Final Pre-Training Teacher Assessment Literacy Inventory

10/28/21, 11:48 AM FINAL PRE-TRAINING TEACHER ASSESSMENT LITERACY INVENTORY
FINAL PRE-TRAINING TEACHER

ASSESSMENT LITERACY
INVENTORY

Points: 45/87
CONSENT FORM
Purpose
This survey aims to collect information that could inform the needed Continuing Professional
Development (CPD) programs of Junior High School Teachers.
As a participant in this CPD designed for teachers, we would like to request for
you to answer the survey. As we recognize the Republic Act No. 10173 or also
known as Data Privacy Act of 2012, we would like to get your consent in using
the data provided in this survey for documentation, planning and research
purposes. Rest assured that your identity will be concealed when reporting the
data generated from this survey and that your responses will not be used
against you or as basis of your performance evaluation in your school. Please
confirm that you provide consent for the use of your data for the intended
purposes. *
Yes, I give my consent in the use of my data provided in this survey.
No, I do not give my consent in the use of my data provided in this survey.
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Demographic Information
Instructions: Please respond by supplying the information or selecting from multiple options as
required by each item. Please provide the information as honestly and as accurately as possible.
Last Name *
CATAYLO
First Name *
ELFIE PAUL
Middle Name *
YBANEZ
DepEd Email Address *
elfiepaul.cataylo@deped.gov.ph
Mobile Number *
09606695069
Age *
Below 20 years old
20 to 29 years old
30 to 39 years old
40 to 49 years old
50 to 59 years old
60 or older
Region *
Region IX: Zamboanga Peninsula 
Region IX: Zamboanga Peninsula Divisions *
Zamboanga City 
10
Grade Level/s Handled *
Grade 8
Grade 9
11
Subject Area Group *
English
Mathematics
Science
12
Highest Educational Attainment *
Post doctorate degree
Doctorate degree
Master’s degree with Doctorate units
Master’s degree
Bachelor’s degree with Master’s units
Bachelor's degree with Certificate in Teaching
Bachelor’s degree
13
Professional Licensure Obtained *
Teaching License
Non-teaching license
No professional license
14
Area of Specialization in the Highest Educational Attainment *
Education
Educational Management
English
English Education
Mathematics
Mathematics Education
Science
Science Education
Others
15
No. of Hours of Training in Assessment in the Last 3 Years *
None
1 to 8 hours
9 to 16 hours
17 to 24 hours
25 to 32 hours
33 to 40 hours
41 to 48 hours
49 or more hours
16
Resources Available at Home for Assessment *
Printed books and other reading materials
Digital/electronic books and other reading materials
Subscription to online/electronic library
Subscription to assessment and other related journals
Internet connectivity (e.g. WiFi, LAN)
17
I am confident that I can design/develop online assessment tasks and tools for
the subjects I handle. *
1 2 3 4
Strongly Disagree Strongly Agree
18
I am confident that I can effectively administer/conduct assessment of learning

in an online learning environment. *
1 2 3 4
Strongly Disagree Strongly Agree
TEACHER ASSESSMENT LITERACY

19
A Junior High School teacher wished to assess her students' understanding of a

specific problem solving method she had been teaching. Which assessment
strategy would be the most valid to do given the intention of a classroom
assessment?
*
(0/3 Points)
Select a standardized test that provides a score on problem solving skills.
Selecting a standardized test that provides a score on problem solving skills to assess
students' understanding of a specific problem solving method a teacher had been teaching is
valid. However, the use of a teacher-made test is more valid or better than a standardized test
in determining how well the students have understood a specific problem solving method
taught by their teacher in the class. (In SOLO scoring, this option would have been scored 2
points)
Select a textbook that has a "teacher's guide" with a test on problem solving developed by
the authors.
Select an instrument that measures students' attitude towards problem solving
Design an assessment consistent with an outline of what the teacher has actually

taught in the class.

20
Which of the following is the appropriate assessment method when a teacher

aims to measure if learners are able to demonstrate product-type of learning
targets? *
(0/3 Points)
Demonstration with performance rubric
When learners demonstrate a performance task, then skill-type targets are measured. The
verb “demonstrate” connotes showing of a skill that does not necessitate any product. (In
SOLO scoring, this option would have been scored 1 point)
Essay with scoring rubric
Multiple-choice test
Feasibility study 

21
Which of the following choices is the appropriate assessment for the given
scenario?
The teacher wants the students to reflect on their own learning, new
understanding, and recently acquired skills. The students are expected to
provide evidence of the changes in terms of their understanding, beliefs, or
skills.
*
(0/3 Points)
Formative assessment, which requires students to reflect on their learning progress
The scenario requires the teacher to measure changes in learners’ understanding, beliefs, or
skills. Hence, summative assessment is more appropriate than formative assessment.
Summative assessment measures whether learners have met the content and performance
standards. (In SOLO scoring, this option would have been scored 1 point)
Summative assessment, which measures the extent of students’ learning based on pre-

set criteria
Summative assessment, which requires recording and reporting of students’ performance

to improve instructional practices
Formative assessment, which determines the students’ strengths and weaknesses for them
to learn on the assessment process itself
22
Which of the following statements about formative assessment is TRUE? *

(3/3 Points)
Its results are not recorded because they only intend to provide feedback to teachers for
their reflection.
It is administered after the day’s lesson or after covering a unit based on the budget of
work.
It intends to continuously monitor students’ learning progress before, during, and after

instruction.
Formative assessment is a characteristically informal and continuous assessment and is

intended to help students identify strengths and weaknesses to learn from the assessment
experience. It is also considered “assessment as learning” through which students reflect on
their learning progress.
It is used to measure the extent to which the learners have met a given set of learning
standards.
23
A Junior High School teacher is developing a diagnostic test to determine the

writing skills of her incoming Grade 9 students. Which of the following test
formats below is the most appropriate to use and why? *
(3/3 Points)
Multiple-choice type, as this is convenient and easy for the students to answer
Essay test, as this demonstrates students’ language/grammar skills and ability to


organize their ideas
Essay test is the best format to assess students’ writing abilities.
Short-answer test, as this requires students to create an answer through writing
Completion test, as this measures students’ grammar/language skills by completing a

sentence

24
What condition will help you decide that the students are ready to learn and
move to the next learning competency? *
(0/3 Points)
When 100% of the students are able to submit the requirements of a competency.
The submission of the requirements of a competency is not a valid indicator of mastery. The
submitted requirements’ content needs to meet the criteria involved in the competency. (In
When every student is able to meet the prerequisite skill to the target learning
competency.
When more than 90% of the students have passed the summative assessment of the

competency.
When every student is able to demonstrate the task from the previous-level competency.
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
25
Why is a table of specifications (TOS) needed before item writing? *

(0/3 Points)
To give the impression that a test is sophisticated.
To provide the basis for developing test items. 
To serve as a blueprint of the test.
TOS is sometimes called a test blueprint but referring to a TOS as a test blueprint does not
explicitly explain why it is important. (In SOLO scoring, this option would have been scored 1
point)
To ensure that the test is valid.
26
What processes are relevant when a teacher designs a performance task

worksheet for the students?
I – Select learners who have the resources in performing the task.
II – Accompany each task with clear directions and appropriate scoring

tools.
III – Integrate performance tasks that have two or more competencies.
IV – Provide learners with flexibility in accomplishing performance tasks.
*
(3/3 Points)
I-II-IV
II-III-IV 
In designing a performance task, it is correct to integrate two or more competencies when

designing it with clear directions, appropriate scoring tools, and with flexibility for students on
how to accomplish the task.
I-II-III
I-III-IV
27
Which of the following is an acceptable test-taking behavior when students

answer each section of a standardized test that is timed separately? *
(3/3 Points)
Mary finishes the vocabulary section early; she checks her answers on the previous test
section.
John finishes the vocabulary section early; he then rechecks many of his answers in that

section.
Rechecking one’s answer in the section of a timed standardized test, when there is still time, is
an acceptable behavior.
Bob did not finish the vocabulary section; he continues to work on that section when the
testing time is up.
Jane finishes the vocabulary section early; she looks ahead at the next test section but does
not mark her answer sheet for any of those items.

28
The table below shows the percentage of students who are able to answer
the items correctly for each of the learning competencies assessed in one
subject area. *
(0/3 Points)
Competency 4 is the most difficult as compared to the other competencies. 
Competency 4 was mastered by very few students.
Message for respondeThe percentage of those who correctly answered the items in a certain
competency assessed could tell the percentage of students who mastered such competency.
However, the interpretation that “very few students mastered Competency 4” will not be
useful without defining the meaning of “few”, “very few”, “many” and so on.nts who select this
answer. (In SOLO scoring, this option would have been scored 2 points.)
Competency 4 requires complex skills to master.
Competency 4 shows results consistent with the national performance on the same
competency.

29
The table shows the average performance scores of Grade 10 learners from two
sections on the 50-item English proficiency test. Which of the following is the
most accurate interpretation of the results shown on the table below? *
(0/3 Points)
In general, learners from Grade 10-Mahusay performed better than those from Grade

10-Magaling in the English proficiency test.
There are more learners from Grade 10-Mahusay that have high proficiency in English
compared to learners from Grade 10-Magaling.
It may be true or false to say that there are more learners in Grade 10-Mahusay with high
performance based on their average mean score of 37.75, if compared with those from Grade
10-Magaling with an average score of 32.25 in the English proficiency test. Since the mean is
affected by extremely low or high scores, then it is possible that the two sections have high
performers, which the mean cannot tell alone as there is a need to know more data like the
frequency of scores of the students and the range of scores that could represent the levels of
achievement to have bases for this kind of comparison. (In SOLO scoring, this option would
have been scored 1 point.)
Overall, learners from Grade 10-Mahusay have higher levels of English proficiency than
learners from Grade 10-Magaling.
No learner from both sections scored lower than 50% of the total number of items in the
English proficiency test.
30
How would a teacher effectively elicit response from the students in the
conduct of a review of the previous lesson?
I. Ask questions that have different levels of complexity.
II. Distribute the questions to all the students through fishbowl technique.
III. Provide a token to every student who could answer the question.
IV. Make the review more engaging through a game. *

(3/3 Points)
I, II, and IV 
It is good for the teacher to ask questions of varying complexities that all students must
answer in a more engaging activity such as a game.
I, II and III
II, III, IV
I, III and IV

31
When planning for classroom instruction for a unit in your subject, which of
these types of information have more potential to be helpful?
Norm-referenced information: describes each student's performance relative to

other students in a group (e.g., percentile ranks, stanines)
Criterion-referenced information: describes each student's performance in terms

of status on specific learning outcomes (e.g., number of items correctly
answered for each specific objective). *
(0/3 Points)
Norm-referenced information
Criterion-referenced information
Most often, norm-referenced information is more useful in helping plan for instruction.
It is true that norm-referenced information could be effective and efficient in planning for
group instruction. For example, students identified with a low performance could be
partnered with students with high performance so that peer learning or peer teaching could
be implemented as an approach to instruction. However, criterion-referenced information is
more frequently used as it is better at telling how one student performed in relation to the
target learning outcome, which is needed to plan for a more individualized approach to
instruction. (In SOLO scoring, this option would have been scored 1 point.)
Most often, criterion-referenced information is more useful in helping plan for


instruction.
32
How do the summative assessment results from the previous school year help
you revise the lesson plan that you will develop for the next school year? *
(3/3 Points)
Increase the instructional time for the learning competencies whose prerequisites are

not yet fully mastered.
More time is needed in competencies in which pre-requisite skills are not yet fully mastered.
Remove unnecessary information on the competencies that are not yet mastered.
Use complex teaching methods on the competencies that have not yet been mastered.
Remove the learning competencies if they are difficult to master.

33
Half of your class attained a failing grade in a formative written test. What
would you do to address this result? *
(0/3 Points)
Give a retest to those who failed in the formative test using the same test to check if their
scores will improve.
Giving a retest when the students failed is a good practice. However, it is a waste of time if
those who failed in the formative test are given a retest using the same test to check if their
scores will improve. It is better if the teacher identifies the learning competencies in which the
learners have difficulty and then focuses on instruction for the class to master these
competencies. (In SOLO scoring, this option would have been scored 1 point.)
Identify the learning competencies where the learners have difficulty and ask the students
to study them again on their own.
Proceed with the new lessons then conduct another formative assessment to prepare
learners for the summative assessment.
Identify the learning competencies in which the learners have difficulty and provide

more effective instruction for the class to master these competencies.

34
The results of the students’ completed assessments showed that theycan be

grouped into two. Group I students can already successfully perform the target
skill without assistance. Group II students, however, cannot perform the target
skill yet but they already have some prerequisite knowledge about it. How can
you effectively use these assessment results to help each group of students? *
(0/3 Points)
Give Group I students opportunities to use skills in independent practice and provide
Group II students with more guided practice
Review the class about this specific lesson then ask all students to answer the same
assessment again.
Give appropriate feedback to each group. Then guide the Group II students in
rechecking their task. Give the Group I students more opportunities for independent 
practice.
Give Group I students opportunities to use skills in independent practice and provide
Group II students with more guided practice. Tell the students that they are good and
hardworking students.
Giving the Group I students opportunities to use skills in independent practice (as they have
already mastered the assessed skill) and provide Group II students with more guided practice
(as they have not yet mastered the assessed skill) is a good instructional decision based on
assessment results. This response uses the assessment interpretations for improving teaching
and learning based on the definitions of Zone of Proximal Development and Zone of Actual
Development. However, the feedback level used can be improved. Self-leveling Feedback (i.e.,
“Good girl, you’re hardworking.”) involves praising the students. This should be done but it
does not enrich students’ learning of a concept, which is why we still need to give other types
of feedback. (In SOLO scoring, this option would have been scored 2 points.)

35
You are developing your rubric to evaluate students’ decision whether to

approve or not a certain action. What indicators are appropriate to be used for
the criterion “evidence of answers” in the scoring rubric? *
(0/3 Points)
The flow of the answer showed deduction from premises to conclusions.
The explanations are similar to the idea provided in another essay.
The information provided is backed up by available data. 
The answers are rationalized with examples.
Providing examples to rationalize a response is an indicator for illustrating and not evidence.
(In SOLO scoring, this option would have been scored 1 point.)
36
Which of the following should be the MOST essential criterion in developing an

analytic rubric for grading a research project proposal? *
(3/3 Points)
The rubric should cover multiple standards or criteria for evaluating a research project

proposal.
The rubric should contain performance benchmarks that will be used to evaluate a research
project proposal
The rubric should be as brief as possible.
The rubric should undergo validation.
37
Which is the appropriate response to the given scenario?
You have scheduled a Performance Task Day wherein your students will have to
report about their individual work. Juana is one of your students who does not
have internet access, but she regularly retrieves and submits her modules by
having her nanay go to school every week.
*
(3/3 Points)
Prepare a worksheet and include it in packing the modules of those without online

access.
The desired policy outcome is that all learners are fairly assessed and graded and treated with
considerations for possible difficulties during the health crisis.
Give a failing mark to Juana and to those who will not present their work online.
Do home visitation to grade the students with their presentations.
Arrange a face-to-face presentation in school.
38
Which of the following would help the parents understand the grades of a
learner on a project when they ask about it? *
(3/3 Points)
Connect the misbehavior of the learner to their performance in the task
Explain to the parents what have happened in the performance of the learner.
Show the criteria and how the checking was done in a project would help the parents

better understand how the grade was derived.
Showing the criteria and how the checking was done in a project would help the parents
better understand how the grade was derived.
Discuss the nature of performance-based assessment to the parent is good but it does not
address the need to understand how the grade of a project was computed.
39
You were able to determine that the essay test by one of your students suffers
from a case of intentional plagiarism. Which of the following feedback would be
BEST given to the learner? *
(3/3 Points)
Give the learner a failing mark in the essay and inform him that plagiarism is the reason.
Ask the learner to submit a new essay as the one submitted has been found to have
plagiarized content.
Tell the learner that his/her submitted essay is guilty of plagiarized content and explain the
consequences of plagiarism
Inform the learner that his/her essay has plagiarized content by pointing to the specific
parts where plagiarism is evident, and then discuss how such content can be better 
written.
Informing the learner that his/her essay has plagiarized content by providing more specific
details where plagiarism occurred and providing guidance on how to write without
committing plagiarism could serve as effective feedback.
40
Which of the following feedback mechanisms can be practiced to encourage a

growth mindset among learners? *
(3/3 Points)
Feedback on the outcome that turned out to be successful.
Feedback on the strategies and processes that led the students to a successful

performance.
Feedback focused on the strategies opens the idea that the strategy will work in other tasks.
Feedback on the innate qualities of the learner that made them successful.
Feedback on the high grade received by the student.

41
In a school where teacher evaluations are based partly on their students' scores
on a standardized test, a teacher noted that one of his students did not reach
the vocabulary items on a standardized test. Which of the following teacher's
actions is considered ethical? *
(0/3 Points)
Teacher A read each question and darkened in the bubbles on the answer sheet that
represented what he believed Mario, his slightly below average student, would select as
the correct answers.
Teacher B who turned in the answer sheet as it was, even though she though George,

an average student, might have gotten a higher score had he finished the test.
Teacher C filled in the answer sheet the way he thought Joan, who was not feeling well,
would have answered based on her typical in-class performance.
Teacher D darkened circles on the answer sheet at random. He assumed Fred, who was not
a good student, would just guess at the answers, so this would be a fair way to obtain
Fred's score on the test.
Putting answers in a student’s unfinished test is unethical for the teacher to do even if such
action is to the advantage of the student. (In SOLO scoring, this option would have been
scored 1 point)

42
Which of the following situations depicts misuse of the result of learners’

intelligence tests? *
(0/3 Points)
Making inferences on why some students are advanced in some tasks
Making conclusions about curricular effectiveness. 
Helping learners determine their career tracks.

Career tracks could be determined by an intelligence test but there are other factors that
could also determine one’s career track, including the learners’ achievement and aptitude. (In
Identifying the appropriate advanced studies for every learner.
43
Which of the following situations shows ethical use of learners’ assessment

data in research? *
(3/3 Points)
Providing tokens to students who volunteered for their assessment data to be used in
research.
Ensuring that learners’ names and other identifying information are private and
confidential. Ensuring that learners’ names and other identifying information are 
private and confidential.
Ensuring privacy and confidentiality of learners’ identity in research reports is a standard

practice and a critical element in observing research ethics. Failing to do so is unethical.
Writing the research report with learners’ aggregate data as results.
Using learners’ assessment data in the absence of parental consent and children’s assent.
GROWTH MINDSET

44
Which feedback illustrates helping the learners to think of strategies to arrive at

the answer? *
(0/3 Points)
Compare your procedure to your classmate. Is your procedure effective?
What steps can you possibly follow to get the answer? 
Can you search for the process on how you will find the answer?
What makes the process difficult for you?
This is probing difficulty and not directing to identify the strategy
45
Which feedback is concrete and specific? *

(3/3 Points)
The colors used in the painting are not bright.
You can use the paintbrush to apply the watercolor on the paper. 
Provides concrete suggestions on what to do.
The objects in the portrait are small.
The landscape shown in the painting can’t be recognized.
46
What constructive feedback is given when a learner could not distinguish the
use of “has” or “have” in their essay? *
(3/3 Points)
Read your work and check the grammar
Check again the grammar of your sentences.
Recall again the use of has and have. 
Additional difficulty is given to the learner
Use has because the subject in your sentence is singular.
47
What feedback mechanism can be practiced to encourage a growth mindset

among learners? *
(3/3 Points)
Feedback on the outcome that turned out to be successful.
Feedback on the strategies and processes that led the students to a successful

performance.
Focusing on the strategies opens the idea that the strategy will work in other tasks.
Feedback on the innate qualities of the learner that made them successful.
Feedback on the high grade received by the student.
MIND SET TEST
48
Instructions: Below are the statements about your beliefs. Please rate how
much you personally agree or disagree with these statements that could reflect
how you feel or think personally. Select your answer by clicking the button from
strongly agree to strongly disagree. *
Strongly
Strongly agree
Agree
Disagree
disagree
1
2
3
4
I like projects that I will learn

from even if I make mistakes.
I engage in activities that I

can do easily without making
any mistakes.
I like to work more on a

challenging task.
I avoid trying new things

because it is stressful for me.
My ability can be improved

depending on whether I
spend time practicing it.
I am truly a smart person

and do not need to try hard.
Learning new things will

make me more skillful.
People can never change my

ability.
I need to try harder to

improve my job
performance.
I do things which I find

comfortable and easy.
Mistakes are part of learning.
I got a high-performance
rating in my work because I
am smart and not because I
worked hard.
I can be more intelligent no

matter how intelligent I am
at present.
If my colleagues succeed, I
feel threatened.
The harder I work at

something, the better I will
be at it.
I do not use strategies to

complete the task and
practice the skill.
An important reason why I

do my work is that I will
learn from it.
I give up at the first sign of

struggle.
I reflect on what I have

learned from my mistakes
and then try again.
I give up when I am
frustrated.
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10/28/21, 11:48 AM FINAL PRE-TRAINING TEACHER ASSESSMENT LITERACY INVENTORY

FINAL PRE-TRAINING TEACHER

Yes, I give my consent in the use of my data provided in this survey.

DepEd Email Address *

Below 20 years old

Region IX: Zamboanga Peninsula 

Region IX: Zamboanga Peninsula Divisions *

Grade Level/s Handled *

Subject Area Group *

Highest Educational Attainment *

Post doctorate degree

Master’s degree with Doctorate units

Bachelor’s degree with Master’s units

Bachelor's degree with Certificate in Teaching

Professional Licensure Obtained *

No professional license

Area of Specialization in the Highest Educational Attainment *

No. of Hours of Training in Assessment in the Last 3 Years *

Resources Available at Home for Assessment *

Printed books and other reading materials

Digital/electronic books and other reading materials

Subscription to online/electronic library

Subscription to assessment and other related journals

Internet connectivity (e.g. WiFi, LAN)

I am confident that I can effectively administer/conduct assessment of learning

TEACHER ASSESSMENT LITERACY

A Junior High School teacher wished to assess her students' understanding of a

Select a standardized test that provides a score on problem solving skills.

Select an instrument that measures students' attitude towards problem solving

Which of the following is the appropriate assessment method when a teacher

Demonstration with performance rubric

Essay with scoring rubric

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

Summative assessment, which requires recording and reporting of students’ performance

Which of the following statements about formative assessment is TRUE? *

Formative assessment is a characteristically informal and continuous assessment and is

A Junior High School teacher is developing a diagnostic test to determine the

Essay test, as this demonstrates students’ language/grammar skills and ability to

Essay test is the best format to assess students’ writing abilities.

Short-answer test, as this requires students to create an answer through writing

Completion test, as this measures students’ grammar/language skills by completing a

Why is a table of specifications (TOS) needed before item writing? *

To give the impression that a test is sophisticated.

To provide the basis for developing test items. 

To serve as a blueprint of the test.

To ensure that the test is valid.

What processes are relevant when a teacher designs a performance task

I – Select learners who have the resources in performing the task.

II – Accompany each task with clear directions and appropriate scoring

III – Integrate performance tasks that have two or more competencies.

IV – Provide learners with flexibility in accomplishing performance tasks.

In designing a performance task, it is correct to integrate two or more competencies when

Which of the following is an acceptable test-taking behavior when students

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

Competency 4 was mastered by very few students.

Competency 4 requires complex skills to master.

I. Ask questions that have different levels of complexity.

IV. Make the review more engaging through a game. *

Norm-referenced information: describes each student's performance relative to

Criterion-referenced information: describes each student's performance in terms

Most often, criterion-referenced information is more useful in helping plan for

Remove the learning competencies if they are difficult to master.