MODULE No.

13
Testing Program
Module Introduction:
Arikunto (2007) states that Subjective test is generally a test which needs answers in form generally a test which needs answers in
form of essay, explanation or description. Usually in doing this test, students will be given about 90-120 minutes for 5-10 questions When
a teacher uses subjective test questions, that means students need to use their mind and feelings to make logical claims.

WEEK 9 DAY 18 LESSON NO. 15

LESSON TITLE Steps In Testing Program
DURATION/HOURS 1.5 hours
SPECIFIC At the end of the session, the students are expected to:
LEARNING a. fill out the KWL Chart with the given topic “Testing Program”;
OUTCOMES: b. associate words that are connected with testing in a bubble map; and
c. identify statements that describe testing program.
TEACHING LEARNING ACTIVITIES
Task 1: K-W-L Chart
Directions: Fill out the WHAT I KNOW Column and the WHAT I WANT TO KNOW Column on the chart with the given topic. Leave
the last column blank.
TESTING PROGRAM
What I KNOW What I WANT TO KNOW What I LEARNED

Task 2: Word Association (Bubble Map)

X
Directions: Find words/terms that are connected to test. Write them on the Bubble Map.

Testing

Processing:
Discussion of Concept: What are the steps of testing program?
There are nine (9) steps in a complete testing program. Below are the different steps.
1. Planning the Program
In planning a testing program, there are nine (9) factors to be considered.
a. It must be progressive. A progressive testing program must include include not only mastery of the subject matter but
also the physical and mental health of the learners, ability to use knowledge acquired, use of critical thinking to solve
problems, wide interest in many fields of endeavors, individual attitudes to conduct patentable researches in order to
solve the economic crises of the country and creative arts.
b. It must be cooperative. A testing program must be cooperatively planned by all personnel concerned such as teachers
head teachers, principals, administrators and supervisors. The judgment includes the effectiveness of the programand
it meets the needs of the learners.
c. It must be descriptive. A descriptive concrete statement abput the learner is more meaningful and significant to the
administrators, supervisors, principals, head teachers, teachers, parents and into the learnersthan just merely to
indicate that the learner passed or failed.
d. It must be suggestive. A goo testing program must suggest to improve the performance of learners by giving advance
activities or exceptional workto fast learners and remedial instruction to slow learners.
e. It must be comprehensive. A testing program should consider the students’ character, environmental factors,
intelligence, family background, talents, skills and abilities.

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 f. It must be practical. A testing program must be practical in standpoint of time, effort and facilities of the school. A
device mus be used to suit the individual learner and to the specific purpose for which the evaluation is made whether
it is used as classification, grouping or diagnostic scheme.
g. It must be economical. A testing program must be economical in using the 7Ms resources of the institution, namely;
manpower, money, methods, materials, machinery, moment of time, and marketing or employing the graduates.
h. It must be usable. A testing program must be usable to the learners, teachers, head teachers, principals, supervisors
and administrators.
i. It must be flexible. A testing program must be flexible and adatable to all walks of life be it rural or urban learners,
public or private learners, rich or poor students. In other words, a good testing program is applicable to all individual
learners.
2. Determining the Purpose of the Program
The objective, essay, and standardized achievement tests have several purposes. These are as follows:
a. To help determining learner’s rating.
b. To satisfy parents that their children are rated fairly and justly.
c. To encourage learner to do better work.
d. To discover which parts of the lesrning tasks need to be retaught.
e. To determine the progress of the learners.
f. To determine the effectives of teaching.
g. To aid in discovering wheter learners need to have remedial instruction or exceptional work.
h. To compare the resukts in two or more classes with norms.
3. Selecting Appropriate Tools
In selecting the test, there are four (4) things to keep in mind which are as follows:
a. The person to select the test.
b. The type of test to be used.
c. The best procedure to be used.
d. The grade or year level the test is to be given.
4. Administering the Test
A test possesses a good quality of administering the test when it is suitable in format, when the materials are easy to assemble
and handle, when directions to the pupils and studemts are clear and complete, and when the examiner can use the test without
undue effort in the measurement of learners behavior.
To facilitate the administration of tests, only competent person can administer the standardized tests. On the other hand,
ordinary achievement tests can be administered by experienced classroom teachers. The teqachers have thorough knowledge
on the administration of the test to make the whole administration process effective.
It is desirable that the administration of the testis administered to an environment familiar to the students. For instance,
students’ own classroom. It is undesirable to give a test just before and after a holiday, school’s party, athletic meet, literary-
musical contest and many others.
5. Scoring the Test
Scoring the test must be done by competent persons or by the use of scoring machines. Objective tests are easiest and more
accurate to score because the answers are exact in the scoring key.
6. Analyzing and Interpreting Results
Analysis must be done first before interpretation. Analysis is useless without interpretation. Interpretation is impossible without
analysis. In analyzing the data, statistical techniques are used to give meaning to the score obtained by the learners. A raw score
itself is meaningless without interpretation of its equivalent. For instance, a raw score of 88 is meaningless without interpretation.
It becomes meaningful if it is interpreted qualitatively as good or very good. By and large, analyzing and interpreting the scores
must go hand in hand to give meaningful results.
7. Applying the Results
Application of the results is vital to the whole testing program. Something must be done to learners who got high and low
scores. Students who got very high score must be given an advance work. On the other hand, students with low scores must be
given remedial instructions.
Consequently, failure to apply the results is failure of the testing program.
8. Retesting
Retesting is necessary to detrmien the success of the tesing program. After a remedial instruction has been given to slow
learners, retesting must be done to determine if there are improvements or progress with the learners in particular and to the
tesing program in general.
9. Making Suitable Records and Reports
To be most vital, essential, functional and useful, students’ records must be comprehensive, cumulative, convenient and
accurate.They are not only test records but present other related information in a meaningful way. For instance, values, attitudes,
personality, social relationship and competence. A teacher must prepare a sociogram to determine the social relationships of
students among their peers.
The students have the right to know their results in all kinds of tests, either standardized or teacher-made tests, as incentives.
If tests are worth giving and recording, they must be reported to parents to arouse their interest and make sound conclusions
about the scholastic standing of their children.
However, it is unethical and undesirable to report to parents the results of intelligence test, especially, if the learners receive
low scores. This situation develops resentment to the whole family.
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc.

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Formative: K-W-L Chart
Directions: Go back to the KWL Chart that you have filled out in the preliminary activities. Fill out the last column and show what you
have learned.
TESTING PROGRAM
What I KNOW What I WANT TO KNOW What I LEARNED

X
Synthesis: Key Point Summary
X
Directions: Make a list of bulleted key points of learning from the lesson. Give at least five (5) key points.
RESOURCES ▪ Testing Program - Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila,
Philippines: Rex Bookstore, Inc.

WEEK 10 DAY 19 LESSON NO. 16

LESSON TITLE Sociogram
DURATION/HOURS 1.5 hours
SPECIFIC At the end of the session, the students are expected to:
LEARNING a. fill out the KWL Chart with the given topic “Sociogram”;
OUTCOMES: b. associate words that are connected with sociogram in a bubble map; and
c. identify statements that describe sociogram.
TEACHING LEARNING ACTIVITIES
Task 1: K-W-L Chart
Directions: Fill out the WHAT I KNOW Column and the WHAT I WANT TO KNOW Column on the chart with the given topic. Leave
the last column blank.
SOCIOGRAM
What I KNOW What I WANT TO KNOW What I LEARNED

Task 2: Word Association (Bubble Map)

X
Directions: Find words/terms that are connected to test. Write them on the Bubble Map.

Sociogram

Processing:
Discussion of Concept No. 1: What is a sociogram?
❖ Sociogram
Sociogram is a sociometric test to determine the social relationships of students among peers or classmates. It is a teacher-made
device to determine how a student is liked or accepted by his classmates. The results of a sociometric test are tabulated to determine
how many peers like certain classmate.
The results of sociometric test are classified into five categories. These are (1) star, (2) mutual choice, (3) clique, (4) one-way
choice and (5) isolate.
• Star. A student who has the highest number of votes chosen by his classmates.
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 • Mutual Choice. These are the students who choose or vote each other.
• Clique. There are three or more students who choose or vote each other.
• One-way Choice. Students who choose someone but the one they choose did not vote or choose them.
• Isolate. He chooses his friends but nobody choose him as a friend. In other words, nobody likes or accepts him as a friend.
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc.

Discussion of Concept No. 2: How to prepare sociogram?

❖ Techniques in Preparing Sociogram
The techniques inpreparing sociogram are as follows:
1. Formulate a question that is easy to understand. For instance, if you have group work, which of your three classmates
would you like to join in your group?
2. Tell the students to write the three choices. Instruct the students to write in one-fourth sheet of paper three classmates he
like to join his group.
3. Tally their responses. In tallying the responses, the names of all students are presented and tally by placing 1 to each
choice. For instance, there are 15 students in a class.

4. Prepare a sociogram showing the results. The Star is placed at the center of the diagram. The Star has the highest
number of votes. The Isolate has no vote. An arrow is placed to determine students’ choice.

5. Analyze the sociogram. Analysis of the sociogram is important to determine who is the most accepted or liked by his
classmates or the star and who is not accepted at all by his classmates or the isolate.

Types of Essay Questions

C.C. Weidman (1933, 1941) identified ten types of essay question which he arranged in order from simple to complex. These
questions begin with:
1. what, who, when, which, and where 4. describe 7. discuss 10. evaluate
2. list 5. contrast 8. develop
3. outline 6. compare 9. summarize
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc.
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Discussion of Concept No. 3: What are the use of sociogram?
❖ Uses of Sociogram
After thorough presentation of the testing program and sociogram, there is a dire need to present the uses of sociogram to
determine the social relationships of learners among their classmates. The use of socigram are as follows:
1. The teacher can easily recognize who among his students can work harmoniously in a group work. For instance, a class od
fifteen students is divided into five groups on their Income Generating Projects, hence, the teacher can easily group them
based on the sociogram.
2. Good rapport with each other can be attained among the students.
3. The Star is assigned as leader in ant activities because many like him, hence, ease in performing the activities can be easily
achieved.
4. The Isolate is not neglected and he will be assigned to a group of his choice.
5. the sociogram can identify the students who are compatible with each other and those wo are not.
References: Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines: Rex Bookstore, Inc.

Formative: K-W-L Chart

Directions: Go back to the KWL Chart that you have filled out in the preliminary activities. Fill out the last column and show what you
have learned.
TESTING PROGRAM
What I KNOW What I WANT TO KNOW What I LEARNED

X
Synthesis: Key Point Summary
X
Directions: Make a list of bulleted key points of learning from the lesson. Give at least five (5) key points.
ASSIGNMENT Directions: construct 2-item test for restricted-response essay test and extended-response essay test.
RESOURCES ▪ Sociogram - Calmorin, Laurita P., Ph.D. (2011). Assessment of Student Learning 1. Manila, Philippines:
Rex Bookstore, Inc.

Developed by:

JEDAHLYN ROSE D. BALAD-ON, LPT

Instructress

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ASSESSMENT

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