Pedasol-Sned3 and Ia3

Assessment of Learning 1
Prepared and Compiled by
DR. EDITHA S. MAGSINO
AND
PROF. DAISY MAE R. BONGTIWON
1|Page – Assessment in Learning

TABLE OF CONTENTS
Module 1 Basic Concepts in Assessment

I. Introduction
II. Different Terminologies: Assessment, Testing, Measurement and Evaluation
III. Types of Assessment Procedures
a. Nature of Assessment
b. Format of Assessment
c. Role of Assessment in Classroom Introduction
i. Beginning of Instruction
ii. During Instruction
iii. End of Instruction
d. Methods of Interpreting the Results
i. Norm-Referenced Interpretation
ii. Criterion-Referenced Interpretation
IV. Other Types of Test
a. Non-Standardized Test vs. Standardized Test
b. Objective Test vs. Subjective Test
c. Supple Test vs. Fixed-Response Test
d. Individual Test vs. Group Test
e. Mastery Test vs. Survey Test
f. Speed Test vs. Power Test
V. Modes of Assessment
a. Traditional Assessment
b. Alternative Assessment
c. Performance-based Test
d. Portfolio Assessment
VI. Guidelines for Effective Student Assessment

Module 2: Assessing Learning Outcomes
I. Introduction
II. Purposes of Instructional Goals and Objectives
III. Goals and Objectives
a. Goal, General Educational Program Objectives and Instructional Objectives
i. Goals
ii. General Educational Program Objectives
iii. Instructional Objectives
iv. Four Main Things That Objectives Should Specify
b. Types of Educational Objectives
IV. Types of Learning Outcomes
a. Types of Learning Outcomes to Consider
V. Taxonomy of Educational Objectives
a. Cognitive Domain
b. Affective Domain
c. Psychomotor Domain
VI. Criteria for Selecting Appropriate Objectives
VII. Clear Statement of Instructional Objectives
VIII. Matching Test Items to Instructional Objectives
IX. Bloom’s Revised Taxonomy
a. Cognitive Domain
b. Affective Domain
c. Psychomotor Domain
i. Other Psychomotor Domains

Module 3: Development of Classroom Assessment Tools
I. General Principles of Testing

II. Principles of High Quality Assessment
a. Clarity of the Learning Assessment
b. Appropriateness of Assessment Tool
i. Objective Test
ii. Subjective Test
iii. Performance Assessment
iv. Portfolio Assessment
v. Oral Questioning
vi. Observation Technique
vii. Self-Report
c. Different Qualities of Assessment Tools
i. Validity
ii. Reliability
iii. Fairness
iv. Objectivity
v. Scorability
vi. Adequacy
vii. Administrability
viii. Practicality and Efficiency
d. Steps in Developing Assessment Tools

i. Examine the Instructional Objectives of the Topics Previously
Discussed
ii. Make a Table of Specification (TOS)
iii. Preparing a Table of Specification
iv. Different Formats of Table of Specification
v. Construct Test Items
1. General Guidelines for Constructing Test Items
vi. Determining the Number of Test Items
vii. Checklist for Constructing Test Items
viii. Assemble the Test Items
ix. Write Directions
x. Check the Assembled Test Items
xi. Make the Answer Key
xii. Analyze and Improve the Test Items
e. Different Formats of Classroom Assessment Tools
i. Selection Type or Objective Test Items
ii. Kinds of Objective Type Test
1. Multiple-choice Test
2. General Guidelines in Constructing Multiple-choice Test
3. Guidelines in Constructing the Stem
4. Guidelines in Constructing Options
5. Guidelines in Constructing the Distracters
6. Examples of Multiple-choice Test
7. Advantages of Multiple-choice Test
8. Disadvantages of Multiple-choice Test
iii. Matching Type Test

1. Guidelines in Constructing Matching Type of Test
2. Example of Matching Type Test
3. Advantages of Matching Type Test
4. Disadvantages of Matching Type Test
iv. True or False Test

1. Guidelines in Constructing True or False Test
2. Example of True or False Test
3. Advantages of True or False Test
4. Disadvantages True or False Test
v. Supply Type or Subjective Type of Test Items
vi. Kinds of Subjective Type Test Items
vii. Completion Type or Short Answer Test
1. Guidelines in Constructing Completion Type or Short Answer
Test
2. Example of Completion Type and Short Answer Test
3. Advantages of Completion Type or Short Answer Test
4. Disadvantages of Completion Type or Short Answer Test
viii. Essay Items
1. Types of Essay Items
2. Guidelines in Constructing Essay Test Items
3. Example of Essay Test Item
4. Advantages of Essay Test
5. Disadvantages of Essay Test
6. Suggestion for Grading Essay Test
7. Checklist for Evaluating Essay Questions

Module 4 Administering, Analyzing, and Improving Tests
I. Introduction
A. Packaging and Reproducing Test Items
B. Administering the Examination
i. Guidelines Before Administering Examinations
ii. Guidelines During the Examination
iii. Guidelines After the Examination
C. Analyzing the Test
i. Item Analysis
1. Uses of Item Analysis
ii. Types of Quantitative Item Analysis
iii. Difficulty Index
1. Level of Difficulty
iv. Discrimination Index
1. Types of Discrimination Index
2. Level of Discrimination
3. Checklist for Discrimination Index
v. Analysis of Response Options
D. Distracter Analysis
E. Qualitative Analysis
II. Improving Test Items

Module 6 Establishing Validity and Reliability of Tests
I. Introduction
II. Validity of a Test
a. Types of Validity
b. Important Things to Remember about Validity
c. Factors Affecting the Validity of a Test Item
d. Reasons That Reduce the Validity of the Test Item
e. Guide Questions to Improve Validity
III. Validity Coefficient
IV. Reliability of a Test
a. Factors Affecting Reliability of a Test
b. Four Methods of Establishing Reliability of a Test
V. Reliability Coefficient
a. Description of Reliability Coefficient
b. Interpreting Reliability Coefficient
Module 7: Scoring Rubrics for Performance and Portfolio Assessment
I. Introduction
II. Scoring Rubrics
a. Types of Rubrics
i. Holistic Rubric
ii. Analytic Rubric
b. Advantages of Using the Rubrics
c. Development of Scoring Rubrics
III. Performance-based Assessment
IV. Portfolio Assessment
V. Comparison of Portfolio and Traditional Forms of Assessment

Module 1 Basic Concepts in Assessment
• Focuses on the development and utilization of assessment tools to improve the

teaching-learning process
• Emphasizes on the use of testing for measuring knowledge, comprehension and
other thinking sills
• Part of the overall evaluation process
o Need to find out if the learners are actually learning (changing their
behavior) as a result of teaching
o It will show whether teaching is effective
Learning Outcomes
At the end of this module, students should be able to:
1. Define the different terms;

2. Discriminate the different purposes of assessment;
3. Differentiate the different types of assessment
4. Identify and discuss the general principles of assessment;
5. Discuss the different guidelines for effective student assessment; and
6. Differentiate norm-related interpretation from criterion-referenced interpretation.
• Assessment
o A means of finding out what learning is taking place. And with specific
knowledge and skills, other changes in behavior related to ‘personality’,
social skills, interests, learning styles, interests, and learning styles can also
be measured
• There are a lot of debate about how to assess learning, and especially about how to
evaluate performance.
• Objectives
o Gives guidance on what to assess
o Are written in terms of what the learners should be able to do
o Based on these, it is very useful to identify all the activities and skills which
the learners will carry out, the conditions under which they will perform
these tasks and activities, the possible results which might be obtained, and
the standards by which their performance will be measured.

Different Ways Assessment can be done:
1. Ask what the learner to recall facts or principles (e.g. What is ‘x’?).
2. Ask the learner to apply given or recalled facts and principles (e.g. How does x help
you solve this problem?).
3. Ask the learner to select and apply facts and principles to solve a given problem (e.g.
What do you know that will help you solve this problem?).
4. Ask the learner to formulate and solve his or her own problem by selecting,
generating and applying facts and principles (e.g. What do I see as the problem here
and how can I reach a satisfying solution?).
5. Ask the learner to perform tasks that shows mastery of the learning outcomes.
Note:
• Participation is important especially in assessment and evaluation.
• Learners should be actively involved in both the development of learning objectives,
and in their own assessment.
• In many educational system, assessment is used as a tool for ‘sorting’ students for
selection purposes
o Progression to higher level of education, higher rewards.
• It is much better if students are aware of what they need to learn and what they
have learned, so they can set their own targets and monitor their own progress
• Key Role of the Teacher
o Should advise the learners, and guide them in order to help them learn
• Norm-referencing
o Assessment where students are compared with each other
• Criterion-referencing
o Assessment of learners in relation to a particular target or level of
performance
II. Different Terminologies: Assessment, Testing, Measurement and Evaluation

• Assessment, measurement and evaluation mean different things and are sometimes
used interchangeably in the field of education.
Assessment
• Refers to the different components and activities of different schools
• Can be used to student learning and in comparing student learning with the learning
goals of an academic program
• Defined as an act or process of collecting and interpreting information about
student learning
• A systematic process of gathering, interpreting, and using his information about
student learning.
• A very powerful tool for educational improvement
• Emphasizes on individual student or groups of individuals and on the academic
program of a certain educational institution

• A general term that includes different ways that the teachers used to gather
information in the classroom
o Helps teachers understand their students
o Used to plan and monitor their classroom instruction
o Used to a worthwhile classroom culture and information that is used for
testing and grading
Different Purposes of Assessment

• To provide feedback to students
• To serve as diagnostic tool for instruction
o Usually answers the questions:
▪ “Was the instruction effective?”
▪ “Did the students achieve the intended learning outcomes?”
Test
• Most common form of assessment
• Answers the question, “How does individual student perform?”
• A formal and systematic instrument
• Usually paper and pencil procedure designed to assess the quality, ability, skill or
knowledge of the students by giving a set of question in uniform manner
• One of many types of assessment procedure used to gather information about the
performance of students
Testing
• One of the different methods used to measure the level of performance or
achievement of learners
• Refers to the administration, scoring, and interpretation of the procedures designed
to get information about the extent of the performance of the students
Measurement
• A process of quantifying or assigning number to the individual’s intelligence,
personality, attitudes and values, and achievement of the students.
• Express the assessment data in terms of numerical values
• Answer the question, “How much?”
• Example is when a teacher gives scores to the test of the students such as:
o Renzel got 23 correct answers out of 25 items in Mathematics test;
o Princess Mae got 95% in her English first grading periodic test;
o Ronnick’s score 88% in his laboratory test in Biology
o NOTE: Numerical values are used to represent the performance of the
students in different subjects.
• After collecting the assessment data, the teacher will use this to make decisions or
judgment about the performance of the students in a certain instruction.
10 | P a g e – A s s e s s m e n t i n L e a r n i n g
Evaluation
• Refers to the process of judging the quality of what is good and what is desirable
• It is the comparison of data to a set of standard or learning criteria for the purpose
of judging the worth or quality
• Occurs after the assessment data has been collected and synthesized because it is
only in this time where teacher is in the position to make judgment about the
performance of the students
• Teachers evaluate well or to what extent the students attained the instructional
outcomes
III. Types of Assessment Procedures
Nature of Assessment
• Maximum Performance
o Used to determine what individuals can do when performing at their best
o Examples:
▪ Aptitude Test
▪ Achievement Test
• Typical Performance
o Used to determine what individuals will do under natural conditions.
o Examples:
▪ Attitude, interest and personality inventories
▪ Observational techniques
▪ Peer appraisal
Format of Assessment
• Fixed-choice Test
o An assessment used to measure knowledge and skills effectively and
efficiently
o Example: Standard Multiple-choice Test
• Complex-performance Assessment
o An assessment procedure used to measure the performance of a learner in
contexts and on problems valued in their own right.
o Examples:
▪ Hands-on laboratory experiment
▪ Projects
▪ Essays
▪ Oral Presentations
Role of Assessment in Classroom Instruction
“Teaching and Learning are reciprocal processes that depend on and affect one another.
(Swearingen, 2002 and Kellough, 1999).
• The assessment component of the instructional processes with the learning
progress of the students and the teacher’s effectiveness in imparting knowledge to
the students.
• Assessment enhances learning in the instructional process if the result provides
feedbacks to both students and teachers.
• Information obtained from assessment
o Used to evaluate the teaching methodologies and strategies of the teacher
o Used to make teaching decisions
• The result of assessment is used to diagnose the learning problems of the students.
• Planning Assessment should start when teacher plans his instruction.
o When writing learning outcomes up to the time when the teacher assesses
the extent of achieving the learning outcomes.
• Teachers made decisions from the beginning of instruction up to the end of
instruction
Four Roles of Assessment Used in the Instructional Process

• These four roles are divided depending on the time when are they used during the
instruction proper.
I. Beginning of Instruction
Placement Assessment
• Concerned with the entry performance and typically focuses on the questions:
o Does the learner possess the knowledge and skills needed to begin the
planned instruction?
o To what extent has the learner already developed the understanding and
skills that are the goas of planned objectives?
o To what extent do the student’s interest, work habits, and personality
indicate that one mode of instruction might be better than another?
• The purpose of is to determine the prerequisite skills, degree of mastery of the
course objectives and the best mode of learning.
II. During Instruction

• During instructional process, the main concern of a classroom teacher is to monitor
the learning progress of the students.
• Teacher should assess whether students achieved the intended learning outcomes
set for a particular lesson.
• If students achieve the planned learning outcomes, the teacher should provide a
feedback to reinforce learning.
• Based on recent researches, it shows that providing feedback to student is the most
significant strategy to move students forward in their learning.
• Feedback provides students with an understanding of what they are doing well,
links to classroom learning, and gives specific input on how to reach the next step in
learning progression.
• If it is not achieved, the teacher will give a group or individual remediation and
consider the following assessment.
Formative Assessment
• A type of assessment used to monitor the learning progress of the students during
instruction.
• Purposes:
o To provide immediate feedback to both the student and teacher regarding
the success and failures of learning;
o To identify the learning errors that are in need of correction;
o To provide teachers without information on how to modify instruction; and
o To improve learning and instruction.
Diagnostic Assessment
• A type of assessment given at the beginning of instruction or during instruction.
• Aims to identify the strengths and weaknesses of the students regarding the topics
to be discussed.
• Purposes:
o To determine the level of competence of the students;
o To identify the students who already have knowledge about the lesson;
o To determine the causes of learning problems that cannot be revealed by
formative assessment; and
o To formulate a plan for remedial action
III. End of Instruction

Summative Assessment
• A type of assessment usually given at the end of a course or unit.
• Purposes:
o To determine the extent to which the instructional objectives have been met;
o To certify student mastery of the intended learning outcomes as well as use it
for assigning grades;
o To provide information for judging appropriateness of the instructional
objectives; and
o To determine the effectiveness of instruction.
Methods of Interpreting Results
Norm-referenced Interpretation
• Used to describe student performance according to relative position in some known
group.
• It is assumed that the level of performance of the students will not vary much from
one class to another class.
• Example: Ranks 5th in a classroom group of 40
Criterion-referenced Interpretation
• Used to describe student performance according to a specified domain of clearly
defined tasks.
• Used when the teacher wants to determine how well the students have learned
specific knowledge or skills in a certain course or subject matter.
• Example: Multiple binomial terms correctly
Summary of the different types of assessment procedures that was adapted and
modified (Gronlund, Linn, and Miller ,2009).
Type of Function of Example of
Classification
Assessment Assessment Instruments
It is used to
determine what
Maximum Aptitude Tests;
individuals can do
Performance Achievement Tests
when performing at
their best.
Nature of
Attitude, Interest,
Assessment It is used to
and Personality
determine what
Typical Inventories;
individuals will do
Performance Observational
under normal
Techniques;
conditions.
Peer Appraisal
An assessment used
to measure
Standard multiple-
Fixed-choice Test knowledge and
choice Test
skills effectively
and efficiently.
An assessment
Form of
procedure used to Hands-on
Assessment
measure the laboratory
Complex-
performance of the experiment;
performance
learner in context s Projects;
Assessment
and on problems Essays
valued in their own Oral Presentation
right.
An assessment
Readiness Tests;
procedure used to
Aptitude Tests;
determine the
Pretests on Course
learner’s
Objectives;
Placement prerequisite skills,
Self-Report
degree of mastery
Inventories;
of the course goals,
Observational
and/or best modes
Techniques
of learning.
An assessment
procedure used to Teacher-made
determine the tests;
learner’s learning Custom-made tests
Formative progress, provides from textbook
feedback to publishers;
reinforce learning, Observational
and corrects Techniques
Use in Classroom learning errors.
Instruction An assessment
procedure used to
determine the Published
causes of learner’s diagnostic tests;
persistent learning Teacher-made
Diagnostic
difficulties such as diagnostic tests;
intellectual, Observational
physical, emotional, Techniques
and environmental
difficulties.
An assessment
procedure used to
Teacher-made
determine the end-
survey test;
of-course
Summative Performance rating
achievement for
scales;
assigning grades or
Product Scales
certifying mastery
of objectives.
It is used to Teacher-made
describe student Tests;
Methods of performance Custom-made tests
Criterion-
Interpreting according to a from textbook
referenced
Results specified domain of publishers;
clearly defined Observational
learning tasks. Techniques
Standardized
Aptitude and
It is used to
Achievement Tests;
describe student’s
Teacher-made
performance
Norm-referenced survey tests;
according to
Interest
relative position in
Inventories;
some known group.
Adjustment
inventories
IV. Other Types of Test

Non-standardized Test vs. Standardized Test
• Non-standardized Test: Type of test developed by the classroom teachers.
• Standardized Test: Type of test developed by test specialists, and is administered,
scored and interpreted using a certain standard condition.
Objective Test vs. Subjective Test

• Objective Test: Type of test in which two or more evaluators give an examinee the
same score.
• Subjective Test: Type of test in which the scores are influenced by the judgment of
the evaluators, meaning there is no one correct answer.
Supply Test vs. Fixed-response Test

• Supply Test: Type of test that requires the examinees to supply an answer, such as
an essay test item or completion or short answer test item.
• Fixed-response Test: Type of test that requires the examinees to select an answer
from a given option such as multiple-choice test, matching type of test, or true/false
test.
Individual Test vs. Group Test

• Individual Test: Type of test administered to student on a one-on-one basis using
oral questioning.
• Group Test: Type of test administered to a group of individuals or group of
students.
Mastery Test vs. Survey Test

• Mastery Test: Type of achievement test that measures the degree if mastery of a
limited set of learning outcomes using criterion-reference to interpret the result.
• Survey Test: Type of Test that measures students’ general achievement over a
broad range of learning outcomes using norm-reference to interpret the result.
Speed Test vs. Power Test
• Speed Test: Designed to measure number of items an individual can complete over
a certain period of time.
• Power Test: Designed to measure the level of performance rather than speed of
response. It contains test items that are arranged according to the increasing degree
of difficulty.
V. Modes of Assessment
Traditional Assessment
• Type of assessment in which the students choose their answer from a given list of
choices.
• Students are expected to recognize that there is only one correct or best answer for
the question asked
• Examples:
o Multiple-choice Test
o Standard true/false Test
o Matching Type Test
o Fill-in-the-blank Test
Alternative Assessment
• An assessment in which students create response to answer a certain question
• Student respond to a question using their own ideas, in their own words.
• Examples:
o Short-answer questions
o Essays
o Oral Presentations
o Exhibitions
o Demonstrations
o Performance Assessment
o Portfolios
o Teacher observation
o Student self-assessment
• Components of Alternative Assessment
o Assessment is based on authentic tasks that demonstrate students’ ability to
accomplish communication goals.
o The teacher and students focus on communication, not on right and wrong
answers.
o Students help the teacher to set the criteria for successful completion of
communication tasks.
o Students have opportunities to assess themselves and their peers.
Performance-based Assessment
• An assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills.
• A direct measure of student performance because the tasks are designed to
incorporate context, problems and solution strategies that students would use in
real life.
• Focuses on processes and rationales.
• There is no single correct answer; instead students are led to craft polished,
thorough and justifiable responses, performances and products.
• Involved long-range projects, exhibits, and performances that are linked to the
curriculum.
• The teacher is an important collaborator in creating tasks, as well as in developing
guidelines for scoring and interpretation.
Portfolio Assessment
• The systematic, longitudinal collection of student work created in response to
specific, known instructional objectives and evaluated in relation to the same
criteria (Ferrenz, K., 2001).
• Portfolio
o Purposeful collection of student work that exhibits the student’s efforts,
progress and achievements in one or more areas over a period of time.
o Measures the growth and development of students
VI. Guidelines for Effective Student Assessment

1. Effective assessment requires a clear concept of all intended learning outcomes.
2. Effective assessment requires that a variety of assessment procedures should be
used.
3. Effective assessment requires that the instructional relevance of the procedure
should be considered.
4. Effective assessment requires an adequate sample of student performance.
5. Effective assessment requires that the procedures must be fair to everyone.
6. Effective assessment requires specifications of criteria for judging successful
performance.
7. Effective assessment requires feedback to students emphasizing strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by comprehensive grading and reporting
system.
Chapter 1 Exercises:
1. Differentiate between assessment, testing, measurement, and evaluation.
2. Discuss the different purposes of assessment.
3. What are the different roles of assessment in the instructional decisions?
4. Compare the different types of assessment.
5. Present and discuss the different guidelines for effective student assessment.
6. What are the different issues related to the assessment of students’ learning?
7. Explain the six elements of formative assessment.
MODULE 2: ASSESSING LEARNING OUTCOMES
Learning Outcomes
At the end of this module, students should be able to
1. Define the different terms;

2. Write specific and general objectives;
3. Identify learning outcomes and learning objectives;
4. Determine observable outcome and non-observable learning outcomes;
5. Identify the different levels of Bloom’s Taxonomy;
6. Identify the different levels of Krathwolh’s 2001 Revised Cognitive Domain;
7. Write specific cognitive outcomes;
8. Write specific affective outcomes;
9. Write specific psychomotor outcomes; and
10. Write measurable and observable learning outcomes.
I. Introduction
• Instructional goals and objectives play a very important role in both instructional
process and assessment process.
o Serves as a guide both for teaching and learning process, communicate the
purpose of instruction to other stakeholders, and to provide guideline s for
assessing the performance of the students.
• Critical Functions of Teachers: Assessing the learning outcomes of the students.
• A classroom teachers should classify the objectives of the lesson because it is
important for:
o Selection of the teaching method
o Selection of the instructional materials.
• Instructional Material: Should be appropriate for the lesson so that the teacher can
motivate the students properly.
II. Purposes of Instructional Goals and Objectives

1. It provides direction for the instructional process by clarifying the intended learning
outcomes.
2. It conveys instructional intent to other stakeholders such as students, parents,
school officials, and the public.
3. It provides basis for assessing the performance of the students by describing the
performance to be measured.
III. Goals and Objectives

• Term ‘goals’ and ‘objectives’ are two different concepts but they are related to each
other.
• These are very important most especially if one wants to achieve something for the
students in any classroom activities.
• Goals can never be accomplished without objectives and you cannot get the
objectives that you want without goals.
• Both are tools that you need in order to accomplish what you want to achieve.
Table 1: Difference of Goals and Objectives

Goals Objectives
Broad Narrow
General Intention Precise
Intangible Tangible
Abstract (Less Structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to Short term aims what you want to achieve
accomplish
Hard to quantify or put in a timeline Must be given timeline to accomplish to be
more effective
Goal, General Educational Program Objectives and Instructional Objectives
Goal
• A broad statement of a very general educational outcomes that do not include
specific level of performance.
• It tend to change infrequently and in response to the societal pressure.
• Example:
o Learn problem solving skills
o Develop high level thinking skills
o Appreciate the beauty of an art
o Be creative
o Be competent in the basic skills in the basic skills in the area of grammar
General Educational Program Objectives

• More narrowly defined statements of educational outcomes that apply to specific
educational programs
• Formulated of the annual basis
• Developed by program coordinators, principals, and other school administrators.
Instructional Objectives
• Specific statement of the learners’ behavior or outcomes that are expected to be
exhibited by the students after completing a unit of instruction.
• Unit of Instruction may mean
o Two weeks lesson on polynomials
o One week lesson on “parallelism after correlatives”
o One class period on “katangian ng wika”
• Examples of Instructional Objectives:
o At the end of the lesson, the students should be able to add fractions with
100% accuracy;
o The students should be able to dissect the frog following the correct
procedures
Table 2: Typical Problems Encountered When Writing Objectives

Problems Error Types Solutions
The objective is too broad in
Too broad or complex scope or is actually more than one Simplify or break apart.
objective.
Be more specific, make
False or missing The objective does not list the
sure the behavior,
behavior, condition, or correct behavior, condition,
condition, and degree
degree and/or degree, or it is missing.
are included.
Describes instruction, not Simplify, include ONLY
False given
conditions. ABCDs.
No true overt, observable Describe what behavior
False Performance
performance listed. you must observe.
Four Main Things that Objectives Should Specify

1. Audience
• Who?
• Who are the specific people the objectives are aimed at?
2. Observable Behavior
• What?
• What do you expect them to be able to do?
• This should be an overt, observable behavior, even if the actual behavior is
covert or mental in nature.
o If you cannot see it, hear it, touch it, taste it, or smell it, you cannot be sure
your audience really learned it.
3. Special Conditions
• How?
• Under what circumstances will the learning occur?
• What will the student be given or already be expected to know to accomplish
the learning.
4. Stating Criterion Level
• How much?
• Must a specific set of criteria be met?
• Do you want total mastery (100%), do you want them to respond correctly 90%
of the time, among others?
o A common (and totally non-scientific) setting is 90% of the time.
• The criterion level of acceptable performance specifies how many of the items
must the students answer correctly for the teacher to attain his/her objectives.
• Criterion level need not be specified in percentage of the number of items
correctly answered.
o It can be stated as:
▪ Number of items correct
▪ Number of consecutive items correct
▪ Essential features included in the case of essay question or paper
▪ Completion within a specified time or completion with a certain degree
of accuracy
Types of Educational Objectives/Instructional Objective

• Specific or Behavioral Objectives
o Precise statement of behavior to be exhibited by the students.
o The criterion by which mastery of the objectives will be judged.
o The statement of the conditions under which behavior must be
demonstrated.
o Examples:
▪ Multiply three-digit numbers with 95% accuracy.
▪ List the months of the year in proper order from memory, with 100%
accuracy.
▪ Encode 30 words per minute with at most three (3) errors using
computer.
o Note: Those activities specify specific educational outcomes.
• General or Expressive Objectives
o Statements wherein the behaviors are not usually specified and the criterion
of the performance level is not stated.
o It only describes the experience or educational activity to be done.
o The outcome of the activity is not expressed in specific terms but in general
terms such as:
▪ Understand
▪ Interpret
▪ Analyze
o Examples:
▪ Interpret the novel the Lion, the Witch and the Wardrobe.
▪ Visit Manila Zoo and discuss what was of interest.
▪ Understand the concept of normal distribution.
o Note: Those examples specify only the activity or experience and broad
educational outcome.
Instructional Objective
• A clear and concise statement of skill or skills that students are expected to perform
or exhibit after discussing a certain lesson or unit of instruction.
• The components are:
o Observable behaviors
o Special conditions which the behavior must be exhibited
o Performance level considered sufficient to demonstrate mastery.
• When teacher develop this, he must include an action verb that specifies learning
outcomes.
o Some educators and education students are often confused with learning
outcome and learning activity.
o Learning Outcome
▪ An activity that implies a certain product or end result of instructional
objectives.
o Learning Activity:
▪ If you write instructional objectives as a means or processes of
attaining the end product.
Table 3: Examples of Learning Activities vs. Learning Outcomes

Learning Activities Learning Outcomes
Study Identify
Read Write
Watch Recall
Listen List
IV. Types of Learning Outcomes
• After developing learning outcomes, the next step the teacher must consider is to
identify whether the learning outcome is stated as a measurable and observable
behavior or non-measurable and non-observable behavior.
• Learning outcome is measurable = It is observable
o Therefore: Always state the learning outcomes in observable behavior.
• Teachers should always develop instructional objectives that are specific,
measurable statement of outcomes of instruction that indicates whether
instructional intents have been achieved.
Table 4: Examples of Verbs in Terms of Observable Learning Outcomes and

Unobservable Learning Outcomes
Observable Learning Non-Observable
Outcomes Learning Outcomes
Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar
Examples of Observable Learning Outcomes

1. Recite the names of the characters in the story MISERY by Anton Chechov.
2. Add two-digit numbers with 100% accuracy.
3. Circle the initial sounds of words.
4. Change the battery of an engine.
5. List the steps of hypothesis testing in order.
Examples of Non-Observable Learning Outcomes
1. Be familiar with the constitutional provision relevant to agrarian reforms.
2. Understand the process of evaporation.
3. Enjoy speaking Spanish.
4. Appreciate the beauty of an art.
5. Know the concept of normal distribution.
Types of Learning Outcomes to Consider
1. Knowledge 5. General skills

1.1. Terminology 5.1. Laboratory skills
1.2. Specific facts 5.2. Performance skills
1.3. Concepts and principles 5.3. Communication skills
1.4. Methods and procedures 5.4. Computational skills
2. Understanding 5.5. Social skills
2.1. Concepts and principles 6. Attitudes
2.2. Methods and procedures 6.1. Social attitudes
2.3. Written materials, graphs, maps, 6.2. Scientific attitudes
and numerical data 7. Interests
2.4. Problem situations 7.1. Personal interests
3. Application 7.2. Educational interests
3.1. Factual information 7.3. Vocational interests
3.2. Concepts and principles 8. Appreciations
3.3. Methods and procedures 8.1. Literature, art, and music
3.4. Problem solving skills 8.2. Social and scientific achievements
4. Thinking skills 9. Adjustments
4.1. Critical thinking 9.1. Social adjustments
4.2. Scientific thinking 9.2. Emotional adjustments
V. Taxonomy of Educational Objectives

• Taxonomy of Educational Objectives
o Useful guide for developing a comprehensive list of instructional objectives
• Taxonomy
o Primarily useful in identifying the types of learning outcomes that should be
considered when developing a comprehensive list of objectives for classroom
instruction.
• Benjamin S. Bloom
o Well-known psychologist and educator
o He took the initiative to lead in formulating and classifying the goals and
objectives of the educational process.
• Bloom’s Taxonomy of Cognitive Domain
o Bloom and other educators worked on cognitive domain, established and
completed the hierarchy of educational objectives in 1956.
o The affective and psychomotor domains were also developed by the other group
of educators.
The Three Domains of Educational Activities
1. Cognitive Domain
• Called for outcomes of mental activity such as:
o Memorizing
o Reading problem solving
o Analyzing
o Synthesizing
o Drawing conclusions
2. Affective Domain
• Describes learning objectives that emphasize a feeling, tone, an emotion, or a degree
of acceptance or rejection.
• Affective objectives vary from simple attention to selected phenomena to complex
but internally consistent qualities of character and conscience.
• Krawthwohl et.al. found a large number of such objectives in the literature
expressed as interests, attitudes, appreciations, values, and emotional sets or biases.
• It refers to the persons’ awareness and internalization of objects and simulations.
• It focuses on the emotions of the learners.
3. Psychomotor Domain
• Characterized by the progressive levels of behaviors from observation to mastery of
physical skills
• This includes physical movement, coordination, and use of the motor-skill areas.
• Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution.
• It focused on the physical and kinesthetic skills of the learner.
VI. Criteria for Selecting Appropriate Objectives

1. The objectives should include all important outcomes of the course or subject matter.
2. The objectives should be in harmony with the content standards of the state and with
the general goals of the school.
3. The objectives should be in harmony with the sound principles of learning.
4. The objectives should be realistic in terms of the abilities of the students, time and the
available facilities.
VII. Clear Statement of Instructional Objectives
• Steps in Defining the Objectives (Gronlund, 2000)
1. State the general objectives of instruction as intended learning outcomes.
2. List under each objective a sample of the specific types of performance that the
students should be able to demonstrate when they have achieved the objective
• Example
1. Understand the scientific principles
1.1. Describes the principle in their own words.
1.2. Identifies examples of the principles.
1.3. States reasonable hypotheses based on the principle.
1.4. Uses the principle in solving problem.
1.5. Distinguishes between two given principles.
1.6. Explains the relationships between the given principles.
• Explanation of the example above:
o The expected learning outcome is concerned with the understanding of the students
regarding scientific principles.
o The verb understands is expressed as a general objective so the statement
immediately starts with it.
▪ It is very important to start immediately with the verb so that it will focus only
on the intended outcomes.
▪ There is no need to add phrase such as “the student should be able to
demonstrate that they understand”
o Beneath the general objective are statements of specific learning outcomes that start
immediately with verbs that are specific, indicate definite, and observable responses
that is, one can be seen and can be assessed by outside observers or evaluators.
o The verbs describes, identifies, states, uses, distinguishes, and explains are specific
learning outcomes stated in terms of observable student performance.
VIII. Matching Test Items to Instructional Objectives

• When constructing test items, always remember that they should match the
instructional objectives.
• The learning outcomes and the learning conditions specified in the test items should
match with the learning outcomes and conditions stated in the objectives.
• The content validity is very important so that you can measure what you want to
measure from the students.
Table 5: Example of Matching Test Items to Instructional Objectives

Match?
Yes No
1. Objective: Discriminate fact from opinion from Pres. Aquino’s first State of
the Nation Address (SONA).
/
Test Item: From the SONA speech of President Aquino, give five (5)
examples of facts and five (5) examples of opinions.
2. Objective: Recall the names and capitals of the different provinces of
Regions I and II in the Philippines.
/
Test Item: List the names and capitals of two provinces in Region I and
three provinces in Region II.
3. Objective: List the main event in chronological order, after reading the
short story A VENDETTA by Guy de Maupassant.
/
Test Item: From the short story A VENDETTA by Guy de Maupassant, list
the main event in chronological order.
4. Objective: Circle the nouns and pronouns from the given list of words.
/
Test Item: Give five examples of pronouns and five examples of verbs.
5. Objective: Make a freehand drawing about Region II using your map as a
guide. /
Test Item: Without using your map, draw the map of Region II.
IX. Bloom’s Revised Taxonomy
• Lorin Anderson, a
former student of
Bloom, together with
Krathwohl revised the
Bloom’s taxonomy of
cognitive domain in the
mid-90s in order to fit
the more outcome-
focused modern
education objectives.
• The new taxonomy
reflects a more active form of thinking and is perhaps more accurate.
• Two major changes:
o The names of the six (6) categories from noun to active verb; and
o The arrangement of the order of the last two highest level
Table 6: Comparison of Bloom’s Taxonomy (1956) and the Revised Bloom’s

Taxonomy (2001)
Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s Revision in 2001
1. Knowledge: Remembering or 1. Remembering: Objectives on the
retrieving previously learned material. remembering level (lowest cognitive
level): Retrieving, recalling, or
Example of verbs related: recognizing knowledge from memory.
- Identify, relate, list, define, recall, Remembering is when memory is used
memorize, repeat, record, name, to produce definitions, facts, or lists; to
recognize, acquire. recite or retrieve material.
Sample verbs appropriate written at

this level:
- State, tell, underline, identify,
relate, list, define, recall, memorize,
repeat, record, name, recognize,
acquire.
2. Comprehension: The ability to grasp 2. Understanding: Objectives written on
or construct meaning from material. the understanding level (higher level of
mental ability than remembering ,
Example of verbs related: requires the lowest level of
- Restate, locate, report, recognize, understanding from the student):
explain, express, identify, discuss, Constructing meaning from different
describe, review, infer, conclude, types of functions be they written or
illustrate, interpret, draw, graphic message activities like
represent, differentiate. interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and
explaining.

this level:
- Restate, locate, report, recognize,
explain, express, identify, discuss,
describe, review, infer, conclude,
illustrate, interpret, draw,
represent, differentiate.
3. Application: The ability to use learned 3. Applying: Objectives written on the
material, or to implement material in applying level require learner to
new and concrete situations. implement (use) the information:
Carrying out or using a procedure
Example of verbs related: through executing, or implementing.
- Apply, relate, develop, translate, Applying relates and refers to situations
use, operate, organize, employ, where learned material is used through
restructure, interpret, products like models, presentations,
demonstrate, illustrate, practice, interviews or simulations.
calculate, show, exhibit,
dramatize. Sample verbs appropriate written at
this level:
- Apply, relate, develop, translate,
use, operate, organize, employ,
restructure, interpret,
demonstrate, illustrate, practice,
calculate, show, exhibit, dramatize.
4. Analysis: The ability to break down or 4. Analyzing: Objectives written on the
distinguish the parts of the material analyzing level require the learner to
into their components so that their break the information into component
organizational structure may be better parts and describe the relationship.
understood. Breaking material or concepts into
parts, determining how the parts relate
or interrelate to one another or to an
Example of verbs related:
overall structure or purpose. Mental
- Analyze, compare, probe, inquire,
actions include in this function are
examine, contrast, categorize,
differentiating, organizing, and
differentiate, investigate, detect,
attributing, as well as being able to
survey, classify, deduce,
distinguish between the components or
experiment, scrutinize, discover,
parts. When one is analyzing, he/she
inspect, dissect, discriminate,
can illustrate this mental function by
separate.
creating spreadsheets, surveys, charts,
or diagrams, or graphic representations.
this level:
- Analyze, compare, probe, inquire,
examine, contrast, categorize,
differentiate, investigate, detect,
survey, classify, deduce,
experiment, scrutinize, discover,
inspect, dissect, discriminate,
separate.
5. Synthesis: The ability to put parts 5. Evaluate: Objectives written on the
together to form a coherent or unique evaluating level require the students to
new whole. make a judgment about materials or
methods. Making judgments based on
Example of verbs related: criteria and standards through checking
- Compose, produce, design, and critiquing. Critiques,
assemble, create, prepare, predict, recommendations, and reports are
modify, plan, invent, formulate, some of the products that can be
collect, set up, generalize, created to demonstrate the processes of
document, combine, propose, evaluation. In the newer taxonomy,
develop, arrange, construct, evaluation comes before creating as it is
organize, originate, derive, write. often a necessary part of the precursory
behavior before creating something.
Note: Remember this part has now

changed places with the last one on the
old taxonomy.

this level:
- Appraise, choose, compare,
conclude, decide, defend, evaluate,
give your opinion, judge, justify,
prioritize, rank, rate, select,
support, value.
6. Evaluation: The ability to judge, check, 6. Creating: Objectives written on the
and even critique the value of material creating level require the student to
for a given purpose. generate new ideas, products, and ways
of viewing things. Putting elements
Example of verbs related: together to form a coherent r functional
- Judge, assess, compare, evaluate, whole; reorganizing elements into a
conclude, measure, deduce, argue, new pattern or structure through
decide, choose, rate, select, generating, planning, or producing.
estimate, validate, consider, Creating requires users to put parts
appraise, value, criticize, infer. together in a new way or synthesize
parts into something new and different
form or product. This process is the
most difficult mental function in the
new taxonomy.
Note: This one used to be No. 5 in

Bloom’s taxonomy and was known as
the synthesis.

this level:
- Change, combine, compose,
construct, create, invent, design,
formulate, generate, produce,
revise, reconstruct, rearrange,
visualize, write, plan.
Cognitive Domain
1. Knowledge: Recognizes students’ ability to use rote memorization and recall certain
facts. Test questions focus on identification and recall information.
a. Sample verbs of stating specific learning outcomes: Cite, identify, define, label, list,
match, name, recognize, reproduce, select, state
b. Instructional objective: At the end of the topic, the students should be able to
identify the different steps in testing hypothesis.
c. Test Item: What are the different steps in testing hypothesis?
2. Comprehension: Involves students’ ability to read course content, interpret important

information and put other’s ideas into words. Test questions should focus on the use of
facts, rules and principles.
a. Sample verbs of stating specific learning outcomes: Classify, convert, describe,
distinguish between, give examples, interpret, summarize
b. Instructional objective: At the end of the lesson, the students should be able to
summarize the main events in the story INVICTUS in grammatically correct
English.
c. Test Item: Summarize the main events in the story INVICTUS in grammatically
correct English.
3. Application: Students take a new concepts and apply them to new situation. Test
questions focus on applying facts and principles.
a. Sample verbs of stating specific learning outcomes: Apply, arrange, compute,
construct, demonstrate, discover, extend, operate, predict, relate, show, solve,
use
write a short poem in iambic pentameter.
c. Test Item: Write a short poem in iambic pentameter.
4. Analysis: Students have the ability to take new information and break it down into
parts and differentiate between them. The test questions focus on separation of a whole
into component parts.
a. Sample verbs of stating specific learning outcomes: Analyze, associate, determine,
diagram, differentiate, discriminate, distinguish, estimate, point out, infer,
outline, separate
describe the statistical tools needed in testing the difference between two
means.
c. Test Item: What kind of statistical test would you run to see if there is a
significant difference between pre-test and post-test?
5. Synthesis: Students are able to take various pieces of information and form a whole
creating a pattern where one did not previously exist. Test question focuses on
combining new ideas to form a new whole.
a. Sample verbs of stating specific learning outcomes: Combine, compile, compose,
construct, create, design, develop, devise, formulate, integrate, modify, revise,
rewrite, tell, write
compare and contrast the two types of error.
c. Test Item: What is the difference between type I and type II error?
6. Evaluation: Involves students’ ability to look at someone else’s ideas or principles and
the worth of the work and the value of the conclusion.
a. Sample verbs stating specific learning outcomes: Appraise, assess, compare,
conclude, contrast, criticize, evaluate, judge,, justify, support
conclude the relationship between two means.
c. Test Item: What should the researcher conclude about the relationship in the
population?
Affective Domain
• Describes learning objectives that emphasize a feeling tone, an emotion, or a degree
of acceptance or rejection.
• Affective objectives vary from simple attention to selected phenomena to complex
but internally consistent qualities of character and conscience.
• Krathwohl et.al. found a large number of such objectives in the literature expressed
as literature, attitudes, appreciations, values, and emotional sets or biases.
• Affective domain includes objectives pertaining to attitudes, appreciations, values
and emotions.
• Krathwohl’s affective domain is perhaps the best known of any of the affective
domain.
o “The taxonomy is ordered according to the principle of internalization.”
• Internalization: The process whereby a person’s affect toward an object passes
from a general awareness level to a point where the affect is internalized and
consistently guides or controls the person’s behavior.
Psychomotor Domain
• Characterized by the progressive levels of behaviors from observation to mastery of
physical skills.
• Esmane (2011) includes physical movement, coordination, and use of the motor-
skill areas.
• Development of these skills requires practice.
• Measured in terms of speed, precision, distance, procedures, or techniques in
execution.
• The seven major categories are listed from the simplest behavior to the most
complex
• This domain includes objectives that require basic motor skills and/or physical
movement such as construct, kick or ski.
Table 7: Levels of Affective Domain (lowest to highest)

Level Definition Sample Verbs
1. Receiving Refers to being aware of or Example: Listens to the ideas
sensitive to the existence of of others with respect.
certain ideas, materials, or
phenomena and being able to Sample verbs appropriate
tolerate them. The learners for objectives written in this
are willing to listen. level: Masks, chooses,
describes, follows, gives,
holds, identifies, locates,
names, points to, selects, sits,
erects, replies, uses
2. Responding Refers to the commitment in Example: Participates in
some measure to the ideas, class discussions actively.
materials, or phenomena
involved by actively Sample verbs appropriate
responding to them. It answers for objectives written in this
question about ideas. The level: Answers, assists, aids,
learning outcomes emphasize complies, conforms,
compliance in responding, discusses, greets, helps,
willingness to respond, or labels, performs, practices,
satisfaction in responding. The presents, reads, recites,
learners are willing to reports, selects, tells, writes.
participate.
3. Valuing Refers to the willingness to be Example:
perceived by others as valuing - Demonstrate belief in the
certain ideas, materials, democratic process.
phenomenon or behavior. It is - Shows the ability to solve
based on the internalization of problems.
a set of specified values, while
clues to these values are
expressed in the learner’s Sample verbs appropriate
overt behavior and are often for objectives written in this
identifiable. This ranges from level: Completes,
simple acceptance to the more demonstrates, differentiates,
complex state of commitment. explains, follows, forms,
The learners are willing to initiates, invites, joins,
be involved. justifies, proposes, reads,
reports, selects, shares,
studies, works.
4. Organization Refers to the ability to relate Example:
the value to those already help - Explains the role of
and bring it into a harmonious systematic planning in
and internally consistent solving problems.
philosophy. Commits to using - Prioritizes time effectively
ideas and incorporate them to to meet the needs of the
different activities. It organization, family, and
emphasizes on comparing, self.
relating, and synthesizing
values. The learners are Sample verbs appropriate
willing to be an advocate. for objectives written in this
level: Adheres, alters,
arranges, combines,
compares, completes,
defends, explains, formulates,
generalizes, identifies
integrates, modifies, orders,
organizes, prepares, relates,
synthesizes.
5. Characterization Incorporate ideas completely Example:
by value or value into practice, recognized by the - Shows self-reliance when
set use of them. The value system working independently.
that controls their behavior. - Values people for what
Instructional objectives are they are, not how they look.
concerned with the student’s
general patterns of adjustment Sample verbs appropriate
such as personal, social, and for objectives written in this
emotional. The learners are level: Acts, discriminates,
willing to change one’s displays, influences, listens,
behavior, lifestyle, or way of modifies, performs, practices,
life. proposes, qualifies,
questions, revises, serves,
solves, verifies.
Table 8: Levels of Psychomotor Domain (Simplest to Most Complex Behavior)
Level Domain Example
1. Perception The ability to use sensory cues to Example:
guide motor activity. This ranges - Detects nonverbal
from sensory, stimulation, through communication cues.
cue selection, to translation. - Estimate where a ball will
land after it is thrown and
then moving to the correct
location to catch a ball.
Sample verbs appropriate for

objectives written in this
level: Chooses, describes,
detects, differentiates,
distinguishes, identifies,
isolates, relates, selects.
2. Set Readiness to act. It includes Example:
mental, physical, and emotional - Recognizes one’s abilities and
sets. These three sets are limitations. Shows desire to
dispositions that predetermine a learn a new process
person’s response to different (motivation)
situations (sometimes called
mindsets) Note: This subdivision of
Psychomotor Domain is closely
related to the “responding to
phenomena” subdivision of the
Affective Domain.

level: Begins, displays,
explains, moves, proceeds,
reacts, shows, states,
volunteers.
3. Guided The early stages in learning a Example:
Response complex skill that includes - Performs a mathematical
imitation and trial and error. equation a demonstrated.
Adequacy of performance is - Follows instructions to build
achieved by practicing. a model.

level: Copies, traces, follows,
reacts, reproduces, responds.
4. Mechanism This is the intermediate stage in Example:
learning a complex skill. Learned - Uses a personal computer.
responses have become habitual - Repairs a leaking faucet.
and the movements can be - Drives a car.
performed with some confidence
and proficiency. Sample verbs appropriate for
level: Assembles, Calibrates,
constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes,
sketches.
5. Complex The skillful performance of motor Example:
Overt acts that involves complex - Operates a computer quickly
Response movement patterns. Proficiency is and accurately.
indicated by a quick, accurate, and - Displays competence while
highly coordinated performance, playing the piano.
requiring a minimum energy. This
category includes performing Sample verbs appropriate for
without hesitation, and automatic objectives written in this
performance. For example, players level: Assembles, builds,
often utter sounds of satisfaction calibrates, constructs,
or expletives as soon as they hit a dismantles, displays, fastens,
tennis ball or throw a football, fixes, grinds, heats,
because they can tell by the feel of manipulates, measures, mends,
the act what the result will mixes, organizes, sketches.
produce
Note: They key words are the
same as mechanism, but will
have adverbs or adjectives that
indicate that the performance
is quicker, better, more
accurate, etc.
6. Adaptation Skills are well developed and the Example:
individual can modify movement - Responds effectively to
patterns to fit special unexpected experiences.
requirements. - Modifies instruction to meet
the needs of the learners.
level: Adapts, alters, changes,
rearranges, reorganizes,
revises, varies.
7. Origination Creating new movement patterns Example: Creates a new
to fit a particular situation or gymnastic routine.
specific problem. Learning
outcomes emphasize creativity Sample verbs appropriate for
based upon highly developed skills. objectives written in this
level: Arranges, builds,
combines, composes,
constructs, creates, designs,
initiates, makes, originates.
Table 9: Other Psychomotor Domains by Dave, R.H. (1975)

Level Domain Example
Imitation Observing and patterning behavior Copying a work of art.
after someone else. Performance may
be low quality.
Manipulation Being able to perform certain actions Creating work on one’s own,
by following instructions and after taking lesson, or reading
practicing. about it.
Precision Refining, becoming more exact. Few Working and reworking
errors are apparent. something, so it will be “just
right”.
Articulation Coordinating a series of actions, Producing a video that
achieving harmony and internal involves music, drama, color,
consistency. sound, etc.
Naturalization Having high level performance Michael Jordan playing
become natural, without needing to basketball; Nancy Lopez
think much about it. hitting a golf ball; etc.
Table 10: Other Psychomotor Domains by Harrow, Anita (1972) and Kubiszyn and
Borich (2007)
Level Definition Example
Reflex Reactions that are not learned. Flexion, extension, stretch,
Movements postural adjustment
Fundamental Inherent movement patterns Basic movement such as
Movements which are formed by walking, grasping, twisting,
combinations of reflex manipulating
movements, the basis for
complex skilled movements.
Perception Response to stimuli such as Coordinated movements such
visual, auditory, kinesthetic, or as jumping rope, punting,
tactile discrimination. catching
Physical Abilities Stamina that must be developed Muscular exertion, quick
for further development such as precise movement
strength and agility.
Skilled Advanced learned movements as Skilled activities in sports,
Movements one would find in sports or recreation and dance
acting.
No Discursive Effective body language, such as Body postures, gestures, facial
Communication gestures and facial expressions. expressions, efficiently
executed in skilled dance
movement and choreographies
Chapter 2 Exercises
1. Write (5) specific and (5) general objectives in your area of interest.
2. Determine observable earning outcome and non-observable learning outcomes in
the (5) specific objectives in number 1.
3. Compare and contrast the following:
a. Specific objective and general objective
b. Observable outcome and unobservable outcome
c. Learning outcome and learning activity
4. Explain the main changes in the Krathwohl’s 2001 Cognitive Taxonomy.
5. Develop cognitive, affective and psychomotor learning outcomes in the subject
matter “hypothesis testing”.
Module 3 Development of Classroom Assessment Tools
Lesson Outcomes:
1. Define the important terms;
2. Discuss the different principles of testing/assessing;
3. Identify the different qualities of assessment tools;
4. Identify the different steps in developing test items;
5. Discuss the steps in developing table of specifications;
6. Construct a table of specification using the different formats;
7. Discuss the different format of assessment tools;
8. Determine the advantages and disadvantages of the different format of test item;
9. Identify the different rules in constructing multiple-choice test, matching type test,
completion test, true or false test; and
10. Construct multiple-choice test, matching type test, completion test, true or false test.
I. General Principles of Testing

1. Measure all instructional objectives
• When a teacher constructs test items to measure the learning progress of the
students, they should match all the learning objectives posed during instruction.
• This is why the first step in constructing a test is for the teacher to go back to the
instructional objectives.
2. Cover all the learning tasks
• The teacher should construct a test that contains a wide range of sampling of items.
• The teacher can determine the educational outcomes or abilities that the resulting
scores are representatives of the total performance in the areas measured.
3. Use appropriate test items
• The test items constructed must be appropriate to measure learning outcomes.
4. Make test valid and reliable
• The teacher must construct a test that is valid so that it can measure what it is
supposed to measure from the students.
• The test is reliable when the scores of the students remain the same.
• The test is consistent when the teacher gives the same test for the second time.
5. Use test to improve learning
• The test scores should be utilized by the teacher properly to improve learning by
discussing the skills or competencies on the items that have not been learned or
mastered by the learners.
II. Principles of High Quality Assessment

• Assessing the performance of every student is a very critical task for classroom
teacher.
o They should prepare the assessment tool appropriately.
• Teacher-made tests are developed by a classroom teacher to assess the learning
progress of the students within the classroom.
o Strengths: Lie on its applicability and relevance in the setting where it is
utilized.
o Weaknesses: Limited time and resources for the teacher to utilize the test,
and some technicalities involved in the development of the assessment tools.
• Test constructors believed that every assessment tool should possess good qualities.
o Most literatures considered the most common technical concepts in
assessment are the validity and reliability.
• For any type of assessment, whether traditional or authentic, it should be carefully
developed so that it may serve whatever purpose it is intended for.
• Test results must be consistent with the type of assessment that will be utilized.
Clarity of the Learning Target

• The learning target should be clearly stated
• It must be focused on student learning objectives rather than teacher activity.
• Learning outcomes must be SMART (Specific, Measurable, Attainable, Realistic,
Time-bound).
• The performance task of the students should be clearly presented so that they can
accurately demonstrate what they are supposed to do and how the final product
should be done.
• The teacher should discuss clearly with the students the evaluation procedures, the
criteria to be used and the skill to be assessed in the task.
Appropriateness of Assessment Tool

• The type of test used should always match the instructional objectives or learning
outcomes of the subject matter posed during the delivery of instruction.
• Teachers should be skilled in choosing and developing assessment methods
appropriate for instructional decisions.
Kinds of Assessment Tools that are Commonly Used

1. Objective Test
• Requires the student to select the correct response from several alternatives or
to supply a word or short phrase to answer a question or complete a statement.
• Includes true-false, matching type, and multiple-choice questions.
• The word objective refers to the scoring, it indicates that there is only one
correct answer.
2. Subjective Test
• Permits the student to organize and present an original answer.
• Includes either short answer questions or long general questions.
• It has no specific answer.
• It is usually scored on an opinion basis, although there will be certain facts and
understanding expected in the answer.
3. Performance Assessment
• Students are asked to perform real-world tasks that demonstrate meaningful
application of essential knowledge and skills.
• It can appropriately measure learning objectives which focus on the ability of the
students to demonstrate skills or knowledge in real-life situations.
4. Portfolio Assessment
• It is based on the systemic, longitudinal collection of student work created in
response to specific, known instructional objectives.
• It is evaluated in relation to the same criteria.
• Portfolio: a purposeful collection of student’s work that exhibits the student’s
efforts, progress and achievements in one or more areas over a period of time.
• It measures the growth and development of students.
5. Oral Questioning
• This method is used to collect assessment data by asking oral questions.
• It is the most commonly used of all forms of assessment in class, assuming that
the learner hears and shares the use of common language with the teacher
during instruction.
• The ability of students to communicate orally is very relevant to this type of
assessment.
• This is a form of formative assessment.
6. Observation Technique
• Another method of collecting assessment data through observation.
• The teacher will observe how the students carry out certain activities either
observing the process or product.
• Two Types:
i. Formal Observation: Planned in advance
o When the teacher assess oral report or presentation in class.
ii. Informal Observation: Done spontaneously
o Observing the working behavior of students while performing a
laboratory experiment in biology class.
• The behavior of the students involved in performance during instruction is
systemically monitored, described, classified, and analyzed.
7. Self-Report
• The responses of the students may be used to evaluate both performance and
attitude.
• Assessment tools could include sentence completion, Likert scales checklists, or
holistic scales.
Different Qualities of Assessment Tools

1. Validity
• Refers to the appropriateness of score-based inferences.
• Decisions made based on the students’ test results.
• The extent to which a test measures what it is supposed to measure.
2. Reliability
• Refers to the consistency of measurement of how consistent test results or other
assessment results from one measurement to another.
• A test can be reliable when it can be used to predict practically the same scores
when test administered twice to the same group of students and with a
reliability index of 0.61 and above.
3. Fairness
• The test item should not have any biases.
• It should not be offensive to any examinee subgroup.
• A test can only be good if it is fair to all examinees.
4. Objectivity
• Refers to the agreement of two or more raters or test administrators concerning
the score of a student.
o If two raters who assess the same student on the same test cannon agree
on the score:
▪ The test lacks objectivity.
▪ Neither of the score from the judges is valid.
• Lack of objectivity reduces the test validity.
• Lack of reliability influence validity.
5. Scorability
• The test should be easy to score.
• Direction for scoring should be clearly stated in the instruction.
• Provide the students an answer sheet and the answer key for the one who will
check the test.
6. Adequacy
• The test should contain a wide range of sampling of items to determine the
educational outcomes or abilities so that the resulting scores are representatives
of the total performance in the areas measured.
7. Administrability
• The test should be administered uniformly to all students so that the sores
obtained will not vary due to factors other than differences of the student’
knowledge and skills.
• There should be clear provision for instruction for the students, proctors, and
even the one who will check the test of the test answer.
8. Practicality and Efficiency
• Refers to the teacher’s familiarity with the methods used, time required for the
assessment, complexity of the administration, ease of scoring, ease of
interpretation of the test results and the materials used must be at the lowest
cost.
Steps in Developing Assessment Tools

I. Examine the Instructional Objectives of the Topics Previously Discussed
• First step in developing an achievement test is to examine and go back to the
instructional objectives so that you can match with the test items to be constructed.
II. Make the Table of Specification (TOS)
• Table of Specification (TOS): Chart or table that details the content and level of
cognitive level assessed in a test as well as the types and emphases of test items.
• TOS is very important in addressing the validity and reliability of the test items.
o Validity of Test: Assessment can be used to draw appropriate result from the
assessment because the assessment guarded against any systematic error.
• TOS provides the test instructor a way to ensure that the assessment is based from
the intended learning outcomes.
• TOS is a way of ensuring that the number of questions on the test in adequate to
ensure dependable results that are not likely caused by chance.
• TOS is also a useful guide in constructing a test and in determining the type of test
items that you need to construct.
III. Preparing a Table of Specification

a. Selecting the learning outcomes to be measured
• Identify the necessary instructional objectives needed to answer the test items
correctly.
• The list of instructional objectives will include:
▪ Learning outcomes in the area of knowledge
▪ Intellectual skills or abilities
▪ General skills
▪ Attitudes, Interests and Appreciation
• Use Bloom’s Taxonomy or Krathwohl’s 2001 Revised Taxonomy of Cognitive
Domain as guide
b. Make an outline of the subject matter to be covered in the test
• The length of the test will depend on the areas covered in its content and the
time needed to answer.
c. Decide on the number of items per subtopic
• Use the formula to determine the number of items to be constructed for each
subtopic covered in the test so that the number of item in each topic should be
proportioned to the number of class sessions.
no. of class sessions x desired total no. of items

𝒏𝒐. 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 =
total no. of class sessions
d. Make the two-way chart as shown in the format 2 and format 3 of a Table of Specification
e. Construct test items
• A classroom teacher should always follow the general principle of constructing
test items.
• Test item should always correspond with the learning outcome so that it serves
whatever purpose it may have.
❖ NOTE: TOS will help you limit the coverage of the test and identify the necessary skills
or cognitive level required to answer the test item correctly if properly prepared.
Different Formats of Table of Specification (Gronlund, 1990)
• Composition of the Table of Specification
i. Specific Objectives
▪ Refer to the intended learning outcomes stated as specific instructional objective
covering a particular test topic.
ii. Cognitive Level
▪ Sometimes referred as the cognitive demand of a test item
▪ Pertains to the intellectual skill or ability to correctly answer a test using Bloom’s
Taxonomy of educational objectives.
▪ Entries in this column could be “knowledge, comprehension, application, analysis,
synthesis and evaluation.”
iii. Type of Test Item
▪ Identifies the type or kind of test a test item belongs to.
▪ Example entries: “multiple-choice, true or false, or even essay.”
iv. Item Number
▪ Identifies the question number as it appears in the test.
v. Total Points
▪ Summarize the given to a particular test.
▪ Example on how to compute:
o Topic: Synthetic Division
o No. of class session discussing the topic: 3
o Desired no. of items: 10
o Total no. of class sessions for the unit: 10
no. of class sessions x desired total no. of items

total no. of class sessions
3 x 10
10
30
10
𝒏𝒐. 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 𝒇𝒐𝒓 𝒕𝒉𝒆 𝒕𝒐𝒑𝒊𝒄 𝒔𝒚𝒏𝒕𝒉𝒆𝒕𝒊𝒄 𝒅𝒊𝒗𝒊𝒔𝒊𝒐𝒏 = 𝟑

• NOTE:
o The number of item for each level will depend on the skill the teacher wants to
develop in his students.
▪ In the case of tertiary level, the teacher must develop more higher-order
thinking skills (HOTS) questions.
▪ For elementary and secondary level:
• The guidelines constructing test will be as stipulated in the DepEd
Order 33, Series of 2004.
o Factual information 60%
o Moderately difficult or more advanced questions 30%
o Higher-order thinking skills 10% for distinguishing honor
students
a. Format 1 of Table of Specification
Cognitive Item Total
Specific Objectives Type of Test
Level Number Points
Solve worded
problems in
Application Multiple-choice 1 and 2 4 points
consecutive
integers.
b. Format 2 of Table of Specification (One-way Table of Specification)

Cognitive
Number of
Number Level Test Item
Contents Class
of Items K- A HOTS Distribution
Sessions
C
Basic Concepts Fraction 1 2 1-2
Addition of Fraction 1 2 3-4
Subtraction of Fraction 1 2 5-6
Multiplication and 3 6 7-12
Division of Fraction
Application/Problem 4 8 13-20
Solving
Total 10 20
c. Format 3 of Table of Specification (Two-way Table of Specification

Krathwohl’s Cognitive Level
Class Tot
Conten Item
Sessi Rememb Understa Apply Analy Evalua Creat al
t Distrib
ons ering nding ing zing ting ing Ite
ution
ms
Concep 1 2 1-2
ts
Z-Score 2 4 3-6
T- 2 4 7-10
Score
Stanine 3 6 11-16
Percen 3 6 17-22
tile
Rank
Applica 4 8 23-20
tion
Total 15 30
IV. Construct the Test Items
General Guidelines for Constructing Test Items (Kubiszyn and Borich, 2007)
1. Begin writing items far enough or in advance so that you will have time to revise them.
2. Match items to intended outcomes at appropriate level of difficulty to provide valid
measure of instructional objectives. Limit the question to the skill being assessed.
3. Be sure each item deals with an important aspect of the content area and not with
trivia.
4. Be sure the problem posed is clear and unambiguous.
5. Be sure that the item is independent with all other items. The answer to one item
should not be required as a condition in answering the next item. A hint to one answer
should not be embedded to another item.
6. Be sure the item has one or best answer on which experts would agree.
7. Prevent unintended clues to an answer in the statement or question. Grammatical
inconsistencies such as a or an give clues to the correct answer to those students who
are not well prepared for the test.
8. Avoid replication of the textbook writing test items; do not quote directly from the
textual materials. You are usually not interested in how well students memorize the
text. Besides, taken out of context, direct quotes from the text are often ambiguous.
9. Avoid trick or catch questions in an achievement test. Do not waste time testing how
well the students can interpret your intentions.
10. Try to write items that require higher-order thinking skills.
Determining the Number of Test Items

• Consider the following average time in constructing the number of test items.
• The length of time and the type of item used are also factors to be considered in
determining the number of items to be constructed in an achievement test.
Assessment Format Average Time to Answer

True-false 30 seconds
Multiple-choice 60 seconds
Multiple-choice of higher-level learning objectives 90 seconds
Short Answer 120 seconds
Completion 60 seconds
Matching 30 seconds per response
Short Essay 10-15 minutes
Extended Essay 30 minutes
Visual Image 30 seconds
Checklist in Constructing Test Items

• The number of test items included in a given assessment will also depend on the
length of class period and the type of items utilized.
• The following guidelines will assist you in determining an assessment appropriate
for college-level students aside from the previous formula.
Statements Yes No
The test item is appropriate to measure a learning objective.
The test item format is the most effective means of measuring the
desired knowledge.
The item is clearly worded and can be easily understood by the target
student population.
The items of the same format are grouped together.
There are various item types included in the assessment.
The students have enough time to answer all test items.
The test instructions are specific and clear.
The number of questions targeting each objective matches the weight
of importance of that objective.
The scoring guidelines are discussed clearly and available to
students.
V. Assemble the Test Items

• Two steps in assembling the test:
1. Packaging the test.
2. Reproducing the test.
Guidelines to Consider in Assembling the Test

1. Group all test items with similar format.
• All items in similar format must be grouped so that the students will not be
confused.
2. Arrange test items from easy to difficult.
• The test items must be arranged from easy to difficult so that students will
answer the first few items correctly and build confidence at the start of the test.
3. Space the test items for easy reading.
4. Keep items and option in the same page.
5. Place the illustrations near the description.
6. Check the answer key.
7. Decide where to record the answer.
VI. Write Directions

• Check the test direction for each item format to be sure that it is clear for the
students to understand.
• The test direction should contain:
o The numbers of items to which they apply
o How to record their answers
o The basis of which they select answer
o The criteria for scoring or the scoring system
VII. Check the Assembled Test Items
• Before reproducing the test, it is very important to proofread first the test items for
typographical and grammatical errors and make necessary corrections if any.
• If possible, let others examine the test to validate its contents.
o This can save time during exam and avoid destruction of concentration of
students.
VIII. Make the Answer Key
• Be sure to check your answer key so that the correct answers follow a fairly random
sequence.
• Avoid answers such as:
o TFTFTF, etc. or TTTFFF for a true or false type
o A B C D A B C D patterns for multiple-choice type
• The number of true answers must be equally the same with false answers and also
among the multiple-choice options.
IX. Analyze and Improve the Test Items

• Analyzing and improving the test items should be done after checking, scoring and
recording the test.
Different Formats of Classroom Assessment Tools

• There are different types of assessing the performance of students.
• Each has their own function and use.
• Type of assessment tools should always be appropriate with the objectives of the
lesson.
• Two General Types of Test Item to Use in Achievement Test Using Pencil and
Paper Test
i. Selection-type items
ii. Supply type items
Selection Type or Objective Test Items

• Require students to select the correct response from several options.
• Also known as Objective Test Item.
• Requires only one correct answer in each item.
Kinds of Objective Type Test

Multiple-choice Test
• Used to measure knowledge outcomes and other types of learning outcomes such as
comprehension and application.
• Most commonly used format in measuring achievements at different levels of
learning.
• Consists of three parts:
o Stem: Represents the problem or question usually expressed in completion
form or question form.
o Keyed Option: The correct answer.
o Incorrect Options or Alternatives: Also called distracters or foil.
General Guidelines in Constructing Multiple-choice Test
1. Make a test item that is practical or with real-world applications to the students.
2. Use diagram or drawing when asking question about application, analysis or evaluation.
3. When ask to interpret or evaluate about quotations, present actual quotations from
secondary sources like published books or newspapers.
4. Use tables, figures or charts when asking questions to interpret.
5. Use pictures is possible when students are required to apple concepts and principles.
6. List the choices/options vertically not horizontally.
7. Avoid trivial questions.
8. Use only one correct answer or best answer format.
9. Use three to five options to discourage guessing.
10. Be sure that distracters are plausible and effective.
11. Increase the similarity of the options to increase the difficulty of the item.
12. Do not use “none of the above” options when asking for a best answer.
13. Avoid using “all of the above” options. It is usually the correct answer and make the
item too easy for the examinee with partial knowledge.
Guidelines in Constructing the Stem

1. The stem should be written in question form or completion form. Research showed that
it is more advisable to use question form.
2. Do not leave the blank at the beginning or at the middle of the stem when using
completion form of a multiple-choice type of test.
3. The stem should pose the problem completely.
4. The stem should be clear and concise.
5. Avoid excessive and meaningless use of words in the stem.
6. State the stem in positive form. Avoid using the negative phrase like “not” or “except”.
Underline or capitalize the negative words if it cannot be avoided.
a. Example: Which of the following does not belong to the group? Or which of the
following does NOT belong to the group?
Guidelines in Constructing Options

1. There should be one correct or best answer in each item.
2. List options in vertical order not a horizontal order beneath the stem.
3. Arrange the options in logical order and use capital letters to indicate each option such
as A, B, C, D, E.
4. No overlapping options; keep it independent.
5. All options must be homogenous in content to increase the difficulty of an item.
6. As much as possible the length of the options must be the same or equal.
7. Avoid using the phrase “all of the above”.
8. Avoid using the phrase “none of the above” o “I don’t know”.
Guidelines in Constructing the Distracters

1. The distracters should be plausible.
2. The distracters should be equally popular to all examinees.
3. Avoid using ineffective distracters. Replace distracter(s) that are not effective to the
examinees.
4. Each distracter should be chosen by at least 5% of the examinees but not more than the
key answers.
5. Revise distracter(s) that are over attractive to the students. They might be ambiguous
to the examinees.
Example of Multiple-Choice Items
1. Knowledge Level: The following is a kind of question in this level because the students
are required only to recall the properties of the mean. The correct answer is option A.
The most stable measure(s) of central
tendency is ______.
A. Mean
B. Mean and Median
C. Median
D. Mode
2. Comprehensive Level: The following is a kind of question in this level because the
students are required to describe the scores that are normally distributed. The correct
answer is option B.
Which of the following statements describes
normal distribution?
A. The mean is greater than the median.
B. The mean, median and mode are equal.
C. The scores are more concentrated at
the other part of the distribution.
D. Most of the scores are high.
3. Application Level: The following is a kind of question in this level because the students
are asked to apply the formula and solve for the variance. The correct answer is option
C.
What is the standard deviation of the following
scores of 10 students in mathematics quiz, 10,
13, 16, 16, 17, 19, 20, 20, 20, 25?
A. 3.90
B. 3.95
C. 4.20
D. 4.25
4. Analysis Level: The following is a kind of question in this level because students are
required to distinguish which type of test is used. The correct answer is option B.
What is the statistical test used when you test
the man difference between pre-test and post-
test?
A. Analysis of variance
B. T-test
C. Correlation
D. Regression analysis
Advantages of Multiple-choice Test
1. Measures learning outcomes from the knowledge to evaluation level.
2. Scoring is highly objective, easy and reliable.
3. Scores are more reliable than subjective type of test.
4. Measures broad samples of content within short span of time.
5. Distracters can provide diagnostic performance.
6. Item analysis can reveal the difficulty of an item and can discriminate the good and poor
performing students.
Disadvantages of Multiple-choice Test

1. Time consuming to construct a good item.
2. Difficult to find effective and plausible distracters.
3. Scores can be influenced by the reading ability of the examinees.
4. In some cases, there is more than one justifiable correct answer.
5. Ineffective in assessing the problem solving skills of the students.
6. Not applicable when assessing the students’ ability to organize and express ideas.
Matching Type Test

• Consists of two columns.
o Column A contains the descriptions and must be placed at the left side.
o Column B contains the options and placed at the right side.
• Examinees are asked to match the options that are associated with the description.
Guidelines in Constructing Matching Type Test

1. The descriptions and options must be short and homogenous.
2. The descriptions must be written at the left side and marked with Column A and the
options must be written at the right side and marked with the Column B to save time for
the examinees.
3. There should be more options than descriptions or indicate in the directions that each
option may be used more than once to decrease the chance of guessing.
4. Matching directions should specify the basis for matching. Failure to indicate how
matches should be marked can greatly increase the consumed by the teacher in scoring.
5. Avoid too many correct answers.
6. When using names, always include the complete name (first name and surname) to
avoid ambiguities.
7. Use numbers for the descriptions and capital letters for the options to avoid confusions
to the students that have a reading problem.
8. Arrange the options into a chronological order or alphabetical order.
9. The descriptions and options must be written in the same page.
10. A minimum of three items and a maximum of seven items for elementary level and a
maximum of seventeen items for secondary and tertiary levels.
Advantages of Matching Type Test
1. It is simpler to construct than a multiple-choice type of test.
2. It reduces the effect of guessing compared to the multiple-choice and true or false type
of tests.
3. It is appropriate to assess the association between facts.
4. Provides easy, accurate, efficient, objective and reliable test scores.
5. More content can be covered in the given set of test.
Disadvantages of Matching Type Test

1. It measures only simple recall or memorization of information.
2. It is difficult to construct due to problems in selecting the descriptions and options.
3. It assesses only low level of cognitive domain such as knowledge and comprehension.
Example of Matching Type Test

Direction: Match the function of the part of computer in Column A with its name in
Column B. Write the letter of your choice before the number.
Column A Column B
_____1. Stores information waiting A. Central Processing Unit
to be used. B. Hard Drive
_____2. Considered as the brain of C. Hardware
the computer. D. Mass Storage
_____3. Hand-held device used to Device
move the cursor. E. Mouse
_____4. An example of an output F. Monitor
device. G. Processor
_____5. Stores permanent H. Printer
information in the computer. I. Random Access Memory
_____6. Physical aspect of the J. Read Only Memory
computer. K. Software
_____7. Used to display the output. L. Universal Serial Bus
_____8. The instruction fed into the
computer.
_____9. Pre-loaded data
_____10. Permits a computer to
store large amount of data
True or False Type

• The examinees determine whether the statement presented is true or false.
• True or false test item is an example of “force-choice test” because there are only
two possible choices.
• The students are required to choose the answer true or false in recognition to a
correct statement or incorrect statement.
• It is appropriate in assessing the behavioral objectives such as “identify”, “select”, or
“recognize”.
• It is also suited to assess the knowledge and comprehension level in cognitive
domain.
• It is appropriate when there are only two plausible alternatives or distracters.
Guidelines in Constructing True or False Test

1. Avoid writing a very long statement. Eliminate unnecessary word(s) in the statement
(be concise).
2. Avoid trivial questions.
3. It should contain only one idea in each item for statement showing the relationship
between cause and effect.
4. It can be used for establishing cause and effect relationship.
5. Avoid using opinion-based statement, if it cannot be avoided the statement should be
attributed to somebody.
6. Avoid using negative or double negatives. Construct the statement positively. If this
cannot be avoided, bold negative words or underlined it to call the attention of the
examinees.
7. Avoid specific determiner such as “never”, “always”, “all”, “none” for they tend to appear
in the statements that are false.
8. Avoid specific determiner such as “some”, “sometimes”, and “may” they tend to appear
in the statements that are true.
9. The number of true items must be the same with the number of false items.
10. Avoid grammatical clues that lead to a correct answer such as the article “a, an, the”.
11. Avoid statement directly taken from the textbook.
12. Avoid arranging the statements in a logical order such as (TTTTTTFFFFF, TFTFTF,
TTFFTTFF).
13. Directions should indicate where or how the students should mark their answer.
Advantages of a True or False Test

1. It covers a lot of content in a short span of time.
2. It is easier to prepare compared to a multiple-choice and matching type of test.
3. It is easier to score because tit can be scored objectively compared to a test that
depends on the judgment of the rater(s).
4. It is useful when there are two alternatives only.
5. The score is more reliable is more reliable than essay test.
Disadvantages of a True or False Test

1. Limited only to low level of thinking skills such as knowledge and comprehension, or
recognition or recall information.
2. High probability of guessing the correct answer (50%) compared to multiple-choice
which consist of four options (25%).
Supply Type or Subjective Type of Test Items
• Also known as Constructed Response Test.
• Require students to create and supply their own answer or perform a certain task to
show mastery of knowledge or skills.
• This type of test may be classified as:
o Short answer or completion type
o Essay type items (restricted response or extended response)
• Another way of assessing the performance of the students is by using performance-
based assessment and portfolio assessment which are categorized under constructed
response test.
• Subjective Test Item requires the student to:
o Organize and present an original answer
▪ Essay Test
o Perform task to show mastery of learning
▪ Performance-based Assessment
▪ Portfolio Assessment
o Supply a word or phrase to answer a certain question
▪ Completion or Short Answer Type of Test
• Essay Test
o Form of subjective type of test.
o Measures complex cognitive skills or processes.
o Has no specific answer per student.
o Usually scored on an opinion basis, although there will be certain facts and
understanding expected in the answer.
o There are two kinds:
▪ Extended Response Essays
▪ Restricted Response Essays
Kinds of Subjective Type Test Items

Completion Type or Short Answer Test
• An alternative form of assessment because the examinee needs to supply or create
the appropriate word(s), symbol(s), or number(s) to answer the question or
complete a statement rather than selecting the answer from the given options..
• Two ways of constructing completion type or short answer type of test:
o Question Form
o Complete the Statement Form
Guidelines in Constructing Completion Type or Short Answer Test

1. The item should require a single word answer or brief and definite statements. Do not
use indefinite statement that allows several answers.
2. Be sure that the language used in the statement is precise and accurate in relation to the
subject matter being tested.
3. Be sure to omit only key words only; do not eliminate so many words so that the
meaning of the item statement will not change.
4. Do not leave the blank at the beginning or within the statement. It should be at the end
of the statement.
5. Use direct question rather than incomplete statement should pose the problem to the
examinee.
6. Be sure to indicate the units in which to be expressed when the statement requires
numerical answer.
7. Be sure that the student is required to produce is factually correct.
8. Avoid grammatical clues.
9. Do not select textbook sentences.
Advantages of a Completion or Short Answer Test

1. It covers broad range of topic in a short span of time.
2. It is easier to prepare and less time consuming compared to multiple choice and
matching type of test.
3. It can assess effectively the lower level of Bloom’s Taxonomy. It can assess, recall of
information, rather than recognition.
4. It reduces the possibility of guessing the correct answer because it requires recall
compared to true or false items and multiple-choice items.
5. It covers greater amount of contents than matching type test.
Disadvantages of a Completion or Short Answer Test

1. It is only appropriate for questions that can be answered with short responses.
2. There is a difficulty in scoring when the questions are not prepared properly and
clearly. The question should be clearly stated so that the answer of the student is clear.
3. It can assess only knowledge, comprehension and application levels in Bloom’s
taxonomy of cognitive domain.
4. It is not adaptable in measuring complex learning outcomes.
5. Scoring is tedious and time consuming.
Essay Items
• It is appropriate when assessing student’s ability to organize and present their
original ideas.
• It consists of a few number of questions wherein the examinee is expected to
demonstrate the ability to:
o Recall factual knowledge
o Organize his knowledge
o Present his knowledge in logical and integrated answer
Types of Essay
Extended Response Essays
• Allows the students to determine the length and complexity of the response.
• It is very useful in assessing the synthesis and evaluation skills of the students.
• It is best to use this type of essay when the objective is to:
o Determine whether the students can organize ideas
o Integrate and express ideas
o Evaluate information in knowledge
• Advantages:
o Demonstrate learning outcomes at the synthesis and evaluation level
o Evaluate the answers with sufficient reliability to provide useful measures of
learning
o Provides more freedom to give responses to the question and provide
creative integration of ideas
• Disadvantages:
o More difficult to construct extended response essay questions
o Scoring is time consuming than restricted response essay
Examples of Extended Response Essay Questions

1. Present and describe the modern theory of evolution and discuss how it is
supported by evidence from the areas of (a) comparative anatomy, (b) population
genetics.
2. From the statement, “Wealthy politicians cannot offer fair representation to all
people.” What do you think is the reasoning of the statement? Explain your answer.
Restricted Response Essay

• An essay item that places strict limits on both content and the response given by the
students
• The content is usually restricted by the scope of the topic to be discussed.
• The limitations on the form of the response is indicated in the question.
• Advantages:
o It is easier to prepare the questions.
o It is easier to score.
o It is more directly related to the specific learning outcome.
• Disadvantages:
o It provides little opportunity for the students to demonstrate their abilities to
organize ideas, to integrate materials and to develop new patterns of
answers.
o It measures learning outcomes at comprehension, application and analysis
levels only.
Example of Restricted Response Essay Questions

1. List the major facts and opinions in the first state of the nation address (SONA) of
Pres. Benigno Cojuangco Aquino, Jr. Limit your answers to one page only. The score
will depend on the content, organization and accuracy of your answer.
2. Point out the strengths and weaknesses of a multiple-choice type of test. Limit your
answer to five strengths and give weaknesses. Explain each answer in not more than
two sentences.
Guidelines in Constructing Essay Test Items
1. Construct essay questions used to measure complex learning outcomes only.
2. Essay questions should relate directly to the learning outcomes to be measured.
3. Formulate essay questions that present a clear task to be performed.
4. An item should be stated precisely and it must clearly focus on the desired answer.
5. All students should be required to answer the same question.
6. Number of points and time spent in answering the question must be indicated in each
item.
7. Specify the number of words, paragraphs or the number of sentences for the answer.
8. The scoring system must be discussed or presented to the students.
Example of Essay Test Item

1. Choose a leader you admire most and explain why you admire him or her.
2. Pick a controversial issue in the Aquino administration. Discuss the issue and suggest a
solution.
3. If you were the principal of a certain school, describe how would you demonstrate your
leadership ability inside and outside of the school.
4. Describe the differences between Norm-referenced assessment and Criterion-
referenced assessment.
5. Do you agree with the statement, “Education comes not from books but from practical
experience.” Support your position.
Types of Complex Outcomes and Related Terms for Writing Essay Questions
Outcomes Sample Verbs Sample Questions

Describe the similarities and
Compare, classify, describe,
differences between Philippine
Comparing distinguish between, explain,
educational system and the
outline, summarize
Singaporian educational system.
Convert, draw, estimates, Summarize briefly the content
Interpreting illustrate, interpret, restate, of the second SONA of Pres.
summarize, translate Benigno C. Aquino, Jr.
Using the facts presented, what
Derive, draw, estimate, extend,
Inferring is most likely to happen when
predict, propose, relate
……………….?
Solve the solution set of the
Arrange, compute, describe,
equation 𝑥 2 + 5𝑥 − 24 = 0
Applying illustrate, relate, summarize,
using factoring method.
solve
List and describe the
Breakdown, describe,
Analyzing characteristics of a good
differentiate, divide, list, outline
assessment instrument.
Compose, design, draw, Formulate a hypothesis about
Creating
formulate, list, present, make up the problem “Mathematics
attitude and competency levels
of the education students of
U.E.”
Arrange, combine, construct, Design a scoring guide
Synthesizing
design, relate, group evaluating portfolio assessment.
Construct, develop, explain, Explain the function of
Generalizing
formulate, make, state assessment learning.
Describe the strengths and
Appraise, criticize, defend, weaknesses of using
Evaluating describe, evaluate, explain judge, performance-based assessment
rate, write in evaluating the performance of
the students.
Advantages of Essay Test

1. It is easier to prepare and less time consuming compared to other paper and pencil
tests.
2. It measures higher-order thinking skills (analysis, synthesis and evaluation).
3. It allows students’ freedom to express individuality in answering the given question.
4. The students have a chance to express their own ideas in order to plan their own
answer.
5. It reduces guessing answer compared to any of the objective type of test.
6. It presents more realistic task to the students.
7. It emphasizes on the integration and application of ideas.
Disadvantages of Essay Test

1. It cannot provide an objective measure of the achievement of the students.
2. It needs so much time to grade and prepare scoring criteria.
3. The scores are usually not reliable most especially without scoring criteria.
4. It measures limited amount of contents and objectives.
5. Low variation of scores.
6. It usually encourages bluffing.
Suggestions for Grading Essay Test (Zimmaro, 2003)

1. Decide on a policy for dealing with incorrect, irrelevant or illegal responses.
2. Keep scores of the previously read items out of sight.
3. The student’s identity should remain anonymous while his/her paper is being graded.
4. Read and evaluate each student’s answer to the same question before grading the next
question.
5. Provide students with general grading criteria by which they will be evaluated prior to
the examination.
6. Use analytic scoring or holistic scoring.
7. Answer the test question yourself by writing the ideal answer to it so that you can
develop the scoring criteria from your answer.
8. Write your comments on their papers.
Checklists for Evaluating Essay Questions
Yes No
The test item is appropriate for measuring the intended learning
outcomes.
The test item task matches with the learning task to be measured.
The questions constructed measure complex learning outcomes.
It is stated in the questions what is being measured and how the
answers are to be evaluated.
The terminology used clarifies and limits the task.
All students are required to answer the same question.
There is an established time limit to answer each question.
Provisions for scoring answers are given (criteria for evaluating
answers).
1. What are the different formats of objective type of test items?
2. Present and discuss the general guidelines in constructing test items.
3. Discuss the different rules in writing matching type test items.
4. What are the advantages of a subjective or essay type of test over objective type of
test?
5. Differentiate extended response essay test items from restricted response essay
test items.
Module 4 Administering, Analyzing, and Improving Tests
Lesson Outline:
• Define the basic concepts regarding item analysis;
• Identify the steps in improving test items;
• Solve difficulty index and discrimination index;
• Identify the level of difficulty of an item;
• Perform item analysis properly and correctly;
• Identify the item to be rejected, revised, or retained; and
• Interpret the results of item analysis.
I. Introduction
One of the most important functions of a teacher is to assess the performance of the
students.
It is a very complicated task because one will have to consider many activities:
Timing of the assessment process
Format of the assessment tools
Duration of the assessment procedures
Packaging and Reproducing Test Items

1. Put the items with the same format together.
2. Arrange the test items from easy to difficult.
3. Give proper spacing for each item for easy reading.
4. Keep questions and options in one page.
5. Place the illustrations near the options.
6. Check the answer key.
7. Check the direction of the test.
8. Provide space for name, date and score.
9. Proofread the test.
10. Reproduce the test.
Administering the Examination

• Comes after constructing the test items and putting them in order.
• The administering procedures greatly affect the performance of the students in the
test.
• The test administration does not simply mean giving the test questions to the
students and collecting the test papers after the given time.
Guidelines Before Administering Examinations.
1. Try to induce positive test-taking attitude.
2. Inform the students about purpose of the test.
3. Give oral directions as early as possible before distributing the tests.
4. Give test-taking hinds about guessing, skipping, and the like, are strictly
prohibited.
5. Inform the students about the length of time allowed fir the test. If possible,
write on the board the time in which they must be finished with answering
the test. Give the students a warning before the end of the time limit.
6. Tell the students how to signal or call your attention if they have a question.
7. Tell the students what to do with their papers when they are done answering
the test (how papers are to be collected).
8. Tell the students what to do when they are done with the test, particularly if
they are to go to another activity (also write thee directions on the
chalkboard so they can refer to them).
9. Rotate the method of distributing papers so you don’t always start from the
left or the front row.
10. Make sure the room is well lighted and has a comfortable temperature.
11. Remind students to put their names on their papers (and where to do so).
12. If the test has more than one page, have each student checked to see that all
pages are there.
Guidelines During the Examination

1. Do not give instructions or avoid talking while examination is going on to
minimize interruptions and distractions.
2. Avoid giving hints.
3. Monitor to check students’ progress and discourage cheating.
4. Give time warnings if students are not pacing their work appropriately.
5. Make a note of any questions students ask during the test so that items can
be revised for future use.
6. Test papers must be collected uniformly to save time and to avoid test papers
to be misplaced.
Guidelines After the Examination

• Grade the papers (and add comments if you can); do test analysis (see module on test
analysis); after scoring and before returning papers to students if at all possible.
• If it is possible to do your test analysis before returning the papers, be sure to do it at
another time.
• It is important to do both the evaluation of your students and the improvement of your
tests.
• If you are recording grades or scores, record them in pencil in your class record before
returning the papers.
• If there are errors/adjustments in grading, they (grades) are easier to change when
recorded in pencil.
• Return papers in timely manner.
• Discuss test items with the students.
• If students have questions, agree to look over their papers again.
• It is usually better not to agree to make changes in grades on the spur of the
moment while discussing the tests with the students but to give yourself time to
consider what action you want to take.
• The test analysis may have already alerted you to a problem with a particular
question that is common to several students, and you may already have made a
decision regarding the question
Analyzing the Test
• The teacher should always analyze the quality of each item in the test after
administering and scoring it.
• With this, you can identify the item that is good, item that needs improvement or
items to be removed from the test.
• According to Lewis Aiken (1997), an author of psychological and educational
measurement, pointed out that a “postmortem” is just as necessary in classroom
assessment as it is in medicine.
• Item Analysis
o The technique to help teachers determine the quality of a test item
o One of the purpose is to improve the quality of the assessment tools.
o Through this, one can identify the item that is to be retained, revised or
rejected, and the content of the lesson that is mastered or not.
o Two kinds:
▪ Quantitative Item Analysis
▪ Qualitative Item Analysis
Item Analysis
• A process of examining the student’s response to individual item in the test.
• It consists of different procedures for assessing the quality of the test items given to
the students.
• Through the use of this, one can identify which of the given are good and defective
test items.
o Good Test Items: Retained
o Defective Test Items: To be improved; to be revised; or to be rejected
Uses of Item Analysis

1. Item analysis data provide a basis for efficient class discussion of the test
results.
2. Item analysis data provide basis for remedial work.
3. Item analysis data provide a basis for general improvement of classroom
instruction.
4. Item analysis data provide a basis for increased skills in test construction.
5. Item analysis procedures provide a basis for constructing test bank.
Types of Quantitative Item Analysis
Difficulty Index
• Refers to the proportion of the number of students in the upper and lower groups
who answered an item correctly.
• The larger the portion, the more students, who have learned the subject measured
by the item.
Formula:
D_f=n/N Df = difficulty index

n = No. of the students selecting
item correctly in the upper and lower group
N = total no. of students who
answered the test
Level of Difficulty of an Item

Index Range Difficulty Level
0.00-0.20 Very Difficult
0.21-0.40 Difficult
0.41-0.60 Average/Moderately Difficult
0.61-0.80 Easy
0.81-1.00 Very Easy
NOTE: The higher the value of the index of difficulty, the easier the item is. Hence, more
students got the correct answer and the more students mastered the content measured by
the item.
Discrimination Index
• The power of the item to discriminate the students between those who scored high
and those who scored low in the overall test.
• It is the power of the item to discriminate the students who know the lesson and
those who do not know the lesson.
• Refers to the number of students in the upper group who got an item correctly
minus the number of students in the lower group who got an item correctly.
• Divide the difference by either the number of the students in the upper group or in
the lower group or get the higher number if they are not equal.
It is the basis of measuring the validity of an item.
It can be interpreted as an indication of the extent to which overall knowledge of the
content area or mastery of the skills is related to the response on an item.
Types of Discrimination Index

• Positive Discrimination- Happens when more students in the upper group got the
item correctly than those students in the lower group
• Negative Discrimination- Occurs when more students in the lower group got the
item correctly than the students in the upper group.
• Zero Discrimination - Happens when the number of students in the upper and lower
group who answer the test are equal.
• Hence, the test item cannot distinguish the students who performed in the overall
test and the students whose performance are very poor.
Level of Discrimination (Ebel & Frisbie, 1986; Hetzel, 1997)

Index Range Discrimination Level
0.19 and below Poor item, should be eliminated or need to be revised
0.20-0.29 Marginal item, needs some revision
0.30-0.39 Reasonably good item but possibly for improvement
0.40 and above Very good item
Discrimination Index Formula

D_I=(C_UG-C_LG)/D
DI = discrimination index value
CUG = no. of students selecting the
correct answer in the upper group
CLG = no. of students selecting the
correct answer in the lower group
D = no. of students in either the
lower group or upper group
NOTE:
• Consider the higher no. in case the sizes in upper and lower group are not equal.
Steps in Solving Difficulty Index and Discrimination Index

1. Arrange the scores from highest to lowest.
2. Separate the scores into upper group and lower group. There are different methods
to do this:
• If a class consists of 30 students who takes an exam, arrange their scores from
highest to lowest, then divide them into two groups. The highest score belongs to
the upper group. The lowest score belongs to the lower group.
• Other literatures suggested to use 27%, 30%, or 33% of the students for the upper
group and lower group. However, in the licensure Examinations for Teachers (LET),
the test developers always used 27% of the students who participated in the
examination for the upper and lower groups.
3. Count the number of those who chose the alternatives in the upper and lower group
for each item and record the information using the template:
Analysis for Response Questions

• Another way to evaluate the performance of the entire test.
• It is very important to examine the performance of each option in a multiple-choice
item.
• It can be used to determine whether the distracters or incorrect options are
effective or attractive to those who do not know the correct answer.
• The attractiveness of the incorrect options is determined when more students in the
lower group than in the upper group choose it.
• Analyzing the incorrect options allows the teachers to improve the test items so that
it can be used again in the future.
Distracter Analysis
• Distracter - The term used for the incorrect options in the multiple-choice type of
test while the correct answer represents the key.
• It is very important for the test writer to know if the distracters are effective or good
distracters.
• Item analysis can identify non-performing test items, but this test seldom indicates
the error or the problem in the given item.
Factors to Consider Why Students Fail to Get the Correct Answer

1. It is not taught in the class properly.
2. It is ambiguous.
3. The correct answer is not in the given options.
4. It has more than one correct answer.
5. It contains grammatical clues to mislead the students.
6. The student is not aware of the content.
7. The students were confused by the logic of the question because it has double
negatives.
8. The student failed to study the lesson.
Miskeyed Item - The test item is a potential miskey if there are more students from the
upper group who choose the incorrect options than the key.
Guessing Item - Students from the upper group have equal spread of choices among the
given alternatives.
• Students from the upper group guess their answers because of:
o The content of the test is not discussed in the class or in the text.
o The test item is very difficult.
o The question is trivial.
Ambiguous Item - This happens when more students from the upper group choose equally
an incorrect option and the keyed answer.
Qualitative Item Analysis - A process in which the teacher or expert carefully proofreads
the test before it is administered to:
• Check if there are typographical errors
• Avoid grammatical clues that may lead to giving away the correct answer
• Ensure that the level of reading materials are appropriate
• These procedures can also include small group discussions on the quality of the
examination and its items, with examinees that have already took the test.
• According to Cohen, Swerdlik and Smith (1992), students who took the
examinations are asked to express verbally their experience in answering each item
in the examination.
• This can help the teacher in determining whether the test takers misunderstood a
certain item.
• It can also help in determining why they misunderstood a certain item.
Improving Test Items

• To improve multiple-choice test item, one shall consider the stem of the item, the
distracters and the key answer.
Chapter Exercises:
Discuss the different guidelines in packaging and administering the test.
What are the steps in item analysis?
Why is test analysis necessary in the assessment process?
Module 5: STATISTICS
Module 6: Establishing Validity and Reliablity of Test
Lesson Outcomes:
1. Define the important terms;
2. Discuss the different approaches of validity;
3. Present and discuss the different methods of solving he reliability of a tests;
4. Identify the different factors affecting the reliability of test;
5. Identify the factors affecting reliability of the test;
6. Compute the validity coefficient and reliability coefficient; and
7. Interpret the reliability coefficient and validity coefficient of the test.
I. Introduction
• Test constructors believed that every assessment tool should possess good qualities.
• Most literatures consider the most common technical concepts in assessments are the validity and
reliability.
II. Validity of a Test

Validity
• Concerned whether the information obtained from an assessment permits the teacher to make a
correct decision about a student’s learning.
• This means that the appropriateness of score-based inferences or decisions made are based on
students’ test results.
• It is the extent to which a test measures what it is supposed to measure.
• When assessment tool provides information that is irrelevant to the learning objectives it was
intended to help:
o It makes the interpretation of the test result invalid.
• Teachers must select and use procedures, performance criteria, and settings to all forms of
assessment most especially performance-based assessment so that fairness to all students is
maintained.
• Assessing student’s performance on the basis of personal characteristics rather than on the
performance of the students lowers the validity of the assessment.
Types of Validity
Content Validity
• Refers to the relationship between a test and the instructional objectives
• Establishes content so that the test measures what it is supposed to measure.
• Things to remember about validity:
i. The evidence of the content validity of the test is found in the Table of Specification (TOS).
ii. This is the most important type of validity for a classroom teacher.
iii. There is no coefficient for content validity. It is determined by experts judgmentally, not
empirically.
Criterion-related Validity
• Refers to the extent to which scores from a test relate to theoretically similar measures.
• It is a measure of how accurately a student’s current test score can be used to estimate a score on
a criterion measure like:
o Performance in courses, class or another measurement instrument.
Kinds of Criterion-related Validity
1. Concurrent Validity
• The criterion and the predictor data are collected at the same time.
• It is appropriate for test designed to:
i. Assess a student’s current criterion status
ii. When you want to diagnose a student’s current criterion status
• It is a good diagnostic screening test.
• It is established by correlating the criterion and the predictor using Pearson product
correlation coefficient and other statistical tools correlations.
2. Predictive Validity
• Refers to a measure of the extent to which a student’s current test result can be used to
estimate accurately the outcome of the student’s performance at later time.
• It is appropriate for tests designed to assess student’s future status on a criterion.
• It is very important in psychological testing, like if you want to predict responses,
outcomes, performances and others.
i. These scores will be used in the assessment process.
• Regression analysis can be used to predict the criterion of a single predictor or multiple
predictors.
Construct Validity
• Refers to the measure of the extent to which a test measures a theoretical and unobservable
variable qualities such as the following over a period of time on the basis of gathering evidence.
o Intelligence
o Math achievement
o Performance anxiety
• It is established through intensive study of the test or measurement instrument using
convergent/divergent validation and factor analysis.
Type of Construct Validity

1. Convergent Validity
• Test has a high correlation with another test that measures the same construct.
2. Divergent Validity
• Test has low correlation with a test that measures a different construct.
• A high validity occurs only when there is a low correlation coefficient between the tests
that measure different traits.
3. Factor Analysis
• Another method of assessing the construct validity of a test using complex statistical
procedures conducted with different procedures.
• NOTE: There are also other ways of assessing construct validity like:
o Test’s Internal Consistency
o Developmental Change
o Experimental Intervention
Important Things to Remember about Validity

1. Validity refers to the decisions we make, and not to the test itself or to the measurement.
2. Like reliability, validity is not an all-or-nothing concept; it is never totally absent or absolutely
perfect.
3. A validity estimate called a validity coefficient, refers to specific type of validity. It ranges between
0 and 1.
4. Validity can never be finally determined; it is specific to each administration of the test.
Factors Affecting the Validity of a Test Item

1. The test itself.
2. The administration and scoring of a test.
3. Personal factors influencing how students response to the test.
4. Validity is always specific to a particular group.
Reasons that Reduce the Validity of the Test Item

1. Poorly constructed test items
2. Unclear directions
3. Ambiguous test items
4. Too difficult vocabulary
5. Complicated syntax
6. Inadequate time limit
7. Inappropriate level of difficulty
8. Unintended clues
9. Improper arrangement of test items
Guide Questions to Improve Validity

1. What is the purpose of the test?
2. How well do the instructional objectives selected for the test represent the instructional goals?
3. Which test item format will best measure the achievement of each objective?
4. How many test items will be required to measure the performance adequately to each objective?
5. When and how will the test be administered?
III. Validity Coefficient

Validity Coefficient
• The computed value of the rxy.
• In theory, it has values like the correlation that ranges from 0 to 1.
• In practice, most of the validity scores are usually small and they range from 0.3 to 0.5, few exceed
0.6 to 0.7.
o Hence, there is a lot of improvement in most of our psychological measurement.
Coefficient of Determination
• Squared correlation coefficient (rxy)2
• Indicates how much variation in the criterion can be accounted for by the predictor (teacher test).
• Example: If the computed value of rxy = 0.75. The coefficient of determination is (0.75)2 = 0.5625
or 56.25% of the variance in the student performance can be attributed to the test or 43.75% of
the student performance cannot be attributed to the test results.
Example: Teacher Benjamin James develops a 45-item test and he wants to determine if his test is valid.
He takes another test that is already acknowledged for its validity and uses it as criterion. He conducted
these two sets of test to his 15 students. The following table shows the results of the two tests. Is the test
developed by Mr. Benjamin James valid? Find the validity coefficient using Pearson r and the coefficient of
determination.
Teacher
Criterio
Benjami
n Test xy x2 x2
n James
(y)
Test (x)
12 16 192 144 256
22 25 550 484 625
23 31 713 529 961
25 25 625 625 625
28 29 812 784 841
30 28 840 900 784
33 35 1,155 1,089 1,225
42 40 1,680 1,764 1,600
41 45 1,845 1,681 2,025
37 40 1,480 1,369 1,600
26 33 858 676 1,089
44 45 1,980 1,936 2,025
36 40 1,440 1,296 1,600
29 35 1,015 841 1,225
37 41 1,517 1,369 1,681
Σ𝑥 Σ𝑦 Σ𝑥𝑦 Σ𝑥 2 Σ𝑦 2
= 465 = 508 = 16,702 = 15,487 = 18,162
Formula:
𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
𝑟𝑥𝑦 =
√[𝑛(∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛(∑ 𝑦 2 −(∑ 𝑦)2 ]
(15)(16,702)−(465)(508)
𝑟𝑥𝑦 =
√[15(15,487)−(465)2 ][15(18,162)−(508)2 ]
250,530−236,220
𝑟𝑥𝑦 =
√[232,305−216,225][272,430−258,064]
14,310
𝑟𝑥𝑦 =
√(16,080)(14,366)
14,310
𝑟𝑥𝑦 =
√231,005,280
14,310
𝑟𝑥𝑦 = 15,198.85785
𝑟𝑥𝑦 = 0.941518
𝑟𝑥𝑦 = 0.94
Coefficient of determination = (0.94)2 = 88.36%
Interpretation: The correlation coefficient is 0.94, which means that the validity of the test is high, or
88.36% of the variance in the student’s performance can be attributed to the test.
IV. Reliability of a Test

Reliability
• Refers to the consistency with which it yields the same rank for individuals who take the test more
than once.
• How consistent test results or other assessment results from one measurement to another.
• We can say a test is reliable when it can be used to predict practically the same scores when test
administered twice to the same group of students and with a reliability index of 0.60 or above.
• Reliability of a test can be determined by means of:
o Pearson Product Correlation Coefficient
o Spearman-Brown formula
o Kuder-Richardson formulas
Factors Affecting Reliability of a Test

1. Length of the test
2. Moderate item difficulty
3. Objective scoring
4. Heterogeneity of the student group
5. Limited time
Four Methods of Establishing Reliability of a Test

1. Test-retest Method
• A type of reliability determined by administering the same test twice to the same group of
students with any time interval between the tests.
• The results of the test scores are correlated using the Pearson product correlation coefficient
(r).
o This correlation provides a measure of stability
o This indicates how stable the test result over a period of time.
o Formula:
𝑛 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
𝑟𝑥𝑦 =
√[𝑛(∑ 𝑥 2 − (∑ 𝑥)2 ][𝑛(∑ 𝑦 2 − (∑ 𝑦)2 ]
2. Equivalent Form
• A type of reliability determined by administering two different but equivalent forms of the test
(also called Parallel or Alternate Forms) to the same group of students in close succession.
• The equivalent forms are constructed to the same set of specification that is similar in content,
type of items and difficulty.
• The results of the test scores are correlated using the Pearson product correlation coefficient
(r)
o This provides a measure of the degree to which generalization about the performance of
students from one assessment to another assessment is justified.
o It measures the equivalence of the tests.
3. Split-half Method
• Administer test once and score two equivalent halves of the test.
• To split the test into halves that are equivalent, the usual procedure is to score the even-
numbered and the odd-numbered test item separately.
• This provides two scores for each student.
• The results of the test scores are correlated using the Spearman-Brown formula.
o This provides a measure of internal consistency.
o It indicates the degree to which consistent results are obtained from two halves of the
test.
o Formula:
2𝑟𝑜𝑒
𝑟𝑜𝑡 =
1 + 𝑟𝑜𝑒
4. Kuder-Richardson Formula
• Administer the test once.
• Score the total test and apply the Kuder-richardson formula.
• The Kuder-Richardson 20 formula is applicable only in situations where students’ responses
are scored dichotomously, and therefore, is most useful with traditional test items that are
scored as right or wrong, true or false, and yes or no type.
• KR-20 formula estimates of reliability provide information whether the degree to which the
items in the test measure is of the same characteristic, it is an assumption that all items are of
equal in difficulty.
o A statistical procedure used to estimate coefficient alpha, a correlation coefficient is
given.
• Another formula for testing the internal consistency of a test is the KR-21 formula.
o It is not limited to test items that are scored dichotomously.
V. Reliability Coefficient
• The measure of the amount of error associated with the test scores.
Description of Reliability Coefficient

a. The range of the reliability coefficient is from 0 to 1.0.
b. The acceptable range value 0.60 or higher.
c. The higher the value of reliability coefficient, the more reliable the overall test scores.
d. Higher reliability indicates that the test items measure the same thing. Example, knowledge of
solving number problem in algebra subject.
1. Pearson Product Moment Correlation Coefficient (rxy)

𝑛 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
𝑟𝑥𝑦 =
√[𝑛(∑ 𝑥 2 − (∑ 𝑥)2 ][𝑛(∑ 𝑦 2 − (∑ 𝑦)2 ]
2. Spearman-Brown Formula
Where,
2𝑟𝑜𝑒 rot = reliability of the original
𝑟𝑜𝑡 = test
1 + 𝑟𝑜𝑒
roe = reliability of the
correlation of odd and
even items
3. KR-20 (Kuder-Richard formula) and KR-21 Formulas
Legend:
k = no. of items
p = proportion of
𝑘 the students who
𝑲𝑹𝟐𝟎 = (1
𝑘−1 got the item
∑ 𝑝𝑞 correctly (index of
− 2 ) difficulty)
𝑠
q=1–p
s2 = variance of the
total score
Legend:
𝑲𝑹𝟐𝟏 k = no. of items
𝑘 𝑥̅ (𝑘 − 𝑥̅ ) 𝑥̅ = mean value
= (1 − )
𝑘−1 𝑘𝑠 2 s2 = variance of
the total score
Interpreting Reliability Coefficient
1. The group variability will affect the size of the reliability coefficient. Higher coefficient results from
heterogeneous groups from the homogeneous groups. As group variability increases, reliability
goes up.
2. Scoring reliability limits test score reliability. If tests are scored unreliable, error is introduced. This
will limit the reliability of the test scores.
3. Test length affects test score reliability. As the length increases, the test’s reliability tends to go up.
4. Item difficulty affect test score reliability. As test item become very easy or very hard, the test’s
reliability goes down.
Level of Reliability Coefficient
Reliability
Interpretation
Coefficient
Above 0.90 Excellent reliability
Very good for a classroom
0.81-0.90
test
Good for classroom test.
0.71-0.80 There are probably few items
needs to be improved.
Somehow low. The test needs
to be supplemented by other
0.61-0.070
measures (more test) to
determine grades.
Suggests needs for revision
of test, unless it is quite short
(ten or fewer items). Needs
0.51.0.60
to be supplemented by other
measures (more test) for
grading.
Questionable reliability. This
0.50 and test should not contribute
Below heavily to the course grade,
and it needs television.
Steps in Solving the Reliability Coefficient Using the Different Methods of Establishing the
Validity and Reliability of the Given Test (Examples)
1. Prof Henry Joel conducted a test to his 10 students in Elementary Statistics class twice after one-day
interval. The test given after one day is exactly the same test given the first time. Scores below were
gathered in the first test (FT) and second test (ST). Using test-retest method, is the test reliable? Show
the complete solution.
Student FT ST
1 36 38
2 26 34
3 38 38
4 15 27
5 17 25
6 28 26
7 32 35
8 35 36
9 12 19
10 35 38
Using the Pearson r formula, find the ∑x, ∑y, ∑xy, ∑x2, ∑y2.
Solution:
Studen FT ST
xy x2 y2
t (x) (y)
1 36 38 1,368 1,296 1,444
2 26 34 884 676 1,156
3 38 38 1,444 1,444 1,444
4 15 27 405 225 729
5 17 25 425 289 625
6 28 26 728 784 676
7 28 35 1,120 1,024 1,225
8 32 36 1,260 1,225 1,296
9 35 19 228 144 361
10 12 38 1,330 1,225 1,444
Σ𝑥 = Σ𝑦 = Σ𝑥𝑦 Σ𝑥 2 Σ𝑦 2
𝑛 = 10
274 316 = 9,192 = 8,332 = 10,400
𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
𝑟𝑥𝑦 =
√[𝑛(∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛(∑ 𝑦 2 −(∑ 𝑦)2 ]
(10)(9,192)−(274)(316)
𝑟𝑥𝑦 =
√[10(8,332)−2742 ][10(10,400)−3162 ]
𝒓𝒙𝒚 = 0.91
Analysis: The reliability coefficient using the Pearson r = 0.91, means that it has a very high reliability.
The scores of the 10 students conducted twice with one-day interval are consistent. Hence, the test has a
very high reliability.
Note: Compute the reliability coefficient of the same date using Spearman rho formula. Is the test
reliable?
2. Prof. Glenn Lord conducted a test to his 10 students in his Chemistry class. The test was given only
once. The scores of the students in odd and even items below were gathered, (O) odd items and (E)
even items. Using split-half method, is the test reliable? Show the complete solution.
Odd (x) Even (y)

15 20
19 17
20 24
25 21
20 23
18 22
19 25
26 24
20 18
18 17
2𝑟
Using the formula 𝑟𝑜𝑡 = 1+𝑟𝑜𝑒 to find the reliability of the whole test, find the ∑x, ∑y, ∑xy, ∑x2, ∑y2 to solve
𝑜𝑒
the reliability of the odd and even test items.
Solution:
Even
Odd (x) xy x2 y2
(y)
15 20 300 22 400
19 17 323 361 289
20 24 480 400 567
25 21 525 625 441
20 23 460 400 529
18 22 396 324 484
19 25 475 361 625
26 24 624 676 576
20 18 360 400 324
18 17 306 324 289
Σ𝑥 Σ𝑦 Σ𝑥𝑦 Σ𝑥 2 Σ𝑦 2
= 200 = 211 = 4,249 = 4,096 = 4,533
Find the reliability
𝑟𝑜𝑒 = of the original test
𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
using the formula:
√[𝑛(∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛(∑ 𝑦 2 −(∑ 𝑦)2 ] 2𝑟
𝑟𝑜𝑡 = 1+𝑟𝑜𝑒
𝑜𝑒
= 2(0.33)
(10)(4,249)−(200)(211) 𝑟𝑜𝑡 = 1+(0.33)
√[10(4,096)−2002 ][10(4,533)−2112 ] 0.66
𝑟𝑜𝑡 = 1.33
𝒓𝒐𝒆 = 0.33
𝒓𝒐𝒕 = 0.50
Analysis: The reliability coefficient using Brown formula is 0.50, which is questionable reliability. Hence,
the test items should be revised.
3. Ms. Gauat administered a 40-item test in English for her Grade VI pupils in Malanao Elementary
School. Below are the scores of 15 pupils. Find the reliability using the Kuder-Richardson formula.
Student Score (x)

1 16
2 25
3 35
4 39
5 25
6 18
7 19
8 22
9 33
10 36
11 20
12 17
13 26
14 35
15 39
Solve the mean and the standard deviation of the scores using the table below.
Student Score (x) x2

1 16 256
2 25 625
3 35 1,225
4 39 1,521
5 25 625
6 18 324
7 19 361
8 22 484
9 33 1,089
10 36 1,296
11 20 400
12 17 289
13 26 676
14 35 1,225
15 39 1,521
n = 15 ∑x = 405 ∑x2 = 11,917
2
𝑛(∑ 𝑥 2 )−(∑ 𝑥)
𝑠2 = 𝑛(𝑛−1) Solve the reliability
15(11,917)−(405)2
= coefficient using the
15(14)
178,755−164,025 Kuder-Richardson
= formula.
210
14,730 𝑘 𝑥̅ (𝑘−𝑥̅ )
= 210 𝐾𝑅21 = 𝑘−1 (1 − 𝑘𝑠2 )
𝟐
𝒔 = 70.14 40
𝐾𝑅21 = 40−1 (1 −
27(40−27)
Mean =
∑𝑥 )
40(70.14)
𝑛
405 40 27(13)
= 15 = 39 (1 − 40(70.14))
Mean = 27 351
= 1.03 (1 − 2,805.60)
= 1.03(1 − 0.1251)
= 1.03(0.8749)
𝑲𝑹𝟐𝟏 = 0.90
Analysis: The reliability coefficient using KR-21 formula is 0.90, which means that the test has a very
good reliability. Meaning, the test is very good for a classroom test.
𝑘 ∑ 𝑝𝑞
𝑲𝑹𝟐𝟎 = (1 − 2 )
𝑘−1 𝑠
Steps in Solving the Reliability Coefficient Using KR-20

1. Solve the difficulty index of each item (p).
2. Solve the value of q in each item.
3. Find the product of p and q columns.
4. Find the summation of pq.
5. Solve the variance of the scores.
6. Solve the reliability coefficient using KR-20 formula.
Note: The first thing to do is to solve the difficulty index in each item and the variance of the total
scores
Legend:
n = No. of students got the
𝑛 correct answer in each
𝒑= item
𝑁
N = no. of students who
answered each item
q=1–p
4. Mr. Mark Anthony administered a 20-item true or false test for his English IV class. Below are the
scores of 40 students. Find the reliability coefficient using the KR-20 formula and interpret the
computed value, also solve the coefficient of determination.
Item x p q pq x2
No.
1 25 0.625 0.375 0.234375 625
2 36 0.9 0.1 0.09 1,296
3 28 0.7 0.3 0.21 784
4 23 0.575 0.425 0.2444375 529
5 25 0.625 0.375 0.234375 625
6 33 0.825 0.175 0.144375 1,089
7 38 0.95 0.05 0.0475 1,444
8 15 0.375 0.625 0.234375 225
9 23 0.575 0.425 0.244375 529
10 25 0.625 0.375 0.234375 625
11 36 0.9 0.1 0.09 1,296
12 35 0.875 0.125 0.109375 1,225
13 19 0.475 0.525 0.249375 361
14 39 0.975 0.025 0.024375 1,521
15 28 0.7 0.3 0.21 784
16 33 0.825 0.175 0.144375 1,089
17 19 0.475 0.525 0.249375 361
18 37 0.925 0.075 0.069375 1,369
19 36 0.9 0.1 0.09 1,296
20 25 0.625 0.375 0.234375 625
578 17,698
25
p of item 1 = 40 = 0.625
q of item 1 = 1 − 0.625 = 0.375
pq of item 1 = (0.625)(0.375) = 0.234375
Note: Continue the same procedures up to the last item.
Solve for the variance of the scores.

𝑛(∑ 𝑥 2 )−(∑ 𝑥)
2
n = no. of items
𝑠2 = 𝑛(𝑛−1) ∑x2 = summation of the
= square of (x)
20(17,698)−(578)2
∑x = summation of x
20(19)
=
353,,960−33,408,420
380
19,876
= 380
2
𝑠 = 52.3053
𝑠 2 = 52.31
Solve for the reliability coefficient using the KR-20 formula.

𝑘 ∑ 𝑝𝑞
𝐾𝑅20 = 𝑘−1 (1 − )
𝑠2
20 3.38875
𝐾𝑅20 = 20−1 (1 − )
52.31
20
𝐾𝑅20 = 19 (1 − 0.06478)
20
𝐾𝑅20 = 19 (0.93522)
𝐾𝑅20 = (1.05263)(0.93522)
𝐾𝑅20 = 0.9844
𝐾𝑅20 = 0.98
Interpretation: The reliability coefficient using the KR20 = 0.98 means that it has a very high reliability
or excellent reliability.
Coefficient of determination = (0.98)2

= 0.9604
= 96.04%
Interpretation: 96.04% of the variance in the students’ performance can be attributed to the test.
1. Present the different ways of establishing validity and reliability of a test.
2. Present and discuss briefly the different ways establishing validity of a test.
3. Is a reliable test also a valid test? Why?
4. Is a valid test always a reliable test? Why?
5. What are the different factors that reduce the validity of the test?
Module 7 Scoring Rubrics, Performance and Portfolio Assessment
Lesson Outcomes :
1. Define scoring rubrics;
2. Identify the advantages and disadvantages of using scoring rubrics;
3. Identify the two types of rubrics;
4. Differentiate holistic rubric from analytic rubric;
5. Identify the advantages and disadvantages of holistic rubric;
6. Identify the advantages and disadvantages of analytic rubric;
7. Determine the steps in developing rubric; and
8. Develop scoring rubrics for performance based assessment and portfolio assessment.
I. Introduction
• One of the alternative method of rating the performance of the students aside from pencil and
paper test is the use of scoring rubrics or rubrics.
• Scoring Rubrics
o Used when judging the quality of the work in evaluating the performance assessments.
o It is a form of scoring guide that is used in evaluating the performance of students or
products resulting from the performance task.
o These are very important in assessing the performance of students using performance-
based assessment and portfolio assessment.
II. Scoring Rubrics

• These are descriptive scoring schemes that are developed by teachers or other evaluators to guide
the analysis of the products or processes of students’ efforts (Brookhart, 1999)
• A rating system by which teachers can determine at what level of proficiency a student is able to
perform task or display knowledge of a concept and can define the different levels of proficiency
for each criterion (Airasian, 2000).
• One common used for rubrics is when the teachers evaluate the quality of an essay.
• The judgment of one evaluator differs from others when there are no criteria to be followed.
o One evaluator might put much weight in the content of the topic.
o One evaluator might give high mark on the organization aspect of the paper.
▪ If we are going to evaluate the quality of an essay, it must have to have a
combination of these factors.
• In this case, the evaluators judge the paper subjectively.
o To avoid such case, the evaluator must develop a predetermined criterion for evaluation
purposes so that the subjectivity of evaluating is lessened or it becomes more objective.
Types of Rubrics
• Holistic Rubric
o Requires the teacher to score the overall process or product as a whole (Nitko, 2001;
Mertler, 2001).
o The evaluator views the final product as a set of interrelated tasks contributing to the
whole.
o Using this in scoring the performance or product of the students provides overall
impression on the ability of any given product.
o Advantages:
▪ Quick scoring
▪ Provides overview of students’ performance
o Disadvantages:
▪ It does not provide detailed feedback about the performance of the students in
specific criteria.
o A teacher can use this rubric when he wants a quick snapshot of the performance of the
students.
o A single dimension is already adequate to define the quality of the performance of the
students.
• Analytic Rubric
o Provides information regarding performance in each component part of a task, making it
useful for diagnosing specific strengths and weaknesses of the learners (Gareis and Grant,
2008).
o The evaluator evaluates the final product into each component part and each part is cored
individually.
▪ The total score of the product or performance of the students will be the rating for
all the parts being evaluated.
o It is very important for the evaluator to treat each part separately to avoid any bias result
for the whole product or performance of the students.
o The teacher can use this rubric when he wants to see the relative strengths and
weaknesses of the students’ performance in each criterion, a detailed feedback and assess
complicated performance.
o He can also use this when he wants the students to conduct self-assessment on their
understanding about their performance.
Advantages of Using the Rubrics

1. Allows assessment to become more objective and consistent;
2. Clarifies the criteria in specific terms;
3. Clearly shows the student how the work will be evaluated and what is expected;
4. Promotes students’ awareness of the criteria to be used in assessing peer performance;
5. Provides useful feedback regarding the effectiveness regarding the effectiveness of the instruction;
and
6. Provides benchmarks against which to measure and document progress.
Development of Scoring Rubrics
Originally from Metler (2001) from his article “Designing Scoring Rubrics for Your Classroom”; the following
are compiled from various sources (Airasian, 2000 & 2001; Montgomery, 2001; Nitko, 2001; Tombori &
Borich, 1999)
1. Reexamine the earning objectives to be addressed by the task

• This allows you to match your scoring guide with your objectives and actual instruction.
2. Identify specific observable attributes that you want to see (as well as those you don’t want to
see) your students demonstrate in their product, process, or performance.
• Specify the characteristics, skills, or behaviors that you will be looking for, as well as the
mistakes you do not want to see.
• The teacher must carefully identify the qualities that need to be displayed in the student’s
work to demonstrate proficient performance.
3. Brainstorm characteristics that describe each attribute.
• Identify ways to describe above average, average, and below average performance for each
student observable attribute identified in step 2.
• For HOLISTIC RUBRICS: Write thorough narrative descriptions for excellent work and poor
work incorporating each attribute into the description.
o Describe the highest and lowest levels of performance combining the descriptors for
all attributes.
• For ANALYTIC RUBRICS: Write thorough narrative descriptions for excellent work and
poor work for each individual attribute.
o Describe the highest and lowest levels of performance combining the descriptors for
each attributes separately.
• For HOLISTIC RUBRICS: Complete the rubric by describing other levels on the continuum
that ranges from excellent to poor work for the collective attribute.
o Write descriptions for all the intermediate levels of performance.
• For ANALYTIC RUBRIC: Complete the rubric by describing other levels on the continuum
that ranges from excellent to poor work for each collective attribute.
o Write descriptions for all the intermediate levels of performance for each attribute
separately.
4. Collect samples of student work that exemplify each level.
• These will help you score in the future by serving as benchmarks.
5. Revise the rubric, as necessary.
• Be prepared to reflect on the effectiveness of the rubric and revise it prior to its next
implementation.
Types of Scoring Instruments for Performance Assessments
Scoring Instruments
for Performance
Assessments
Checkist Rating Scales
Rubrics
Analytic Rubrics
Holistic Rubrics
Templates for Holistic and Analytic Rubrics (Metler, 2001)
Template for Holistic Rubrics

Score Description
5 Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4 Demonstrates considerable understanding of the problem. All
requirements of task are included.
3 Demonstrates partial understanding of the problem. Most
requirements of task are missing.
2 Demonstrates little understanding of the problem. Many
requirements if task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted.
Template for Analytic Rubrics

Beginning Developing Accomplished Exemplary
Score
1 2 3 4
Criteria #1 Description Description Description Description
reflecting reflecting reflecting reflecting
beginning level movement achievement of highest level of
of toward mastery level performance.
performance. mastery level of
of performance.
performance.
of performance.
performance.
of performance.
performance.
of performance.
performance.
Examples of Holistic Rubrics and Analytic Rubric
Adapted from Leading Author in Rubric Heidi Goodrich Andrade (1997)
Analytic Rubric for Persuasive Essay
Criteria Quality
4 3 2 1
I make a claim and I make a claim but I make a claim but I do not make a
explain why it is don’t explain why it it is buried, claim.
Make a claim
controversial. is controversial. confused, or
unclear.
I give clear and I give reasons in I give 1 or 2 I do not give
accurate reasons in support of the reasons which convincing
Give reasons
support of the claim. claim, but overlook don’t support the reasons in support
in support of
important reasons. claim well, and/or of the claim.
the claim
irrelevant or
confusing reasons.
I thoroughly discuss I discuss reasons I acknowledge I do not give
reasons against the against claim, but that there are reasons against
Consider
claim and explain leave out important reasons against the claim.
reasons
why the claim is reasons and/or the claim but
against the
valid anyway. don’t explain why don’t explain
claim
the claim still them.
stands.
I discuss how I discuss how I say the I do not mention
democratic democratic democracy and democratic
Relate the principles and principles and democratic principles or
claim to democracy can be democracy can be principles are democracy.
democracy used both in support used to support the relevant but do
of and against the claim. not explain how
claim. or why clearly.
My writing is well My writing has a My writing is My writing is
organized, has a clear beginning, usually organized aimless and
compelling opening, middle and end. I but sometimes disorganized.
strong informative generally use gets off topic. Has
Organization
body and satisfying appropriate several errors in
conclusion, has paragraph format. paragraph format.
appropriate
paragraph format.
The words I use are I use mostly routine My words are dull, I use the same
striking but natural, words. uninspired or they words over and
Word choice varied and vivid. sound like I am over and over…
trying too hard to Some words may
impress. be confusing.
My sentences are I wrote well- My sentences are Many run-ons,
Sentence clear, complete and constructed but often flat or fragments and
fluency of different lengths. routine sentences. awkward. Some awkward
phrasings make
run-ons and my essay hard to
fragments. read.
I use first person My spelling is Frequent errors Many errors in
form, and I use correct on common are distracting to grammar,
correct sentence words. Some errors the reader but do capitalization,
Conventions structure, grammar, in grammar and not interfere with spelling and
punctuation and punctuation. I need the meaning of my punctuation make
spelling. to revise it again. paper. my paper hard to
read.
Analytic Rubric for and Invention Report
Criteria Quality
4 3 2 1
The report The report The report The report does
explains the key explains all of the explains some of not refer to the
purposes of the key purposes of the purposes of purposes of the
Purposes invention and the invention. the invention but invention.
points out less misses key
obvious ones as purposes.
well.
The report details The report details The report The report does
both key and the key features of neglects some not detail the
hidden features of the invention and features of the features of the
Features the invention and explains the invention or invention or the
explains how they purposes they purposes they purposes they
serve several serve. serve. serve.
purposes.
The report The report The report The report does
discusses the discusses the discusses either not mention the
strengths and strengths and the strengths or strengths or the
weaknesses of the weaknesses of the weaknesses of the weaknesses of the
Critique
invention, and invention. invention but not invention.
suggests ways in both.
which it can be
improved.
The report makes The report makes The report makes The report makes
appropriate appropriate unclear or no connections
connections connections inappropriate between the
between the between the connections invention and
purposes and purposes and between the other things.
Connections
features of the features of the invention and
invention and invention and one other phenomena.
many different or two
kinds of phenomena.
phenomena.
Rubric for Oral Presentation
Criterion Quality
Gains attention of Gives details or an Does a two-sentence Does not attempt to
audience amusing fact, a series of introduction, then gain attention of
questions, a short starts speech. Gives audience, just starts
demonstration, a one-sentence speech.
colorful visual or a introduction, then
personal reason why starts speech.
they picked this topic.
III. Performance-Based Assessment

• A direct and systemic observation of the actual performances of the students based
from a predetermined performance criterion (Zimmaro, 2003).
• It is an alternative form of assessing the performance of the students that represent
a set of strategies for the application of knowledge, skills, and work habits through
the performance of tasks that are meaningful and engaging to students (Hibbard,
1996 and Brualdi from her article “Implementing Performance Assessment in the
Classroom”, 1998).
• Students are required to perform a task rather than select an answer from a given
list of options.
• It provides teacher information about how the students understand and apply
knowledge.
• It allows the teacher to integrate performance assessment in the instructional
process to provide additional learning activities for the students in the classroom.
Paper and Pencil Test vs. Performance-based Assessment
Paper and Pencil Test Performance-based Assessment

• Measures learning indirectly. • Direct measure of learning or
• Better to use when measuring factual competence.
knowledge and when solving well- • This indicates that cognitive complex
structured mathematical problems. outcomes, affective and psychomotor
o Teacher asked question which skills have been mastered.
indicates skills that have been learned • Examples that can be judged using this:
or mastered o Preparing a microscope slide in
laboratory class
o Performing gymnastics or a dance in
physical education class
o Cooking demonstration
o Diving in swimming class
• These kinds of activities let the teacher
or evaluator provide feedback
immediately on how the students
performed to carry out their
performance task.
IV. Portfolio Assessment
• The systemic, longitudinal collection of student work created in response to specific,
known instructional objectives and evaluated in relation to the same criteria
(Ferenz, 2001).
• Student Portfolio
o A purposeful collection of student work that exhibits the student’s efforts,
progress and achievements in one or more areas.
• The collection must include student participation in selecting contents, the criteria
for selection, the criteria for judging merit and evidence of student self-reflection
(Paulson, Paulson, Meyer 1991).
• The portfolio should represent a collection of student’s best work or best efforts,
student-selected samples of work experiences related to outcomes being assessed,
and documents according to growth and development toward mastering identified
outcomes.
• A portfolio is more than just a container full of stuff (Vavrus, 1990).
• A portfolio is a systematic and organized collection of evidence used by the teacher
and student to monitor growth of the student’s knowledge, skill, and attributes in
specific subject area.
• A portfolio is a record of learning that focuses on the student’s work and his/her
reflection on that work (National Education Association, 1993).
o Material is collected through a collaborative effort between the student and
staff members.
o Materials in indicative of progress toward the essential outcomes.
V. Comparison of Portfolio and Traditional Forms of Assessment (Ferenz, 2001)
Traditional Assessment Portfolio Assessment

Measures student’s ability at one time Measures student’s ability over time
Done by the teacher alone, students are not Done by the teacher and the students, the
aware of the criteria students are aware of the criteria
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the students’ language Captures many facets of language learning
ability performance
Does not include the teacher’s knowledge Allows for expression of teacher’s
of student as a learner knowledge of student as a learner
Does not give student responsibility Student learns how to take responsibility
Chapter Exercises:
1. Differentiate analytic rubrics and holistic rubrics.
2. Discuss the advantages of analytic rubrics from holistic rubrics.
3. What are the different advantages of using rubrics in assessing performances and
portfolios of students?

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Assessment of Learning 1

Prepared and Compiled by

DR. EDITHA S. MAGSINO

PROF. DAISY MAE R. BONGTIWON

1|Page – Assessment in Learning

Module 1 Basic Concepts in Assessment

2|Page – Assessment in Learning

3|Page – Assessment in Learning

I. General Principles of Testing

d. Steps in Developing Assessment Tools

iii. Matching Type Test

iv. True or False Test

5|Page – Assessment in Learning

6|Page – Assessment in Learning

Module 7: Scoring Rubrics for Performance and Portfolio Assessment

7|Page – Assessment in Learning

• Focuses on the development and utilization of assessment tools to improve the

At the end of this module, students should be able to:

1. Define the different terms;

8|Page – Assessment in Learning

II. Different Terminologies: Assessment, Testing, Measurement and Evaluation

9|Page – Assessment in Learning

Different Purposes of Assessment

Four Roles of Assessment Used in the Instructional Process

II. During Instruction

III. End of Instruction

IV. Other Types of Test

Objective Test vs. Subjective Test

Supply Test vs. Fixed-response Test

Individual Test vs. Group Test

Mastery Test vs. Survey Test

VI. Guidelines for Effective Student Assessment

1. Define the different terms;

II. Purposes of Instructional Goals and Objectives

III. Goals and Objectives

Table 1: Difference of Goals and Objectives

Goal, General Educational Program Objectives and Instructional Objectives

General Educational Program Objectives

Table 2: Typical Problems Encountered When Writing Objectives

Four Main Things that Objectives Should Specify

Types of Educational Objectives/Instructional Objective

Table 3: Examples of Learning Activities vs. Learning Outcomes

Table 4: Examples of Verbs in Terms of Observable Learning Outcomes and

Examples of Observable Learning Outcomes

Types of Learning Outcomes to Consider

1. Knowledge 5. General skills

V. Taxonomy of Educational Objectives

VI. Criteria for Selecting Appropriate Objectives

VIII. Matching Test Items to Instructional Objectives

Table 5: Example of Matching Test Items to Instructional Objectives

Table 6: Comparison of Bloom’s Taxonomy (1956) and the Revised Bloom’s

Sample verbs appropriate written at

Sample verbs appropriate written at

Note: Remember this part has now

Sample verbs appropriate written at

Note: This one used to be No. 5 in

Sample verbs appropriate written at

2. Comprehension: Involves students’ ability to read course content, interpret important

Table 7: Levels of Affective Domain (lowest to highest)

Sample verbs appropriate for

Sample verbs appropriate for

Sample verbs appropriate for

Table 9: Other Psychomotor Domains by Dave, R.H. (1975)