ASSESSMENT IN LEARNING 1

PROF ED 221

Karizza Jane B. Pejaner, LPT, MST

2021

UNIVERSITY OF SOUTHERN MINDANAO Kabacan,

Cotabato
(Flyleaf)
 ASSESSMENT IN LEARNING 1

PROF ED 221

Karizza Jane B. Pejaner, LPT, MST

2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
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This learning material is printed for the sole use of classroom or

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Prof Ed 221: Assessment in Learning 1 iv

USM VISION

Quality and relevant education for its clientele to be globally

competitive, culture sensitive and morally responsive human resources for
sustainable development

USM MISSION

Help accelerate socio-economic development, promote harmony

among diverse communities and improve quality of life through instruction,
research, extension and resource generation in Southern Philippines.

UNIVERSITY QUALITY POLICY STATEMENT

The University of Southern Mindanao, as a premier university, is

committed to provide quality instruction, research development and extension
services and resource generation that exceed stakeholders’ expectations
through the management of continual improvement efforts on the following
initiatives.
1. Establish Key Result Areas and performance indicators across all
mandated functions;
2. Implement quality educational programs;
3. Guarantee competent educational service providers;
4. Spearhead need-based research outputs for commercialization,
publication, patenting, and develop technologies for food security,
climate change mitigation and improvement in the quality of life;
5. Facilitate transfer of technologies generated from research to the
community for sustainable development;
6. Strengthen relationship with stakeholders;
7. Sustain good governance and culture sensitivity; and 8. Comply to
customer, regulatory and statutory requirements.

PREFACE

(Insert brief introduction to the material and how to use it)

Prof Ed 221: Assessment in Learning 1 v

TABLE OF CONTENTS

Page
Chapter 4 Development and Administration of Tests
Planning a Written Test
Construction of Tests

Prof Ed 221: Assessment in Learning 1 vi

COURSE GUIDE

Course Information
Course Title Assessment in Learning 1
Course Code Prof Ed 221
Pre-requisite/ Prof Ed 122
Corequisite

Course Description
This is a course that focuses on the principles, development and utilization of
conventional assessment tools to improve the teaching-learning process. It
emphasizes on the use of assessment of, as, and for, in measuring
knowledge, comprehension and other thinking skills in the cognitive,
psychomotor or affective domains. It allows students to go through the
standard steps in test construction and development and the application in
grading systems.

Course Objectives/Outcomes
Upon passing the course, you must be able to:
1. Match the different learning targets and their appropriate assessment
techniques;
2. Construct classroom assessment tools in measuring knowledge and
thinking skills; and
3. Demonstrate skills in utilizing and reporting test results.

Course Learning/Study Plan/Schedule

Week/Date Topic Teaching Learning Assessment
(Deadlines) and Materials
Learning
Activities
Planning a Construction • Module • TOS
Written Test of TOS • Google • Module
Classroom Exercises
 Video

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 Construction of Construction • Module • Test items
Written of Tests • Google • Module
Tests Classroom Exercises
- Multiplechoice  Video
items
- Matchingtype
items

- True or
False items
- Shortanswer
test items
- Essay tests
- Problemsolving
test items

Course Requirements/Assessment and Evaluation

Scheme/Grading System
Short Quizzes/Module Exercises - 20%
Individual Activities - 40%
Long Exams (MT/FT) - 40%
100%

House Rules/Class Policies

A. Participation in Google Classroom Classworks.
B. Submission of requirements on time.
C. Student Conduct and Discipline (Section 1-3, Article 225, Chapter 65,
USM Code)

Prof Ed 221: Assessment in Learning 1

viii
CHAPTER 4 Development and Administration of Tests

Intended Learning Outcomes

By the end of this topic/chapter, you must be able to:
1. Prepare a table of specifications (TOS) for a written test; and
2. Construct classroom assessment tools in measuring knowledge and
thinking skills.

PLANNING A WRITTEN TEST

In designing a written test, it should be well-planned – that is, it should
measure the intended learning outcomes or objectives. In order to do this, a
teacher should demonstrate knowledge and skills in preparing a Table of
Specification (TOS). In this chapter, you will be tasked to prepare a TOS and
use it in making a well-planned written test.

What is a Table of Specifications?

A table of specifications (TOS), also called a test blueprint, is used by

teachers to “map out the test objectives, contents, or topics covered by the
test; the levels of cognitive behavior to be measured; the distribution of items,
number, placement, and weights of test items; and the test format (David, et
al
2020)”.
According to David, et al (2020), TOS is important because it:
a. Ensures that the instructional objectives and what the test captures
match;
b. Ensures that the test developer will not overlook details that are
considered essential to a good test;
c. Makes developing a test easier and more efficient;
d. Ensures that the test will sample all important content areas and
processes;
e. Is useful in planning and organizing; and
f. Offers an opportunity for teachers and students to clarify
achievement expectations.

What are the general steps in developing a table of

specifications?

The following are the steps in developing a TOS:

1. Determine the objectives of the test.

Prof Ed 221: Assessment in Learning 1

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 Identify the type of objectives. Is it in the cognitive, affective or
psychomotor domain? “Cognitive objectives are designed to
increase an individual’s knowledge, understanding, and awareness.
Affective objectives aim to change an individual’s attitude into
something desirable. While psychomotor objectives are designed to
build physical or motor skills. Choose only the objectives that can
be best captured by a written test (David, et al 2020).”

2. Determine the coverage of the test. “Only topics or contents that

have been discussed in class and are relevant should be included in
the test (David, et al 2020).”

3. Calculate the weight of the topic. “The weight assigned per topic
in the test is based on the relevance and the time spent to cover
each topic during instruction. The percentage of time for a topic in a
test is determined by dividing the time spent for all topics covered in
the test (David, et al 2020).”

For example: The teacher in Assessment in Learning 1 class spent

¼ to 1 ½ hours class session. Thus, the weight for each topic is as
follows:

Topic No. of Time Percent of

Sessions Spent Time
(Weight)
Bloom’s Taxonomy 0.5 class 30 min 10.0
of Educational session
Objectives
Revised Bloom’s 0.5 class 30 min 10.0
Taxonomy of session
Educational
Objectives
Types of Learning 0.5 class 30 min 10.0
Targets session
Appropriate 1 class 60 min 20.0
Methods of session
Assessment
Classifications of 1.5 class 90 min 30.0
Assessment session
Table of 0.5 class 30 min 10.0
Specifications session
General steps in 0.5 class 30 min 10.0
developing TOS session
TOTAL 5 class 300 min or 100
sessions 5 hours

Prof Ed 221: Assessment in Learning 1

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 4. Determine the number of items for the whole test.
“As a general rule, students are given 30-60 seconds for each item
in test formats with choices (David, et al 2020).” Thus, for a one-
hour class, the test should not exceed 60 items, maybe just 50
items, considering the time for distribution and giving instructions.

5. Determine the number of items per topic.

To determine the number of items to be included in the test, the
weights per topic are considered.

Topic Percent of Time No. of Items

(Weight)
Bloom’s Taxonomy of 10.0 5
Educational Objectives
Revised Bloom’s 10.0 5
Taxonomy of
Educational Objectives
Types of Learning 10.0 5
Targets
Appropriate Methods 20.0 10
of Assessment
Classifications of 30.0 15
Assessment
Table of Specifications 10.0 5
General steps in 10.0 5
developing TOS
TOTAL 100 50 items

What are the different formats of a test table of specifications?

There are three (3) types of TOS: one-way, two-way, and three-way.
1. One-Way TOS. Works around the objectives without considering the
different levels of cognitive behaviors. However, it cannot ensure that
all levels of cognitive behaviors that should have been developed by
the course are covered in the test.
Topic Test No. of Format No. and
Objective Hours and Percent
Spent Placement of Items
of Items
Bloom’s Identify the 0.5 Multiple 5
Taxonomy of verbs to be Choice (10%)
Educational used at the Item #s 1-5
Objectives different
cognitive

Prof Ed 221: Assessment in Learning 1

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 levels.
Revised Identify the 0.5 Multiple 5
Bloom’s difference Choice (10%)
Taxonomy of between the Item #s 6-
Educational previous 10
Objectives and revised
Bloom’s
Taxonomy
of
Educational
Objectives.
etc
TOTAL 1 50
(100%)

2. Two-Way TOS. “Allows one to see the levels of cognitive skills and
dimensions of knowledge that are emphasized by the test. It also
shows the framework of assessment used in the development of the
test.
Content Time No. & KD* Level of Cognitive Behavior,
Spent Percent Item Format, No. and
of Placement of Items
Items R U AP AN E C
Bloom’s 0.5 5 F I.3
Taxonomy hours (10.0%) #1-
of 3
Educational C I.2
Objectives #4-
5
Revised 0.5 5 P I.2
Bloom’s hours (10.0%) #6-
Taxonomy 7
of M II.1 II.1
Educational #8 #910
Objectives
etc
Scoring 1 point 2 points 3 points
per item per item per item
OVERALL 5 50 20 20 10
TOTAL (100%)
*Legend: Knowledge Dimension (KD) = Factual (F), Conceptual (C), Procedural (P), and
Metacognitive (M)
I – Multiple Choice; II – Open-ended (Ex. I.2, Multiple Choice and 2 items)

3. Three-Way TOS. Reflects the features of one-way and two-way TOS.

Content Learning Time No. & K Level of Cognitive
Objective Spent Percent D* Behavior, Item Format,

Prof Ed 221: Assessment in Learning 1

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 of Items No. and Placement of
Items
R U AP A E C
N
Bloom’s Identify 0.5 5 F I.3
Taxonom the verbs hours (10.0%) #1
y of to be used -3
Educatio at the C I.2
nal different #4
Objective cognitive -5
s levels.
Revised Identify the 0.5 5 P I.2
Bloom’s verbs to hours (10.0%) #6
Taxonom be used at -7
y of the M II.1 II.1
Educatio different #8 #9
nal cognitive -
Objective levels. 10
s
etc
Scoring 1 point 2 points 3
per item per item points
per
item
OVERALL 5 50 20 20 10
TOTAL (100%)
*Legend: Knowledge Dimension (KD) = Factual (F), Conceptual (C), Procedural (P), and
Metacognitive (M)
I – Multiple Choice; II – Open-ended (Ex. I.2, Multiple Choice and 2 items)

Formative Assessment 1 (Quiz, Exercise, Activity, etc.)

A. Below is a set of competencies targeted for instruction taken from

Science in the K to 12 curriculum. Check the assessment method
appropriate for the given competencies.
Competencies Appropriat Appropriate Appropriat
e for for e for
Objective Constructe Methods
Test d Type of other than
Format Test a Written
Format Test
1. Infer that the
weather changes
during the day and
from day to day
2. Practice care and
concern for animals

Prof Ed 221: Assessment in Learning 1

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 3. Participate in
campaigns and
activities for
improving/managin
g one’s
environment
4. Compare the ability
of land and water
to absorb and
release heat
5. Describe the four
types of climate in
the Philippines

B. Design a table of specifications for a written test covering the

objectives of your chosen topic (same for your demonstration).
Note:
a. Prepare a five-item multiple choice test.
b. Use the three-way TOS for this test.
c. Use the following format:

Name
Grade Level Subject Area
Domain/s Covered
Objectives

Content Learning Time No. & K Level of Cognitive

Objective Spent Percent D* Behavior, Item Format,
of Items No. and Placement of
Items
R U AP A E C
N

Scoring
OVERALL
TOTAL

d. Prepare this in one whole sheet of paper. Then, take a

picture and send it to kjbpejaner@usm.edu.ph with subject
ASSESSMENT ACTIVITY 1_Last Name, First Name Middle
Initial. Or you may prepare an electronic copy (in MS Word

Prof Ed 221: Assessment in Learning 1

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 format) and send it to the said email address with the same
subject.
e. Deadline is on June 9, 2021.

CONSTRUCTION OF WRITTEN TESTS

“While authentic/performance-based assessments have been
advocated as the better and more appropriate methods in assessing learning
outcomes, particularly as they assess higher-level thinking skills, traditional
written assessment methods, such as multiple-choice tests, are also
considered as appropriate and efficient classroom assessment tools for some
types of learning targets. This is especially true for large classes and when
test results are needed immediately for some educational decisions.
Traditional tests are also deemed reliable and exhibit excellent content and
construct validity (David, et al 2020).”

What are the general guidelines in choosing the appropriate

test format?

1. What are the objectives or desired learning outcomes (DLO) of the

subject/unit/lesson being assessed?
2. What level of thinking is to be assessed (i.e., remembering,
understanding, applying, analyzing, evaluating, and creating)? Does
the cognitive level of the test question match your instructional
objectives or DLOs?
3. Is the test matched or aligned with the course’s DLOs and the
course contents or learning activities?
4. Are the test items realistic to the students (relevant or related to
their everyday experiences)?

What are the major categories and formats of traditional

tests?

1. Selected-Response Tests – require learners to choose the correct

answer or best alternative from several choices
1. Multiple Choice Test
2. True-False or Alternative Response Test
3. Matching-Type Test
2. Constructed-Response Tests – require learners to supply answers
to a given question or problem
1. Short Answer Test

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 i. Completion
ii. Identification
iii. Enumeration
2. Essay Test
3. Problem-Solving Test

What are the general guidelines in writing multiple-choice test

items?
According to David, et al (2020), the multiple-choice test items are
classified in terms of content, stem, and options.

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

Faulty: Which of the following is a type of statistical procedure used to

test a hypothesis regarding significant relationship between variables,
particularly in terms of the extent and direction of association?
A. ANCOVA C. Correlation
B. ANOVA D. t-test
Good: Which of the following is an inferential statistical procedure used
to test a hypothesis regarding significant differences between two
qualitative variables?
A. ANCOVA C. Chi-Square
B. ANOVA D. Mann-Whitney Test

2. Do not lift and use statements from the textbook or other learning
materials as test questions.
3. Keep the vocabulary simple and understandable based on the level of
learners/examines.
4. Edit and proofread the items for grammatical and spelling before
administering them to the learners.

Stem:
1. Write the directions in the stem in a clear and understandable manner.

Faulty: Read each question and indicate your answer by shading the
circle corresponding to your answer.

Good: This test consists of two parts. Part A is a reading

comprehension test, and Part B is a grammar/language test. Each
question is a multiplechoice test item with five (5) options. You are to
answer each question but will not be penalized for a wrong answer or
for guessing. You can go back and review your answers during the
time allotted.

Prof Ed 221: Assessment in Learning 1

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 2. Write stems that are consistent in form and structure, that is, present all
items either in question form or in descriptive or declarative form.

Faulty: (1) Who was the Philippine president during Martial Law?
(2) The first president of the Commonwealth of the Philippines was
___________.

Good: (1) Who was the Philippine president during Martial Law?
(2) Who was the first president of the Commonwealth of the
Philippines?

3. Word the stem positively and avoid double negatives, such as NOT and
EXCEPT in a stem. If a negative word is necessary, underline or
capitalize the words for emphasis.

Faulty: Which of the following is not a measure of variability?

Good: Which of the following is NOT a measure of variability?

4. Refrain from making the stem too wordy or containing too much
information unless the problem/question requires the facts presented to
solve the problem.

Faulty: What does DNA stand for, and what is the organic chemical of
complex molecular structure found in all cells and viruses and codes
genetic information for the transmission of inherited traits?

Good: As a chemical compound, what does DNA stand for?

Options:

1. Provide three (3) to five (5) options per item, with only one being the
correct or best answer/alternative.
2. Write options that are parallel or similar in form and length to avoid
giving clues about the correct answer.

Faulty: What is an ecosystem?

A. It is a community of living organisms in conjunction with the non-
living components of their environment that interact as a system.
These biotic and abiotic components are linked together through
nutrient cycles and energy flows.
B. It is a place on Earth’s surface where life dwells.
C. It is an area that one or more individual organisms defend against
competition from other organisms.

Prof Ed 221: Assessment in Learning 1

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 D. It is the biotic and abiotic surroundings of an organism or
population.
E. It is the largest division of the Earth’s surface filled with living
organisms.

Good: What is an ecosystem?

A. It is a place on Earth’s surface where life dwells.
B. It is the biotic and abiotic surroundings of an organism or population.
C. It is the largest division of the Earth’s surface filled with living
organisms.
D. It is a large community of living and non-living organisms in a
particular area.
E. It is an area that one or more individual organisms defend against
competition from other organisms.

3. Place options in a logical order (e.g., alphabetical, from shortest to

longest).

Faulty: Which experimental gas law describes how the pressure of gas
tends to increase as the volume of the container decreases? (i.e.,
“The absolute pressure exerted by a given mass of an ideal gas is
inversely
proportional to the volume it occupies.”)
A. Boyle’s Law D. Avogadro’s Law
B. Charles Law E. Faraday’s Law
C. Beer Lambert Law

Good: Which experimental gas law describes how the pressure of gas
tends to increase as the volume of the container decreases? (i.e.,
“The absolute pressure exerted by a given mass of an ideal gas is
inversely
proportional to the volume it occupies.”)
A. Avogadro’s Law D. Charles Law
B. Beer Lambert Law E. Faraday’s Law
C. Boyle’s Law

4. Place correct response randomly to avoid a discernable pattern of

correct answers.
5. Use None-of-the-above carefully and only when there is one absolutely
correct answer, such as in spelling or math items.

Faulty: Which of the following is a nonparametric statistic?

A. ANCOVA D. t-test
B. ANOVA E. None of the above
C. Correlation

Good: Which of the following is a nonparametric statistic?

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 A. ANCOVA D. Mann-Whitney U
B. ANOVA E. t-test
C. Correlation

6. Avoid All of the Above as an option, especially if it is intended to be

correct answer.

Faulty: Who among the following has become the President of

Philippine Senate?
A. Ferdinand Marcos D. Quintin Paredes
B. Manuel Quezon E. All of the above
C. Manuel Roxas

Good: Who among the following has become the President of

Philippine Senate?
A. Ferdinand Marcos D. Quintin Paredes
B. Manuel Quezon E. All of the above
C. Manuel Roxas

7. Make all options realistic and reasonable.

Formative Assessment 2 (Quiz, Exercise, Practice Problem,

etc.)

Construct a five-item multiple choice test with four options. Use your
prepared table of specifications (TOS). Prepare this in one whole sheet of
paper. Then, take a picture and send it to kjbpejaner@usm.edu.ph with
subject ASSESSMENT ACTIVITY 2_Last Name, First Name Middle Initial. Or
you may prepare an electronic copy (in MS Word format) and send it to the
said email address with the same subject. Deadline is on June 9, 2021.

Chapter 4 Summary

• Table of Specifications (TOS) is the test blueprint used to map

out necessary information needed in preparing a written test.
This includes test objectives, contents, or topics covered by the
test; the levels of cognitive behavior to be measured; the
distribution of items, number, placement, and weights of test
items; and the test format.
• The following are the steps in developing a TOS: o Determine
the objectives of the test; o Determine the coverage of the test;

Prof Ed 221: Assessment in Learning 1

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 o Calculate the weight of the topic; o Determine the number of
items for the whole test.
o Determine the number of items per topic.
• There are three (3) types of TOS: one-way, two-way, and
threeway.
• The following questions should be considered in deciding the
appropriate test format:
o What are the objectives or desired learning outcomes
(DLO) of the subject/unit/lesson being assessed?
o What level of thinking is to be assessed (i.e.,
remembering, understanding, applying, analyzing,
evaluating, and creating)? Does the cognitive level of the
test question match your instructional objectives or
DLOs? o Is the test matched or aligned with the course’s
DLOs and the course contents or learning activities?
o Are the test items realistic to the students (relevant or
related to their everyday experiences)?
• There two major categories of test: selected-response and
constructed-response tests.
• Selected-response tests require learners to choose the correct
answer or best alternative from several choices.
• Constructed-response tests require learners to supply answers
to a given question or problem.

Summative Assessment 1 (Exam, Presentation, Portfolio, etc.)

Summative assessment will be available on June 11, 2021 in Google

Form.

Prof Ed 221: Assessment in Learning 1

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Chapter 4 Reference

David, A., Golla, E., Valladolid, V., Magno, C., & Balagtas, M. (2020).
Assessment in Learning 1 (1st ed.). Manila: Rex Book Store, Inc.

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