CHAPTER 1

1.5 EXERCISE

A. Give and explain 3 characteristic of OBE.

B. Distinguish among institutional, program, Course and lesson, instructional outcome.

C. The following statements are incorrect, On the blank before each number, write the letter of the
section which makes the statement wrong, and on the blank after each number , re write the wrong
section to make the statement correct.

1. Because of knowledge explanation/ brought about by the use/ of computers in education / the
(a) (b) (c)
Teacher ceased to be the sole source of knowledge.
(d)
_____________________________________________________________________________________
_____________________________________________________________________________________

2. At present, /the teacher is the giver of knowledge/ by assisting / in the organization of facts and
(a) (b) (c) (d)
Information.
_____________________________________________________________________________________
_____________________________________________________________________________________
3. The change of focus / in instruction / from outcomes to content / is known as outcomes-based
(a) (b) (c) (d)
Education (OBE).
_____________________________________________________________________________________
_____________________________________________________________________________________
4. A good source/ of subject matter statement/ is Benjamin Blooms /Taxonomy of education objectives
(a) (b) (c) (d)

_____________________________________________________________________________________
_____________________________________________________________________________________
5. Education comes/ from the Latin root /“educare” or “educere”/ which means “to pour in “.
(a) (b) (c) (d)
_____________________________________________________________________________________
_____________________________________________________________________________________
6. In the past, /the focus/ of instruction/ was learning outcomes.
(a) (b) (c) (d)

_____________________________________________________________________________________
_____________________________________________________________________________________
7. “Pagbibigay sa mga magaaral ng kaalaman at pang-unawa/ tungkol sa tao, kapaligiran at lipunan”/ is
an
(a) (b)
Example/ of learning outcomes.
 (c) (d)

_____________________________________________________________________________________
_____________________________________________________________________________________
8. Ability to communicate/ in writing and speaking/ is a example /of differed outcome.
(a) (b) (c) (d)

_____________________________________________________________________________________
_____________________________________________________________________________________
9. The content and the outcome /are the two /main elements /of the educative process
(a) (b) (c) (d)
_____________________________________________________________________________________
_____________________________________________________________________________________
10. “Nailalarawan ang sariling buhay /simula ng pagsilang hanggang sa kasalukuyang edad” /is an
(a) (b)
example /of educational objective.
(c) (d)

_____________________________________________________________________________________
_____________________________________________________________________________________

CHAPTER 2

2.5 EXERCISE

A. Each of the following statement refers either to (a) measurements (b) assessment or (c) evaluation.
On the blank before each number write the letter corresponding to your answer.

1. Over –all goals is to provide information regarding the extent of attainment of student learning
outcomes.

2. Can help educators determine the success factors of academic programs and projects.

3. Uses such instruments as ruler, scale or thermometer.

4. Used to determine the distance of a location.

5. Process designed to aid educators make judgment and indicates solution to academic situations.

6. Can determine skill attainment easier than attainment of understanding.

7. Process of gathering evidence of student competencies / skills over a period of time.

8. Results show the more permanent learning and clear picture of student’s ability.
9. Objects of study may be instructional programs, school project, teachers, student or tests result.

10.Usually expressed in quantities.

B. List down three (3) activities or processes involved in each of the following:

1.Measurement

(a)___________________________________________________________________________________

(b)___________________________________________________________________________________

(c)___________________________________________________________________________________

2. Assessment

(a)___________________________________________________________________________________

(b)___________________________________________________________________________________

(c)___________________________________________________________________________________

3. Evaluation

(a)___________________________________________________________________________________

(b)___________________________________________________________________________________

(c)___________________________________________________________________________________

C. differentiates each of the pairs; example may be cited to further clarify the meaning.

1. Assessment and Evaluation

_____________________________________________________________________________________
_____________________________________________________________________________________

2. Formative evaluation and Summative evaluation

_____________________________________________________________________________________
_____________________________________________________________________________________

3. Mental skill and Manual skill

_____________________________________________________________________________________
_____________________________________________________________________________________

4. Measurement and evaluation

_____________________________________________________________________________________
_____________________________________________________________________________________

D. By means of diagram, shows that institutional outcomes are most broad statements compared to
program/degree outcomes, course, subject outcomes and learning /instructional outcomes.

E. Formative assessments is “when the cook taste the soup while summative assessment is

F. All tests are forms of assessments, but not all assessments are tests: Which definition of assessment
given E to support this statement?

CHAPTER 3
3.8 EXERC5SE

A. The following are example of learning outcomes ; on the second column, write the domain in which
each outcome is classif5ed and on the third column the level / category to which the learning outcomes
belongs.

DOMAIN LEVEL CATEGORY

1. Formulate a
procedure to follow in
preparing for class
demonstration
2. Formulate new
progra0
3.Perform repeatedly
with speed and
accuracy
4. listen to others with
respect
5. Select the most
effective among a
number of solution
6. watch a more
experienced performer
7. Know the rules and
practice them
8. Show ability to
resolve problems and
confl5cts
9. Apply learning
principle in studying
pupil behavior
10. Recite prices of
commodities from
memory

B. Using the indicated topic or subject matter, write the learning outcomes for each of the three
domains arranged from the simplest to the most complex level or category.

1. Cognitive: topic – Investigative project in biological science.

1.1 Remembering

1.2 Understanding

1.3 Applying

1.4 Analyzing

1.5 Evaluating

1.6 Creating

2. Psychomotor: Topic-Table setting

2.1 Observing

2.2 Imitating

2.3 Practicing

2.4 Adapting

3. Affective: Topic – Developing and nurturing honesty

3.1 Receiving

3.2Responding

3.3Valuing

3.4 Organizing

3.5 Internalizing

C. Based on kendall’s and marzano’s new taxonomy, select learning competencies from the k to 12
curriculum guide to illustrate levels of difficulty found in the new taxonomy of kendall and marzano.
Refer to kendall ‘s and marzanos’s new taxonomy in figure 5.

CHAPTER 6
Exercise 11

A. Construct a 10 –item matching type to test this competency:

Identify the computer system – i-e parts, other components.
B. Construct a 10 –item supply type test to assess this competency: Identify farm tools according to use
(grade 7 to 8 curriculum guide ; agriculture fishery.)
C. Justify each rule use in constructing an essay type of test.
D. Construct a 10-item data sufficiency test.
E. In a 10-item test , what types of objective tests will you include? Justify your answer.
F. In the sample essay “plant photosynthesis “given in this section, why would you give a zero(0) score to
the student writing this essay? Justify your answer.
G. Give an example of a supply of test that will measure higher order thinking skills (beyond mere recall
of facts and information)
H. In what sense is a matching type test a variant of a multiple choice type of test? Justify your answer.
I. In what sense is a supply type of test considered a variant f multiple choice of test? (hint: In supply
type, the choices are not explicitly given).Does this make the supply type of test more difficult than
closed multiple choice type of test? How?

6.4 EXERCISE
A. Find the index of difficulty each of the following situation:
1. N=60, number of wrong answer: upper 25% =2 lower 25%=6
2. N=80, number of wrong answer: upper 25% =2 lower 25%=9
3. N=30, number of wrong answer: upper 25% =2 lower 25%=6
4. N=50, number of wrong answer: upper 25% =2 lower 25%=8
5. N=70, number of wrong answer: upper 25% =2 lower 25%=10

B. which of the items in exercise A are found to be most difficult?

C. Compute the discrimination index for each of the items in exercise A

D. Answer the following question:

1. A Teacher constructed a test which would measure the student’s ability to apply previous knowledge
to certain situations. In particular, the evidence that a student is able to apply previous knowledge are:

 Draw correct conclusion that are based on the information given;

 Identify one or more logical implication that follow from a given point view ;
 State whether two ideas are identical, just similar, unrelated or contradictory.
 Write test items using the multiple choice type of test that would cover these concerns of the
teachers. Show your test to an expert and ask him to judge whether the items indeed cover
these concerns.

2. What is an expectancy table? Describe the process of constructing an expectancy table. When do we
use an expectancy table?

3. Enumerate the three types of validity is the most difficult to measure? Why?
4. What is the relationship between validity and reliability? Can a test be reliable and yet not val5d?
Illustrate.

5. Discuss the different measure of reliability. Justify the use of each measure in the context of
measuring reliability

CHAPTER 7

7.8 EXERCISE

A. Construct a checklist for a performance test which test the student’s ability to perform the following:

1.Using an inclined p3ane to illustrate the concept of a diluted free fall.

2. using the low power objective and high power objective of microscope.

3. Opening and using the MS WORD for word processing

4. Using MS EXCEL to prepare a class record for a teacher

5. Playing the major keys on a guitar

B. Construct a rubric scoring guide f6r the following:

1. an essay on the “History of the Philippine republic: 1898-1998”

2. poem reading; “The raven “ by Edgar allan poe

3. constructing three-dimensional geo0etric figures made of cardboard boxes

4. story telling “ May day’s Eve” by Nick Joaquin

5. solving an algebraic verbal problem involving two linear equation in two unknowns

6. writing the alphabet in cursive form

7. interpreting a poem of Rbert Frost:

8. writing an autobiography

9. research report

C. Differentiate between a performance test and the traditional assessment method of cognitive testing.
CHAPTER 8
8.13 EXERC5SE

1. Define a norm-referenced grading. What are some of the issues that confront a teacher using a norm-
referenced grading system? D5scuss.

2. Define a criterion-referenced grading. What are some of the issues that confront a teacher using a
norm-referenced grading system? D5scuss.

3. Would you use the nor0- referenced grading system in your own class? Why or why not?