MODULE 1A

PRE-TRAINING SURVEY OF TEACHERS’

ASSESSMENT COMPETENCIES
(TEACHER ASSESSMENT LITERACY INVENTORY)

ADONIS P. DAVID
Competency 1 (Items 1-4)
Teachers should be skilled in choosing assessment
methods appropriate for instructional decisions.
1.) A Junior High School teacher wished to assess her students'
understanding of a specific problem-solving method she had been
teaching. Which assessment strategy would be the most valid to do
given the intention of a classroom assessment?
A. Select a standardized test that provides a score on problem solving skills.
B. Select a textbook that has a "teacher's guide" with a test on problem solving
developed by the authors.
C. Select an instrument that measures students' attitude towards problem
solving
D. Design an assessment consistent with an outline of what the teacher has
actually taught in the class.
1.) A Junior High School teacher wished to assess her students'
understanding of a specific problem-solving method she had been
teaching. Which assessment strategy would be the most valid to do
given the intention of a classroom assessment?
A. Select a standardized test that provides a score on problem solving skills.
B. Select a textbook that has a "teacher's guide" with a test on problem solving
developed by the authors.
C. Select an instrument that measures students' attitude towards problem
solving
D. Design an assessment consistent with an outline of what the teacher has
actually taught in the class.
2.) Which of the following is the appropriate assessment method
when a teacher aims to measure if learners are able to
demonstrate product-type of learning targets?

A. Demonstration with performance rubric

B. Essay with scoring rubric
C. Multiple-choice test
D. Feasibility study
2.) Which of the following is the appropriate assessment method
when a teacher aims to measure if learners are able to
demonstrate product-type of learning targets?

A. Demonstration with performance rubric

B. Essay with scoring rubric
C. Multiple-choice test
D. Feasibility study
3.) Which of the following choices is the appropriate assessment
for the given scenario?
The teacher wants the students to reflect on their own learning, new understanding, and
recently acquired skills. The students are expected to provide evidence of the changes in
terms of their understanding, beliefs, or skills.

A. Formative assessment, which requires students to reflect on their learning progress.

B. Summative assessment, which measures the extent of students’ learning based on pre-set
criteria.
C. Summative assessment, which requires recording and reporting of students’ performance
to improve instructional practices.
D. Formative assessment, which determines the students’ strengths and weaknesses for them
to learn on the assessment process itself.
3.) Which of the following choices is the appropriate assessment
for the given scenario?
The teacher wants the students to reflect on their own learning, new understanding, and
recently acquired skills. The students are expected to provide evidence of the changes in
terms of their understanding, beliefs, or skills.

A. Formative assessment, which requires students to reflect on their learning progress.

B. Summative assessment, which measures the extent of students’ learning based on pre-set
criteria.
C. Summative assessment, which requires recording and reporting of students’ performance
to improve instructional practices.
D. Formative assessment, which determines the students’ strengths and weaknesses for them
to learn on the assessment process itself.
4.) Which of the following statements about formative assessment
is TRUE?
A. Its results are not recorded because they only intend to provide
feedback to teachers for their reflection.
B. It is administered after the day’s lesson or after covering a unit based
on the budget of work.
C. It intends to continuously monitor students’ learning progress before,
during, and after instruction.
D. It is used to measure the extent to which the learners have met a
given set of learning standards.
4.) Which of the following statements about formative assessment
is TRUE?
A. Its results are not recorded because they only intend to provide
feedback to teachers for their reflection.
B. It is administered after the day’s lesson or after covering a unit based
on the budget of work.
C. It intends to continuously monitor students’ learning progress before,
during, and after instruction.
D. It is used to measure the extent to which the learners have met a
given set of learning standards.
Competency 2 (Items 5-8)
Teachers should be skilled in developing
assessment methods appropriate for instructional
decisions.
5.) A Junior High School teacher is developing a diagnostic test to determine
the writing skills of her incoming Grade 9 students. Which of the following test
formats below is the most appropriate to use and why?

A. Multiple-choice type, as this is convenient and easy for the students to

answer.
B. Essay test, as this demonstrates students’ language/grammar skills and ability
to organize their ideas
C. Short-answer test, as this requires students to create an answer through
writing.
D. Completion test, as this measures students’ grammar/language skills by
completing a sentence.
5.) A Junior High School teacher is developing a diagnostic test to determine
the writing skills of her incoming Grade 9 students. Which of the following test
formats below is the most appropriate to use and why?

A. Multiple-choice type, as this is convenient and easy for the students to

answer.
B. Essay test, as this demonstrates students’ language/grammar skills and ability
to organize their ideas.
C. Short-answer test, as this requires students to create an answer through
writing.
D. Completion test, as this measures students’ grammar/language skills by
completing a sentence.
6.) What condition will help you decide that the students are ready
to learn and move to the next learning competency?
A. When 100% of the students are able to submit the requirements of a
competency.
B. When every student is able to meet the prerequisite skill to the target
learning competency.
C. When more than 90% of the students have passed the summative
assessment of the competency.
D. When every student is able to demonstrate the task from the
previous-level competency.
6.) What condition will help you decide that the students are ready
to learn and move to the next learning competency?
A. When 100% of the students are able to submit the requirements of a
competency.
B. When every student is able to meet the prerequisite skill to the target
learning competency.
C. When more than 90% of the students have passed the summative
assessment of the competency.
D. When every student is able to demonstrate the task from the
previous-level competency.
7.) Why is table of specifications (TOS) needed before item
writing?

A.To give the impression that a test is sophisticated.

B. To provide the basis for developing test items.
C. To serve as a blueprint of the test.
D. To ensure that the test is valid.
7.) Why is table of specifications (TOS) needed before item
writing?

A.To give the impression that a test is sophisticated.

B. To provide the basis for developing test items.
C. To serve as a blueprint of the test.
D. To ensure that the test is valid.
8.) What processes are relevant when a teacher designs a performance task
worksheet for the students?
I – Select learners who have the resources in performing the task.
II – Accompany each task with clear directions and appropriate scoring tools.
III – Integrate performance tasks that have two or more competencies.
IV – Provide learners with flexibility in accomplishing performance tasks.

A.I-II-IV
B. II-III-IV
C. I-II-III
D. I-III-IV
8.) What processes are relevant when a teacher designs a performance task
worksheet for the students?
I – Select learners who have the resources in performing the task.
II – Accompany each task with clear directions and appropriate scoring tools.
III – Integrate performance tasks that have two or more competencies.
IV – Provide learners with flexibility in accomplishing performance tasks.

A.I-II-IV
B. II-III-IV
C. I-II-III
D. I-III-IV
Competency 3 (Items 9-12)
Teachers should be skilled in administering,
scoring, and interpreting the results of both
externally-produced and teacher-produced
assessment methods.
9.) Which of the following is an acceptable test-taking behavior
when students answer each section of a standardized test that is
timed separately?
A. Mary finishes the vocabulary section early; she checks her answers on the
previous test section.
B. John finishes the vocabulary section early; he then rechecks many of his
answers in that section.
C. Bob did not finish the vocabulary section; he continues to work on that section
when the testing time is up.
D. Jane finishes the vocabulary section early; she looks ahead at the next test
section but does not mark her answer sheet for any of those items.
9.) Which of the following is an acceptable test-taking behavior
when students answer each section of a standardized test that is
timed separately?
A. Mary finishes the vocabulary section early; she checks her answers on the
previous test section.
B. John finishes the vocabulary section early; he then rechecks many of his
answers in that section.
C. Bob did not finish the vocabulary section; he continues to work on that section
when the testing time is up.
D. Jane finishes the vocabulary section early; she looks ahead at the next test
section but does not mark her answer sheet for any of those items.
10.) The table below shows the percentage of students who are able to answer correctly items for
each of the learning competencies assessed in one subject area.
Learning Competency Code Percent correct
Competency 1 20%
Competency 2 35%
Competency 3 12%
Competency 4 9%
What interpretation can be drawn from the percentage of students who obtained the correct
answers in Competency 4?

A. Competency 4 is the most difficult as compared to the other competencies.

B. Competency 4 was mastered by very few students.
C. Competency 4 requires complex skills to master.
D. Competency 4 shows results consistent with the national performance on the same
competency.
10.) The table below shows the percentage of students who are able to answer correctly items for
each of the learning competencies assessed in one subject area.
Learning Competency Code Percent correct
Competency 1 20%
Competency 2 35%
Competency 3 12%
Competency 4 9%
What interpretation can be drawn from the percentage of students who obtained the correct
answers in Competency 4?

A. Competency 4 is the most difficult as compared to the other competencies.

B. Competency 4 was mastered by very few students.
C. Competency 4 requires complex skills to master.
D. Competency 4 shows results consistent with the national performance on the same
competency.
11.) The table shows the average performance scores of Grade 10 learners from two sections on
the 50-item English proficiency test.
Sections Average Raw Scores
Grade 10 – Magaling 32.25
Grade 10 – Mahusay 37.75

Which of the following is the most accurate interpretation of the results shown on the table
above?
A. In general, learners from Grade 10-Mahusay performed better than those from Grade 10-Magaling in the
English proficiency test.
B. There are more learners from Grade 10-Mahusay that have high proficiency in English compared to
learners from Grade 10-Magaling.
C. Overall, learners from Grade 10-Mahusay have higher levels of English proficiency than learners from
Grade 10-Magaling.
D. No learner from both sections scored lower than 50% of the total number of items in the English
proficiency test.
11.)The table shows the average performance scores of Grade 10 learners from two sections on
the 50-item English proficiency test.
Sections Average Raw Scores
Grade 10 – Magaling 32.25
Grade 10 – Mahusay 37.75

Which of the following is the most accurate interpretation of the results shown on the table
above?
A. In general, learners from Grade 10-Mahusay performed better than those from Grade 10-Magaling in the
English proficiency test.
B. There are more learners from Grade 10-Mahusay that have high proficiency in English compared to
learners from Grade 10-Magaling.
C. Overall, learners from Grade 10-Mahusay have higher levels of English proficiency than learners from
Grade 10-Magaling.
D. No learner from both sections scored lower than 50% of the total number of items in the English
proficiency test.
12.) How would a teacher effectively elicit response from the students in the
conduct of a review of the previous lesson?
I. Ask questions that have different levels of complexity.
II. Distribute the questions to all the students through fishbowl technique.
III. Provide a token to every student who could answer the question.
IV. Make the review more engaging through a game.

A. I, II, and IV
B. I, II, and III
C. II, III, and IV
D. I, III and IV
12.) How would a teacher effectively elicit response from the students in the
conduct of a review of the previous lesson?
I. Ask questions that have different levels of complexity.
II. Distribute the questions to all the students through fishbowl technique.
III. Provide a token to every student who could answer the question.
IV. Make the review more engaging through a game.

A. I, II, and IV
B. I, II, and III
C. II, III, and IV
D. I, III and IV
Competency 4 (Items 13-16)
Teachers should be skilled in using assessment
results when making decisions about individual
students, planning, and school improvement.
13.) When planning for classroom instruction for a unit in your subject, which
of these types of information have more potential to be helpful?
Norm-referenced information: describes each student's performance relative to other students
in a group (e.g., percentile ranks, stanines)
Criterion-referenced information: describes each student's performance in terms of status on
specific learning outcomes (e.g., number of items correctly answered for each specific objective).
A. Norm-referenced information.
B. Criterion-referenced information.
C. Most often, norm-referenced information is more useful in helping plan for
instruction.
D. Most often, criterion-referenced is more useful than norm-referenced
information in helping plan for instruction.
13.) When planning for classroom instruction for a unit in your subject, which
of these types of information have more potential to be helpful?
Norm-referenced information: describes each student's performance relative to other students
in a group (e.g., percentile ranks, stanines)
Criterion-referenced information: describes each student's performance in terms of status on
specific learning outcomes (e.g., number of items correctly answered for each specific objective).
A. Norm-referenced information.
B. Criterion-referenced information.
C. Most often, norm-referenced information is more useful in helping plan for
instruction.
D. Most often, criterion-referenced is more useful than norm-referenced
information in helping plan for instruction.
14.) How do the summative assessment results from the previous
school year help you revise the lesson plan that you will develop
for the next school year?
A. Increase the instructional time for the learning competencies whose
prerequisites are not yet fully mastered.
B. Remove unnecessary information on the competencies that are not
yet mastered.
C. Use complex teaching methods on the competencies that have not yet
been mastered.
D. Remove the learning competencies if they are difficult to master.
14.) How do the summative assessment results from the previous
school year help you revise the lesson plan that you will develop
for the next school year?
A. Increase the instructional time for the learning competencies whose
prerequisites are not yet fully mastered.
B. Remove unnecessary information on the competencies that are not
yet mastered.
C. Use complex teaching methods on the competencies that have not yet
been mastered.
D. Remove the learning competencies if they are difficult to master.
15.) Half of your class attained a failing grade in a formative
written test. What would you do to address this result?
A. Give a retest to those who failed in the formative test using the same test
to check if their scores will improve.
B. Identify the learning competencies where the learners have difficulty and
ask the students to study them again on their own.
C. Proceed with the new lessons then conduct another formative assessment
to prepare learners for the summative assessment.
D. Identify the learning competencies in which the learners have difficulty and
provide more effective instruction for the class to master these competencies.
15.) Half of your class attained a failing grade in a formative
written test. What would you do to address this result?
A. Give a retest to those who failed in the formative test using the same test
to check if their scores will improve.
B. Identify the learning competencies where the learners have difficulty and
ask the students to study them again on their own.
C. Proceed with the new lessons then conduct another formative assessment
to prepare learners for the summative assessment.
D. Identify the learning competencies in which the learners have difficulty and
provide more effective instruction for the class to master these competencies.
 16. The results of the students’ assessments showed that students can be grouped
into two. Group I students can already successfully perform the target skill without
assistance. Group II students, however, cannot perform the target skill yet but they
already have some prerequisite knowledge about it. How can you effectively use these
assessment interpretations to help each group of students?

A. Give Group I students opportunities to use skills in independent practice and provide Group II
students with more guided practice.
B. Review the class about this specific lesson then ask all students to answer the same assessment
again.
C. Give appropriate feedback to each group. Then guide the Group II students in rechecking their
task. Give the Group I students more opportunities for independent practice.
D. Give Group I students opportunities to use skills in independent practice and provide Group II
students with more guided practice. Tell the students that they are good and hardworking students.
 16. The results of the students’ assessments showed that students can be grouped
into two. Group I students can already successfully perform the target skill without
assistance. Group II students, however, cannot perform the target skill yet but they
already have some prerequisite knowledge about it. How can you effectively use these
assessment interpretations to help each group of students?

A. Give Group I students opportunities to use skills in independent practice and provide Group II
students with more guided practice.
B. Review the class about this specific lesson then ask all students to answer the same assessment
again.
C. Give appropriate feedback to each group. Then guide the Group II students in rechecking their
task. Give the Group I students more opportunities for independent practice.
D. Give Group I students opportunities to use skills in independent practice and provide Group II
students with more guided practice. Tell the students that they are good and hardworking students.
Competency 5 (Items 17-19)
Teachers should be skilled in developing valid pupil
grading procedures which use pupil assessments.
17.) You are developing your rubric to evaluate students’ decision
whether to approve or not a certain action. What indicators are
appropriate to be used for the criterion “evidence of answers” in
the scoring rubric?
A.The flow of the answer showed deduction from premises to
conclusions.
B. The explanations are similar to the idea provided in another essay.
C. The information provided is backed up by available data.
D. The answers are rationalized with examples.
17.) You are developing your rubric to evaluate students’ decision
whether to approve or not a certain action. What indicators are
appropriate to be used for the criterion “evidence of answers” in
the scoring rubric?
A.The flow of the answer showed deduction from premises to
conclusions.
B. The explanations are similar to the idea provided in another essay.
C. The information provided is backed up by available data.
D. The answers are rationalized with examples.
18.) Which of the following should be the MOST essential criterion
in developing an analytic rubric for grading a research project
proposal?
A. The rubric should cover multiple standards or criteria for evaluating a
research project proposal.
B. The rubric should contain performance benchmarks that will be used
to evaluate a research project proposal
C. The rubric should be as brief as possible.
D. The rubric should undergo validation.
18.) Which of the following should be the MOST essential criterion
in developing an analytic rubric for grading a research project
proposal?
A. The rubric should cover multiple standards or criteria for evaluating a
research project proposal.
B. The rubric should contain performance benchmarks that will be used
to evaluate a research project proposal
C. The rubric should be as brief as possible.
D. The rubric should undergo validation.
19.) Which is the appropriate response to the given scenario?
You have scheduled a Performance Task Day wherein your students will have to report about
their individual work. Juana is one of your students who does not have internet access, but
she regularly retrieves and submits her modules by having her Nanay go to school every week.

A. Prepare a worksheet and include it in packing the modules of those

without online access.
B. Give a failing mark to Juana and to those who will not present their
work online.
C. Do home visitation to grade the students with their presentations.
D. Arrange a face-to-face presentation in school.
19.) Which is the appropriate response to the given scenario?
You have scheduled a Performance Task Day wherein your students will have to report about
their individual work. Juana is one of your students who does not have internet access, but
she regularly retrieves and submits her modules by having her Nanay go to school every week.

A. Prepare a worksheet and include it in packing the modules of those

without online access.
B. Give a failing mark to Juana and to those who will not present their
work online.
C. Do home visitation to grade the students with their presentations.
D. Arrange a face-to-face presentation in school.
Competency 6 (Items 20-22)
Teachers should be skilled in communicating
assessment results to students, parents, other lay
audiences, and other educators.
20.) Which of the following would help the parents understand the
grades of a learner on a project when they ask about it?

A. Connect the misbehavior of the learner to their performance in the

task.
B. Explain to the parents what have happened in the performance of the
learner.
C. Show the criteria and how the checking was done.
D. Discuss the nature of performance-based assessment to the parent.
20.) Which of the following would help the parents understand the
grades of a learner on a project when they ask about it?

A. Connect the misbehavior of the learner to their performance in the

task.
B. Explain to the parents what have happened in the performance of the
learner.
C. Show the criteria and how the checking was done.
D. Discuss the nature of performance-based assessment to the parent.
21.) You were able to determine that the essay test by one of your students
suffers from a case of intentional plagiarism. Which of the following feedback
would be BEST given to the learner?
A. Give the learner a failing mark in the essay and inform him that plagiarism is the
reason.
B. Ask the learner to submit a new essay as the one submitted has been found to have
plagiarized content.
C. Tell the learner that his/her submitted essay is guilty of plagiarized content and
explain the consequences of plagiarism.
D. Inform the learner that his/her essay has plagiarized content by pointing to the
specific parts where plagiarism is evident, and then discuss how such content can be
better written.
21.) You were able to determine that the essay test by one of your students
suffers from a case of intentional plagiarism. Which of the following feedback
would be BEST given to the learner?
A. Give the learner a failing mark in the essay and inform him that plagiarism is the
reason.
B. Ask the learner to submit a new essay as the one submitted has been found to have
plagiarized content.
C. Tell the learner that his/her submitted essay is guilty of plagiarized content and
explain the consequences of plagiarism.
D. Inform the learner that his/her essay has plagiarized content by pointing to the
specific parts where plagiarism is evident, and then discuss how such content can be
better written.
22.) Which of the following feedback mechanisms can be
practiced to encourage a growth mindset among learners?

A.Feedback on the outcome that turned out to be successful.

B. Feedback on the strategies and processes that led the students to a
successful performance.
C. Feedback on the innate qualities of the learner that made them
successful.
D. Feedback on the high grade received by the student.
22.) Which of the following feedback mechanisms can be
practiced to encourage a growth mindset among learners?

A.Feedback on the outcome that turned out to be successful.

B. Feedback on the strategies and processes that led the students to a
successful performance.
C. Feedback on the innate qualities of the learner that made them
successful.
D. Feedback on the high grade received by the student.
Competency 7 (Items 23-25)
Teachers should be skilled in recognizing unethical,
illegal and otherwise inappropriate assessment
methods and uses of assessment information.
23.) In a school where teacher evaluations are based partly on their students'
scores on a standardized test, a teacher noted that one of his students did not
reach the vocabulary items on a standardized test. Which of the following
teacher's actions is considered ethical?
A. Teacher A read each question and darkened in the bubbles on the answer sheet that
represented what he believed Mario, his slightly below average student, would select as the
correct answers.
B. Teacher B who turned in the answer sheet as it was, even though she thought George, an
average student, might have gotten a higher score had he finished the test.
C. Teacher C filled in the answer sheet the way he thought Joan, who was not feeling well,
would have answered based on her typical in-class performance.
D. Teacher D darkened circles on the answer sheet at random. He assumed Fred, who was
not a good student, would just guess at the answers, so this would be a fair way to obtain
Fred's score on the test.
23.) In a school where teacher evaluations are based partly on their students'
scores on a standardized test, a teacher noted that one of his students did not
reach the vocabulary items on a standardized test. Which of the following
teacher's actions is considered ethical?
A. Teacher A read each question and darkened in the bubbles on the answer sheet that
represented what he believed Mario, his slightly below average student, would select as the
correct answers.
B. Teacher B who turned in the answer sheet as it was, even though she thought George, an
average student, might have gotten a higher score had he finished the test.
C. Teacher C filled in the answer sheet the way he thought Joan, who was not feeling well,
would have answered based on her typical in-class performance.
D. Teacher D darkened circles on the answer sheet at random. He assumed Fred, who was
not a good student, would just guess at the answers, so this would be a fair way to obtain
Fred's score on the test.
24.) Which of the following situations depicts misuse of the result
of learners’ intelligence tests?

A. Making inferences on why some students are advanced in some tasks.

B. Making conclusions about curricular effectiveness.
C. Helping learners determine their career tracks.
D. Identifying the appropriate advanced studies for every learner.
24.) Which of the following situations depicts misuse of the result
of learners’ intelligence tests?

A. Making inferences on why some students are advanced in some tasks.

B. Making conclusions about curricular effectiveness.
C. Helping learners determine their career tracks.
D. Identifying the appropriate advanced studies for every learner.
25.) Which of the following situations shows ethical use of
learners’ assessment data in research?

A.Providing tokens to students who volunteered for their assessment

data to be used in research.
B. Ensuring that learners’ names and other identifying information are
private and confidential.
C. Writing the research report with learners’ aggregate data as results.
D.Using learners’ assessment data in the absence of parental consent
and children’s assent.
25.) Which of the following situations shows ethical use of
learners’ assessment data in research?

A.Providing tokens to students who volunteered for their assessment

data to be used in research.
B. Ensuring that learners’ names and other identifying information are
private and confidential.
C. Writing the research report with learners’ aggregate data as results.
D.Using learners’ assessment data in the absence of parental consent
and children’s assent.
THANK YOU…