Educ 313. Assessment Prof Ed

KING’S COLLEGE OF MARBEL, INC.
Brgy. Morales, City of Koronadal

South Cotabato, Philippines
LEARNING MODULE
Assessment of Human Learning
Prepared by: Elizabeth C. Consular, MAED
Name: __________________________________________________________________
Degree/Program: ________________________________________________________
Year Level: ______________________________________________________________
TABLE OF CONTENTS
PAGE \* MERGEFORMAT 2
TITLE PAGE NO.
Introduction 4
Overview 5
Orientation 5
Grading System 5
Module Map 6
Syllabus 7
UNIT 1: Nature and Purposes of Assessment

 What is Classroom Assessment? 12
 Purposes and Functions of Assessment 14
 Importance of Assessment 14
 Scope of Assessment 15
 Principles of Assessment 15
 Trends of Classroom Assessment 15
 Non-Testing 16
 Portfolio 16
 Commonly Used Assessment in the Classroom 17
 Performance Task 18
 Comparison of Norm-and Criterion Reference
Assessment 19
UNIT 2: ESTABLISHING LEARNING TARGETS

 Purposes of Instructional Goals and Objectives 21
 Learning Targets 22
 Bloom’s Taxonomy of Learning Domains 22
UNIT 3: PREPARATION OF CLASSROOM ASSESSMENT

 Planning the Teacher-Made Test 27
 Writing the Objectives Short-Response Test 29
 Table of Specifications 30
UNIT 4: DEVELOPMENT OF CLASSROOM ASSESSMENT

 Multiple-Choice Item 34
 Matching Type Items 38
 True or False Items 38
 Completion Test Items 39
 Essay Test Items 40
 Rubrics 41
UNIT 5: ITEM ANALYSIS

 Sample Item Analysis 46
 Computation of D-value (Index of Discrimination) 47
 Computation of P-value (Index of Difficulty) 48
UNIT 6: FREQUENCY DISTRIBUTION

 Cumulative Frequency Distribution 52
 Cumulative Percentage Frequency Distribution 53
UNIT 7: MEASURES OF CENTRAL LOCATION AND OTHER POINT

MEASURES
 Arithmetic Mean 56
 Median 59
 Mode 62
 Standard Deviation 62
 Comparison of the Three Indices of Central Location 69
UNIT 8: GRADING AND LEARNING PROMOTION OF THE

K-12 CURRICULUM
 Components of Summative 72
Assessment (DO. No.8 s. 2015)
 What is the Grading System? 72
 Grading and Promotion ( DO No.31. S. 2020) 80
INTRODUCTION:
This is a Learning Module (LM) of the course Assessment of Human
Learning (Educ.326) This is prepared for blended learning and remote learning
modalities. This is also designed to help independent learning and self-
regulated learning among the students and emphasized the development of the
21st century skills.
The parts of this Learning Module include:
Engage This lesson mentally engages students with an activity or

question. It captures their interest, provides an opportunity
for them to express what they know about the concept or
skill being developed, and helps them to make connections
between what they know and the new ideas.
Explore Students carry out on activities in which they can explore
the concept or skill. They grapple with the problem or
phenomenon and describe it in their own words. This phase
allows students to acquire a common set of experiences that
they can use to help each other make sense of the new
concept or skill
Explain Only after students have explored the concept or skill does
the teacher provide the concepts and terms used by the
students to develop explanations for the phenomenon they
have experienced. The significant aspect of this phase is that
explanation follows experience.
Elaborate This phase provides opportunities for students to apply what
they have learned to new situation and so develop a deeper
understanding of the concept or greater use of the skill. It is
important for students to discuss and compare their ideas
with each other during this phase
Evaluate The final phase provides an opportunity for students to
review and reflect on their own learning and new
understanding and skills. It is also when students provide
evidence for charges to their understandings, beliefs and
skills.
OVERVIEW
One of the main task of a teacher is to assess the students’ performance
and to evaluate classroom instruction. The effectiveness of assessment and
evaluation is good evidence which, in the classroom setting comes in the form
of tests. Constructing tests require specific skills and experience hence, this
Module attempts to address the need of student-teachers to gain necessary
skills and competence in assessment of student learning.
As designed, this Module is intended for Assessment of Student Learning

course at the undergraduate level. Numerous examples are provided to clearly
illustrate important concepts and procedures. Each lesson contains specific
learning outcomes and exercises that are intended to help the students
understand and apply assessment concepts.
MODULE MAP
ASSESSMENT OF HUMAN
LEARNING ( Educ. 313)
Unit 1: Nature and Purposes

Unit 5: Item Analysis
of Assessment
Unit 2: Establishing Unit 6: Frequency

Learning Targets Distribution
Unit 3 Preparation of Unit 7: Measures of Central

Classroom Assessment: Location and Other Point
Measures
Unit 4: Development of Unit 8: Grading and
Classroom Assessment Learning Promotion
STUDENT LEARNING COURSE ASSESSMENT TASKS
OUTCOMES (SLO) CONTENT/SUBJECT (ATs)
MATTER
Unit 1: At the end of Unit 1: Nature and Review Exercises
unit, the students Purposes of Assessment
should be able to:
 Classroom
 discuss the Assessment  Illustrate clearly
importance of defined the interdepen-
assessment in  Purposes and dence and
classroom Functions of interrelation-ship
instruction; Assessment among
 differentiate test,  Importance of instructional
measurement Assessment objectives,
and assessment  Scope of educational
from evaluation; Assessment experiences and
 enumerate the  Principles of assessments.
sound principles Assessment  Discuss the
of assessment in  Trends of implications of
education; Classroom having a teacher
 cite examples of Assessment who has a poor
norm and  Portfolio grasp of the
criterion-  Commonly Used assessment
referenced Assessment in the process and its
evaluation Classroom principles.
 Performance Task  Summative quizzes
 Rubrics and a unit test may
be done to ensure
 Norm-and
that students are
Criterion-
familiar of the
Reference
lessons.
Interpretation
Unit 2: At the end of Unit 2: Establishing Review Exercise
the unit, the students Learning Targets
should be able to:
 Differentiate the  Purpose of  Think of one
types of learning Instructional specific lesson in
targets Goals and your field of
 Give concrete Objectives specialization.
examples of the  Learning Targets Prepare a series of
different learning  Bloom’s objectives
targets Taxonomy of progressing from
 Discuss the Learning Domains the low-level
taxonomies of cognitive domain
learning up to the
appropriate
affective domain
 Answer summative
assessment
Unit 3: At the end of Unit 3: Preparation of Review Exercises
the unit, the students Classroom Assessment
should be able to:
 List down the  Planning the  Interview teachers
planning stages Teacher-Made on how they
in preparing a Test prepare a test for
classroom test  Writing the their students.
 Establish Objective Short- Have a sample of
relationships Response Test their TOS
among learning  Table of
objectives, Specifications
teaching and
 testing
 Cite the
importance of
the table of
specifications in
making the test
more valid and
reliable
 Construct a
sample table of
specifications
Unit 4: At the end of Unit 4: Development of Review Exercises
the unit, the students Classroom Assessment
should be able to:
 Identify the  Purposes of Test  Formulate sample

different teacher- Items test items for the
made tests, their  Principles that following types of
advantages and Apply Across all tests
disadvantages Test Item Formats - Multiple choice
 Formulate their  Basic Test Item - True or false
own sample Formats - Matching Type
questions - Filling the
Blanks
- Essay
 Ask for or borrow
sample test
questions from a
teacher whom you
know and analyze
how the questions
were formulated
assessment
Unit 5: At the end of Unit 5: Item Analysis Review Exercise
the unit, the students
should be able to:
 Point out the  Procedure in Item  Communicate with
importance of Analysis a teacher whom
item analysis in  Sample of An Item you know. With a
the improvement Analysis complete set of test
of constructed  Computation of D papers with
test items value multiple choice
 Analyze test  Computation of P items that has
items of value been administered
discrimination to the students,
index and find the index of
difficulty index difficulty and index
 Identify the of discrimination of
various ways of each item. A
interpreting test minimum of 5 test
scores items.
assessment
Unit 6: At the end of Unit 6: Review Exercises

the unit, the students  Steps on Item 
should be able to: Analysis
 Computation of D-
 present the value
frequency  Computation of P-
distribution; value
 solve for
cumulative
frequency “less
than” and
“greater than
 find and interpret
cumulative
percentage
frequency “lesser
than” and
“greater than”.
Unit 7: At the end of Unit 7: Measures of Review Exercise:
the unit the students Central Location
should be able to:
 find and  Arithmetic Mean  Compute for the
interpret the  Median mean, median,
measures of  Mode mode and standard
central location  Standard deviation
and other point Deviation  Answer summative
measures of a  Comparison of the test
set of values or three Indices of
scores Central Location
 determine the
measures of
central location
and other point
measures in
interpreting test
scores.
 use measure of
central location
and other point
measures in
interpreting test
scores.
Unit 8: At the end of Unit 8: Grading and Review Exercise:

unit, the students Learning Promotion of
should be able to: Basic Education  Solves for the grade
 identify the three curriculum (K-12) of the students
components of  DepEd Order using DO 15 and
the grading no. 8 s. 2015 DO 31
system under  DepEd Order
the K to 12 no. 31 s. 2020
Curriculum
 solves for the
grade of a
learner
 differentiate the
grading system
of DepEd Order
No. 8 and DepEd
Order No. 31
UNIT 1: NATURE AND PURPOSES OF ASSESSMENT
Objectives:
At the end of this unit, the students are expected to:
 discuss the importance of assessment in classroom instruction;

 differentiate test, measurement and assessment from evaluation;
 enumerate the sound principles of assessment in education; and
 cite examples of norm and criterion-referenced evaluation
EXPLORE
Why do you think assessment is important in classroom instruction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
EXPLAIN
What is Classroom Assessment?
 Assessment is a joint process that involves both teachers and learners

 It should be in unity with instructions
 It is used to track learner progress in relation to learning standards and
development of 21st-century skills
 It promoted self-reflection and personal accountability among students
about their own learning
 It is a process of identifying, gathering, organizing and interpreting
quantitative and qualitative information about what learners know and
can do.
 Classroom assessment methods should be consistent with curriculum
standards
 It measures achievement of competencies by the learners.
Purposes and Functions of Assessment
There are four purposes of assessment according to Wyatt(1988) These are:
 to inform the teacher about a student’s progress
 to inform the students about their progress
 to inform others about the students’ progress (parents and teachers)
 to provide information for the public.
These purposes can be summed up into three: assessment for learning,

assessment of learning and assessment as learning ( Earl, 2005)
In assessment for learning, teachers use the prior knowledge as a
starting point of instruction. The result of assessments is communicated
clearly and immediately to the students to determine effective ways to teach
and learn. This is usually called as formative assessment. Formative
assessment could be given before, during and after the lesson. It can be
recorded but as part of the grade.
Assessment of learning or summative assessment is done after a unit, a

chapter or a quarter. It is used to identify what students know and can do and
the level of their proficiency or competency. The information from assessment
of learning is usually expressed as grades and is made known to the students,
parents and other stakeholders for better decision making.
Assessment as learning is done for teachers to understand and perform

well their role of assessing for and of learning. Students were given opportunity
to assess their own learning.
Importance of Assessment
Assessment serves specific purpose. The result of assessments are generally

used to:
 provide essential guide for planning, implementing, and improving
instructional programs and techniques;
 monitor students’ progress;
 promote learning by providing positive information like knowledge of
results, knowledge of tasks well done, good grades and praises;
 measure the outcomes of instructions;
 provide the parents with information on how well their children are doing
in school.
Scope of Assessment
The chief purpose of assessment is the improvement of the student.
Specifically, it assesses the learning outcomes of instruction which are:
1. cognitive behaviors (knowledge and information gained, intellectual

abilities.)
2. affective behaviors (attitudes, interest, appreciation, and values)
3. psychomotor behaviors (perceptual and motor skills and abilities in
performing tasks)
Principles of Assessment
1) Assessment should be holistic and authentic in capturing the attainment

of most essential learning competencies.
2) Assessment is integral for understanding student learning and
development.
3) A variety of assessment strategies is necessary, with formative
assessment taking priority to inform teaching and promote growth and
mastery.
4) Assessment and feedback should be a shared responsibility among
teachers, learners and their families.
5) Assessment and grading should have a positive impact on learning.
Trends of Classroom Assessment
From To
 Sole emphasis on outcomes  Assessment of processes
 Isolated skills  Integrated skills
 Isolated facts  Application of knowledge
 Paper-and-pen tasks  Authentic assessment
 Decontextualized tasks  Contextualized tasks
 A single correct answer  Several correct answers
 Secret standards  Public standards
 Secret criteria  Public criteria
 Individuals  Groups
 After instructions  During instruction
 Little feedback  Considerable feedback
 Objective tests  Performance-based tests
 Standardized tests  Informal tests
 External Evaluation  Students’ self-evaluation
 Single assessment  Multiple assessments
 Sporadic  Continual
 Conclusive  Recursive
Non-Testing
Non-testing is an alternative assessment in the sense that it diverts from
the paper-and -pen test. There are two non-testing techniques; performance-
based assessment and portfolio assessment.
Performance-based assessment is a method to measure skill and product

learning targets, as well as knowledge and reasoning targets. In contrast to
paper-and-pen tests, a performance-based assessment requires students to
construct an original response to a task scored through teacher judgement
using Rubric.
Authentic assessment involves a performance-based task that

approximates what students are likely to do in a real-world setting. It
integrates instruction with an evaluation of student achievement and is based
on the constructivist learning theory.
Portfolio
A portfolio is a purposeful collection of student work that exhibits the

students’ efforts, progress, and achievements in one or more areas of the
curriculum. The collection must include the following:
1. Student participation in the selection of contents;
2. Criteria for selection;
3. Criteria for judging merits; and
4. Evidence of a student’s self-reflection
Purpose of using Portfolio
1. encouraging self-directed learning;

2. giving a comprehensive view of what has been learned;
3. fostering learning about learning;
4. demonstrating progress toward identified outcomes; learning of identified
learning outcomes
5. creating an intersection for instruction and assessment;
6. providing a way for students to value themselves as learners; and
7. offering opportunities for peer-supported growth.
Characteristics of an Effective Portfolio
1. They clearly reflect stated learner outcomes identified in the core or

essential curriculum that students are expected to study;
2. They focus the students’ performance-based learning experiences, as well
as their acquisition of key knowledge, skills and attitudes.
3. They contain samples of work that stretch over an entire marking period,
rather than single points in time.
4. They contain works that represents a variety of different assessment
tools.
5. They contain a variety of work samples and its evaluation by the student,
peers and teachers, even reaction from parents.
Different Types of Portfolio
1. Documentation Portfolio – Also known as the working portfolio, this type

involves a collection of work done over time showing growth and
improvement on the students’ learning of identified outcomes.
2. Process Portfolio – is particularly useful in documenting the students’
overall learning process.
3. Showcase Portfolio – best used for a summative evaluation of the
students’ mastery of key curriculum outcomes. It should contain the
students’ best works, determined through a combination of student and
teacher selection.
Commonly Used Assessments in the Classroom
The two commonly used assessments during instruction are formative

and summative assessment. The table below differentiates formative from a
summative assessment.
Formative Assessment Summative Assessment

 A process that involves  Usually administered toward
teachers using evidence about the end of a learning period to
what learners know and can do measure the extent to which
to inform and improve their the learners have mastered the
teaching essential learning
 Through the teacher’s competencies, the results of
immediate feedback, enables which are recorded and are
students to take responsibility used to report the learners’
for their own learning and achievement
identify areas where they do
well and where they need help
Formative Assessment should:

 Establish clear learning targets and success criteria
 Elicit useful evidence of learning
 Provide timely and effective feedback
 Engage learners in assessing and improving each other’s work
 Increase ownership of own learning
 Should be specific, frequent, repetitive, and free from the restrictions
from grading (Christodoulou, 2016)
 Should target skills that are necessary to the attainment of learning
competencies as measured in summative assessments
Summative Assessment could be written works or performance task.
Written works should:

 assess essential knowledge and understandings through quizzes and
long/unit tests
 To be composed of items distributed across the Cognitive Process
Dimensions (DO 8, s. 2015, p. 4) using a combination of selected-
response and constructed-response formats
Performance Task:
 Allow learners to show what they know and are able to do in diverse
ways
 May include products or performances (e.g. skills demonstrations, group
presentations, oral work, multimedia presentations, research projects)
 May include written outputs
 Must be designed to provide opportunities for learners to apply what they
are learning to real-life situations
 Must be accompanied with clear directions and appropriate scoring tools
to help learners demonstrate their learning
 Preferred to be collaboratively designed and implemented, integrating two
or more competencies within or across subject areas
 To be accomplished flexibly to consider time and available resources
Comparison of Norm-and Criterion-Referenced Assessments
Norm-referenced Assessment Criterion-Referenced Assessment

 Covers a large domain of  Focuses on a delimited domain
learning tasks. of learning tasks with a
 Emphasize discrimination relatively large number of items
among individuals in terms of measuring each task
relative levels of learning  Emphasizes description of what
 Favors item of average difficulty learning tasks individuals can
usually omits easy items and cannot perform
 Used primarily, but not  Matches item difficulty to
exclusively, for survey testing learning tasks without altering
Norm-and Criterion-Reference item difficulty or omitting easy
Interpretation: items
 Interpretation requires a clearly  Used primarily, but not
defined group exclusively, for mastery testing
 Interpretation requires a clearly
defined and delimited
achievement domain
ELABORATE
1. Discuss clearly the interdependence and interrelationship among

instructional objectives, educational experiences and assessments.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Discuss the implication of having a teacher who has a poor grasp of the
assessment process and its principles.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
EVALUATE
Instructions: Circle the letter of the correct answer.
1. Which of these is not an essential component of classroom assessment?

a. authenticity b. evaluation c. purpose d. measurement
2. The term used to refer to the full range of information gathered and
synthesized by teachers about their students and classrooms is called
______________.
a. assessment c. evaluation
b. formative evaluation d. summative evaluation
3. Which of these is the best definition of assessment?

a. Gathering information about students to make decisions
b. Reporting what students have learned or not learned
c. Judging the quality of student performance
d. Specifying what students should know and be able to do
4. Which of these, best explains the purpose of pre-instructional

assessment?
a. To guide learning targets and activities for a unit of instruction
b. To monitor student learning during a unit of instruction
c. To establish baseline grades for a unit of instruction
d. To determine what students learned as a result of instruction
5. Which of these is not a characteristic of recent trends in assessment?

a. On-going gathering of information throughout instruction
b. Gathering performance information about isolated skills or facts
c. Variety of methods used to gather information about performance
d. Publicly known criteria for evaluating performance
UNIT 2: ESTABLISHING LEARNING TARGETS
Objectives:
At the end of the unit, the students are expected to:
 differentiate the types of learning targets;

 give concrete examples of the different learning; and
 discuss the taxonomies of learning of objectives.
EXPLORE
Write your own ideas on how to construct test items.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
EXPLAIN
Purposes of Instructional Goals and Objectives
Instructional goals and objectives provide direction for the instructional

process by clarifying the intended learning outcomes. They also convey
instructional intent to stakeholders such as students, parents, other personnel
and the public.
Educational goals are general statements of what students will know and
be able to do. Goals are written to cover most of the instructional time such as
unit, semester etc. They also provided a starting point for more specific
learning objectives.
Learning Targets
Terms associated with learning targets are goals objectives, competency,

outcome, standard, and expectation. Learning target is defined as a statement
of student performance that includes both a description of what students
should know or be able to do at the end of the unit of instruction and the
criteria for judging the level of performance demonstrated.
Types of Learning Targets
 Knowledge Learning Targets – knowledge of the subject matter is the

foundation upon which other learning is based. Teachers expect their
students to master at least some content.
 Reasoning Learning Targets – Due to advent of technology, the
accessibility to information has resulted in an increased attention to
thinking skills. Such capabilities may be described by a number of
different terms including problem solving, critical thinking, analysis,
comparing, intellectual skills, intellectual abilities, higher-order thinking
skills, and judgement.
 Skill Learning Targets – something that students demonstrates,
something done, Skill learning targets involve a behavior in which
knowledge and reasoning are used in an overt manner.
 Product learning Targets – Products are samples of students work that
demonstrates the ability to use knowledge and reasoning in the creation
of a tangible product like term paper, investigative report, artwork, or
other projects.
 Affective Learning Targets – Affective learning includes emotions,
feelings, and beliefs that are different from cognitive learning, like
knowledge, reasoning and skill. Affective learning targets are also
referred to as motivational dispositions, values and moral.
Bloom’s Taxonomy of Learning Domains/Revised by Anderson &

Krathwohl (2001)
Bloom’s Taxonomy(1956) Anderson & Krathwohl(2001)
The learning standards in the curriculum reflect progressions of concept
development. The Cognitive Process Dimensions adapted from Anderson &
Krathwohl (2001) may be a good way to operationalize these progressions. It
provides a scheme for classifying educational goals, objectives, and standards.
1. First Dimension: Knowledge or Remembering
A literal understanding of a selection provides the reader with the most

basic structure through which the writer expresses his philosophy in life.
Answers to information or Wh-questions are explicitly stated in the text.
Sample Questions:
What is the title of the story?
Who are the characters?
Where does the grasshopper stay?
Why does the ant save food?
2. Second Dimension: Comprehension or Understanding (Grasping Fully

the Writer’s Ideas)
The reader is tasked to read between the lines to make inferences.

Sufficient clues are given to enable the reader to arrive at the writer’s ideas.
Questions on the second dimension are still about the story though the
answers are derived and not lifted from the selection.
Sample Questions:
1. Compare the grasshopper and the ant.
2. What words describe the ant? the
grasshopper?
3. What does the saying “Save for a rainy day” mean?
3. Third Dimension: Application or Applying
The reader uses or applies learned materials in new and concrete

situations, processes, effects, conclusions.
Sample Question:
1. If you were the grasshopper, what would have you done?
2. Why is it important to practice thrift and economy?
4. Fourth Dimension: Analysis or Analyzing
The reader breaks down the material into component facts so that its
organizational structure can be understood such as elements, hypothesis,
statement of facts, others.
Sample Questions:
1. What is the writer’s purpose for writing the story?
2. What literary device did the writer use to make the selection
interesting to the readers?
5.Fifth Dimension: Evaluation
This is judging the value of something using internal criteria.
Sample Questions:
1. Prove that the ant did right in storing good for the rainy day.
2. Did the grasshopper deserve to go hungry? Cite reasons for your
answer.
6.Sixth Dimension: Synthesis or Creating

The reader puts parts together to form a whole new pattern, structure, or
design. He suggests or makes plans of action.
Sample Questions:
1. What other things can you save in order to economize?
2. What ways can you suggest to save on the
following:
Food? Electricity? 4 Water? Clothing? Other resources?
ELABORATE
Think of one specific lesson in your field of specialization. Prepare a

series of objective progressing from the low-level cognitive domain up to the
appropriate affective domain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
EVALUATE
Direction: Identify the following statements, questions, phrase according to the

level of skills. Write R for Remembering, U for Understanding, A for
Applying, An for Analyzing, E for Evaluation and C for Creating on the
space provided before the number.
_____1. Students will know the dates and countries of origin of the major
immigrant groups to the US
_____2. Students will explain the motives of Filipino migrants in going to the
U.S.
_____3. Students will design an immigration policy that is fair to future
immigrant groups.
_____4. Students will decide whether the current U.S. immigration policy is fair
to various immigrant groups, tell why?
_____5. Which of several suggested procedures is not acceptable for achieving a
stated goal but also meets and added criterion such as faster,
cheapest,
most accurate.
_____6. Nakikilala ang mga matatalinghagang salita at idyoma.
_____7. Nakasusulat ng liham paanyaya o pagtanggap ng paanyaya.
_____8. If gasoline consumption needs to be curtailed, do you favor direct or
indirect means of doing so? In your answer, include at least three
historical precedents.
_____9. Design a survey form to measure student’s attitude toward the English
rule.
_____10. From the lessons learned volcanoes, design a volcano model.
UNIT 3: PREPARATION OF CLASSROOM ASSESSMENT
Objectives:
 list down the planning stages in preparing classroom test.

 establish relationships among learning objectives, teaching, and testing;
 cite the importance of the table of specification in making the test more
valid and reliable; and
 construct a sample table of specification
EXPLORE
In your own words. Describe what is a Test Plan.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
EXPLAIN
Planning the Teacher-Made Test
Good tests do not just happen. They require adequate and extensive
planning so that the goals of instruction (objectives), the teaching strategy to be
employed, the textual material and the evaluative procedures are all related in
some meaningful fashion.
Below is the Systematic Planning Process
Id e ntify
Instruc tio na
l G o a ls
Id e ntify Pla n C ho o se De sig n Im p le m e nt
O b je c tive s instruc tio na l Instruc tio na l Asse ssm e nt Instruc tio n
a c tivitie s Me d ia To o ls
Ana lyze
Le a rne rs
Re vise Instruc tio n
The following questions should be asked by the classroom teacher in the

test-planning stage:
 What skills, knowledge, attitudes, etc. do I want to measure?

 Have I clearly defined my instructional objectives in terms of student
behavior?
 Have I prepared the Table of Specifications?
 What kind of test (item format) do I want to use? Why?
 How long should the test be?
 What should be the discrimination level of my test items?
 How will I arrange the various item formats?
 How long will I arrange the items within each item format?
 What do I need to do to prepare the students in taking the test?
 How will the objective portion be graded?
 For objective items, should guessing instructions be given? Should a
correction for guessing be applied?
 How will the test scores be tabulated?
 How will the scores be assigned?
 How will the test results be reported?
Writing the Objective Short-Response Test
Suggestions on how to construct an objective type of test are

summarized as follows:
1. Objective test items must be written as simply and as clearly as possible

so that all the examinees will be able to make the same interpretation of
the item’s intent.
2. Test items should be tailored to fit the age, and ability level of the
examinees.
3. Textbook language, technical jargon, and excessively difficult vocabulary
should be avoided whenever possible. Otherwise, the test will be one of
verbal fluency or general intelligence.
4. Irrelevant clues should be avoided. A test-wide student should have not
any undue advantage over the comparably knowledgeable but non test-
wise student.
5. There should only be one correct or best answer. Preferably, items
should ask a question that is difficult to obtain agreement, even among
experts, on what is the “best answer”.
6. Test items must be reviewed, preferably by a fellow teacher.
7. Important ideas, rather than trivial details, should be stressed.
Otherwise, rote memory is encouraged.
8. The short-answer item is well suited to objectives and content areas
where the answer can be provided by a word/s, symbol, number, or
formula.
9. For short-answer items, omit the key words and over-mutilated
sentences, use a direct question format when feasible, and avoid
irrelevant clues. For numerical problems, tell the students the degree of
precision desired and indicate whether the unit of expression is expected
in his answer.
10.For matching exercises, keep the lists relatively short, perhaps only 5-12
entries in each list; keep each list homogeneous, arrange each list in a
systematic fashion, for example, order by length of response or in an
ascending or descending order for dates and numbers; have both lists
appear on the same page; and have one list shorter than the other.
11.For true or false items, avoid double-barreled items, negative questions
and double negatives; have an approximately equal number of true and
false statements to counteract the effects of the examinee’s response set;
and restrict the use of items for which the answer is clearly true or false.
Table of Specifications (TOS)
A Table of Specification (TOS) is a matrix where the rows consist of

specific topic or skills and the objectives cast in terms of Bloom’s Taxonomy. It
is sometimes called a test blue print, test grid, or content validity chart. Below
is an example of TOS as specified in DepEd Order no. 8 s. 2015.
TABLE OF SPECIFICATION
COMPETENCIES SKILLS TOTAL %
NUMBER
OF
ITEMS
R U A AN EV C
Subject-verb 2 1 1 4 20%
Agreement
Gerund Phrase 4 2 6 30%
Prepositional 2 1 3 15%
Phrase
Participial Phrase 3 2 5 25%
Infinitive Phrase 2 2 10%
TOTAL 10 7 3 20 100%
Legend:
R- Remembering AN- Analyzing
U- Understanding EV- Evaluation
A- Applying C- Creating
% - percentage = total number of items for each competency over the
total number of items
Whenever feasible. teachers should encourage student involvement, if

not for any other reason than to have students feel that they have played some
role in planning the course. TOS should be prepared before the beginning of
instruction. It would be good to consider it part and parcel of the course
preparation because it can help the teacher be more effective. It helps provide
for optimal learning on the part of the students and optimal teaching efficiency
on the part of the teachers. It serves as a monitoring agent and can help keep
the teacher from straying off the instructional track.
ELABORATE
Interview teachers on how they prepare a test for their students. Have a
sample of their TOS. Post your TOS on the box provided below.
EVALUATE
Direction: Circle the letter of the correct answer.
1. 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. Preparing a scoring rubric.
2. 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 learners
c. How to certify student's achievement
d. How to design one's instruction
3. Teacher Marielle constructed a matching type test. In her columns of

items are combinations of events, people and circumstances. Which of
the following guidelines in constructing matching type of test did she
VIOLATE?
a. List options in an alphabetical order.
b. Make list of items homogeneous.
c. Make list of items heterogeneous.
d. Provide more options than stems.
4. In planning for instruction, can a teacher begin with assessment?

a. Yes, to determine the entry knowledge or skill.
b. Yes, to make the class pay attention
c. No, assessment is only at the end of the lesson
d. No, it may discourage and scare learners
5. The following are the advantages in constructing objectives tests EXCEPT

a. It can be easily scored.
b. It is difficult to construct.
c. Test item can be analyzed.
d. It is easy to prepare.
UNIT 4: DEVELOPMENT OF CLASSROOM ASSESSMENT
Objectives:
 identify the different teacher-made test, their advantage and

disadvantages; and
 formulate their own sample questions
 design rubric for essay test.
EXPLORE
List down the different types of test that you know.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
EXPLAIN
Purpose of Test Items

1. Assess achievement of instructional objectives
2. Measure important aspects of the subject (concepts and conceptual
relations)
3. Accurately reflect the emphasis placed on important aspects of
instruction
4. Measure an appropriate level of student knowledge
Principles that apply across all test item formats

1. Ensure that the concept is relevant to the ability to perform the job
2. State the test item concisely
3. Choose the higher cognitive level
4. Make sure the test item matches the learning objectives
5. Omit unnecessary difficulty or irrelevant test items
6. Limit the test item to only one concept or topic
7. Avoid copying text directly from reference materials
8. Place the easier test items at the beginning of each section
9. The test item should discriminate between those who have mastered the
objective and those who have not
Basic Test Item Formats

1. Multiple Choice
2. Matching
3. True- False
4. Completion/Short answer
5. Essay/Demonstration
Anatomy of a Multiple – Choice Item
Basic Parts
Stem – problem
Either in a form of question or an incomplete statement
Alternatives – list of suggested solutions
Contains:
Best alternative (answer)
Distractors (Inferior alternatives)
- Purpose of distracters is to appear as plausible to the problem for
those students who have not achieved the objective being
measured by the test item.
- The distracters must appear as implausible solutions for those
students who have achieved the objective.
Example: (Stem) Which of the following is best measured in cubic meter?
Distractor ----- A. ice cream

Distractor ----- B. rice Alternatives
Answer ----- C. sand
Distractor ----- D. sugar
Guidelines in Constructing Multiple Item Test
1. Avoid repeating words.

Poor: Entomology is
A. the study of birds
B. the study of fish
C. the study of insects
Better: Entomology is the study of
A. birds
B. fish
C. insects
2. Eliminate unnecessary words.
Poor: There were many different theories about the origin of mankind.
The man associated with the theory of evolution was
A. Darwin
B. Galileo
C. Freud
Better: The man associated with theory of evolution was
A. Darwin
B. Galileo
C. Freud
3. State the problem in the stem

Poor: Abraham Lincoln
A. chopped down the cherry tree.
B. signed the Declaration of Independence
C. wrote the Emancipation Proclamation
Better: The president who wrote the Emancipation Proclamation was
A. George Washington
B. Thomas Jefferson
C. Abraham Lincoln
4. Avoid giving clues in the question (grammatical)

Poor: A long, winding, gravel crest of glacial origin is a
A. kame.
B. ridge
C. esker
Better: A long, winding, gravel crest of glacial origin is a/an
A. kame
B. ridge
C. esker
5. Use plausible options.

Poor: Who discovered North Pole?
A. Christopher Columbus
B. Ferdinand Magellan
C. Robert Peary
D. Marco Polo
Better: Who discovered North Pole?
A. Roald Amundsen
B. Richard Byrd
C. Robert Peary
D. Robert Scott
6. Avoid the use of All of the above
Poor: Which of the following factors must be considered in computing
basal energy requirements?
A. Age
B. Height
C. Weight
D. All of the above
Better: Which of the following factors must be considered in computing
basal energy requirements?
A. Weight only
B. Age only
C. Height and Weight only
D. Age, height and weight
7. Avoid Ambiguity in the Question. Include only one correct answer.

Poor: A color – blind boy inherits the trait from a
A. male parent
B. Female parent
C. Maternal grandparent
D. Paternal grandparent
Better: A color-blind boy most probably inherited the trait from his
A. father
B. mother
B. paternal grandfather
D. paternal grandmother
8. Write options that have parallel grammatical construction.

Poor: An electric transformer can be used
A. for storing up electricity
B. to increase the voltage of alternating current
C. it converts electrical energy into mechanical
D. alternating current is changed to direct current
Better: An electric transformer can be used to
A. store up electricity
B. increase the voltage of alternating current
C. convert electrical energy into mechanical
energy
D. change alternating current to direct current
9. Avoid negative in the stem.

Poor: Which one of the following is not safe driving practice on icy roads?
A. accelerating slowly
B. jamming on the brakes
C. holding the wheel firmly
D. slowing down gradually
Better: All of the following are safe driving practices on icy roads EXCEPT
A. accelerating slowly
B. jamming on the brakes
C. holding the wheel firmly
10.Arrange response choices in logical order- alphabetically and

Numerically.
Poor: The principal keyboard instrument in 16th century Europe was the
A. Organ
B. Harpsichord
C. Clavichord
D. Pianoforte
Better:The principal keyboard instrument in 16th century Europe was the

A. Clavichord
B. Harpsichord
C. Organ
D. Pianoforte
11. Make alternatives approximately equal in length.
Poor: The most general cause of low individual incomes in the United
States is
* A. lack of valuable productive services to sell.
B. unwillingness to work.
C. automation
D. inflation
Better: What is the most general cause of low individual incomes in the
United States?
A. lack of valuable productive services to sell.
B. the population's overall unwillingness to work.
C. the nation's increased reliance on automation.
D. an increasing national level of inflation
Advantages in Using Multiple -Choice

Multiple-choice items can provide
1. versatility in measuring all levels of cognitive ability.
2. highly reliable test scores.
3. scoring efficiency and accuracy.
4. objective measurement of student achievement or ability.
5. a wide sampling of content or objectives.
6. a reduced guessing factor when compared to true-false items.
Disadvantages
Multiple-choice items ...
1. are difficult and time consuming to construct.
2. lead an instructor to favor simple recall of facts.
3. Encourage guessing.
Matching Items
Matching item consists of two columns: one column of stems or problems to
be answered, and another column of responses from which the answers are to
be chosen. Traditionally, the column of stems is placed on the left and the
column of responses is placed on the right.
1. Include Homogeneous Material in Each Exercise

2. Include at Least Three to Five but no More than Eight to Ten Items in a
Matching Set
3. Eliminate Irrelevant Clues
4. Place Each Set of Matching Items on a Single Page
5. Reduce the Influence of Clues and thereby Increase Matching Item
Difficulty
6. Compose the Response List of Single Words or Very short Phrases
7. Arrange the Responses in Systematic Order: Alphabetical, Chronological,
etc.
Advantages of using Matching Items

1. require short periods of reading and response time, allowing you to cover
more content.
2. provide objective measurement of student achievement or ability.
3. provide highly reliable test scores.
4. provide scoring efficiency and accuracy.
Limitations in using Matching Items

1. have difficulty measuring learning objectives requiring more than simple
recall of information.
2. are difficult to construct due to the problem of selecting a common set of
stimuli and responses.
True or False
Suggestions for Writing True-False Test Items
1. Base true-false items upon statements that are absolutely true or false,
without qualifications or exceptions.
2. Express the item statement as simply and as clearly as possible.
3. Express a single idea in each test item.
4. Include enough background information and qualifications so that the
ability to respond correctly to the item does not depend on some
special, uncommon knowledge.
5. Avoid lifting statements from the text, lecture or other materials so that
memory alone will not permit a correct answer.
6. Avoid using negatively stated item statements.
7. Avoid the use of unfamiliar vocabulary.
8. . Avoid the use of specific determiners which would permit a test-wise
but unprepared examinee to respond correctly. Specific determiners
refer to sweeping terms like "all," "always," "none," "never,"
"impossible," "inevitable," etc. Statements including such terms are
likely to be false. On the other hand, statements using qualifying
determiners such as "usually," "sometimes," "often," etc., are likely to
be true. When statements do require the use of specific determiners,
make sure they appear in both true and false items.
9. False items tend to discriminate more highly than true items.
Therefore, use more false items than true items (but no more than 15%
additional false items).
Advantages in Using True-False Items

True-False items can provide ...
1. the widest sampling of content or objectives per unit of testing time.
2. scoring efficiency and accuracy.
3. versatility in measuring all levels of cognitive ability.
4. highly reliable test scores.
5. an objective measurement of student achievement or ability.
Limitations in Using True-False Items

True-false items ...
1. incorporate an extremely high guessing factor. For simple true-false
items, each student has a 50/50 chance of correctly answering the item
without any knowledge of the item's content.
2. can often lead an instructor to write ambiguous statements due to the
difficulty of writing statements which are unequivocally true or false.
3. do not discriminate between students of varying ability as well as other
item types.
4. can often include more irrelevant clues than do other item types.
5. can often lead an instructor to favor testing of trivial knowledge.
Completion Test Items

Suggestions for Writing Completion Test Items
1. Omit only significant words from the statement.
2. Do not omit so many words from the statement that the intended
meaning is lost.
3. Avoid grammatical or other clues to the correct response.
4. Be sure there is only one correct response.
5. When possible, delete words at the end of the statement after the student
has been presented a clearly defined problem.
6. Avoid lifting statements directly from the text, lecture or other sources.
7. Limit the required response to a single word or phrase
Advantages in Using Completion Items

Completion items
1. can provide a wide sampling of content.
2. can efficiently measure lower levels of cognitive ability.
3. can minimize guessing as compared to multiple-choice or true-false
items.
4. can usually provide an objective measure of student achievement or
ability.
Limitations in Using Completion Items
Completion items
1. are difficult to construct so that the desired response is clearly indicated.
2. have difficulty measuring learning objectives requiring more than simple
recall of information.
3. are more time consuming to score when compared to multiple-choice or
true-false items.
4. are more difficult to score since more than one answer may have to be
considered correct if the item was not properly prepared
ESSAY TEST ITEMS

The essay test is probably the most popular of all types of teacher-made
tests. In general, a classroom essay test consists of a small number of
questions to which the student is expected to demonstrate his/her ability to
(a) recall factual knowledge, (b) organize this knowledge and (c) present the
knowledge in a logical, integrated answer to the question.
1. Prepare essay items that elicit the type of behavior you want to measure.
2. Phrase each item so that the student's task is clearly indicated.
3. Indicate for each item a point value or weight and an estimated time limit
for answering.
4. Ask questions that will elicit responses on which experts could agree that
one answer is better than another.
5. Avoid giving the student a choice among optional items as this greatly
reduces the reliability of the test.
6. It is generally recommended for classroom examinations to administer
several short-answer items rather than only one or two extended-
response items.
Advantages in Using Essay Items

Essay items
1. are easier and less time consuming to construct than are most other
item types.
2. provide a means for testing student's ability to compose an answer and
present it in a logical manner.
3. can efficiently measure higher order cognitive objectives (e.g., analysis,
synthesis, evaluation).
Limitations in Using Essay Items
Essay items
1. cannot measure a large amount of content or objectives.
2. generally, provide low test and test scorer reliability.
3. require an extensive amount of instructor's time to read and grade.
4. generally, do not provide an objective measure of student achievement or
ability (subject to bias on the part of the grader).
Essay Test and other performance-based tasks are rated using the Rubric.
Below is a sample of Analytic and Holistic Rubrics
ELABORATE
Design an Analytic Rubric for essay test.
EVALUATE
1. Formulate two (2) sample items for the following types of tests.
a. Multiple Choice
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b. True or False
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
c. Matching Type
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
d. Filling the Blanks or Completion
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
e. Essay
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
UNIT 5: ITEM ANALYSIS
Objectives:
At the of the unit, the students are expected to:
 point out the importance of item analysis in the improvement of

constructed test items;
 analyze test items in terms of discrimination index and difficulty index;
 identify the various ways of interpreting test scores; and
EXPLORE
What do you think is the purpose of item analysis?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
EXPLAIN
Item analysis is applicable to test formats that require students to

choose the correct or best answer from the given choices, Therefore, the
multiple-choice test is most amenable for item analysis.
Item analysis procedures allow teachers to discover items that are
ambiguous, irrelevant, too easy or difficult, and non-discriminating. This is to
facilitate classroom instruction. In diagnostic testing, for example, item
analysis identifies the areas of a student’s weakness, providing information for
specific remediation.
Procedure in Item Analysis:

The following are the guidelines in doing item analysis manually:
1. Check and score the answer sheets.
2. Arrange the papers from highest to lowest.
3. Remove the 27% highest and 27% lowest of the papers, leaving the
remaining 46% intact ( Sax, 1989) Select the top third and bottom third
for comparison ( Bergman, n.d.) Divide the papers into two groups using
the median as reference. In case of a tie between the papers in the
median, assign each paper into lower and higher groups by chance.
(Downie, 1984)
4. Count the number of students in the upper 27% who responded to each
option. Enter the data in the third column. Do the same for the lower
27% (see. Table below)
5. Subtract the number of students in the lower group who selected the
correct alternatives (marked with asterisks) from the number of students
who responded correctly in the upper 27%. Place the value in the fifth
column.
6. Divide the difference found in the fifth column by the number of students
in the upper 27% or lower 27%. The value obtained is the index of
discrimination and is entered in the sixth column.
7. Count
8. the number of students in the middle 46% who made the correct
response and place the value in the seventh column.
9. Add the number of individuals who responded correctly to the item
(upper 27%, lower 27% and middle 46%) and enter the data in the eight
column.
10. Divide the value in column 8 by N, the total number of examinees,
and enter the value, and enter the value in the last column. This is the
proportion of students who responded correctly. The quotient is the
index of discrimination.
SAMPLE OF AN ITEM ANALYSIS:
Item Options Upper Lower Differenc D Middle R P

27% 27% e Value 46% value
1 A 2 3 3
*B 13 7 25 45
C 3 9 2
D 1 0 4
E 1 1 1
TABLE FOR INTERPRETING INDEX OF DSCRIMINATION
(D TABULAR VALUES)
D value range Interpretation

-1.00 - -0.60 Questionable Item
-0.59 - -0.20 Not Discriminating
-0.21 – 0.20 Moderately Discriminating
0.21 – 0.60 Discriminating
0.61 – 1.00 Very Discriminating
TABLE FOR INTERPRETING INDEX OF DIFFICULTY

(P TABULAR VALUES)
P value range Interpretation

0.00 – 0.20 Very Difficult Item
0.21 – 0.40 Difficult Item
0.41 – 0.60 Moderately Difficult Item
0.61 – 0.80 Easy Item
0.81 and above Very Easy Item
Computation of the D Value ( Index of Discrimination)
1. Determine the difference between the number of students who got the
correct answer from the upper 27% and the number of the students who
got the correct answer from the lower 27%.
2. Divide the difference from the 27% of the total number of examinees,
Difference
D value = 27% of N where N is the total number of examinees
= 13-7
20
= 6
20
= 0.3, the computed D value is 0.3, which is interpreted

as a discriminating item
Computation of the P Value (Index of Difficulty)
1. Determine the total number of students who got the correct answer on
the item from the UPPER and LOWER 27% and from the MIDDLE 46%.
2. Divide the sum of the total number of students who got the correct
answer from the total number of students who took the examination.
R
P value = N where R is the total number of students who got
the right answer
and N is the total number of students who took
the examination
= 45
75
= 0.6
The computed P value is 0.6 which is interpreted as an average item
DECISION TABLE
Difficulty Level Discriminating Level Decision

Difficult Not Discriminating Improbable – Discard
Moderately May need revision
Discriminating Accept
Discriminating
Moderately Difficult Not Discriminating Needs revision
Moderately May need revision
Discriminating Accept
Discriminating
Easy Not Discriminating Discard
Moderately Needs revision
Discriminating
Discriminating
ELABORATE
Communicate with a teacher whom you know. With a complete set of test
papers with multiple choice items that has been administered to the students,
find the index of difficulty and index of discrimination of each item. A minimum
of 5 test items.
EVALUATE
Direction: Circle the letter of the best answer.
1. A test item has a difficulty index of 0.51 and a discrimination index of

0.25. What should the teacher do?
a. Revise the item
b. Retain the item
c. Make it a bonus item
d. Reject the item
2. The difficulty index of a test item is 1. This means that _____________.

a. The test item is a quality item
b. The test is very difficult
c. The test is very easy
d. Nobody got the item correctly
3. What can be said of Peter who obtained a score of 75 in Grammar

objective test?
a. He answered 75 items in the test correctly
b. He answered 75% of the test items correctly
c. His rating is 75
d. He performed better than 5% of his classmates
4. In which competency do my students had the greatest difficulty? In

the item with a difficulty index of ________________
a. 1 b. 0.9 c. 0.5 d. 0.0
5. A negative discrimination index means

a. The test item has low reliability
b. The test item could not discriminate between the lower and the
upper group
c. More from the lower group answered the test item correctly
d. More from the upper group got the item correctly
UNIT 6: FREQUENCY DISTRIBUTION
Objectives:
 present the frequency distribution;
 solve for cumulative frequency “less than” and “greater than
 find and interpret cumulative percentage frequency “lesser than” and
“greater than”.
EXPLORE
What comes into your mind when we speak of “frequency distribution”.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
EXPLAIN
Frequency Distribution
Frequency distribution is applicable when the number of cases (N) is 30

or more. The table below shows the scores of 50 teacher education students in
a 110-item test in Assessment of Learning in a certain university.
50 97 96 48 55 58 59 51 53 95
85 80 83 77 70 60 62 63 64 65
90 91 92 93 90 83 82 66 67 68
98 70 71 72 73 74 75 76 77 69
93 71 72 73 75 78 79 84 86 87
Generally speaking, frequency distribution is any arrangement of data

that shows the frequency of occurrence of different values of variable or
frequency of occurrence of values falling within arbitrary defined ranges of the
variable known as class interval (Freguson and Takane, 1989)
In arranging the scores in a form of frequency distribution, the steps are
as follows:
Step 1: Find the absolute range. The range is obtained by subtracting the
highest score (HS) and the lowest score (LS). In the table, the highest score is
98 and the lowest score, 48. Hence, the range is 98 -48 = 50.
Step 2: Find the class interval. In finding the class interval, we simply divide
the range by 10 and by 20 such that the class limits are not less than 10 and
not more than 20, provided that the class covers the total number of scores.
Illustration: 50 =5 50 = 2.5
10 20
In choosing class interval, odd number is preferred. There are two odd
numbers 5 and 3 obtained from the range of 50 and quotients 2.5 and 5. For
instance, 5 is chosen as the class interval, provided however, that the class
limits will be more than 20 and not less than 10. The ideal class limit is 12 to
15. There are 11 class limits obtained from the 50 scores.
Step 3: Set up the class. In setting classes, simply add C/2 or one-half of the
class interval (C) to the highest score, 98 and subtract C/2 to the highest
score as the highest class limit 95.5 – 100.5
Illustration: C/2 = 5/2 = 2.5
98 + 2.5 = 100.5 98 - 2.5 = 95.5
The highest class limit is 100.5 – 95.5. Subtract 5 as class interval from
the lower class limit of the highest class, 95.5, e.g 95. 5 – 5 = 90.5 – 5 = 85.5,
up to the lowest score. This is real limit. To convert real limit to integral limit,
subtract 0.5 from the upper class limit and add 0.5 to the lower class limit. See
the illustration below:
CLASS LIMIT
Real Limits Integral Limits
95.5 – 100.5 96 – 100
90.5 – 95.5 91 - 95
85.5 – 90.5 86 – 90
80.5 – 85.5 81 – 85
75.5 – 80.5 76 – 80
70.5 - 75.5 71 – 75
65.5 – 70.5 66 – 70
60.5 – 65.5 61 – 65
55.5 – 60.5 56 – 60
50.5 - 55.5 51 – 55
45.5 - 50.5 46 - 50
Step 4: Tally the scores. Having adopted the set of classes, we are now ready
to tally the scores. The tally must be carefully checked if the sum of each class
is equal and also to the number of cases. If unequally tally occurs, tallying
must be repeated and symbol N or ∑f is written which means number of cases
(N) or “sum of” frequency (∑f) equals to 50.
The table below shows the frequency distribution of scores in

Assessment of Student Learning taken by 50 teacher education students in a
certain university.
Classes
Real Limit Integral Limit Tally Frequency
95.5 – 100.5 96 – 100 111 3
90.5 – 95.5 91 - 95 1111 5
85.5 – 90.5 86 – 90 1111 4
80.5 – 85.5 81 – 85 1111 5
75.5 – 80.5 76 – 80 1111-1 6
70.5 - 75.5 71 – 75 1111-1111 9
65.5 – 70.5 66 – 70 1111-1 6
60.5 – 65.5 61 – 65 1111 4
55.5 – 60.5 56 – 60 111 3
50.5 - 55.5 51 – 55 111 3
45.5 - 50.5 46 - 50 11 2
TOTAL 50 ( N or ∑f)
Cumulative Frequency Distribution
The cumulative frequency distribution is obtained by cumulating the

frequency or successively adding the individual frequency from the bottom for
“lesser than” up to the highest class limit or start cumulating or adding the
frequency from above for “greater than” up to the bottom
The table below shows cumulative frequency distribution for “lesser
than” ( CF<) and “greater than” (CF>)
Class Limit Frequency Cumulative Frequency

Integral F (CF<) (CF>)
96 – 100 3 50 3
91 – 95 5 47 8
86 – 90 4 42 12
81 – 85 5 38 17
76 – 80 6 33 23
71 – 75 9 27 32
66 – 70 6 18 38
61 – 65 4 12 42
56 – 60 3 8 45
51 – 55 3 5 48
46 - 50 2 2 50
TOTAL 50
For cumulative frequency “lesser than” (CF<) distribution, the number of

cases can be determined falling below the articular score. For instance, in the
above table, 38 cases obtain a score of 85 or below, 33 cases have a score of 80
or below; 27 cases get a score of 75 or below; and so on.
For cumulative frequency “greater than” (CF>) distribution, the number

of cases can be obtained falling above the articular score, For example, 32
cases obtain a score of 75 or above, 23 cases get a score of 80 or above; 17
cases have a score of 85 or above; and so on.
Cumulative Percentage Frequency Distribution
The cumulative Percentage frequency distribution w ich is obtained by

dividing the cumulative frequency by the number of cases (N) times 100, shows
the percent pf student falling below or above (CPF< or CPF>) certain score
value. For instance, class limit 71 -75 has 27 cumulative frequency “ lesser
than” (CF<). To compute CPF< the formula is as follows:
CPF = CF x 100
N
Where:
CPF = Cumulative percentage frequency
CF = Cumulative frequency
N = Number of cases
To compute CPF<, consider the following
CPF< = CF< x 100

N
= 27 x 100
50
= 0.54 x 100
CPF = 54%
It means that 54 percent (54%) of the cases obtain a score of 75 or below
For cumulative frequency “greater than” (CPF>) has the same process
with cumulative percentage frequency “ lesser than”, but in CPF>, the
cumulative frequency “ greater than” is used. For example; class limit 81 -85
greater than” (CPF>) of 17, consider the computation below
CPF = CF> x 100

17
ELABORATE
Below are the test scores of 60 students in Educational Psychology.

Construct a frequency distribution table with size of class interval equal to 5.
65 55 51 49 32 35 47 43 37 53
31 32 44 34 40 78 35 36 33 30
51 40 39 47 46 43 47 29 34 48
28 31 36 48 41 57 39 61 51 57
36 35 52 61 47 59 42 59 31 48
45 52 47 59 53 66 43 45 53 29
EVALUATE
1. The highest score is 110 and lowest score is 67. The range is:
a. 41 b. 42 c. 44 d. 43
2. If the range of item 1 is divided by 20, the quotient is:

a. 2.1 b. 2.2 c. 2.15 d. 2.05
3. If the range of item 1 is divided by 10, the quotient is:

a. 4.3 b. 4.4 c. 4.1 d. 4.2
4. The class interval of item 1 range is:

a. 4 b. 5 c. 2 d. 3
5. The upper class limit of the highest class of item 1 using class interval of
item 4 is:
a. 100.5 b. 111.5 c. 113.5 d. 112.5
6. The lower class limit of the highest class of item 1 using class interval of
item 4 is:
a. 108.5 b. 107.5 c. 105.5 d. 106.5
7. There are 55 students who took the test. The cumulative frequency
“lesser than” of class limit 84-88, is 20, the cumulative percentage
frequency “lesser than: is:
a. 35% b. 37% c. 38% d. 36%
8. The meaning of item 7 is:

a. 37% of the cases got a score of 84 or below.
b. 35% of the cases got a score of 88 or below
c. 36% of the cases got a score of 88 or below
d. 38% of the cases got a score of 84 or below
9. There are 40 students who took the test. The cumulative frequency
“greater than” of class limit, 75 -77 is 12, the cumulative percentage
frequency “greater than” is:
a. 29% b. 30% c. 32% d. 31%
10.The meaning of item 9 is:

a. 30% of the cases got a score of 75 or above.
b. 29% of the cases got a score of 77 or above.
c. 32% of the cases got a score of 75 or above.
d. 31% of the cases got a score of 75 or above.
UNIT 7: MEASURES OF CENTRAL LOCATION AND OTHER POINT
MEASURES
Objectives:
At the end of unit, the students are expected to:
 find and interpret the measures of central location and other point
measures of a set of values or scores
 determine the measures of central location and other point measures in
interpreting test scores.
 use measure of central location and other point measures in interpreting
test scores.
EXPLORE
In layman’s term, what is meant by “average”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
EXPLAIN
A convenient way of summarizing a set of numerical data is to find a

single value or index that can represent a whole set of measures or a whole set
of scores. In statistics, this measure is called measure of central location or
measure of central tendency, or average. To a statistician, average can be the
arithmetic mean ( or simple mean), the median and the mode. Each of these
three measures can serve as an index to represent a set of numerical data or
set of scores or values as a whole.
Arithmetic Mean
The most widely used measure of central location is the arithmetic mean
Or simply mean. The mean of a set of numerical values is the sum of all values
in a score distribution divided by the number of scores or cases.
Mean of a Score Distribution
Formula: Mean = ∑x or = ∑x
N N
Where:
= is the mean
∑ = is the notation used to mean “ the summation of”
X = is the specific score or value, and
N = is the number of values or scores
A teacher wants to determine a student’s average score in five tests in

mathematics with scores 88, 90, 42, 75 and 65. The mean of the five scores is
= ∑x = 88 + 90 + 42 + 75 + 65 = 360 = 72
N 5 5
Mean of a frequency distribution of ungrouped scores ( )
When the number of values or scores is large ( at least 30 ) and there are
scores that repeat, the set of scores is usually presented as a frequency
distribution. Suppose an English teacher wants to determine the performance
of her English 1 class in the English final exam. Shown below is the frequency
distribution of the final exam scores in English. In the first column are the
scores arranged in order (from highest to lowest or from lowest to highest). In
the second column are the frequency of each score. Finally, in the third column
are the product of each score and its frequency.
X f fX
94 1 94
91 3 273
90 5 450
89 8 712
87 9 783
83 8 664
81 6 486
79 5 395
76 3 228
72 2 144
N = 50 ∑fx 4,229
Formula: = ∑fX
N
= 94 + 273 + 450 + 712 + 783 + 664 + 486 + 395 + 228 + 144

50
= 4,229
50
= 84.58
Mean of a Score Distribution of Grouped Scores ( )
Below is the frequency distribution with grouped scores of the two

classes in the Math test. Shown in the first column are the grouped scores
arranged in order, in the second column is the frequency of each group; in the
third column is the middle value (mid-value) of each group, and in the last
column is the product of every mid-value and its frequency.
Groups f X(M) fX(fM)

47 – 49 4 48 192
44 – 46 3 45 135
41 – 43 7 42 294
38 – 40 9 39 351
35 – 37 13 36 468
32 – 34 16 33 528
29 – 31 10 30 300
26 – 28 7 27 189
23 – 25 7 24 168
20 – 22 3 21 63
N=79 ∑fx 2,688
Again, by definition of a mean, the mean of the score frequency distribution

above is
= 192+135+294+351+468+528+300+189+168+63
79
= 2,688
79
= 34.03
Median
The median (Md) is the middlemost item or score or value in a

distribution of scores arranged in the order of magnitude. It can also be called
as point measure in that it represents a value where there is an equal number
of points above and below it. The median is affected by the number of scores or
values, not by the size of extreme values. It is the most typical measures of
central location where the central values of the series are closely grouped.
Median of a Score Distribution (Md)
a. Suppose a teacher wants to divided a class of 15 pupils into two equal

groups, the upper half (upper 50%) and the lower half (lower 50%)
according to their English test scores. Below is the distribution of scores
arranged in descending order.
Scores: 87 86 85 82 80 79 78 74 72 70 68 65 60 59 56
Observe that the given ordered score distribution, there is only one
middle value, the score 74. By the definition of median, the median of the
above ordered score distribution is 74, that is, 74 is the value that separates
the upper half (upper 50%) from the lower half (lower 50%) of the class. There
are 7 pupils who scored above 74 and 7 pupils who scored below 74. Note also
that the median is one of the scores in the distribution.
b. Suppose a teacher wants to divide a class of pupils onto two equal

groups, the upper half (upper 50%) and the lower half (lower 50%)
according to their Math test scores. Below, is the distribution of scores
arranged in ascending order.
Scores: 12 14 16 17 20 25 28 32 36 37 39 46 61 70
Observe that in the above ordered score distribution, there are two
middle values, the scores 28 and 32. By the definition of a median, the median
of the above ordered score distribution is:
28 + 32 60 = 30
2 2
That is, 30 is the value that separates the upper half (upper 50%) from
the lower half (lower 50%) of the class. There are 7 students who scored above
30 and 7 students who scored below 30. Note that the median is not one of the
scores in the distribution.
Median of a Frequency Distribution of Ungrouped Scores (Md)
Consider the following frequency distribution of test scores in Science.

Shown in the first column are the scores arranged in descending order while in
the second column is the frequency of each score. The third column shows the
less than cumulative frequency (cf), which is obtained by counting cases up
from the lowest score interval. This column shows the position of every
individual score in the ordered distribution and, thus, shows the position of the
middle most score or scores (position of the median score = n/2)
X f Cf<
35 1 60
29 2 59
27 4 57
26 5 53
24 7 48
22 11 41
20 12 30
19 7 18
18 6 11
15 4 5
11 1 1
N = 60
Since the position of the Md is n/2 = 60/2 = 30, there are two middle
most values, the 30th and the 31st scores. From the column, it can be seen that
the 30th score = 20 and the 31st score = 22. Thus, by the definition of the
median, the median of the frequency distribution is
Md = 20 + 22/ 2 = 42/2 = 21
This indicates that students with scores greater than 21 belong to the
lower 50% of the class.
Median of a Frequency Distribution of Grouped Scores
Consider the following frequency distribution of grouped test scores in
History. Shown in the first column are the grouped scores arranged in
descending order while in the second column is the frequency of each group.
The third column shows the less than cumulative frequency (cf) , which
is obtained by counting casa up from the lowest score interval. This column
shows the position of every individual score in the ordered distribution of
grouped scores and, thus, will show the position of the middle most score or
scores (position of the median score = n/2)
X f Cf<
31 - 33 1 60
28 – 30 3 59
25 – 27 3 56
22 -2 4 6 53
19 – 21 8 47
16 – 18 11 39
13 – 15 10 28
10 – 12 7 18
7–9 6 11
4–6 4 5
1 -3 1 1
n = 60
Since the position of the median is n/60 = 60/2 = 30, there are two
middle most values, the 30th and the 31st scores. From the cf column, it can be
seen that the 30th and the 31st scores in the interval (16-18). Interval (16-18) is
called the median class, or the class containing the median, meaning the
median will range from 16 to 18. For this grouped data, the median can be
interpolated (or estimated) using the formula.
Where LL is the real lower limit of the median class

n is the total number of cases in the distribution
f(b) is the number of cases below the median class
f(w) is the number of cases within the median class, and;
I is the size of class interval (number of scores in a class or
group)
In the illustration above, the median class is the interval (16-18), thus
the values of
LL = 15.5
n = 60
ƒ = 28
ƒ = 11
I = 3
Md = LL + N/20 -f(b) 3
f(w)
Therefore, the interpolated median is

60/2 - 28
Md = 15.5 + 11 3
= 15.5 30-28
11 3 30-28=2/11 x 3
= 15.5 + (.18181818)3
= 15.5 + 0.5454545
Md = 16.05
This means that students with scores greater than 16.05 belong to the
upper 50% of the class and students with scores less than 16.05 belong to the
lower 50% of the class.
Mode
The most frequent score or value in a frequency distribution is known as

the mode (Mo). It can be determined by inspecting an array of values. Consider
the distribution 34,56,34,90,67,80; the most frequent value is 34, that is, the
mode or Mo = 34
It may also happen that two or more values have the same frequency, for
example 34, 56, 34, 90, 56, 80,where the value most cited are 34 and 56. In
this case, there are two values of the mode, Mode 1 = 34 and Mode 2 = 56. This
given set of scores is an example of a bi-modal distribution.
For grouped data, the mode is the mid-value of the class having the
highest frequency. By observation, it is easy to approximate when there is a
small number of scores; it is not necessary to arrange the values. Despite the
advantages cited, the mode can only be determined when a limited number of
data is available. In some cases, the mode may not exist, where none of the
values are repeated.
Standard Deviation
Standard deviation as another measure of variability is the most

commonly used indicator of the degree of dispersion and also the most
dependable measure of variability. Moreover, the standard deviation is the
square root of variance.
Standard Deviation from Ungrouped Data Using Working Formula
The formula of standard deviation from ungrouped data using working
formula is as follows:
___________
SD = √ ∑(X - )²
N-1
Where: SD = Standard deviation
∑(X- ) = Sum of the squared difference of scores and mean
N = Number of cases
The table below shows the computation of standard deviation using

working formula
Students X (X- ) ( X- )²
1 80 9.15 83.7225
2 79 8.15 66.4225
3 78 7.15 51.1225
4 77 6.15 37.8225
5 75 4.15 17.2225
6 75 4.15 17.2225
7 75 4.15 17.2225
8 75 4.15 17.2225
9 74 3.15 9.9225
10 73 2.15 4.6225
11 72 1.15 1.3225
12 70 -0.85 0.7225
13 68 -2.85 8.1225
14 67 -3.85 14.8225
15 66 -4.85 23.5225
16 65 -5.85 34.2225
17 64 -6.85 46.9225
18 63 -7.85 61.6225
19 61 -9.85 97.0225
20 60 -10.85 117.7225
Total=20 ∑X 1,417 728.55
Mean Computation
Mean( ) = ∑X = 1,417 = 70.85

N 20
To get ( X - ) = 80 - 70.85 = 9.15 ( sample computation for column 3 of
the table above)
_________
SD = √ ∑(X- - ) ²
N-1
_________
= √ 728.55
20-1
_________
= √ 728.55
19
= √ 38.34474
SD = 6.192313 or 6.19
SOLVING FOR THE MEAN, MEDIAN MODE AND STANDARD DEVIATION OF GROUPED
DATA USING THE MIPOINT METHOD
Comparison of the Three Indices of Central Location
Skewed Data
Data can be "skewed", meaning it tends to have a long tail on one side or the
other:
Negatively Skew this
means that the mean and
median are found in the left
of the mode because
majority of the students are
above the mean or above
average. The scores are
pulled towards the right due
to the presence of more high
extreme scores.
NORMAL DISTRIBUTION
Normal Distribution
In normal distribution
or bell-shaped distribution
or symmetrical distribution
the mean, median and mode
have the same values.
POSITIVELY SKEWED:
Positively skewed- the scores

are pulled towards the left
because of the presence of more
low extreme scores
ELABORATE
Given a frequency distribution of the scores of students in math exam:

Compute for the mean, median and mode and find its skewness.
X f
56 – 59 5
52 – 55 9
48 – 51 12
44 – 47 15
40 – 43 14
36 – 39 9
32 – 35 10
28 – 31 5
24 - 27 8
EVALUATE
1. The most reliable measure of central tendency.

a. Median b. Mode c. Mean d. Standard deviation
2. Measure of central tendency in which the class is determined on the

highest frequency.
a. Mode b. Median c. Mean d. Standard
3. The mode of these scores, 55,57 59, 59, 59, 60, 62, 63, 65, 67, 67, 70,
and 70
a. 59 b. 70 c. 67 d. 60
4. The median of item n0. 3 is

a. 63 b. 60 c. 62 d. 61
5. The mean of item 3 is

a. 62.41 b. 62.54 c. 62.53 d. 62.44
6. The sum of all the scores of item no. 3 is

a. 812 b. 813 c. 815 d. 814
7. The range of item n. 3 is

a. 14 b. 16 c. 13 d. 15
8. The number of cases in the distribution of item no. 3 is

a. 13 b. 11 c. 12 d. 14
9. What can be said if student performance in a positively skewed scores

distribution?
a. Most students performed well
b. Most students performed poorly
c. Almost all students had averaged performance
d. A few students performed excellently
10.Explain what is a negatively skewed scores distribution?
UNIT 8: GRADING AND LEARNING PROMOTION OF BASIC EDUCAYION
PROGRAM ( K -12 Curriculm)
EXPLORE
Objectives:
 identify the three components of the grading system under the K to 12
Curriculum
 solves for the grade of a learner
 differentiate the grading system of DepEd Order No. 8 and DepEd
Order No. 31
EXPLAIN
(Enclosure to DepEd Order No. 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12
BASIC EDUCATION PROGRAM (BEP)
What is the grading system
 Learners from Grades 1 to 12 are graded on Written Work,

Performance Tasks, and Quarterly Assessment every quarter.
These three are given specific percentage weights that vary

according to the nature of the learning area.
Steps in Computation of Grade
 Step 1: Grades from all student work are added up. This results in the
total score for each component, namely Written Work, Performance
Tasks, and Quarterly Assessment.
Raw scores from each component have to be converted to a Percentage Score. This is to
ensure that values are parallel to each other.
 Step 2: The sum for each component is converted to the Percentage
Score. To compute the Percentage Score (PS), divide the raw score by the
highest possible score then multiply the quotient by 100%. This is shown
below:
PERCENTAGE
SCORE (PS) = Learner’s total raw score x 100%
Highest possible score
 Step 3: Percentage Scores are then converted to Weighted Scores to show

the importance of each component in promoting learning in the different
subjects.
 To do this, the Percentage Score is multiplied by the weight of the
component found in Table 4 for Grades 1 to 10 and Table 5 for Senior
High School. The product is known as the Weighted Score (WS).
 Weighted Score (WS) = Percentage Score x Weight of Component
Components Languages, EsP, Science,Math MAPEH,EPP/TLE
AP
1 Written 30% 40% 20%
to Work
10 Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment
Weights for the SHS
 Step 4: The sum of the Weighted Scores in each component is the Initial
Grade. This Initial Grade will be transmuted using the given
transmutation table (see Appendix B) to get the Quarterly Grade (QG).
 Step 5: The Quarterly Grade for each learning area is written in the
report card of the student.
Appendix B ( Transmutation Table)
Initial Grade Transmu Initial Grade Transm Initial Grade Transm

ted uted uted
Grade Grade Grade
100 100 52.00 – 55.99 73
98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69
92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65
85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64
84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63
82.40 – 83.99 89 61.60 – 63.19 76 8.00 – 11.99 62
80.80 – 82.39 88 60.00 – 61.59 75 4.00 – 7.99 61
79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60
Table 7. Steps for Computing Grades
1. Get the total score for each component.

Learner’s Raw Highest Possible
Score Score
Written Work 1 18 20
TOTAL 145 160

Score Score
Performance Task 1 12 15
Performance Task2 13 15
TOTAL 100 120

Score Score
Quarterly 40 50
Divide the total raw score by the highest possible score then multiply the
quotient by 100%.
PS of Written Work is 90.63.
Percentage Score (PS)=120 x 100%
PS of Performance Task is 83.33.
Percentage Score (PS)= 50x 100%
PS of Quarterly Assessment is 80.00.
STEPS
3. Convert Written Work for English Grade 4 is 30%
Percentage Weighted Score (WS)= 90.63 x 0.30
Scores to The Weighted Score of Written Work in 27.19.
Weighted Scores. Performance Tasks for English Grade 4 is 50%.
Multiply the Weighted Score (WS)= 83.33 x 0.50
Percentage Score The Weighted Score of Performance Task is 41.67.
by the weight of Quarterly Assessment for English Grade 4 is 20%.
the component Weighted Score (WS)= 80.00 x 0.20
indicated in Table The Weighted Score of Quarterly Assessment is 16.
4 and Table 5. (The scores can be found in the sample class record on Table
6.)
4. Add the Component Weighted Score
Weighted Scores Written Work=27.19 Performance Tasks= 41.67 Quarterly
of each Assessment= 16.00
component. The TOTAL 84.86
result will be the The Initial Grade is 84.86.
Initial Grade.
5. Transmute the The Initial Grade is 84.86 The Transmuted Grade is 90.
Initial Grade The Quarterly Grade in English for the 1st Quarter is 90.
using the This is reflected in the Report Card.
Transmutation
Table in
Appendix B.
 For MAPEH, individual grades are given to each area, namely, Music,
Arts, Physical Education, and Health. The quarterly grade for MAPEH is
the average of the quarterly grades in the four areas.
 Quarterly Grade = QG for Music + QG for Arts + QG for PE + QG for
Health (QG) for MAPEH divided by 4.
B. How are grades computed at the end of the school year?
For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.
lst-quarter grade +2nd-quarter grade+3rd-quarter grade+4th-quarter grade
= Grade by Learning Area
The General Average is computed by dividing the sum of all final grades by the
total number of learning areas. Each learning area has equal weight.
The General Average is computed by dividing the sum of all final grades by the
total number of learning areas. Each learning area has equal weight.
General = Sum of Final Grades of All Learning Areas
Average Total number of Learning Areas in a grade level
The Final Grade in each learning area and the General Average are reported as
whole numbers. Table 8 shows an example of the Final Grades of the different
learning areas and General Average of a Grade 4 student.
Learning Area
1 2 3 4 Final Grade
Filipino 80 89 86 84 85
English 89 90 92 87 90
Mathematics 82 85 83 83 83
Science 86 87 85 84 86
Araling Panlipunan 90 92 91 89 91
Edukasyon sa 89 93 90 88 90
Pagpapakatao
Edukasyong 80 81 84 79 81
Pantahanan at
Pangkabuhayan
MAPEH 85 86 85 84 85
General Average 86
ELABORATE
Solves the grade of the following students in English
Written Works(30) Performance Quarterly

Task(50) Assessment(20)
Name HPS PS WS HPS PS WS HPS PS WS IG FG
75 100 30 70 100 50 50 100 20
Juan 72
Peter 67
John 56
Legend:
HPS – Highest Possible Score IG - Initial Grade
PS - Percentage Score FG - Final Grade
WS - Weighted Score
DEP ED ORDER 31. S. 2020
Weights Distribution in Grades 1-10
Assessment Weight in Percentage

Component
Languages/ Science/ MAPEH/EPP/
AP/EsP Math TLE
Written Works 40 50 30
Performance 60 50 70
Tasks
Weight Distribution in Senior High School ( Grade 11-12)
Assessment Weight in Percentage
Component
Languages/ Science/ MAPEH/EPP/
AP/EsP Math TLE
Written Works 40 50 30
Performance 60 50 70
Tasks
Weight in Percentage
Technical/Vocational
and Livelihood
Academic Track
(TVL)/Sports/Arts and
Design Tracks
Assessm
Core Work
ent
Subje Immersion/Research/ Work
Compon All All
cts Business Enterprise Immersion/Re
ent Other Other
Simulation/ search
Subje Subje
Performance Exhibit/Perfor
cts cts
MAPEH/EPP/ mance
TLE
Written
40 40 50 30 30
Works
Perform
ance 60 60 50 70 70
Tasks
Transmutation of grades will still follow Appendix B of DO 8, s. 2015
Policies on retention and promotion will still follow provisions in DO 8, s. 2015
EVALUATE
Refer to the Elaborate Activities: Solve for the grade of the students not
considering the periodical examination. Use DepEd Order 31 in solving for the
grade.
REFERENCES
Calmorin , L. (2011), Assessment of Student Learning 2, REX Book Store,
Manila Philippines
Downie, N.M. & Heath, R.W. (1984) Basic statistics method (5th ed.) New York,
Harper and Row Publishers
Earl, L. (2005). Assessment as Learning, Using classroom assessment to

maximize student learning. Thousand Oaks, California. Corwin Press
Ferguson, G.A. (1981). Statistical analysis in psychology and education,

Mandaluyong City ; National Bookstore
Kratwohl, D.R. Bloom, B.S., & Masia B.B. (1964) Taxonomy of educational
objectives, Handbook II Affective domain, New York: David McKay
Raganit, A. et (2010) Assessment of Student Learning 1 (Cognitive Learning)

C.Publishing, Inc. 839 EDSA, South Triangle, Quezon City
Sax, G. (1989). Principles of psychological measurement and evaluation (3rd ed.).

Belmont, CA: Wadsworth.
Wyatt T. (1988). Educational Indicators: An Overview, Reporting on Educational

Progress: Performance Indicators in Education. Bulletin No. 3
Conference of Directors General of Education, Sydney.

Educ 313. Assessment Prof Ed

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Educ 313. Assessment Prof Ed

Uploaded by

Copyright:

Available Formats

KING’S COLLEGE OF MARBEL, INC.

Brgy. Morales, City of Koronadal

Prepared by: Elizabeth C. Consular, MAED

UNIT 1: Nature and Purposes of Assessment

UNIT 2: ESTABLISHING LEARNING TARGETS

UNIT 3: PREPARATION OF CLASSROOM ASSESSMENT

UNIT 4: DEVELOPMENT OF CLASSROOM ASSESSMENT

UNIT 5: ITEM ANALYSIS

UNIT 6: FREQUENCY DISTRIBUTION

UNIT 7: MEASURES OF CENTRAL LOCATION AND OTHER POINT

UNIT 8: GRADING AND LEARNING PROMOTION OF THE

The parts of this Learning Module include:

Engage This lesson mentally engages students with an activity or

As designed, this Module is intended for Assessment of Student Learning

Unit 1: Nature and Purposes

Unit 2: Establishing Unit 6: Frequency

Unit 3 Preparation of Unit 7: Measures of Central

STUDENT LEARNING COURSE ASSESSMENT TASKS

 Identify the  Purposes of Test  Formulate sample

Unit 6: At the end of Unit 6: Review Exercises

Unit 8: At the end of Unit 8: Grading and Review Exercise:

UNIT 1: NATURE AND PURPOSES OF ASSESSMENT

 discuss the importance of assessment in classroom instruction;

Why do you think assessment is important in classroom instruction?

What is Classroom Assessment?

 Assessment is a joint process that involves both teachers and learners

These purposes can be summed up into three: assessment for learning,

Assessment of learning or summative assessment is done after a unit, a

Assessment as learning is done for teachers to understand and perform

Assessment serves specific purpose. The result of assessments are generally

1. cognitive behaviors (knowledge and information gained, intellectual

1) Assessment should be holistic and authentic in capturing the attainment

Trends of Classroom Assessment

Performance-based assessment is a method to measure skill and product

Authentic assessment involves a performance-based task that

A portfolio is a purposeful collection of student work that exhibits the

Purpose of using Portfolio

1. encouraging self-directed learning;

Characteristics of an Effective Portfolio

1. They clearly reflect stated learner outcomes identified in the core or

Different Types of Portfolio

1. Documentation Portfolio – Also known as the working portfolio, this type

Commonly Used Assessments in the Classroom

The two commonly used assessments during instruction are formative

Formative Assessment Summative Assessment

Formative Assessment should:

Summative Assessment could be written works or performance task.

Written works should:

Norm-referenced Assessment Criterion-Referenced Assessment

1. Discuss clearly the interdependence and interrelationship among

Instructions: Circle the letter of the correct answer.

1. Which of these is not an essential component of classroom assessment?

3. Which of these is the best definition of assessment?

4. Which of these, best explains the purpose of pre-instructional

5. Which of these is not a characteristic of recent trends in assessment?

At the end of the unit, the students are expected to:

 differentiate the types of learning targets;

Write your own ideas on how to construct test items.

Purposes of Instructional Goals and Objectives

Instructional goals and objectives provide direction for the instructional

Terms associated with learning targets are goals objectives, competency,

Types of Learning Targets

 Knowledge Learning Targets – knowledge of the subject matter is the

Bloom’s Taxonomy of Learning Domains/Revised by Anderson &