ACTIVITY

IN
ASSESSMENT IN
LEARNING
(PROF ED 8)

PREPARED BY: Gene D. Barliso

BEED 3-B

PREPARED TO: Robert Arias

INSTRUCTOR
 CHAPTER 3
PROGRAM OUTCOMES AND STUDENT LEARNING
OUTCOMES
EXERCISES

A. The following are exampes of learning outcome; In the second column, write domain
in which each outcome is classified and in the third column the level/category to which
the learning outcome belongs.

Domain Level/Category

1. Formulate a procedure Cognitive Level 5/Synthesis

to follow in preparing for
class demonstration.

2. Formulate new program. Cognitive Level 5/Synthesis

3. Perform repeatedly with Psychomotor Level 4/Physical Abilities

speed and accuracy.

4. Listen to others with Affective Level1/Receiving

respect.

5. Select the most effective Cognitive Level 1/Knowledge

among a number of
solutions.

6. Watch a more Affective Level 1/Observing

experienced performer.

7. Know the rules and Affective Level 2/Responding

practice them.

8. Show ability to resolve Affective Level 3/Valuing

problems/conflicts

9. Apply learning principles Cognitive Level 3/Application

in studying pupil behavior.

10. Recite prices of Cognitive Level 1/Knowledge

commodities from memory.

B. Using the indicated topic or subject matter, write the learning outcomes for each of
the 3 domains arranged from the simplest to the most complex level or category.

1. COGNITIVE: Topic - Investigate Project in Biological Science

 1.1. Remembering - Describe the components of a scientific investigation.

1.2. Understanding - Explain and distinguish the branches of Biological Science.

1.3. Applying - Use one of the branches of biology and apply it on your investigative
project.

1.4. Analyzing - Analyze the topic and make research questions on that.

1.5. Evaluating - Evaluate the experiments and procedures conducted.

1.6. Creating - Compile all the conducted experiments and create a diagram on it.

2. PSYCHOMOTOR: Topic - Table Setting

2.1. Observing - Watch on the placement of the dinnerware, glassware, flatware,

napkins, centerpiece and placemats or tablecloths.

2.2. Imitating - Show on how to set up a table and do a sequence of steps with
assistance.

2.3. Practicing - Perform the proper placement of the dinnerware, glassware, flatware,
napkins, centerpiece and placemats or tablecloths.

2.4. Adapting - Create a new design and organize in a well-presented set-up.

3. AFFECTIVE: Topic - Developing and Nurturing Honesty

3.1. Receiving - Identify ourselves first and accept who we are.

3.2. Responding - Question your reality but never fight against it.

3.3. Valuing - Shares understanding on the outcome of being honest.

3.4. Organizing - Recognize the results of nurturing honesty.

3.5. Internalizing - Influence everyone to be honest by listening to the others with

respect.

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 Marzano's new taxonomy in Figure 5.

Kendall's and Marzano’s New Taxonomy is made up of three systems and the Knowledge Domain,
all of which are important for thinking and learning. The three systems are the Self-System, the
Metacognitive System, and the Cognitive System. When faced with the option of starting a new
task, the Self System decides whether to continue the current behavior or engage in the new
activity; the Metacognitive System sets goals and keeps track of how well they are being achieved;
the Cognitive System processes all the necessary information, and the Knowledge Domain
provides the content.

1. Retrieval

 Recognize the importance of recycle reduce, reuse, recover, and repair in waste
management.
  Demonstrate scientific procedures in food preservation like refrigeration,
canning, salting, and drying.

2. Comprehension

 Describe the effects of prohibited drugs on the health and well-being of a person
and the community like marijuana.
 Use models to relate the length of daytime, the amount of energy received, the
height of sun in the sky.

3. Analysis

 Differentiate the characteristics of various types of soil.

 Identified problems by attending classes and participating in health education
programs, practicing good health habits and personal hygiene, proper
waste/garbage disposal and participating in "clean and green" project.

4. Knowledge Utilizations

 Investigate properties and characteristics of light and sound.

 Explain the process of fertilization through an illustration.

 Explain how amphibians can live both in water and on land.

5. Metacognition

The goal of this learning strand is to enable the learners to apply critical thinking
skills and problem solving in daily life situations in order to improve their lives, as well as
the quality of life of the people, the community and the country as a whole.

7. Self-System Thinking

 Cite local superstitious beliefs and practices/ways of thinking that are related to
science and technology and those without scientific basis.
 CHAPTER 4
ASSESSING STUDENT LEARNING OUTCOMES
EXERCISES

A. List down three(3) supporting student activities to attain each of the identified
Student Learning Outcomes.

1. Student Learning Outcome: Students can solve mathematical problems involving two-
dimensional figures.

1.1. Can solve mathematical problems involving two-dimensional figures.

1.2. Practice the used of appropriate mathematical computations, terms and formulas.

1.3. Used diagrams, pictures, and symbols to explain the problem.

2. Student Learning Outcome: Students can write a paragraph about an outing to a

resort using verbs in the past tense.

2.1. Correctly identify past tense verbs within the sentence.

2.2. Write sentences using past tense verbs.

2.3. Identify the action of the subjects they have written about (Past or Present tense)

3. Student Learning Outcome: Students can demonstrate how to prepare PowerPoint

Presentation.

3.1. Know and understand the powerpoint guidelines.

3.2. Demonstrate the various composition and elements in making powerpoint

presentation.

3.3. Prepare a power point presentation.

4. Student Learning Outcome: Students can write a reflection essay on lessons learned
in a community outreach activity.

4.1. Interpret what you have learned in the community outreach activity.

4.2. Share the values they learned on the activity.

4.3. Apply to real life situations.

B. Design assesment task aligned with each of the 4 student learning outcomes. Observe
constructive alignment.

LEARNING OUTCOME ASSESSMENT TASK

1. Students can demonstrate a Pictured- What is your favorite part of the story?
cued story telling.

2. Students can identify the parts of the Match the name of the parts of the body
body. in a column A with the picture in column B.

3. Students can identify the main idea and Encircle the main idea and underline the
supporting details in a sentence. supporting details.

4. Student solve the area of the triangle. Solve the giving problem using the
formula.

C. There are 13 principles of assessment on pages 42-43. At the blank before the each
number indicate the letter corresponding to the principle illustrated in the item.

B 1. The faculty, students, parents, and staff understand and commit to implement
the program/department objectives.

C 2. Assessment activities should be observable and measurable.

E 3. Assessment should be going and continuous.

D 4. Outcomes are attained through supporting activities.

E 5. The outcome assessment phrases are organized in an instructional cycle.

H 6. Rubrics assessment is used for non-objective type of test.

C 7. To solve a problem is more observable than "analytical ability".

A 8. Every school must publicize its mission and core values.

K 9. Competencies or skills may be assessed from the simple to the more complex
level.

M 10. Essay, examinations allow for student individual expression but difficult to
construct.

B 11. The program or department should have mission and objectives alignedbwith
the institutions mission and core values.

I 12. Portfolios are of two types: longitudinal and "best case/thematic.

J 13. Supporting student activities is provided as part of instruction.

B 14. The institution must decide on its mission of education and values it will
develop.

D 15. Supporting activities is as important as outcome.

D. Come up with a complete outline of the various assessment tasks tools.

ASSESSMENT TASK ASSESSMENT TOOL

PICTURE-CUED STORY

A. Theme

B. Setting Paper and pencil test

C. Character Essay: Make a story using the pictures

D. Plot

E. Conflict

F. Resolution

STAGE PLAY

I. Brainstorming about the play

II. Apply the knowledge about stage play Performance Task:

III. The play should perform by the student Oral presentation

and realistic. Dramatization
IV. Communicate to others

E. Differentiate each of the following examples that may be given to clarify the
meanings.

1. Holistic Rubric and Analytic Rubric.

HOLISTIC RUBRIC - All criteria are evaluated simultaneously. Scoring is faster than with
analytic rubric. It is good for summative assessment.

ANALYTIC RUBRIC - Each criterion is evaluated separately. it is good for formative

assessment, it also adaptable to summative assessment because if you need an overall
score for grading, you can combine the scores.

2. Student Learning Outcomes and Student Assessment Tasks

STUDENT LEARNING OUTCOMES - are statements of the knowledge, skills and abilities
individual students should possess and can demonstrate upon completion of a learning
experience or sequence of learning experiences.

STUDENT ASSESSMENT TASKS - is the process of gathering evidence of students

performance over a period of time to determine learning and mastery of skills like tests,
portfolios, journal etc.

3. Development, Showcase and Evaluation Portfolio

DEVELOPMENT PORTFOLIO - or working portfolio is so named because it is a project "in
the works" containing work in progres as well as finished sample of work. It serves as a
holding tank for work that may be selected later for a more permanent assessment or
display portfolio.

SHOWCASE PORTFOLIO - are collections of a persons best work, chosen by the

individual. These portfolios are often used for job interviews or tearcher-of-the-year
competitions. The purpose of the portfolio is for a teacher to showcase his or her best
work in one or more areas. For example, the teacher could develop a showcase portfolio
to prepare for a teaching award.

EVALUATION PORTFOLIO - More standardized. Assess student learning with self-

reflection. The primary function of an evaluation portfolio is to document what a
students had learned.

F. With a particular learning outcome in mind, construct a scoring rubric - holistic and
analytic.

HOLISTIC RUBRIC

SCORE DESCRIPTION

5 The plot, setting and characters are

developed fully and organized well. Tge
who, what, where and why are explained
using interesting language and sufficient
detail.

4 Most parts of the story mentioned in a

score of 5 above are developed and
organized well. A couple of aspects may
need to be more fully or more interestingly
developed.

3 Some aspects of the story are developed

and organized well, but not as much detail
or organization is expressed as in a score
of 4.

2 A few parts of the story are developed

somewhat. Organization and language
usage need improvement.

1 Parts of the story are addressed without

attention to detail or organization.

ANALYTIC RUBRIC

Criteria Accomplished Developing Emerging Beginning

 4 3 2 1

Plot Both plot parts One of the plot Both plot parts Neither plot
are fully parts is fully are addressed parts are fully
developed. developed and but not fully developed.
less developed developed.
part is at least
addressed.

Setting Both setting One of the Both setting Neither setting

parts are fully setting parts is parts of the parts are fully
developed. fully developed story are developed.
and less addressed but
developed part not fully
is at least developed.
addressed.

Characters Main Main Main None of the

characters are characters are characters are characters are
fully developed developed with identified by developed or
with much some name only. named.
descriptive descriptive
detail. Reader detail. Reader
has a vivid has a vague
image of the idea of the
characters. characters.

G. How do the multiple intelligences affect your assessment practice?

The teacher should supplements their traditional assessment methods with

assessment strategies that evaluate students progress in an inclusive, and meaningful
way. The multiple intelligence approach to testing is closely related to authentic
assessment. This approach enables students to demonstrate the depth of their
understanding, connect their classwork to real-life experiences, and apply their
knowledge to new situations.
 CHAPTER 5
DISTINGUISHING AND CONSTRUCTING VARIOUS
PAPER-AND-PENCIL-TESTS
EXERCISES

Exercise I

A. Give non-examples 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
tests.

1. Avoid giving hints in the body of the question.

Example: Short Story is a fictional narrative story shorter than a novel.

The answer is "True" since the word "Shorter" helps the learner to know that it
refers to a story which contains short narration.

2. Avoid using the words "always", "never" and other such adverbs which tend to be
always true or always false.

Example: Filipino's always celebrate New Year without using firecrackers or any
instruments that make sounds.

Learners could understand and answer the item since Filipino's are already used
in celebrating New Year every year with Firecrackers as one of their tradition. And the
word "without" concludes that the answer is false.

3. Avoid long sentences which tend to be true. Keep sentences short.

Example: Journalism is the timely reporting of events at the local, provincial, national
and international levels. It involves the gathering of information through interviewing
and research, the results of which are turned into a fair and balanced story for
publication or for televesion or radio broadcast.

The answer in a given question is actually correct, but the meaning that is being
provided is too long.

4. Avoid a systematic pattern for true and flse statements.

Example: Sonnet 18 is written by William Shakespierre.

The answer in that given item is "false" since the surname of the author is
misspelled. The correct spelling of his surname is "Shakespeare".

5. Avoid ambiguous sentences which can be interpreted as true and at tge same time
false.

Example: Verb is not an action word instead; its discribes the word.
 The answer is false. It is too cliche since everyone knows that verb is an action
word.

B. Give non exmples 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 tests.

1. Phrase the stem to allow for only one correct or best answer.

Example: Lim stole coins from her mother’s wallet. He wants to use it for surfing but
his conscience eating up his system. What should he do?

A. Steal cash not coins.

B. Use it now, regret later.

C. Don’t mind your conscience.

D. Return it to your mother and ask her nicely that you need money for surfing.

Among the four choices, the learners could easily identify that letter D is the best
option and correct answer.

2. Avoid giving away the answer in the stem.

Example: They wants to honor their co-member’s efforts by preparing an event for
them, English club invited Mrs. Diva to be their guest speaker. What group organize the
said event?

A. Science club

B. English Society

C. Math organization

D Filipino Group

The Learners could easily answer since there’s a hint in the question.

3. Choose distracters appropriately.

Example: Who wrote the Tell-Tale Heart?

A. Edgar Allen Poe

B. Edgar Allan Poe

C. Howard Allen Poe

D. Howard Allan Poe

The distracters that use in this given question is a bit confusing, but appropriate to
test the learners thinking skills.
4 Choose distracters so that they are all equally plausible and attractive.

Example: The poem: Annabelle Lee, was written by which famous author?

A. William Shakespeare

B. Kate Chopin

C. Edgar Allan Poe

D. Elizabeth Browning

The four authors are all well-known in writing, it’s one of method to identify
whether learners study the lesson.

5. Phrase questions so that they will test higher order thinking skills.

Example: Kino weighs 58 kg after eating 1 cup of rice and adobo for lunch. For the next
day, he ate two cups of rice and adobo and weighs 59 kg. Every time he eats more, his
weight increases. How can you explain it?

A. The calories present in foods he intake is less than the calories that burn by his body.

B. The calories present in foods he intake is more than the calories that burn by his
body.

C. He ate variety of foods without exercising after it.

D. He ate foods rich in calories to lessen his body weight.

6. Do not ask subjective questions or options for which there are no right or wrong
answer.

Example: Why Jose Rizal is a hero?

A. He awakens the emotions and urge to fight of Filipinos for our independence.

B. His love for our country is beyond compare.

C. He used his intellect to fight for our freedom.

The options are all appropriate to answer the question since they are enough to give
learners an idea that all of it are correct and all they could do is to choose the best
among them.

Exercise II
A. Construct a 10-item matching type to test this competency: Identify the computer
system – i.e. parts, other components.

Match the items in column A with the items in column B.

Column A Column B

___1. It directly affects the overall A. Motherboard

performance of a computer, more than
B. Keyboard
other components such as the sound card
or power supply. C. Processor
___2. It is the component that unifies the D. Touchpad
internal hardware.
E. Trackball
___3. It is the component that connects to
an electrical outlet and send power to the F. Monitor
individual computer parts.
G. Hard drives
___4. It is the metal and plastic box that
H. Optical drives
contains the main components of the
computer, including the motherboard, I. Random Access Memory
CPU, and power supply.
J. Mouse
___5. It works with a video card, located
K. Monitor
inside the computer case to display images
and text on the screen. L. Computer case

___6. It is one of the main ways to M. Power Supply Unit (PSU)

communicate with a computer and allows
you to accomplish basic tasks.

___7. It is known as a pointing device that

lets you point objects on the screen, click
on them, and move them.

___8. It is beneficial for many uses

including backing up data, installing
software, and playing multimedia content.

___9. It is a data storage device that can

be used to store the operating system,
programs, documents, and other
important files.

___10. It is also called as trackpad, a

touch-sensitive pad that lets you control
the pointer by making a drawing motion
with your finger.

B. Construct a 10-item. Supply type test to assess this competency: Identify farm tools
according to use (Grade 7-8 Curriculum Guide; Agriculture fishery.)
Supply the correct answer and write it on the blank.

1._______are also called pruning scissors. They are sharp, heavy-duty scissors that are
used for cutting branches of trees and plant stems.

2. Axe is used for _______woods and big branches of trees.

3. Crowbar is also called as a __________, mainly used for digging holes.

4._______ is a common gardening and landscaping instrument.

5. A spade is used for ________ soil or trash.

6.______ is like a broom but made with metal.

7._______it is used for loosening the soil around plants.

8._______ a simple garden instrument used for cultivating garden plots and removing
weeds.

9.Sprinklers is simply a tool for ____________.

10.Sickle has a ________ blade that is used for cutting weeds.

C. Justify each rule used in constructing an essay type of test.

In constructing an essay type of test there are ten rules that a teacher should
explain in a brief manner for the students to determine how their essays are going to
evaluate or be given scores. The first rule, Phrase the direction in such a way that
students are guided on the key concepts to be included. Specify how the students
should respond. This rule, should be elaborated in the way that the students will be
able to discern the important keys and concepts they’re going to include on their
writings. Teachers should give complete directions on his/her given article
summarization or opinion so learners can give also complete and correct response
based on what the facilitators need to see/read in that essay. Students will be given
enough ideas to formulate sentences in order to respond the test has demand them to
do. Second rule, Inform the students on the article on the criteria to be used for grading
their essays. This rule allows the students to focus on relevant and substantive materials
rather than on peripheral and unnecessary facts and bits of information. Giving criteria
will serve as the basis and guidelines to students on what essential statements they
would attach to their writings, and helps them to choose better and relevant words to
aid in her essay to encourage the readers to be sided with her. She will have the chances
to think more deeply on how to verbalize her knowledge and bits of information in
regards with the topic since criteria of scoring is provided. Third rule, put a time limit on
the essay test. Giving time limit will give somehow the students an adrenaline rush to
finish the task in a limited time, and for me it helps us to enhance our capabilities in
thinking to grasps more information since our mind works properly and cooperates to
ponders various words to form group of sentences to support a certain opinion about
the given topic. Fourth rule, decide on your essay grading system prior to getting the
essays of your students. This is also important for teachers to have basis on how to give
grades that every students deserves for all of their efforts and time in taking the test.
Fifth rule, evaluate all of the students answers to one question before proceeding to the
next question. Scoring or grading essay test question by question makes it possible to
maintain a more uniform standard for judging the answers to each question. When all of
the answers on the paper are read together, the grader’s impression on the papers a
whole is apt to influence the grades he assigns to the individual answers. Sixth rule,
evaluate answers to essay question without knowing the identity of the writer. Doing
this kind of scoring helps to avoid bias during scoring. All of the answers written in the
essay should be evaluated according to the content and connection of it to the topic,
not in a way that the writers and scorer will be graded due to their relationship. The
best way to prevent our prior knowledge from influencing our judgement is to evaluate
each answer without knowing the identity of the writer. This can be done by having the
students write their names on the back of the paper by using the code numbers in place
of names or just initial signature. The seventh rule, whenever possible, have two or
more persons grade each answer. In order to check the reliability of scoring, someone
will be given the chance to evaluate or judge the other works of a specific student to
ensure that the said essay was been scored correctly. Eight rule, do not provide optional
questions. It is difficult to construct questions of equal difficulty and so teacher cannot
have valid comparison of student’s achievement. Nine rule, provide information about
the value/weight of the question and how it will be scored. This rule is needed to discuss
with the students for them to understand the need to write their opinions with
supported evidences to get higher score based on the given criteria. Tenth and the last
rule, emphasize higher level thinking skills. The deeper thoughts and information
provided in the essay, the better score will be given by the scorer. Choices of words and
relevant or concrete ideas will highlight that the writers have a higher level thinking
skills.

D. Construct a 10-item data sufficiency test.

Directions for data sufficiency questions are provided below: (1-10)

If the data in the statement I alone is sufficient to answer the question.

If the data in the statement II alone is sufficient to answer the question.

If the data either in I or II alone are sufficient to answer the question.

If the data given in both I & II are not sufficient to answer the question.

If the data in both statements I & II together are needed and sufficient to answer the
question.

QUESTION 1. Who is the shortest among A, B, C, D & E?

I. D is taller than B. A is taller than only E.

II. B is taller than only D. E is taller than A and C.

Answer: C

QUESTION 2. What is the distance of point A and point B?

I. Point C is 5 m east of point A and point D is 5 m south of point A.

II. Point B is 5 m north-west of point C. Point D is 15 m south-east of point B.

Answer: D

QUESTION 3. How is Marivic related to Hanna?

I. Marivic is an aunt of Shaina. Hanna is niece of Lila.

II. Linda is Shaina’s grandmother and Corazon’s sister.

Answer: D

QUESTION 4. How is product written in that code language?

I. In a certain code language, EIOOO is written as FJPPP.

II. In a certain code language, HTLKR is written as GSKJQ

Answer: E

QUESTION 5. What is Kate’s position with respect to Jacob?

I. In a row of 30 students, Kate is sitting 14th from left end of row and Jacob is sitting
16th from right end.

II. Kate is 9th from left end and Jacob is 15th from right end.

Answer: A

QUESTION 6. Who has secured more marks among A, B, C, D & E?

I. D has secured more marks than only C and E.

II. B secured less marks than A.

Answer: A

QUESTION 7. On which floor is Adam located.

I. In a six storey building (Ground floor is parking space). Suzy is on fourth floor. Adam
likes to live only on even numbered floors. Gail is not on the topmost floor.

II. Gail is two floors below Dina who is three floors above Adam.

Answer: E

QUESTION 8. Kendra is facing which direction?

I. Deb is facing west direction and if she turns to her left she will face Jen.

II. Kendra is facing opposite direction as that of Lucy who is facing Deb.

Answer: D

QUESTION 9. In which month is Nikki’s birthday?

I. Sol remembers that that Nikki’s birthday was five months ago.
II. Gina remembers that after one month from now, Nikki’s birthday will be seven
months back.

Answer: D

QUESTION 10. Who is the wife of Tammy?

I. Cindy and Grace are sisters.

II. Grace’s older sister is Tammy’s wife.

Answer: E

E. In a 100-item test, what types of objective test will you include l? Justify your answer.

If God will give me a chance to teach in the near future, I would like to create a 100-
item test which includes various types of objective test like 10- item of matching-type
test, a 10-item true-false test, 50-item multiple test, and essay type of essay (30 pts).
Matching-type of test will help students to get somehow high scores by just guessing
the answer and it easier to answers. Test II will be 10-item of true or false. This test is
also helpful since it has a high chance that the students will get high scores even though
this test do not require higher thinking skills but I will ensure that whenever the answer
is false they need to replace it with the correct answer. The next set is consisting of
multiple choices. The test will include options that will serve as the distracters to
students to test and sharpen their knowledge about the given questions. Essay serves an
assessment that requires higher thinking skills that let them organize their thoughts to
create relevant statements about subject matter. This types of objective test for me are
good enough to assess whether the students did study their assigned task regards on a
certain subject.

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.

Example:

Write an essay on the topic: “Plant Photosynthesis” using the following keywords
and phrases: chlorophyll, sunlight, water, carbon dioxide, oxygen, by-product, stomata.

Plant Photosynthesis

Nature has its own way of ensuring the balance between food producers and
consumers. Plants are considered producers of food for animals. Plants produce food for
animals through a process called photosynthesis. It is a complex process that combines
various natural elements on earth into the final product which animals can consume in
order to survive. Naturally, we all need to protect plants so that we will continue to have
food on our table, they cannot perform photosynthesis and animals will also perish.

In this sample essay “Plant Photosynthesis” which given, I would somehow give a
zero (0) score to the student whoever wrote this kind of essay because his/her writings
are lacking of information. Essay is consisting of three parts but the student only
provides the introduction, no body nor conclusion. In her essay, some of her sentences
are redundant in which the thoughts are only the same. Too odd that she did not attach
any evidences that could support her statements. Lack of motivating skills that could
encourage her readers to believe in her. She only provides a very short description
about photosynthesis that even don’t know the exact meaning of the word. A student
who doesn’t still have enough skills in her writing is understandable since she can still
improve it by practicing and researching. She only provides bits of information and I
can’t see facts that was stated in that essay. In the last sentence, the words and
thoughts is complicated to comprehend even though she only uses simple words but
puts on a wrong context. Choices of words doesn’t have any connection and it doesn’t
make sense.

G. Give an example of a supply type of test that will measure higher order thinking skills
(beyond mere recall of facts and information.)

1. in this type of test, there are only two options such as good or better, it is called
________?

2. ________ is the type of test that offers the students with more than two options per
item to choose from.

3-4. Each item in multiple choice test consist of two parts, the _______ and the ______.

5. The ________ are chosen in such a way that they are attractive to those who do not
know the answer or are guessing but at the same time have an appeal to those who
actually know the answer.

6. ___________ type of test that you match the items in column A in column B.

7. ____________is a type of test that often test lower order thinking skills and are
unable to test higher order thinking skills such as judgement and application skills.

8. Another useful device for testing lower order thinking skills is a _____________.

9. ___________ is a non-objective test that allows for the assessment of higher order
thinking skills.

10. _________ a type of test that requires students to organize their thoughts on a
subject matter in coherent sentences in order to inform ban audiences.

H. In what sense is a matching type test a variant of a multiple choice type of test?
Justify your answer.

Matching type test is different from multiple choice since matching type is a
type of test in which all items in column A or the questions is match in items that are
found in column B or the answers. In matching type, all the questions can be answered
by numerous options from the column B. While multiple choice, is a type of test that
consist of more than two options either a,b,c,d or a,b,c. The students can only choose
among them and can easily determine or choose the answer. Multiple choices have
distracters that makes student confused in answering and allows them to think deeper.
Both of this type of test is common and we always encounter whenever we take
examinations or quiz, and as a student I prefer to take an exam which consist of this
type of test than those essays because I am more used to it and comfortable in taking it.

I. In what sense is a supply type of a test considered a variant of multiple choice type of
test? (Hint: In supply type, the choices are not explicitly given). Does this make the
supply type of test more difficult than close multiple choice type of test? How?

Supply test for me is too difficult especially if teacher’s constructed questions

that out of our league. It consists of stem which students need to analyze and should
study carefully since the question is followed by a blank that learners must provide an
answer in it. Unlike in multiple choices, options or choices were not given in supply type
of test. We don’t have a chance to choose an answer, instead we have to think it
comprehensibly. Supply test is used to assess whether a student really know the topic or
they studied very well. Learners who is knowledgeable will answer all the questions
correctly without sweating while students who just hope for her guessing ability will fail
the test unless she cheats. Yes, supply test is more difficult than close multiple choices
since choices are not given, it requires with great thinking skills and retention.

J. Choose learning competencies from the k to 12 Curriculum Guide. Construct aligned

paper-and-pencil test observing guidelines in test construction.

One of the learning competencies I have chosen from the K to 12 Curriculum

Guide is introduction to the philosophy of a human person. With this, I will construct
various types of paper-and-pencil test which observes guidelines in test construction.

4-items of true-false test:

Write True if the statement is correct and if the statement is False find the words you
think is wrong and change it into a correct answer.

____ 1. The nine multiple of intelligences was coined by Edward Gardner.

____ 2. Linguistic intelligence is the ability to think in words and make use of language
well.

____ 3. Musical Intelligence is the capacity to calculate, or analyze problems.

____ 4. Intrapersonal is the ability to understand and interact effectively with others.

Multiple-choice type of test:

Choose the correct answers on the options provided.

1. It is the joining of two Greek words which means, “love of wisdom.”

A. Biology B. Philosophy C. Anthropology

2. it is the statement of judgement of a person about something in the world.

A. Opinion B. Argumentation C. Truth

3. It is a group of statements that serve to support a conclusion.

A. Fallacies B. Argumentation C. Pragmatics

Matching type of test:

Match items in Column A to the items in Column B.

1. The teacher of Plato. A. Tao

2. Mostly believes in Yin and Yang. B. Socrates

3. Clarify that philosophy is not a science. C. Chinese

4. Refers to way of doing anything prior to some destination. D. Korean

E.Gabriel Marcel

F.Rene Descartes
 CHAPTER 6
ITEM ANALYSIS AND VALIDATION
EXERCISES

A. Give the term described/explained.

Item Analysis 1. Refers to a statistical technique that helps instructors identify the
effectiveness of their test items.

Difficulty Index 2. Refers to the proportion of students who got the test item correctly.

Discrimination Index 3. Which is the difference between the proportion of the top
scorers who got an item correct and the proportion of the bottom scorers who got the
item right?

Item Difficulty Index 4. Which is one is concerned with how easy or difficult a test item
is?

Distracter Analysis 5. Which adjective describes an effectivr distracter?

B. Write TRUE if the statement is correct and FALSE if it is wrong.

TRUE 1. Difficulty index indicates the proportion of students who got the item right.

FALSE 2. Difficulty index indicates the proportion of students who got the item wrong.

TRUE 3. A high percentage indicates an easy item/question and a low percentage

indicates a difficult item.

TRUE 4. Authors agree, in general, that items should have values of difficulty no less
than 20% correct and no greater than 80%.

FALSE 5. Very difficult or very easy items contribute greatly to the discriminating power
of a test.

FALSE 6. The discrimination index range is between -1 and +2.

FALSE 7. The farther the index is to +1, the more effectively the item distinguishes
between the two groups of students.

TRUE 8. When an item discriminates negatively, such item should be revised and
eliminated from scoring.

FALSE 9. A positive discrimination index indicates that the lower performing students
actually selected the key or correct response more frequently than the top performers.

TRUE 10. If no one selects a distracter it is important to revise the option and attempt to
make the distracter a more plausible choice.

C. Problem Solving
 Solve for the difficulty index of each test item:

Item No. 1 2 3 4 5

No. of 2 10 20 30 15
Correct
Responses

No. of 50 30 30 30 40
Students

Difficulty 0.04 0.33 0.67 1 0.38

Index

1. Which is most difficult? Most easy?

2. Which needs revision? Which should be discarded? Why?

D. Solve for the discrimination indexes of the following test items:

Item No. 1 2 3 4 5

UG LG UG LG UG LG UG LG UG LG

No. of Correct
Responses
12 20 10 20 20 10 10 24 20 5

No. of Students

25 25 25 25 25 25 25 25 25 25

Discrimination -0.32 -0.4 0.4 -0.56 0.6

Index

Question: Based on the computed discrimination index , which are good test items? Not
good test item?

Answer: Based on the computed discrimination index, item number 3 and 5 are good
test items. While item number 1, 2 and 4 are considered to be not good test items.

E. A multiple choice type of test has 5 options. The table below indicates the number of
examinees out of 50 who choose each option.

Option
 A B C D E

0 20 15* 5 10

Given:

5 Options

50 - No. of Examinees

Option A: 0/50 = 0

Option B: 20/50 = 0.40

Option C: 15*/50 = 0.30

Option D: 5/50 = 0.10

Option E: 10/50 = 0.20

Which options are plausible? Which ones are implausible?

- Option B is plausible, because 40% of the examinees choose it. And if the probability is
large then it is plausible.

- Option A is implausible, because no one of the examinees choose it. And if the
probability is lowest then it is implausible.

F. Enumerate the three types of validity evidence. Which of these types of validity is the
most difficult to measure why?

Three Types of Validity Evidence

Contented-related evidence of validity - it refers to the content and format of the

instrument. Or it refers to the relationship between test and the instructional objectives.

Criterion-related evidence of validity - it is a type of validition that refers to the extent

to which scores from a test relate to theoretically similar measures.

Constructed-related evidence of validity - refers to the nature of the psychological

construct or characteristics being measured by the test. It is most valuable and most
difficult measure of validity.

G. What is the relationship between validity and reliability? Can a test be reliable and
yet not valid?

Reliability and Validity are closely related, but they mean different things. A
measurement can be reliable without being valid. However, if a measurement is valid it
is usually also reliable. Can a test be reliable and yet not valid? As you expect, a test
cannot be valid unless it's reliable. However, a test can be reliable without being valid. If
you're providing a personality test and get the same result from potential hires after
testing them twice, you've got yourself a reliable test.

H. Discuss the different measures of reliabitity.

 Reliability is refers to the consistency of a test or measurements. Reliability tells
you how consistently a method measures something. When you apply same method to
the same sample under the same conditions, you should get the same results. If not, the
method of measurements maybe unreliable. Psychologists consider three types of
consistency, Over time (test-retest reliability),Across items (internal consistency), and
we could use the split-half method or the Kuder-Richardson Formulae (KR-20 or KR-21).