West Visayas State University 2020

Unit V: Supply Type of Test: Essay

Learning Outcomes:
At the end of the unit the students should be able to:
1. described the two types of essay
2. discussed the different higher-order thinking skills assessed in essay and the question
prompt for each thinking skill (e.g. Application Question- Using the given mathematical model,
solve for its discriminant and explain why the discriminant is real, rational, or irrational).
3. constructed sample essay test in Mathematics.
4. construct a test draft of a quarter
5. discuss the significance of validation rate instructional decision in formative assessment

Topics:
1. Restricted Essay
2. Non-restricted Essay
3. Construction of Test Draft of TOS and Test Draft Construction
4. Interpreting Formative and Summative Results
4.1 Validation Rate for Instructional Decision in Formative Assessment

Non-Objective Supply Type Test: Essay

This is a free response test question. Unlike the completion and short-answer items which are highly
structured to elicit only one short correct answer, essay items are less structured to allow the students to
organize freely their response using their own writing style to answer the question. It allows measuring
students' abilities to organize, integrate, and synthesize his knowledge, to use the information to solve
problems, and to be original or innovate in his approaches to problem situations. This can be a composition
test or definition illustration test. This format, therefore, is appropriate for testing deep understanding and
reasoning. Some of the thinking processes involved in answering essay questions are comparison,
induction, deduction, abstracting, analyzing perspective, decision-making, problem-solving, constructing
support, and experimental inquiry (Marzano, et.al., 1993). They actually involve higher-order thinking skills.

14 types of abilities that can be measured by essay items (Stecklein as cited by Santos,
2007)

 comparison between two or more things

 the development and defense of an option
 questions of cause and effect
 explanation of meanings
 summarizing of information in a designed area
 analysis
 knowledge of relationship
 illustrations of rules, principles, procedures, and applications
 applications of rules, laws, and principles to new situations
 criticisms of the adequacy, relevance, or correctness of a concept, idea, or information
 formulation of new questions and problems
 reorganization of facts
 discrimination between objects, concepts, or events
 inferential thinking

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Types of Essay
1. Restricted response question usually limits both the content and the response. The content is
usually restricted by the scope of the topic to be discussed, limitations on the form of response are
generally indicated in the question. Another way of restricting responses in essay tests is to base the
questions on specific problems.
Examples:
1. “A car traveling 50 mph leaves Chicago at 9am. A train traveling at 70 mph leaves Milwaukee
at 10 am. Who will arrive in Toledo (250 miles away) first? Show your work.”
2. State any five definitions of education?
2. Extended response has no restriction is placed in students as to the point he will discuss and the
type of organization he will use. Teachers in such a way so as to give students the maximum possible
freedom to determine the nature and scope of the question and in a way he would give a response, of
course, being related topic and in a stipulated time frame to these types of questions.
Examples:
1. Devise a plan to determine whether the democrats or republicans are evenly distributed
throughout the city or whether the supporters of each party are concentrated in certain wards.
2. Do children need to go to school? Support your answer.

Guidelines in constructing an essay test as suggested by Miller, Linn & Gronlund (2009)

1. Restrict the use of essay questions to those learning outcomes that cannot be measured
satisfactorily by objective items. Objective items cannot measure such important skills as the ability to
organize, integrate, and synthesize ideas showing one's creativity in writing style. The use of essay format
encourages and challenges students to indulge in high-order thinking skills instead of simply tote
memorization of facts and of remembering inconsequential details.
2. Construct questions that will call forth the skills specified in the learning standards. A review
of learning standards in school curricula will show that they range from knowledge to deep understanding.
The performance standards require the learners to demonstrate the application of principles, analysis of
experimental findings, evaluation of results, and creation of new knowledge, and these are explicitly stated
in terms of the expected outcomes at every grade level. The essay questions to be constructed then should
make the students model how they are to perform the thinking processes.
3. Phrase the question so that the student's task is clearly defined. Restricted-response type of
essay questions especially states the specific task to be done in writing. As much as possible, the students
should interpret the question in the same way according to what the teacher expects through the
specifications in the question.
4. Indicate an approximate time limit for each question. This should be especially considered when
the test is a combination of objective and non-objective format like the inclusion of essay questions.
Knowing how much time is allotted to each one will make the students budget their time so they do not
spend their time on the first question and consequently missing out on the others.
5. Avoid the use of optional questions. Some teachers have the practice of allowing the students to
select one or two essay questions from a set of five questions. Some disadvantages of this practice may
include: not being able to use the same basis for reporting test results, or students being able to prepare
through memorization for those they will likely choose.
6. Plan what mental process are to be tested before writing the test (student's analytical skills?
knowledge? or his ability to synthesize?)
7. Use essay questions to test the students' ability to organize information
8. Use keywords to phrase your essay questions (example: compare, explain, predict...)
9. Focus your essay question on only one issue at a time
10. Inform the test taker that questions will be graded on the strength of their evidence,
presentation, and organization of thoughts on an issue and not on the basis of the position taken on
an issue.

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Formative and Summative Assessments

Assessment allows both instructor and student to monitor progress towards achieving learning objectives,
and can be approached in a variety of ways. Formative assessment refers to tools that identify
misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It
includes effective tools for helping to shape learning, and can even bolster students’ abilities to take
ownership of their learning when they understand that the goal is to improve learning, not apply final
marks (Trumbull and Lash, 2013). It can include students assessing themselves, peers, or even the
instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs
throughout a class or course, and seeks to improve student achievement of learning objectives through
approaches that can support specific student needs (Theal and Franklin, 2010, p. 151).
In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at
the conclusion of an instructional period, like a unit, course, or program. Summative assessments are
almost always formally graded and often heavily weighted (though they do not need to be). Summative
assessment can be used to great effect in conjunction and alignment with formative assessment, and
instructors can consider a variety of ways to combine these approaches.

Examples of Formative and Summative Assessments

Formative Summative

In-class discussions Instructor-created exams

Clicker questions Standardized tests

Low-stakes group work Final projects

Weekly quizzes Final essays

1-minute reflection writing assignments Final presentations

Homework assignments Final reports

Surveys Final Grades

Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):

 Informal / formal
 Immediate / delayed feedback
 Embedded in lesson plan / stand-alone
 Spontaneous / planned
 Individual / group
 Verbal / nonverbal
 Oral / written
 Graded / ungraded

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 Open-ended response / closed/constrained response

 Teacher initiated/controlled / student initiated/controlled
 Teacher and student(s) / peers
 Process-oriented / product-oriented
 Brief / extended
 Scaffolded (teacher supported) / independently performed
Recommendations

Formative Assessment Ideally, formative assessment strategies improve teaching and learning
simultaneously. Instructors can help students grow as learners by actively encouraging them to self-
assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven
principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:
 Keep clear criteria for what defines good performance - Instructors can explain criteria for A-
F graded papers, and encourage student discussion and reflection about these criteria (this can be
accomplished though office hours, rubrics, post-grade peer review, or exam / assignment
wrappers(link is external)). Instructors may also hold class-wide conversations on performance
criteria at strategic moments throughout a term.
 Encourage students’ self-reflection - Instructors can ask students to utilize course criteria to
evaluate their own or a peer’s work, and to share what kinds of feedback they find most valuable. In
addition, instructors can ask students to describe the qualities of their best work, either through
writing or group discussion.
 Give students detailed, actionable feedback - Instructors can consistently provide specific
feedback tied to predefined criteria, with opportunities to revise or apply feedback before final
submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples
include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and
regular online quizzes.
 Encourage teacher and peer dialogue around learning - Instructors can invite students to
discuss the formative learning process together. This practice primarily revolves around mid-
semester feedback and small group feedback sessions, where students reflect on the course
and instructors respond to student concerns. Students can also identify examples of feedback
comments they found useful and explain how they helped. A particularly useful strategy, instructors
can invite students to discuss learning goals and assignment criteria, and weave student hopes into
the syllabus.
 Promote positive motivational beliefs and self-esteem - Students will be more motivated and
engaged when they are assured that an instructor cares for their development. Instructors can allow
for rewrites/resubmissions to signal that an assignment is designed to promote development of
learning. These rewrites might utilize low-stakes assessments, or even automated online testing that
is anonymous, and (if appropriate) allows for unlimited resubmissions.
 Provide opportunities to close the gap between current and desired performance -
Related to the above, instructors can improve student motivation and engagement by making visible
any opportunities to close gaps between current and desired performance. Examples include
opportunities for resubmission, specific action points for writing or task-based assignments, and
sharing study or process strategies that an instructor would use in order to succeed.

 Collect information which can be used to help shape teaching - Instructors can feel free to
collect useful information from students in order to provide targeted feedback and instruction.
Students can identify where they are having difficulties, either on an assignment or test, or in
written submissions. This approach also promotes metacognition, as students are asked to think

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about their own learning. Poorvu Center staff can also perform a classroom observation or
conduct a small group feedback session that can provide instructors with potential student
struggles.
Instructors can find a variety of other formative assessment techniques through Angelo and Cross
(1993), Classroom Assessment Techniques (list of techniques available here(link is external)).
Summative Assessment Because summative assessments are usually higher-stakes than formative
assessments, it is especially important to ensure that the assessment aligns with the goals and expected
outcomes of the instruction.
 Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected
performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like,
and “summarize” expected performance at the beginning of term, providing students with a
trajectory and sense of completion.
 Design Clear, Effective Questions - If designing essay questions, instructors can ensure that
questions meet criteria while allowing students freedom to express their knowledge creatively and in
ways that honor how they digested, constructed, or mastered meaning. Instructors can read
about ways to design effective multiple choice questions.
 Assess Comprehensiveness - Effective summative assessments provide an opportunity for
students to consider the totality of a course’s content, making broad connections, demonstrating
synthesized skills, and exploring deeper concepts that drive or found a course’s ideas and content.
 Make Parameters Clear - When approaching a final assessment, instructors can ensure that
parameters are well defined (length of assessment, depth of response, time and date, grading
standards); knowledge assessed relates clearly to content covered in course; and students with
disabilities are provided required space and support.
 Consider Blind Grading - Instructors may wish to know whose work they grade, in order to
provide feedback that speaks to a student’s term-long trajectory. If instructors wish to provide truly
unbiased summative assessment, they can also consider a variety of blind grading techniques.
Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging.

The Poorvu Center shares these recommendations.
References

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model
and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative
Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San
Francisco, CA.

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Activity 1

Direction: In any field of Mathematics (Grade 7 to Grade 10), construct the two types of essay test
(Restricted and Extended response test) 5 numbers each.

Activity 2

Direction: Create your own class record using E-class record in any grade level.

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Unit VI: Interpreting Formative and

Summative Results

Learning Outcomes:
At the end of the unit the students should be able to:
1. profiled students’ performance based on the summative examination result
2. generated some instructional decision regarding the result
3. showed steps in grade computation using spreadsheet.

Topics:
1. Students’ Performance in Summative Examination into:
 Beginner (79 and below)
 Developing (80 to 84)
 Approaching Proficiency (85-89)
 Proficient (90-94)
 Outstanding (95 -100)
2. Grade Computations
2.1 Grade Computations following the DepEd policy

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