Course & Section: BSED-ENG 3A

Group Members: Basilio, Raiza Joy S. Bu-ucan, Arvie Joy P. Casila, Bellyne B.
Benter, Kris S. Cacliong, Irish B.

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

COLLEGE OF TEACHER EDUCATION

Prof Ed 6 (Assessment in Learning 1)

First Semester, AY 2022-2023

Activity for IM No. 3

Critiquing and Reflections on Desirable Characteristics of a Test

From your readings, work on the following:

1. Critique the VALIDITY of the given teacher-made test (Attachment A) based on the desirable characteristics
of a good test.

Critiquing (Validity of Tests)

Observed Parameter Comments

Appropriateness/Alignment (Not applicable; you did not take that subject under the same teacher)

The directions are evidently indicated making it easier for students to answer
Direction
the tests.

The vocabulary and the sentence structure are made to be understandable

Vocabulary and Sentence
resulting in non-reduced validity of the test.

The tests are not too easy nor too difficult. It is moderately constructed which
Difficulty
matches the instructional perspective.

The test items do not provide any clues. It is clear and has no grammatical
Construction of Items
clue, pattern or repetition of key words.

The length of the test is sufficient enough for a student to finish the test with
Length of Test
the given time frame. It is not too long not too short.

The test is arranged properly form the easiest to the most difficult way wherein
Arrangement of Items
students can answer it without mental blocks and pressure.

Topics Covered (not applicable)

Amount of Emphasis (not applicable)

2. Give what is the desired format (arrangement) of a good test (on administrability) by comparing Attachments
A and B.

Determining the Appropriate Format of a Test

Page 1 of 7
 Observed Parameter Short description of what should be (ideal)

The spacing between words and sentences should be appropriate

Spacing enough for a student to read the test clearly. The spacing between
sentences on the attachment A is better than the spacing on
attachment B in which the latter has a little to no spaces between
sentences, making it difficult for the students, especially to those
who have vision difficulties. While the former, attachment A, has
provided enough space making it easier to read and understand.
Spaces should also be applied in a manner in which it words should
only have one space from one another, the same as the sentences
below other sentences except if for example, the given essay
wherein it was stated that the student must write their answer on the
space provided; but the space provided was only a single space. In
this situation, appropriate spaces should be given.
The standard font size for academic papers is size 11 or 12, mostly,
Font Size size 12. However, comparing the font sizes of attachment A and B,
the attachment B only has a font size of 10 which is not the ideal
font size for papers that will be read and analyzed by the students.
Having the exact ideal size of a font, not too small and not too large,
would help the students read the words clearly.
Alignment of each sentence should be justified for the sake of
Alignment clarity and formality. If the alignment of each item were not in
order, there is a tendency that the test will look complicated. For
example, the alignment on attachment A, matching type; due to the
error in alignment, the number 8 was left with no question provided.
Font Style Ideal font styles were Times New Roman and Arial because these
fonts are readable than fonts with complicated styles. While the
attachment A used Times New Roman, the attachment B used
Lucida Calligraphy which is a stylish font. Stylish fonts are more
complicated than simple fonts like TNR and Arial as some of the
student may have vision problems such as blurriness and
astigmatism which makes it difficult for them to read complex font
styles.
Margin From the given attachments, margins of each side were different.
Margins on a test paper should be all 1 inch each side.
Capitalization On the attachment A and B, both contains test questionnaires which
capitalization was not applied. On all beginning sentences,
capitalization must be used as it is on the rule on how to construct
sentences.
Indention Indentions were used in order to easily recognize the break in every
item. Comparing attachment, A and B, attachment A has a better
indention as the questions and the choices are easy to recognize,
while the attachment B is more complex as it has no indentions at
all to break a space for the questionnaire and the choices.

3. Reflect on your experiences with classroom testing, then work on the following:

State your positive/negative experiences before and during the pandemic on test validity, format,
administration, and scoring. Share with your groupmates and consolidate (NOT to write all answers, by
individual) using the given template.

Positive and Negative Practices in Testing

Positive Experiences Negative Experiences

How tests are constructed:

 Tests are constructed with the intention of  There are moments wherein the answer on
assessing whether we have achieved the test questionnaires provides clues. For
objective of the given lesson. example, at the multiple choice, a definition
was given and then we choose the answer

Page 2 of 7

How tests are administered:
 One of the positive experiences we’ve had
on how tests are administered was having a
clean and peaceful environment to answer
the questions.
 Students take an exam in one room at the
same hour/time and before the exam starts,
teacher will state their instructions and can
easily ask students if they have clarification.
Moreover, using paper and pen is a better
way of administrating exam because
students can easily access and turn the exam
papers to the next page without problems.
How answers are scored:
 The best experience in this matter that we
have ever had was when we are able to
explain why our answers deserved to have
scores especially when it is essay. Also,
another was when we are able to ask for
adjustments as some of the written answers
may not be copied from what we have
reviewed but was reworded on how we
understand the lesson.
 (During pandemic) Exams are easily scored
due to the help of technology and the test
result are easily accessible online.
How the test content is arranged/presented (format):
 The test was arranged from easy, moderate,
and then difficult at the end. This experience
is a good one as answering the easier items
served as the exercise of our mind before we
could encounter difficult questionnaires.
4. As a future responsible and conscientious (matino) teacher, make a resolution (in bullet form) as regards your
testing practices. You may improve what is in the template.
Page 3 of 7
from the choices. But then, at the
identification, the same definition was also
given in which we will only write the answer
at the space provided. Another situation
we’ve been on was when the answers have
patterns which we usually notice early.
 Most of our negative experiences in this
matter psychological and distractions and
accidents. As we have been students who
would review until midnight for our exam,
our psychological condition worsens at the
exam day. We would often feel our fatigue
and anxiousness on whether we’ll pass the
exam or not. Frustrations will also be added
when moments where our pen runs out of
ink.
 (During pandemic) Students cannot take the
exam at the given time due to internet
connection problem. A lot of us student
experience this when our internet is poor it
takes us a lot of time to open the exam, there
is also a possibility that we can’t click the
next page of the exam. Given that there is a
time limit in answering the exams. Also,
students can’t have the answer to their
queries or clarification about the exam
because teachers sometimes are
unresponsive. The directions on the google
forms are also unclear and not enough
because sometimes the teachers don’t
indicate if we have to answer in capital
letters or not.
 In scoring, most of what we experience was
the right minus wrong kind of scoring. This
is where the wrong answers will be
differentiated from the correct answers. In
this manner, there is a huge possibility that
we may get zero to negative scores.
 (Before pandemic) It takes time on checking
the papers because it needs to be done
manually by one teacher.
 The test was arranged from easy, moderate,
and then difficult at the end. This experience
is a good one as answering the easier items
served as the exercise of our mind before we
could encounter difficult questionnaires.
 When we will become teachers (RESPONSIBLE AND CONSCIENTIOUS TEACHERS),
we resolve to:
 Teach students what is essential in an adequate manner of learning according to the conveyed
objectives.

 Empower students to always have with them a learner’s heart by encouraging them to study
smart with the benefit of sufficient lectures with a segment of entertainment.

 Exercise a learner-centered method of learning wherein students can be cooperative, self-

sufficient, and competent to share his/her ideas willingly.

 Provide students with positive criticisms after quizzes, seat works, and examinations, so that
they will be able to recognize what they lack and what mistakes they have committed in the
assigned activities.

 Be a teacher who is constantly affiliated with the parents of each student to oversee their
improvement, discuss the issues regarding their children, and uncover a solution to address
them.

we resolve not to:

 Assign students with activities that are not taught and explained agreeably as well as those
which are not in line with the arranged aims.

 Be a teacher who has an inconsistent and unstable way of teaching.

 Concentrate only on those students who are quick-witted, but also hand over an emphasis on
those students who are mentally challenged.

 Procure instructions and directions which are not fully explained especially with activities
which that will take a colossal percentage in the computation of grades.

 Embarrass students when reciting inaccurate answers, we should not kill the idea, instead, we
should rectify it in a constructive manner.

Name and Signature:

BASILIO, RAIZA JOY S. BENTER, KRIS S. BU-UCAN ARVIE JOY P.

CACLIONG, IRISH B. CASILA, BELLYNE B.

Activity Guide Prepared by:

JANE D. NAVALTA
Professor

Page 4 of 7
Page 5 of 7