Republic of the Philippines

PARTIDO STATE UNIVERSITY

Camarines Sur

COLLEGE OF EDUCATION

MODULE 8

Development of Paper and Pencil Tests in Mathematics (Part I)

Name of Student: _GOYALA, JAKE EARVIN P._______ Week Number : 14-15/April 18-29, 2022
Course Code : MATHED20 Name of Faculty: Dr. Marita S. Magat
Course Title : Assessment and Evaluation in Term : 2nd Semester, A/Y 2021-2022
Mathematics

A. INTRODUCTION

This module deals with the development of paper and pencil tests in mathematics. Part I
is about developing the table of specification. Specifically, this module provides discussions on
identifying the learning outcomes and the appropriate type of tests; estimating the total
number of sessions; computing for the number of items per learning outcomes; and
constructing the table of specification.

B. OBJECTIVES

At the end of the lesson, the students should be able to:

a. identify the learning outcomes of a grading period in K to 12 Mathematics curriculum;
b. identify the appropriate type of test for the learning outcomes;
c. estimate the total number of sessions;
d. compute for the number of items per learning outcomes; and
e. construct the table of specification.

C. CONTENTS

Constructing Table of Specification

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 1 of 8
 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

TABLE OF SPECIFICATION
MATHED20-Assessment and Evaluation in Mathematics
Second Semester, Academic Year 2021-2022

Learning Outcomes Contact No. of Cognitive Levels & Item Placement

Hours points Remembering Understanding Applying Analyzing Evaluating Creating

 Acquaint himself 7 13 6, 7,8 12 1,2,3, 4,5,11 IV.

with the members of 14 (2
the class points)
 Recite the Vision,
Mission, and core
values of the
University as well as
the goals and
objectives of the
program.
 Discuss the course
content, policies
inside the class,
requirements and
the grading system
 Differentiate
between assessment
and evaluation
 Explain the
importance of the
logical link between
and among learning
outcomes, contents,
teaching-learning
strategies and
assessment tools
 Discuss the purpose
of instruction and
assessment

 Define traditional 7 13 II. 1-7 15 13 9,10 III-3

assessment (2
 Differentiate points)
traditional from
authentic assessment
 Cite some
advantages and
disadvantages of
traditional
assessment.
 Enumerate examples
of traditional
assessment in

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 2 of 8
 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

mathematics
 Develop an
example of
traditional
assessment in
mathematics

f. Define authentic 6 12 II. 8-15 II-1 &

assessment 2
g. Explain each type of (6
authentic assessment points)
tool
h. Give examples of
authentic assessment
tools in mathematics
i. Create an example
of authentic
assessment tool in
mathematics.

j. Identify various
assessment methods 5 10 18, 19, 21 16,17, 22 23, 24, 20
in Mathematics 25
education
k. Select appropriate
authentic method
that can be utilized in
Mathematics
teaching and learning
l. Design authentic
assessment method
that integrates other
disciplines (Sciences,
social studies, etc)

Total 25 50 21 5 8 6 2 8

The Cognitive Levels

A. Cognitive Domain
Remembering Understanding Applying

Arrange Describe Associate Generalize Apply Order

Cite Draw Classify Give example Calculate Practice
Define Duplicate Compare Identify Change Predict
Identify Quote
Compute Indicate Complete Prepare
Indicate Read
Label Recite Contrast Interpret Compute Produce
List Recognize Converts Locate Demonstrate Relate
Match Record Defend Paraphrase Discover Restate
Memorize Relate Describe Predict Dramatize Review
Name Recall Differentiate Report Employ Show
Point Repeat Discuss Recognize Examine Sketch
Order Reproduce
Distinguish Restate/rewrite Illustrate Solve
Outline Select
Tell State Estimate Review Interpolate Translate

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 3 of 8
 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

Trace Tabulate Explain Summarize Interpret Use

write Extrapolate translate Manipulate Utilize
express Modify write
operate
Analyzing Evaluating Creating

Analyze Identify Appraise Judge Arrange Organize

Appraise Illustrate Argue Justify Assemble Plan
Breakdown Infer Assess Interpret Categorize Prepare
Calculate Inventory Attach Measure Collect Prescribe
Categorize Model Choose Rank Combine Produce
Compare Outline Compare Relate Comply Propose
Contrast Model Conclude Predict Construct Rearrange
Criticize Point out Contrast Rate Create Reconstruct
Debate Question Critique Recommend Design Reorganize
Diagram Relate Defend Review Detect Revise
Differentiate Select Describe Revise Develop Set up
Discriminate Separate Determine Score Devise Summarize
Distinguish Subdivide Diagnose Select Formulate Synthesize
experiment Summarize Discriminate Summarize Generate Write
test Estimate Support Generalize tell
Evaluate Test Integrate
Explain value manage
grade

B. Learning Outcomes in Grade 11 Mathematics

K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL

CORE SUBJECT K to 12 Senior High School Core Curriculum –
General Mathematics
Grade: 11 Semester: First Semester Core Subject
Title: General Mathematics No. of Hours/Semester: 80 hours/semester
Prerequisite: Core Subject
Description: At the end of the course, the students must know how to solve problems involving rational,
exponential and logarithmic functions; to solve business-related problems; and to apply logic to real-life
situations.
LEARNING COMPETENCIES

Functions and Their Graphs

1. represents real-life situations using functions, including piece-wise functions.
2. evaluates a function
3. performs addition, subtraction, multiplication, division, and composition of functions
4. solves problems involving functions.

Rational functions
1. accurately formulate and solve real-life problems involving rational functions.
2. represents real-life situations using rational functions.
3. distinguishes rational function, rational equation, and rational inequality.
4. solves rational equations and inequalities.
5. represents a rational function through its: (a) table of values, (b) graph, and (c) equation.
6. finds the domain and range of a rational function.
7. determines the: (a) intercepts (b) zeroes; and (c) asymptotes of rational functions
8. graphs rational functions.
9. solves problems involving rational functions, equations, and inequalities.

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 4 of 8
 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

Inverse functions
1. apply the concepts of inverse functions, exponential functions, and logarithmic functions to
formulate and solve real-life problems with precision and accuracy.
2. represents real-life situations using one-to one functions.
3. determines the inverse of a one-to-one function.
4. represents an inverse function through its: (a) table of values, and (b) graph.
5. finds the domain and range of an inverse function.
6. graphs inverse functions.
7. solves problems involving inverse functions.

Exponential functions

1. represents real-life situations using exponential functions.

2. distinguishes between exponential function, exponential equation, and exponential
inequality.
3. solves exponential equations and inequalities.
4. represents an exponential function through its: (a) table of values, (b) graph, and (c)
equation.
5. finds the domain and range of an exponential function.
6. determines the intercepts, zeroes, and asymptotes of an exponential function.
7. graphs exponential functions.
8. solves problems involving exponential functions, equations, and inequalities.

Logarithmic Functions
1. represents real-life situations using logarithmic functions.
2. distinguishes logarithmic function, logarithmic equation, and logarithmic inequality.
3. illustrates the laws of logarithms.
4. solves logarithmic equations and inequalities.
5. represents a logarithmic function through its: (a) table of values, (b) graph, and (c)
equation
6. finds the domain and range of a logarithmic function.
7. determines the intercepts, zeroes, and asymptotes of logarithmic functions.
8. graphs logarithmic functions.
9. solves problems involving logarithmic functions, equations, and inequalities.

D. ACTIVITIES

1. Choose the learning outcomes from one of the key concepts in General Mathematics curriculum
for Grade 11. Write the learning outcomes in the first column of a matrix.
2. In the second column of the matrix, identify the appropriate type of test for the learning
outcomes.
3. In the third column, estimate the total number of hours that maty be spent to achieve the
specific learning outcomes.
4. In the fourth column, write the number of items per learning outcomes

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 5 of 8
 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

E. ASSESSMENT

Construct a Table of specification for the key concept you have chosen in the activity.

K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL

CORE SUBJECT K to 12 Senior High School Core Curriculum –
General Mathematics
Grade: 11 Semester: First Semester Core Subject
Title: General Mathematics No. of Hours/Semester: 80 hours/semester
Prerequisite: Core Subject
Description: At the end of the course, the students must know how to solve problems involving rational,
exponential and logarithmic functions; to solve business-related problems; and to apply logic to real-life
situations.

Learning Outcomes Test Total numbers of Number of Items

hours
Define the concept of Essay 15 mins 5 points
inverse functions.
Define the concept of Essay 15 mins 5 points
exponential functions.
Define logarithmic Essay 15 mins 5 points
functions.
Differentiate the Quiz 30 mins 10 points
inverse functions,
exponential functions
and logarithmic
functions.
Determine the use of Quiz 30 mins 10 points
the three in
mathematics world.
Explain the Essay 15 mins 10 points
importance and use of
these three functions.
Solve the following Problem-solving quiz 1 hour 20 points
problems in using the
inverse functions,
exponential functions
and logarithmic
function.
Give example of Quiz 45 mins 15 points
inverse, exponential
and logarithmic

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 6 of 8
 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

function.
Application of the Activity 1 hour 20 points
inverse, exponential
and logarithmic in the
real-life.
Giving feedback about Essay 30 mins 15 points
the lesson.

Table of Specification
Learning Con No. Cognitive Levels and Item Placement
Outcomes tact poin
Rememberin Understandi Applyin Analyzin Evaluatin Creatin
Ho ts
g ng g g g g
urs
Define the 15 5 1-5
concept of min
inverse s
functions.
Define the 15 5 1-5
concept of min
exponential s
functions.
Define 15 5 1-5
logarithmic min
functions. s
Differentiate 30 10 1–5 6 – 10
the inverse min
functions, s
exponential
functions and
logarithmic
functions.
Determine the 30 10 1,2,3 4,5,6,7 8,9,10
use of the three min
in mathematics s
world.
Explain the 15 10 1,2 3,4,5 6,7,10 8,9
importance and min
use of these s
three functions.
Solve the 1 20 1-5 6 - 10 11 - 15 16 -
following hou 20
problems in r
using the
inverse
functions,
exponential

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 7 of 8
 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

functions and
logarithmic
function.
Give example 45 15 6,7,8 9,10 1-5
of inverse, min
exponential s
and logarithmic
function.
Application of 1 20 16 - 20 1 – 10 11-15
the inverse, hou
exponential r
and logarithmic
in the real-life.
Giving feedback 30 15 1-5 6,7 8,9,10 11 12,13 14,15
about the min
lesson. s

VI. REFERENCES

Cajigal, R & Mantuano, ML. (2014). Assessment of Learning 2. Adriana Publishing Co., Inc.,
Quezon City, Philippines

Oredina, N. (2019). Authentic Assessment in Mathematics. Nieme Publishing House Co., Ltd.
Quezon City, Philippines.

Wiggins, G & McTighe, J. (2004). Understanding by Design Professional Development Workbook,

Association for Supervision and Curriculum Development, Alexandra, VA

DEPED, (2018). General Mathematics MELCS. Retrieved at https://deped.gov.ph.

Prepared by: Reviewed by: Approved:

MARITA S. MAGAT, Ph.D. JOAN A. MONFORTE, Ph.D. ERLINDA M. BASILLA, Ph.D.

Professor VI Program Director VP for Academic Affairs

Module 8: Development of Paper and Pencil Tests in Mathematics

| Page 8 of 8