Assessment Lecture

Prof Ed 109 Assessment of
Students Learning 1 Prof Ed 109

Assessment of Students Learning
1 Prof Ed 109 Assessment of
Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Asingan, Pangasinan
Lecture Series
PROF EDUC 109- ASSESSMENT OF STUDENTS LEARNING 1
Prepared By:
Elizabeth F. Episcope
TABLE OF CONTENTS
PAGE
Certificate of Utilization
3
Syllabus
A. Orientation
3hrs.
1. University, College and Institutional Vision, Mission,
Goals and Objectives
2. Bases for Evaluation
3. Course Requirements and Grading System
4. Course Overview
B. Basic Concepts of Educational/Classroom Assessment
2 hrs.
a. What is Classroom Assessment?
1. Purpose
2. Measurement
3. Evaluation
4. Educational Evaluation
5. Test
6. Non-Test
C. Establishing High Quality Classroom Assessment
1. Meaning of High Quality Classroom Assessment
1 hr.
2. Principles of High Quality Assessment
1 hr.
3. Clear and Appropriate Learning Targets
3 hrs.
a. Types of Learning Targets
1. Knowledge Learning Targets
2. Reasoning Learning Targets
3. Skill Learning Targets
4. Product Learning Targets
5. Affective Learning Targets
4. Sources of Learning Targets
5 hrs.
a. Blooms Taxonomy of Objectives
b. Textbooks
c. Existing List of Objectives
d. National Standards
5. Criteria for Selecting Learning Targets
2 hrs.
6. Appropriateness of Assessment Methods

5 hrs.
a. Objective Test
b. Essay Test
c. Performance Test
d. Oral Questioning
e. Observation
7. Validity
a. What is Valid Instrument?
b. How is Validity Determined?
1. Content-Related Evidence
2. Criterion-Related Evidence
3. Construct-Related Evidence
3 hrs.
8. Reliability
a. Test of Stability
b. Test of Equivalence
c. Test of Internal Consistency
2 hrs.
9. Fairnesss
a. Student Knowledge of Learning Targets and Assessment
b. Opportunity to Learn
c. Prerequisite Knowledge and Skills
d. Avoiding Teacher Stereotypes
e. Avoiding Bias in Assessment Tasks and Procedures
2 hrs.
10. Positive Consequences

3 hrs.
a. Positive consequences of:
1. students
2. teachers
3. parents
4. other stakeholders
11. Practicality and Efficiency
5 hrs.
a. Teacher Familiarity with the Method
b. Time Required
c. Complexity of Administration
d. Ease of Scoring
e. Ease of Interpretation
f. Cost
12. Assessment Standards and Concerns
3 hrs.
a. Ethics in:
1. gathering data
2. recording data
3. reporting data
b. Legally Mandated Standards

2 hrs.
1. Code of Fair Testing Practices in Education
2
Standards for Teacher Competence
Assessment of
Students
3.
Code of Professional Responsibilities
Measurement
in
Educational
in
Educational
13. Roles of Assessment in Making Instructional Decisions

2 hrs.
a. Placement Purposes
b. Formative Purposes
c. Diagnostic Purposes
d. Summative Purposes
14. Development of Classroom Assessment Tools for Measuring
5 hrs.
Knowledge and Reasoning
a. Objective Tests
1. Planning
* Identifying test objectives
* Preparing table of specifications
* Selecting the test format
* Selection type
* Supply type
2. Construction and Tryouts
* Item Writing
* Content Validation
* Item Tryout
* Item Analysis
b. Non-Objective Test
1. Constructing Restricted & Extended Essay Test
2. Developing Rubrics for Essay Test
a. Setting Criteria
b. Setting Performance Levels
15. Utilization of Assessment Date
5 hrs.
a. NormReferenced Interpretation
1. Tabular and Graphical Presentation of Data
2. Descriptive Statistics
* Measures of Central Tendency
* Measures of Variability
* Standard Scores
b. Criterion-Referenced Interpretations
2 hrs.
1. Percentage Scores
2. Setting Mastery Criterion
TOTAL
54 hrs.
Rerences
37

Asingan, Pangasinan
CERTIFICATE OF UTILIZATION
This is to certify that Elizabeth F. Episcope, Assistant Professor II of

the Pangasina State University Asingan Campus, prepared and used Lecture
Series for her students in Prof Ed 110- Assessment of Student Learning
1 for this School Year July 2007 to June 2010.
This certification is issued to Mrs. Elizabeth F. Episcope on July 5, 2010,

for whatever legal purpose she deems necessary.
PRISCILLA L. AGSALUD, Ed. D.

Campus Executive Director

Asingan, Pangasinan
COURSE SYLLABUS
Course Code:
Course Title:
Prof Ed 110
No. of lecture hours/week:

No. of units:
54 hours
3 units
VISION, MISSION, GOALS, AND OBJECTIVES

PSU Vision
The Pangasinan State University envisions to become the apex of
academic excellence that produces globally competitive and morally
upright professionals in Pangasinan and the Ilocos Region.
PSU Mission
PSU provides quality and relevant academic programs in the arts,
sciences, and pursues scientific and technological endeavors for the
technical and holistic development of professionals to meet the local and
global demands.
Campus Goals and Objectives

Campus Goals
1. To produce competent and globally competitive teachers, highly skilled
technicians and entrepreneurs for small and medium scale business and
industrial establishments;
2.
To provide opportunities for the poor and the disadvantaged to acquire

quality education and make them productive and versatile citizens
committed towards improving themselves, their families and their
communities;
3. To promote efficiency and effectiveness of operations through a continuing
program of human resource development and evaluation of programs,
projects, and activities.
Campus Objectives
1. Provide students with relevant and quality education in the field of teacher
education, entrepreneurship, technological and other professional
programs to ensure their productive employment for empowerment;
2. Conduct periodic review of existing curricula with the end view of
enriching and updating them to keep abreast of modern technology;
3. Design and develop relevant and responsive curricular programs that will
meet the needs of a developing community;
4. Continuously upgrade the competencies of the faculty and personnel
through closer supervision and well-planned faculty-staff development
program;
5. Democratize access of poor but deserving students to quality education
through institutionally-funded and privately sponsored scholarship
programs;
6. Conduct educational, socio-economic and appropriate technological
researches to improve instructional effectiveness, develop new
technologies, and enhance current work processes thereby increasing
productivity;
7. Strengthen the extension services to enable the out-of-school youths,
unemployed adults, potential entrepreneurs, and the women sector to
acquire the necessary skills and attitudes for gainful employment in order
to improve the quality of life in the countryside;
8. Establish and maintain functional linkages with the public and private
agencies/ institutions to bring about the cooperative and fruitful
realization of the campus programs, projects, and activities;
9. Conduct periodic evaluation and review of the management system and
processes in the campus to promote efficiency and effectiveness in the
overall operation of the institution; and
10.To produce graduates with the necessary skills desirable work habits and
attitudes and acceptable interpersonal and critical skills that can help in
the local, regional, and national development and are capable to be
globally competitive.
a. Program Objectives
Teacher Education Program Goals
1. The main concern of teacher education is the preparation of teachers
imbued with the ideals, aspirations and traditions of the Philippine life
and culture and sufficiently equipped with knowledge of an effective
delivery system.
Specifically, the teacher education program shall produce teachers

who can assume the following major roles:
a. an effective agent of change to convey relevant and functional
knowledge through mastery of the sciences, mathematics,
language, through mastery of the sciences, mathematics,
language, history, geography, literature, civics, and culture;
b. an efficient facilitator of learning to bring about opportunities for
total human development, continuing education for life and
promotion of education for all; and
c. a genuine and congruent persons who understand the needs for
spiritual upliftment and the search for the true meaning of life
and the quest for fulfillment.
2. The teacher education program shall develop teachers who possess
the following traits and competencies:
a. awareness and involvement in local and global issues like socioeconomic problems, environmental issues, and population
control;
b. appreciation and preservation of the strengths/positive values
unique to the Filipinos that contribute to desirable traits like
integrity, work ethics, productivity, and smooth interpersonal
relationships ;
c. cherish and nurture nationalism, deep love of country, faith in
ones fellowmen, respect for human rights, and upright
citizenship; and
d. awareness of needs for community development and ability to
correlate needs to institutional objectives and national
development goals.
Bachelor in Elementary Education (BEEd) Objectives
The Bachelor of Elementary Education (BEEd) program aims to develop
elementary school teachers who are physically, mentally, and morally
prepared to enable them to teach as a) generalist in the different learning
areas in the grade school; b) specialists in early childhood education; and c)
facilitators in the special education program for local and global education.
Provisions should be made to equip them with accurate knowledge, proper
values and attitudes and competent skills as agents of change for the
learner.
Specifically, it aims to develop teachers who
1. have a thorough and comprehensive knowledge of their subject matter

in a higher level of literacy, communications and critical thinking suited
to the level of the learners;
2. have a deep understanding of the learning process and relate these to
the historical, social, cultural, and political processes ;
3. can apply a wide range of teaching skills (curriculum development,
lesson planning, material development, educational assessment and
teaching strategies) and enhance these through classroom
observations, teaching assistance and practice teaching;
4. can cope and facilitate learning of various types of learners through
creative, innovative alternative approaches ;
5. are willing to undergo continuous education and professional growth to
constantly improve teaching, knowledge, skills, and practices; and
6. can demonstrate and practice in words and in deeds the Code of Ethics
for Teachers to uphold teaching as a profession.
Bachelor in Secondary Education Objectives
The Bachelor of Secondary Education (BSEd) program aims to inculcate
physical, mental and moral development of teachers who are capable to
meet the needs of the secondary school students. They should be equipped
with the necessary knowledge, attitudes and skills in Communications Arts,
Mathematics, Sciences, Information Technology, and Technology and
Livelihood Education to be globally competitive as teachers in the current age
of information and communication technology.
Specifically, it aims to develop teachers who
1. posses mastery of the subject matter in specific fields/ learning areas
like Communications Arts (English and Filipino), Mathematics, Physical
Science, Information Technology, and Technology and Livelihood
Education;
2. have a deep understanding of the educational processes applied to
secondary students relative to historical, social, cultural, and political,
and other present day issues ;
3. have a mastery of the subject matter, the appropriate teaching
strategies and educational materials needed;
4. understand individual differences as applied to learners and can be
creative and innovative in meeting their needs ;
5. undergo professional growth and continuous education to be aware of
the latest trends in education; and
6. give prestige and integrity to the teaching profession through

adherence to the Code of Ethics for Teachers.
II
COURSE DESCRIPTION
This course deals on the basic understanding of concepts and
principles of classroom assessment to improve teaching-learning process.
Emphasis is given on the establishment of high quality classroomassessment method.
III COURSE OBJECTIVES

a. General Objectives
At the end of the semester the students should be able to acquire
basic knowledge and concepts assessing the students learning
achievements using the different kinds of tests.
b. Specific Objectives
1. Show understanding of the basic concepts and principles of high
quality assessment;
2. Identify the role of assessment in making instructional decisions;
3. Match the learning targets and their appropriate assessment
techniques;
4. Construct classroom assessment tools in measuring knowledge and
thinking skills;
5. Interpret test results;
6. Demonstrate skills in reporting students' learning progress; and
7. Apply statistical procedures in standardizing teacher-made test.
IV COURSE REQUIREMENTS
a. Regular Attendance
b. Passing the Quizzes, Midterm and Final Examinations
c. Active Participation in Class Discussion
d. Others
V COURSE OUTLINE
Topics
No.
of Hours
A. Orientation
1. University, College and Institutional Vision, Mission,
Goals and Objectives
1 hr.
2. Bases for Evaluation
3. Course Requirements and Grading System
4. Course Overview
10
B. Basic Concepts of Educational/Classroom Assessment

2 hrs.
a. What is Classroom Assessment?
1. Purpose
2. Measurement
3. Evaluation
5. Test
6. Non-Test
1 hr.
1 hr.
3 hrs.
5 hrs.
b. Textbooks
2 hrs.
5 hrs.
a. Objective Test
b. Essay Test
c. Performance Test
d. Oral Questioning
e. Observation
7. Validity
3 hrs.
11
8. Reliability
2 hrs.
9. Fairnesss
2 hrs.

3 hrs.
1. students
2. teachers
3. parents
5 hrs.
b. Time Required
d. Ease of Scoring
f. Cost
3 hrs.
a. Ethics in:
1. gathering data
2. recording data
3. reporting data
2 hrs.
2
Assessment of
Students
3.
Measurement
in
Educational
in
Educational

2 hrs.
a. Placement Purposes
12
b. Formative Purposes
c. Diagnostic Purposes
d. Summative Purposes
5 hrs.
a. Objective Tests
1. Planning
* Selection type
* Supply type
* Item Writing
* Item Tryout
* Item Analysis
a. Setting Criteria
5 hrs.
* Standard Scores
2 hrs.
TOTAL
54 hrs.
VI TEACHING-LEARNING STRATEGIES
a. Lecture/Discussion
13
b. Others
VII BASES FOR EVALUATION
a. Midterm and Final Examination
b. Quizzes
c. Participation (others)
TOTAL
40%
30%
30%
100%
VIII INSTRUCTIONAL MATERIALS

IX
REFERENCES
Aerasian, Peter W. Classroom Assessment. 2nd ed. McGraw-Hill Book Co.,

1994.
Gronlund, Norman E. Assessment of Student Achievement. 7 ed.
Boston, New York: Pearson Education, Inc., 2003.
Kobiszyn, Tom et. al. Educational Testing and Measurement
Classroom Application and Practices. 6th edition. Jemma Inc., 2000.
McMillan, James H. Classroom Assessment Principles and Practice for
Effective Instruction. Boston: Allyn and Bacon, 1997.
Nitko, Anthony. Educational Assessment of Students. 2nd Edition.
Englewood Cliffs: Prentice-Hall Inc., 1996.
Oosterhop, Albert. Developing and Using Classroom Assessments. 3rd
edition. Columbos, Ohio: Upper Saddle River, New Jersey: 2003.
Payne, David Allen. Applied Educational Assessment. 2nd edition.
Wadsworth Group, Thomson Learning Canada: 2003.
Puckett, Margaret B. et. al. Authentic Assessment of the Young ChildCelebrating Development and Learning. Merrill, 2000.
The University Committee
Chair:
Members:
Dr. Fe P. Fernandez
Dr. Rosie Abalos
Dr. Fe Soriano
Dr. Edna Rosario
Carlos
Dr. Cecilia Junio
Dr. Ofelia Fernandez
Dr. Elizabeth Episcope
Dr. Armando Junio
Dr. Rosario B. Miguel
Mrs. Rochelle Palaming
Bayambang
Dr. Amado Ramos
Dr. Luzviminda Ramos
Bayambang
Prof. Perla delos Santos
Bayambang
Prof. Belinda Velasquez
PSU Bayambang
PSU Binmaley
PSU Lingayen
PSU San
PSU
PSU
PSU
PSU
PSU
Bayambang
Bayambang
Asingan
Bayambang
Sta. Maria
PSU
PSU Bayambang
PSU
PSU
14
Dr. Merlita Q. Santos

Director, Curriculum, Instruction, and Accreditation
Dr. Manolito C. Manuel
Vice President, Academic Affairs
Adopted by:
ELIZABETH F. EPISCOPE
Assistant Professor II
Contents Noted:
Chairman, Teacher Education Department
Recommending Approval:
Associate Dean
Approved:
PRISCILLA L. AGSALUD, Ed.D.
Campus Executive Director
CHAPTER 1
ORIENTATION
15
Objectives:
At the end of the chapter the student should be able to:
1. Cite the university vision and mission
2. Familiarize with the campus mission, goals and objectives
3. Enumerate the goals and objectives of the BSE program
4. Cite the basis for evaluation in this subject
5. State the requirements of this subject
6. Describe the features of this subject
Lesson Proper: Refer to the Syllabus
Guide Questions:
1.
What are the key words in the PSU Vision? Explain these terms in the
vision.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.
How can the campus mission be realized?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.
Do you consider the campus goals and objectives attainable? Explain.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4.
What are the basis for the grading system in this subject?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4.
Give the overview of this subject

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 1
ORIENTATION
BASIC CONCEPTS OF EDUCATIONAL/CLASSROOM ASSESSMENT
16
Lesson 1 Basic Concepts of Educational/Classroom Assessment

What is Classroom Assessment?
Assessment for learning is categorized as meaning: monitoring pupils'
performance against targets or objectives; using assessment to inform next
steps in teaching and learning; teachers giving feedback for improvement;
(teachers) learning about children's learning; children taking some control of
their own learning and assessment; and turning assessment into a learning
event.
Conceptions of assessment include assessmentasmeasurement and
assessmentasinquiry. These conceptions are related to two conceptions of
learning: learningasattainingobjectives and learningastheconstructionof
knowledge. The conceptions of assessmentasmeasurement and learningas
attainingobjectives are dominant in English educational policy today. The
article suggests that these conceptions need to be challenged and expanded,
since conceptions held by those who have power in education determine
what sort of assessment and learning happen in the classroom, and therefore
the quality of the student's learning processes and products.
1. Purpose
Purpose of Classroom Assessment
Assessment is used to:
inform and guide teaching and learning

A good classroom assessment plan gathers evidence of student
learning that informs teachers' instructional decisions. It provides
teachers with information about what students know and can do. To
plan effective instruction, teachers also need to know what the student
misunderstands and where the misconceptions lie. In addition to
helping teachers formulate the next teaching steps, a good classroom
assessment plan provides a road map for students. Students should, at
all times, have access to the assessment so they can use it to inform
and guide their learning.
help students set learning goals
Students need frequent opportunities to reflect on where their learning
is at and what needs to be done to achieve their learning goals. When
students are actively involved in assessing their own next learning
steps and creating goals to accomplish them, they make major
advances in directing their learning and what they understand about
themselves as learners.
assign report card grades
Grades provide parents, employers, other schools, governments, postsecondary institutions and others with summary information about
student learning.
17
motivate students
Research (Davies 2004; Stiggins et al. 2004) has shown that students
will be motivated and confident learners when they experience
progress and achievement, rather than the failure and defeat
associated with being compared to more successful peers.
2. Measurement
Educational measurement refers to the use of educational

assessments and the analysis of data such as scores obtained from
educational assessments to infer the abilities and proficiencies of
students. The approaches overlap with those in psychometrics.
The aim of theory and practice in educational measurement is
typically to measure abilities and levels of attainment by students in
areas such as reading, writing, mathematics, science and so forth.
Traditionally, attention focuses on whether assessments are reliable and
valid. In practice, educational measurement is largely concerned with the
analysis of data from educational assessments or tests. Typically, this
means using total scores on assessments, whether they are multiple
choice or open-ended and marked using marking rubrics or guides.
In technical terms, the pattern of scores by individual students to
individual items is used to infer so-called scale locations of students, the
"measurements". This process is one form of scaling. Essentially, higher
total scores give higher scale locations, consistent with the traditional
and everyday use of total scores. [1] If certain theory is used, though, there
is not a strict correspondence between the ordering of total scores and
the ordering of scale locations. The Rasch model provides a strict
correspondence provided all students attempt the same test items, or
their performances are marked using the same marking rubrics.
In terms of the broad body of purely mathematical theory drawn
on, there is substantial overlap between educational measurement and
psychometrics. However, certain approaches considered to be a part of
psychometrics, including Classical test theory, Item Response Theory and
the Rasch model, were originally developed more specifically for the
analysis of data from educational assessments. [2][3]
One of the aims of applying theory and techniques in educational
measurement is to try to place the results of different tests administered
to different groups of students on a single or common scale through
processes known as test equating. The rationale is that because different
assessments usually have different difficulties, the total scores cannot be
directly compared. The aim of trying to place results on a common scale
is to allow comparison of the scale locations inferred from the totals via
scaling processes.
3. Evaluation
18
5. Test
6. Non-Test
1 hr.
1 hr.
3 hrs.
5 hrs.
b. Textbooks
2 hrs.
5 hrs.
a. Objective Test
b. Essay Test
c. Performance Test
d. Oral Questioning
e. Observation
7. Validity
3 hrs.
19
8. Reliability
2 hrs.
9. Fairnesss
2 hrs.

3 hrs.
1. students
2. teachers
3. parents
5 hrs.
b. Time Required
d. Ease of Scoring
f. Cost
3 hrs.
a. Ethics in:
1. gathering data
2. recording data
3. reporting data
2 hrs.
2
Assessment of
Students
3.
Measurement
in
Educational
in
Educational

2 hrs.
20
a.
b.
c.
d.
Placement Purposes
Formative Purposes
Diagnostic Purposes
Summative Purposes

5 hrs.
a. Objective Tests
1. Planning
* Selection type
* Supply type
* Item Writing
* Item Tryout
* Item Analysis
a. Setting Criteria
5 hrs.
* Standard Scores
2 hrs.
21
A. TEST DEVELOPMENT
TYPES OF TEST AND THEIR STRENGTHS AND WEAKNESSES
Two Big Groups of Tests: Standardized Tests and the Teacher-Made Tests
CLASSIFICATION OF STANDARD TESTS
I. According to Function
1. Psychological Test- measures individuals ability or personality
a. Intelligence Test- also known as the I.Q. test; measures
mental ability
b. Aptitude Test- measures the potential ability to performs an
activity
c. Personality Test- measures some aspects of individuals
personality
1. Rating Scale- uses suggestive points for checking
2. Personality Inventory- determines personal characteristics
such as emotional adjustment, tendencies toward
introversion or extroversion, etc
3. Projective Test- measures individual responses reflecting
the persons individuality e.g. Rorshach Test (Ink-Blot Test),
TAT (Thematic Apperception Test)
d. Vocational and Professional Interest Inventory-determines the
extent to which a persons likes and dislikes relating to a
given vocation and profession
II. According to Construction
1. Structured Test-requires examinees to respond within given
framework or design of test and correct responses are expected
22
e.g. objective test whether standard or teacher-made test; also

called restricted test because there are restrictions imposed
2. Unstructured Test- examinee is free to respond in any way he likes,
thinks, feels, or has experienced and there are no correct answers;
e.g. projective test; also called unrestricted test because there are
no restrictions imposed
III. According to No. of Persons To Whom the Test is Administered
1. Individual Test- given to only one person at a time
2. Group Test- given to a group of persons at a time
IV. According to the Degree to which Words are Used

1. Verbal Test- paper and pencil test; questions maybe presented
orally or in written form; responses requires words
2. Nonverbal Test- test is composed of symbols; instructions maybe
given orally or in written form but answers are given solely in
numbers, graphical representations, or three-dimensional objects,
or materials
3. Performance Test- also nonverbal, does not require the use of paper
and pencil for responding; the manipulation of physical objects or
materials; e.g. arrangement of blocks; used to person with
language difficulty
V. According to Difficulty
1. Speed Test- measures speed and accuracy
2. Power Test- have different degrees of difficulty arranged in
ascending order of difficulty
VI. According to Arrangement
1. No Arrangement- arrangement of items is not important
2. Scaled Test- items are arranged in definite order or position usually
in ascending order of difficulty or quality
VII. According to Amount of to be Performed
1. Maximum-Performance Test- examinee is urged to accomplish as
much as he can to show his ability, capacity, etc. e.g. intelligence
test, aptitude test, achievement test
2. Typical Performance Test
CLASSIFICATIONS OF TEACHER-MADE TESTS
I. Oral Examination-answers are given in spoken language
23
a. According to No. of Persons Who Will Take the Test

1. Individual Oral Examination- one student answers questions in
presence of his classmates or other persons e.g. class recitation, oral
defense of thesis, etc.
2. Group Oral Examination- two or more students are asked to answer a
question in concert or in group e.g. choral speaking, choral renditions
b. According to the Objective of Measurement
1. Questions for Marking- graded according to the quality of answers e.g.
graded recitation, oral defense
2. Questions for Selection- purpose of questioning is to fill up a vacant
position for honor, scholarship, employment, and other competitive
positions
II. Written Examinations
a. Essay- answers by discussion, enumeration, comparison, explanation,
analysis, statements,
criticisms
1. Classification according to Brevity of Responses
a. Simple-Recall Question- demands short responses such as a
sentence or two e.g. answer to questions who, what, when and
where
b. Short-Answer Question- answered by a statement, a phrase or a
sentence e.g. define, identify, list, find, state etc.
c. Discussion Type Question- answered by discussion e.g. explain,
describe, interpret, compare, contrast, outline, etc.
2. According to Scope of Responses
a. Unrestricted or Uncontrolled Type- have very wide latitude; wider
freedom of organizing ideas in any way; hard to score, not so valid
and nor so reliable e.g. Describe the economic problems of our
country.
b. Restricted or Controlled Type- limited in organizing response;
there are guides in making a response; more valid and reliable
e.g. Give and discuss the causes of Phil. Revolution starting with
the remote causes followed by the immediate ones.
3. Other Types of Essay
a. Enumeration- a completion test with two or more responses
1. Complete Enumeration
2. Selective Enumeration
b. Description
c. Comparison
1. General
2. With Given Basis
24
d. Contrast
1. General
2. With Given Basis
CLASSIFICATIONS OF OBJECTIVE TEST
1. Recall Type
a. Simple Recall- a direct question; response is a single word,
number, letter, or symbol
b. Completion- asked to supply the omitted important words e.g. Fillin-the-Blank
c. Identification- defined, explained, or indicated by a picture,
diagram, symbol, object
d. Labeling- labeling the parts indicated by arrows; can be a
matching type
e. Enumeration- completion test where there are two or more
responses
2.
Recognition Type
a. Alternative-Response- one of only two possible responses e.g. true
or false, right or wrong, yes or no
1. Yes-No
2. True-False
3. Right-Wrong
b. Multiple Choice- one is the correct answer from the given
responses
c. Scaled Multiple Choice- choose option from the list of orderable
categories, degrees or gradations e.g. Do you agree that the
current government is better than the past government? a. agree
b. uncertain c. disagree d. strongly disagree
d. Matching Type- with two or more columns; match the items of the
columns
3. Rearrangement of Items- ask to assemble, order on some basis e.g.

chronological order, geographical order, magnitude, alphabetical,
importance, quality etc.
a. Rearrangement of Symbols
b. Rearrangement of Words
4. According to Response
a. Multiple Choice
b. Matching Type
c. Alternate Response
1. Yes-No
2. True-False
3. Right-Wrong
5. Supply Type or Restricted Response
25
a.
b.
c.
d.
Simple Recall
Fill-in-the-Blanks
Answer the ff
Essay for Short Answer
6. Extended Response
a. Comprehensive Examination
b. Essay for Term Paper
EDUCATIONAL TEST
VS
- measures the results and effects of instrucbehavior
tion in learning
PSYCHOLOGICAL TEST
- measures a sample of
e.g. good traits
- measures intangible aspects of
behavior
e.g.
attitudes,
interests,
intelligence
MASTERY TEST
- level of mastery of a specific
achievement test;
objective
learning content;
VS
SURVEY TEST
batteries
of
they cover wide areas of

designed to measure the total
performance
individual in a given field of
knowledge;
also the general achievement
of the
students in a certain subject
INDIVIDUAL TEST
VS
- given to one person; one-to-one
persons; economical
Basis
GROUP TEST
- given
SPEED TEST
VS
- measures the no. of items an inincreasing
dividual can complete at a given
measures the ability to
time
items
POWER TEST
- items are arranged in
order
to
of
group
of
difficulty;
answer more and more difficult

within a given field
VERBAL TEST
- paper and pencil test
;
test but words
oral test; words are necessary for
meaning or
VS
NON-VERBAL TEST
- maybe pencil and paper
are not used in giving
26
the examinee to understand and respond

items; may involve
to test items
physical objects
FORMATIVE TEST
VS
- brief; gives idea on what had been
learning achievement;
learned and suggest corrective measures
gives ideas on how
for mastery; e.g. daily quizzes
are based on it;
responding to the test

numbers, drawings, or
SUMMATIVE TEST
assesses
students
longer and broader;

students change; grades
e.g. departmental test
SUPPLY TEST
VS
- requires the examinee to recall
recognize
and supply the naswer; e.g.
reposnses; e.g.
completion test, fill-in-the-blanks,
matching type
essay test
CRITERION-REFERENCED TEST VS
- describes he performance of the
performance compares
students in terms of what an indinorms/standards
duals can do without reference to
the performance of others; based from
a criteria/objective e.g. spell 60 words
out of 100 words
SELECTION TEST
- requires the examinee
to
and select the correct

multiple
choice,
NORM-REFERENCED TEST
- how an individuals
with others; presence of
INFORMAL TEST
VS
- also called the teacher-made test;
reliability;
aims to measure achievement,
experts;
progress, weakness, or defects
STANDARD TEST
- with norms, validity, and
STANDARD TEST
VS
- prepared by specialists/experts who know
teachers who
well the principles of test construction;
the principles
TEACHER-MADE TEST
- prepared by classroom
- prepared very carefully following

meet the
accepted principles of test construction
administration
prepared by curriculum
may not know well

of test construction
- prepared haphazardly to
the
deadline
for
27
- given to a large portion of population

e.g. to a class
- with norms, validity, reliability and
treatment
statistical treatment
- highly objective
scoring is
- have norms for comparison
computes
- given to small group

- no norms or statistical
-
maybe
essay
which
case
subjective
- no norms unless teacher
for the mean, median, and SD
for
comparison and interpretation
- measures innate capacities, characteristics,
measures
subject
achievement
and achievement
- used for long period of time
- used for short period
- accompanied by manuals of instructions
no
manuals,
only
directions
- copyrighted
- not copyrighted
TRUE OR FALSE TEST
a. Advantages:
1. applicability
2. adaptability
3. objectivity in scoring
4. ease in scoring
5. ease in administration
6. wide sampling of knowledge
b. Disadvantages:
1. suggestion effect of incorrect statements
2. guessing factor
3. not reliable due to chance factor
4. difficulty of framing and absolutely true or false statements
5. seldom applicable to measure complex understanding
c. Rules:
1. Avoid specific determiners.
e.g
all. Always, never, none, no, nothing false
may, some, oftentimes, sometimes, frequently, generally, most true
2. Avoid disproportionate number of either true or false statement; make
half of the items true and the other half false.
3. Avoid exact wording from the testbook.
4. Avoid trick statements.
5. Limit each statement to exact point to be tested.
6. Avoid double negatives.
7. Avoid ambiguous statements.
28
8. Avoid unfamiliar, figurative, or literary language.

9. Avoid long statements especially those involving complex sentence
structure.
10.Avoid qualitative language whenever possible.
11.Commands cannot be true or false.
12.If the statement is to test for truth or falsity or reason, the main clause
should be true and the reason either true or false
13.Do not establish pattern.
14.Require the simplest possible method of indicating response.
15.Arrange the statement in groups; follow the correct format.
16.Use the true or false only for points that lend themselves unambiguously
to this kind of item.
17.Inform students if a correction for guessing will be applied.
c. Directions:
Clear - How to respond
- Where they will write the answers
- Whether correction for guessing will be applied
d. Scoring
- Each correct answer should be given one point
- For modified true or false, you may give two points
MULTIPLE CHOICE
a. Advantages/Strengths:
1. Most flexible and versatile
2. Adaptable
3. Large number of items can be answered during normal examination
period
4. Can be scored rapidly and objectively even by individuals who are
unqualified to teach the subject
b. Disadvantages/Weaknesses:
1. Needs
- Thorough knowledge of the course content
- Awareness of the methodology of item- writing
- Skill in the use of language
- Level of students development
2. Not advisable for examining small groups of students on only one
occasion
3. Can not be used to measure the ability to organize or to clearly express
answers to acceptable language
c. Methods of Designing the Multiple Choice Type:
1. Best Answer Type- choices are all correct but there is one that is
decidedly the best
2. Correct answer Type- there is only one correct answer.
Stem
questions form
- declarative statement
- incomplete statement
d. Rules:
29
1. The stem should contain the problem, the essential issue of the item, or
the frame f reference when selecting the correct answer.
2. Arrange choices in chronological order, in a series of magnitudes,
alphabetically etc.
3. Make all the destructors plausible and attractive response to the stem.
4. Do not make the correct answer obvious by making it unnecessarily
different from therest of the choices.
5. All the alternatives for a given item should be approximately
homogeneous in content, form and grammatical structure.
6. Write at least four choices per item or maybe ffive.
7. The use of the alternatives none of these or all of these should be
used only with care.
8. In a best answer type, make sure that one and only one is clearly the
best answer.
9. Express the responses to a multiple choice test item so that grammatical
consistency is maintained.
10.Avoid double negative. This creates artificial difficulty in the test.
11.Make sure that the complete item is on the same page.
MATCHING TYPE
a. Strength:
1. Often used to measure lower levels of the cognitive domain- who, what,
when, where situations
2. Scored rapidly, accurately, and objectively
3. Maybe used to measure higher levels of the cognitive domain, but it is
not easy to develop such items
b. Weaknesses:
1. Difficult to develop a matching type item to measure higher levels of the
cognitive domain
2. Premises must be homogeneous; it is hard to find enough important and
homogeneous ideas to the premises of the items
3. Homogeneity of items places overemphasized rather than small portion
of content area to be tested; hard to conform with the table of
specifications; biased in sampling
Rules:
a. Direction must include:
1. Set a general frame of reference for responding to the items of the
cluster
2. How to proceed in selecting responses
3. Where to record his responses
4. Inform whether or not answer could be used more than once
b. Premises:
1. Specify a detail of frame of sequence suggested in the introductory
statement
2. Present specific problem to be solved
3. Expressed clearly and concisely
30
4. Errors of language must be avoided

5. Superfluous and unnecessarily difficult words should be avoided
6. Highly technical terms should be excluded unless essential to the
concept being measured
7. Homogeneity of the premises should be strictly followed
c. The Alternates:
1. Must be grammatically appropriate to each premise of the cluster
2. Equally appealing, homogeneous
3. Greater than the number of premises
4. The list of alternates must be somewhat limited since the examinee
must read a list of alternates each time he responds to a premise; the
use of more than 10 alternates will result in loss of testing efficiency
d. Varieties of Matching Type
1. Imperfect Matching Type- an alternate response could be used more
than once
2. Multi Matching Variety- has 3 or more columns; the first column is
matched with the second column and the second column is matched
with the third column
SIMPLE-RECALL TYPE OF TEST ITEM
a. Advantages:
1. It minimizes guessing
2. It measures retention of specific points and demands accurate
information
3. It can measure high levels of cognitive skills
b. Limitations:
1. Excessive use may lead students to focus on memorization of facts and
unrelated bit of information
2. Students may give a partially correct answer
3. It takes time because if the student does not readily know the answer, he
has to pause to think in an effort to recall the word/answer.
c. Rules:
1. Avoid indefinite statements; indefinite questions are open to several
answers.
2. Do not over mutilate your statements; over mutilated is worst than
skeleton.
3. Omit only the key words or phrases rather than trivial ones.
4. Make blanks uniform in length.
5. Place the blanks near the end of the statement rather than at the
beginning.
6. Avoid the use of extraneous hints designed to help the student identify
the correct answer.
7. Always the units in which the answer is to be expressed for those supply
test items that could have several answers depending upon the unit
chosen.
31
8. Avoid directly lifting from the textbook.

9. Avoid grammatical clues to the correct answer.
10.If the answers are to be written on the test booklet or question sheet,
provide sufficient space for students answers; the correct answer should
be unnecessarily long.
ESSAY TEST ITEMS
a. Characteristics:
1. It is considered a supply test.
2. Student composes his responses in more than one sentence.
3. Quality and accuracy is judged subjectively only by someone skilled and
informed in the subject.
4. Important feature- freedom of response.
5. Variation in response:
Extended Response- can be extremely challenging to the examinee;
shows how well a student achieved higher level of educational goals;
measures their ability to organize, evaluate, write clearly with precision
and creativity
Restricted Response- measures achievement rather than the ability to
write; to respond correctly the student needs to recall the proper
information, organize it in suitable manner, arrive at logical and
defensible conclusion, and express it in his own words
d. General Considerations in Preparing Good Essay Tests:
1. Give adequate time and thought to the preparation of essay questions.
2. The question should be written so that it will elicit the type behavior you
want to measure.
3. Establish a framework within which the student will operate when he
answers the question.
4. Decide in advance what factors will be included in an essay response.
5. Do not provide optional questions in an essay test.
6. Adapt the length of the responses and complexity of the question and
answer to the maturity of the students.
7. Prepare a scoring key.
Rules in Constructing Essay Test Items:
1. Dont begin the essay question with discuss when the question fails to
provide a basis for or limitation of the focus of discussion.
2. Dont ask for an expression of opinion when you intent is to measure
the student learning or the ability to present evidence for or against.
3. Dont introduce essay questions with Write all you know about , In
you opinion, What do you think.. , and so on.
4. Dont ask for comparison without clearly specifying the basis or bases
on which the comparison will be made.
Scoring the Essay Test:
1. Score only one question at a time for all papers.
2. Try to score all the responses to a particular question without
interruption.
3. Score the paper anonymously.
32
4. Score only on factors you decided will be considered.

5. Decide on the scoring system and use it consistently.
6. Score the papers yourself.
STAGES OF TEST DEVELOPMENT
I Planning the Test
a. Determining Objectives
b. Preparing Tables of Specifications
c. Selecting the appropriate Item Format
d. Writing the test items
e. Editing the test items
II Trying the Test
a. Administering the 1st Try-Out Item Analysis
b. Administering the 2nd Try-Out Item Analysis
c. Preparing the final form of the test
III Establishing Test Validity
IV Establishing Test Reliability
V Interpreting Test Scores
PURPOSES OF TEST:
1. Judging pupils mastery
2. Measuring growth over time
3. Ranking pupils based from their achievement
4. Diagnosing pupils difficulties
5. Evaluating the teachers instructional methods
6. Ascertaining the effectiveness the effectiveness of the curriculum
7. Motivating the students
PREPARING THE TEST ITEMS
1. Know the subject matter thoroughly
2. Know and understand the pupils being tested
3. Be skilled in verbal expression
4. Be thoroughly familiar with various test formats
GENERAL GUIDELINES FOR TESTCONSTRUCTION
1. Avoid replication of textbook when writing test items
2. The test item should be aimed at a specific objective
3. Begin writing items well ahead of time when they will be used
4. Consider the level of the item in relation to the purpose of testing
5. Do not allow the items to be interdependent
B. IMPROVING TEST ITEMS
TABLE OF SPECFICATION
33
e.g.
Course
Objective
Content/ Time
Spent
(Hours)
Chapter I- The Web 5
of Life
Chapter II- Diversity 10
Among
Living
Things
Chapter III-Patterns 4
Among
the
Biosphere
Chapter IV- Within 3
the Organism
Chapter
V- 2
Adaptation
Total
24 hrs
Proportion
of Time (%)
No.
Items
of Item
Placement
21
11
1-11
42
21
12-32
17
23-40
12
41-46
47-50
100
50
CHARACTERISTICS OF A GOOD TEST

1. Validity- degree to which a test measures what it intends to measure;
provides truthful information about people with regards to a specified
class of behavior
Factors Considered to Influence Validity
a. Appropriateness of test items
b. Directions
c. Reading vocabulary and sentence structure
d. Difficulty of items
e. Construction of test items
f. Arrangement of items
g. Patterns of answers
2. Reliability- consistent; it does not change; consistency of scores
Reasons for Inconsistency:
a. Scorer reliability
b. Poor sampling
c. Instability of examinees performance
Various Ways of Establishing Reliability
a. Length of test
b. Difficulty
c. Objectivity
3. Administrability- can be administered with ease, clarity, and uniformity;
test procedures are standardized; directions are simple, clear, and
concise
4. Scorability- ease in scoring; direction for scoring is clear; scoring key is
simple; answer sheets provided; can be scored with the simplest and
quickest possible time by providing answer keys
5. Interpretability- test scores are easily evaluated
6. Objectivity- degree to which judgment is fair;
34
7. Economy- cheapest way of giving test

8. Adequacy- fairly wide sampling of items to measure educational
objective
9. Utility- quality to meet the needs and purpose for the testing is
constructed and administered
10.Comparability- results can be compared
ITEM ANALYSIS
a. Level of Difficulty- percentage of students who answer correctly each
test item
NR
Where: P= percentage of students who
answered
P=
(100)
the item correctly
NT
NR= no. of students who answered
the item
Correctly
NT= total no. of students who
attempted to
Answer the item
Interpretation:
P
Level of Difficulty
0-20%
Very Difficult (VD)
21-80%
Moderately Difficult (MD)
81-100%
Very Easy (VE)
e.g. (NT=50)
Item No.
NR
P (%)
Level
of
Difficulty
1
15
50
MD
2
12
83
VE
3
29
97
VE
4
10
33
MD
5
20
67
MD
b. Discriminating Power- the ability of an item to differentiate between
students who done well and who have done poorly
U-L
Where:
D
= index of discrimination power
D =
U
= no. of students in the upper
group who
N
who answered the item
correctly
L
= no. of students in the lower
group
who answered the item
correctly
Interpretation:
D
Interpretation
+0.40 and above
Very Good (VG)
+.02 to 0.39
Satisfactory (S)
35
0 to 0.19
Poor (P)
Procedure:
1. Arrange the scores from highest to lowest
2. Separate the upper 27% and lower 27% of the scores
e.g. (N=50X 0.27= 13.5 or 14)
Item No.
U
L
1
14
12
2
10
6
3
11
7
4
3
10
5
13
12
D
0.14
0.29
0.29
-0.50
0.07
Interpretation
P
S
S
P
P
CHARACTERISTICS OF A GOOD TEST

more than 50% has D= 0.40 and Above
less than 40% has D= 0.40 to 0.20
less than 10% has D= 0.20 to 0
C. INTERPRETING TEST RESULTS
UNGROUP DATA
Mean
Mode
X= EX
N
Mo= most frequent score
Median
Mdn= the middle score
Standard Deviation
SD=
EX2 N
EX
N
Am + Efd
N
GROUPED DATA
Mean
X=
Median
Mdn= Ll + N/2-cf
36
Mode
fw
Mo= 3X- 2Mdn
Standard Deviation
SD=
Efd2 - Efd 2
N
N
D. GRADING AND REPORTING
37

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Prof Ed 109 Assessment of

Students Learning 1 Prof Ed 109

6. Appropriateness of Assessment Methods

10. Positive Consequences

b. Legally Mandated Standards

13. Roles of Assessment in Making Instructional Decisions

Republic of the Philippines

PANGASINAN STATE UNIVERSITY

This is to certify that Elizabeth F. Episcope, Assistant Professor II of

This certification is issued to Mrs. Elizabeth F. Episcope on July 5, 2010,

PRISCILLA L. AGSALUD, Ed. D.

Republic of the Philippines

PANGASINAN STATE UNIVERSITY

No. of lecture hours/week:

VISION, MISSION, GOALS, AND OBJECTIVES

Campus Goals and Objectives

To provide opportunities for the poor and the disadvantaged to acquire

Specifically, the teacher education program shall produce teachers

1. have a thorough and comprehensive knowledge of their subject matter

6. give prestige and integrity to the teaching profession through

III COURSE OBJECTIVES

B. Basic Concepts of Educational/Classroom Assessment

10. Positive Consequences

13. Roles of Assessment in Making Instructional Decisions

VIII INSTRUCTIONAL MATERIALS

Aerasian, Peter W. Classroom Assessment. 2nd ed. McGraw-Hill Book Co.,

Dr. Merlita Q. Santos

How can the campus mission be realized?

Do you consider the campus goals and objectives attainable? Explain.

Give the overview of this subject

Lesson 1 Basic Concepts of Educational/Classroom Assessment

inform and guide teaching and learning

Educational measurement refers to the use of educational

10. Positive Consequences

13. Roles of Assessment in Making Instructional Decisions

14. Development of Classroom Assessment Tools for Measuring

e.g. objective test whether standard or teacher-made test; also

IV. According to the Degree to which Words are Used

a. According to No. of Persons Who Will Take the Test

3. Rearrangement of Items- ask to assemble, order on some basis e.g.

they cover wide areas of

answer more and more difficult

the examinee to understand and respond

responding to the test

longer and broader;

and select the correct

- prepared very carefully following

may not know well

- given to a large portion of population

- given to small group

8. Avoid unfamiliar, figurative, or literary language.

4. Errors of language must be avoided

8. Avoid directly lifting from the textbook.

4. Score only on factors you decided will be considered.

CHARACTERISTICS OF A GOOD TEST

7. Economy- cheapest way of giving test

CHARACTERISTICS OF A GOOD TEST

Mdn= the middle score

D. GRADING AND REPORTING

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