Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato

COLLEGE OF EDUCATION

Midterm Examination in Assessment in Learning 1

CPED

Name: RIZA MAE O. RIEL Yr/Prog/Sec: CPED 1-A

Instruction: This is an essay type of test. You are required to discuss each item in not more than 200
words. Each item is equivalent to 10 points using the rubrics below:
Indicator 5 3 1
The position A position statement is There is no position
statement provides a present, but does not statement.
clear, strong make the author's
Position Statement
statement of the position clear.
author's position on
the topic.
Author makes no Author makes 1-2 Author makes 3 or
errors in grammar or errors in grammar or more errors in
Grammar and Spelling spelling that distract spelling that distract grammar or spelling
the reader from the the reader from the that distract the reader
content. content. from the content.

1. Explain the difference between assessment, evaluation, test and measurement. (10 pts)
2. Discuss each principle of high quality assessment and give an example (10 pts each)
3. Elaborate the steps in writing different types of objective tests. (10 pts each)
4. Identify a topic of your choice that is related to your specialization being taught in Grade 10. Then,
draft a table of specifications of a multiple choice test with 30 items. (50 points)

God bless you.

1. Educometrics uses Evaluation and Assessment as examples. These terms are
frequently used synonymously when making judgments about something, but it's
critical to maintain their distinctions because evaluation refers to the assessment
of the entire educational system, assessment is concerned with learning more
about the students, and Testing is a result of Measurements. Both the learning
process and the learning outcome must be evaluated as part of continuous
assessment. Both are crucial for the growth of knowledge and abilities.

2. Principle of high-quality assessment

A. CLARITY & APPROPRIATENESS OF LEARNING TARGETS

Assessment should be clearly stated and specified and centered on what is truly
important. For instance, teachers may use the scaffolding strategy to encourage
their learners to comprehend the subject matter and internalize the material in
order to achieve the learning objective.
B. APPROPRIATE ASSESSMENT METHODS
Assessment should utilize assessment methods suitable for a particular learning
target.

C. Validity refers to how well a test measures what it is purported to measure.

While reliability is necessary, it alone is not sufficient.  For a test to be reliable, it
also needs to be valid.  For example, if your scale is off by 5 lbs, it reads your
weight every day with an excess of 5lbs.  The scale is reliable because it
consistently reports the same weight every day, but it is not valid because it adds
5lbs to your true weight.  It is not a valid measure of your weight.
D. RELIABILITY
Assessment should show consistent and stable results. There are methods
which can be used to measure and establish reliability. A test designed to
assess student learning in psychology could be given to a group of
students twice, with the second administration perhaps coming a week
after the first.  The obtained correlation coefficient would indicate the
stability of the scores.
E. POSITIVITY OF CONSEQUENCES
Assessment should have a positive effect. It should motivate students to learn
and do more and should give way to improve the teacher's instruction. If you're
teaching arithmetic, for instance, you might ask a class volunteer to respond to
the following problems on the board. Whenever the student provides the correct
response, you'll reward them with praise.
F. FAIRNESS
Assessment should give equal opportunities for every student. There should be
no discrimination of any kind (racial, age, gender, etc.)
G. PRACTICALITY & EFFICIENCY
Assessment should save time, money, etc. It should be resourceful. For instance,
in a classroom assessment, if the instructor is not proficient in describing the
specific assessment, the student will not understand the material, which is why
the teacher must assess the student's readiness and relevancy.
 3. There are two main categories of test items: subjective or essay items, which
allow the student to organize and present a unique response, and objective
items, which ask students to choose the correct response from a list of
alternatives or to provide a word or brief phrase to complete a question or a
statement. Multiple-choice, true-or-false, matching, and completion are examples
of objective items, whereas short essays, extended essays, problem-solving
exercises, and performance test items are examples of subjective items. One or
the other item type may prove more effective and suited for certain educational
purposes.

True-False Items. In a traditional true/false question, students are asked to judge

whether a factual statement is either true or false. True/false questions are best suited
to assessing surface level knowledge, but can be crafted to assess higher order
thinking. Like multiple choice, students can process and respond to true/false quickly,
allowing the test designer to assess more content areas in an exam. They are also easy
and quick to mark. However, traditional multiple choice is thought to be superior to
true/false for several reasons, including:

 Students have a higher probability of guessing the right answer in True/False

responses
 True/false questions offer little insight into why students may answer incorrectly
 True/false questions are necessarily absolute; it can be difficult to write questions
that are unambiguously true or false.

Tips for developing true/false questions

1. Avoid negative and double-negative statements. These can unnecessarily

confuse students.
2. Keep the proportion of false statements slightly higher than true statements.
Students tend to guess “true” on uncertain questions.
3. Avoid trivia. Make sure that your true/false questions directly assess learning
goals.
4. Many of the disadvantages of true/false questions can be eliminated by asking
students to explain their answer. However, this approach has its own
disadvantages (e.g., workload).

Multiple- Choice Items Well-crafted multiple-choice questions are like a clean window.
If the question is articulated clearly and concisely, it allows you to see what the student
does and doesn’t know. These fixed choice questions, which also includes checkboxes
and true/false options, require students to identify the correct answers from a set of
possible options. The benefit of multiple-choice questions is that they are simple to
grade, giving you immediate feedback and enabling you to effectively and impartially
evaluate a sizable number of pupils throughout a wide range of subject matter. You can
learn a lot about where students are having trouble by analyzing broad trends in
multiple choice answers. It can also start them talking about why different or many
solutions might be correct.
Write the stem first. Your questions should present a single problem related to
significant content from the lesson. 
Identify and write the correct answer. Make it brief and clear. Don’t make the correct
answer obvious in relation to the incorrect answers and make sure you switch up the
placement of the correct answer.
Now write the incorrect answers or the distractors. Common student errors make
good, plausible distractors. It’s generally best to avoid obvious incorrect answers and try
not to use ‘All of the above’ or ‘None of the above’. This can tend to make the student
more nervous and think you’re trying to trick them. 
Matching Types The matching type test item format provides a way for learners to
connect a word, sentence or phrase in one column to a corresponding word, sentence
or phrase in a second column. The items in the first column are called premises and the
answers in the second column are the responses. The convention is for learners to
match the premise on the left with a given response on the right. By convention, the
items in Column A are numbered and the items in Column B are labeled with capital
letters.
If you decide to use a matching type test, take the time to construct items that are valid
and reliable. Here are some guidelines for this.
1. Two-part directions. Your clear directions at the start of each question need two
parts: 1) how to make the match and 2) the basis for matching the response with the
premise. You can also include whether items can be re-used, but often pre-built
templates don’t allow for this.
Example for exercise above: Drag each career name in Column B to the best definition
in Column A. No items may be used more than once.
2. Parallel content. Within one matching test item, use a common approach, such as
all terms and definitions or all principles and the scenarios to which they apply.
3. Plausible answers. All responses in Column B should be plausible answers to the
premises in Column A. Otherwise, the test loses some of its reliability because some
answers will be “give-aways.”
4. Clueless. Ensure your premises don’t include hints through grammar (like implying
the answer must be plural) or hints from word choice (like using the term itself in a
definition).
5. Unequal responses. In an ideal world, you should present more responses than
premises, so the remaining responses don’t work as hints to the correct answer. This is
not often possible when using a template.
6. Limited premises. Due to the capacity limitations of working memory, avoid a long
list of premises in the first column. A number that I’ve come across is to keep the list
down to six items. Even less might be better, depending on the characteristics of your
audience.
7. One correct answer. Every premise should have only one correct response.
Obvious, but triple-check to make sure each response can only work for one premise.
There are benefits to the matching test item format. Compared to multiple choice
questions, it enables you to cover more material in a single question. They are therefore
ideal for sporadic knowledge checks, in my opinion. They are also a very effective
testing strategy and can offer superbly accurate measurement. They also give you a
means to mix up your activities a bit. On the other side, a drawback of the matching
type test is its propensity to be used for straightforward knowledge recall. Higher-order
thinking abilities, such problem solving, must frequently be practiced and tested with
adult learners. Use this structure for more than just remembering facts. Instead, look for
ways to incorporate matching into application and analysis as well, for as by posing a
brief situation and soliciting the best response.

Fill-in-the-blank questions require recall abilities, which sets them apart from other
question kinds. Since all possible responses are provided and the learner only needs to
choose the right one, multiple-choice, true-false, and matching questions all rely on
recognition. Fill-in-the-blank questions, on the other hand, demand the creation of a
concept, therefore they evaluate students' understanding of specific terminology and
concepts at a higher level than recognition question types. The differences between
short answer and essay-style questions also go deeper into cognitive processes like
analysis and synthesis. The only questions that actually need memory are those of the
fill-in-the-blank variety, making them an effective instrument for evaluating knowledge
gain. When creating any form of assessment item, the most important thing to
remember is to make sure it tests what it is meant to test. That might sound easy, but as
instructional designers, we have a tendency to bring a number of presumptions and
perceptional gaps with us. These, by definition, operate below our awareness. To
guarantee that each test item addresses the desired concept and only the intended
concept, and that its presentation is crystal clear, extreme care and attention must be
used. A difficult guessing game or mind-reading exercise shouldn't be included in the
inquiry. Questions must be acutely targeted, unambiguous, and specific.
Here are some things to keep in mind when developing these types of questions.
1. Keep them uncomplicated and unambiguous.
The question must be phrased in a way that makes the notion you want to elicit evident.
It shouldn't be confused by many intricate ideas. Keep in mind that your goal is to make
sure that your students can produce the term, not to simplify the complex and somehow
arrive at the correct answer as a result or to have the student try to determine for herself
the type of information you're looking for. Ensure simplicity.
2. Make sure the blank has just one appropriate response.
It's simple to forget that related ideas might also work well in the blank when we write
these questions with a certain term in mind. You can tell if this has happened by the
responses you receive. It's critical to fairly assess the correctness of the answers given
within the blank. Sometimes the response you thought was incorrect is in fact right
given the phrase. Therefore, it may take a few rounds of question refinement to narrow
the options down to just one.
3. Use the blank carefully.
Make sure the statement makes meaning even if the term in the blank is not present,
and that it is simple to deduce the intended term from the sentence you do offer. If not, it
will probably be unclear, leading students to guess and become frustrated, which will
not accurately evaluate their knowledge.
4. Keep responses brief.
Responses to these questions typically consist of a word or two that express a single
thought. Therefore, make sure to design the question so that there is only one item
missing.
5. Limit the number of blanks per question
Each question should have one or maximum two blanks, not more. The more blanks
you put into the question, the less sense the sentence has and the more difficult it is to
answer.
6. Don’t give clues to the correct response in the question
This is always a challenge in developing good questions, but an important point to keep
in mind. In fill-in-the-blank-type questions, one easy thing is to make the length of the
blanks uniform. It’s too easy for learners to view the length of the blank and assume
the target term fits there, so they search their internal information banks for a term of a
certain length. This is not what you want, as it does not really test knowledge. Avoid
this cognitive trick by making your blanks the same length.
7. Review it carefully
When you’re starting to create these kinds of questions, it’s a good idea to have
someone familiar with the content take the assessment before publishing it. This
provides a test for your questions. If you’re getting unintended responses that still fit
with the sentence, revisions are necessary. For this reason, these kinds of questions
are not the easiest to write—there is a lot of inherent gray area, so take great care to
ensure the questions and their intended responses are clearly black and white.
8. Revise, tighten, clarify
Even for seasoned test creators, it’s not easy to write really clear sentences that point
to only one possible correct response. The greater the variety of responses you get to
a question, the less clear the question is and the more it needs revising.
The two most important things to keep in mind when developing test questions are: 1)
ensure the question tests the target knowledge and only the target knowledge; and 2)
be open to revising and tossing out poor questions. With these guidelines, you are well
on your way to creating high-quality fill-in-the-blank-type questions.
 Table of Specification
English 10
Topics and Objectives Easy 60% Average 30% Difficult 10%

No. of Remembering Understanding Applying Analyzing Evaluating Creating

Items

EXPLICIT AND 5 T1; 1-2 T1;3-5

IMPLICIT CLAIMS
Define claim and
its characteristics;

Differentiate claims 5 T2; 6-10

of FACT, VALUE
and POLICY

EXPLICIT AND 5 T3; 11-15

IMPLICIT
INFORMATION.
Identify the
difference between
explicit and
implicit.

OPERATIONAL 5 T4;16-
AND TECHNICAL 20
DEFINITION.
Demonstrate
correct use of
technical and
operational terms.

USING 5 TV; 21, T6;28-

EXPOSITORY 22, 24 30
MODE OF
PARAGRAPH.
Identify the
purpose and skills
needed in
Expository Writing.

AMERICAN 5 TV;23,
PSYCHOLOGICAL 25, 26,
ASSOCIATION IN- 27
TEXT CITATION.
Use APA format
for in-text citation
correctly.

TOTAL 30 18 9 3

English Grade 10
Name:_____________________________________ Score:_________
Section:________
Test I. EXPLICIT AND IMPLICIT CLAIMS. Identify what is asked in each item. Write the LETTER of your
choice on the space provided before the number.

_____1. The word claim comes from the Latin word clamare, which means “__________.”
a. To speak b. to cry out, shout c. to run d. to whisper
_____2. In literature, a claim is a statement that asserts something to be true and can either be a _______.
a. Lie or untrue b. fact or a judgment c. suspicious or weird d.
decision
_____3. Which of the following DOES NOT refer to Explicit Claims?
a. Clearly stated and spelled out.
b. To fully and clearly express something.
c. Purposely excluding some claim.
d. Leaving nothing implied.
_____4. Which of the following DOES refer to Implicit Claims?
a. Understood though not plainly or directly expressed
b. Indirectly stated.
c. Straight talk
d. Implied statement
_____5. Which of the statements is an explicit claim?
a. COVID-19 claimed a lot of lives worldwide.
b. The Philippine Economy worsened in 2020.
c. A lot of people lost their jobs during the pandemic.
d. The government is saying that the situation is getting better but the facts and data says
otherwise.
Test II. From the choices, choose whether the statement is Claim of Fact, Value or Policy.

a. Claim of Fact b. Claim of Value c. Claim of Policy.

_____6. Each school in the country should be provided with free internet connection.
_____7. Death penalty should be reinstated to deter crimes.
_____8. Keeping wild animals in the cage is harmful and unethical.
_____9. The right thing to do is to support our frontliners.
_____10. Dengue contributed a high number of mortality rate in the country.

Test III. EXPLICIT AND IMPLICIT INFORMATION. Write TRUE if the statement is correct about the
differences of Implicit and Explicit Information, and write FALSE if not.

_____11. Explicit information is written in the text.

_____12. Implicit information is NOT written in the text.
_____13. When something is implicit then the reader can go back and find the information directly in the story.
_____14. Explicit information is something I know is happening.
_____15. Implicit information is something I think is happening.

Test IV. TECHNICAL AND OPERATIONAL DEFINITION. Identify the correct answer in each item. Write
the LETTER on the space provided before the number.

_____16. From the choices, which of the following refers to the Technical Definition?
 a. refers to a very detailed description of a term
b. explains how it is used in your paper
c. The term is defined based on how this term is used in the research study
d. Goes beyond the dictionary definition
_____17. Which of the following statements use Operational Definition CORRECTLY?
a. More on the application of the word
b. Explains the process or procedure by which it is going to be measured
c. Explains how a term is used in your paper
d. It often describes what the thing does, how it is used, and to what purpose.
____18. What definition refers to a definition of term that explains the process or procedure by which it is going to
be measured or how it is used in your paper?
a. technical definition b. existential definition c. operational definition d. genus
definition
_____19. How should we use technical definitions correctly?
a. overcoat terms c. provide comprehensive definitions of terms
b. make a document more formal d. thicken the document
_____20. When should a definition be used in technical writing?
a. to give all possible meanings for various technical terms
b. to explain the meaning of a word as it relates to the subject being discussed
c. to provide examples of how a term is used in the workplace
d. to answer any questions the reader might have about a subject
TEST V. USING EXPOSITORY MODE OF PARAGRAPHS and APA IN-TEXT CITATION. Identify the
correct answer in each item. Write the LETTER of your choice on the space provided before the number.

_____21. Which of the following is not a purpose of expository writing?

a. tell a story c. describe
b. explain d. instruct

_____22. All of the following are useful skills for writing an expository piece, EXCEPT:
a. The writer provides supporting details.
b. The writer includes engaging dialogue between characters.
c. The writer organizes the body of the text.
d. The writer crafts clear main ideas.
_____23. Which of the following is cited correctly in APA style?
a. Dietel and Dietel define pointers as "variables that contain as their values addresses of other
variables." (1999, p. 294)
b. Dietel and Dietel (1999) define pointers as "variables that contain as their values addresses of
other variables" (p. 294).
c. Dietel and Dietel (C How to Program) define pointers as "variables that contain as their values
addresses of other variables" (p. 294).
d. None of the above.
_____24. For sources such as websites and e-books that have no page numbers, what should be used?
a. a paragraph number. c. a hyphen
b. b. a dot d. a page number
_____25. In which text the citation is correct according to APA style?

a. Vroom & Yetton (1973) define leadership in a more practical way.

b. Vroom/ Yetton (1973) define leadership in a more practical way.
c. Vroom and Yetton (1973) define leadership in a more practical way.
d. Vroom and Yetton in 1973 define leadership in a more practical way.

26-27. Give the correct parenthetical citation (2 points).

Doane, Gilbert H. and James B. Bell. Searching for Your Ancestors. Minneapolis
U of Minnesota P 1980.

TEST VI . ESSAY. Create an expository essay based on the given situation.

Situation: There is a new rule in your school that all students without the COVID-19 virus will be studying in
a boarding school and will not go out until the school year is over.

28. What do you think are the reasons for this?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________

29. What are the advantages and disadvantages of this type of learning situation? Give at least 2 advantages and 2
disadvantages.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________

30. Is this the best way for students to learn? Are there any suggestions?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________