Ranjana Felerma B.

Torres

3 traditional test with corresponding guidelines.

1.Multiple Choice Test- multiple choice items can be used effectively in testing the items that
demand low level of cognitive effort such as recalling previously memorized knowledge, yet
items that require students to use higher order thinking skills such as analyzing and synthesizing
are more difficult to produce (2000). Writing multiple-choice items requires content mastery,
writing skills, and time. Only good and effective items should be included in the test.

General Guidelines in Writing Multiple-Choice Test Items

1. Write items that reflect only one specific content and cognitive processing skills.

2. Do not lift and use statements from the textbook or other learning materials as test questions.

3. Keep the vocabulary simple and understandable based on the level of learners/examinees.

4. Provide three (3) to five (5) options per item, with only one being the correct or best
answer/alternative.

5. Make all options realistic and reasonable.

2. True-False or Alternative Response Test. It generally consists of a statement and deciding if

the statement is true (accurate/correct) or false (inaccurate/incorrect).

General Guidelines in Writing Matching-Type Items:

1. Include response options that are reasonable and realistic and similar in length and
grammatical form.
2. Provide more response options than the number of stimuli.
3. Make the response options short, homogeneous, and arranged in logical order.

3. Matching-Type Test- It consists of two sets of items to be matched with each other based on a
specified attribute.

General Guidelines in Writing True or False Items

1. T-F Correction or Modified True-or-False Question. In this format, the statement is

presented with a key word or phrase that is underlined, and the learner has to supply the
correct word or phrase.
2. Use simple and easy-to-understand statements.
3. Avoid the use of unfamiliar words or vocabulary.
Practices in assessing young children.

Child assessment can be informal (conducting natural observations, collecting data and
children’s work for portfolios, using educator and teacher ratings) and formal (using assessment
tools such as questionnaires and standardized testing). Both methods are effective and can help
inform educators and parents about a child’s progress.

For children who speak a language the educators do not know, native speakers of the child’s
language such as family or community members may need to be recruited to assist with the
assessment process. A plan should be in place for employing volunteer and paid interpreters and
translators as needed and providing them with information about appropriate interactions with
young children and ethics and confidentiality, as well as about the features and purposes of the
screening or assessment tool

● Observations: can be made with minimal or no intrusion into children’s activities.

Educators can observe all facets of development, including intellectual, linguistic,
social-emotional, and physical development, on a regular basis.
● Parent Ratings: integrate parents into the assessment process. Parents who are encouraged
to observe and listen to their child can help detect and target important milestones and
behaviors in their child’s development.

English subject (Grade 1 level)

Objectives:

- Express ideas through a variety of symbols (e.g. drawings and invented spelling)
MT1C-Ibf-1.1
- Give the beginning letter/sound of the name of each picture. MT1PWRIb-i-1.2
- Give the name and sound of each letter MT1PWRIb-i-1.1