Pre-Test. Read and React!

1. What are the assessment tools that the teachers mostly used in the classroom? Are
those tools effective? Justify your answer.
 The assessment tools that the teachers mostly used in the classroom are the
grading rubrics, assignments, test and activities. These tools are effective
because the teacher can know if the students understand the lesson.

2. Choose a lesson with a learning objective. If you were to provide assessment strategies
before, during and after on the topic you choose, what would it be?

Lesson: CAUSE and EFFECT

Learning competencies/ objectives
 Distinguish text types according purpose and language features (cause and
effect)
 Show openness to criticism
Specific objectives:
 Distinguish cause and effect
 Construct sentences with cause and effect
 Give the cause for the given effect and vice versa
 Show openness to criticism

ASSESSMENT STRATEGIES
Before During After
Asking the Identifying the Letting the student to
student what is cause and effect in construct their own cause
compound a sentence. and effect sentence.
sentences.

3. How do you assess learners? What aspect do you consider prior to assessment?
 In assessing the learners, we must give them an activity or test so that we can
determine if they learn something new in our discussion.
4. Cite the arguments for and against testing frequency.

5. Discuss the distinct features of a take-home examination

Lesson 1: Characteristics of Quality Assessment Tools
Task 1: EXPLORE
Compare me! Supply the table to compare the five characteristics of quality assessment
tools.

Characteristics Meaning Importance

Content validity Content validity refers to the ability of a
 test to capture a measure of the
intended domain. Identification of the
pertinent domain, and obtaining
agreement on it, are of primary
importance to content validation.
Reliability Reliability refers to the extent to which Reliability is important
an assessment method or instrument because it determines the
measures consistently the performance value of a psychological
of the student. Assessments are usually test or study. If test results
expected to produce comparable remain consistent when
outcomes, with consistent standards researchers conduct a
over time and between different study, its reliability ensures
learners and examiners. value to the field of
psychology and other
areas in which it has
relevance, such as
education or business.
Fairness Fairness (in assessment) Refers to Fairness (in
the consideration of learner’s needs and
characteristics, and any reasonable
assessment) It is
adjustments that need to be applied to important to ensure
take account of them. It is important to that the learner is
ensure that the learner is informed
about, understands and is able to
informed about,
participate in the assessment process, understands and is
and agrees that the process is able to participate in
appropriate.
the assessment
process, and agrees
that the process is
appropriate. It also
includes an
opportunity for the
person being
assessed to
challenge the result
of the assessment
and to be
reassessed if
necessary.
Students’ Student-engaged assessment teaches st Numerous research studies
engagement and udents to continually track, reflect on, have shown that
motivation and share their progress towards intrinsically motivated
learning targets or goals they have set students have higher
for themselves. Using assessment in achievement levels, lower
such a way is motivating and fun for levels of anxiety and higher
students! perceptions of
competence and
engagement in learning
than students who are not
intrinsically motivated
Consequential Consequential relevance – When
relevance educators spend precious instructional
time administering and scoring
assessments, they want the utility of the
results to be worth the time and effort
they spent to assess their students. They
want to understand the data and use it
to meaningfully adjust their instruction
and better support student learning.
 Task 2: Let’s Create and Develop.

Develop a relational map as provided in the table above of the types and
characteristics of the assessment tool.
Consequential relevance
5 Characteristics of Quality
CONTENT When educators spend precious
Assessment
instructional time administering and
Refers to the ability of a scoring assessments, they want the utility
test to capture a measure of of the results to be worth the time and
the intended domain. effort they spent to assess their students.
Identification of the They want to understand the data and use
pertinent domain, and it to meaningfully adjust their instruction
obtaining agreement on it, and better support student learning.
are of primary importance
to content validation.

Students’ engagement and motivation

Student-engaged assessment teaches student
s to continually track, reflect on, and share
their progress towards learning targets or
goals they have set for themselves.
Using assessment in such a way
is motivating and fun for students!
Reliability

refers to the extent to which

an assessment method or
instrument measures
consistently the performance
of the student. Assessments
Fairness
are usually expected to
produce comparable Refers to the consideration
outcomes, with consistent of learner’s needs and
standards over time and characteristics, and any
between different learners reasonable adjustments that
and examiners need to be applied to take
account of them. It is
important to ensure that the
learner is informed about,
understands and is able to
participate in the assessment
process, and agrees that the
process is appropriate.
Task 3: ASSESS

Let’s do it, my reflection.

1. I realized that in developing assessment tool

 I realize that in developing assessment tool it must be based on what the
students can do and it should also be based on the lesson that has been tackle
so that the students can answer it properly.

2. As future educator I will adopt these five characteristics in developing assessment tool
because.
 As a future educator I will adopt these five characteristics in developing
assessment tools because it will help me in assessing my learners better. Also
it will be easy for me to make an assessment tool with the use of that five
characteristics.
3. How was the true-false test constructed? Analyze the rules and cite your interpretation
and give an example.

4. How do you construct the multiple choice test? Cite your basic understanding and
give an example.
 In constructing a multiple choice test don’t use an unfamiliar words, terms and
phrases. A multiple choice is a type of test that the students have an option in
choosing the right answer. There are some guidelines in constructing a
multiple choice test. Like all multiple choice options should be grammatically
consistent with stem, avoid stems that reveals the answer to another items and
many more guidelines.
 Example of multiple choice is:
 what is the color of the square ?

a. blue b. purple

Lesson 2: Types of Teacher-made Tests

Pre-Tests

Instruction: Below are four test item categories labeled A, B, C, and D. The following test item
categories are sample learning objectives. Write the letter of the most appropriate test item
category before the number.

A= Objective Test Item (Multiple choice, true-false, matching)

B= Performance Test item
C= Essay Test Item (extended response)
D= Essay Test Item (Short answer)

B 1. Name the parts of the human skeleton

C 2. Appraise a composition on the basis of its organization

B 3. Demonstrate safe laboratory skills

C 4. Cite four examples of satire that Twain uses in Huckleberry Finn

B 5. Design a logo for a web page

D 6. Describe the impact of a bull market

B 7. Diagnose a physical ailment

C 8. List important mental attributes necessary for an athlete

 A 9. Categorize great American fiction writers

C 10. Analyze the major causes of learning disabilities

I. Activity

1. Cite the difference of two general categories of test items

 The difference between the two general categories of test items is that the objective
items which requires students to select the correct response for several alternatives is
it supply a word to have a correct answer it includes the multiple choice, completion
and etc. while the subjective or essay items which permit the student to organize and
present an original is it is an essay type answer unlike the first categories were the
students just need to supply the answer. In this category the students need to explain
their own understanding.

2. As teachers when do you use the objective type of test? Why?

 As a teacher we can use the objective type of test when the learners are in lower grade
levels because it will be easy for them to answer. Also the learners in the lower grades
cannot yet perform or answer an essay type of test because their knowledge is limited
only to what the teacher is teaching. It will be easy for them to answer an objective
type of test because they are just going to choose or tell if it is true or false

3. How does a good multiple choice questions constructed?

 A good multiple choice question is constructed by having a stem that identifies

the questions and the set of alternatives. Constructing an multiple choice it must
follow the guidelines so that it will be easy for you to make it. Here are some
guidelines you must follow to create your multiple choice questions:
1. Do not use unfamiliar words, phrase, and terms
2. Distracters should be equally plausible and attractive
3. Avoid stems that reveals the answer to another item
4. Pack the question in stem
5. Better still use” none of the above” and “all of the above”
sparingly. But best not use them at all.
By following that guidelines, you can construct a good multiple choice
questions for your learners.

Task 2: Let’s have some mental exercises to test your understanding

A. Give non-example of each of the following rules of thumb in the construction

of a true-false test. Improve on the non-examples for them to become good examples
of test.
1. Avoid giving hints in the body of the question.
2. Avoid using the words “always”. “never” and other such adverbs which tend to be
always true or always false.
3. Avoid long sentences which tend to be true. Keep sentence short.
4. Avoid a systematic pattern for true and false statement
5. Avoid ambiguous sentences which can be interpreted as true and at the same time
false.
B. Give non example of each of the following rules of thumb in the construction of
multiple choice test. Improve on the non-examples for them to become good
examples of test.
1. Phrase the stem to allow for only one correct or best answer.
2. Avoid giving away the answer in the stem.
3. Choose distracters appropriately.
4. Choose distracters so that they are all equally plausible and attractive.
 5. Phrase questions so that they will test higher order thinking skills.

Task 3: Let’s try!

1. Construct a 5-item matching type to test this competency: Identify the computer parts
system.
 Match column A to column B which you think matches to the parts of the computer in
column A.

Column A column B

1) Computer Monitor a. it is basically like the brain

2) Mouse of a computer.
3) Keyboard b. the main board that is
4) CPU screwed directly inside the
computer
5) Motherboard c. it allows the user to move a
Pointer displayed on the Monitor.
d. use to visualize the graphics data sent
from the computer’s graphics card.
e. one of the ways to communicate with a
computer.
2. Construct a 5-item supply type test to assess this competency: Identify farm tools
according to use.
 It is a hand tool with a sharp curved blade used for harvesting. _______
 One among of the popular agricultural tools used for digging lifting and moving
chunks of mud, gravel, weeds and waste in the farmland. _______
 It is used for loosening the soil around the growing plants and putting small amount of
fertilizer in the soil. ______
 It is use for removing materials and unnecessary branches of plants. ___________
 It is an ancient, popular and versatile agricultural hand tool used to
shape the soil, clear weeds, clean soil, and harvest root crops. 
_______
3. Give an example of a supply type of test that will measure higher order thinking skills.
 EXAMPLE OF SUPPLY TEST FOR HIGHER THINKING SKILLS
A. Is a telecommunications network that extends over a large geographic are for the
primary purpose of computer networking. ___________
B. Is an application protocol used on the Internet or local network to provide a
bidirectional interactive text-oriented communication facility using a virtual terminal
connection. ____________
C. A local or restricted communications network, especially a private network created
using World Wide Web software. ___________
D. Is a computer network that interconnects computers within a limited area such as a
residence, school, laboratory, university campus or office building. ___________
E. a conceptual framework used to describe the functions of a networking system.
__________
4. Choose learning competencies from the K to 12 Curriculum Guide. Construct aligned
paper-and-pencil tests observing guidelines in test construction.
 Objectives
Define skeleton system
Give the types of skeleton system
Give and define the pats of skeleton system

Paper and pencil test:

Give the word that are being ask in each number.
1._____is formed by vertebrae column, the rib cage, skull and associated bone.
2_____is formed by the shoulder girdle, the pelvic girdle and the upper and lower limbs.
3._____is one of the two large bones of the forearm.
4._____is a cluster of seven articulating bone in each foot.
5._____is also known as breastbone.

Lesson 3: Construction of Table of Specifications (TOS)

Task 1: Reflection
1. I Realize that the TOS has an important factor in developing quality assessment tools because
It is a tool that guides the teacher to construct a test and ensuring it that it is balance between
items the students that have lower thinking skills and for those students that have a higher
thinking skill. It helps them to map the level of thinking skills and it is easy for the teacher to
make test questionnaire with the help of TOS.
2. How can I use TOS to stablish a quality assessment tool?
Table of specification helps to lessen the time of the class in doing an activity that are
align to the objectives and the students thinking skills. In using TOS is will be easy to
the teachers what kind of assessment test they will include that are based on the
objectives. In that way the teacher can ensure that their assessment will both
benefits the different thinking skills of the students.
3. Develop sample TOS using any subject in High School with sample test in at least 3
competencies with 10 total no. of days taught and 10 total no. of items.


Lesson 4: Assessment Tools Development

Task 1: Explore/Apply
1. What are the goals of assessment in the performance of the students?
The goal of assessment in the performance of the students is it ensure that the
students can understand the discussion well. Also the teacher can gather a relevant
information that will make the students have a better performance in class. The goal
of it is to improve every learners cognitive thinking skill.
2. Correlate the four processes. How does it c0ntribute in developing high performance? Explain.
The four processes of assessment cycle contribute in developing high performance
because it has an organize goals that can be used in making an assessment activity
that are suitable for the students.
3. I learn that assessment has four steps cycle which help the teacher to make an assessment
activity suitable for every learners. It also helps the learns to determine the learning that they
acquire in the learning process. I also learn that assessment is not just for the knowledge that
they can acquire but also on how they can apply outside the classroom.

Lesson 5: Item Analysis

Task 1: Explore

Consider response a multiple choice type of test of which the following data obtained:

Item Option

1 A B* C D

0 40 20 20 Total

0 15 5 0 upper 25%

0 5 10 5 Lower 25%

The correct response is B. Let us compute the difficulty index and index of discrimination.

Task 2: ASSESS

a. Find the index of difficulty in each of the following situations:

1. N=60, number of wrong answers: upper 25%=2 lower 25% =6
2. N= 80, number of wrong answers: upper 25% =2 lower 25%= 9
3. N= 30, number of wrong answers: upper 25%=1 lower 25%=6
b. Which of the items in exercise A are found to be most difficult? why?
 c. What are the benefits derived from Item Analysis?
d. Item Analysis Procedure for Norm-Provides the following information:
1.

2.
3.

Lesson 6: Reliability and Validity

Task 2: ASSESS

1. What is an expectancy table? Describe the process of constructing an expectancy table. When
do we use an expectancy table?
An expectancy table is a two-way table showing the relationship between
two tests. in constructing an expectancy table, you must follow the steps.
teachers can use the information from one test to help predict the
performance level on another test; that is, an expectancy table can be used
to display predictive validity data.
2. What is the relationship between validity and reliability? Can a test be reliable and yet not
valid? Illustrate
 Validity and reliability are interconnected because it evaluates the quality of assessment tools
that are being use. A test can be reliable but not always valid in terms of

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

Reliability Interpretation

•90 and above Excellent reliability; at the level of the best standardized tests

•80-90 Very good for a classroom test

•70-80 Good for a classroom test; in the range of most. There are

probably a few items which could be improved

•60-70 Somewhat low. This test needs to be supplemented by other

measures (e.g., more tests) to determine grades. There are

probably some items which could be improved.

•50-.60 Suggests need for revision of test, unless it is quite short. The

test should not contribute heavily to the course grade, and it

needs revision

•50 or below Questionable reliability. This test should not contribute heavily

to the course grade, and it needs revision.

4. Criterion related evidence of validity refers to the relationship between scores obtained using
the instrument and scores obtained using one or more test. How strong is this relationship?
How well do such scores estimate present or predict future performance of a certain type?
