Name:_________________Ace Isah

_______________________ May 2, 2021

Date:_______________
II BSCIEPHY
Year & Course_________________________________ Score:______________

PROF ED 8
(Assessment and Evaluation of Student Learning)

Task 2

I- FLA 2

Direction: Create a 30 items multiple choice type with Table of Specification (Pls. See the Attached
Sample)

II- Think about It

Direction: Try to recall some of your strongest memories of exams and testing from your high school or
elementary years.
 What were your most positive evaluation experiences? Describe. Conversely, What where the
most negative ones? Why?
 Are there adequate evaluation opportunities in all learning areas? Are there a variety of evaluation
processes used? What are these?

V. Formative Test
Direction: Read and answer the following questions carefully:

1. Define and explain the following terms briefly:

a. Measurement

b. Evaluation

c. Test

d. Grading

2. Discuss briefly the different characteristics of good test. Give concrete examples.
 Taxonomy of Objectives
No. Type No. of % of
Contents/ Topics of Cognitive Psycho- of Test Items Items
Days Affective
Remembering Understanding Applying Analyzing Evaluating Creating motor

1. Describing mixture 5 5 2, 6 1 4 18 3 MC 7 21 %
2. Describing the presence
3 7, 8 MC 2 7%
of solution
3. Altering solute from
3 19 9, 10 MC 3 14 %
solvent
4. Assuming that not all
solutes dissolve in all 2 11 12 13 MC 3 7%
solvents
5. Components Affecting the
Solubility of Solutes in a 2 14 15, 16 17 MC 4
Solvent 14 %

6. Aspects and Uses of

2 21 23 20, 22, 24 25 MC 6 20 %
Suspension
7. Describing the three
3 26, 27, 28, 29 30 MC 5 17%
phases of matter
TOTAL 20 7 9 3 6 3 2 30
% 15 % 23 % 23Table
% of Specification
12 % 12 % 14 % 100 % 100%
Multiple Choice
Direction: Read and understand the sentences and questions. Choose the correct answer by encircling the
corresponding letter of the correct answer on your answer sheets. (1 point each)

1. When sugar dissolves in water, how does a mixture form?

A. Solid C. Solution
B. Liquid D. Dissolution
2. What is the origin of the gases oxygen, carbon dioxide, and nitrogen?
A. Gas in gas C. Solid in liquid
B. Gas in liquid D. Liquid in liquid
3. What kind of mixture is it when you mix orange juice powder with water?
A. Heterogeneous mixture C. Mixture
B. Insoluble mixture D. Homogenous mixture
4. What kind of mixture is mango float, spaghetti, and macaroni salad?
A. Heterogeneous C. Solid
B. Liquid D. Homogenous
5. Assume that the composition varies from one region to the next, with at least two phases that are
distinct from one another and have distinct properties. This is a heterogeneous or ____ mixture?
A. uniform C. dissolution
B. Non-uniform D. Solution
6. It is the formation of a new substance from the combination of two or more substances that are not
chemically combined. What exactly do you mean by that?
A. It is solid C. It is gas
B. It is liquid D. It is mixture
7. There are five different types of solutions available. As a gas in a liquid is one of them, which of the
following examples is one of the solutions?
A. Cola or Soft drink C. Oxygen and salt
B. Air and water D. Rocks and solvent
8. The properties of a homogeneous mixture are the same. It means that the ingredients were
thoroughly combined and, after stirring, appeared to be one substance. You can't tell one
component from the other any longer. What do you call a homogeneous mixture if you don't know
what it's called?
A. Solvent C. solute
B. Dissolution D. Solution
9. When sugar dissolves in water, the two substances meld together to form a single entity. The
sugar particles have lost their identity. The taste of the water, on the other hand, indicates that the
sugar was not lost during the mixing process. Its chemical properties are preserved, giving the
water a sweet flavor. What kind of solution is this?
A. Solid in solid C. Liquid in liquid
B. Solid in liquid D. Gas in liquid
10. By dissolving sugar in water, a sugar solution is created. Sugar solution is made up of two
ingredients: sugar and water. Which of these is a solute?
 A. Components C. solution
B. Sugar D. Water
11. In question number 10 (ten), which is solvent?
A. Components C. solution
B. Sugar D. Water
12. Is it true that all solutes will dissolve in all solvents?
A. Yes C. Maybe
B. No D. None of the above
13. Water does not dissolve all substances. What are the substances that can be dissolved in water
referred to as?
A. Dissolution C. solution
B. insoluble D. soluble
14. What is the meaning of solubility?
A. property of substance
B. It is the ability of a salute to dissolve in a solvent at a given temperature.
C. Clear to naked eye
D. None of the above
15. Another factor that affects the solubility of substances is miscibility. A substance's ability to mix
evenly and completely with another substance. Do you agree with me?
A. Yes C. Maybe
B. No D. Not at all
16. Which is not true about solubility?
A. The higher the temperature, the faster a solute can be dissolved in a solvent
B. The nature of solute and the amount of solvent also determine how fast the solute
dissolves in a solvent.
C. The manner of stirring is not a factor to dissolve a solute in a solvent.
D. The size of the particles affects the dissolving process. The finer the particles are, the
faster the solute dissolves.
17. Apply nail polish to your fingers and toes. Remove the nail polish with acetone once it has dried.
Can you figure out what influences the solubility of nail polish in acetone?
A. Size of the materials
B. Miscibility or nature of the solute and the solvent
C. The temperature
D. None of the above
18. What do the solute particles become when they come into contact with water?
A. Solvent C. Mixture
B. Matter D. soluble
19. What happens to the solute particles in a suspension after they've been mixed with the solvent?
A. all particles appeared clearly
B. settle at the bottom/ float in the water
C. It doesn’t dissolved in solvent
D. A and B
20. A suspension is a cloudy, heterogeneous mixture in which solute-like particles settle out of a
solvent-like phase after some time. Do you agree with me?
A. No C. Yes
B. Not at all D. Maybe
21. What kind of mixture is suspension?
A. Homogenous C. Gas in gas
B. Heterogeneous D. Solid in solid
22. Some substances do not completely dissolve in solvents. The particles that do not dissolve settle
to the container's bottom. Is this a solution or a suspension? Why?
A. Yes, because particles in suspension does not dissolve completely.
B. No, because particles dissolve completely
C. Maybe because I am not sure
D. It can be, but let me try
23. Which of the following solute and solvent combinations does not belong in a suspension mixture?
A. Flour and water C. Oil and water
B. Water and sugar D. Oil and vinegar

24. What is a suspension mixture?

A. It is a mixture that do not completely dissolve and settle down at the bottom and
cloudy.
B. It is a mixture dissolved completely
C. It is liquid and clear.
D. None of the above
25. Which of the following mixtures is not included in the suspension?
A. Sand and water C. Fruit juice and water
B. Flour and water D. Oil and vinegar
26. Anything that has mass and occupies space. What exactly is it?
A. Solid C. Gas
B. Liquid D. Matter
27. It has a distinct shape and a firm grip on particles or molecules. What exactly is it?
A. Solid C. Gas
B. Liquid D. Matter
28. It doesn't have a specific shape, but it takes on the shape of the containers it's in. What exactly is
it?
A. Solid C. Gas
B. Liquid D. Matter
29. It takes on the shape and volume of its container, with plenty of open space between particles and
a shaky hold on molecules. What exactly is it?
A. Solid C. Gas
B. Liquid D. Matter
30. There are five kinds of matter. Liquid is one of it, therefore, which of the given example is one of
the said matter?
A. Gold C. Silver
 B. Mercury D. Cobalt
Answer Key
1. D 11. D 21. B
2. A 12. B 22. A
3. D 13. D 23. B
4. A 14. B 24. A
5. B 15. A 25. C
6. D 16. C 26. D
7. A 17. B 27. A
8. D 18. C 28. B
9. B 19. B 29. C
10. B 20. C 30. B

II- Think about It

Direction: Try to recall some of your strongest memories of exams and testing from your high school or
elementary years.

 What were your most positive evaluation experiences? Describe. Conversely, What where the
most negative ones? Why?

When I was a senior in high school, I had my most positive evaluation experience. It was
prepared by Ms. Julie Ann Lucero, our oral communication teacher, and her sets of
questionnaires for each examination were very unique and cheat-free. The most
interesting exam I took from her was the one that required two attempts. There were two
sets of questionnaires that she had prepared and distributed alternately to all of her
students, so there was no way for us, all of us, to cheat. Her methods were admirable and
effective; they could truly test a student's understanding rather than their ability to cheat.

My most negative experience, on the other hand, occurred during my high school years.
There was a teacher who used to make a forty-item questionnaire every exam, with a lot
of the same questions. Her exams were very simple to complete, and based on the
structure of the questions, it appears that they were copied identically from the book. She
didn't bother to edit them, and the questionnaire's appearance and layout were completely
unpresentable. I felt terrible for her and her students. Instead of studying, her students put
in little effort and largely disregard the subject. I believe she lacks knowledge of how to
implement effective responses to the learners' evaluations. She also likely hasn't had the
opportunity to observe or listen to the fundamentals of what a teacher should do.
  Are there adequate evaluation opportunities in all learning areas? Are there a variety of evaluation
processes used? What are these?

Yes, there are sufficient opportunities for evaluation in all learning areas. A variety of
evaluation methods are also employed. Formative and summative evaluations are the two
types of evaluations. Formative evaluations are carried out during the development of your
students and are helpful if you want to know how to achieve your objectives as a teacher.
Summative evaluations should be completed once your students have established
themselves, and they will tell you how well they are achieving their objectives.
There are various types of evaluation within the formative and summative categories.
Needs assessment and process or implementation evaluation are two components of
formative evaluation. On the other hand, summative evaluation includes outcome and
impact evaluations. The aforementioned types of evaluation provide adequate evaluation
opportunities in various learning areas, which will undoubtedly benefit both teachers and
students.

V. Formative Test
Direction: Read and answer the following questions carefully:

1. Define and explain the following terms briefly:

a. Measurement
Measurement measures students' intelligence, talents, capacities, and desires is the
science and activity of gathering information regarding their characteristics. It is
important in a way that it teaches students about the importance of testing in the
learning process, including how to properly evaluate evaluations and standardized tests
and how to use data more effectively in their everyday classroom teaching.

b. Evaluation
Evaluation is the systematic method of recording and using longitudinal evidence on
experience, ability, behaviors, and values to optimize programs and enhance student
learning. Evaluation aids in the development of a training curriculum, the assessment of
its accomplishments, and the enhancement of its efficacy. It also aids in determining
what performs well and what should be changed in a program or project.

c. Test
Testing is a tool used to assess students' competence or abilities to perform a certain
assignment. They are used to assess whether students have learned what was required
of them, as well as the extent or degree to which students have learned the subject.
They can be used to assess academic success and accomplishment, as well as the
efficacy of instructional programmes.

d. Grading
 Grading is a method for educators to assess each student's achievement and learning.
Grading also gives students insight on their own learning, clarifying what they
understand, what they don't understand, and where they can develop. Grading also
provides teachers with insight on their students' learning, which can be used to guide
prospective teaching decisions.

2. Discuss briefly the different characteristics of good test. Give concrete examples.

The four major characteristics of a good test are shown in the following points.

1. The first major characteristic of a successful test is its validity. The evaluation
must really calculate what it is supposed to measure. The validity of a test is often
measured by investigating how the test scores conform to certain parameters,
such as the same conduct, personal achievement, or trait that represents the
quality that the test was intended to evaluate.

2. A successful test should be extremely reliable. This assumes that the exam can
produce identical outcomes even though it is administered by different testers,
different people score in different aspects of the test, and the same person takes
the test at two or three different times. Typically, reliability is determined by
comparing various sets of ratings.

3. A vital feature of a successful test is objectivity. It has an effect on both the validity
and reliability of test results. The degree to which multiple people rating the
response receipt arrive at the same outcome is referred to as the objectivity of a
measurement instrument.

4. In addition to validity, reliability and objectivity, a good test needs norms. Norms
are collections of scores earned by those for which the exam is designed
(students). These groups' scores serve as a foundation for interpreting any
individual ranking.