Planning the Test

I. Given in the matrix are some of the testing events you may have experienced. Reflect on the possible purpose of the teacher
in giving the test and identify whether it is formative or summative in nature. Check the appropriate box for each item.

Testing Event Formative Summative

1. A quiz was given after reading a short story in your English class.

2. Teacher gave a test to find out how familiar the class is with words
they will meet in the story.
3. A periodical test is scheduled at the end of the month in all subjects.

4. Teacher determines how many have obtained 80% of the weekly test
given in addition.
5. Teacher administered a year-end test in preparation for the student
report cards.
6. An oral recitation was conducted to find out how well they have read
the editorial.
7. Teacher samples the instructional objectives to be tested at the end of
the quarter.
8. Students were asked to record their weekly scores in their math
notebook.
9. Class was given a pretest before they start the unit on long division.

10. Fifty percent of the final test score determined the students’ grades.

II. Below is a list of some learning competencies in Science. Opposite each one, indicate the cognitive level being focused on.

Learning Competency Cognitive Level

1. Identify common rock-forming minerals using their

physical and chemical properties. REMEMBERING

2. Classify rocks into igneous, sedimentary, and

metamorphic. UNDERSTANDING

3. Explain how the products of weathering are carried

away by erosion and deposited elsewhere. APPLYING

4. Illustrate the relationships among structures of flowers,

fruits, and seeds. ANALYZING

5. Make a report on how rocks and soil move downslope

due to the direct action of gravity. EVALUATING
 6. Design a setup on propagating plants using other
methods such as hydroponics and aeroponics. CREATING

III. Construct a two-way table of specifications for a summative test to assess what the learners have learned in the unit you
have chosen. Include the necessary elements that will guide you in preparing the items. Label the COLUMNS appropriately.

A Two-Way Table of Specifications for General Mathemathematics Grade 11 - students

Objectives:
1. To accurately construct mathematical models to represent real-life situations using functions.
2. To accurately formulate and solve real-life problems involving rational functions.
3. To apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and solve real-life
problems with precision and accuracy
4. To investigate, analyze and solve problems involving simple and compound interests and simple and general annuities using
appropriate business and financial instruments.
5. To use appropriate financial instruments involving stocks and bonds in formulating conclusions and making decisions.
Skills/Item Placement
Total
Topic/Content/Competencies Number of Hours Taught Time Emphasis in % Remembering Understanding Applying Analyzing Evaluation Creating number
of items
III. True or
I. Concepts of Funtions V. Essay 1-5 18
2 16.67% I. Identification 1-10 False 1-3

II. Concepts of Rational IV. Problem III. True or

2 16.67% solving 1- False 4-6 13
Functions
10
III. Inverse Functions,
IV. Problem III. True or
Exponential Funtions and 3 25% solving 10- False 7-10 14
Logarithmic Functions 20
IV. Simple and Compound
IV. Problem
Interest and Simple and 3 25% II. Matching Type 1-10 solving 20- 20
General Annuities 30
V. Essay 6- VI. Poster
V. Stocks and Bonds 15
2 16.67% 10 Slogan 1-10
12 100% 10 10 30 10 10 10 80

Source: De Guzman, E. & Adamos, J. (2015). Assessment of Learning 1. Adriana Publishing Company: Quezon City

Worksheet Assessment in Learning 1