid. Is it possible for a test to be valid but not
reliable? Discuss.

2. A 50 item test was administered to a group of 20 students. The mean score was 35 while
standard deviation was 5.5. Compute the KR21 index or reliability.

EXERCISES 3:

In the following situations, identify the ethical issues that may be raised in terms of (a) possible harm to
the participants, (b) confidentiality of the assessment data, and (c) presence of concealment or
deception:

1. A teacher plans to rate the performance of students in gymnastics class unobtrusively. He does
not let the students know that he is actually rating their gymnastics abilities. Instead, he tells the
students to use the gymnasium facilities for practice and then he watches the students practice
on occasions that are unannounced.
2. An arts and crafts teacher requires the students to submit their basket weaving projects to be
graded. He selects the best student outputs and brings these projects home.

3. In grading his/her students in Mathematics 4, a high school teacher subjectively adds five or
more points to the grades of students who have performed poorly but who, he believes,
deserve better grades had they spent more time studying. In some instances, however, he/she
does not add any point to a poor performer because he is also believes that such cases do not
represent a case of “just needing more time.”

REFLECTION

1. What are your realization in the importance of observing practicality and efficiency in
assessment method?

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2. What are the things you will apply in practicing ethics in assessment?

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SUGGESTED READINGS

https://www.slideshare.net/bhongabug/ed8-assessment-of-learning-2

https://educatorpages.com/site/purpleteam/pages/49742
RESOURCES

• Santos, R. (2007). Assessment of Learning. Lorimar Publishing. Quezon City. Philippines.

• Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation.

Lorimar Publishing. Quezon City. Philippines.

• Navaro, R. & Santos, R. (2012). Assessment of Learning Outcomes (Assessment). Second

Edition. Lorimar Publishing. Quezon City. Philippines.

• Maheshwari, M.A (2016). The Concept of Measurement in Education.

http://www.vkmaheshwari.com/WP/?p=2276

Prepared by:

GIRLIE JOSAFAT

Instructor 1

Noted:
MYRA LIZA O. VIZCARRA, EdD

Program Chairperson