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INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022
Through this lesson, the students are expected to have a mastery of the characteristics of
tests, taxonomy of educational objectives, and in aligning learning outcomes with the assessment
tasks.
V. LESSON CONTENT
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022
Assessment can be made precise, accurate and dependable only if what are to be achieved
are clearly stated and feasible.
Learning Outcomes in the teacher education program are the competencies, skills and values
that the students are expected to demonstrate at the end of the course/subject which are in turn,
integrated into the year-end formation of students as they progress towards becoming professional
teachers.
Sources of expected student learning outcomes:
a. Cognitive Targets
Knowledge – acquisition of facts, concepts and theories.
Comprehension – understanding.
Application – the transfer of knowledge from one field of study to another or from one concept to
another concept in the same discipline.
Analysis – the breaking down of a concept or idea into its components and explaining the
concept as a composition of these concepts.
Synthesis – the opposite of analysis and entails putting together the components in order to
summarize the concept.
Evaluation and Reasoning – valuing and judgment or putting the worth of a concept or principle.
Skills refer to specific activities or tasks that a student can proficiently do. e.g. skills in coloring,
language skills.
Competencies refer to skills which are clustered together. e.g. birthday card making.
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022
Products, outputs and projects are tangible and concrete evidence of a student’s ability. A clear
target for products and projects need to clearly specify the level of workmanship of such projects.
e.g.
• expert level - an expert output may be characterized by the indicator “at most two
imperfections noted”
• skilled level - a skilled level output can be characterized by the indicator “at most four (4)
imperfections noted”
Once the learning targets are clearly set, it is now necessary to determine an appropriate
assessment procedure or method.
a. Written-Response
Examples of products: book reports, maps, charts, diagrams, notebooks, essays and creative
endeavors of all sorts.
Tools that can be used to measure one’s performance include rating scale, rubrics, and
checklists.
c. Oral Test
It is an appropriate assessment method when the objectives are: (a) to assess the student’s
stock knowledge and/or (b) to determine the student’s ability to communicate ideas in coherent
verbal sentences.
Several factors to be considered when using this option are the student’s state of mind and
feelings, anxiety and nervousness in making oral presentations which could mask the student’s true
ability.
Tools that can be used to measure one’s performance include rating scale, rubrics, and
checklists.
Observation and self-reports are useful supplementary assessment methods when used with
oral questioning and performance tests. Such methods can offset the negative impact on the
students brought about by their fears and anxieties during oral questioning or when performing actual
task under observation.
Tally sheet - a device often used by teachers to record the frequency of student behaviors,
activities or remarks.
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022
The quality of the assessment instrument and method used in education is very important since
the evaluation and judgment that the teacher gives on a student are based on the information he obtains
using these methods and instruments.
a. Validity
Content validity refers to the appropriateness and comprehensiveness of the content of the
instrument. The sample of items or questions should adequately represent the content to be
assessed.
1. Do students have adequate experience with the type of task posed by the item?
2. Did the teachers cover sufficient material for most students to be able to answer the item correctly?
3. Does the item reflect the degree of emphasis received during instruction?
With these as guide, a content validity table may be constructed in 2 forms as provided
below:
Item No.
Criteria
1 2 3 4 5 6
1. Material covered sufficiently.
2. Most students are able to answer item correctly.
3. Students have prior experience with the type of task.
Decision: Accept or Reject
Based on Form B, adjustments in the number of items that relate to a topic can be made
accordingly.
Face validity – it refers to the outward appearance of the test. It is the lowest form of test validity.
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022
Construct validity – A “construct” is another term for a factor; and a group of variables that correlate
highly with each other form a factor.
b. Reliability
1. Split-half method - involves scoring two halves (usually, odd items versus even items) of a test
separately for each person and then calculating a correlation coefficient for the two sets of scores.
The coefficient indicates the degree to which the two halves of the test provide the same results
and hence, describes the internal consistency of the test.
2. Test-retest method – it is used when the same test is administered at two different time periods.
The estimate of test reliability is then given by the correlation of the two test results.
c. Fairness
✓ students need to know exactly what the learning targets are and what method of assessment will
be used
✓ assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out
poor and slow learners
✓ there should be freedom from teacher-stereotyping. e.g. gender stereotyping: boys are better
than girls in Mathematics or girls are better than boys in language. Such stereotyped images
and thinking could lead to unnecessary and unwanted biases in the way that teachers assess
their students.
✓ practical - the teacher should be familiar with it, does not require too much time and is
implementable.
✓ efficient – the test should not be a complex assessment procedure but should be easy to score
and interpret resulting to correct diagnosis or timely feedback.
e. Ethics in Assessment
Ethics refers to the questions of right and wrong, if it is right to assess a specific knowledge or
investigate a certain question.
1. No physical or psychological harm should come to any one as a result of assessment or testing
2. Confidentiality of test results and assessment results. Such should be known only by the student
concerned and the teacher.
3. No deception. There are instances in which it is necessary to conceal the objective of the
assessment from the students in order to ensure fair and impartial results.
NVSU-FR-ICD-05-00 (081220) Page 6 of 7
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022
4. Not to be tempted to assist certain individuals in class during assessment or testing. In this case,
it is better for the teacher not to administer the test himself if he believes that such a concern
may, at a later time, be considered unethical.
1) State a learning competency/outcome and give the corresponding assessment tasks for both
traditional and non-traditional, if applicable.
2) Virtual Gallery Walk: After the deadline for submission, post your outputs on a designated platform,
and each group will assess whether each of the class’ outputs is aligned or not.
VII. EVALUATION
Online Quiz
Online Exercise: on alignment of learning outcome and assessment tasks
VIII. REFERENCES
Calmorin, L.P. (2004). Measurement and evaluation. (3 rd ed). Mandaluyong City: National Book
Store.
CHED Memorandum Order No. 46, s. 2012 – Policy Standard to Ensure Quality Assurance (QA) in
Philippine Higher Education through an Outcome-Based and Typology-Based QA
Corpuz, B.B. (2015). Field study 5: Learning assessment strategies. Quezon City: Lorimar
Publishing.
Teaching Guide in Assessment of Student Learning 2
Other references stated in the Course Outline
Additional Handouts:
- Bloom’s Taxonomy in the Cognitive Domain
- Krathwohl’s Taxonomy in the Affective Domain
- Simpson’s Taxonomy in the Psychomotor Domain
- Anderson’s Revised Bloom’s Taxonomy
- Harrow's Taxonomy of Psychomotor Domain
- Marzano and Kendall’s The New Taxonomy (cognitive)
- Lesson on Correlation (under Reliability)