Assessment and Evaluation of Learning 1

Apply principles in constructing and interpreting alternative/authentic forms of high quality assessment.

Part1: Content Update

Basic Concept

Test –An instrument design to measure any characteristic, quality, ability, knowledge or skill. It comprised of
items in the areas it is designed to measure.
Measurement –A process of quantifying the degree to which someone/something possesses a given trait. i.e
quality, characteristic, or feature.
Assessment –A process of gathering and organizing quantitative or qualitative data into an interpretable form
to have a basis for judgment or decision-making. It is a prerequisite to evaluation. It provides the information
which enables evaluation to take place.
Evaluation –A process of systematic interpretation, analysis, judgment of the worth of all organized data as
basis for decision-making. It involves judgment about the desirability of changes in student.
Traditional Assessment –It refers to the used of pen-and-paper objective test.
Alternative Assessment –It refers to the used of methods other than pen-and paper objective test which
includes performance, test, project, portfolios, journals, and the likes.
Authentic Assessment –It refers to the used of assessment methods that simulate true-to-life situations.
This could be written test that reflect real life situations or performance tasks that are parallel to what we
experience in real life.

Purposes of Classroom Management

1.Assessment for Learning –this includes three types of assessment done before and during instruction.
These are placement, formative, and diagnostic.
a.Placement –done prior to instruction.
● Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.
● Teachers use this assessment to know what their students are bringing into the learning situation and
use this as a starting point for instruction
● The result of this assessment place student in specific learning groups to facilitate teaching and
learning.
b.Formative –done during instruction
● This assessment is where teachers continuously monitor the students’ level of attainment of the
learning objectives (Stiggins 2005).
● The results of this assessment are communicated clearly and promptly to the students for them to
know their strength and weaknesses and the progress in the learning.
c. Diagnostic –done during instruction
● This is used to determine students’ recurring or persistent difficulties.
● It researches for underlying causes of student’s learning problems that do not respond to first aid
treatment.
2.Assessment of Learning –this is done after instruction. This is usually referred to as the summative
assessment.
● It is used to certify what students know and can do and the level of their proficiency and competency.
● Its results reveal whether or not instructions have successfully achieved the curriculum outcomes.
● The information form assessment of learning is usually expressed as marks or letter grades.
● The results of which are communicated to the students, parents, and other stakeholders for the
decision- making.
● It is also a powerful factor that could pave way for educational reforms.
3.Assessment as learning –this is done for teachers to understand and perform well their role of assessing
for and of learning. It requires teachers to undergo training on how to assess learning and be equipped with
the following competencies needed in performing their work as assessors.

Standards for Teachers Competence in Educational Assessment of Students

(Developed by the American Federation of Teachers National Council on Measurement in Education National
Education Association)

1 Teachers should be skilled in choosing assessments methods appropriate for instructional decision.
2 Teachers should be skilled in developing assessment methods appropriate for instructional decision.
3 Teachers should be skilled in administering, scoring, and interpreting the results of both extremely-produced
and teacher-produced assessment methods.
4 Teachers should be skilled in assessment using results when making decisions about individual students,
planning, teaching, developing curriculum, and school improvement.
5 Teachers should be skilled in valid pupil grading procedures which use pupil assessment.
6 Teacher should be skilled in communicating assessment result to students, parents, other lay audiences,
and other educators.
7 Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment
methods and uses of assessment methods.

Principles of High Quality Classroom Assessment

Principle 1: Clarity and Appropriateness of Learning Targets
Learning targets should be clearly stated, specific, and centers on what is truly important.
Learning Targets
(Mc Millan, 2007: Stiggins, 2007)
Knowledge Student mastery of substantive subject matter
Reasoning Student ability to use knowledge to reason and solve problems
Skills Student ability to demonstrate achievement-related skills
Products Student ability to create achievement-related products
Affect/Disposition Student attainment of affective states such as attitudes, values,
interests, and self-efficacy.

Principle 2: Appropriateness of Methods

Assessment Methods
Objective Objectiv Essay Performance Oral Observati Self- Report
Supply e Based Question on
Selectio
n
Self-repor Multiple Restric-t Presentation Oral Informal Attitude
t Choice ed Papers Examinatio Formal Survey
n
Matching Project Sociometric
Comple-ti Type Respons Athletics Conferenc Devices
on Test e e
True or Extende Demonstra-ti Interviews Question
False d on Inventories

Respons
e Exhibition
Portfolios

Learning Targets and their Appropriate Assessment Methods

Assessment Methods
Targets Objective Essay Performance Oral Observation Self-Repor
Based Question t
Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
 Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5=high, 1=low)

Modes of Assessment
Mode Description Examples Advantages Dis-advantages
Traditional The paper and Standardized Scoring is Preparation of
pen test used in and teacher objective the instrument is
assessing made test time consuming
knowledge and
thinking skills Administration is Prone to
easy because guessing and
students can cheating
take the test at
the same time
Performance A mode of Practical Test Preparation of Scoring tends to
assessment that the instrument is be subjective
requires actual Oral and Aural relatively easy without rubrics
demonstration Test
of skills or Measures Administration is
creation of Projects etc. behavior that time consuming
products of cannot deceived
learning
Portfolio A process of Working Portfolio Measures Development is
gathering students growth time consuming
multiple Show Portfolios and development
indicators of Rating tends to
student Documentary Intelligence-fair be subjective
progress to Portfolios without rubrics
support course
goals in
dynamic,
ongoing and
collaborative
process

Principle 3: Balance
A balanced assessment sets target in all domains of learning (cognitive, affective, and psychomotor)
or domains of intelligence, verbal-linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial,
musical-rhythmic, intrapersonal-social, intrapersonal-introspection, phyorcal
world-natural-existential-spiritual).
A balanced assessment makes used of both traditional and alternative assessment.

Principle 4: Validity
A. Validity –is the degree to which the assessment and instrument measures what it intends to measure. It
also refers to the usefulness of the instrument for a given purpose. It is the most important criterion of a good
assessment instrument.

B. Ways in Establishing Validity

1. Face Validity –is done by examining the physical appearance of the instrument.
2. Content Validity–is done through a careful and critical examination of the objectives of assessment so that
it reflects the curricular objectives.
3. Criterion-related Validity –is established statistically such that a set of scores revealed by the measuring
instrument is correlated with the scores obtained in another external predictor or measure. It has two
purposes: concurrent and predictive.
a. Concurrent validity –describes the present status of the individual by correlating the sets of scores
obtained from two measures given concurrently.
 b. Predictive validity –describes the future performance of an individual by correlating the sets of
scores obtained from two measures given at a longer time interval.
4. Construct Validity –is established statistically by comparing psychological traits or factors that
theoretically influence scores in a test.
a.Convergent Validity –is established if the instrument defines another similar trait or other than what
it is intended to measure.
E.g. Critical Thinking Test may be correlated with Creative Thinking Test.
b.Divergent Validity –is established if an instrument can describe only the intended trait and not the
other traits.
E.g. Critical Thinking Test may not be correlated with Reading Comprehension Test.

Principle 5.Reliability
Reliability –it refers to the consistency of scores obtained by the same person when retested using the same
instrument or it’s parallel.

Method Type of Procedure Statistical

Reliability Measurement
Measure
Test-Retest Measure of Give a test twice to the same Pearson
stability group with any time interval
between tests from several
minutes to several years.
Equivalent Measure of Give parallel forms of tests with Pearson
Forms equivalence close time interval between
forms
Test-Retest Measure of Give parallel forms of tests with Pearson
with stability and increased time interval between
Equivalent equivalency forms
Forms
Split Half Measure of Give a test once. Score Pearson and
Internal equivalent halves of the test e.g. Spearman Brown
Consistency odd-and even-numbered items Formula
Kuder Measure of Give the test once then Kuder
Richardson Internal correlated the Richardson
Consistency proportion/percentage of the Formula 20 and
students passing a given item. 21

Principle6: Fairness
A fair assessment provides all students with an equal opportunity to demonstrate achievement. They
key to fairness are as follows:
⮚ Students have knowledge of learning targets and assessment.
⮚ Students are given equal opportunity to learn.
⮚ Students possess the pre-requisite knowledge and skills.
⮚ Students are free from teacher stereotypes.
⮚ Students are free from based assessment tasks and procedures.

Principle 7: Practically and Efficiency

When assessing learning, the information obtained should be worth the resources and time required to
obtained it. The factors to consider are as follows:
● Teacher Familiarity with the Methods. The teacher should know the strengths and weaknesses of
the method and how to use them.
● Time Required. Time includes construction and use of the instrument and the interpretation of results.
Other things being equal, it is desirable to use the shortest assessment time possible that provides valid and
reliable results.
● Complexity of Administration. Directions and procedures for administrations and procedures are
clear and that little time and effort is needed.
 ● Erase of Scoring. Use scoring procedures appropriate to your method and purpose. The easier the
procedure, the more reliable the assessment is.
● Ease of Interpretation. Interpretation is easier if there was a plan on how to use the results prior to
assessment.
● Cost. Other things being equal, the less expense used to gather information, the better.

Principle 8: Continuity
▪ Assessment takes place in all phases of instruction. It could be done before, during and after
instruction.

Activities Occurring the Prior to Instruction

▪ Understanding the students’ cultural backgrounds, interests, skills, and activities as they apply across a
range of learning domains and/or subject areas
▪ Understanding students’ motivations and their interests in specific of pupils
▪ Planning instruction for individuals or group of students

Activities Occurring During Instruction

▪ Monitoring pupil progress toward instruction goals
▪ Identifying gains and difficulties pupils are experiencing in learning and performing
▪ Adjusting instruction
▪ Giving contingent, specific, and credible praise and feedback
▪ Motivating students to learn
▪ Judging the extent of pupil attainment of instructional outcomes

Activities Occurring After Appropriate Instruction Segment

(E.g. lesson, class, semester, grade)
▪ Describing the extent to which each student has attained both short and long-term instructional goals
▪ Communicating strengths and weaknesses based on assessment results to students and parents or
guardians
▪ Recording and reporting assessment results for school-level analysis, evaluation, and decision-making

▪ Analyzing assessment information gathered before and during instruction to understand each student’s
progress to date and to inform future instructional planning
▪ Evaluating the effectiveness of instruction
▪ Evaluating the effectiveness of curriculum and materials in use

Principle 9: Authenticity
Features of Authentic Assessment
❖ Meaning performance task
❖ Clear standards and public criteria
❖ Quality products and performance
❖ Positive interaction between the assesse and assessor
❖ Emphasis on meta-cognition and self-evaluation
❖ Learning that transfer

Criteria of Authentic Achievement (Burke, 1999)

1. Discipline Inquiry –requires in-depth understanding of the problem and a move beyond produced by
others to a formulation of new ideas.
2. Integration of Knowledge –considers things as a whole rather than fragments of knowledge.
3. Value Beyond Evaluation –on what students do have some value beyondclassroom.

Principle 10: Communication

● Assessment targets and standards should be communicated.
● Assessment results should be communicated to their important users.
 ● Assessment results should be communicated to students through direct interaction or regular ongoing
feedback on their progress.

Principle 11: Positive Consequence

● Assessment should have a positive consequence to students; that is, it should motivate them to learn
● Assessment should have a positive consequence on teachers; that is, it should help them improve the
effectiveness of their instruction.
Principle 12: Ethics
▪ Teachers should free the students from harmful consequences of misuse or overuse of various
assessment procedures such as embarrassing students and violating student’s right to confidentiality.
▪ Teacher should be guided by laws and policies that affect their classroom assessment.
▪ Administrators and teachers should understand that it is inappropriate to use standardized student
achievement to measure teaching effectiveness.

Performance-Based Assessment
Performance-Based Assessment is a process of gathering information about student’s learning
through actual demonstration of essential and observable skills and creation of products that are grounded in
real world contexts and constraints. It is an assessment that is open to many possible answers and judged
using multiple criteria or standards of excellence that are pre-specified and public.

Reasons for Using Performance-Based Assessment

● Dissatisfaction of the limited information obtained from selected-response test
● Influence of cognitive psychology, which demand snot only for the learning of declarative but also for
procedural knowledge
● Negative impact of conventional test e.g. high-stake assessment teaching for the test
● It is appropriate in experiential, discovery-based, integrated, and problem-based learning approaches.

Types of Performance-Based Task

1.Demonstration-type –this is a task that requires no product.
Examples: constructing a building, cooking demonstration, entertaining tourists, teamwork, presentation
2. Creation-type –this is a task that requires tangible products.
Examples: project plan, research paper, project flyers

Methods of Performance-Based Assessment

1.Written-open ended –a written prompt is provided.
Formats: Essays, open-ended test
2. Behavior-based –utilizes direct observations of behaviors in situations or simulated contexts.
Formats: structured (a specific focus of observations of behaviors is set at once) and unstructured
(anything observed is recorded or analyzed)
3. Interview-based –examinees respond in one-to-one conference setting with the examiner to demonstrate
mastery of the skills.
Formats: structured (interview questions are set at once) and unstructured (interview questions depends
on the flow of conversation)
4. Product-based –examinees create a work sample or a product utilizing the skills/abilities
Formats: restricted (products of the same objective re the same for all students) and extended (students
vary in their products for the same objective)
5. Portfolio-based –collections of works that are systematically gathered to serve many purposes.

How to Assess a Performance

1. Identify the competency that has to be demonstrated by the students with or without a product.
2. Describe the task to be performed by the students either individually or as a group, the resources needed,
time allotment and other requirements to be able to assess the focused competency.

7 Criteria in Selecting a Good Performance Assessment Task

 ❖ Generalizability –the likelihood that the students’ performance on the task will generalize the
comparable tasks.
❖ Authenticity –the task is similar to what the students might encounter in the real world as opposed to
encountering only in the child
❖ Multiple pool –the task that measures multiple instructional outcome
❖ Teachability –the task allows one to master the skill that one should be proficient in.
❖ Feasibility –the task is realistically implementable in relation to its cost, space, time, and equipment
requirements.
❖ Scorability –the task can be reliably and accurately evaluated
❖ Fairness –the task is fair to all the students regardless of theirsocial status or gender.

3. Develop a scoring rubricreflecting the criteria, levels of performance and the scores.

Portfolio Assessment
Portfolio Assessment is also an alternative to pen-and-paper objective test. It is a purposeful,
on-going, dynamic, and collaborative process of gathering multiple indicators of the learner’s growth and
development. Portfolio assessment is also performance-based but more authentic than nay
performance-based task.

Reasons for Using Portfolio Assessment

Burke (1999) actually recognizes portfolio as another type of assessment and is considered authentic
because of the following reasons:
● It tests what is really happening in the classroom
● It offers multiple indicators of students’ progress
● It give the students the responsibility of their own learning
● It offers opportunities for students to document reflections of their learning
● It demonstrates what the students know in ways that encompass
● It offers teachers new role in the assessment process
● It allows teachers to reflect on the effectiveness of their instruction
● It provides teachers freedom from gaining insights into the student’s development or achievement over
a period of time

Principles Underlying Portfolio Assessment

There are three underlying principles of portfolio assessment: content, learning, and equity principles
1. Content principle suggests that portfolios should reflect the subject matter that is important for the
students to learn.
2. Learning principle suggests that portfolios should enable the students to become active and thoughtful
learners
3. Equity principle explains that portfolios should allow students to demonstrate their learning styles and
multiple intelligences.

Type of Portfolios
Portfolios could come in three types: working, show or documentary.
1 The working portfolio is a collection of a student’s day-to-day works which reflect his/her learning.
2. The show portfolio is a collection of student’s best works.
3. The documentary portfolio is a combination of a working and a show portfolio.

Steps in Portfolios Development

Developing Rubrics
Rubric is a measuring instrument used in rating performance based tasks. It is the “key to corrections”
for assessment tasks designed to measure the attainment of learning competencies that require
demonstration of skills or creation of products of learning. It offers a set of guidelines or descriptions in
scoring different levels of performance or qualities of products of learning. It can be used in scoring both the
process and the products of learning.

Similarity of Rubric with Other Scoring Instruments

Rubric is a modified checklist and rating scale.

1. Checklist
❖ Presents the observed characteristics of a desirable performance or product
❖ The rather checks the trait/s that has/have been observed in one’s performance or product.
2. Rating scale
❖ Measures the extent or degree to which a trait has been satisfied by one’s work or performance.
❖ Offers an overall description of the different levels of quality of a work or a performance
❖ Uses 3 to more levels to describe the work or performance although the most common rating scales
have 4 or 5 performance levels

Types of Rubrics
Type Description Advantages Disadvantages
Holistic It describes the It allows fast It does not clearly
Rubric overall quality of a assessment. describe the degree
performance or of the criterion
product. In this rubric, It provides one score to satisfied by the
there is only one describe the overall performance or
rating given to the performance or quality product.
entire work or of work.
performance. It does not permit
It can indicate the differential weighting
general strengths and of the qualities of a
weaknesses of the work product or a
or performance. performance.
Analytic It describes the quality It clearly describes It is more time
Rubric of a performance or whether the degree of consuming to use.
product in terms of the the criterion used in
identified dimensions performance or product It is more difficult to
and/or criteria for has been satisfied or construct.
which they rated not.
independently to give
a better picture of the It permits differential
quality of work or weighting of the qualities
performance of a product or a
performance.
It helps raters’ pinpoint
specific areas of
strengths and
weaknesses.

Important Elements of Rubric

Whether the format is holistic or analytic, the following information should be made available in rubric.
❖ Competency to be tested –this should be a behavior that requires either a demonstration or creation
of products of learning.
❖ Performance Task –the task should be authentic, feasible, and has a multiple foci.
❖ Evaluative Criteria and their Indicators –these should be made clear using observable traits.
❖ Performance Levels –these levels could vary in number from 3 or more.
❖ Qualitative and Quantitative descriptions of each performance level –these descriptions should be
observable and measurable.
Guidelines When Developing Rubrics
⮚ Identify the importance and observable features or criteria of an excellent performance or quality
product.
⮚ Clarify the meaning of each trait or criterion and the performance levels.
⮚ Describe the gradations of quality product or excellent performance.
⮚ Aim for an even number of levels to avoid the central tendency source or error.
⮚ Keep the number of criteria reasonable enough to be observed or judged.
⮚ Arrange the criteria in order in which they will likely to be observed.
⮚ Determine the weight/points of each criterion and the whole work or performance in the final grade.
⮚ Put the descriptions of a criterion or a performance level on the same page.
⮚ Highlight the distinguishing traits of each performance level.
⮚ Check if the rubric encompasses all possible traits of work.
⮚ Check again if the objectives of assessment were capture in the rubric.

Part II: ANALYZING TEST ITEMS

Directions: Read and analyze each item and select the best option that will adequately answer each question.
Analyze the items using the first 5 items as your sample. Write only the letter of your choice on your answer
sheet.

1. Who among the teachers described below is doing assessment?

a. Mrs. Bautista who is administering a test to her students.
b. Mr. Ferrer who is counting the scores obtained by the students after his test.
c. Ms. Leyva who is computing the final grade of the students after completing all their requirements.
d. Prof. Cuevas who is planning for a remedial instruction after knowing that students perform poorly in
her test.

2. Mr. Fernandez is judging the accuracy of these statements. Which statements will he consider as correct?
I. Test is a tool to measure a trait.
II. Measurement is the process of qualifying a given trait.
III. Assessment is the gathering of quantitative and qualitative data.
IV. Evaluation is the analysis of quantitative and qualitative data for decision-making.

a. I and IV only
b. II and IV only
c. I, II, and III
d. I, III, and IV

3. If I have to use the most authentic method of assessment, which of these procedures should I consider?
a. Traditional
b. Performance-based Assessment
c. Written Test
 d. Objective Assessment

4. After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well the students have
understood the lesson. What type of assessment was done?
a. Summative Assessment
b. Formative Assessment
c. Diagnostic Assessment
d. Placement Assessment

5. Who among the teachers below performed a diagnostic assessment?

a. Ms. Santos who asked questions when the discussion was going on to know who among her students
understood what she was trying to emphasize.
b. Mr. Colubong who gave a short quiz after discussing thoroughly the lesson to determine the outcome of
instruction.
c. Ms. Ventura who gave 10-item test to find out the specific lessons which the students failed to
understand.
d. Mrs. Lopez who administered a readiness test to the incoming grade of pupils

6. You are assessing FOR learning. Which of these will you likely do?
a. Giving grades to students.
b. Reporting to parents the performance of the child.
c. Recommending new policies in grading students.
d. Assessing the strengths and weaknesses of students.
7. Ms. Saplan is planning to do an assessment OF learning. Which of these should she include in her plan
considering her purpose for assessment?
a. How to give immediate feedback to student’s strengths and weaknesses
b. How to determine the area of interest of students
c. How to certify student’s achievement
d. How to design one’s instruction
8. You targeted that after instruction, your students should be able to show their ability to solve problems with
speed and accuracy. You then designed a tool to measure this ability. What principle of assessment did you
consider in this situation?
a. Assessment should be based on clear and appropriate learning targets or objectives.
b. Assessment should have a positive consequence on student’s learning
c. Assessment should be reliable
d. Assessment should be fair
 9. Ms. Ortega tasked her students to show how to play basketball. What learning target is assessing?
a. Knowledge
b. Reasoning
c. Skills
d. Products
10. Mr. Ravelas made an essay test for the objective “Identify the planets in the solar system”. Was the
assessment method used the most appropriate for the given objective? Why?
a. Yes, because essay test is easier to construct than objective test
b. Yes, because essay test can measure any type of objective
c. No, he should have conducted oral questioning
d. No, he should have prepared an objective test
11. Mr. Cidro wants to test students’ knowledge of the different places in the Philippines, their capital and their
products and so she gave her students an essay test. If you are the teacher will you do the same?
a. No, the giving of an object test is more appropriate than the use of essay.
b. No, such method of assessment is inappropriate because essay is difficult.
c. Yes, essay test could measure more than what other tests could measure
d. Yes, essay test is the best way in measuring any type of knowledge
12. What type of validity does the Pre-board Examination possesses if its results can explain how the student
will likely perform in their Licensure Examination?
a. Concurrent
b. Predictive
c. Construct
d. Content
13. Ms. Alvis wants to determine if the students’ scores in their Final Test is reliable. However, she has only
one set of test and her students are already on vacation. What test of rliability can she employ?
a. Test-retest
b. Kuder Richardson Method
c. Equivalent Forms
d. Test-retest with equivalent forms
Refer to this case in answering items 14-15

To assess the attainment of the objectives, Teacher A required then students to construct a bar graph for the
given set of data then she asked them to interpret this using a set of questions as guide. Teacher B presented
a bar graph then asked them to interpret this using also a set of guide questions
14. Whose practice is acceptable based on the principles of assessment?
a. Teacher A
b. Teacher B.
c. Both Teacher A and B
d. Neither Teacher A nor Teacher B
15. Which is true about the given case?
a. Objectives A matched with performance-based assessment while B can be assesses using the
traditional pen-and-paper objective test.
b. Objective A matched with traditional assessment while B can be assessed using a performance-based
method.
c. Both objective A and B matched with performance-based assessment
d. Both objective A and B matched with traditional assessment
16. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper-pencil test?
a. It puts non-linguistically intelligent at disadvantage
b. It is not easy to administer
c. It utilizes so much time
d. It lacks reliability
17. Mr. Umayam is doing a performance-based assessment for the days’ lesson. Which of the following will
most likely to happen?
a. Students are evaluated in one sitting
b. Students do an actual demonstration of their skill
c. Students are evaluated in the most objective manner
d. Students are evaluated based on varied evidences of learning
18. Ms. Despi rated her students in terms of appropriate and effective use of some laboratory equipment and
measurement tools and the students’ ability to follow the specified procedures. What mode of assessment
should Ms. Del Rosario use?
a. Portfolio assessment
b. Journal assessment
c. Traditional Assessment
d. Performance-Based Assessment
19. Mrs. Hilario presented the lesson plan on baking through a group activity so that the students will not just
learn how to bake but also develop their interpersonal skills. How should this lesson be assessed?
I. She should give the students an essay test explaining how they baked the cake.
II. The students should be graded on the quality of their baked cake using a rubric.
III. The students in a group should rate the members based on their ability to cooperate in their group activity.
IV. She should observe how the pupils perform their task.
a. I, II and II only
b. I, III, and IV only
c. I, II, and IV only
d. I, II, III and IV
20. If a teacher has set objectives in all domains or learning targets and which could be assessed using a
single performance task, what criterion in selecting a task should she consider?
a. Generalizability
b. Fairness
c. Multiple Foci
d. Teachability
21. Which term refers to the collection of students’ products and accomplishments in a given period for
evaluation purposes?
a. Diary
b. Portfolio
c. Anecdotal record
d. Observation report
22. Mrs. Catalan allowed the students to develop their own portfolio in their own style as long as they show all
the non-negotiable evidences of learning. What principle portfolio assessment explains this practice?
a. Content Principle
b. Learning Principle
c. Equity Principle
d. Product Principle
23. How should the following steps in portfolio assessment be arranged logically?
I. Set targets
II. Select evidences
II. Collect evidences
IV. Rate collection
V. Reflect on evidences
a. I, II, III, IV, V
b. I, III, II, V, IV
c. I, II, III, V, IV
d. I, III, V, II, IV
24. Which could be seen in a rubric?
I. Objective in a high level of cognitive behavior
II. Multiple criteria in assessing learning
III. Quantitative descriptions of the quality work
IV. Qualitative descriptions of the quality work
a. I and II only
b. II, III and IV only
c. I, II and III
d. I, II, III and IV
25. The pupils are to be judged individually on their mastery of the singing of the national anthem and so their
teacher let them sing individually. What should the teacher use in rating the performance of the pupils
considering the fact that the teacher has only one period to spend in evaluating her 20 pupils?
A. Analytic
b. Holistic
c. Either holistic or analytic
d. Both holistic and analytic

PART III- ENHANCING TEST TAKING SKILLS

Direction: Enhance your test taking skills by answering the items below. Write only the letter of the best
answer.
1. Mrs. Pua is judging the worth of the project of the students in her Science class based on a set of criteria.
What process describes what she is doing?
a. Testing
b. Measuring
c. Evaluating
d. Assessing
2. Mrs. Acebuche is comparing measurement. Which statement explains the difference?
a. Measurement is assigning a numerical value to a given trait while evaluation is giving meaning to the
numerical value of trait
b. Measurement is the process of gathering data while assessment is the process of quantifying the data
gathered.
c. Measurement is the process of quantifying data while evaluation is the process of organizing data.
d. Measurement is the pre-requisite of assessment while evaluation is the pre-requisite of testing.
3. Ms. Ricafort uses alternative methods of assessment. Which of the following will she NOT likely use?
a. Multiple Choice Tests
b. Reflective Journal Writing
c. Oral Presentation
d. Developing Portfolios
4. Ms. Camba aims to measure a product of learning. Which of these objectives will she most likely set for her
instruction?
a. Show a positive attitude towards learning common nouns
b. Identify common nouns in reading selection
c. Construct a paragraph using common nouns
d. Use a common noun in a sentence
5. The students of Mrs. Valino are very noisy. To keep them busy, they are given any test available in the
classroom and then the results were graded as a way to punish them. Which statement best explains if the
practice is acceptable or not?
a. The practice is acceptable because the students behaved well when they were given test.
b. The practice is not acceptable because it violates the principle of reliability.
c. The practice is not acceptable because it violates the principle of validity
d. The practice is acceptable since the test results are graded
6. Ms. Delos Angeles advocates assessment FOR learning. Which will her not likely to do?
a. Formative Assessment
b. Diagnostic Assessment
c. Placement Assessment
d. Summative Assessment
7. At the beginning of the school year, the 6-year old pupils were tested to find out who among them can
already read. The result was used to determine their sections. What kind of test was given to them?
a. Diagnostic
b. Formative
c. Placement
d. Summative
8. The grade six pupils were given a diagnostic test in addition and subtraction of whole numbers to find out if
they can proceed to the next unit. However, the results of the test were very low. What should the teacher do?
a. Proceed to the next lesson to be able to finish all the topics in the course.
b. Construct another test parallel to the given test to determine the consistency of the scores.
c. Count the frequency of errors to find out the lessons that the majority of students need to relearn.
d. Record the scores then inform the parents about the very poor performance of their child in
Mathematics.

9. Mrs. Nogueras is doing an assessment OF learning. At what stage of instruction should she do it?
a. Before instruction
b. After Instruction
c. Prior to Instruction
d. During the Instruction Process
10. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils. Before she finalized the
test, she examined carefully if the test items were constructed based on the competencies that have to be
tested. What test of validity was she trying to establish?
a. Content- validity
b. Concurrent-validity
c. Predictive-validity
d. Construct-validity
11. Mrs. Robles wants to establish the reliability of her achievement test in English. Which of the following
activities will help achieve her purpose?
a. Administer two parallel tests to different groups of students.
b. Administer two equivalent tests to the same group of students.
c. Administer a single test but to two different groups of students.
d. Administer two different tests but to the same group of students.
Refer to the situation below in answering items 12-13

12. Which is NOT true about the given case?

a. Ms. Cidro practices a balanced assessment
b. Ms. Cidro’s assessment method is performance-based
c. Ms. Cidro needs a rubric in scoring the work of the students
d. Ms. Cidro’s assessment targets are all in the cognitive domain
13. If Mr. Paraiso will have to make a scoring rubric for the student’s output, what format is better to construct
considering that the teacher has limited time to evaluate their work?
a. Analytic Rubric
b. Holistic rubric
c. Either A or B
d. Neither A nor B
14. The school principal has 3 teacher applicants all of whom graduated from the same institution and are all
licensed teachers. She only needs to hire one. What should she do to choose the best teacher from the
three?
I. Give them placement test.
II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson
IV. Study their portfolios to examine the qualities of the students’ outputs when they were in College.
a. I and II
b. II and III
c. I, III and IV
d. II, III and IV
15 What should be done first when planning for a performance-based assessment?
a. Determine the “table of specifications” of the tasks
b. Set the competency to be assessed.
c. Set the criteria in scoring the task
d. Prepare a scoring rubric.
16. To maximize the amount of the time spent for performance-based assessment, which one should be
done?
a. Plan a task that can be used for instruction and assessment at the same time.
b. Assess one objective for one performance task.
c. Set objectives only for cognitive domains.
d. Limit the task to one meeting only.
17. Who among the teachers below gave the most authentic assessment task for the objective “solve word
problems involving the four basic operations?
a. Mrs. Juliano who presented a word problem involving the four fundamental operations and then asked the
pupils to solve it.
b. Mrs. Mandia who asked her pupils to construct a word problem for a given number sentence that involves
four fundamental operations and then asked them to solve the word problem constructed.
c. Mrs. Malang who asked her pupils to construct any word problem that involves the four fundamental
operations and then asked them to show how to solve it.
d. Mrs. Pontipedra who asked her pupils to construct any word problem that involves the four fundamental
operations then formed them by twos so that each pair exchanged problems and helped solve each other’s
problem.
18. Which is WRONG to assume about traditional assessment?
a. It can assess individuals objectively.
b. It can assess individuals at the same time.
c. It is easier to administer than performance test.
d. It can assess fairly all the domains of intelligence of an individual.
19. Which statement about performance-based assessment is FALSE?
a. It emphasizes merely process.
b. It also stresses doing, not only knowing.
c. It accentuates on process as well as product.
d. Essay tests are an example of performance-based assessments.
20. Under what assumption is portfolio assessment based?
a. Portfolio assessment is dynamic assessment.
b. Assessment should stress the reproduction knowledge.
c. An individual learner is adequately characterized by a test score.
d. An individual learner is inadequately characterized by a test score.
21. Which is a good portfolio evidence of a student’s acquired knowledge and writing skills?
a. Project
b. Test Results
c. Reflective Journal
d. Critiqued Outputs
22. When planning in portfolio assessment, which should you do first?
a. Set the targets for portfolio assessment
b. Exhibits one’s work and be proud of one’s collection
c. Select evidences that could be captured in one’s portfolio
d. Reflect on one’s collection and identify strengths and weakness.

23. Which kind of rubric is BEST to use in rating students’ projects done for several days?
a. Analytic
b. Holistic
c. Either holistic or analytic
d. Both holistic and analytic

24. Which is NOT TRUE of an analytic rubric?

a. It is time consuming.
b. It is easier to construct than the holistic rubric.
c. it gives one’s level of performance criterion.
d. It allows one to pinpoint the strengths and weaknesses of one’s work

25. Mrs. Bacani prepared a rubric with 5 levels of performance described as 5-excellent, 4-very satisfactory,
3-satisfactory, 2-need improvement, 1-poor. After using this rubric with these descriptions, she found out that
poor in their performance had a rating of 3. Even those who are evidently possible error in the use of the
rubric?
a. Yes, the teacher could have committed the generosity error.
b. Yes, the teacher could have committed the central tendency source of error.
c. No, it is just common to see more of the students having a grade of 3 in a 5-point scale.
d. No, such result is acceptable as long as it has a positive consequence to the students.