1. “Validity is a unitary concept”. What does this expression mean?

a. Different types of test are brought together to form a single, valid

assessment.

b. A valid test is one that has a single purpose.

c. There are not different kinds of validity, just different kinds of

evidence of validity.

d. A valid test is one that has universal application in a variety of

situations.

2. What define and differentiate levels of performance?

a. Portfolios

b. Researches

c. Tests

d. Rubrics

3. Which are TRUE of K to 12 assessment of the Department of

Education?

I. It emphasizes formative learning.

II. It is standard-based.

III. It gives more weight to knowledge.

IV. It gives less weight to understanding.

a. I and IV

b. II and III

c. III and IV
d. I and II

4. Which test has a higher diagnostic value?

a. Restricted essay

b. Multiple Choice

c. Problem solving

d. Extended essay

5. Which test has a higher diagnostic value?

a. Binary test

b. Restricted essay

c. Extended essay

d. Problem solving

6. If, before you proceed, you want to know what your students
already know about your cognitive lesson for the day, which test may
serve best your purpose?

a. Objective test

b. Short answer test

c. Essay

d. Performance test

7. Which goes with assessment of learning?

a. Given at the end of a grading period

b. Self-assessment

c. Guides teacher in adjusting instruction

d. Highly reflective

8. The following go with assessment for learning EXCEPT:

a. Given at the end of a grading period

b. Given at the beginning

c. Guides teacher in adjusting instruction

d. Done in the process of instruction

9. Which is TRUE of diagnostic assessment?

a. It has a formative purpose.

b. It has a summative purpose.

c. It is for grade purposes.

d. It is given at the end of a lesson.

10. Which is TRUE of diagnostic assessment?

a. It has a summative purpose.

b. It is for grade purposes.

c. It is given at the end of a lesson.

d. It enables teachers to provide the scaffolding that students need.

11. Some experts believe that assessment has more influence on the
way students study and learn than any other aspect of the teaching-
learning process. What is an implication of this to instruction and
assessment.

a. Measure higher-level outcomes to motivate students to engage in

higher level learning.

b. Avoid grading tests.

c. Make students compete against one another to meet high

expectations.

d. Make use of descriptive grading system.

12. Which one brings down the reliability of test item?

a. Ambiguous test item

b. Long test

c. Combining objective and essay test

d. Easy mere recall items

13. Which one brings down the reliability of test item?

a. Long test

b. Combining objective and essay test

c. Unclear test direction

d. Pre recall test items

14. Which one brings down the reliability of test item?

a. Long test

b. Combining objective and essay test

c. Pre call test items

d. Inconsistent scoring

15. Which is a way of increasing the reliability of assessment?

a. Use sufficient number of items.

b. Limit your number of test items to 10 or less.

c. Do away with test direction.

d. Think of the criteria of scoring an essay test after you have read the
paper of the best student.

16. Which is a way of increasing the reliability of assessment?

a. Limit your number of test items to 10 or less.

b. Specify scoring criteria in advance.

c. Do away with test direction.

d. Ask high level questions.

17. Which is a way of increasing the reliability of assessment?

a. Limit your number of test items to 10 or less.

b. Ask high level questions.

c. Do away with test direction.

d. Score test without knowing the owner of the test that you are
assessing.

18. Is an unreliable assessment valid?

a. Yes

b. Depends on the difficulty index of the test item.

c. No, because it gives inconsistent information even if it is aligned

with assessment.

d. Information is insufficient to give a categorical answer.

19. Sample Question Frames such as: “Who invented the…?”, “What
is meant by…?”, ” Where is the…?” fall under what level of questions
in Bloom’s and Anderson’s taxonomy of objectives?

a. Comprehension

b. Application

c. Knowledge

d. Analysis
20. Sample Question Frames such as “Restate in your own words…”,
“Convert fractions into…?” and “List three reasons for…?” are
classified ______ question in Bloom’s and Anderson’s taxonomy.

a. Comprehension

b. Application

c. Knowledge

d. Analysis
ANSWER KEY

1. C
2. D
3. D
4. B
5. A
6. A
7. A
8. A
9. A
10. D
11. A
12. A
13. C
14. D
15. A
16. B
17. D
18. C
19. C
20. A
KEY CONCEPTS TO REMEMBER

 Validity is a unitary concept- Validity becomes a unified concept when it is

recognized, or assured, that construct validation subsumes considerations of
content, criteria, and consequences. Speaking of validity as a unified concept does
not mean that it cannot be differentiated into facets to underscore particular issues.

 Rubrics- is a scoring guide that articulates and assesses the expectations and
criteria for an assignment or performance task.

 K-12 Assessment of the DepEd

1. The Department of Education (DepEd) is adopting the enclosed Policy

Guidelines on the National Assessment of Student Learning for the K to 12 Basic
Education Program.

2. Assessment is the process of measuring learners’ progress in the attainment of

learning standards and 21st-century skills. The results of the various forms of
assessment shall be used to quantify judgments on learners’ academic
performance.

3. The national assessment of student learning is an integral part of DepEd’s

assessment framework. It aims to:

a. monitor the Philippine education system and schools for public accountability;
b. assess the effectiveness and efficiency of the delivery of education services
using learning outcomes as indicators;
c. provide information that will guide decisions on instructional practices;
d. determine if learners are meeting the learning standards of the curriculum;
e. measure students’ aptitude and occupational interest for career guidance;
and
f. assess prior learning for placement, accreditation and equivalency.

4. Based on the aforementioned rationale of national assessment of student

learning, DepEd will conduct the following assessments through the Bureau of
Education Assessment:

a. Early Language, Literacy, and Numeracy Assessment to be administered at

the end of Grade 3 as a key stage assessment to determine if students are
meeting the learning standards in early language, literacy, and numeracy;
b. Exit Assessments to be administered in Grade 6, Grade 10 and Grade 12 to
determine if learners are meeting the learning standards of the Elementary,
Junior High School and Senior High School curriculum;
c. Career Assessment to be administered in Grade 9 to determine learners’
aptitudes and occupational interests for career guidance;
 d. Accreditation and Equivalency Assessment to be taken by out-of-school
youth and adults to certify completion of elementary and secondary
education; and
e. Grade Level Placement Assessment for learners in special circumstances
specified in Section 6 to determine their appropriate grade level in the formal
system.

5. This DepEd Order covers the target clientele, purpose, design, test
administration procedures, and utilization of results of each assessment tool
administered to learners under the Philippine education system.

6. Effective School Year (SY) 2016-2017, the Policy Guidelines on the National
Assessment of Student Learning for the K to 12 Basic Education Program shall
be implemented in public and private elementary and secondary schools
nationwide.

7. These guidelines will remain in force and in effect until SY 2023-2024, which is
when the first K to 12 cohort completes Grade 12, unless sooner repealed,
amended, or rescinded. All existing Orders and Memoranda on student learning
assessment that are inconsistent with this Order are rescinded.

 Restricted Essay- is a type of essay that limits both the content and response as
indicated by the question. It addresses a limited sample of the curriculum and
learning outcomes.

 Extended Essay-is a self directed research paper of up to 4000 words on a topic of

student’s choice. It is an opportunity for the student to showcase their research and
writing skills as well as their ability to think critically.

 Diagnostic Assessment Features

What are Diagnostic Assessments?

Diagnostic assessments are pretests. They usually serve as a barometer for how much
pre-loaded information a student has about a topic. The word diagnosis is defined as an
analysis of the nature or condition of a situation, which is exactly how teachers tend to
use them.
Diagnostic tests help to tell the teacher (and the student) how much they know and
don’t know about an upcoming topic. This helps to inform the teacher’s lesson planning,
learning objectives, and identify areas that may need more or less time spent on.

Components of a Diagnostic Assessment

 Takes place at the beginning of a unit, lesson, quarter, or period of time.

  Goal of understanding student’s current position to inform effective instruction
 Identify strengths and areas of improvement for the student
 Low-stakes assessments (Usually do not count as a grade)

Difference Between Diagnostic and Formative Assessments

Though both diagnostic assessments and formative assessments aim to inform
teachers to instruct more effectively, they emphasize different aspects. Formative
assessments are taken during a unit to assess how students are learning the material
that the teacher has been teachi. Diagnostic assessments come before this, analyzing
what students have learned in the past, many times from different teachers or classes.
Both are very helpful for the teacher, and the results are used to identify areas that need
more attention in future instruction.

Diagnostic Assessments Examples

At the beginning of a unit on Ancient Greece, a teacher may give a pre-test to determine
if the class knows the basic geography, history or culture. The class’ responses will
determine where the teacher begins and how much time is dedicated to certain topics.
The teacher may learn from this diagnostic assessment that many students already
have knowledge on cultural aspects of Greece, but know little about its history. From
this, they may adjust the lesson plan to spend a bit more time on the history and origins
of Ancient Greece and slightly less on culture.

 Reliability of Test Items

Reliability refers to the extent to which an assessment method or instrument
measures consistently the performance of the student. Assessments are usually
expected to produce comparable outcomes, with consistent standards over time and
between different learners and examiners .